welcome day two
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Welcome Day Two. Principals Institute LA. Today. Explore a variety of resources and practices informed by current best thinking from neuroscience on poverty and the impacts for schools. - PowerPoint PPT PresentationTRANSCRIPT
WELCOME DAY TWOPrincipals Institute LA
TodayExplore a variety of resources and practices informed by current best thinking from neuroscience on poverty and the impacts for schools.Reflect on current beliefs held by leaders, teachers and students that if examined closely may be influenced by this information.Use the collective wisdom in the room to design the next improvements to the model.
Norms
Have FunHonor our TimeFully ParticipateVegas Rules
SUSTAINING OUR GAINS
WHEN LAST WE MET……
Using DN to Meet Our Educational Challenges
• Two Drivers of Student Success
• Quality of Coursework-Shapes Mind (in part can be measured by grades)
• Quality of supportive and effective adult relationships-Shapes Will (in part can be measured by student surveys)
How Many Students Experience Quality Coursework and Have Quality Adult Relationships Drives School Success
• Each is impacted at whole school, classroom, and individual level-the three tiers DN and the four pillars of TD are designed to support
Diplomas Now Summer Institute | July 8-9, 2013 | Baltimore, Maryland
4 Diagnostic Questions About Students
Question Are they regularly attending
school? If not, why not?
Are they able to focus on schoolwork in school?
Are they productively persistent i.e. trying in an effective manner?
Do they connect school effort to life success?
DN Tools STF, Teacher Teams + CY + CIS
STF, Success Highways Assessment, CIS
Mastering Middle Grades, Freshmen Seminar + CY
CY Near Peer Relationship, Career Academies, CIS
Diplomas Now Summer Institute | July 8-9, 2013 | Baltimore, Maryland
4 Diagnostic Questions About Classroom Instruction
Questions Which students are missing what
knowledge and skills assumed by grade level content?
Are good lessons being consistently delivered and are students being asked to do quality coursework?
How often do students end the day confused?
Are students completing their class assignments? Are their effective second-chance opportunities for students to avoid failure?
DN Tools Instructional coaches, PLC’s, TD
extra-help labs and catch-up materials
Instructional coaches PLC’s
CY Corps members working with classroom teachers
Teacher Teams, Instructional coaches, CY and CIS
Poverty is the hungry bear who keeps eating our lunch
We Are Learning How Poverty Impacts Academic and Social Behaviors
Kids who grow up in stressful environments find it harder to concentrate, follow directions, rebound from disappointment. This has a direct effect on their school performance.
Exposure to ViolenceResidential In-Stability
Hunger and Poor Family Health
Students as Caregivers
The stress and trauma of poverty impact children’s brain development, learning, and behavior.
67 % of pediatric subjects in a low income community experienced one or more ACEs, 12 % experienced four or more. (Burke et al.,2011)
Prolonged, repeated stress and anxiety increases levels of cortisol and diverts brain functioning towards reactive, impulsive areas of the brain (Hackman et al, 2010; Burke et al, 2009)
Research shows a dramatic link between adverse childhood experiences and subsequent learning and behavior problems.
51 % of subjects with four or more ACEs had learning /behavior problems compaired to 3 % with no ACEs.
Over the course of children’s brain development, this results in an underutilized cortez and underdeveloped executive functioning, including attention, self-regulation, working memory, and other capacities critical for learning (Raver et al, 2013, DePrince et al, 2009, DeBellis et al, 2009,
WHAT’S YOUR ACE SCORE?Felitti, V.J., and Anda, R.F., (2009) The adverse childhood experiences (ACE) study: Bridging the gapbetween childhood trauma and negative consequences later in life. Retrieved April 11, 2009from http://www. acestudy.org/.
ADVERSE CHILDHOOD EXPERIENCE DRAFT
BRAIN DEVELOPMENT PATTERNSAdapted from the research of Martin Teicher, MD, Ph.D
NEUTRAL START
BRAINHormones, chemicals & cellular systems prepare for a tough life in an evil world
OUTCOMEIndividual & species survive the worst conditions.
INDIVIDUAL• Edgy• Hot temper• Impulsive• Hyper vigilant• “Brawn over brains”
BRAINHormones, chemicals & cellular systems prepare for life in a benevolent world
TRAUMATIC STRESS
OUTCOMEIndividual & species live peacefully in good times; vulnerable in poor conditions
INDIVIDUAL• Laid back• Relationship-oriented
• Thinks things through
• “Process over power”
Dissonance between biological expectations & social reality fuels psychiatric/health disorders
Case Study: Executive Function Problem or Lazy Kid
® In your experience, how do our education systems respond to young people with underdeveloped executive functions?
