Closing the Gap: Promoting Educational and Character Values in Students From Low Economic...

Closing the Gap: Promoting Educational and

Character Values in Students From Low Economic Backgrounds

Jim Place & Carolyn Heller

Jim Place Services

o Coach Jim Placeo Educator for over 45 years in low-income

schools• Coach, Teacher, Counselor, Assistant Principal,

Athletic Director, Assistant Superintendent

o Carolyn Hellero Teacher & Counselor

• Nagel Middle School---Cincinnati, Ohio

www.jimplaceservices.com

Closing the Achievemen

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Closing the Gap: General Information

o Registration Formo Payment Formo Transcriptso Grade Reportso Number of Semester Hourso Verification Lettero Is this your First UD Character class through Jim

Place Services?


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Closing the Gap: Final Paper

o Final Class Paper:

• 2 pages for each credit you want to earn with a

maximum of 3 credit hours (6 pages)

• Reflection of information you learned or perspective

you gained from today’s class

• Paper does not require parenthetical citation or a

works cited page

• All Papers need to be mailed to Jim Place at the below

address by June 20th, 2014

162 Strathmoor Xing -- Dayton, Ohio -- 45429


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Class Schedule

8:30—Welcome: Logistics of Day; Explanation of Credits and Paper

9:00---Overview of Class Topics

9:30—Presenter: Gigi Naughton--Mercer Elementary School

Counselor

10:15—Restroom Break

10:25—Closing the Gap article review and discussion in small

groups

11:15—NPR segment: “Lessons From High-Achieving Low-Income

Schools

11:30—LUNCH

12:15—Presenter: Jennifer Glass—Dayton, Kentucky School

Counselor

1:15—Hidden Rules Among Classes quiz and discussion in small

groups

2:00—Presenter: Tracey Turner—Dayton Public Schools Teacher

2:45—Coach Jim Place--Philosophy on Education

Closing the Gap: Final Paper

o Possible Topics/Design of Paper

• Page 1—Your reaction to the class’ information

• Page 2—Reflection on one of the speaker’s presentations

• Page 3--Reflection on one of the class’ activities: Ruby Payne quiz,

article review, NPR segment

• Page 4– A plan for how you are going to implement a change in

your class to close the achievement gap

• Page 5—Explain the challenges you will face in your school when

trying to close the achievement gap

• —Conclusion: possibly include your vision, your passion,

your motivation to close the achievement gap for students in your

class or school


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Class Introductions

Please stand and share:o Your Name

o Your role in your schoolo Your School and District

We are so happy you are here! YOU are the experts of your own

classroom! We look forward from learning from

YOU!


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Reflections, Reactions, Notes

o For my school, I think…• 4 change boxes

o Reflections, Reactions, Notes…o Organize your thoughts and reactions

into:• Old—not something new or different• New—interesting, eye-opening, curious• Uncomfortable—uncertain, disagree,

frustrating• Motivated—call to action, desire to create

change


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What is the ACHIEVEMENT GAP?

o Disparity in academic performance between groups of students including these areas:

• Grades• standardized-test scores• course selection• dropout rates • college-completion rates• attendance


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o Used to describe the disparities between specific subgroup populations and that of the rest of the educated population

o Specific subgroups include:• gender• race and ethnicity• English-language proficiency• learning disability• socio-economic status


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o Research has identified a variety of factors that appear related to the achievement gap:o students' racial and/or economic backgroundo parents' education levelo access to high-quality preschool instructiono school fundingo peer influenceso teachers' expectationso curricular and instructional

quality


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Source: http://www.educationisfreedom.com/enus/abouteif/theachievementgap.aspx

State Report Cards

o New school rating system will use a grade scale of A-F o 9 different graded areas:

• The percentage of students passing state tests

• Students’ scores on state tests

• A calculation, which shows student progress in grades 4-8

• High school graduation rates

• How much progress students in certain subgroups make towards state goals for passing rates on reading and math tests and for graduation rates.

• This measure applies to each racial/ethnic subgroup and to students from low-income families, students with disabilities and students learning English. (This measure replaces the federal, No Child Left Behind measure called Adequate Yearly Progress.)


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State Report Cards

o State Report Cardso Search by district or individual schoolo Provides data and stats on specific graded area for each

school

o Nagel Middle School—Forest Hills—Cincinnati, Ohioo Performance Index—”B” 87.7%o Indicators Met—”A” 100%o Closing the Gap—”F” 58.8%

• Is every student achieving success regardless of income, race, culture, or disability?


