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Transcript of Turning High-Poverty Schools Into High-Performing...
Turning High-Poverty Schools Into High-Performing Schools
12 Strategies/Policies That Make THE Difference
Iowa Association of School Boards
Des Moines, Iowa
November 14, 2012
William H. Parrett Director
Center for School Improvement & Policy Studies Boise State University
E-mail: [email protected]
1
Turning HighTurning High--Poverty SchoolsPoverty SchoolsInto HighInto High--Performing SchoolsPerforming Schools
12 Strategies That 12 Strategies That Make THE DifferenceMake THE Difference
Learner OutcomesLearner Outcomes
Emerge with a substantially enhanced knowledge of what works for underachieving students living in poverty.
U d d h hi h h l b Understand how high-poverty schools become high-performing.
Be compelled to take informed action to better meet the needs of underachieving students living in poverty.
Now Available Now Available From ASCD From ASCD
(ASCD, January 2012)
January January 20122012
3
Caine’s Arcade
Turn and Talk
TALK ABOUT CAINE
Who are our kids that Who are our kids that qualify for free and qualify for free and qua y o ee a d qua y o ee a d
reduced meals?reduced meals?
4
Who are our kids that Who are our kids that are underare under--achieving?achieving?
… and how can we help … and how can we help these kids???these kids???
How HighHow High--Poverty Poverty Schools…Schools…
Become Become Become Become HighHigh--Performing Performing SchoolsSchools
5
Source: Education Trust analysis of data from National School-Level State Assessment Score Databasewww.schooldata.orgData are from 2002.
Poverty vs. Achievement in Illinois Elementary Schools
50
60
70
80
90
100
ing
Sta
nd
ard
in
Ma
th
0
10
20
30
40
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0 10 20 30 40 50 60 70 80 90 100
Percent Low-Income Students
Pe
rce
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5th
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rs M
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Part I Part I
Learning TogetherLearning Together
Part IIPart II
Leading TogetherLeading Together
•Learning From Others: Stories of Inspiration and Hope
•Assessing What
•Build Leadership Capacity—What do we do? What do we stop doing?
•Focus on Learning—You Know About Poverty: The Importance of Accurate Information
•Constructing a Framework for Action
What do we do? What do we stop doing?
•Foster a Healthy, Safe, and Supportive Learning Environment—What do we do? What do we stop doing?
HighHigh--Poverty / HighPoverty / High--Performing SchoolsPerforming Schools
JAPANJAPAN
UNITED UNITED KINGDOMKINGDOM
Dayton’s Bluff Elementary, St. Paul, MN
Lapwai Elementary, Lapwai, ID
Molalla High School, Molalla, OR
Osmond A. Church PS/MS. 124 K-8 School, Queens, NY
Port Chester Middle School, Port Chester, NY
Taft Elementary, Boise, ID
Tekoa High School, Tekoa, WA
Nationally Recognized High-Poverty / High Performing Schools
6
Part I: Learning TogetherPart I: Learning Together
Learning From Others: Stories of Inspiration and Hope
Assessing What You Know About Poverty: The Importance of Accurate Information
Constructing a Framework for Action
Taft Elementary SchoolBoise, ID
2003 Blue Ribbon Award Recipient
William H. Taft Elementary
• 330 Students Grades k-6
• 72% Low Income
• 18% ELL/Refugee
• 9% Hispanic
Idaho State Department of Education, 2010
7
William H. Taft Elementary
Reading Scores, 3rd Grade
70
80
90
100
Idaho State Department of Education, 2011
0
10
20
30
40
50
60
70
Taft
Distrcit
State
Making Refugee Students Welcome
Kathleen Budge and William ParrettWhen 58 refugee students speaking little English were little English were transferred to this urban elementary school, the principal set up a team-building summer camp.
April 2009
Port Chester Middle SchoolPort Chester, NY
2006 Dispelling the Myth Award Winner
8
Port Chester Middle School
• 864 students in grades 6-8
• 73% Latino
• 7% African-American7% African American
• 64% Low-Income
New York Department of Education, 2010
Port Chester Middle School
Overall Test Scores Grades 6-8
66%
83% 85%80%
70
80
90
100
New York Department of Education, 2010
39%43%
0
10
20
30
40
50
60
2006 2007 2009
Port Chester
State
Tekoa High School Tekoa, WA
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Tekoa High School
110 Students
51% Low-income
83% White
12% American Indian
5% Other 5% Other
Source: Washington State Department of Education, 2010
Tekoa High School
Reading and WritingGrade 10
86 86
80
90
100
Source: Washinton State Department of Education, 2010
67
55
0
10
20
30
40
50
60
70
Reading Writing
Tekoa State
And…At The And…At The District Level?District Level?District Level?District Level?
