why poverty matters
TRANSCRIPT
Why Poverty Matters Why Schools Can Matter More
Francis Marion University School of Education
Center of Excellence
to Prepare Teachers of Children of Poverty Florida Association
Federal Education Projects Administrators
Tammy Pawloski, Ph.D.
Francis Marion University
RES
OU
RC
ES
Florida (all persons)
16.6%
US (all persons)
15.5%
Florida (all persons)
16.6%
US (all persons)
15.5%
Florida (ages 5-17)
22.9%
US (ages 5-17)
20.4%
Poverty matters. Educational attainment by family socioeconomic status.
Why does poverty often impact school success?
What must schools consider?
ACTION RESEARCH TEMPLATES
SCHOOL-BASED SUSTAINED PROFESSIONAL LEARNING
Project Content – Year 1 Focus on Relationships and Climate
Date Tentative Content (based on monthly sessions of 1-2 hours in length) August __, 201_ Introductory overview session: Why poverty matters and why teachers and schools can
matter more. (Minimum 3 hours)
August __, 201_ Action Research Reflection: Community and School Poverty New topic: Relationships,Resources, and the School Community
September __, 201_ Action Research Reflection: Relationships, Resources, and the School Community New topic: Stress
October __, 201_ Action Research Reflection: Stress New topic: Status and Hope
November __, 201_ Action Research Reflection: Status and Hope New topic: Soft Skills and Hidden Rules
December __, 201_ Action Research Reflection: Soft Skills and Hidden Rules New topic: Motivation and Value
January __, 201_ Action Research Reflection: Motivation and Value New topic: Motivation and Expectancy for Success
February __, 201_ Action Research Reflection: Motivation and Expectancy for Success New topic: Motivation and Mindsets
March __, 201_ Action Research Reflection: Motivation and Mindsets New topic: ‘ME’ Strategies
April __, 201_ Action Research Reflection: ‘ME’ Strategies New topic: Meeting the Goals of Chronic Misbehaviors
May __, 201_ Action Research Reflection: Meeting the Goals of Chronic Misbehaviors Culminating Reflection: I used to think…. And now I think…
Project Content Menu – Year 2 Focus on Teaching and Assessing
Measuring outcomes (not outputs) in high poverty schools
Necessary accommodations for under-resourced students
Dopamine and the element of fun in learning settings for under-resourced students
Differentiation for rigor in high-poverty schools
Building academic background knowledge with under-resourced students
Supporting the prefrontal cortex and executive functions in under-resourced students
Interactive notebooks with under-resourced students
Purposeful procedures for facilitating learning (key components of best practice) with
under-resourced students (as many as 2-3 sessions)
Effective feedback strategies for use with under-resourced students
Effective use of rubrics to support under-resourced students
Criterion referenced assessment in support of under-resourced students
Using questioning to engage and support under-resourced students
SCHOOL-BASED MEASURES QUANTITATIVE DATA
TEACHING CHILDREN OF POVERTY
School-Based Embedded and Sustained
Professional Learning Research Agenda
Research Agenda for _________________SCHOOL
Contact ____________________________________________
Facilitator ____________________________________________
Assessment Menu Selected Measure Measures Admin
Date Completed Notes
Poverty Simulation
Poverty Simulation Pre-Assessment Beliefs
Poverty Simulation Post-Assessment Beliefs
Participant Self-Perceptions
Longitudinal Survey Pre-Treatment Beliefs
Longitudinal Survey Post-Treatment Beliefs
Attitudes and Beliefs Survey Beliefs
‘I used to think’ reflective narrative Beliefs
Focus Groups Beliefs - Actions
Content Mastery
Action Research (6 data point template) Actions
Action Research (3 data point template) Actions
Action Research Reflection Beliefs
‘I used to think’ reflective narrative Beliefs
Mastery Assessment Pre-Treatment Knowledge
Mastery Assessment Post-Treatment Knowledge
OR
School Data
Student Attendance Pre-Treatment Impact
Student Attendance Post-Treatment Impact
Teacher Attendance Pre-Treatment Impact
Teacher Attendance Post-Treatment Impact
Discipline Referrals – Minor Pre-Treatment Impact
Discipline Referrals – Minor Post-Treatment Impact
Discipline Referrals – Major Pre-Treatment Impact
Discipline Referrals – Major Post-Treatment Impact
Achievement Data Pre-Treatment Impact
Achievement Data Post-Treatment Impact example MAP Pre-Treatment Impact
example MAP Post-Treatment Impact example End of Course 5 Year Mean Impact example End of Course Post-Treatment Impact example _________________ Pre-Treatment Impact example _________________ Data Post-Treatment Impact example _________________ Pre-Treatment Impact example _________________ Data Post-Treatment Impact
**** Must be completed or available prior to project onset. ****
REFLECTION FORMAT QUALITATIVE DATA
