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Disrupting Poverty:Turning High-Poverty SchoolsInto High-Performing Schools

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kathleenbudge@boisestate.edu

@kathleenbudge

#disruptingpoverty

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Disrupting Poverty

Turn and Talk…What needs to change?What can you change in your sphere of influence?

Turn and Talk

3 minutes

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2013Silver Excel Award

Best Technical Book

Association Media and Publishing

ASCD Best-Seller

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Learner Outcomes

! Emerge with enhanced knowledge of what works for underachieving students living in poverty.

! Understand how high-poverty schools become high-performing.

! Prepare to take informed action to better meet the needs of underachieving students living in poverty.

Who Are You?

Teachers

Principals

Specialists

District Office

Elementary School

Middle School

High School

Districtwide

Network / Collaborate

What Level?

Teachers

District Office

Specialists

Principals

Teachers

District Office

Specialists

Middle School

High SchoolHigh School

DistrictwideDistrict OfficeDistrict OfficeDistrict Office

Teachers

Principals

Specialists

District Office

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Ask Yourself…How Are WeDoing?

Ask Yourself… Validate

ChallengeToImprove

Source: Education Trust analysis of data from National School-Level State Assessment Score Databasewww.schooldata .or g2002 Data

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! Dayton’s Bluff Elementary, St. Paul, MN

! Lapwai Elementary, Lapwai, ID ! Molalla High School, Molalla, OR ! Osmond A. Church PS/MS 124, Queens, NY! Port Chester Middle School, Port Chester , NY

! Taft Elementary, Boise, ID

! Tekoa High School, Tekoa, WA! North Godwin Elementary, Wyoming, MI! Pass Christian HS, Pass Christian, MS! Aspire Summit Charter Academy,

Modesto, CA

Nationally Recognized High-Poverty/High-Performing Schools

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Disrupting Poverty Video Series

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North Godwin Elementary4=5>?@01+AB

Dispelling the Myth Award Winner 2009

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North Godwin ElementaryEnrollment: 390

Ethnicity:

! Hispanic: 46.67%! Caucasian: 23.85%! African-American: 15.64%! Asian: 2.56%! American Indian/Alaska Native:

.51%! Multi-racial: 10.77%

Low-Income Students: 92%

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North Godwin Elementary4th Grade Students Proficient in Reading on MEAP

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North Godwin Elementary4th Grade Students Proficient in Math on MEAP

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If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background…

We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us.”

“How many effective schools would you haveto see… to be persuaded of the educability of poor children?”

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Ron Edmonds, 1979

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If one school can indeed overcome the pervasive effects of poverty on student achievement, shouldn’t any school be able to do the same?

What’s getting in our way?Whose interests are we choosing to

serve?

Today… We Know What Works

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A FRAMEWORK FOR A FRAMEWORK FOR ACTIONA FRAMEWORK FOR A FRAMEWORK FOR

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A FRAMEWORK FOR A FRAMEWORK FOR ACTION A FRAMEWORK FOR A FRAMEWORK FOR

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A FRAMEWORK A FRAMEWORK A FRAMEWORK FOR ACTION

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A FRAMEWORK FOR A FRAMEWORK FOR A FRAMEWORK FOR ACTION

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“A Framework for Action”Turn and Talk…

Discuss your understanding of the Framework for Action in relationship to your school.

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Turn and Talk

3 minutes

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How Well Do You Know Your Students?

Ask Questions

Use Data

Build Relationships

Three Interwoven Practices

16 Strategies

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1. Eliminate Blame2. Establish A Safe Environment3. Develop an Accurate Understanding of Poverty4. Level The Playing Field5. Use Structures/Processes that Promote Relationships6. Engage Parents/Families As Partners

Foster Healthy, Supportive, Safe Learning Environments

Do We Understand Poverty?

STRATEGY 3

Establish an accurate understanding of poverty.

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An Accurate Understanding of PovertyTurn and Talk…

What significance does the information have for you in your current role?

What questions does it raise?

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Turn and Talk

3 minutes

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Confronting Common Myths

Fact or Fiction . . .

! People in poverty are unmotivated and have weak work ethics.

! Education, as a way out of poverty, is readily accessible to everyone.

! People living in poverty are uninvolved in their children’s educations because they do not value education.

! People living in poverty tend to abuse drugs and alcohol more than people in other socioeconomic classes.

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Understanding Mental Maps

! Are images, assumptions, and stories carried in our minds that shape behavior and attitude.

! Are usually tacit until we examine them.

! Can limit our ability to change.

! Can be identified through inquiry/reflection.

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How Do We Talk About Poverty?

! What are the dangers of having a deficit perspective?

! Do we separate children’s developing sense of self from their living conditions?

! How important are the words/labels we use?

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Words Matter

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Have We Fostered Caring/Bonded Relationships Between Students and School?

STRATEGY 5:

Develop programs and structures that support caring relationships.

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Cultivating Caring Relationships:What Is Relational Trust?

! Mutual Respect

! Competence

! Personal Regard

! Integrity

Source: Bryk and Schneider, Trust in Schools: A Core Resource for Improvement

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Cultivating Caring Relationships: The Importance of Relational Trust

! Strongest levels of trust: 1 in 2 chance of making significant improvement in student achievement.

! Weakest levels of trust: 1 in 7 chance of making significant improvement in student achievement.

Source: Bryk and Schneider, Trust in Schools: A Core Resource for Improvement

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Caring Relationships: What Research Tells Us

! Increases student effort and engagement (Qualglia, Fox, Corso, 2010) (Redding, 2013)

! Promotes Resiliency (Johnson, 2008) (Stride & Cutcher, 2015)

! Improves Academic Achievement (Hattie, 2009)

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Visible Learning – John Hattie

Teacher/Student Relationships .72

Vis ible Learning LaboratoriesUnivers ity of Auckland2008

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Building Relationships

Develop Structures That Promote Relationships

Example: Student Advisories

! Faculty/student ratio: 20:1

! 30 minutes/4 days per week

! Four-year commitment

! Performance-based graduation

requirements

! Progress reports every two weeks

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Taking Action in Your Classroom

! Begin with 4 building blocks: Identification, Authenticity, Empathy, Trust

! View parents/families as a key resource

! Everyday interactons make the difference

! Be fully present, listen, set aside time to bond

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8 Tips from Teachers

Taking Action in Your Classroom

! Create a sense of extended family and community in your classroom.

! Move beyond defined roles.! Harness the power of

creativity.! Build a network of support for

yourself and your students.

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8 Tips from Teachers (cont.)

Taking Action in Your Classroom

! No Homework…Name Game! Baseball Cards! Secret Handshakes! Team Building: Desert

Island/Stacking Cups! Bell Ringers! Tech to Connect! Humans of [insert your

class/school]! Survey, Interviews and Interest

Inventories

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Great Ideas from Secondary Teachers

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Taking Action in Your Classroom

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Great Ideas from Elementary Teachers

! Two-Minute Drill! A Little Bag About Me! Peer Puzzle! Team Building: Stand

Up/Sit Down! Bell Ringers/Warm Ups! Tech to Connect! Check-in Checklist! Apple Glyphs

Taking Action in the Classroom

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Building Relationships With Students

Turn and Talk…What does your school do to explicitly build relationships with students?What do you do in your classroom?

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Turn and Talk

3 minutes

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Every school can overcome the debilitating effects of poverty . . .

. . . demographics do not equal destiny!

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We must combat hopelessnessand instill in EVERY child

the self-confidence that they can achieve and succeed in

school and in life.

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What Do We Choose to Do?

Our students are waiting . . .

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