10
Caldwell School DistrictCaldwell School DistrictCaldwell, ID
• 6,500 Students Grades K-12
• 78% Low Income78% Low Income
• 56% Hispanic
• 43% White
• 1% African American / Asian
From Sanctions to SuccessCaldwell School DistrictCaldwell School District
6
8
10
12
Making AYP
Moving from the most severe level of state and federal sanctions to making AYP in 8 of its 10 schools in four years.
0
2
4
2007 2008 2009 2010
Not Making AYP
Idaho State Department of Education, 2010
Caldwell School DistrictCaldwell School District
Closing The Achievement GapBetween White & Hispanic Students
Reading93%
90%100%
Source: Caldwell School District, 2010
73%
55%
85%
0%10%20%30%40%50%60%70%80%90%
2007 2010
White Hispanic
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Caldwell School DistrictCaldwell School District
Closing The Achievement GapBetween White & Hispanic Students
Math
88%90%
100%
Source: Caldwell School District, 2010
65%
47%
79%
0%10%20%30%40%50%60%70%80%90%
2007 2010
White Hispanic
…to be persuaded of the educability of poorchildren? If your answer is more than one, then Isubmit that you have reasons of your own forpreferring to believe that basic pupil performanced i f f il b k d i d f h l
“How many effective schools would you have to see…
derives from family background instead of schoolresponse to family background…
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us.”
Ron Edmonds... 1979
“ WE KNOW WHAT WORKS IN EDUCATION. THE RESEARCH IS
PROLIFIC”
“Amazingly, then, the question
Today…in 2012…
today is not about what works, but about why we do not implement what we know works in all schools for all kids?”
Karin Chenoweth. It’s Being Done: Academic Success in Unexpected Schools. 2007. Pg. 227.
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Part I: Learning TogetherPart I: Learning Together
Learning From Others: Stories of Inspiration and Hope
Assessing What You Know About Poverty: The Importance of Accurate Information
Constructing a Framework for Action
What Do You Know and Believe About Poverty?What Do You Know and Believe About Poverty?
(Parrett & Budge, January 2012)
Dramatic Increase in Childhood PovertyDramatic Increase in Childhood Poverty
Change in percent from 2007 - 2011
Eligible for free or
Rates of Increase in 4th Grade Subsidized LunchesSince 2007, the proportion of fourth graders eligible for free orreduced-price lunches through the federal government’s school meals program has increased nationwide to 52%, from 46%.
(Source: U.S Department of Education, 2011)
0% (1)
1-6% (14)
7-10% (31)
≥11% (4)
Eligible for free orreduced-price lunch
13
KK--12 Free Or Reduced Meals12 Free Or Reduced Meals In IowaIn Iowa
60
70
80
90
100
Iowa Department of Education 2012
34.1% 36.8% 38.2%
0
10
20
30
40
50
2008-09 2009-10 2010-11
Dramatic Increase in Childhood PovertyDramatic Increase in Childhood Poverty
The number of students receiving subsidized lunches has increased by 17%
In the fiscal year of 2010, 1.3 million children became eligible for free or reduced lunch, the largest single-year increase in the U.S. since 1972.
2007-2012(Source: U.S Department of Education, 2011)
How Is Poverty Defined?How Is Poverty Defined?
Generational
SituationalSituational
Immigrant
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Confronting Common MythsConfronting Common Myths
Fact or Fiction…Fact or Fiction…
People in poverty are unmotivated and have weak work ethics.
Ed ti t f t i dil ibl Education, as a way out of poverty, is readily accessible to everyone.
People living in poverty are uninvolved in their children’s education because they do not value education.
People living in poverty tend to abuse drugs and alcohol more than people in other socioeconomic classes.
Five Suggestions You Can Begin Today!Five Suggestions You Can Begin Today!
Given what we know about poverty…
Review your homework policies
Analyze who is and who is not accessing higher-level i l d b i d i thi b t itcurriculum and begin doing something about it.
Keep stocks of supplies/basic necessities
Continue to reach out to parents even when they are unresponsive
Educate yourself and challenge your biases!
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Part I: Learning TogetherPart I: Learning Together
Learning From Others: Stories of Inspiration and Hope
Assessing What You Know About Poverty: The Importance of Accurate Information
Constructing a Framework for Action
Now Available Now Available From ASCD From ASCD
(ASCD, January 2012)
January January 20122012
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
Actions
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
16
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
Actions
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
SchoolCulture
Spheres ofInfluence
Actions
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
SchoolCulture
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
Turning High-Poverty Schools Into
High-Performing Schools
12 Strategies/Policies That Make THE Difference
17
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
Actions
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
Part II: Leading Together
Build Leadership Capacity—What do we do? What do we stop doing?
Focus on Learning What do we do? What do we Focus on Learning—What do we do? What do we stop doing?
Foster a Healthy, Safe, and Supportive Learning Environment—What do we do? What do we stop doing?
It Takes It Takes Skill Skill and and WWillill
Swift, dramatic improvement requires an encounter with the “brutal facts”– those awkward,
unpleasant truths that unpleasant truths that organizations prefer not to
address—or even talk about.
J. Collins, Good to Great, 2001.
-M. Schmoker,A Chance for Change, American School Board Journal, April 2007
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Build Build Leadership CapacityLeadership Capacity
Low Expectations
Inequitable Funding
Build Leadership CapacityBuild Leadership Capacity
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Are we managing material and human g gresources effectively?
Are we optimizing time…EXTENDING it for underachieving students and REORGANIZING it to better support professional learning?
Do we have a data system that works for classroom and school leaders?
19
Build Leadership Capacity Build Leadership Capacity
Strategy #1Strategy #1
Consider your Budget as aM l Moral Document
What’s Best For Kids?
Start With An Honest Review of Data /Start With An Honest Review of Data /Set Improvement GoalsSet Improvement Goals
Implications for Board Members
Study Data…Study Data…
Focus Budgets on theFocus Budgets on the
Needs of Students…Needs of Students…
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Build Leadership CapacityBuild Leadership Capacity
Strategy #2Strategy #2
Look for Bright Spots!Spots!
Communicate… and Celebrate Good News
Bright Spots
Successful Efforts Worth Emulating That Illuminate The Road Map For Action and Spark
The Hope That Change Is Possible.
Heath & Heat, Switch, 2010
Bright Spot Philosophy
What’s working right now and how can we do more of it?
21
Communicating In The 21st Century:What Is Your District Doing?
Basic Website NewslettersWebsite
FacebookEmail
Intra-District Mail / E-mail Reader Boards
What we used
to do.
21st Century Communications
Electronic Newsletters
Text Alerts
LMS: Blackboard BrainHoney
Angel MyBigCampus
RelevantApps
Edmodo
Implications for Board Members
Insist on a Proactive Insist on a Proactive C i i PlC i i PlCommunication PlanCommunication Plan
Build Leadership CapacityBuild Leadership Capacity
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Are we managing material and human resources g geffectively?
Are we optimizing time-extending it for underachieving students and reorganizing it to better support professional learning?
Do we have a data system that works for classroom and school leaders?
22
We will never catch upWe will never catch upunderunder--achieving students who achieving students who live in poverty...live in poverty...
without additional quality without additional quality instructional time for those instructional time for those students… students…
and joband job--embedded time for the embedded time for the professional learning needs of professional learning needs of their teachers.their teachers.
Where’s the time Where’s the time for all of this?for all of this?for all of this?for all of this?
The Full Year Calendar
Ed Trust, 2003
23
Less Summer Vacation
Ed Trust, 2003
Less Weekends, Holidays, & Summer Vacation
Ed Trust, 2003
Less Professional Development Days & Early Dismissal/Parent Conferences
Ed Trust, 2003
24
Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hannukkah, Awards, Assembles, Athletics & Concerts
Ed Trust, 2003
Less State and District Testing
Ed Trust, 2003
Bottom Line:
Roughly 13-15 8-hr Days of InstructionDays of InstructionPer SubjectPer Year
Ed Trust, 2003
25
Build Leadership CapacityBuild Leadership Capacity
Strategy #3Strategy #3 Go Back…Find The Time
Get creative…support professional learning that does not distract from instructional time
Reduce scheduled / unscheduled interruptionsReduce scheduled / unscheduled interruptions Schedule testing wisely Extend learning…day / week / summer Minimize Pullouts Stop releasing students early Conduct parent / student led conferences outside school day
Implications for Board Members
Support Creative Support Creative Approaches toApproaches toApproaches toApproaches to
Maximize TimeMaximize Time
26
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
Actions
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
Part II: Leading Together
Build Leadership Capacity—What do we do? What do we stop doing?
Focus on Learning—What do we do? What do Focus on Learning—What do we do? What do we stop doing?
Foster a Healthy, Safe, and Supportive Learning Environment—What do we do? What do we stop doing?
Focus on LearningFocus on Learning
Tracking / Retention Pullouts
Misassignment to Special EducationSpecial Education
Misassigned Teachers Teacher Isolation Ineffective Instruction
27
Cased-Based Learning: “Lily”
Promise Elementary (66% low-income)
Lily (tenured) loves kids. She has wanted to be a teacher all her life. Now in her fifth year as a second grade teacher she continues to struggle with low performing students The “high end” kids with low-performing students. The “high-end” kids do well and achieve expected gains. Students that enter her class behind in reading and math almost always exit at comparable levels. Lily’s organizational management skills improve modestly each year. Parents like her, as do her colleagues. She works hard; just doesn’t seem to progress.
Cased-Based Learning: “Keith”
West Side High School (46% Low-income)Keith teaches Algebra; he has for 11 years at the 9th
and 10th grade levels. Also, he teaches two sections of Algebra II. He knows math—has his approach d hi h d d i d ildown. He sets high standards, assigns daily homework, gives pop quizzes and end of chapter tests. He grades on a strict curve. Three out of four kids do well/pass. Twenty-five percent repeat. Keith explains this problem as the result of a lack of commitment. He says, “It’s just the way it is.” He coaches football.
28
Teachers Make Teachers Make The The Difference!Difference!
…They think ……They think …we can learn this **** !!we can learn this **** !!
Focus on LearningFocus on Learning
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Do we have a common instructional framework to guide curriculum, teaching, assessment, and the learning climate?
Do we provide job-embedded opportunity for professional learning?
Do we have common assessments and embrace assessment literacy?
Have we ensured that all students are proficient in reading?
Do we provide targeted interventions?
Focus on Student, Professional, andFocus on Student, Professional, andSystem LearningSystem Learning
Strategy #4Strategy #4
Provide meaningful g(based on data), job-embedded professional learning
29
Implications for Board Members
Insist on NEEDS Driven Insist on NEEDS Driven P f i l L iP f i l L iProfessional LearningProfessional Learning
Excitement Prior to Excitement Prior to Implementation is FragileImplementation is Fragile
Guess who has been at h
Joanne Quinn 2012
the recent workshop…
30
Focus on LearningFocus on Learning
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Do we have a common instructional framework to guide curriculum, teaching, assessment, and the learning climate?
Do we provide job-embedded opportunity for professional learning?
Do we have common assessments and embrace assessment literacy?
Have we ensured that all students are proficient in reading?
Do we provide targeted interventions?
Focus on LearningFocus on Learning
Getting clear on the philosophy and purpose
Defining teacher, student, parent, d i i t t d t
Strategy #5Strategy #5 Implement Student LedConferences
administrator and support Selecting the most appropriate format Preparing students to lead Preparing parents and colleagues to
participate Organizing the details Anticipating and handling unique
situations Evaluating the conferences
(Bailey and Guskey, 2001)
Implications for Board Members
Support Student Led Support Student Led ffConferencesConferences
31
Traditional Parent/Teacher Traditional Parent/Teacher Conferences Conferences
Do These Work?Do These Work?
Focus on LearningFocus on Learning Are we working to eliminate mindsets, policies, structures, and
practices that perpetuate underachievement?
Do we have a common instructional framework to guide curriculum, teaching, assessment, and the learning climate?
Do we provide job-embedded opportunity for professional l i ?learning?
Do we have common assessments and embrace assessment literacy?
Have we ensured that all students are proficient in reading?
Do we provide targeted interventions?
Reading One Year Below Grade Level
Chance of graduating f hi h
Low Socio-Economic Background
Elementary Students At RiskElementary Students At Risk
Have Been Retained from high school near zero
Attends School With Many Other Poor Students
Increasing Achievement of At-Risk Students at Each Grade Level
US Dept. of Ed., 1989
32
Uncommon SenseUncommon Sense
“We teach students to read.”
Strategy #6Strategy #6 Teach Reading BeyondElementary School
Enlisted the help of a willing teacher
Developed her expertise in a particular program and in reading in general
Reconfigured the schedule to provide reading
Did not consider learning to read an option
Granger High School
Implications for Board Members
Expect EVERY Secondary Expect EVERY Secondary Student to Attain Student to Attain Student to Attain Student to Attain
Reading Proficiency Reading Proficiency
Effective Reading Programs for Middle and High Schools:A Best-Evidence Synthesis
Best Evidence Encyclopediawww.bestevidence.orgwww.bestevidence.org/words/mha_read_sep_16_2008_sum.pdf
Reading Research Quarterly – 43(3) – pp. 290-322 – dx.doi.org/10.1598/RPQ.43.3.4 – 2008 International Reading Association
33
All kids…
…want to learn how to read!
Reading is when you know what sounds the letters make and then you say them fast They come out them fast. They come out words, and then you are reading.R. J., age 5
You can read when you look at car and then you look at can and know you drive one and open the
h d h iother one and there is only one eensy line different.Shelby, age 6
34
It’s when you read and nobody tells you the words. But you shouldn’t do it in the bathroom. My daddy does and my mom yells at him.Paulette, age 5
Words go in your eyes and come out your mouth…but it’s not like
ki thi Y puking or anything. You say the words and that means you’re reading.Loren, age 4
We We MUSTMUST…… Focus On Reading…Focus On Reading…For For EveryEvery StudentStudent
We will never teach all our students to read if we do not teach our students
who have the greatest difficulties to d h h
149
read. Another way to say this is: Getting to 100% requires going through
the bottom 20%.”
Torgesen, Joseph K. A Principal’s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools. A Reading First Quality Brief (2005)
35
Focus on LearningFocus on Learning
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Do we have a common instructional framework to guide curriculum, teaching, assessment, and the learning climate?
Do we provide job-embedded opportunity for professional learning?
Do we have common assessments and embrace assessment literacy?
Have we ensured that all students are proficient in reading?
Do we provide targeted interventions?
Focus on LearningFocus on Learning
•Pre K / Full Day Kindergarten
Strategy #7Strategy #7
Target Interventions
•Tutoring
•Extended Day / Summer Programs
•Homework Clubs
•Home Visits
•Alternative Schools & Programs
•College / Career ReadinessBoise State University
Implications for Board Members
Provide Additional Provide Additional Quality Learning Time Quality Learning Time Quality Learning Time Quality Learning Time
for Underfor Under--Achieving Achieving StudentsStudents
36
Strategy #8Strategy #8 Provide High Quality Summer School
• Every summer for underachievers • Regular communication between parent / school
Focus on LearningFocus on Learning
Regular communication between parent / school• Targeted needs based instruction• Curriculum / aligned to school year needs• Provide for daily nutritional needs• Weekly field trips / recreational activities• Minimum of 3 weeks– more is better• Plan for transition / remaining weeks of summer
Source: Borman 2007; Barr & Parrett, 2007
Implications for Board Members
Provide High Quality Provide High Quality S S h lS S h lSummer SchoolSummer School
37
Focus on LearningFocus on Learning
Strategy #9Strategy #9
Connect Connect Technology Technology To InstructionTo Instruction
New Technology
38
It’s a Digital World!It’s a Digital World!
•72 hours per minute uploaded
•Over 3 billion hours of video are watched each month on YouTube
•5 billion photos online
•800 billion active profiles
39
One Caution: The Digital Divide
Access to devices
A t hi h d i t tAccess to high speed internet
Familiarity with tech skills
7 Minutes of Terror
40
Implications for Board Members
Connect Technology Connect Technology T I iT I iTo InstructionTo Instruction
Tree
41
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
Actions
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
Part II: Leading Together
Build Leadership Capacity—What do we do? What do we stop doing?
Focus on Learning What do we do? What do we Focus on Learning—What do we do? What do we stop doing?
Foster a Healthy, Safe, and Supportive Learning Environment—What do we do? What do we stop doing?
