NEW BEGINNINGS 2014 Working with the Economically Disadvantaged
Presented by: Stacy Williams (Title I) August 6 & 7, 2014
Leesburg High School Slide 2 HOUSEKEEPING Please silence your
devices now. Working with the Economically Disadvantaged and the
Demands of the Florida Standards 2014 Professional Learning
Opportunity for Florida Standards Teachers and Acceleration
Teachers Using Your Resource Folder Slide 3 BELLRINGER Do a two
minute quickwrite about an experience you have had with poverty.
Make eye contact with a partner and share. Slide 4 Common Board
Configuration Date: July 31, 2014 Benchmarks: Language Arts Florida
Standards Bell Ringer : Two Minute Quick Write of a personal
experience with poverty. Essential Question : What should I know
and do to effectively instruct economically disadvantaged students
in the classroom? Common Language: economically disadvantaged,
poverty, low SES, Florida Standards, neuroplasticity Objective: Be
able to answer- What are the risk factors of poverty? How do these
factors affect the academic achievement of economically
disadvantaged students ? Agenda: Gradual Release I DO Lecture
Bursts (Poverty, Florida Standards, Impact of Low SES on the Brain,
and School Actions) WE DO Cooperative Structures to Review
Information YOU DO Individual Reflection Summarizing Activity:
Essential Question Carousel Next Steps: Implement strategies
learned today as you instruct economically disadvantaged students
in the classroom. Learning Goals: Understand how to effectively
instruct economically disadvantaged students in the classroom.
Slide 5 LAKE COUNTY SCHOOLS Vision StatementVision Statement A
dynamic, progressive and collaborative learning community embracing
change and diversity where every student will graduate with the
skills needed to succeed in postsecondary education and the
workplace. Mission StatementMission Statement The mission of the
Lake County Schools is to provide every student with individual
opportunities to excel. Lake County Schools is committed to
excellence in all curricular opportunities and instructional best
practices. This focus area addresses closing the achievement gap,
increased graduation rate, decreased dropout rate, increase in
Level 3 and above scores on the FCAT, achieving an increase in the
number of students enrolled in advanced placement and dual
enrollment opportunities and implementing the best practices in
instructional methodology. Slide 6 Lake County Schools College and
Career Readiness Instructional Framework Key Performance Indicators
School Improvement Plan Florida Standards Professional Learning
Community FCIMMTSSLESSON STUDY Personalized Learning Desired
Student Outcomes Statement of Work ContentCultural Behavior
ProcessInterventionsCapacity Building Autonomy of Learning
1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2
nd grade) 2.Increase proficiency rates on ELA and Math FL Standards
Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4.
Increase proficiency rates on EOCs Algebra 1, Geometry, Biology,
Civics and US History 5. Increase participation and performance in
rigorous course work (Honors, Advanced Placement, Dual Enrollment
and Industry Certification) 6. Increase participation and
performance on PERT, SAT and ACT 7. Increase AMO percentages for
all subgroups (Achievement Gap) 8. Increase the graduation rate 9.
Increase attendance rate 10. Decrease disciplinary infractions The
School Improvement Plan (SIP) is the written plan of how we will
reach our goals each year. The critical elements include: Organize:
Stakeholders plan and assess needs based on data. Plan:
Stakeholders set goals and objectives, identify strategies and
measures of success. Implement: Implement activities and monitor
progress. Sustain: Identify success of current plan, evaluate and
adjust to sustain growth. Florida Standards are a set of high-
quality academic standards in mathematics and English language
arts/literacy (ELA). These standards outline what a student should
know and be able to do at the end of each grade. 6 Key Elements for
Instruction: 1. Knowledge and Use of Florida Standards 2. Common
and Collaborative Planning Time 3. Interdisciplinary Content
Integration 4. Frequency of Project-Based Learning 5. Student
Collaboration 6. Integrated Technology The guiding principles of
Professional Learning Communities (PLC) govern the behavior of our
school professionals. The big ideas are: Focus on Learning: All
students can learn and we are responsible to ensure learning
occurs. Focus on Collaborative Culture: Time is specifically
reserved for collaboration on teaching and learning. Focus on
Results: Effectiveness is measured by results, not intent. The
Floridas Continuous Improvement Model (FCIM) is a systematic
process for planning, teaching, assessing and re- evaluating
results. It is the road map that directs our actions. Plan Do Check
Act Multi-Tiered System of Supports is a problem solving model that
represents the integration of MTSS for academics and MTSS for
behavior into a unified model of service. The basic problem-
solving components include: 1. Problem Identification 2. Problem
Analysis 3. Intervention Design 4. Response to Instruction/
Intervention Lesson Study provides a structure for teachers to
collaboratively plan lessons share, observe, record and analyze
data to improve instruction. The key concepts are: 1. Collaborative
Planning 2. Lesson Observation by Teachers 3. Data Collection and
Analysis Guided by Student Thinking, Learning, Engagement and
Behavior 4. Reflection, Refinement and Re-teaching as Necessary
Personalized Learning (PL) is a system that cultivates independence
and self- governance of learning expectations through the expansion
of choice and inclusion of voice in a flexible learning
environment. PL Key Elements: 1. Student- directed Learning
2.Learner Profiles and Paths 3. Competency- based Learning 4.
