6.7.12 OK Univ. Day 2 of 2 Poverty - Battelle for Kidsstatic.battelleforkids.org/.../downloads/6.7.12_Small_Jensen_Day2of2_Poverty_color.pdfprincipal can get miracles to happen. 3

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Today could be an amazing day of learning, friendship and fun.

Day 2 of 2

Today’s Delights •  Introduction •  Review Prior Day •  The Keys to Success •  Lunch •  Skill-Building •  Deepening Our Learning •  Making Change Happen

What’s on Today’s Menu? •  “Big Picture” insights so you can get a

better sense of how the overall school social structure and environment have to be different for all to succeed.

•  The “Micro Strategies” that you can apply every day in your work. These strategies specifically address and target the core differences. For things to change, you’ll need to change.

Notice Throughout the day, you’ll be making quick informal notes about your school and your own personal work. Relax; it’s easy.

Later in the day, we’ll ask you to go back and “collect” all of your notes so that you’ll have a better idea of where you stand and what your school may want to do next.

Today’s Takeaway…

1.   Agree on a clear, smart take-away 2.   “Buy-in” – are you “sold” on it? 3.   Commit to implementation of one

(1) powerful idea right away

A – B – C QUIZ: Who are the Leaders in the Process of Significant Change?

1.   T F Everyone is a leader; some are just leading in the wrong direction.

2.   T F Leadership is overrated. Any decent principal can get miracles to happen.

3.   T F Don’t wait for the change to happen; be the change you want to see.

4.   T F New teachers can lead with enthusiasm, more experienced teachers lead with wisdom.

5.   T F If everyone at school is waiting for everyone else, no change will happen.

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Everyone Is a Leader and a Role Model to Somebody Else. Time to Embrace it with Gusto!

“I had not really thought of myself as a leader. What am I supposed to do?” GNL

Grateful? (hope)

Newly Learned? (growth mindset)

Looking Forward (optimism)

Use GNL to Foster Optimism and Hope

Hope mobilizes our resources. When we believe that success is possible, we try harder and we explore more options. We focus on results, not excuses. We work with, not against, the teacher.

Why Go For Walks? • Many students will talk more while walking than seated • It gives students a chance to socialize and bond • Many students get restless from too much sitting • Memory improves while walking • Walking releases useful brain chemicals for learning

Schaefer, S., Lovden, M., Wieckhorst, B., & Lindenberger, U. (2010). Cognitive performance is improved while walking: Differences in cognitive-sensorimotor couplings between children and young adults.

Can’t Do Walks? Alternatives are: •  Walk in class “roller derby”

style •  Scavenger hunts for

positives •  Pair up and walk with

partner •  Small group stand up/move

and review •  Do energizers 1st before a

activity •  Students/staff lead group

movement

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Organize Information Engagement Strategies E-A-C-H_______

S-H-A-R-E____ INSIGHTS

What Have We Learned About the Students From Poverty?

•  The most common issues include poor relationships, chronic stress, cognitive lags, hopelessness, health and safety issues.

•  Those issues manifest in academic and behavioral deficits.

•  But the human brain can change; one simply has to have the skill, will and resources.

What You See Is on

the Surface: Test Scores, AYP, Body Language, SES, Effort, Tardies, etc. (This is 10% of total)

What You Don’t See Is What Matters Most: Hopelessness, Poor Executive Function, Fixed Mindset, Chronic Stress and a Struggle for Relationships. (this is the other 90%)

Em_______ Support Acute/Ch_____ S____ Co_____ Stimulation H_____ & S_____ Access

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Attunement – to build the “emotional response keyboard” Attachment – safe, trustworthy relationships builds faith in others Emotional Punctuation – to help the brain identify what’s correct, positive and worth saving

3 Emotional Keys

Emotional Punctuation is “Memory Marker”

•  Event + positive emotions = better memories

•  Home and classroom might include these:

verbal affirmations, smiles, physical gestures, head nodding, positive comments, positive music, celebrations, use of name or pre-set celebration rituals

Those in poverty often have “dysregulated” emotional systems.

