What are the pathways to student success? What are the factors impacting student success?

2. Objectives • What are the pathways to student success? • What are the factors impacting student success? • What is student success? • What role do ESPs have in student success? .

3. What do students need to be successful? • At home • At school • In the community-at-large

4. Children from families with incomes at or below 130% (about $31,000 for a family of 4) of the poverty level, and children in families receiving Temporary Assistance for Needy Families (TANF) and children in families receiving food stamp benefits are eligible for free lunches. Children in families whose income is between 130% and 185% of the poverty level are eligible for reduced price lunches.

5. A Sobering Trend • In 1989, less than 32 percent of the nation’s public school students were low-income. • By 2000, the national rate had increased to over 38 percent. • By 2006, the national rate was 42 percent. • After the Great Recession, the rate climbed in 2011 to 48 percent. • In 2012 the rate of low income students was barely below one-half –49.6 percent. • In 2013 low income students became a new majority in the nation’s public schools at 51%.

6. The HEALTH of our Nation’s Students: What all Educators Need to Know • 22% of Children ages 0–17 live in poverty (2011) • 22% of Children ages 0–17 are classified by the USDA as “food insecure” (2011) • 9 % of Children ages 0–17 currently have asthma (2012) • 46 % of households with children ages 0–17 report shelter cost burden, crowding, and/or physically inadequate housing - 46% (2011) SOURCES: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National Indicators of Well-Being, 2013. Retrieved from http://www.childstats.gov/pdf/ac2013/ac_13.pdf. Economic Policy Institute. Retrieved from http://www.epi.org/publication/ib339-us-poverty-higher-safety-net-weaker/

7. Federal Poverty Guideline For 2014, the Federal poverty guideline is an annual income of $23,850 for a family of four. Add $4,060 for each additional person to compute the Federal poverty level for larger families. Subtract $4,060 per person to compute it for smaller families.

8. The HEALTH of our Nation’s Students: What all Educators Need to Know Children living in POVERTY are more… • vulnerable to environmental, educational, health, and safety risks. • likely to have cognitive, behavioral, and socio-emotional difficulties. • likely to complete fewer years of school and experience more years of unemployment.

9. What all Educators Need to Know Food Insecurity • A family’s ability to provide for its children’s nutritional needs is linked to the family’s food security—that is, a families access at all times to adequate food for an active, healthy life for all household members. • The food security status of households is based on self-reports of difficulty in obtaining enough food, reduced food intake, reduced diet quality, and anxiety about an adequate food supply. • Insecure households—those classified as having very low food security among children—a parent or guardian reported that at some time during the year one or more children were hungry, skipped a meal, or did not eat for a whole day because the household could not afford enough food.

10. What all Educators Need to Know Asthma is the leading chronic disease among children • Children diagnosed with asthma experience a variety of symptoms from mild which can be managed by medication. Other children, however, suffer serious attacks that greatly limit their activities, result in visits to emergency rooms or hospitals, or, in rare cases, cause death. • Environmental factors such as air pollution and secondhand tobacco smoke, along with infections, exercise, and allergens, can trigger asthma attacks in children who have the disease.

11. What all Educators Need to Know What all Educators Need to Know Shelter cost burden, crowding, and/or physically inadequate housing • Inadequate, crowded, or too costly housing can pose serious problems to children’s physical, psychological, and material well-being. • Housing cost burdens, are a risk factor for negative outcomes for children, including homelessness, overcrowding, poor nutrition, frequent moving, and lack of supervision while parents are at work. • The percentage of households with children that report that they are living in physically inadequate, crowded, or costly housing provides insight into the impact that the post-recessionary economy and housing markets have on housing choices and children‘s well-being.

12. ASCD Whole Child Commission “If decisions about education policy and practice started by asking what works for the child, how would resources — time, space, and human—be arrayed to ensure each child’s success? If the student were truly at the center of the system, what could we achieve?” Education Support Professionals: Meeting the Needs of the Whole Student

13. A Whole Child Approach “A WHOLE child is knowledgeable, emotionally and physically healthy, civically inspired, engaged in the arts, prepared for work and economic self-sufficiency, and ready for the world beyond formal schooling.” Education Support Professionals: Meeting the Needs of the Whole Student

14. Abraham Maslow’s Hierarchy of Needs Self Actualization Highest Level Growth Basic For schools and communities to support the whole child, they must meet the basic needs of health, safety and security before they can address more complex activities.

15. Abraham Maslow’s Hierarchy of Needs One must satisfy lower level basic needs before progressing to higher level growth needs and onto the highest level of Self Actualization. Often, progress is disrupted by failure to meet lower level needs. Before a student’s cognitive needs can be met, they must first fulfill their basic physiological needs.