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http://reportcard.education.ohio.gov/Pages/default.aspx

http://reportcard.education.ohio.gov/Pages/School-Report.aspx?SchoolIRN=135830

http://reportcard.education.ohio.gov/Pages/School-Report.aspx?SchoolIRN=135830

Free & Reduced Lunch

o Income Eligibility Guidelineso Free Lunch= Income less than 130% percent of the

federal poverty level• About $30,000 a year for a family of four.

o Reduced-price meals= Incomes earning up to 185 percent of the poverty level

• About $42,600 a year for a family of four

o Ohio School Lunch Subsidies by the Numberso Understanding your school’s data will help better

implement systematic and pragmatic change


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http://www.princetonk12.org/Preschool/Income%20Guideline-14.pdf

http://www.dispatch.com/content/pages/data/school-education/lunch-subsidies/lunch-subsidies.html

http://www.dispatch.com/content/pages/data/school-education/lunch-subsidies/lunch-subsidies.html

Poverty or Not…What All Students NEED


t Gapo How different are the needs of each individual student in your

classroom?

Poverty or Not…What All Students NEED


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o “A Mind Shaped By Poverty” by Regenia Rawilsono 10 Things Educators Should Know

• Use the provided list and mark the following symbols based upon your situation:

• ? Items you need more direction or have questions about

• Star items you think are essential for students• Smiley face items you do well in your classroom

for students• X items you need to improve in your classroom

?

Startling StatsClosing the Achievemen

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o 70% of high school students who drop out have spent at least one year living at or below the poverty line (Eric Jensen; Engaging Students with Poverty in Mind)

o In 2011, NEA reports the population of low-income public school students has risen to 50% in 17 states.

o Over 50% of academic outcomes stem from EXACTLY what the teacher does—NOT what they teach (Hattie, J, Visible Learning)

o Children who are exposed to smoke, poor diet, poisons such as lead are related to a smaller hippocampal—intelligence. (Eric Jensen)

http://www.washingtonpost.com/local/education/poverty-increasing-in-public-schools/2013/10/16/94defd76-36d9-11e3-80c6-7e6dd8d22d8f_graphic.html



Startling StatsClosing the Achievemen

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o Betty Hart and Todd Risley—30 Million Word Gap

o A six-year study found that by the age of 3, children of professional parents were adding to their vocabularies at about twice the rate of children from welfare families.

o Two year study of 42 homes of all backgrounds analyzed conversations in home. Results found that low SES homes had a ratio of 1 positive affirmation to every 2 negative reprimands. In contrast, middle class homes had 6 positive affirmations for every 1 negative reprimand.

Small Group: Article Share & NPR segment


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o ARTICLE PAIR-SHARE: o QUICK summary of the articleo Most startling piece of information you

learnedo How you believe this relates to the idea of

working to close the gapo NPR:

o Lessons From High-Achieving Low-Income Schools

o Add notes to your 4 Box Note papero Consider discussing one thing you learned

while at lunch

http://hereandnow.wbur.org/2014/03/12/low-income-schools



Ruby Payne: A Framework


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To understand and work with students and adults from generational poverty, a framework is needed. This analytical

framework is shaped around these basic ideas:

• Each individual has resources that greatly influence achievement; money is only one.

• Poverty is the extent to which an individual is without these resources.

• The “hidden rules” of the middle class govern schools and work; students from generational poverty come with a completely different set of “hidden rules.”

Ruby Payne: A Framework


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To understand and work with students and adults from generational poverty, a framework is needed. This analytical

framework is shaped around these basic ideas:

• Language issues cause many students from generational poverty not to fully develop the cognitive structures needed to learn at the levels required by state tests.

• Teaching is what happens outside the head; learning is what happens inside the head. For these students to learn, direct teaching must occur to build these cognitive structures. Relationships are the key motivators for learning for students from generational poverty

Ruby Payne: Hidden Class Rules


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Ruby Payne contests that each of the 3 classes contain subtle rules that are not formally recognized but learned and accepted.

Each class’ set of hidden rules determine all aspects of life including relationships, education, humor, world view, family structure, and driving force.

According to Payne, the most important hidden rule for those living in poverty is relationships and humor!

Hidden Rules Among Classes

POVERTYMIDDLE CLASS WEALTH

POSSESSIONS People. Things. One-of -a-kind objects, legacies, pedigrees.

MONEY To be used, spent. To be managed. To be conserved, invested.

PERSONALITY Is for entertainment. Sense of humor is highly valued.

Is for acquisition and stability. Achievement is highly valued.

Is for connections. Financial, political, social connections are highly valued.

SOCIAL EMPHASIS Social inclusion of people he/she likes.

Emphasis is on self-governance and self-sufficiency.

Emphasis is on social exclusion.

FOOD Key question: Did you have enough? Quantity important.

Key question: Did you like it?Quality Important.

Key question: Was it presented well? Presentation important.

CLOTHING Clothing valued for individual style and expression of personality.

Clothing valued for its quality and acceptance into norm of middle class. Label important.

Clothing valued for its artistic sense and expression. Designer important.

TIME Present most important. Decisions made for moment based on feelings or survival.