You must: 1) teach a healthy range of emotional responses,

2) build and strengthen affiliations, relationships and

3) use emotional punctuation. Discussion time…

Quick Review…

Reflection: Do you invest 5 or more minutes a day in class strengthening relationships AND building socio-emotional responses?

___ YES I do… always! ___ Occasionally …

now and then ___ NOT at this time


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Stress and Distress

  Stress (on/off) is healthy for us.

  Distress (chronic) is toxic to our brain and body.

  Low SES children are exposed to: 1) more stressors,

2) more intense stressors, 3) longer lasting stressors, and 4) have fewer coping skills than their higher SES counterparts.

Evans, G.W., Kim P. (2007) Childhood poverty and health: cumulative risk exposure and stress dysregulation.

What Is Allostatic Load? “Adjusted stress points which

create excess demands on your mind and body that chronically

deplete your available resources.” (McEwen, 1998)

EXAMPLES: PTSD, Learned Helplessness,

Depression, General Anxiety Disorder

Title 1 Schools & Allostasis

 Chronic stress impairs working memory (kids forget directions, can’t juggle content in their head and struggle to process simple problems)  Chronic stress slows processing skills (students read slower and recall less)  Chronic stress impairs social skills (teachers and kids are less forgiving)  Chronic stress impairs habit changes (staff and kids repeat the same old behaviors)

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What % of School Age Children (or staff) Experience Chronic or Acute Stress

“Most or All or the Time?

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Impact of Chronic or Acute Stress on Poor Children's Learning

Allostatic load reduces learning capacity in many ways: 1)  reduced neurogenesis 2)  impaired relationships 3)  diminished cognition and memory 4) impaired creativity/patience Distress is the “800 lb. gorilla” in the low SES classroom every day.

Baseline6am 6pm

Our Brain Adapts:The Adaption to Distress

Creates a New Allostatic State

Normal Baseline Stress

Extreme Stress LevelsAdapted Allostatic Level

Dr. Elisa Epel (in the back) is an

asst. prof. in the UCSF Dept. of

Psychiatry. She studied the effects

of chronic stress on accelerated aging in humans through DNA markers on chromosomes.

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Those in poverty typically have “dysregulated” stress response systems.

You must: 1) give kids appropriately increasing amounts of control over their lives at school and 2) teach coping skills.

Discussion time…

Quick Review…

How to Increase Student Perception of Control

1.  Student cont_____ to rules/discipline

2.  Men_____ others 3.  Proj____ learning

4.  Self-a__________ 5.  Class j_________

6.  Cho___ (content, social conditions or process)

7.  Class or school jobs that connect with

real world __________

Reflection: Do you invest 5 or more minutes a day in class strengthening the amount of control that your students feel they have AND building coping skills?




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Cognitive Difficulties

Brains of Lower SES are Different than those from Higher SES

Noble KG, Norman MF, Farah MJ (2005) Neurocognitive correlates of socioeconomic status in kindergarten children. Dev Sci Jan;8(1):74-87

What Skills Matter Most for the Student’s Academic Success?

  Processing   Attentional focus   Locus of control   Memory (working)   Prioritization   Ordering/sequencing   Deferred gratification

Each of these skills are compromised in kids from low-income families.

Reflection: Do you invest 5 or more minutes a day in class strengthening learn to learn skills including note-taking and memory AND building thinking skills?



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Health and Safety Issues?

K-5 School Makeover in Unsafe Neighborhood

Reflection: Do you actively manage the 3 factors which matter most in the environment? Temperature, acoustics and lighting?



Relevance of E-A-C-H Factors

•  Emotional differences mean you’ll have discipline issues and excess re-teaching.