16. ASCD’s Whole Child Tenets Challenged Highest Level Growth Basic For schools and communities to support the whole child, they must meet the basic needs of health, safety and security before they can address more complex activities.

17. ASCD Whole Child Commission Urging educators, communities, and policymakers to work together to fulfill a new compact for the education of the whole child. Go beyond Vision and carry it into Action ….5 whole child tenets of HEALTHY, SAFE, ENGAGED, SUPPORTED, and CHALLENGED Education Support Professionals: Meeting the Needs of the Whole Student

18. ASCD’s Whole Child Tenets • When students’ basic physiological and psychological needs are satisfied, they are more likely to …. • Be engaged in school • Act in accordance with school goals and values • Develop social skills and understanding • Contribute to the school and community • Achieve academically • Students’ fundamental levels of healthy and safety must be met first.

19. Education Support Professionals: WHO WE ARE ESPs strongly prioritize issues that are traditional union values: salaries, benefits, job security. ESPs exhibit a strong commitment to students and education. GROWTH & RESPECT ESPs value their role in the education community and being a part of the education workforce. ESPs strive to do their job to the best of their ability.

20. Education Support Professionals ESPs are one-third of the education workforce. There are nearly 3,000 million ESPs working in our public schools. Paraeducators are the fastest growing job category among educators. NEA ESP members overwhelmingly say they chose to work in education because they want to make a positive impact on students. NEA ESP members express strong job satisfaction. Strong satisfaction exists across all work types and grade levels. Over 8 in 10 ESPs say their job requires some qualifications - training, a certificate, a college degree or passing a test.

21. Education Support Professionals • 75% of NEA ESPs live within the boundaries of the school districts where they are employed. • 69% have volunteered in the past 2 years to assist children and benefit the community. • 66% give money out of their own pockets to help students with such things as classroom materials, field trips, and class projects, averaging $217 per year. • The 2011-2012 average earnings for the full-time ESP workforce is $30,720. • 85 % plan to stay in the profession, and 75% plan to stay with their current jobs until they retire.

22. ASCD’s Whole Child Tenets ASCD’s Whole Child Tenets

23. HEALTHY

24. HEALTHY Healthy kids make better students.

25. SAFE

26. SAFE Students who are scared have trouble concentrating. If they are not feeling safe and secure, physically and emotionally, they cannot focus on academics. They may not attend school at all

27. ENGAGED

28. ENGAGED Schools and communities must engage students in ways that are relevant and tied to the broader community.

29. SUPPORTED

30. SUPPORTED Students who are supported by caring adults are most likely to excel. This must happen inside and outside the classroom.

31. CHALLENGED

33. Carmen Hill, School Nurse, St. Louis, Missouri

34. Karen Barnes, School Bus Coordinator, Austin, Texas “I’ve been working for over 20 years in school transportation, but there are still things that I can learn and the kids deserve to have people who want to do the very best possible job for them.” - Karen Barnes

35. Nancy Burke, Paraeducator, Haverhill, Massachusetts

36. Stephone Avery, Head Custodian, Camden, Arkansas

38. Saul Ramos,Braillist, Worcester, Massachusetts

40. ESP Success Loop ESPs : Meeting the Needs of the Whole Student

41. CAFÉ CHAT • At your table, discuss the following questions: • What can you do within your job categories to meet the needs of the whole student? • If you are already doing something special then share it briefly with your group, then as a group brainstorm what else could be done. • Choose one BHAG (Big Hairy Audacious Goal) or idea about educating the whole student! • Share your learnings with the larger group!

42. ESPs: Meeting the Needs of the Whole Student • Remember… • Students cannot learn unless they are Healthy and Safe, but subsequently, they won’t learn unless they are Engaged, Supported, and Challenged. • You are important in helping students meet their needs.

43. ESPs : Meeting the Needs of the Whole Student Educating the whole child is not a call for health for education’s sake. Nor is it education for health’s sake. Rather, it is a call for health and education for each child’s sake.

44. ESPs Must Be WHOLE too!

45. Personal Learning Commitment • Think about these questions and action items you will commit to when you return home. • How might you apply the whole child approach when you go back to your school? • What might you do differently when working with your colleagues, students, and the community? • Write a letter to yourself, reminding you of the action item(s) that you are committing to do when you return home. • Place the letter in the envelope provided, seal it, and leave it on the table. You will receive the letter in approximately two months as a reminder!

46. For additional information, contact: Based on Presentation from: Grace Hwang Friedman, ghwang@nea.org Lisa Connor, lconnor@nea.org Donna Johnson, National Education Association 1201 16th Street, N.W., Suite 618 Washington, D.C. 20036 202-822-7131 www.nea.org/esp www.nea.org/espwholestudent @nearESPect Mark Perez, GAE UniServ Director Mark.Perez@gae.org Connie Jackson, President, Cobb County Conniejacksonccae@gmail.com