Flexible Learning Environments 5. Structures of Accountability,
Continuous Improvement and Innovation Slide 7 New Beginnings 2013
Slide 8 New Beginnings 2013 MARZANO/TEAM FRAMEWORKMARZANO/TEAM
FRAMEWORK Communicating Learning Goals and Feedback Establishing
Rules and Procedures Helping Students Interact with New Knowledge
Helping Students Practice/Deepen Knowledge Helping Students
Generate/Test Hypotheses Engaging Students Planning/Preparing for
Lessons and Units Planning/Preparing for Resources & Technology
Planning/Preparing for Special Student Needs Developing/Monitoring
a Professional Growth Plan Slide 9 21 ST CENTURY SKILLS TONY
WAGNER, THE GLOBAL ACHIEVEMENT GAP New Beginnings 2013 1. Critical
Thinking and Problem Solving 2. Collaboration and Leadership 3.
Agility and Adaptability 4. Initiative and Entrepreneurialism 5.
Effective Oral and Written Communication 6. Accessing and Analyzing
Information 7. Curiosity and Imagination Slide 10 Slide 11 DEFINING
AND PERSONIFYING ECONOMICALLY DISADVANTAGED SES = Socio Economic
Status Students who live in poverty. Low SES students Slide 12 2014
POVERTY GUIDELINES FOR THE 48 CONTIGUOUS STATES AND THE DISTRICT OF
COLUMBIA Persons in family/household Poverty guideline 1$11,670
215,730 319,790 423,850 527,910 631,970 736,030 840,090 For
families/households with more than 8 persons, add $4,060 for each
additional person. Alaska and Hawaii have separate poverty
guidelines which reflect the Office of Economic Opportunity
administrative practice. U.S. Department of Health & Human
Services Slide 13 WIDENING YOUR SCOPE: MOVING BEYOND ECONOMICALLY
DISADVANTAGED STUDENTS This also applies to all of the other
subgroups and students who dont fall into a subgroup but experience
language-based deficits, stress, and are under-resourced: Poor oral
language Poor vocabulary Poor listening and speaking skills Weak
comprehension skills Speaking and Listening Standards Reading
Standards for Literature/Foundational Skills/Informational Text
Language Standards Writing Standards Slide 14 ECONOMICALLY
DISADVANTAGED OR LOW SES STUDENTS Dr. Tammy Pawloski Francis Marion
University School of Education Center of Excellence to Prepare
Teachers of Children in Poverty www.fmucenterofexcellence.org H/O
Slide 15 What does low SES look like in Lake County Schools? Middle
Schools at 50% or above in rank order Oak Park Middle85.27% Carver
Middle73.64% Umatilla Middle67.89% Gray Middle61.39% Eustis
Middle60.48% Mt. Dora Middle57.87% Tavares Middle57.61% Clermont
Middle56.48% Windy Hill Middle56.22% High Schools at 50% or above
in rank order Leesburg High63.45% Umatilla High57.39% South Lake
High50.52% Elementary Schools at 50% or abovePercentage Lake
Academy Leesburg92.11% Lake Academy Eustis92.00% Humanities Fine
Arts Charter90.08% Beverly Shores Elementary86.98% Eustis Heights
Elementary85.87% Leesburg Elementary84.83% Mascotte Elementary
Charter84.42% Spring Creek Elementary84.18% Rimes Early Learning
Center81.58% Triangle Elementary80.72% Alee Academy77.21% Fruitland
Park Elementary77.08% Clermont Elementary76.95% Sawgrass Bay
Elementary76.11% Groveland Elementary74.75% Eustis Elementary72.23%
Tavares Elementary72.11% Villages of Lady Lake Elementary72.07%
Milestones Elementary Charter66.51% Umatilla Elementary65.64% Lake
Hills65.36% Treadway Elementary64.64% Altoona Inc64.26% Astatula
Elementary59.80% Seminole Springs Elementary59.16% Minneola
Elementary Charter55.36% Round Lake Elementary Charter51.19%
Sorrento Elementary53.34% Slide 16 TWO TYPES OF POVERTY Situational
Generational Generally caused by a sudden crisis or loss and is
often temporary. Events causing situational poverty include
environmental disasters, divorce, or severe health problems. Occurs
in families where at least two generations have been born into
poverty. Families living in this type of poverty are not equipped
with the tools to move out of their situations. Slide 17 THE
LAUNDRY LIST OF POVERTY Turn your SESSION NOTES over and make your
laundry list of: Characteristics of low SES students impacted by
poverty Slide 18 FROM THE LAUNDRY LIST Impulsivity, blurting out
