Slide 1

Working with Low SES Students and the Demands of the Common Core Standards Kelly Kertz and Paula Harris Title I Department, Lake County Schools August 9-10, 2012

Slide 2

Bellringer Do a two minute quickwrite about an experience that you have had with poverty.

Slide 3

Common Board Configuration Date: August 9 and 10, 2012. Bell Ringer: Two Minute quickwrite with poverty experience Learning Goal : Participants will identify the components that must be included in the instructional program in order for ED students to achieve proficiency with the Common Core Standards Standard: CCSS English Language Arts Objective : By the end of the session, the participant will answer the following questions: What are the risk factors of poverty? How do these factors affect the academic achievement of low SES students Essential Question : What components must our school intentionally have in place for low SES students to be successful with the Common Core Standards? Vocabulary: Poverty, 21 st Century skills, apprentice text, ladder text, neuroplasticity, backmapping, discussion frames, linear reading, close reading, chunking, language stems Agenda: Lecture bursts (Poverty, Common Core, Impact of low SES on the Brain, and School Actions) Cooperative Structures for Review Individual Reflection Summarizing Activity Essential Question Carousel Homework: Review School Improvement Plan to determine if the needs of low SES students are addressed

Slide 4

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. Summer Leadership Institute

Slide 5

21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 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 6

High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute The Departments identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development. -Florida Department of Education, 2012

Slide 7

Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Strategies Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

Slide 8

The Focus Is On the Low SES Students But This also applies to all of the other subgroups and students who dont fall into a subgroup but have a language based deficit, stress and lack of resources: Poor oral language Poor vocabulary Poor listening and speaking skills Weak comprehension skills Speaking and Listening Standards Reading Standards for Literature/Informational Text

Slide 9

Econonomically Disadvantaged or Low SES Students

Slide 10

Elementary Schools at 50% or above in rank order Lake Academy (fka:Lifestream) -Leesburg91.57% Lake Academy (fka:Lifestream) -Eustis88.64% Eustis Heights Elementarty88.25% Mascotte Elementary87.92% Beverly Shores Elementary86.19% Leesburg Elementary85.25% Spring Creek Elementary84.07% Triangle Elementary79.91% Humanities78.67% Clermont Elementary78.35% Rimes Elementary76.44% Fruitland Park Elementary75.00% Villages Elementary of Lady Lake73.92% Altoona Charter73.02% Groveland Elementary72.51% Tavares Elementary70.73% Sawgrass Bay Elementary70.59% Eustis Elementary67.59% Umatilla Elementary63.84% Milestones Community School K-563.80% Lake Hills School (ungraded) K-563.07% Treadway Elementary61.73% Astatula Elementary59.90% Seminole Springs Elementary59.29% Round Lake Elementary53.09% Minneola Charter Elementary52.10% Sorrento Elementary50.14% Middle Schools at 50% or above in rank order Oak Park Middle78.57% Carver Middle73.00% Umatilla Middle62.25% Gray Middle61.58% Tavares Middle58.18% Eustis Middle57.98% Mt. Dora Middle56.90% Clermont Middle56.07% Windy Hill Middle54.90% East Ridge Middle50.69% High Schools at 50% or above in rank order Leesburg High59.00% Umatilla High58.70% District average of students on F/R59.46% What does low SES look like in Lake County Schools?

Slide 11

Two of the Six Types of Poverty Situational Generational Resources & Stress

Slide 12

The Laundry List Of Poverty

Slide 13

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 Skill (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

Slide 14

Slide 15

Poverty and the Brain Impulsivity Planning Prefrontal Lobe HippocampusMemory

Slide 16

Poverty and the Brain 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 17

The 5 Most Likely Brain Disorders for Low SES Children 1. Stress 2. ADHD or ADD 3. Learning Delays 4. Attachment Disorders 5. Dyslexia

Slide 18

Good News About the Brain It is fluid (neuroplasticity) and can be changed!!!

Slide 19

Slide 20

Slide 21

The Four Rs Needed By Low SES Students Rigor Relevance Relationships Rules (consistency)

Slide 22

Common Core Standards 10 reading and writing standards Standard 10 deals with the use of complex text, so there are really only 9 instructional standards Standards are smaller and look like less BUT they are much deeper DQ2, DQ3, Domain 2 21 st Century #1, #5, #7

Slide 23

Common Core Standards It will benefit schools to study the standards and the progression: unpack them do backmapping (See NC and California samples)

Slide 24

Word difficulty (frequency, length) Sentence length Syntax Vocabulary load Knowledge demands Text structure Language conventions Text dependent questions

Slide 25

Text Complexity Text complexity is the HALLMARK of the Common Core Standards

Slide 26

Complex Text requires slow linear reading close reading rereading stamina a willingness to probe being receptive to deep thinking English Language Arts Standard 10 DQ2 (6.10,11,12) DQ3 (17,19) DQ4 (22) Domain 2 (42, 44)

Slide 27

Use of Complex Text An increased use of multiple text sets on the same theme or topic The use of apprentice or ladder text Domain 2 (42, 49)

Slide 28

Writing in Common Core Writing will be about the ideas in the text Increased amounts of writing about what is being read 21 st Century Skill #5

