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Poverty and Education

Poverty and Education. Judi Sipowicz, M.ED Based on a review of the following works: E ric Jensen, Teaching with Poverty in Mind, 2010; William H. P arrett and Kathleen M. Budge, Turning High Poverty Schools Into High Performing Schools, 2012

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Poverty and Education

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  1. Poverty and Education Judi Sipowicz, M.ED Based on a review of the following works: Eric Jensen, Teaching with Poverty in Mind, 2010; William H. Parrett and Kathleen M. Budge, Turning High Poverty Schools Into High Performing Schools, 2012 Ruby Payne, Framework for Understanding Poverty, 2005 Gloria Ladson-Billings, The Dream Keepers, 2009 Grant Wiggins/ Jay McTighe, Understanding By Design, 2005

  2. no social justice without addressing academic achievement There Can Be…

  3. Poverty is rarely about lack of intelligence or ability It is about not knowing: • What the options/choices are; • The hidden rules of the middle class; • How to use resources to improve their lives.

  4. Poverty Generational: • At least two generations • Society owes me • Situational: • Divorce, death, chronic illness • Pride, refusal to take charity

  5. Poverty and Culture Look Different In Every School & Community Rural Suburban Urban

  6. The Effects We See of Poverty In School • Have lots of excuses • Don’t do homework • Physically aggressive • Like to entertain • Partially complete assignments • Only see parts of a page or parts of directions • Not self-starters (no procedural self-talk) • Don’t monitor their own behavior • Laugh when disciplined • Work ethic depends on if they like you • Talks/write in a causal manner • Unaware of middle class courtesies • May dislike authority • Talk back Which one activates your “hot” button fast!

  7. Data Is Not Destiny Remember: • Bad News -poor students demonstrate significant cognitive lags. (Gottfried et all, 2003) • Good news -Brains are designed to change!

  8. What We Need To ThinkDifferently A Bedrock Belief: High performing , high poverty schools are all about the kid’s needs, and a “Whatever It Takes” mindset to meet those needs.

  9. Reject the Can’t Notions: • that low income parents can’t adequately prepare children for school; • that their children can’t perform school tasks at a reasonable level; (Comer, 1980) • that these parents can’t be effective partners; • that school people are not willing to develop the necessary approaches, interests, and skills needed for kids to succeed academically, socially, psychologically, and morally.

  10. Tried and True Strategies • Extensive use of National, State, & local standards to designcurriculum/instruction/assess student work; • Increased instruction time for reading & mathematics; • Substantial investment in professional development for teachers; • Monitor individual student performance and provide help to struggling students beforethey fall behind; • Increase parental involvement. Turning High Poverty Schools Into High Performing Schools

  11. Use Activity To Boost Brain Power

  12. It’s What You Do and For How Long • High level of personalization-It is all about relationships! • Commitment to education ensuring student mastery of content standards-Whatever it takes! • Purposeful planning and instruction • Frequent and specificfeedback

  13. Students Raised in Poverty Have… … greater exposure to abuse, neglect, danger, loss.

  14. …Learned Helplessness/ Hopelessness as an adaptive response to life’s conditions.(Bolland, Lian, Formichella, 2005) Students Raised in Poverty Experience…

  15. Explicitly teach procedural self-talk. • Use confidence building strategies. • Explicitly teach skill sets in the order they are needed to be successful.

  16. … a small world view. Students Raised in Poverty Have…

  17. … experience stress that is cumulative.It changes them! Students Raised in Poverty…

  18. Lower Their Stress • Be real, if you struggled with something in school let them know how you made it past the struggles. • Let them know that there is honor in the struggle and hard work. • Introduce the word “yet” “You may not be good at this yet!!”

  19. Students Raised in Poverty Have… … low pattern recognition.

  20. Make Patterns Explicit Did you know that: 9x0=0 9x1=9 9x2=1+8=9 9x3=2+7=9 9x4=3+6=9 9x5=4+5=9 9x6=5+4=9 9x7=6+3=9 9x8=7+2=9 9x9=8+1=9 9x10=90

  21. Students Raised in Poverty Have… … high levels of need for instant gratification.

  22. Students Raised in Poverty Have… … low level skills for planning or setting goals.

  23. Goals

  24. Students Raised in Poverty Have… …low skills for making informed decisions.

  25. Students Raised in Poverty Have… … low organization skills.

  26. Model Organization • Be prepared with writing utensils, paper, and folder for finished work. • Implement a regular instructional design for the lessons • Give genuine and specific feedback for their work

  27. Empower the Students • Explicitly teach how to: • Resolve conflict peacefully; • Handle anger and frustration; • Show responsibility and restitution; • Demonstrate appropriate social skills; • Engage in stress reduction without alcohol or drugs. Is it Kind? Is it True? Promote honesty? Is it absolutely necessary?

  28. Do You Know Your Kids? • What is their view of: • Money • Language • Personality • Food • Clothing • Time • Education • The Future

  29. Poverty Middle Class Wealthy

  30. Poverty Middle Class Wealthy

  31. Culturally Competent Teachers…

  32. Gloria Ladson-Billings, The Dream Keepers, 2009

  33. Characteristics ofCulturally Competent Teachers Gloria Ladson-Billings, The Dream Keepers, 2009

  34. Make Every Minute ofof Academic Time Count • Pre-teach to decrease re-teach. • Our goals and assessment for each lesson will be crystal clear. • What do we want students to: • Know • Be able to do • Understand…. • What will we do if they experience difficulty? • And……How will we know when they get there! • Precise intervention given by the most qualified to those who are the most in need!

  35. Increase Student Engagement

  36. Connect Learning To Real Life Bernoulli’s Principle

  37. Action Steps Explicitly teach patterns and skills. Teach in themes (integrate content areas). Group like objectives into units with assessment up front. Identify core concepts, skills and essential questions. Understanding By Design Grant Wiggins/ Jay McTighe

  38. Explicitly Plan Guided Skill Sets • How to plan a project (E.g. essay, report); • Reading multiple complex texts; • Determining the central theme; • Developing a thesis statement; • Highlighting pertinent data; • Choosing quotes; • Organizing paragraph order; • Develop transition sentences/word choice; • Develop a closing statement; • Editing & revision techniques; • Presentation strategies. Sample:

  39. Must Haves Hope Building: • Standards-based Curriculum - Aligned with Common Core and State standard • Engaging Instruction – Aligned with Common Core and State Standards • Arts, Athletics, and Advanced Placement • Retooling Operating Systems Teaching with Poverty In Mind Eric Jensen 2010

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