Forgetting what to do next Nonverbal communication is more
important than verbal Physical fighting is necessary for survival
Irregular attendance 21 st Century Skills (1,3,4,7) Depression Lack
of creativity Unable to concentrate or focus Poor short term memory
Gaps in politeness and social skills Reduced cognition H/O Slide 19
THE IMPACT OF POVERTY Slide 20 POVERTY AND THE BRAIN Abstract
Thinking Regulating Behavior Social Control Helps to Focus Thoughts
Prefrontal Cortex HippocampusMemory Slide 21 Chronic exposure to
poverty causes the brain to physically change at a detrimental
level: Cortisol (stress hormone) Emotional and social Acute and
chronic stressors Cognitive lags Health and safety issues Slide 22
5 MOST LIKELY BRAIN DISORDERS FOR ECONOMICALLY DISADVANTAGED
CHILDREN 1. Stress 2. ADHD or ADD 3. Learning Delays 4. Attachment
Disorders 5. Dyslexia Slide 23 GOOD NEWS ABOUT THE BRAIN It is
fluid! And it can be changed! ( neuroplasticity ) However, a bad
experience will change the brain differently than a good
experience. Slide 24 GREATEST INFLUENCE Time spent in situations
CHANGES the brain for Better or Worse. Slide 25 SHE BLINDED ME WITH
SCIENCE * Slide 26 MAKING CONNECTIONS 1.Share with your elbow
partner your thoughts about how poverty impacts the brain. Slide 27
Rigor Relevance Relationships Rules (consistency) The Four Rs for
Economically Disadvantaged Students Slide 28 WHEN WILL THE CCSS
FLORIDA STANDARDS BE IMPLEMENTED? Slide 29 FLORIDA STANDARDS
http://www.fldoe.org/pdf/lafs.pdf
http://www.fldoe.org/pdf/mathfs.pdf Strands Clusters Standard Code
Standard Slide 30 TEXT COMPLEXITY Text complexity is the HALLMARK
in the Florida Standards Less is morego deeper with text not wider
for instructionquality not quantity Slide 31 COMPLEX TEXT REQUIRES
slow linear reading close reading rereading stamina a willingness
to probe being receptive to deep thinking Slide 32 FLORIDA
STANDARDS ASSESSMENT PASSAGES Word difficulty (frequency, length)
Sentence length Syntax Vocabulary load Knowledge demands Text
structure Language conventions Text dependent questions H/O Slide
33 USE OF COMPLEX TEXT An increased use of multiple text sets on
the same theme or topic The use of ladder texts (same content; four
different reading levels) Slide 34 WRITING IN THE FLORID STANDARDS
Writing will be about the ideas directly related to the text
Increased amounts of writing about what is being read 21 st Century
Skill #5 * Slide 35 MAKING CONNECTIONS 1.Share with your partner
the biggest challenge you will have implementing the standards with
students from economically disadvantaged backgrounds ? Slide 36 HOW
CAN YOU HELP? Slide 37 Slide 38 VOCABULARY MATTERS Slide 39
LANGUAGE INFLUENCES COGNITION Language development socioeconomic
status The link is strong Higher SES toddlers actually use more
words in talking to their parents than low SES mothers use in
talking to their own children. Bracey, 2006 Slide 40 LANGUAGE ISSUE
Language can be tied to behavior. Students rely on casual register
from home instead of using the formal register of school which
often hinders communication. Students need to learn how to code
switch between registers. 21 st Century Skill 5 Slide 41
INTENTIONAL VOCABULARY INSTRUCTION Academic vocabulary Robust (Tier
2) vocabulary Content Specific (Tier 3) vocabulary Morphology 21 st
Century Skill 5 Slide 42 SENTENCE STEMS AND FRAMES Phrases are
posted in classrooms to help scaffold students use of language
Embed the academic language in the stems ) Pg. 9-16 H/O Slide 43
WHAT LANGUAGE DO WE USE WHEN WE COMPARE AND CONTRAST? They are
similar because The two differ because one, while the other On the
other hand, _____ is similar to _____ in that ______ is distinct
from ______ in that. We can see that _____ is different from ____
in the area of. www.jeffzwiers.com language and literacy resources,
academic language posterswww.jeffzwiers.com 21 st Century Life
Skill #6 Slide 44 VOCABULARY OWNERSHIP If a word is not in a
students oral vocabulary, no amount of decoding will help with
comprehension. Vocabulary is the gatekeeper to understanding: -Dr.
