Educating the New Kids on the Block

…in our Country SchoolsPresented at the Rural Schools Association

Conference July 11, 2016

Robert Mackey, Superintendent, Unadilla Valley CSD Steve Bliss, Assistant Data Coordinator, Unadilla Valley CSD

Diane Meredith, Curriculum Coordinator, Unadilla Valley CSD

Introductions & Outcomes• Introductions• Outcomes:– Better understand

changing demographics in rural public education

– Ignite a moral imperative to address rural poverty & learning

How do we define Poverty?• Poverty is a state of deprivation, lacking the usual

or socially acceptable amount of money or material possessions. (Merriam-Webster)

• The most common measure of poverty in the U.S. is the "poverty threshold" set by the U.S. government. This measure recognizes poverty as a lack of those goods and services commonly taken for granted by members of mainstream society. official threshold is adjusted for inflation using the consumer price index. (U.S. Census Bureau)

POVERTY IN SCHOOL IN 2013

• in 21 states more than 50% of public school students were eligible for free & reduced lunch.

• in 19 other states between 40-49% of students were eligible for free & reduced lunch.

• For the first time since the federal government began tracking this data, the majority of our nations students lived in poverty. 1989 2000 2006 2013

0%

10%

20%

30%

40%

50%

60%

32%

38%42%

51%

Students Eligible for Free & Reduced Lunch in Public

Schools

Year

% Lo

w In

com

e St

uden

ts

SEF January 2015

USA

Chenango

Delaware

Madison

Otsego

City 1

City 2

City 3

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Estimated percent of related children age 5-17 in families in poverty

2014 2007Data Source: Small Area Income and Poverty Estimates (SAIPE) Program, U.S. Census Bureau

Jensen’s definition of Poverty?

Poverty is a chronic experience resulting from an aggregate of

adverse social and economic risk factors. (Poor Students, Rich

Learning 2016)

“Human and social capital helps families improve their earnings potential and accumulate assets, gain access to safe neighborhoods and high quality services (such as medical care, schooling), and expand their networks and social connections.”

-National Center for Children in Poverty, May 2008

Downward Social Mobility• Middle Class: odds are

25% that you’ll be poor in the next 10 years

• We are all one tragedy away from living in poverty

(Jensen 2016)

Risk Factors Associated with Poverty and Learning

• Unemployment• Under Employment• Teen Mother• Unmarried Parent• Frequent Change of Residence• Low Parental Education• Lack of Health Care• Poor nutrition • Non-English Speaking Household

UV DCMO City 1 City 2 City 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SY2008 Grad & F&R Rates

Econ DisNot Econ DisF&R Rate

UV DCMO City 1 City 2 City 30%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SY2015 Grad & F&R Rates

Econ DisNot Econ DisF&R Rate

UV

DCMO AVERAGE

City 1

City 2

City 3

0 5,000 10,000 15,000 20,000 25,000

992

905

8,856

20,361

6,019

776

781

9,639

20,353

5,634

Enrollment Comparison

June 2015 K-12 Enrollment 2007-2008 K-12 Enrollment

UV

DCMO AVERAGE

City 1

City 2

City 3

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

56.00

45.38

73.00

75.00

60.00

64.85

53.10

80.60

77.14

76.18

% FRPL

June 2015 % Economically Disadvantaged 2007-2008 % Economically Disadvantaged

UV

DCMO AVERAGE

City 1

City 2

City 3

0.00 5.00 10.00 15.00 20.00 25.00

12.30

13.90

16.20

20.40

12.90

14.40

14.90

16.91

20.66

14.30

% Classification Rate

June 2015 % SWD 2007-2008 % SWD

3-8 ELA Lvl 1 3-8 ELA Lvl 2 3-8 ELA Lvl 3 3-8 ELA Lvl 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 Economically Disadvantaged - ELA 3-8

DCMO City 3 City 1 City 2

ELA Lv1 1 ELA Lv1 2 ELA Lv1 3 ELA Lv1 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 Economically Disadvantaged - ELA 3-8

DCMO City 1 City 2 City 3

3-8 ELA Lvl 1 3-8 ELA Lvl 2 3-8 ELA Lvl 3 3-8 ELA Lvl 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 Not Economically Disadvantaged - ELA 3-8

DCMO City 1 City 2 City 3

ELA Lv1 1 ELA Lv1 2 ELA Lv1 3 ELA Lv1 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 Not Economically Disadvantaged - 3-8

DCMO City 1 City 2 City 3

3-8 Math Lvl 1 3-8 Math Lvl 2 3-8 Math Lvl 3 3-8 Math Lvl 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 Economically Disadvantaged - Math 3-8

DCMO City 1 City 2 City 3

Math Lv1 1 Math Lv1 2 Math Lv1 3 Math Lv1 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 Economically Disadvantaged - Math 3-8

DCMO City 1 City 2 City 3

3-8 Math Lvl 1 3-8 Math Lvl 2 3-8 Math Lvl 3 3-8 Math Lvl 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 Not Economically Disadvantaged - Math 3-8

DCMO City 1 City 2 City 3

Math Lv1 1 Math Lv1 2 Math Lv1 3 Math Lv1 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 Not Economically Disadvantaged - Math 3-8

