1 / 40

Instructional Strategies and Practices of Teachers of Homeless and Highly Mobile Students

Kim Pickles, Ed.D . Principal, Williamsburg-James City County Schools kpickles106@gmail.com Project HOPE-VA Seminar December 5, 2014. Instructional Strategies and Practices of Teachers of Homeless and Highly Mobile Students. “Making Choices” Activity.

Download Presentation

Instructional Strategies and Practices of Teachers of Homeless and Highly Mobile Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. Kim Pickles, Ed.D. Principal, Williamsburg-James City County Schools kpickles106@gmail.com Project HOPE-VA Seminar December 5, 2014 Instructional Strategies and Practices of Teachers of Homeless and Highly Mobile Students

  2. “Making Choices” Activity • Everyday our families have to make choices about their lives how to best support their children. • Some are students on their own trying to make ends meet. • Creativity and choices are a part of choices families and students experiencing homelessness make everyday.

  3. McKinney-Vento Act • Reauthorizes the Stewart B. McKinney Act, originally enacted in 1987 • Provides states with funding to support local grants and statewide initiatives • Requires educational access, attendance, and successfor homeless children and youth • Outlines responsibilities for local liaisons

  4. The Big Three • Access • Attendance • Success

  5. The face of homelessness “Homeless people often don’t fit the stereotypes. However, the segment of the homeless population that is most rapidly increasing does conform to many of society’s most offensive and simplistic conceptions about homelessness. These homeless people do drink a lot, but it’s mostly milk and juice. They do exhibit strange behavior, but it is conduct most of us know as the ‘terrible twos.’” From Bridging the Gap: Early Care and Education for Massachusetts Young Homeless Children

  6. Why is McKinney –Vento important?Research on School Mobility Students who switch schools suffer: Psychologically Socially Academically More likely to repeat grades, will have lower math/reading scores Mobility hurts non-mobile students as well On average, 4-6 months to recover academic progress each time a student changes schools. Expert panel report submitted in B.H. v. McDonald by Dr. Joy Rogers, Loyola University, Department of Education, 1991. 6

  7. How Schools Can Help Children Who Are Experiencing Homelessness Research shows that we need to stabilize the Child’s Basic Needs • Physical Needs • Emotional Needs • Social Needs

  8. How Schools Can Help Children Who Are Experiencing Homelessness Stabilize the Child’s Basic Needs • Physical Needs • Emotional Needs • Social Needs Build Relationships • School wide • Classroom • Recess • Family Provide check-in’s • Two days • Two weeks • One month

  9. That said, here are things to think about : • 1:45 children (1.6 million) were homeless in America each year between 2006 and 2010 • 40% (640,000) of these children were five years or younger • From 1967 to 2010, the poverty rate for young families with children soared from 14.1 to 37.3% • There were over one million children and youth who were homeless enrolled in public schools during the 2010-2011 academic year. • In 2010, one in nine children (16 million) were in households that struggled to ensure that their children did not go to sleep or to school hungry • Children who are homeless are twice as likely as other children to repeat a grade in school, be expelled or suspended, or drop out of high school. • Poverty is linked to a number of negative outcomes for children, including completing fewer years of schooling, working fewer hours and earning lower wages as adults, and a greater likelihood of reporting poor health. (Schwartz-Henderson, 2013, p.48)

  10. During the 2007-2008 school year, • 22% of our homeless children lived in shelters • 65% were doubled up with other families • 7% lived in hotels or motels • 6% lived in unsheltered locations such as cars, park benches, parks or any other places that are not meant as places to sleep or live (National Association for the Education of Homeless Children and Youth, 2007-2009)

  11. Half of the school-age homeless children suffer from anxiety, depression, and emotional problems that require professional support. • It is estimated that “within a single year, nearly all (97%) homeless children have moved, at least 25% have witnessed violence, and 22% have separated from their families.” (National Center on Family Homelessness, 2009)

  12. 1997 Report to Congress* • Of students experiencing homelessness (K-12) • 88% were enrolled while homeless • 55% were attending school regularly while homeless • 21% of preK were enrolled in programs (first data collected) * States Reported Estimates

  13. 2000 Report to Congress* • Of students experiencing homelessness (K-12) • 87% were enrolled while homeless (-1%) • 77% were attending school regularly while homeless (+22%) • 15% of preK were enrolled in programs (-6%)

  14. Successful Educational Strategies of Elementary Teachers of Homeless Students • Case study conducted 2013-2014 • 2 suburban elementary schools • Teacher interviews (8 teachers) • Observations (Differentiated Classroom Observation Scale) • Artifacts

  15. Research • “According to state education agencies, the most frequently reported educational needs of homeless children are as follows: remediation/tutoring; school materials and clothes; support services such as counselors; after school/extended day/summer programs to provide basic needs for food and shelter and recreation; transportation; educational program continuity and stability; and sensitivity and awareness training for school personnel and students” (Rafferty, 1998, p.50)

  16. Research • “Teachers of highly mobile students must develop the skills to make them feel welcome while quickly weaving them into classroom routines” (Holgersson-Shorter, 2010, p.33)

  17. Four Steps to Support Students • “Heightening their awareness for the dynamics of the lives of children and families who are homeless” (Swick, 2000; Powers-Costello and Swick, 2011) • “Engaging in experiences that deepen their sensitivity to the contextual elements that are pervasive in being homeless” (Powers-Costello and Swick, 2008; Sleeter, 1993; Swick, 1996; Powers-Costellow and Swick, 2011) • “Developing an action plan that provides some cohesive direction to their work” (Powers-Costello and swick, 2011). • “Helping teachers become active in building relations with students, parents, colleagues, and community that promote school success” (Swick, 2000; Powers-Costello and Swick, 2011).