•  Chronic and acute stressors affect both cognition and behavior. In your staff, they can alter staff development.

•  Cognitive differences mean your staff will feel torn between teaching content & skills

•  Health and safety issues mean you’ll need to be safe and very enriching. How much of what’s above happens at your school?

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NEW!

Old Paradigm: Brains Stay the Same; Kids Stay the Same New

Understanding: Brains can and do change

everyday. But if the experiences stay the

same, so will the brain! We must change things.

You Have the Capacity to Significantly Change Your Student’s Brains!

•  Human brains exhibit plasticity (capacity to physically change)

across our entire lifespan

•  The brain changes as a result of:

a) genes b) gene-environment

interaction c) environments

Reflection: Which of the following is a true statement?

___ Some kids just don’t want to learn ___ Every kid can learn and graduate ___ Most kids can learn and graduate ___ I decide on a case by case basis how much time and energy I have

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All of the Quality Studies Say…  Align changes with the standards  Improve classroom engagement  Staff must collaborate better  Change attitudes (hope/growth mindset)  Target the instructional strategies  Make appropriate accommodations  Build strong relationships  Use ongoing feedback/assessments BUT… they don’t always use those words. You’ll see words like “rigorous instruction” or working with the “whole child.”

Skill Building Insight   Every subject is the perfect vehicle for strengthening academic skills.   When we over-focus on mastering content, we don’t make time for skill development and it loses out.   Every staff needs to collaborate to discover not IF but HOW, WHERE and WHEN they’ll do this.

How Do You Boost These Skills?

2. Buy-in/Relevance

3. Repetition Over Time

4. Constant Variety

1. Make Skill-building a

Priority

What Skills Matter Most for the Student’s Academic Success?

  Processing   Self-control   Attentional focus   Prioritization   Memory (working)   Deferred gratification   Ordering/sequencing

Stop telling kids to do things that they don’t know how to (recall, take notes, pay attention)…and start teaching them the skills they need to succeed.

!

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Phonological Processing Skills Produce Phonemic Awareness (PA)

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Auditory Processing is Often Far Too Slow in Poor Readers

Tallal P. (2004) Improving language and literacy is a matter of time. Nat Reviews Neurosci. Sep;5(9):721-8

Building Processing Skills

• Observe another doing it and take notes • Post up and use models and flow charts • Talk through your own thinking with a partner/coach

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Building Processing Skills

• Create an experiment to test a hypothesis • Use of a mentor to walk you though it • Follow prompts (e.g. auditory cues, printed, tactile)

Brain “Super Highways” for Baseline Functional Connectivity

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Start Using Models Immediately

•  Kids from poverty have less academic experience and different background knowledge to intuit cognitive models vs. higher SES kids.

•  Create and use daily clear, functional models for every subject.

•  Post them up and actively refer to them to build processing skills.

When you build processing skills, you are building deep representations as well as doing capacity-building.

Skill-Building is the Science of Neuroplasticity—How Brains Change…Here are the Rules

Students absolutely must b_____-i__ to it. Skill must be coh_________ to the student. Their brains need error-c________________. Students need to do it for ____ min. ____ days. Once they get it right, they still need r______. Skill-building can be used in which subject areas? ___________________

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Reflection: Do you actively plan and teach the specific executive function skills (attention, working memory, self-control, note-taking, organizing, etc.)



S - Skill-Building H - Hope & Growth Mindset A - Accommodations R - Relationships E - Enriched Engagement

S-H-A-R-E Themes for Success

Skills Matter, But Which Affect Will Ensure Academic Success?

1.  Hope to fuel long-term effort (this is the buy-in to reach the end point)

2.  Growth mindset (this is the belief that the process is possible and desirable)

Is every member of your staff making “hope-building” a DAILY priority? If not, what were you expecting from your students, unbridled optimism?

Growth Mindset? If your staff doesn’t have it, the kids won’t learn it from them.

