Summer Leadership Institute

Summer Leadership InstituteWorking with Low SES Students and the Demands of the Common Core Standards

Kelly Kertz and Paula HarrisTitle I Department, Lake County Schools

August 9-10, 2012

1BellringerDo a two minute quickwrite about an experience that you have had with poverty.Have face partners do a 30 second share2Common Board ConfigurationDate: 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 StandardsStandard: 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 , 21st 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 ReviewIndividual Reflection

Summarizing Activity Essential Question Carousel

Homework: Review School Improvement Plan to determine if the needs of low SES students are addressed

3

Lake County SchoolsVision StatementA 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 StatementThe 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

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

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

Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.Collaboration and Leadership: Teamwork is no longer just about working with others in your building. Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.Initiative and Entrepreneurialism: Taking chances and being a risk-taker. I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, What do you want me to take away from this meeting? They don't know how to answer that question.Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.

5High 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, 2012Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth. Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have? In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately. In research terms, those strategies often identified as high effect size are those with higher probabilities of improving student learning. Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has 6Learning Goal with ScalesTracking Student ProgressEstablished Content StandardsMulti-tiered System of SupportsClear GoalsText ComplexityESOL Strategies Summer Leadership Institute

School LeadershipHigh Effect IndicatorsClassroom TeacherHigh Effect IndicatorsFeedback PracticesFacilitating Professional LearningClear Goals and ExpectationsInstructional ResourcesHigh Effect Size StrategiesInstructional InitiativesMonitoring Text ComplexityInterventionsInstructional AdaptationsESOL Strategies

The Focus Is On the Low SES Students ButThis 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 languagePoor vocabularyPoor listening and speaking skillsWeak comprehension skills

Speaking and Listening StandardsReading Standards for Literature/Informational Text

At the bottom of most slides, you will notice a reference to two things that apply to your daily work.8Econonomically Disadvantaged or Low SES Students

A lot of the information in the slides comes from this work. There is a link in the resource section.9Elementary 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 Middle 61.58%Tavares Middle 58.18%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 High 59.00%Umatilla High 58.70%District average of students on F/R 59.46%What does low SES look like in Lake County Schools? What is the SES rate at your school?

Yellow identifies Title I Schools

Activity: Turn and talk about something you notice10Two of the Six Types of PovertySituational

Generational

Resources & Stress

TheLaundry ListOf Poverty

Many low SES students are impacted by stress, safety, and nutritional factors. What characteristics do these students usually exhibit? We will do a Rally Robin with partner A starting.12From the Laundry ListImpulsivity, blurting outForgetting what to do next Nonverbal communication is more important than verbal Physical fighting is necessary for survival Irregular attendance

21st Century Skill (1,3,4,7)

DepressionLack of creativity Unable to concentrate or focus Poor short term memory Gaps in politeness and social skills Reduced cognition

Poverty and the Brain

ImpulsivityPlanningPrefrontal LobeHippocampus MemoryPoverty and the BrainChronic exposure to poverty causes the brain to physically change at a detrimental level:

Cortisol (stress hormone)

Emotional and social Acute and chronic stressorsCognitive lagsHealth and safety issues

Stress becomes hardwired in the brainCortisol, the stress hormone, impacts the production of new brain cells and the healthy neural circuits are rewiredMainly affects the prefontal cortex (planning and control) and the hippocampus (long term memory)16The 5 Most Likely Brain Disorders for Low SES Children Stress ADHD or ADD Learning Delays Attachment Disorders Dyslexia

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

A bad experience will change the brain differently than a good experience18

Neurons are generated in certain areas of the brain through adulthood20The Four Rs Needed By Low SES StudentsRigorRelevanceRelationshipsRules (consistency)

Rigor and relevance are covered by the Common Core

Relationships and rules deal with the affective side21Common Core Standards10 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 221st Century #1, #5, #7

Common Core StandardsIt will benefit schools to study the standards and the progression:

unpack them

do backmapping

(See NC and California samples)

See sample in handouts give time to look over

You will need to know your resources23CCSS (PARC) Assessment Passages Will Be Shorter than FCAT butdenseWord difficulty (frequency, length)Sentence lengthSyntaxVocabulary loadKnowledge demandsText structureLanguage conventionsText dependent questions

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

Less is morego deeper with text not wider for instructionquality not quantity

Schools will need to start focusing on the text then pull in the standards

HANDOUT!!! On rubric for evaluating text complexity

25Complex Text requiresslow linear readingclose readingrereading staminaa willingness to probebeing receptive to deep thinking

English Language Arts Standard 10DQ2 (6.10,11,12)DQ3 (17,19)DQ4 (22)Domain 2 (42, 44)

Use of Complex TextAn increased use of multiple text sets on the same theme or topic

The use of apprentice or ladder text

Domain 2 (42, 49)