Future most important. Decisions made against future ramifications;

Traditions and history, most important. Decisions made partially on basis of tradition and decorum.

EDUCATION Valued and revered as abstract but not as reality.

Crucial for climbing success ladder and making money.

Necessary tradition for making and maintaining connections.

DESTINY Believes in fate. Cannot do much to mitigate chance.

Believes in choice. Can change future with good choices now.

Noblesse oblige.

LANGUAGE Casual register. Language is about survival.

Formal register. Language is about negotiation.

Formal register. Language is about networking.

FAMILY STRUCTURE Tends to be matriarchal. Tends to be patriarchal. Depends on who has money.

WORLD VIEW Sees world in terms of local setting. Sees world in terms of national setting.

Sees world in terms of international setting.

LOVE Love and acceptance conditional based upon whether individual is liked.

Love and acceptance conditional and based largely upon achievement.

Love and acceptance conditional and related to social standing and connections.

DRIVING FORCES Survival, relationships, entertainment. Work, achievement. Financial, political, social connections.

HUMOR About people and sex. About situations. About social faux pas.



POSSESSIONS People. Things. One-of -a-kind objects, legacies, pedigrees.

MONEY To be used, spent. To be managed. To be conserved, invested.

PERSONALITY Is for entertainment. Sense of humor is highly valued.

Is for acquisition and stability. Achievement is highly valued.

Is for connections. Financial, political, social connections are highly valued.

SOCIAL EMPHASIS Social inclusion of people he/she likes.

Emphasis is on self-governance and self-sufficiency.

Emphasis is on social exclusion.

FOOD Key question: Did you have enough? Quantity important.

Key question: Did you like it?Quality Important.

Key question: Was it presented well? Presentation important.

CLOTHING Clothing valued for individual style and expression of personality.

Clothing valued for its quality and acceptance into norm of middle class. Label important.

Clothing valued for its artistic sense and expression. Designer important.

TIME Present most important. Decisions made for moment based on feelings or survival.

Future most important. Decisions made against future ramifications;

Traditions and history, most important. Decisions made partially on basis of tradition and decorum.

EDUCATION Valued and revered as abstract but not as reality.

Crucial for climbing success ladder and making money.

Necessary tradition for making and maintaining connections.



DESTINY Believes in fate. Cannot do much to mitigate chance.

Believes in choice. Can change future with good choices now.

Noblesse oblige.

LANGUAGE Casual register. Language is about survival.

Formal register. Language is about negotiation.

Formal register. Language is about networking.

FAMILY STRUCTURE Tends to be matriarchal. Tends to be patriarchal. Depends on who has money.

WORLD VIEW Sees world in terms of local setting Sees world in terms of notional setting.

Sees world in terms of international view.

LOVE Love and acceptance conditional based upon whether individual is liked.

Love and acceptance conditional and based largely upon achievement.

Love and acceptance conditional and related to social standing and connections.

DRIVING FORCES Survival, relationships, entertainment. Work, achievement. Financial, political, social connections.

HUMOR About people and sex. About situations. About social faux pas.

Source:Ruby Payne, A Framework for Understanding Poverty, Highlands, TX: aha! Process, Inc., 1996 pp. 42 - 43

Coach Jim Place Philosophy Book


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• Everything is taken from my philosophy book. There is the entire document on the Jim Place Services website.

• I do not always follow but usually bad things happen when I do not my philosophies.

• All quotes, stories, educational philosophies are from a football perspective



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• This is MY philosophy. You will agree with some and may not agree with others. My purpose is not to get you to follow my philosophy.

• Please check the items you agree with. Please put an X next to the items you do not agree with.



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Goals for my presentation:• Challenge you to examine your

philosophy.• Encourage you to start a

philosophy book.• Help you reconnect with the

spirit that brought you to education.



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• Head Coach• To the whole world you are just

one person but to one person, you can be the whole world.• What will they put on your tombstone?

• Even students from great homes have times they need someone.



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This I Believe…

• No one is born bad, but people do terrible things. This is the great irony of life. It does not have to be this way. Man has chosen for it to be this way.• How does this happen? It is caused by people caring

about themselves at the expense of others.• People must be taught to care about others

• Team sports can be a great vessel for doing this.• Football is the best sport for teaching team work.

• I believe my calling to be a football coach of a character driven program is the best I can do to make the small world I live in a better place.

.



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• Coaching for me is more of a ministry then a profession. It is a personal ministry more than a religious ministry. There is no doubt that this is what I was sent on this earth to do as a profession. My players are my parishioners.

• As you get older in life you begin to look back more than forward.



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• The true measure of Jim Place as a coach is to have the players believe in the 10 reason so strongly that they want to pass them on to their children.

• Look at yourself in the eyes of your players. What do they see and feel?

• Great start when things are not going well.