The Essential “Mindset” of Change

Every staff member that deep down, secretly thinks it can’t happen with “those kids” will

bring down others in the school. How many schools do they need to see that have already

done this before they believe it? Or, is it all about their own issues?

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Staff Mindset To Cultivate

1. Brains are changed by poverty (usually for the worse)

2. Brains can also change for the better (with positive interventions)

3. You can actually make changes happen (I have the power of one)

4. The changes must be continuous and relentless (It’s now our mission)

5. Bring a “practical urgency” to your work (2 changes a week will get it done)

Next Step… What % of Your Staff Has Strong:

Hope ___% Positive Growth

Mindset___%



Poverty is Interdisciplinary; Become a Full-Service School

Read “Building a Full-Service

School” (C. Calfee, F. Wittwer, and M.

Meredith, 1998)

  medical/dental services   childcare services   use of computers   mentoring   peer counseling   home visits by social worker   parent training/young mom’s club   transportation assistance   mental health counseling   waiver for activity fees   tutoring/study programs

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Global data are from representative national samples in 27 nations, with over 70,000 cases, analyzed using multi-level linear models.

When Kids Have a Large Amount of Reading Material Available at Home, (vs. Little or None) It Means:

a) Kids stay in K-12 schools 6 months longer in U.S.

b) Kids stay in school 2.4 years longer in the U.S. and 6.6 years in China

c) Kids stay in school 11 months longer in the U.S. and 17 months longer in the U.K.

d) The long-term educational attainment effects are greater than having professional level or university-educated parents.

Next Step… Which of the Following is Currently Happening at Your School? ☐ Books into Homes ☐ Saturday School ☐ Clubs/Jobs for future ☐ Peer counseling ☐ Health/medical/dental ☐ Parent Outreach

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Follow Through…

What Can You Start Doing

ASAP to Support or Strengthen This?

_______________

_______________



Successful Relationships are Based on These “Big Three” Essential Rules

1.   Respect You show respect _____ ____, they give it to you. You cannot ______ respect, only earn it.

2.   Relationship Show _______ ______ about them, first, before they’ll _______ about you.

3.   Common Goals You must never, ever, give up on them; they’ll sense it and ____ _____ on you, too.

Reflection: Do you know the names, interests and background on each of your students? Do you greet each one at the door with a smile and affirmation?





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Engagement NEVER Works

in a Vacuum; the Class

Climate Matters! x

Summary 1.  An engaging classroom does NOT mean

you must be an entertainer or comedian. 2.  Make class less like, “Stand and Deliver”

and more like, “Dancing with the Stars.” 3.  When you constantly engage students, you’ll

have far fewer discipline problems. 4.  Your kids will enjoy class more, love learning

and you’ll reduce burnout. 5.  Everything learned today can be used with

little practice; but it only works if you do, too.

The One BIG IDEA is that

“STATES” Are the Key to Engagement!

Why Are States So Critical? Brains Can Learn Under Extreme Conditions…

But Complex Learning Requires Knowledge, Working Memory, Processing Skills and Long-term Retrieval These all Require Managing States.

1. States usually last for s_______ or m_______, moods last for hours or days.

2. We experience ______ of states every day.

3. More states _______ learning than help it.

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There’s no such thing as an unmotivated student… only a student in an unmotivated state for classroom learning…

Elite teachers will engage students constantly in ways that put them in those rare states that foster rapid, quality learning.

Meanwhile, the average teachers complain that the kids have an “attitude” or are not motivated.

Once the amygdala is activated in class, it takes at least 30 – 90 minutes to calm down for quality learning.

Fight, Flight or Freeze?

Threats, insults, put-downs and sarcasm activate the amygdala

Amygdala

Which States Do You Foster?

• anticipation • safety • curiosity • trust • confusion • hope • confidence • hunger to learn

• boredom • fear • isolation • hostility • frustration • despair • insecurity • disinterested

OR

Expert Teachers Will Consistently Orchestrate Optimal Learning States

Anticipating Curious Suspense Inquisitive Intrigued Suspicious Expectant Puzzled Challenged

Bored Frustrated Giddy Hungry Angry Skeptical Apathetic Annoyed Revengeful Hopeless Fearful Sleepy Mischievous

ACTIONS

All Behaviors are State Dependent •  To get the behavior you want,

first notice what state they’re already in.

•  Then ask yourself if they’re in a state that would allow them to say, “Yes.”

•  If not, change their state to a more receptive state before asking them for the eventual behavior you want.

Open or Closed State? In closed states, behavior is predictable; it’s usually “No way” or “Whatever.” To get a more positive response, shift the state first. Always think...“Better states get better results!”

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Use the “2-Step Process” Effort First, Then Accuracy

•  During response time, let 1 or 2 students collect and write all answers on the board

•  Ask students to work in pairs or teams to evaluate the answers, choose the best PLUS answer WHY it is the best

•  Call on students to hear responses and ensure they all end up with accuracy

As an Example… Before asking students to go to another table, get supplies, stretch, or create a group… First, ask them to either 1) interact with a neighbor

2) take a deep breath

3) use hands or feet, lead

with action! Get them in motion before you ask them to get going!

Use Frequent “Nudges”

The more often you keep students in engaged states, the easier it is to engage them the next time. They simply won’t get lethargic. Here are some simple examples…

Stop Waiting for Students to Be Different; Create the Climate!

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Here are Some of the Many Ways

You Can Engage Students

•  Relationship-building •  Boost cooperation •  Use energizers and activities •  Improve classroom climate •  Better feedback on behaviors •  Increase affiliation activities

Review on States!

1.  States are composed of what? _________ and _______________________"

2.  States last for _________; moods can last for ______________."

3.  States include the 6 basic __________ of fear, joy, surprise, disgust, sadness and ______________."

4.  States typically (but not always) ________ to other states."

5.  All behaviors are ________________ dependent."

6. No such thing as unmotivated _______________, only learners in ______________ states. "

7. More states are ______________ to learning than are supportive. "

8. What we learn gets linked and bound to the ________ we learned it in. "

9. All meaning-making is _________""dependent. "

10. All memories are __________-dependent. "

Greater Student Engagement Keeps Kids in School

Two Engagement Books

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Engagement is…

Attitude

+

Strategy

Toolbox for Engagement Strategies

_________________________

_________________________

_________________________

_________________________

_________________________

1.  Why do you think the BIG IDEA was all about states?

2.  Reflect on how this concept applies to your own work.

Creating High-Performing Student Learners at

Title 1 Schools You need two things:

1. Quality Schools 2. Expert teachers

Quality Schools: Rate Your Own 1.  Accountability: Create a climate in which

every single staff member feels responsible for the progress of their students.

GRADE: __ 2. Data-savvy: Use targeted information openly

and act on it intelligently. GRADE: __ 3.  Focus: Use research-based evidence for

strategies and corrections. GRADE: __ 4.  Collaboration: Work together to improve

learning. GRADE: __ 5.  On-going professional development: We

develop expert teachers. GRADE: __ Hattie, J. (2003) Building Teacher Quality

Q: If Every Principal Let Go Of (& Replaced)the Lowest Performing 10% of Their Faculty (Based

on AYP), What Would Happen Nationwide?

a) Overall U.S. scores would stay about the same b) U.S. students would rank among the highest performing in the world c) We would see a 10% increase in nationwide AYP d) We might or might not see changes in AYP; too hard to predict the result

SOURCE: Hanushek, (2011) “Lifting Student Achievement by Weeding Out Harmful

Teachers” Hoover Institution Study. Released Monday, October 31, 2011.

http://hanushek.stanford.edu/opinions/lifting-student-achievement-weeding-out-harmful-

teachers

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What Defines “Effective Teaching”?

