Disrupting Poverty

…A Rural ImperativePresented at the Colton-Pierrepont Central School District

January 13, 2017

Robert Mackey, Superintendent, Unadilla Valley CSD

Steve Bliss, CIO, Unadilla Valley CSD

Education is the great equalizer. Horace Mann

If you work hard, do well in school, and follow the rules, you can be anything you want to be. My Dad (maybe yours too!)

Education is the key to unlock the golden door of freedom. George

Washington Carver

Education is the most powerful weapon which you can use to change the world. Nelson Mandela

I simply cannot understand the experiences of economically disadvantaged students and their families, or how they relate

to school, or how best to engage them, if I do not consider what it means to be poor in contemporary society and its schools. Paul

Gorski

Outcomes• Better understand changing

demographics in rural public education

• Ignite a moral imperative to address rural poverty, student learning, & school funding

The slides are posted at: Search SlideShare: Colton-Pierrepont Poverty Presentation 01132017

STUDENT POVERTYIN 2013

• In 21 states more than 50% of public school students were eligible for free & reduced lunch.

• In 19 other states between 40 and 49% of students were eligible for free & reduced lunch.

• For the first time since the federal government began tracking this data, the majority of our nations students lived in poverty.

1989 2000 2006 20130%

10%

20%

30%

40%

50%

60%

32%

38%42%

51%

Students Eligible for Free & Reduced Lunch in Public

Schools

Year

% Lo

w In

com

e St

uden

ts

SEF January 2015

How do we define Poverty?• Poverty is a state of deprivation, lacking the usual

or socially acceptable amount of money or material possessions. (Merriam-Webster)

• The most common measure of poverty in the U.S. is the "poverty threshold" set by the U.S. government. This measure recognizes poverty as a lack of those goods and services commonly taken for granted by members of mainstream society. The official threshold is adjusted for inflation using the consumer price index. (U.S. Census Bureau)

Jensen’s definition of Poverty

Poverty is a chronic experience resulting from an aggregate of

adverse social and economic risk factors. (Poor Students, Rich

Learning 2016)

“Human and social capital helps families improve their earnings potential and accumulate assets, gain access to safe neighborhoods and high quality services (such as medical care, schooling), and expand their networks and social connections.”

-National Center for Children in Poverty, May 2008

Downward Social Mobility• Middle Class: odds are

25% that you’ll be poor in the next 10 years

• We are all one tragedy away from living in poverty

(Jensen 2016)

Risk Factors Associated with

Poverty and Learning

• Unemployment• Under Employment• Teen Parent• Unmarried Parent• Frequent Change of Residence• Low Parental Education• Lack of Health Care• Poor Nutrition • Non-English Speaking Household

How These Risk Factors Effect KidsVocabulary exposure by age 4:

• high SES=46 million words• Mid SES=26 million words• Low SES=13 million words

Low family income can negatively impact children’s cognitive development and therefore their ability to learn. Contributing to:

• Behavioral problems• Social problems• Emotional problems

Later in life these impacts can have powerful ripple effects:

• Drop out• Poor health – physical and mental• Poor employment outcomes

Being poor predict(s) an excess of many health-related indicators

Children are disproportionately

affected by poverty – foreshadowing entrenched

health disparities that span generations

Ramey, 2015

National Center for Children in Poverty

SLL CP DCMO City 1 City 2

63.467

72

61

65

82.647058823529479

83

61

44

75.1666666666667

80 81

64

51

89.111111111111193

89

5961

Graduation Rates2008 Pov Grad Rate2008 Non-Pov Grad Rate2015 Pov Grad Rate2015 Non-Pov Grad Rate

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 ELA 3-8 - Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 ELA 3-8 - Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 ELA 3-8 - Non-Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 ELA 3-8 - Non-Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 Math 3-8 - Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 Math 3-8 - Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2008 Math 3-8 - Non-Poverty

SLL CP DCMO City 1 City 2

1 2 3 40%

10%

20%

30%

40%

50%

60%

70%

80%

2015 Math 3-8 - Non-Poverty

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY 2008 - 4 Yrs ELA - Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY 2008- 4 Yrs ELA -Not Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY2015 - 4 Yrs ELA - Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY 2015- 4 Yrs ELA -Not Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY 2008 - 4Yrs Math - Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY2008- 4 Yrs Math-Not Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY2015 - 4 Yrs Math - Econ Dis