Foster a Healthy, Safe, and Foster a Healthy, Safe, and Supportive Learning EnvironmentSupportive Learning Environment
School Is Unsafe
Blaming Students / FamiliesFamilies
Mis-use of Suspension & Expulsion
42
Foster a Healthy, Safe, and Supportive Foster a Healthy, Safe, and Supportive Learning EnvironmentLearning Environment
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Have we ensured safety?
Have we developed an accurate understanding of the influence of poverty on student learning?
Have we fostered caring relationships and strengthened the bond between students and schools?
Have we made an authentic effort to engage parents, families, and our community?
Foster a Healthy, Safe, & Supportive Foster a Healthy, Safe, & Supportive Learning EnvironmentLearning Environment
Strategy #10Strategy #10
Level the Level the Playing Field: Playing Field: School School UniformsUniforms
43
Implications for Board Members
Actively Work To Actively Work To Eliminate InequalitiesEliminate Inequalities
Foster a Healthy, Safe, and Supportive Foster a Healthy, Safe, and Supportive Learning EnvironmentLearning Environment
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Have we ensured safety?
H d l d t d t di f th Have we developed an accurate understanding of the influence of poverty on student learning?
Have we fostered caring relationships and strengthened the bond between students and schools?
Have we made an authentic effort to engage parents, families, and our community?
What atWhat at--risk children want at risk children want at school more than anything else…school more than anything else…
…a caring relationship …a caring relationship with an adult.with an adult.
44
Implications for Board Members
Insist on Positive Adult / Insist on Positive Adult / Student RelationshipsStudent Relationships
Foster a Foster a Healthy, Safe, and SupportiveHealthy, Safe, and SupportiveLearning Learning Environment Environment
Strategy#11Strategy#11
Engage Students in “R l lif ”
The Gentleman’s Club…creating meaningful connections between “school
learning” and community.
“Real-life” Learning
Implications for Board Members
Expect Every Educator to Expect Every Educator to Incorporate Real Life Incorporate Real Life Incorporate Real Life Incorporate Real Life Learning Into Their Learning Into Their
InstructionInstruction
45
Foster a Healthy, Safe, and Supportive Foster a Healthy, Safe, and Supportive Learning EnvironmentLearning Environment
Are we working to eliminate mindsets, policies, structures, and practices that perpetuate underachievement?
Have we ensured safety?
Have we developed an accurate understanding of the influence of poverty on student learning?
Have we fostered caring relationships and strengthened the bond between students and schools?
Have we made an authentic effort to engage parents, families, and our community?
Foster a Foster a Healthy, Safe, and Healthy, Safe, and Supportive Supportive Learning Learning EnvironmentEnvironment
Strategy #12Strategy #12 Build Relationshipswith Families
Engage Parents as Authentic Partners
Hold Frequent Meetings with Food/Childcare
ff d i Offer Parent Education
Support Learning at Home
Conduct Home Visits / Caring Outreach
Initiate Student Led Conferences
Initiate Student Advisories
Join the National Network of Partnership Schools www.csos.jhu.edu
Implications for Board Members
Connect Every Family Connect Every Family With Their SchoolWith Their SchoolWith Their SchoolWith Their School
46
Spheres ofInfluence
Actions
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
SchoolCulture
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
Spheres ofInfluence
Actions
A FRAMEWORK A FRAMEWORK FOR ACTION: FOR ACTION:
SchoolCulture
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
47
Compelling Conclusions
Dilbert
Six Key Points to Take Away
Consider your budget as a moral document
Create a culture of high expectations … provide the
needed support
Make decisions based on data…select and prioritize
strategies based on needs
Eliminate practices that perpetuate
underachievement…start today
Take action…implement, monitor and evaluate “needs-
based” strategies
Foster positive relationships / collaborate!
48
CollaborateCollaborate
Look what happens when we go at it alone…
Any school can Any school can overcome the overcome the debilitating effects of debilitating effects of povertypovertypoverty…poverty…
…demographics do …demographics do not equal destiny!not equal destiny!
49
We must combat We must combat hopelessness…hopelessness…
and instill in every child and instill in every child and instill in every child and instill in every child the selfthe self--confidence that confidence that
they can achieve and they can achieve and succeed in school.succeed in school.
What do we choose to do?What do we choose to do?
…our students are waiting…our students are waiting