“More effective” = More than one year of academic gains in one school year.

“Less effective” = Less than one year of academic gains during one calendar year.

Gains over 1.25

Gains under .75

List Your Predictions Here: How experts interact with others at school… ___________________________________

___________________________________

___________________________________

How experts process their work internally… ___________________________________

___________________________________

___________________________________

Q: If you found out that there was a possibility that you were among the lowest 10% performing (in AYP) of teachers at your school, would you:

a) Keep doing the same thing, predicting that you would never lose your job.

b) Ask for a list of the top 10 student achievement strategies and make it your lifelong mission to become an expert teacher.

c) Make token efforts to change and see what happens. d) Ask to visit the classroom of the highest performing

teacher at your school (based on student AYP) to learn and make immediate changes in your own work.

e) Find out if anyone else at school is changing first. f)  Go home, eat chocolate and have a glass of wine.

“High Expectations”

are NOT Enough; Expert Teachers

Simply Refuse to Let ANY

Student Fail.

“Expert” Teachers Routinely… 1.   Reflect on their mistakes and regroup 2.   Learn new models and fresh ways to think 3.   Meet with colleagues regularly to discuss:   Evidence of progress of your and

their students   How to improve teaching   How to change your own teaching   How to do this based on actual

classroom evidence that what you are doing at present is not working

Building Teacher Quality (Hattie, 2003)

The “Expert” Teacher: Top 5 1.  Meta-cognition Skills Taught 2.  Getting Kids to Do Homework 3.  Deep Coherent Representations 4.  Focus on Learning, Not Assessment 5.  High Levels of Engagement 6.  Getting a Good “Batch” Of Kids 7.  On-going Formative Assessments 8.  Having a Solid Discipline Policy 9.  Building Student Relationships 10.  Reading and Writing Everyday

Hattie, J (2003)

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How Often Do You Feel Emotionally or Psychologically Safe to Discuss:

1.  Everyday successes and failures in your own classroom?

2.  Strategies to improve your teaching? (not your own circumstances or the curriculum)

3.  What the AYP assessment tells you about the quality of work you are doing every day? (not what it says about the kids you teach)

Review Go back on the 4 previous “Reflection Slides” and tally up your answers. How many of each of the 3 choices below did you have? Write the number in below.



Reflection: What have you learned about your own strengths and the new areas for you to actively develop?

___ NOTHING I have not already heard or known ___ A COUPLE of things that might help me ___ I HAVE MUCH to learn

Making Changes Happen: (lessons from

those who’ve done it)

School Leadership in Turnarounds: What Does the Research Say?

1.   T F All leaders must be willing to make unpopular decisions if they can justify their case.

2.   T F Articulate with passion not just the goals, but a clear path (the “how”) that change will take.

3.   T F Avoid those immediate quick “wins.” 4.   T F Leaders should stay away from instruction:

no visiting or modeling instruction. Teachers know how to do their jobs and do lesson plans.

5.   T F Learn to gather and use truly useful data. 6.   T F Support and build your staff every day and

be willing to work to find resources for them.

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• E-A-C-H = Differences • S-H-A-R-E = Themes • Engagement makes

it all happen • A-B-C: Your Simple Plan

7 Steps to Make it Happen 1.  Compelling, Clear Vision with Every Staff as

a Learner and Leader (reframe role) 2.  Gather Ongoing Useful Data (assess) 3.  Staff Collaboration and Trust (climate) 4.  Implement an Instructional Plan, Analyze

and Correct as Needed (interventions) 5.  Clear Path for Each and All w/ Quick Wins 6.  Feedback and Accountability (attitude) 7.  Sharing Success and Celebrations (climate)

Q: Which of these steps is missing at your school?

Change Idea #1 What’s already

working well? Let underperforming

teachers visit the top teachers.

Debrief and make a plan.