® How do these systems’ responses work for children and families?
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STATIONS
TIME FOR A BREAK
RESTORATIVE PRACTICES
LUNCH
Assumption for our sessionWithin this network of school leaders is the collective wisdom to generate what is necessary to take the next steps in model development ( maybe we say next steps in implementation?)
UNDERSTANDING SCIENTIFIC
DISCOVERIES SOMETIMES REQUIRES
UNLEARNING WHAT WE ONCE BELIEVED TO BE
TRUE
On the surface we are able to see what people say and do just as with the iceberg.Under the surface are the meanings we construct influenced by our values, assumptions, beliefs and identity, some of which are held consciously and others without conscious awareness .
Adaptive Solutions
Technical Challenges
Learning a skill set, process or routine to meet a challenge
Adaptive ChallengesCan only be met by changing our mindset
Require us to interact with our environment and change our behavior in response to that environment
We all have an inner map we use to interpret the worldWe have different levels of capacity to be aware of our own inner map and how we create our experience of life through itWe each have our own inner commitments to our own person priorities aligned to this mapThe inner commitments will override any counter intentions that conflict with themThe hidden commitments are linked to our inner “hidden” perception of our own physical, psychological, social or emotional well being.This hidden commitment is nearly always outside our conscious awareness.The conflict between our hidden commitment and our stated commitments evidences as “resistance” to change.
Kegan and Lahey Immunity to Change
List a commitment to change we are unable to keepList behaviors what are we doing we doing and what are we not doing to support the commitmentIdentify the hidden commitment that has greater priorityIdentify the “Big Assumption” that underpins the competing commitment
TABLE GROUP EXAMPLESFollow the four steps for the example provided at your table
® In what ways does the finding that trauma is woven into our bodies and cells challenge our mental models about biology? Behavior? Psychology?
® Collectively, what beliefs may we have educators need to examine in light of this new science?
Area we can influenceMindsets we may want to examine:Leader
Teacher
Student
System
Column One – Identify Commitment
What is the most important thing we need to get better at or change to progress toward our goal of ______________.
We are committed to the importance of______________.
It should “feel” genuine and important.It should not yet be fully realized…area for growth.It should be clear how this commitment gets us closer to our goal.
Column Two – Identify Behaviors
What are we doing or not doing that is keeping our commitment from being more fully realized?
List specific behaviors skip rationale for behaviors.The behaviors should be only those behaviors that work against the commitment.Behaviors may be for anyone in the group…not necessarily the whole group.
Column Three – Identify the Competing Commitment(s)
If we did the opposite of the behaviors, we fear that……Draw a line after the fears and write what you believe the competing commitment may be.
We are also committed to……This commitment will make us uncomfortable and will be clear how it is self protecting.It illuminates why the countering behaviors “make sense”.
Column Four – Identify the Big Assumption
The “big assumption” is a rule or prediction about what will happen if we act in certain ways.Take your competing commitment, reverse it and replace it with the words we are committed to..and replace we are committed to …to we assume that…..
We assume that if …… then ______________.
The big assumption shows why the 3rd column commitment feels necessary.
Column One – Identify Commitment
What is the most important thing we need to get better at or change to progress toward our goal of ______________.
We are committed to the importance of______________.
It should “feel” genuine and important.It should not yet be fully realized…area for growth.It should be clear how this commitment gets us closer to our goal.
Then what?????Observe the big assumption in action.Challenge our big assumpiton.
Student CapacitiesChallenge DN/TD
ApproachCurrent Impacts
Next Improvement (Phase?)
Attendance
Behavior
Course Performance
Teacher CapacitiesChallenge DN/TD
ApproachCurrent Impacts
Next Improvement (Phase?)
Attendance
Behavior
Course Performance
Leadership and Organizational CapacitiesChallenge DN/TD
ApproachCurrent Impacts
Next Improvement (Phase?)
Attendance
Behavior
Course Performance
HTTP://WWW.TED.COM/TALKS/SHAWN_ACHOR_THE_HAPPY_SECRET_TO_BETTER_WORK.HTML
The Happiness Advantage
Thank you for ALL you do and safe travels!