  18. Instructional and Classroom Management Practices • Most used with homeless students compared to regularly housed students • Questioning by teachers • Student Responding • Technology Use – Teacher • Teacher interaction with individual student • Anchoring activity during lesson • Small group discussion • Lecture • Learning Centers

  19. Instructional Practices to Promote Academic Success • Planning • Learning Groups • Homework

  20. Instructional Practices to Promote Academic Success • Planning • Planning based on assessments • Planning using background knowledge and differentiation • Planning backwards

  21. Instructional Practices to Promote Academic Success • Learning Groups • Allows for ability grouping • Increases confidence levels for students in each learning group • Promotes collaborative learning differentiation

  22. “Math and English/Language Arts are all small group instruction activities. So in math, for example, we use pretest data on each of our subjects and we organize the kids from there into three different groups. The first group is typically my lower students that are struggling a bit more and they’re allotted more time with me than my other two. My third group is typically my highest group. Each group is paced along according to their own strengths and weaknesses. And they are not pushed through until they have mastery. So we take time in order for them to make sure that they gain the concepts that they need to gain and the confidence along the way.” (Ability grouping)

  23. Instructional Practices to Promote Academic Success • Homework • Provide supplies for home • Complete assignments at school • Time extensions • Simplify/modify for success

  24. “I give him a little more leeway on homework. I know it’s hard for his mom and his grandma to get it done or to help him get it donw. But he’s usually been pretty good. He usually brings it back. They have a weekly packet. So if he doesn’t bring it back on Friday, I’ll encourage him to bring it back on Monday. If he doesn’t bring it back on Monday then I kind of drop it. But then I’ll make sure I get those sheets and we kind of do it together in class just to make sure that he gets it done.” (Extended time)

  25. “I think for homeless students, it’s just that home life; you never know if there’s going to be someone there to help them when it comes to homework. So of course giving homework is something that you kind of have to modify a little bit. Because you want to make sure they’re still practicing, but you want to give them something that they can be independent on. Just in case there is no one there, you don’t want to give them anything too challenging to where they couldn’t finish it themselves and feel like they accomplished their homework.” (Simplify/modify)

  26. Non-Instructional Practices to Promote Academic Success • Relationships • Supports • Needs

  27. Non-Instructional Practices to Promote Academic Success • Relationships • Builds from the very beginning • Build trust • Welcomed and loved • Build home communication

  28. “He wrote me a note the other day just saying that he loved me and I was the best teacher that he has ever had. And it just made me feel so special. And every day, before he leaves, he always looks at me kind of like, “Will I see you tomorrow?” and I just say, “Bye! I’ll see you tomorrow. You’ll have a good night and I’ll see you in the morning.” So he just makes you feel so special and you want to do the same for him.” (Welcomed and loved)

  29. Non-Instructional Practices to Promote Academic Success • Supports • Providing extra assistance • Monitoring/checking in more • Assist with social behaviors • Connections/support system

  30. “The most important thing to provide, I think, is just sensitivity and flexibility and to assist the families in providing what is needed to complete the projects successfully. Providing explicit directions and expectations is also important. Also providing a clear purpose for each instructional activity and checking for understanding in providing those supports, whether it be tools in the classroom or peer/teacher supports.” (Extra assistance)

  31. “Letting the family know that you’re part of their support system can eliminate some of those barriers between parent and family and school. Showing families tht you truly care about the child’s overall well-being is crucial to me.” (Connections/support systems)

  32. Non-Instructional Practices to Promote Academic Success • Needs • Awareness • Physical • Emotional

  33. “It varies on their particular need. This year, my student comes in and he doesn’t want to sit in the regular desks with the other kids. He’s kind of off by himself at the back round table. So I’ve asked him, “Do you want to have a desk?” “No, I like it here.” He’d rather separate himself. So today, another student came in and sat at the round table, and he came up to me and asked me, “I… can I… I want a table to myself”. So I was absolutely. It was a temporary thing anyway, but he came up and that is his table. That is what he needed. That was his need. It messed up his routine and it is his space and his stuff and that is what he wants and needs. And to articulate that… it was important to him.”

  34. Implications for Practice • Teachers must be aware of various challenges that homeless children may deal with when applied to the educational setting. • Teachers must be aware of instruction and modifications to promote success. • Teachers must be aware of social supports available. • Teachers need to utilize strategies for success in the classroom to promote a positive learning experience.

  35. What is your Day Like? Activity • An opportunity to think about choices students make everyday • What do the many different lives our students lives have in common? • How are they different? • Even within the differences they are handled and supported differently. (divorce vs homelessness) • What do we expect and assume about them? • How do we allow for participation without expectation (pictures, snacks, money, time, anxiety)

  36. Connecting Points to Reach Teachers • Recruitment, • Pre-service training, • Induction and in-service training, • Retention

  37. Sharing and Questions

  38. Helpful Websites & Resources http://www.unitedwaydanecounty.org/2-1-1.html United Way 2-1-1from any land line 24 hours, 365 days http://www.naehcy.org/dl/faq.pdf 101 Frequently Asked Questions http://www.nlchp.org National Law Center on Homelessness & Poverty http://srvlive.serve.org/nche/downloads/briefs/reauthorization.pdf McKinney Vento Summary & Legal Briefs http://www.naehcy.org/ National Assn. for Education of Homeless Children and Youth 40 40

More Related