Change Idea #2 Collaborate:

Make the changes social (partners, teams or PLCs).

Which Chances Do You Like? •  14% likelihood of success.

Schools with low trust rankings had only a 1 in 7 chance of improving student scores in reading and math.

•  50% likelihood of success. Schools with more trusting atmospheres had a 1 in 2 chance of improvement.

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The Power of Trust Among Staff OLD: Strategy x Execution

= Results Example: If the strategy is

80% valid and the degree of execution is 50% reliable, we get 80 x .5 = 40% of possible results.

NOW: Strategy x Execution + Trust = Results Example: If the strategy is 80% valid and the degree of execution is 50% reliable, we get 80 x 50 = 40% of possible results. Now add the % of staff who trust each other and you get your true likely results.

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Staff-to-Staff Trust is Critical for Improving Achievement Scores

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42% 75%

47% 76%

Average School with low relational trust = 42%/47% Average school with high relational trust = 75%/76% 100

90 80 70 60 50 40 30 20 10

0

low trust low trust

HIGH trust HIGH trust

When There Are Breakdowns, Rebuild Trust Among Colleagues

Covey, S. (2006) The Speed of Trust: The One Thing That Changes Everything

Change Idea #3 Make the

progress public. Show the results in a fun, BIG way that everyone can get at a glance.

SUCCESS DATA WEEKLY

Change Idea #4 Change the

situations and the work spaces that cause problems. Ask the staff where problems originate. Open up the bottlenecks and stop wasted work time.

Change Idea #5 Find and cultivate

a new identity that will push the change. New mindsets include “Change agents” or “Miracle workers” or even “Agile learners and teachers.”

Bonus Idea #6

Change the conversations at the “watering hole” spots like the lounge, cafeteria and staff meetings. Focus on solutions, not problems.

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Change Idea #7 Figure out how to

shrink the changes into bite-sized chunks. Make the steps easy.

Start with simple and

small changes.

Change Idea #8 Grow the staff

every day. “Just enough” is NOT “good enough.” Use collaboration, key book studies, small team meetings, and on-going, quality staff development.

Change Idea #9 Leave nothing to

chance. Script out the key steps or strategies. Make the path specific, provide support and post results.

Change Idea #10 Build new habits

with action triggers (e.g. pictures, postures, signs and lists). Seed the work environment with small tweaks and “nudges” that will prompt the behaviors.

Bonus Idea #11 Create

momentum. Start using the same success words and sharing success stories of kids who are doing well.

Spread the News! “Poverty Is a Condition, Not a Life Sentence” “Each Child Deserves Better” “DNA Is Not Your Destiny” “Stop Telling Them What To Do; Tell Them How!” “No Unmotivated Kids, Only Un-engaging Teachers” “IQ Is Not Fixed; It’s Teachable” “Resistance Is Futile; We Will Succeed!” “Success is NOT an Accident; We Count On It!” “We Plan For Success; Failure Is Off The Table” “If I Believe It, I Can Achieve It!”

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Change Idea #12 K-I-S-S!

Stay focused on just one thing at a time. Once it is mastered, then you can move on.

Reflection: What have you learned about your school’s strengths and the new areas to actively develop?

___ NOTHING I have not already heard or known ___ A COUPLE of things that might help our staff ___ WOW- much to learn

Synthesis and Analysis: What Have You Learned? URGENT One immediate clear step in the right direction is worth more than all the grand planning. Start now and start with something!

Today’s Takeaway…

1.   Agree on a clear, smart take-away 2.  “Buy-in” – are you “sold” on it? 3.   Commit to implementation of one

(1) powerful idea right away

A – B – C

Documents

6.7.12 OK Univ. Day 2 of 2 Poverty - Battelle for Kidsstatic.battelleforkids.org/.../downloads/6.7.12_Small_Jensen_Day2of2_Poverty_color.pdfprincipal can get miracles to happen. 3