Share National Geographic Ladders

Reference rubric for text complexity27Writing in Common CoreWriting will be about the ideas in the text

Increased amounts of writing about what is being read

21st Century Skill #5

Hart and Risleys research emphasized the language gap between children from poor and rich homes

The rich get richer and the poor get poorerknown as the Matthew Effect30Language 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

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

21st Century Skill 5Share language frames on wall and refer to handout32Language issuescan 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.21st Century Skill 5

Sentence Stems Phrases are posted in classrooms to help scaffold students use of language Embed the academic language in the stems

Domain 2 (42)What Language Do We Use WhenWe Compare and Contrast? They are similar because The two differ because one, while the otherOn 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 posters21st Century Life Skill #6DQ3(17)Teaching them to speak in complete sentences

Supplies with them the academic language needed

Compare and contrast is huge with Marzano, Common Core, Thinking Maps35VocabularyIf a word is not in a students oral vocabulary no amount of decoding will help with comprehension.

21st Century Skill 5

Intentional Vocabulary InstructionAcademic vocabulary

Robust (Tier 2) vocabulary

Content Specific (Tier 3) vocabulary

Morphology21st Century Skill 5

Building Background

Building Vocabulary

Nancy Frey, PhDwww.fisherandfrey.comNancy Frey, PhD www.fisherandfrey.comBackground 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)Print Rich Environments with an Emphasis on Informational Text Are Essential

http://wonderopolis.org

Resources not found at home

Resources to have in the classroom

Do your classroom libraries have 50% informational text or are they primarily fiction?

What is in your ELC program?

Teachers need to do a lot of read aloud to build background knowledge41

Resources for Building Background Knowledge42

Ruby Payne The Classes and What is ImportantWealthy

Middle

Poverty Connections political, social, financial

Work and Achievement

RELATIONSHIPSLook at the difference between middle class and poverty

Keep in mind the importance of relationships44

In your packet is a hope scale45Students Bring Three Relational Forces to SchoolA drive for a reliable relationship

A need to strengthen peer socialization (belonging)

3. A quest for importance and social status

DQ8 (36,37,38), Domain 2 (49) Student may choose a bad relationship if no other one is available every kids needs a mentorKids want to belong belonging to a circle of academic success must be a part of the school cultureThe quest to feel special the status hunt should lead to better grades and behavior if a student knows they cannot reach the top tier then acceptance of any kind becomes more important46RelationshipsStudents from low SES backgrounds may need a caring and dependable adult in their lives

Domain 2 (49)TutorsMentorsVolunteersGuardian Ad Litems

47RelationshipsStudents are going to hit a test score ceiling until their emotional and social lives are a part of school reform

Two things that can help people move out of poverty to middle class are relationships and education

48RelationshipsAcademic tasks need to be referenced in terms of relationships

How will learning this affect my relationship?

DQ8 (36,37,38) Relevance Support From a Significant OtherTutoring Mentors

The brain needsto 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)21st Century Skill 2Social skills oral language listening skills speaking skills- movement

Kagan Cooperative Structures51

DQ1 (3), DQ8(36,37,38), DQ9(39), Domain 2(49)Teach the Soft SkillsEvery 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)The brain needs to celebrate success!

DQ1(3)

Handout on Marzano TEAM56The brain needsdifferentiated instruction

review (every time students review they do change their memory)

DQ2(7), DQ3(14)

The brain needsto build memory and attentional skills

www.soakyourhead.comwww.playattention.com/adhdwww.happy-neuron.com/games/#memorywww.happy-neuron.com/games/#attentionwww.neuroactiveprogram.com

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 processingDQ2(9)

Memory is stored in the hippocampus and this is one of the areas that is wired differently because of the stress which is a factor of poverty59Purposeful 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 PointsDomain 2

Domain 2

21st Century #7The brain needs 30-60 minutes of the arts 3-5 days a week

This boosts attention, working memory and visual spatial skills

21st Century #7

Students from middle and wealthy class usually have these experiences64Cultural Experiences Needed at SchoolsVirtual fieldtrips and tours of Museums and Art Galleries

Display art prints and artists around the school

Exposure to music and musicians

21st Century #7

Handout in packet on music

Have music teachers plan how to bring music in65

The brain needsMovement 30-60 minutes per day to reduce stress

21st Century #2 and #7

Activity and MovementDecreases depressionIncreases neurogenesis (the ultimate low budget anti-depressant)

TRY:Kagan strategies carousel activities dramatizing roleplaying

21st Century #2 and #7

21st Century #2

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

Common Board ConfigurationDate: 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 StandardsStandard: 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 , 21st 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 ReviewIndividual Reflection

Summarizing Activity Essential Question Carousel

Homework: Review School Improvement Plan to determine if the needs of low SES students are addressed

73Participant Scale and Reflection(Please complete and turn in) Summer Leadership Institute