New Beginnings 2014

1. New Beginnings2014 Working with the Economically Disadvantaged Presented by: Stacy Williams (Title I) August 6 & 7, 2014 Leesburg High School

2. Housekeeping Working with the Economically Disadvantaged and the Demands of the Florida Standards 2014 Professional Learning Opportunity for Florida Standards Teachers and Acceleration Teachers Using Your Resource Folder Please silence your devices now.

3. Bellringer Do a two minute “quickwrite” about an experience you have had with poverty. Make eye contact with a partner and share.

4. Common Board Configuration Date: July 31, 2014 Common Language: economically disadvantaged, poverty, low SES, Florida Standards, neuroplasticity Bell Ringer: Two Minute “Quick Write” of a personal experience with poverty. Agenda: Gradual Release I DO Lecture Bursts (Poverty, Florida Standards, Impact of Low SES on the Brain, and School Actions) WE DO Cooperative Structures to Review Information YOU DO Individual Reflection Learning Goals: Understand how to effectively instruct economically disadvantaged students in the classroom. Benchmarks: Language Arts Florida Standards • Objective: Be able to answer- • What are the risk factors of poverty? • How do these factors affect the academic achievement of economically disadvantaged students ? Summarizing Activity: Essential Question Carousel Next Steps:Implement strategies learned today as you instruct economically disadvantaged students in the classroom. Essential Question: What should I know and do to effectively instruct economically disadvantaged students in the classroom?

5. 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.

6. Lake County Schools College and Career ReadinessInstructional Framework

8. Marzano/TEAM Framework • Communicating Learning Goals and Feedback • Establishing Rules and Procedures • Helping Students Interact with New Knowledge • Helping Students Practice/Deepen Knowledge • Helping Students Generate/Test Hypotheses • Engaging Students • Planning/Preparing for Lessons and Units • Planning/Preparing for Resources & Technology • Planning/Preparing for Special Student Needs • Developing/Monitoring a Professional Growth Plan

9. 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

11. Defining and Personifying Economically Disadvantaged SES = Socio Economic Status Students who live in poverty. “Low SES students”

12. 2014 POVERTY GUIDELINES FOR THE 48 CONTIGUOUS STATES AND THE DISTRICT OF COLUMBIA U.S. Department of Health & Human Services

13. Widening Your Scope: Moving Beyond Economically Disadvantaged Students This also applies to all of the other subgroups and students who don’t fall into a subgroup but experience language-based deficits, stress, and are under-resourced: • Poororal language • Poorvocabulary • Poorlistening and speaking skills • Weakcomprehension skills Speaking and Listening Standards Reading Standards for Literature/Foundational Skills/Informational Text Language Standards Writing Standards

14. Economically Disadvantaged or Low SES Students Dr. Tammy Pawloski Francis Marion University School of Education Center of Excellence to Prepare Teachers of Children in Poverty www.fmucenterofexcellence.org H/O

15. What does low SES look like in Lake County Schools?

16. Two Types of Poverty Situational Generational Occurs in families where at least two generations have been born into poverty. Families living in this type of poverty are not equipped with the tools to move out of their situations. Generally caused by a sudden crisis or loss and is often temporary. Events causing situational poverty include environmental disasters, divorce, or severe health problems.

17. The Laundry List of Poverty Turn your SESSION NOTES over and make your laundry list of: Characteristics of low SES students impacted by poverty

18. From the Laundry List… • Impulsivity, blurting out • Forgetting what to do next • Nonverbal communication is more important than verbal • Physical fighting is necessary for survival • Irregular attendance 21st Century Skills (1,3,4,7) • Depression • Lack of creativity • Unable to concentrate or focus • Poor short term memory • Gaps in politeness and social skills • Reduced cognition H/O

19. The Impact of Poverty

20. Poverty and the Brain Prefrontal Cortex • Abstract Thinking • Regulating Behavior • Social Control • Helps to Focus • Thoughts Hippocampus Memory

21. Poverty and the Brain Chronic exposure to poverty causes the brain to physically change at a detrimental level: Cortisol (stress hormone) Emotional and social Acute and chronic stressors Cognitive lags Health and safety issues

22. 5 Most Likely Brain Disorders for Economically disadvantaged Children Stress ADHD or ADD Learning Delays Attachment Disorders Dyslexia

23. Good News About the Brain • It is fluid! • And it can be changed! (neuroplasticity) • However, a bad experience will change the brain differently than a good experience.

24. Greatest Influence Time spent in situations CHANGES the brain… …for Better or Worse.

25. * She Blinded Me With Science

26. Making Connections Share with your elbow partner your thoughts about how poverty impacts the brain.

27. The Four R’s for Economically Disadvantaged Students • Rigor • Relevance • Relationships • Rules (consistency)

28. When will the CCSSflorida Standards be implemented?

29. Florida Standards http://www.fldoe.org/pdf/lafs.pdf http://www.fldoe.org/pdf/mathfs.pdf Strands Clusters Standard Code Standard

30. Text Complexity • Text complexity is the HALLMARK in the Florida Standards • Less is more…go deeper with text not wider for instruction…quality not quantity

31. Complex Text requires… • slow linear reading • close reading • rereading • stamina • a willingness to probe • being receptive to deep thinking

32. Florida Standards Assessment Passages • Word difficulty (frequency, length) • Sentence length • Syntax • Vocabulary load • Knowledge demands • Text structure • Language conventions • Text dependent questions H/O

33. Use of Complex Text • An increased use of multiple text sets on the same theme or topic • The use of ladder texts (same content; four different reading levels)

34. * Writing in The Florid Standards • Writing will be about the ideas directly related to the text • Increased amounts of writingabout what is being read 21st Century Skill #5

35. Making Connections Share with your partner the biggest challenge you will have implementing the standards with students from economically disadvantaged backgrounds?

36. How Can You Help?

37. How Can You Help?

38. Vocabulary Matters

39. Language Influences Cognition Language development socioeconomic status The link is strong Higher SES toddlers actually use more words in talking to their parents than low SES mothers use in talking to their own children.Bracey, 2006

40. Language Issue Language can 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

41. Intentional Vocabulary Instruction Academic vocabulary Robust (Tier 2) vocabulary Content Specific (Tier 3) vocabulary Morphology 21st Century Skill 5

42. Pg. 9-16 Sentence Stems and Frames • Phrases are posted in classrooms to help scaffold students use of language • Embed the academic language in the stems ) H/O

43. What Language Do We Use When We“Compare and Contrast?” • They are similar because… • The two differ because one…, while the other… • On 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 posters 21st Century Life Skill #6

44. Pg. 16 Vocabulary Ownership If a word is not in a student’s oral vocabulary, no amount of decoding will help with comprehension. “Vocabulary is the gatekeeper to understanding:” -Dr. Joe Johnson, NCUST 21st Century Skill 5

45. How Can You Help?

46. Two Key Areas for Instructional Focus Building Vocabulary Building Background Nancy Frey, PhD www.fisherandfrey.com

47. Background Knowledge • 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. • Research shows that: • background is strongly linked… • to vocabulary.

48. Print Rich Environments with an Emphasis on Informational Text Are Essential http://wonderopolis.org

49. Resources for Building Background Knowledge H/O

50. Making Connections Share with your elbow partner one thing you will do to build vocabulary intentionally.