SLL CP DCMO City 1 City 2

Lvl 1 Lvl 2 Lvl 3 Lvl 40%

10%20%30%40%50%60%70%80%90%

SY2015- 4 Yrs Math-Not Econ Dis

SLL CP DCMO City 1 City 2

-15

-10

-5

0

5

10

15

SLL Change in Percent

SLL F&R Change SLL Enrollment Change

-15

-10

-5

0

5

10

15

DCMO Change in Percent

DCMO F&R Change DCMO Enrollment Change

-15

-10

-5

0

5

10

15

City 2 Change in Percent

City 2 F&R Change City 2 Enrollment Change

-15

-10

-5

0

5

10

15

City 1 Change in Percent

City 1 F&R Change City 1 Enrollment Change

-15

-10

-5

0

5

10

15

CP Change in Percent 2007/08-2015/16

CP F&R Change CP Enrollment Change

Two Kindergarten Classrooms

20 students – 20% live in poverty

• 4 – 6 students affected by significant traumatic experience(s)

• These 4 – 6 students have been exposed to 13,000,000 words by age 4

• These 4 – 6 students typically lag in speech, fine & gross motor, & social skill development.

• 14 – 16 students exposed to 36,000,000 words by age 4

20 students – 40% live in poverty

• 8 – 10 affected by significant traumatic experience(s)

• These 8 – 10 students have been exposed to 13,000,000 words by age 4

• These 8 – 10 students typically lag in speech, fine & gross motor, & social skill development.

• 10 – 12 students exposed to 36,000,000 words by age 4

What supports will each teacher need to guarantee at least grade-level proficiency for 100% of their students this year?

Active Educators & Staff

Find your

District’s “Why?”

Find our Districts “Why?”

You have your MISSIONNow, What’s your “WHY?”• This is your overarching

purpose• It should last for 100

years or more and not change

“The Colton-Pierrepont Central School

Community proudly educates students to become responsible,

respectful, and resourceful citizens, thereby continuing a

tradition of innovation and excellence.”

INTERVENTIONINTERVENTION

DISRUPTIONDISRUPTION&

Ramey & Ramey, 2000

A Commitment to Improving

K-12 Educational Achievement

Begins in the First 5 Years of Life

• Fund Family Focused Learning Programs combined with accessible, free, health care; at least in all high-needs school districts

0 – 3 YEARS

• Fully fund current & expand SBHC; at least in all high-needs school districts

SCHOOL BASED HEALTH

• Fully Fund Universal Pre Kindergarten Programs combined with accessible, free, health care; at least in all high-needs school districts

4 – 5 YEARS

Teacher collaboration in strong professional learning communities improves the quality and equity of

student learning, promotes discussions that are grounded in

evidence and analysis rather than opinion, and fosters collective

responsibility for student success.McLaughlin & Talbert, 2006

One Cultural Shift Guaranteed to Improve Learning

Professional Learning Community• A Focus on Learning• A Collaborative Culture

with a Focus on Learning for All

• Collective Inquiry Into Best Practice and Current Reality

• Action Orientation: Learning by Doing

• A Commitment to Continuous Improvement

• Results Orientation

It’s About Poverty• “Equity Literacy” • Research based• Utilize tradition to foster

risk-taking idealists• Focus pedagogical study

around best practices for ensuring ALL students learn at high levels

• http://www.combarriers.com/

• Build practices & structures that create equity

• Build knowledge & application opportunities of mindset research (Dweck & Jensen)

It’s About ACTIVITY

• Build knowledge of executive function and how to improve it

Shifting Up! It’s About MINDSET

Talents can be

developed and

great abilities are

built over time.

Growth Mindset

We are all connected in this life together. Always connect first as a person

(and an ally) and then as a teacher second.

Relational Mindset

I can build student effort,

motivation, and attitudes to

succeed. They are teachable skills.

Achievement

Mindset

I focus on what students need to succeed and build

it into the learning and social environment every

day.Rich Classroom

Mindset

I can and will engage with

purpose every student, every day, every nine minutes or less, guaranteed.En

gage

men

t M

inds

et

Your team’s next class:40 students – 40% live in

poverty

• 16 – 18 affected by significant traumatic experience(s)

• These 16 – 18 students have been exposed to 13,000,000 words by age 4

• These 16 – 18 students typically lag in speech, fine & gross motor, & social skill development.

• 22 – 24 students exposed to 36,000,000 words by age 4

I’m from the government and I’m

here to help.The potential changes on the horizon for defining

poverty in NYS

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Defining Socioeconomic Status

42

1. “the social standing or class of an individual or

group”

3. “the position that an individual or family occupies

with reference to the prevailing average of standards

of cultural possessions, effective income, material

possessions, and participation in group activity in the

community”

2. “measure of one's combined economic and social status and

tends to be positively associated with better health”

Existing literature has defined socioeconomic status as:

Sources: American Psychological Association, “Education and Socioeconomic Status” Retrieved December 6  from http://www.apa.org/topics/socioeconomic-status/; Baker, E. H. 2014. Socioeconomic Status, Definition. The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society. 2210–221; F. Stuart Chaplin, “The Measurement  of Social Status” (Minneapolis: University Of Minnesota Press, 1933)

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Proposed Definition

43

Socioeconomic status is one’s access to financial, social,

cultural, and human capital resources.

Source: National Forum On Education Statistics, “Forum Guide to Alternative measures of Socioeconomic Status in Education Data System.” Retrieved December 6, 2016 from  https://nces.ed.gov/forum/pub_2015158.asp

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Human Capital Resources

● Occupation of Parent/Guardian

● Parental Education

Cultural Resources

● Language● Neighborhood SES

Financial Resources

● Eligibility for Means-Tested Programs

● Family Income● Housing

Alternative Measures for Socioeconomic Status

44

Social Resources

● Parental Education● Access to Health● Neighborhood SES● Housing

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Financial Resources

45

Means-Tested Programs

Means-tested programs provide cash payments or assistance with health care, nutrition, education, housing, or other needs to people with relatively low income or few assets.

Examples: New York Child Health Plus, Earned Income Tax Credit (EITC), Home Energy Assistance Program (HEAP), Supplemental Nutrition Assistance Program (SNAP), and the Temporary Assistance for Needy Families (TANF).

Family Income & Housing

Family income can be collected through household-provided information, in which data is requested that verifies a student’s or family’s income for the purpose of establishing economic need.

Examples of Indirect Measures of Family Income: Housing composition, home ownership, government assisted housing, and number of family moves within a year.

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Social Resources

46

Education

Access to Health

Housing

Neighborhood SES

Social resources refer to those benefits that one receives from connection to or membership in a social network or other social

structure.

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Cultural Resources

47

Language

Neighborhood SES

“Cultural resources refers to the values, norms, knowledge, beliefs,

practices, experiences, and language that are the foundation of a

culture.”

Source: Kana’iaupuni, S. (2007 June). A brief overview of culture-based education and annotated bibliography. Culture in Education Brief Series, 1-4. Honolulu, HI: Kamehameha Schools Research & Evaluation Division.  Retrieved December 6, 2016 from http://jan.ucc.nau.edu/jar/HOH/HOH-2.pdf

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Human Capital Resources

48

Occupation Education Access to Health

When parents possess the resources and skills to support their families, children develop skills, attitudes, and behaviors that lead to success.

Higher levels of education are associated with better economic outcomes as well as more social and psychological resources.

Socioeconomic status underlies three major determinants of health: health care, environmental exposure, and health behavior.

CPRLCenter for Public Research and Leadership James S. Liebman, Director

Proposed SES data sources would mostly come from:

1. American Census Data

2. Means-tested programs

49

Data Sources

CREATE A CULTURE OF EQUITY & LEARNING FOR EVERYONE

Take the road less traveled and work collaboratively so it makes all the difference!

Contact and Copy of PresentationUnadilla Valley Central School District4238 State Rte 8New Berlin, NY 13411P:(607)847-7500F:(607)847-6924Web Page: www.uvstorm.orgFacebook: https://www.facebook.com/pages/Unadilla-Valley-Central-School-District/340853612739318?ref=bookmarksEmail: rmackey@uvstorm.org

• Presentation link: Search SlideShare: Colton-Pierrepont Poverty Presentation 01132017

References• Dr. Craig Ramey – http://research.vtc.vt.edu/people/craig-ramey/ and Abecedarian Project as of October 2015.• Communication Across Barriers – http://www.combarriers.com/ &

https://www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf • National Center for Children in Poverty – • Jensen, Eric (2016). Poor Students, Rich Teaching: Mindsets for Change. Bloomington, IN: Solution Tree Press.• Jensen, Eric (2013). How Poverty Affects Classroom Engagement. Educational Leadership, volume 70, pages24-

30.• National Center for Education Statistics – https://nces.ed.gov/ • U.S. Census Bureau – http://www.census.gov/did/www/saipe/methods/schools/data/20102014.html • The New York Center for Rural Schools – http://www.nyruralschools.org/w/data-tools/#.V36HC7fmrcs • Social Security Office of Retirement and Disability Policy, Annual Statistical Supplement, 2014 –

https://www.ssa.gov/policy/docs/statcomps/supplement/2014/3e.html• The Brookings Institution, Losing Ground: Income and Poverty in Upstate New York, 1980-2000 –

http://www.brookings.edu/~/media/research/files/reports/2004/9/demographics-pendall/20040914_pendall.pdf

• U.S. Department of Health and Human Services, Poverty Guidelines – https://aspe.hhs.gov/2015-poverty-guidelines

• Center for Public Education – http://www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html

• Southern Education Foundation (2015). A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools. http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx

• Gorski, Paul C (May, 2016). Re-examining Beliefs About Students in Poverty. School Administrator, pages 17-20.• Tine, Michele T. (March 2106). Different Worlds: Rural and Urban Poverty. School Administrator, pages 38-40.