1 Closing the Achievement Gap for African American, Latino and EL Students Secondary TOT, Session Three March 2011 Curriculum/Professional Learning, Elk Grove USD

2 Session Outcomes Team members will: Review tenets of Mindset Learn the influence that the following entities have on Closing the Achievement Gap – Teachers – Students – Institutions Assess their site’s needs in order to maximize the influence of these three entities

3 We believe that ALL students can learn at high levels. We believe that all people can change and grow their habits, strategies and thinking We utilize Growth-minded strategies Through professional learning with teacher leaders (TOT), our schools will build collective knowledge empowering us to increase student learning. Resiliency in the face of setbacks Inspiration in the success of others Effort is desirable Persistence Embrace challenges Learn from feedback Brain Foods and Rest

4 1.Individually, review the handouts and fill in the information reviewing the two Mindsets and how we grow our intelligence. 2.In partners, share your efforts, fill in any missing information your partner provides. 3.Discuss: “Where have you found an opportunity to apply what you have learned about Mindsets in your school.” Mindset Review

5 The Two Mindsets

6 EffortLifestyle Powerful learning experiences rigor, relevance, relationships Brain foods nuts, fish, protein Deep practice Student engagement, error analysis, objectives, goals, reflection Sleep 8-9 or more hours per night, every night You Can Grow Your Intelligence! Here’s How:

7 Teacher How do we perceive students and their intelligence? What is our belief in the ability of the student to learn, change, and grow? How do we respond to students based on those beliefs? Student To what extent does the student believe in him/herself? What are the student’s beliefs about intelligence, effort, and learning? What choices does the student make as a result of these beliefs? Institution To what extent are our beliefs manifested in our programs and structures, such as schedules course offerings participation requirements assessment practices, interventions, discipline policies, etc.? Contributing to the Achievement Gap adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008)

8 Student Teachers INFLUENCE what students believe about themselves.THINK-TABLE-SHARE Consider what a teacher does or says that influences a student’s belief in him/herself. Teachers INFLUENCE what students believe about themselves.THINK-TABLE-SHARE Consider what a teacher does or says that influences a student’s belief in him/herself.

9 Student Some students have anxiety about specific school situations. This anxiety may manifest itself in behavior and/or academic performance. Some students have anxiety about specific school situations. This anxiety may manifest itself in behavior and/or academic performance.

10 What specific situations can cause students anxiety at school? Think and list ideas. Partner A, take 45 seconds to share with Partner B. Repeat process for Partner B. Think Pair Share

11 When humans are under stress, our bodies release the hormone adrenaline. Physical symptoms are: Sweating Increased Heart Rate Rapid Breathing Brain Lock Stomach Contractions Physical symptoms are: Sweating Increased Heart Rate Rapid Breathing Brain Lock Stomach Contractions How do we get control? STUDENT

12 When fear or anxiety occur, our method of thinking changes in our brain. The adrenaline released can take up to 30 minutes to dissipate.

13 How does it think? Hypothalamus: EMOTIONS!!!! Hunger/thirst Body temp. Hypothalamus: EMOTIONS!!!! Hunger/thirst Body temp. Prefrontal Cortex: Executive functions disengage during Fight or Flight

14 Highlight the symptoms that you have when you have stress/anxiety. Think about how those symptoms might affect your performance in school. Personal Stress Symptoms Inventory

15 DIRECTIONS: 1.Fill in the sentence frame below. 2.Be prepared to share your answer with your table group. When I become stressed, you would know it because _______________. Whip Around

16 Let’s De-Stress Square Breathing Positive Self-Talk and Reframing “Chunking” tasks Visualization

17 Teacher How do we perceive students and their intelligence? What is our belief in the ability of the student to learn, change, and grow? How do we respond to students based on those beliefs? Student To what extent does the student believe in him/herself? What are the student’s beliefs about intelligence, effort, and learning? What choices does the student make as a result of these beliefs? Institution To what extent are our beliefs manifested in our programs and structures, such as schedules course offerings participation requirements assessment practices, interventions, discipline policies, etc.? Contributing to the Achievement Gap adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008)

18 Teacher Teachers CONTROL what they believe about students. Teachers INFLUENCE what students believe about themselves.

19 Closing the Achievement Gap Psychology (Growth-Mindset) Science (Expandable Intelligence)

20 Sustainable success is not achieved by chance…it is created by design.

21 Rigor High Expectations Active Participation Academic Language/Writing Relevance Connect content and skills to: Students’ lives Students’ background knowledge Other content areas Relation -ships Getting to know students’ interests Building connections to hard-to-know students Creating safe, risk- tolerant classroom environments When we understand that intelligence is expandable for all students, we CHOOSE to design lessons that include:

22 Teacher Let’s review some of the growth-minded practices mentioned in TOT Session I. What other growth- minded practices can you think of? Please share with your table.

23 Teacher How do we perceive students and their intelligence? What is our belief in the ability of the student to learn, change, and grow? How do we respond to students based on those beliefs? Student To what extent does the student believe in him/herself? What are the student’s beliefs about intelligence, effort, and learning? What choices does the student make as a result of these beliefs? Institution To what extent are our beliefs manifested in our programs and structures, such as schedules course offerings participation requirements assessment practices, interventions, discipline policies, etc.? Contributing to the Achievement Gap adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008)

24 adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008) Institution Think about Session 2 TOT which focused on disproportionality—specifically of placement of Special Education students. Consider what you know about disproportionality of ethnicities within the context of discipline referrals, intervention and AP/Honors enrollment.

25 adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008) Institution How might the explicit instruction of “expandable intelligence” and “flight or fight” impact the disproportionality issues within the institution of education?

26 adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008) Institution To what extent are our beliefs manifested in our programs and structures, such as schedules course offerings participation requirements assessment practices interventions discipline policies, etc.?

27 adapted from Dr. Anthony Muhammad: Forms of Predetermination (2008) Institution Choose one area on which to focus your efforts. How can we maximize the influence of our Institution in Closing the Gap? To what extent do current practices and policies advantage or disadvantage each group of students? Can changes in practices and policies bring positive results? How might we begin to share Mindset ideas to change the culture of our institution?

28 For Schools What should TOT bring to YOU so that we can support our schools in closing the achievement gap? For TOT teams What do the teachers at your school need? Where are the “bright spots” where this sort of instruction is occurring? Who needs support, and in which areas? Needs assessment

29 Communicate Your Needs C/PL Instructional Coach Principal PAIS Department Chair/Grade Level Leader Schools in Region Schools Outside of Region

30 Session Outcomes Team members will: Review tenets of Mindset Learn the influence that the following entities have on Closing the Achievement Gap – Teachers – Students – Institutions Assess their site’s needs in order to maximize the influence of these three entities

31 Closing the Achievement Gap for African American, Latino and EL Students Secondary TOT, Session Three March 2011 Curriculum/Professional Learning, Elk Grove USD