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Summer Leadership Institute

Summer Leadership Institute. Working with Low SES Students and the Demands of the Common Core Standards Kelly Kertz and Paula Harris Title I Department, Lake County Schools August 9-10, 2012. Bellringer. Do a two minute “ quickwrite ” about an experience that you have had with poverty.

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Summer Leadership Institute

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  1. Summer Leadership Institute Working with Low SES Students and the Demands of the Common Core Standards Kelly Kertz and Paula Harris Title I Department, Lake County Schools August 9-10, 2012

  2. Bellringer Do a two minute “quickwrite” about an experience that you have had with poverty.

  3. Common Board Configuration • Date: 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 Standards • Standard: 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 Review • Individual Reflection • Summarizing Activity • Essential Question Carousel • Homework: • Review School Improvement Plan to determine if the needs of low SES students are addressed

  4. 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.

  5. 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

  6. High Effect Size Indicators “The Department’s 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, 2012

  7. Classroom TeacherHigh Effect Indicators School LeadershipHigh Effect Indicators • Learning Goal with Scales • Tracking Student Progress • Established Content Standards • Multi-tiered System of Supports • Clear Goals • Text Complexity • ESOL Strategies • Feedback Practices • Facilitating Professional Learning • Clear Goals and Expectations • Instructional Resources • High Effect Size Strategies • Instructional Initiatives • Monitoring Text Complexity • Interventions • Instructional Adaptations • ESOL Strategies

  8. The Focus Is On the Low SES Students But… This also applies to all of the other subgroups and students who don’t fall into a subgroup but have a language based deficit, stress and lack of resources: • Poor oral language • Poor vocabulary • Poor listening and speaking skills • Weak comprehension skills Speaking and Listening Standards Reading Standards for Literature/Informational Text

  9. Econonomically Disadvantaged or Low SES Students

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

  11. Two of the Six Types of Poverty Situational Generational Resources & Stress

  12. The Laundry List Of Poverty

  13. 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 Skill (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

  14. Poverty and the Brain Prefrontal Lobe Impulsivity Planning Hippocampus Memory

  15. 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

  16. The 5 Most Likely Brain Disorders for Low SES Children Stress ADHD or ADD Learning Delays Attachment Disorders Dyslexia

  17. Good News About the Brain It is fluid (neuroplasticity) and can be changed!!!

  18. The Four R’s Needed By Low SES Students • Rigor • Relevance • Relationships • Rules (consistency)

  19. Common Core Standards • 10 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 2 21st Century #1, #5, #7

  20. Common Core Standards It will benefit schools to study the standards and the progression: …unpack them …do backmapping (See NC and California samples)

  21. CCSS (PARC) Assessment Passages Will Be Shorter than FCAT but…dense • Word difficulty (frequency, length) • Sentence length • Syntax • Vocabulary load • Knowledge demands • Text structure • Language conventions • Text dependent questions

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

  23. Complex Text requires… • slow linear reading • close reading • rereading • stamina • a willingness to probe • being receptive to deep thinking English Language Arts Standard 10 DQ2 (6.10,11,12) DQ3 (17,19) DQ4 (22) Domain 2 (42, 44)

  24. Use of Complex Text • An increased use of multiple text sets on the same theme or topic • The use of apprentice or ladder text Domain 2 (42, 49)

  25. Writing in Common Core • Writing will be about the ideas in the text • Increased amounts of writing about what is being read 21st Century Skill #5

  26. Language Influences Cognition Language developmentsocioeconomic 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

  27. 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 5

  28. Language issues… 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

  29. Sentence Stems • Phrases are posted in classrooms to help scaffold students use of language • Embed the academic language in the stems Domain 2 (42)

  30. What Language Do We Use WhenWe 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 DQ3(17)

  31. Vocabulary If a word is not in a student’s oral vocabulary no amount of decoding will help with comprehension. 21st Century Skill 5

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

  33. Building Vocabulary Building Background Nancy Frey, PhD www.fisherandfrey.com Nancy Frey, PhD www.fisherandfrey.com

  34. Background 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)

  35. Print Rich Environments with an Emphasis on Informational Text Are Essential http://wonderopolis.org Resources not found at home

  36. Resources for Building Background Knowledge

  37. Ruby Payne – The Classes and What is Important • Wealthy • Middle • Poverty Connections – political, social, financial Work and Achievement RELATIONSHIPS

  38. Students Bring Three Relational Forces to School • A 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)

  39. Relationships Students from low SES backgrounds may need a caring and dependable adult in their lives Domain 2 (49)

  40. Relationships Students are going to hit a test score ceiling until their emotional and social lives are a part of school reform

  41. Relationships Academic tasks need to be referenced in terms of relationships… “How will learning this affect my relationship…?” DQ8 (36,37,38) Relevance

  42. Support From a Significant Other Tutoring Mentors

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