Strategies & Resources to Support the Under-Resourced Learner

1. By Noris Aguayo & Dr. Cele Oldham Strategies & Resources to Support the Under-Resourced Learner

2. Community Builder- Self Symbols Part I • Turn your name tent over, and write your name in the center. Draw a bubble around your name. • Create a Bubble Map for yourself using adjectives that describe skills that you possess. (2 minutes) Choose words that you feel most describe you and your strengths • Come up with a gesture, using only yourself, to express it’s meaning Adjective Adjective Adjective Name Adjective Adjective

3. Community Builder- Self Symbols Part II • As a whole group, each person will have three opportunities to act out their gesture. • The first time around the circle, each person will say their word and demonstrate their gesture • The second time you will demonstrate the gesture only • The third time, you will demonstrate your gestureand the symbol of any other person in the group

4. Supporting the Under-Resourced Learner Shifting Gears Bubble Map- Self Symbols Activity Learning Goal: Participants will become aware of resources and strategies that support Under-Resourced learners. February 20, 2014 Benchmarks: LEADS: Domain 1: Student Achievement Domain 2: Instructional Leadership . Today participants will identify characteristics and align academic strategies and resources to support Under-Resourced Learners. Objective Sum-It-Up How might the strategies experienced in this session foster learning and deepen relationships with students? How do we revolutionize the way we teach, lead, and learn for 21stcentury success in the C² Ready classroom? EssentialQuestion: Common Language NEXT STEPS: Use a School and Community Resource Tool to identify available school and community resources.

5. Learning Goal: Participants will become aware of resources and strategies that support Under-Resourced Learners

6. Lake County Schools Vision 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 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.

7. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

9. Anticipation Guide Take out your anticipation guide and write agree or disagree under the ‘Before’ column. We will revisit this sheet.

10. Comparison Data

11. Stand up, Hand up, Pair up • What does it mean to be an Under-Resourced Learner? • Walk around the classroom with your hand up. High five a person that is not sitting at your table. • The person with the shortest hair answers the question first. • When both partners have answered the question, lift your hand up again and find a different partner

12. Under-Resourced Learner Defined • “Not having the resources to address a particular situation or negotiate a particular environment.” Dr. Ruby Payne Myth: Remediation is the focus of students who come from poverty Truth: Students are often labeled at risk when they are school dependent

13. Types of Resources

14. Scenario Protocol- Think Pair Share • Take 2 minutes to read and analyze the scenario provided individually • With a partner, use the Resource Analysis for Individual Student and decide whether or not the student has the resource by writing yes or no under the column provided • Support your answer with an explanation • What resources would you identify to support this student?

15. Scenario • Julianna is a 16-year-old girl who lives with her mother and stepfather. The stepfather is verbally abusive and has chemical dependency issues. Mom tends to take sides with the stepfather, and both expect Julianna to hand over some money from her part-time job to help with expenses. Julianna knows the money is being spent on anything but expenses, but she helps out just the same. She is frustrated at the way she and her mother are treated, but if she speaks out, she knows she will be punished by being grounded. Julianna has a grandfather who lives three hours away, and he is very supportive. Her teacher is sarcastic and unaware of her family situation. She does have a church that she attends, and a member of the congregation is supportive. She loves her job, and the manager really likes her. She is a C/D student and is very seldom absent from school.

16. “No significant learning occurs, without a significant relationship.” Dr. James Comer, Yale University A significant relationship is build on mutual respect.

17. How do you recognize relationships of mutual respect? Round Robin • Take 30 seconds to ponder the question • The person with the shiniest shoes will speak first • Going clockwise, take turns responding to the question

18. Three Elements of Mutual Respect Insistence The motivation and persistence that comes from the relationship. Support The direct teaching of process and mental models. High Expectations Constitute the approach of “I know you can do it, and you will.” No excuses! Insistence, expectations, and support need to be guiding lights in our decisions about instruction. Under-Resourced Learners: 8 Strategies to Boost Student Achievement, Ruby Payne 2008

19. All learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to learning. Most learning is in essence emotional. Virtually all learning starts with a significant relationship. –Stanley Greenspan and Beryl Benderly

20. How does a relationship of mutual respect compare to a bank account? • Dialogue Writing • Take 30 seconds to ponder this question • You will have one minute to journal write an answer • Switch journals with your face partner • Read your partner’s journal entry and write a response (This could include a comment or question)

21. How does a relationship of mutual respect compare to a bank account? Steven Covey

22. How do you recognize relationships of mutual respect? mutual respect mutual respect Generally, in relationships of ______ _______ ,three things are present: ______, insistence, and high ________. Support is the ______ teaching of process and mental models. _______ is the motivation and persistence that comes from the __________. High expectations is the approach of “I know you can do it and you will.” Seek first to _________, not to be __________. _____ ______ is taught and ________ ________is learned. support expectations direct Insistence relationship understood understand Mutual respect mutual respect

23. Language Frame of Reference: How do you know? Add a small circle to the center of your sheet and include the idea provided. Take 30 seconds to add what you currently know about the importance of language around the outside of the inner circle. Continue to add new ideas throughout this section of the presentation. Add your outer circle at the end of this section. The importance of language

24. "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.“ Nelson Mandela Language is how we make meaning. It’s how we negotiate and navigate our environment. What connections did you make with these stories? Turn & Talk

25. Five Registers of Language FROZENFORMALCONSULTATIVECASUALINTIMATE

26. Adapted from Martin Joos How does the use of Formal & Casual Register help you negotiate and navigate your school environment? Turn & Talk

27. What Happened to Jack?While watching the video, look for two specific examples of formal register and casual register.

28. Frame of Reference: How do you know? Add any final thoughts to your map Draw an outer circle around the ideas you included Draw a square around your circle and in your frame of reference, include how you know these ideas. How the world sees me Negotiation Communication The importance of language Conflict Resolution Shades of Meaning Meaningful learning How I see the world Culture

29. Hidden Rules • Hidden rules are the “unspoken cues and habits of a group.” • These rules become part of your belief system and guide how you behave. • Relationships can be broken when you do not know the hidden rules. • Hidden rules can limit your interaction with people who are different from you. • If you fall mostly in the middle class, the assumption is that everyone knows these things. Middle class language is the language of schools. What are some hidden rules you’ve encountered throughout your career as an educational leader?

30. Cognitive capacity can be taught! Instructional Strategies to Support Under-Resourced Learners Yvette Jackson, Ed.D, Executive Officer of the National Urban Alliance

31. The Pedagogy of Confidence How can you create a culture where educators can be convinced that students’ intellect can be meaningfully altered? “Confidence is knowing what is expected and believing you have what it takes to get it done. The main goal of education is to reveal a students capacity and potential by supporting them.” Dr. Yvette Jackson

32. Explicit Strategy Instruction Frame Today I am going to teach you how to use_______________. ________________ is used for _____________________. (Function) It is _________________________________________ ______________. (Gives them information about the strategy) an Anticipation Guide activating thinking An Anticipation Guide a strategy that builds background knowledge and reveals misconceptions

33. Thinking Maps is a visual language for meaningful learning

34. Thinking Maps Thinking Maps are specific cognitive processes which provides a common visual language for meaningful learning and empower students with transferable patterns. • Identifying Student’s strengths with Thinking Maps • Activating strengths through affirmations High Operational Practice Equals Pedagogy of Confidence, Ivette Jackson

35. Process to Identify Personal Strengths How might you incorporate these strategies with your faculty? Tree Map Bubble Map Adjective Frame of Reference: How will these categories help you achieve your future career goals? Name Adjective Adjective Strength Strength Name Supporting Details Supporting Details Supporting Details Supporting Details Adjective Adjective

36. Mental Models Mental models are how the mind holds abstract information that has no sensory representation.

37. Five Models to Use for Sorting Hand Ladder Cross Car Hamburger Setting Problem Goal Top bun is person’s position, bottom bun is conclusion. Middle layers are pieces of supporting evidence. Used to sort and remember Compare and contrast Label sequential steps Use each finger to sort topics or descriptive details.

38. Lodi Unified Schools, Morada Middle School, Stockton, CA 2004-2005

39. What mental models have you incorporated at your school site?

40. Magnet Summaries Help students to construct meaningful summaries in their own words. • Within a reading passage, pick out one or two magnet words that are key concepts, and write them in the center of index card . • Select four key supporting details that expand the concept and place them on the four corners of the card. • Combine the words into a summary sentence.

41. Magnet Summary Examples Combine these words into a one sentence summary. Be prepared to share. Key Supporting Detail Key Supporting Detail Resources and Strategies to Support Under-Resourced Learners Key Supporting Detail Key Supporting Detail

42. Summary Passport • Partners sit, in chairs, “shoulder to shoulder”, facing opposite directions with their magnet summaries. • The person with the closest birthday shares magnet summary first (partner A). • Partner B listens silently and responds with a question or comment. • Switch roles and repeat.

43. Anticipation Guide Agree Disagree Disagree Agree Disagree

44. Sum it Up:Reflect on Learning Quick Write: How might the strategies experienced in this session foster learning for Under-Resourced learners and deepen relationships of mutual respect? “When you change the way you look at things, the things you look at change.” (Wayne Dyer, 2002)

45. Take AwaySchool Resource Analysis Use a community resource analysis form to identify available school and community resources for your school site.

46. Next Steps Create an action plan for school and community resources that are lacking to align with student needs.

47. Participant ScaleLearning Goal: Participants will become aware of resources and strategies that support Under-Resourced Learners I liked _______________________________________________________________. Next time, I would like to learn more about___________________________________.