Joe Johnson, NCUST 21 st Century Skill 5 Pg. 16 Slide 45 HOW CAN
YOU HELP? Slide 46 TWO KEY AREAS FOR INSTRUCTIONAL FOCUS Building
Vocabulary Building Background Nancy Frey, PhD
www.fisherandfrey.com Slide 47 BACKGROUND KNOWLEDGE 1.Research
shows that: what students already know about the content is one of
the strongest indicators of how well they will learn new related
content. 2.Research shows that: background is strongly linked to
vocabulary. Slide 48 PRINT RICH ENVIRONMENTS WITH AN EMPHASIS ON
INFORMATIONAL TEXT ARE ESSENTIAL http://wonderopolis.org Slide 49
Resources for Building Background Knowledge H/O Slide 50 MAKING
CONNECTIONS 1.Share with your elbow partner one thing you will do
to build vocabulary intentionally. Slide 51 HOPE IS BUILT IN HIGH
ACHIEVING SCHOOLS Slide 52 RUBY PAYNE: THE CLASSES & WHAT IS
IMPORTANT Wealthy Middle Poverty Connections political, social,
financial Work and Achievement RELATIONSHIPS Ruby Payne: The
Framework for Understanding Poverty Slide 53 STUDENTS BRING THREE
RELATIONAL FORCES TO SCHOOL 1.A drive for a reliable relationship
2.A need to strengthen peer socialization (belonging) 3. A quest
for importance and social status Slide 54 RELATIONSHIPS Students
from economically disadvantaged backgrounds may need a caring and
dependable adult in their lives Slide 55 SUPPORT FROM A SIGNIFICANT
OTHER Teacher Assistants Tutors Mentors Counselors Slide 56 HOW CAN
YOU HELP? Slide 57 Slide 58 ENLISTING A STUDENTS EMOTIONAL BRAIN
Slide 59 TEACH THE SOFT SKILLS Every proper response not seen at
school is one that needs to be taught (conflict resolution, anger
management, coping skills, restitution, etc.) : 1. Demonstrate the
appropriate emotional response and the situation in which to use it
2. Allow students to practice applying the skills PBS Handout Slide
60 HOW CAN YOU HELP? Slide 61 A PLANNED EFFORT H/O Slide 62 Slide
63 THE BRAIN NEEDS differentiated instruction review Slide 64 THE
BRAIN NEEDS Chunking of information into digestible bites 1. Used
to think working memory could hold 7 +/- pieces of information now
it appears to be 2-4 pieces 2. Teach a chunk (no more than 15
minutes) then let the brain rest to allow for processing Slide 65
HOW CAN YOU HELP? Slide 66 DEVELOPING CULTURAL LITERACY 21 st
Century #7 Slide 67 THE BRAIN NEEDS 30-60 minutes of the arts 3-5
days a week This boosts attention, working memory and visual
spatial skills 21 st Century #7 Slide 68 CULTURAL EXPERIENCES ARE
NEEDED AT SCHOOL Virtual fieldtrips and tours of Museums and Art
Galleries Display art prints and artists around the school Exposure
to music and musicians 21 st Century #7 H/O Slide 69 MOVING THE
MOTIVATION Slide 70 THE BRAIN NEEDS Movement 30-60 minutes per day
to reduce stress 21 st Century #2 and #7 Slide 71 ACTIVITY AND
MOVEMENT Decreases depression Increases neurogenesis (the ultimate
low budget anti-depressant) TRY: Kagan strategies carousel
activities dramatizing role playing 21 st Century #2 and #7 Slide
72 ITS CRITICAL TO BE PHYSICAL H/O Slide 73 HOW CAN YOU HELP? Slide
74 NOT-SO-GREAT EXPECTATIONS Slide 75 Slide 76 HOW CAN WE HELP?
Slide 77 THANK YOU FOR YOUR ATTENTION! As we prepare for the
upcoming school year, lets skillfully grow ourselves and our
students to the best of our abilities!!! Slide 78 Have Questions?
Contact Stacy Williams Title I Program Specialist
[email protected] Slide 79 PARTICIPANT SCALE AND REFLECTION
(PLEASE COMPLETE AND TURN IN) 0-Not Using No understanding or
implementatio n steps taken away 1-Beginning Little understanding
and inconsistent implementation steps taken away 2-Developing
Moderate understanding and implementation steps taken away
3-Applying Consistent understanding and implementation steps taken
away along with monitoring componets for effective execution
4-Innovating In addition to criteria of Applying, enhanced
understanding, implementation, monitoring, and execution take
aways
