Richer Reading Scores for Economically Disadvantaged Students.
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Transcript of Richer Reading Scores for Economically Disadvantaged Students.
Richer Reading Scores
for Economically Disadvantaged Students
If any presenter’s cellphone rings during the presentation, we will buy the entire audience a
beverage of their choice.If your cellphone rings during the presentation, you buy all three presenters a beverage of their
choice.
Dr. Tracey E. Karlie, Superintendent
Presented by
Jessica Deakins, English Teacher
John Wiltrout, High School Principal
Presented by
Presented by
Stephen Smerbeck, English Teacher
Warning: the increase in test scores may be due to one or all of the measures discussed in this presentation. Or they may be due to none of the measures. Or they could be due to what the kids had for breakfast the morning of the test.
In The Beginning(5 Years Ago)
1. Administrative Team – New
Weakness – Experience Level in Position
Strength – New Vision
Concurrent Circumstances
2. Strategic Plan Cycle
Vision
GoalsStudent Achievement
Vision and Goals are Constantly Evolving
Effort to Communicate Priorities to Faculty and Staff Establish common understanding with faculty and staff prior
to putting into action with students
3. Leadership Conference
Ruby Payne RepresentativeA Framework for Understanding Poverty
DemographicsRural, somewhat isolated geographically
Ex: students travel 20 miles for a Big Mac and 30 miles for a shopping mall
Eleven school districts in our county
Meyersdale, Turkeyfoot, Shanksville & Salisbury-Elk Lick School District, are four of the smallest school districts in the state in terms of enrollment
Meyersdale Area School District consists of four townships that all have distinct and unique cultural differences
The village of Kennells Mill has a family with dirt floors covered with carpet
Various Socioeconomic Backgrounds with a growing Economically Disadvantaged (E.D.) Group
Education is not Valued in our Community – Coincides with Ruby Payne Philosophy
2010 census data won't be published until the end of February.
Median Household Income - $37,712 (this is the 5 year estimate for 2004-2009)
Tax Base -
District Population - 7,202 (2009)
7,480 (2000)• Student EnrollmentElementary: Total enrollment = 413; Total low income = 44.55%
Middle School: total enrollment = 214; low income = 44.86%
High School: total enrollment = 294; low income = 35.37%
District: total enrollment = 921; low income = 41.69%
District w/ HS/Pre K: enrollment = 956; low income = 43.41%
Base on Free & Reduced Lunch Count
PSSA ScoresTo add credibility to our initiatives
11th Grade Reading PSSA Scores
63% threshold 2010All Students
2006 2007 2008 2009 2010
54% 64% 75% 66% 80%
Economically Disadvantaged Students
2006 2007 2008 2009 2010
50% 33% 72%
21/68 15/74 29/74
11th Grade Math PSSA Scores
56% threshold 2010
All Students
2006 2007 2008 2009 2010
46% 43% 65% 65% 68%
Knowing we have an increasing population of economically disadvantaged students at M.A.S.D, attaining our goal of high student achievement began at the grass roots level of acknowledging and supporting our E.D. student population
Understanding Poverty is an embedded facet of the Student Achievement Goal
Understanding Poverty
Poverty students do not come with the same language skills
Live in the moment-does not consider future ramifications
Setting goals and planning ahead are not part of generational poverty. Future implications of present actions are seldom considered
Education is revered as abstract, but not as reality
Education is not valued
In turn this creates apathy and lack of academic motivation
How can we motivate our students?
Change the School Culture
Changing the School CultureP.L.C. – History Department Findings
Cultural Elements in School SuccessRe-embracing some emphasis upon the cultivation of
values/ethics/citizenship
Create Shared Sense of Purpose
Create Sense of Joint ResponsibilitySociety would hold the public school system solely accountable for
student achievement or lack thereofStudents and parents must be held accountable and be brought
into the education community as a partner
Primary ConcernsTeacher Multi-Tasking – social workers, guidance
counselors, data analyst, IT specialist, etc.
“On High” emphasis placed on test scores, proficiency, and AYP
Cell Phones (texting)
Cyber Madness
Home Life Negative influences at home
Perception of the Public School Systemor lack of appreciation
Erosion of Values in SocietyCharacter EducationCitizenship
P.L.C. Statement
Goal: Recommendations made by the P.L.C. which serve to blend elements of what the group believes are critical toward promoting a positive school culture, enhancing citizenship, and fostering greater student achievement. The three are, after all, interdependent
How to promote student achievement
Re-kindle student motivation in conjunction with school spirit
We possess a beautiful physical plant; however, the long vacant walls of our school could be enhanced with “eye-popping’ color schemes, student displays, extracurricular accomplishments, etc.
Open invitations to Alumni to share in their professional success stories
Community InvolvementParentsClergyLaw enforcementBusiness leadersSocial and fraternal organizationsRevive past traditionsRecognition of “good kids”
Synopsis
Efficacy defined: “a belief that one can do better.” It must be two-fold. Naturally, school culture becomes positive, student achievement improves if that belief becomes manifest in individuals and, more importantly, the group. We must model it, teach it, and preach it. We have increasing evidence that efficacy, as well as other positive beliefs and values are becoming scarcer as time passes.
M.A.H.S. Initiatives
Discipline & Consequences
Backed by faculty and school board
Differentiated Instruction
Inclusion
Mentoring
SQ3R
Adopt an Anchor
All of the above strategies are successful, but to what extent each individual initiative has succeeded in terms of PSSA achievement is difficult to measure?
Student Incentives – highly successfulPositive Incentives
Graduated Levels of Achievement (see next slide)
Negative IncentivesAfter School PSSA Remediation
Mandatory completion date – end of 1st semester (January)Not completed – do not graduateStudents with I.E.P.’s
Modified only as dictated by I.E.P.3:00 pm – 5:30 pm two weekdays8:00 am – 10:30 am Saturdays
For extra-curricular studentsOpen to all remediation students
SchedulingEliminated scheduled study halls
Some students were scheduled for multiple study halls or multiple periods of Home Ec.Many of these students were E.D. Replaced open periods with a required class or electiveExpanded college offerings
Expanded the instructional dayEliminated one periodIncreased instructional time by increasing each classroom period
by 10 minutesStrategy #1: Allow students to work on homework the
last 10 minutes of classStrategy #2: Instruction can be taken to higher level of
thinking and inquiry Scheduling issues
Small school with limited staffStudents involved in extracurricular activities make use of study
hall periods
School Culture improving slowlySet high academic standards and high expectations
More rigor and academic accountability
“Tripled” communication to parents and communityNewsletters
Phone calls, including automated system
School functions either hosting or in conjunction with the community
Emphasis on parent-teacher conferencesTechnology NightVeterans Day Assembly
Mentoring Program
Teacher-Student Connection
Designed to create an environment of caring and trust
Each faculty member selected a student(s) they believed could be reached emotionally and academically
(Economically Disadvantaged Students)Good rapport with a student
Provide encouragement, emotional support, tutoring, guidance, and general mentoring
Obstacles
Outside influences
Time
Not enough time in the day
Limited time to make a differenceSpecifically within the new schedule (no study
halls/open periods)
Making TimeBefore School
After School
Lunch
Shopping or Lunch
Observations• Mentoring program - moderately successful • Needs to go to the next level• Majority of students selected by the faculty for this
program were economically disadvantagedTherefore, understanding poverty is crucial for
the program to be successful
How would you survive in poverty?
1. I know what churches and sections of town have the best rummage sales
2. I know how to get someone out of jail
3. I know how to fight and defend myself physically
4. I know how to get a gun, even if I have a police record
5. I know how to fix an old car
6. I know how to live without a phone
7. I know how to move in half a day
8. I know how to get and use food stamps or an electronic card for benefits
9. I know where the free medical clinics are
10. I can get by without a car
Could you survive in middle class?1. I know how to get my children into Little League, piano lessons,
etc.
2. I know which stores are most likely to carry the clothing brands my family wears
3. My children know the best name brands in clothing
4. I know how to order in a nice restaurant
5. I understand how to use a credit card, checking account, and savings account
6. I talk to my children about going to college
7. I know how to get the best interest rate on a new car loan
8. I know how to help my children with their homework
9. I repair items in my house immediately when they break-or know a repair service and call it
Could you survive in wealth?
I can read a menu in French, English, or another language
I have several favorite restaurants…..in different countries of the world
During holidays, I know how to hire a decorator
I have at least two residences…..that are staffed and maintained
I fly in my own plane, company plane, etc.
I know how to enroll my children in the preferred private school and have the finances to do it
I know how to host the parties that “key” people attend
I am on the boards of at least two charities
I know the hidden rules of the Junior League
I know how to read a corporate financial statement and analyze my own financial statement
Hidden Rules
Assumptions made about individuals’ intelligence and approaches to the school setting may relate more to their understanding of hidden rules.
The Hidden Rules Among ClassesPOVERTY MIDDLE CLASS WEALTH
POSSESSIONS People Things One-of-a-kind objects, pedigrees
MONEY To be used, spent To be managed To be conserved, invested
FOOD Quantity Important Quality Important Presentation Important
TIME Live in the present Future most important Traditions and history most important
EDUCATION Valued as abstract but not as reality
Crucial for climbing success ladder and making money
Necessary tradition for making and maintaining connections
LANGUAGE Casual – language is about survival
Formal – Language is about negotiation
Formal – Language is about networking
DRIVING FORCE
Survival, relationships, entertainment
Work, achievement Financial, political, social connections
How These Characteristics Appear At School
Disorganized, don’t have signatures
Don’t do homework
Laugh when they are disciplined
Decide whether or not they will work in your class, based on whether or not they like you
Argument for mentoring program
Physically aggressive and talk back
Like to entertain
Only see part of what is on the page
Only do part of the assignment
Cannot monitor own behavior
Don’t use or know courtesies
Dislike authority
Observations
“One of the reasons it is getting more difficult to conduct school as we have in the past is that the students who bring the middle class culture with them are decreasing in numbers, and the students who bring the poverty culture with them are increasing in numbers. As in any demographic switch, the prevailing rules and policies eventually give way to the group with the largest numbers.” –Ruby Payne
My spin on the above statement is simply the erosion of morals and values in our society is putting us on the path of indifference and lack of motivation.
This scenario seems present in our community
According to Ruby Payne
An education is the key to getting out of, and staying out of poverty.
Individuals leave poverty for one of four reasons:
1. a goal or vision of something they want to be or have
2. a situation that is so painful that anything would be better
3. someone “sponsors” them (i.e., an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently)
4. or a specific talent or ability that provides an opportunity for them
Ruby Payne
Observation: Emotional responses dictate behavior and, eventually, determine achievement.
That’s why emotional resources in school play such an important role.
Mentoring is about academics but more importantly about emotional resources
What can schools do? There is no “silver bullet”.
Provide Support Systems
Homework support
Reading Support (Specifically early years)
Teach the hidden rules
Schools need to establish schedules and instructional arrangements that allow students to stay with the same teacher for two or more years – if mutually agreed upon. (Or continue the teacher-student connection by means of a mentoring program)
Identify options
Increase achievement through appropriate instruction
Teach goal setting
Synopsis
Teachers and administrators are much more important as role models than previously addressed.
The development of emotional resources is crucial to student success. The greatest free resource available to schools is the role-modeling provided by teachers, administrators, and staff.
Realities for Socio-Economically Disadvantaged
Readers:
Gap in skills, strategies from formative years
Scarcity of resources
Lack of support at home
Impact of these Realities:
Reading below grade level from start of formal education =
“Ever Widening Gap”
Lack of exposure to a variety of texts from an early age
Absence of positive reinforcement
Absence of intervention to identify/address problems
Absence of guidance on homework assignments
Lack of prior knowledge essential to reading
“Symptoms” of these Realities in the High School Classroom:
Skill level = functionally literate
Little cultural awareness, historical context essential to engage
with text
Absence of interest in text
Lack of motivation
Lack of confidence = self-fulfilling prophecy
No emotional connection to text: text then remains “unmemorable”
No desire to learn/grow/evolve as a reader
Common Practices of Disadvantaged Reader:
*****”HOMEROOM PHENOMENON”
Refusal to read/complete assignment
Reliance on summary websites
Skipping/ignoring new or foreign diction/phrasing
Skimming text – search for comprehension answer only
Cheating/Plagiarizing
Objective of the English Classroom:
*****PRODUCE INDENDENT READERS AND THINKERS
Thinking for comprehension, analysis, evaluation, and
application
Open-minded
Self-reflective
Accepting of feedback
Self-motivated
Driven to seek and secure resources
Solution to “BRIDGE THE GAP” – MODELLING, INTERVENING,
DRAWING PARALLELS
If students do not know how to approach or to respond to a text,
teachers must show them.
If students lack prior knowledge or possess flawed prior
knowledge needed to engage with a text, teacher must fill in the
gaps.
If students cannot relate emotionally to text or see its connection
to their lives, teacher must illustrate that relevance through
meaningful analogies: TV, current events, pop culture, history,
literature
READING STRATEGY THAT LENDS ITSELF TO
MODELLING, INTERVENING, DRAWING
PARALLELS: SQ3R (Robinson, 1970)
Survey
Question
Read
Recite
Review
Langston Hughes’ “Harlem (A Dream Deferred)”
SURVEY
*****Physical engagement: highlight, circle, student list on board, log, worksheet
Poem
Poet Langston Hughes
Harlem
“deferred”
many questions
“like” repeated
“fester”
spacing shifts
italics
QUESTION
*****Physical engagement: teacher lists questions in
abbreviated fashion on board; student lists
personal questions in log or on worksheet; students
record literary terms (in italics)
introduced/reinforced in a notebook
What is different between poetry and prose? Why did this writer choose
to express himself in poetry rather than in prose? What devices are
common to poetry?
Answers: length of text, economy of words, power/influence of words; force of
tone/mood to express theme; imagery, sound devices (onomatopoeia,
alliteration), figurative language (simile, metaphor, personification)
Who is Langston Hughes? When did he live? Why does he write? Where
does he live?
Answers: Youtube video – Langston Hughes: responses to video clip
Where is Harlem? Who lives there? What is it like? How would
someone your age feel growing up there?
Answers: neighborhood in Manhattan, borough of NYC; early 1900’s –
“Great Migration” – African Americans leave South for work in the North;
Harlem becomes home to significant African American population; 1920’s
and 1930’s – “Harlem Renaissance” economic hardship after Great
Depression and in late 1940’s – 1970’s; poverty, crime, and drugs
prevalent during years of hardship; 1990’s – economic, cultural renewal in
Harlem (renovations, decrease in crime/drugs, renewed interest and push in
arts and learning)
What does “defer” mean?
Answer: definition through sentences with context clues:
I have decided to defer your final copy deadline until next week.
The borough council deferred their decision on the ordinance until they could
thoroughly examine the new proposal.
---to put off until a future date; to postpone; to delay
Many questions
Answer: asked of audience; make audience consider their beliefs/form their
opinions
Rhetorical question – question posed for impact or effect without an expected
response
“like” repeated
Answer: simile - device using “like,” “as,” “than,” to make a comparison
“fester”
Answer: definition through sentences with context clues
Rather than healing, the cut on my elbow has festered, so I must go to the hospital.
Mark allowed his jealous to fester to the point that he confronted Mary’s new boyfriend.
---to become infected, to boil over, to build until eruption
spacing shifts
Answer: isolates, draws attention to certain points
Stanza – division of poetic lines
italics
Answer: Like spacing, italics draws attention to the point of the poetic line
READ
Great debate – Do we read aloud to students, particularly in a high
school setting?
Teacher read aloud; students mark text
Students read independently; students mark text
Teacher read aloud; students mark text
Student volunteer read aloud
Discussion questions:
“…a dream deferred”: synonyms for “dream”? – goals, ambitions, aspirations
Offer a serious goal, ambition, aspiration that you have for the future. How would
you feel if that goal, ambition, aspiration were “deferred” or postponed/delayed?
Similes analysis:
“dry up/like a raisin in the sun”: What is a raisin originally? What has happened to
it? What happens to a raisin if left in the sun? What parallel does this comparison
make to a dream postponed? Why is this image fitting? How do you respond to this
image? What mood does it convey?
“fester like a sore…/then run”: If a sore festers, what is happening? What is
“running”? What parallel does this comparison make to a dream postponed?
Why is this image fitting? How do you respond to this image? What mood
does it convey?
“stink like rotten meat”: Have you ever smelled spoiled meat? What does it
smell like? What happens to the smell even after the meat is removed/disposed
of? What parallel does this comparison make to a dream postponed? Why is
this image fitting? How do you respond to this image? What mood does it
convey?
“crust and sugar over---/like a syrupy sweet”? Name something “syrupy” and “sweet” that
“crusts and sugars over.” What is this substance like on the surface? But what is it like
underneath? What does this comparison make to a dream postponed? Why is this image
fitting? How do you respond to this image? What mood does it convey?
“sags/like a heavy load” – Name something that would “sag” under a “heavy load.” How
does that weight affect farther movement, strength? What parallel does this comparison
make to a dream postponed? Why is this image fitting? How do you respond to this image?
What mood does it convey?
***Why is this simile phrased as a statement rather than as a rhetorical question?
What impact does this shift in format have? Why is this simile isolated as a single stanza?
What impact does this shift in format have?
Final line analysis:
“Or does it explode?” – What happens to the use of simile? Why? What
device appears instead? What is the metaphorical meaning of “explode” in
this final line? What mood does it convey? What implications does this
metaphor have for the dreamer? for the audience? Evaluate Hughes’ point
expressed through these implications.
Thematic analysis:
Return to title. “Harlem” is the main title; “A Dream Deferred” is the subtitle. Why is
“Harlem” “a dream deferred”? How do culture, ethnicity, and race play a role in the
poem? What moral lesson/theme is Langston expressing through this title and through
the imagery expressed in the poem?
RECITE
Dialogue with a partner or in a group regarding what you just learned.
Point out the questions you raised, what you highlighted underlined, what
you’re still curious about.
Partner/group summary of ideas in own words.
REVIEW
Reexamine comments, notes, questions, highlighting, summary of poem.
Make any additional comments, notes, questions that come to mind.
Reread poem and comments several times.
*****respond to clean copy of poem and submit to teacher.
Drawing parallels activity:
Select a real person, figure from tv, literature, or movie who had some
deeply desired goal or ambition but who has had to postpone or delay that
goal. Explain clearly and thoroughly who that person is, what his or her
goal was, and why it had to be delayed. Also, evaluate fully the impact of
that postponed ambition not only on that individual but also on people
around him/her.
Enrichment activities:
Historical report on “dreams deferred”
Collage on theme, imagery, mood/tone
Skit
Video
Adopt an Anchor
After examination of the data, teachers from
all disciplines were asked to “Adopt
and Anchor”, specifically,
the inclusion of open-ended questions, in
their evaluative tools.
Here's how Michael Swank, a United States history teacher incorporated an open-ended question on a test. Swank addresses “upper level” thinking skills by asking his students to evaluate and analyze.
Analyzing a Document
Study this 1901 political cartoon, depicting the US as a large rooster guarding a chicken coop. Answer questions 23 & 24.
23. According to the cartoon, what purpose did the Monroe Doctrine serve?24. What does the description of the United States suggest about the country?
Here's an example from Thomas Miller, a biology teacher , from a test on Mammals and Birds. Miller too addresses “upper level” thought processes. The open-ended items on his test account for 40% of the test's total value.
What is the umbrella effect? Why is it useful to wildlife managers?
Pick either mammals or birds and cite three reasons why they are able to be warm-blooded.
You are an ornithologist conducting a migratory bird count. You survey five areas and find American robins in each area. Use the date below to find the average number of robins seen at each site.
Site 1 – 7 Site 4 – 4Site 2 – 5 Site 5 – 8Site 3 – 6
Find the average, show your work and explain how you arrived at your answer.
Finally, from Tammy Knoblach, an algebra teacher, comes this lesson on Navajo Code Talkers who served during World War II.
Her students were given the document: http://www.history.navy.mil/faqs/faq61-2.htm introducing and explaining the mission of the Navajo Code Talkers.
After they'd read the document, the watched this video ...
Mrs Knoblach then presented her students with the following open-ended question:
Discuss how the Navajo Code Talker contributed to the success of our armed forces during World War II.
Following the video, the students solve an algebraic matrix, the correct answer is a code for them to solve.
1. Use A-1 to decode the following message:44|17|41|19|19|119|50|104|53|57Show all work
Table-=0 G=7 N=14 U=21A=1 H=8 O=15 V=22B=2 I=9 P=16 W=23C=3 J=10 Q=17 X=24D=4 K=11 R=18 Y=25E=5 L=12 S=19 Z=26F=6 M=13 T=20
The answer is... MASD_ ROCKS
Here is a link for our presentation:http://www.masd.wikispaces.net/High+School+English