DCMO City 1 City 2 City 3

2007-08 2015-16 Projected 2023-240

10

20

30

40

50

60

70

80

90

100

77.5

56.8

42.843.4

36.932.334.1

19.9

10.5

K-12 Ave Class Size Students in poverty Students not in poverty

0.56

0.65

0.75

% Free & Reduced Lunch Enrollment

Average Class Size plus Free & Reduced Lunch %

Grades 9-12 Grades 6-80.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

0.730.79

0.74 0.74

2015-16 Students with Grades 69 or Lower Study Percentage in Poverty

% with Grades 69 or lower in Poverty

% Free & Reduced Lunch

DISRUPTIONDISRUPTION

The totality of a child’s experience lays the

foundation for a lifetime of greater or lesser

competency, health, and happiness

Ramey & Ramey, Right from Birth (1999)

A Commitment to Improving

K-12 Educational Achievement

Begins in the First 5 Years of Life

Ramey & Ramey, 2000

0 – 3 YEARS

• Family Focused Learning Programs combined with accessible, free, health care; at least in all high need school districts

SCHOOL BASED HEALTH

• Full implementation of SBHC or FNP & Social Worker; at least in all high need school districts

4 – 5 YEARS

• Fully Universal Pre Kindergarten Programs combined with accessible, free, health care; at least in all high need school districts

Prenatal Care• Provide access to prenatal care• Invite expecting parents to 0 – 3 year old

Family Learning Programs– Once born, enroll their children in the Family

Learning Program and provide access to the child to the SBHC or FNP & Social Worker

PREPARATION

Preparing Preservice TeachersAbout Poverty• “Equity Literacy” From

fiction to fact Paul Gorski• Research based• Utilize tradition to creating

risk taking idealists• Focus pedagogical study

around best practices for ensuring ALL students learn at high levels

• http://www.combarriers.com/

It’s About MINDSET• Build practices &

structures that create equity

• Build knowledge & application opportunities of mindset research (Dweck & Jensen)

It’s About ACTIVITY• Build knowledge of

executive function and how to improve it

Talents can be

developed and

great abilities are

build over time.

Growth Mindset

We are all connected in this life together. Always connect first as a person

(and an ally) and then as a teacher second.

Relational Mindset

I can build student effort,

motivation, and attitudes to

succeed. They are teachable skills.

Achievement

Mindset

I focus on what students need to succeed and build

it into the learning and social environment every

day.Rich Classroom

Mindset

I can and will engage with

purpose every student, every day, every nine minutes or less, guaranteed.En

gage

men

t M

inds

et

INTERVENTION

Active Educators & Staff

Find your

Districts “Why?”

One Cultural Shift Guaranteed to Improve Learning

Professional Learning Community• A Focus on Learning• A Collaborative Culture

with a Focus on Learning for All

• Collective Inquiry Into Best Practice and Current Reality

• Action Orientation: Learning by Doing

• A Commitment to Continuous Improvement

• Results Orientation

Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather that opinion, and fosters collective responsibility for student success.

McLaughlin & Talbert, 2006

References• Dr. Craig Ramey – http://research.vtc.vt.edu/people/craig-ramey/ and Abecedarian Project as of October 2015.• Communication Across Barriers – http://www.combarriers.com/ & https://

www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf • National Center for Children in Poverty – • Jensen, Eric (2016). Poor Students, Rich Teaching: Mindsets for Change. Bloomington, IN: Solution Tree Press.• Jensen, Eric (2013). How Poverty Affects Classroom Engagement. Educational Leadership, volume 70, pages24-30.• National Center for Education Statistics – https://nces.ed.gov/ • U.S. Census Bureau – http://www.census.gov/did/www/saipe/methods/schools/data/20102014.html • The New York Center for Rural Schools – http://www.nyruralschools.org/w/data-tools/#.V36HC7fmrcs • Social Security Office of Retirement and Disability Policy, Annual Statistical Supplement, 2014 – https://

www.ssa.gov/policy/docs/statcomps/supplement/2014/3e.html• The Brookings Institution, Losing Ground: Income and Poverty in Upstate New York, 1980-2000 –

http://www.brookings.edu/~/media/research/files/reports/2004/9/demographics-pendall/20040914_pendall.pdf • U.S. Department of Health and Human Services, Poverty Guidelines – https://

aspe.hhs.gov/2015-poverty-guidelines• Center for Public Education – http://

www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html

• Southern Education Foundation (2015). A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools. http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx

• Gorski, Paul C (May, 2016). Re-examining Beliefs About Students in Poverty. School Administrator, pages 17-20.• Tine, Michele T. (March 2106). Different Worlds: Rural and Urban Poverty. School Administrator, pages 38-40.

Contact and Copy of PresentationUnadilla Valley Central School District4238 State Rte 8New Berlin, NY 13411P:(607)847-7500 F:(607)847-6924Web Page: www.uvstorm.orgFacebook: https://www.facebook.com/pages/Unadilla-Valley-Central-School-District/340853612739318?ref=bookmarksEmail: rmackey@uvstorm.org