Slide 29

Slide 30

Slide 31

Language Influences Cognition Language development socioeconomic status The link is strong Higher SES toddlers actually used more words in talking to their parents than low SES mothers used in talking to their own children. DQ2(10,11), DQ5(31) Bracey, 2006

Slide 32

Language issues can prevent development of cognitive structure. ~ What I think, I can say. ~ What I say, I can write. ~ What I write, I can read. Oral language skills must be taught pre-K to 12 21 st Century Skill 5

Slide 33

Language issues 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 34

Sentence Stems Phrases are posted in classrooms to help scaffold students use of language Embed the academic language in the stems Domain 2 (42)

Slide 35

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 DQ3(17)

Slide 36

Vocabulary If a word is not in a students oral vocabulary no amount of decoding will help with comprehension. 21 st Century Skill 5

Slide 37

Intentional Vocabulary Instruction Academic vocabulary Robust (Tier 2) vocabulary Content Specific (Tier 3) vocabulary Morphology 21 st Century Skill 5

Slide 38

Slide 39

Building Background Building Vocabulary Nancy Frey, PhD www.fisherandfrey.com Nancy Frey, PhD www.fisherandfrey.com

Slide 40

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. DQ3(14)

Slide 41

Print Rich Environments with an Emphasis on Informational Text Are Essential http://wonderopolis.org Resources not found at home

Slide 42

Resources for Building Background Knowledge

Slide 43

Slide 44

Ruby Payne The Classes and What is Important Wealthy Middle Poverty Connections political, social, financial Work and Achievement RELATIONSHIPS

Slide 45

Slide 46

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 DQ8 (36,37,38), Domain 2 (49)

Slide 47

Relationships Students from low SES backgrounds may need a caring and dependable adult in their lives Domain 2 (49)

Slide 48

Relationships Students are going to hit a test score ceiling until their emotional and social lives are a part of school reform

Slide 49

Relationships Academic tasks need to be referenced in terms of relationships How will learning this affect my relationship? DQ8 (36,37,38) Relevance

Slide 50

Support From a Significant Other Tutoring Mentors

Slide 51

The brain needs to work in social conditions (70% of the time the teacher should purposely select who is in each group) DQ 2(7), DQ3(15), DQ4(21,22), DQ5(31) 21 st Century Skill 2 Social skills oral language listening skills speaking skills- movement Kagan Cooperative Structures

Slide 52

Slide 53

DQ1 (3), DQ8(36,37,38), DQ9(39), Domain 2(49)

Slide 54

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 circumstance in which to use it 2. Allow students to practice applying the skills PBS DQ7(33,34,35), DQ8(36,37,38)

Slide 55

The brain needs to celebrate success! DQ1(3)

Slide 56

Slide 57

The brain needs differentiated instruction review (every time students review they do change their memory) DQ2(7), DQ3(14)

Slide 58

The brain needs to build memory and attentional skills www.soakyourhead.com www.playattention.com/adhd www.happy-neuron.com/games/#memory www.happy-neuron.com/games/#attention www.neuroactiveprogram.com

Slide 59

The brain needs!!! Chunking of information into digestible bits 1. Used to think working memory could hold 7 plus or minus 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 DQ2(9)

Slide 60

Purposeful Effective Teachers Low achieving students gain an average of 14 percentile points with the least effective teachers. By contrast, the most effective teachers produce average gains of 53 percentile points with low- achieving students. Source: William L. Sanders, Senior Research Fellow, University of North Carolina (Sanders & Rivers, 1996). 14 Points 53 Points Domain 2

Slide 61

Slide 62

Slide 63

21 st Century #7

Slide 64

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 65

Cultural Experiences Needed at Schools 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

Slide 66

Slide 67

The brain needs Movement 30-60 minutes per day to reduce stress 21 st Century #2 and #7

Slide 68

Activity and Movement Decreases depression Increases neurogenesis (the ultimate low budget anti- depressant) TRY: Kagan strategies carousel activities dramatizing roleplaying 21 st Century #2 and #7

Slide 69

21 st Century #2

Slide 70

Slide 71

21 st Century #2 and #7DQ DQ(39,40,41)

Slide 72

Slide 73

Common Board Configuration Date: August 9 and 10, 2012. Bell Ringer: Two Minute quickwrite with poverty experience Learning Goal : Participants will identify the components that must be included in the instructional program in order for ED students to achieve proficiency with the Common Core Standards Standard: CCSS English Language Arts Objective : By the end of the session, the participant will answer the following questions: What are the risk factors of poverty? How do these factors affect the academic achievement of low SES students Essential Question : What components must our school intentionally have in place for low SES students to be successful with the Common Core Standards? Vocabulary: Poverty, 21 st Century skills, apprentice text, ladder text, neuroplasticity, backmapping, discussion frames, linear reading, close reading, chunking, language stems Agenda: Lecture bursts (Poverty, Common Core, Impact of low SES on the Brain, and School Actions) Cooperative Structures for Review Individual Reflection Summarizing Activity Essential Question Carousel Homework: Review School Improvement Plan to determine if the needs of low SES students are addressed

Slide 74

Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementation 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 components for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways