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Coming up at 2:00 p.m. Tuesday, May 7 Educating the Whole Child: The Core Work of High-Performing/High-Poverty Schools

William Parrett and Kathleen Budge

Educating the Whole Child: The Core Work of High-Performing/High-Poverty Schools

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Understand how high-performing/high-poverty schools address the needs of the whole child.

Be compelled to take informed action to better meet the needs of underachieving students living in poverty.

Learner Outcomes

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Now Available From ASCD

January 2012

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How

Are We

Doing?

Validate

Challenge to Improve

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Source: Education

Trust analysis of data

from National

School-Level State

Assessment Score

Database

www.schooldata.org

Data are from 2002.

Poverty vs. Achievement

in Illinois Elementary Schools

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Percent Low-Income Students

Pe

rce

nt

5th

Gra

de

rs M

ee

tin

g S

tan

da

rd i

n M

ath

JAPAN

UNITED KINGDOM

High-Poverty / High-Performing Schools

Dayton’s Bluff Elementary, St. Paul, MN

Lapwai Elementary, Lapwai, ID

Molalla High School, Molalla, OR

Osmond A. Church PS/MS. 124 K-8 School, Queens, NY

Port Chester Middle School, Port Chester, NY

Taft Elementary, Boise, ID

Tekoa High School, Tekoa, WA

Nationally Recognized High-Poverty / High Performing Schools

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Osmond A. Church

School

PS/MS 124

Queens, New York

2007 Dispelling the Myth Award Winner

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Osmond A. Church School

PS / MS 124

• 1,227 students in grades K-8

• 97% Low-Income

• 44% Asian

• 33% African American

• 21% Hispanic

Source: GreatSchools.org, 2013

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English Language Arts Scores, 2012

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100

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Osmond Church

District

State

Osmond A. Church School

PS / MS 124

Source: New York State Education Department, 2013

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Tekoa High School Tekoa, WA

2010 Blue Ribbon School

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• 100 Students • 53% Low-income • 79% White • 13% American Indian • 6% Hispanic • 2% Other

Source: Education.com, 2013

Tekoa High School

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67

86

55

86

0

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100

Reading Writing

Tekoa State

Source: Washinton State Department of Education, 2010

Reading and Writing Grade 10

Tekoa High School

“How many effective schools would you have to see...

...to be persuaded of the educability of poor children? 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.”

Ron Edmonds... 1979

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Educating the Whole Child

• Healthy

• Safe

• Supported

• Engaged

• Challenged

Children who are…

A FRAMEWORK FOR ACTION:

Leading

High Poverty

Schools to High Performance

School Culture

Spheres of Influence

Actions

A FRAMEWORK FOR ACTION:

Leading

High Poverty

Schools to High Performance

School Culture

Actions

Spheres of Influence

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A FRAMEWORK FOR ACTION:

Leading

High Poverty

Schools to High Performance

School Culture

Actions

Spheres of Influence

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Fostering a Healthy, Safe, and Supportive Learning Environment

Strategy 1

Establish a Physically and Emotionally Safe

Environment

“We had to establish law and order…”

“These kids aren’t going to begin school in place where you can smell the bathrooms when you come in the front door.”

Dramatic Increase in Childhood Poverty

Change in percent from 2007 - 2011

Eligible for free or reduced-price lunch

Rates of Increase in 4th Grade Subsidized Lunches Since 2007, the proportion of fourth graders eligible for free or reduced-price lunches through the federal government’s school meals program has increased nationwide to 52%, from 46%.

0% (1)

1-6% (14)

7-10% (31)

≥11% (4)

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Fostering a Healthy, Safe, and Supportive Learning Environment

Strategy 2

Do EVERYTHING Possible to Level the Playing Field.

EVERYTHING

What children want at school more

than anything else…

…a caring relationship with an adult.

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Fostering a Healthy, Safe, and Supportive Learning Environment

Strategy 3

Develop Meaningful Student Advisories

• Faculty / Student Ratio—20: 1

• 30 Minutes / 4 days per week

• Four-year Commitment

• Reading, Math, Portfolios, Homework, Careers

• Performance-based Graduation Requirements

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A FRAMEWORK FOR ACTION:

Leading

High Poverty

Schools to High Performance

Actions

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Focus on Learning: Challenge and Engage

Strategy 4 Provide Targeted

Interventions • Summer Reading

• Pre K / Full Day Kindergarten

• Tutoring

• Homework Clubs

• Alternative Schools & Programs

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Focus on Learning: Challenge and Engage

Strategy 5

Teach Every

Student to Read

Proficiently—K-12

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Focus on Learning: Challenge and Engage

Strategy 6 Eliminate

Counterproductive Practices

• Tracking • Retention • Ineffective Instruction

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Common Core and Poverty

Instructional Shifts:

• Thinking skills/reasoning

• Deeper conceptual

understanding in math

• Writing

• Real-world applications

• Knowledge building through

increased non-

fiction/informational text

30+ Years of Research:

• HOTS

• AVID

• NSF Math Programs

• National Writing Project

• Place-based Education:

Expeditionary Learning

• SIOP

A FRAMEWORK FOR ACTION:

Leading

High Poverty

Schools to High Performance

Actions

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Leadership Capacity: The Building Block

Healthy, Safe, Supported, Challenged, Engaged

Strategy 7

Challenge Your Mind-sets and Eliminate Low Expectations

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 education 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/Mind-sets

• Images, assumptions, and stories carried in

our minds that shape behavior and attitude

• Usually tacit until we examine

• Limit our ability to change

• Leader’s task is to “identify/expose” through

reflection and inquiry

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Mental Maps

Action/Strategy

Consequences

Explicit Beliefs/Assumptions • School attendance is important. • Rules must be followed. • Tardiness is not allowed. • Parents are responsible for excusing their

child.

Tacit Beliefs/Assumptions • Parents don’t care about education. • Parent and student are lazy. • Parents aren’t home or are sleeping off a

hangover.

Action/Strategy • Set policy and require parents to sign in. • Try to call home. • Sent letter home via U.S. mail. • Give letter to student. • Warn about impending suspension. • Sent letter home with students.

Student still tardy and flunking class

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Challenging our Mental Maps/Mind-sets

They challenged their own mind sets...

But BEHAVIOR...

CAME BEFORE BELIEFS.

Strategy 8

Consider the Budget a Moral

Document

Leadership Capacity: The Building Block Healthy, Safe, Supported, Challenged, Engaged

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Strategy 9

Use data to find the bright spots and change your school or district’s

story

Do we have a data system that works for classroom and school leaders?

Leadership Capacity: The Building Block Healthy, Safe, Supported, Challenged, Engaged

“We know what works in education. The research

is prolific”

“Amazingly, then, the question today is not about what works, but about why we do not implement what we know works in all schools for all kids?”

Karin Chenoweth. It’s Being Done: Academic Success in Unexpected Schools. 2007. Pg. 227.

Today…in 2013…

Strategy 10

Close the “Knowing-Doing

Gap”– Take Action

Leadership Capacity: The Building Block Healthy, Safe, Supported, Challenged, Engaged

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Given what we know…

Here are five suggestions you can begin today—free of charge!

• Review your homework policies • Analyze who is and who is not accessing

higher-level curriculum and begin doing something about it.

• Keep stocks of supplies/basic necessities • Continue to reach out to parents even when

they are unresponsive • Educate yourself and challenge your biases!

Tools to Help

• Rubrics

• Surveys

• Study Guide

• Planning Template

What do we choose to do?

…our students are waiting

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Questions?

To ask a question, type it into the chat feature on the right of your screen.

Questions will be read out by the moderator and answered by the presenter.

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