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• Treat every player like you would like a coach to treat your son. (Treating them like your own son is unrealistic)

• Never expect parents to be rational about their children• My own father

• Alan Page• Tom Straunds Men Shop



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• Malcom Gladwell – In everything there is a tipping point. That is a point when how you do something or the product you sell is the right one in people’s minds.• This is also true with football. Winning usually

brings this but not always. We reached this point at Middletown and CJ. We had everything in place to do it in Hamilton but we did not win games. This is one of the goals of a program. It is done by putting everything in place and then winning.

• Clothes – 4 areas of the country• Has your class tipped??



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• I do not believe in cutting a player unless there is not another option. We may be his last hope. When you kick someone off the team, you lose all control over him. Some young men need a second chance. We may be the last second chance some young men will get. Once they leave high school the people who care about them is greatly reduced.

• Tell the students – Take advantage of your situation as a high school student. It is the most cared about that you will ever be. Once you go to college, no one really checks on you, you just flunk out. Same on a job.



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• Tell the team once they come in the program, they are a book with every page a blank one. What they write in their book of life is now totally up to them.• Do you tell your students this each fall?

• This is the last time in your life where you will not be cut loose if you do not have the ability or attitude to make it. Prepare yourself now.



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• One of the first things to do is create a team vision. You need to have a clear vision of what you want your team to look like.

• “What is our class vision?”



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• “Do not steal my dreams…”• Many players on the team have dreams, team

dreams and individual football dreams. The coaches have a responsibility to help them reach their dreams. These are the players that we think of when we set our standards. These are the players we think of when we make decisions. There are also players who are just along for the ride. We need to inspire them to dream. We cannot set our standards to suite them. They have to come up, not the program come down to them. Do not allow these players to steal the dreams of the players who do care.



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• No Excuse University: All of our players will attend a four year school, 2 year school, technical training or the military. Many of our players come from backgrounds that will make this hard. They can not use that as an excuse and we cannot accept that from them.

• There are no excuses in football. Life doesn’t care about your excuses and neither does football

• My mom….



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• The team and all the coaches must reflect the personality of the head coach. We will be an intense team.

• You will get what you demand. The worst thing is inconsistency!!!!!

• The players love working for a demanding, fair, caring coach (teacher)



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• Set the tone - great effort is the only thing accepted.

• If I do not push my players to be the best that they can be then I am not doing my job.

• The great head coach is demanding and caring. As one goes up the other must also.• Who was your favorite educator?• How would you describe them?



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• Football is too hard to allow yourself to fail. You put too much into it to walk away on the short end. Why put 90% in and fail when you can put 100% in and succeed.

• If I do not have great passion, how can I expect anyone else in the program to have this?



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• You have to have the attitude of, “I am so fortunate to coach you”. • You have to tell your players this. • If you have a coach on the staff who feels,

“You are so lucky to have me as a coach”, he will not fit in with my program.

• Credentials last about 30 minutes…



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• I want to treat all my relationships as if they are going to last a life time. I will be your “coach” the rest of your life. I hope that you will take the program with you and that if you ever need me that I will be able to be there for you.



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• You have to have a strong ego. • How can the players believe in you if you

do not believe in yourself? At the same time, your ego has to have the discipline to care about the team more than your ego.

• The team attitude has to start with the head coach and then the asst. coaches before the players will embrace it.



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• The key to getting respect is to give respect.

• Mother Teresa: “In this life we cannot do great things. We can only do small things with great love.?

• Alex Haley “Look for the good in

everyone and praise it.”



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• If you do the little things right the big things will take care of themselves.

• It is impossible to be grateful and unhappy at the same time.



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• My parents, siblings, wife and children gave me so much love that my goal is to share it with others.

• As an educator , I have three loves…• A love of learning• A love for learners • A love to bring these two together



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• Parents are only as happy as their most unhappy child.

• If it was not for my wife, I would not be speaking to you today

Class Questions?Closing the Achievemen

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• Final paper – please mail – do not email.

• Number of credit hours• Payment• Grade report• Transcripts• Other UD Character Classes• Material presented in class• Evaluations

ClosingClosing the Achievemen

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• Thank YOU for taking this class!!!!! These workshops are only successful because of great educators like YOU!• Please feel free to contact Jim or Carolyn with any questions

or thoughts:

• [email protected]• [email protected]

• Please visit www.jimplaceservices.com for class handouts and information on other classes!

• For more articles, information, and resources be sure to follow Carolyn’s Diigo “Poverty & Education” list :https://www.diigo.com/list/placeck/list-2014011013163974

mailto:[email protected]

mailto:[email protected]

http://www.jimplaceservices.com/

https://www.diigo.com/list/placeck/list-2014011013163974

https://www.diigo.com/list/placeck/list-2014011013163974

Closing the Gap: Promoting Educational and Character Values in Students From Low Economic...

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