Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Poverty Defined? Tammy Rasmussen and Jill Weber

Oregon Response to Intervention Acknowledgement to Eric Jensen (Teach with Poverty in Mind) ASCD Ruby Payne

Poverty Chronic and debilitating condition that results from multiple adverse synergistic risk factors and affects the mind, body, and soul. (Teaching with Poverty in Mind, 2009) Extent to which an individual does without resources. (A Framework for Understanding Poverty, 2005) Lack of access to goods and services severe enough to create hardship, illness, or hunger. (Closing the RTI Gap: Why Poverty and Culture Count, 2011)

Achievement and Poverty: What is the Relationship? Reading and Literature – OAKS 2010 – 2011 GradeDistrictState Ec. Disadv. DifferenceAllEc. Disadv.DifferenceAll

Poverty Affects Behavior and Academic Performance Emotional and Social Challenges Acute and Chronic Stressors Cognitive Lags Health and Safety Issues Teaching with Poverty in Mind, Jensen, E. 2009

Emotional and Social Challenges Theory -  Many children in poverty form weak or anxious attachments with caregivers  Need safe predictable environment for healthy brain growth  Many are in poor child/ after school care

Emotional and Social Challenges Hardwired feelings – sadness, joy, disgust, anger, surprise, fear Taught feelings – humility, forgiveness, empathy, optimism, compassion, sympathy, patience, shame, cooperation, gratitude In School – Can cause “acting out behaviors”

Acute and Chronic Stressors Acute – trauma/abuse or violent situation Chronic - high stress over time Theory - Some stress for all of us is good. Too much over time causes problems.

Acute and Chronic Stressors In School – Brain then focuses on survival rather than learning, “Fight or Flight” May appear rude and disrespectful

Cognitive Lags - Brain Development Brain development – prefrontal (executive system) Left Perisylvian (language system) Medial temporal (memory system) Parietal (cognitive) Occipitotemporal (visual/ cognition system) In School - Lower language skills Memory difficulty cognitive control, visual cognition, spatial cognition, etc.

Health and Safety Issues Theory – The lower the SES, the lower overall health Housing Birth Poor overall health In school - School absences, tardiness, illness during class, untreated health problems

Research Brief Collision of IDEA, NCLB, and Title Collision of IDEA, NCLB, Title. We can Grow the Brain! Early intervention, additional resources for those with the greatest needs, All means All, emphasis on intervention strategies that are research/evidence based. NCLB IDEA Title

“Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of man.” Horace Mann

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

You The Truth is YOU make a difference Whatever YOU need you already have Leader Role Models are Local – That’s YOU YOU are the most Important Leader The Truth About Leadership, Kouze, J and Posner, B., 2010

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

Vision Mission Fir Grove – Fit for Learning, Fit for Life Vision Fir Grove Elementary School is a safe, welcoming school, where students, family members, staff, and community members are a part of our Fir Grove family. All are valued, treated with respect, and are involved and united with a focus on learning. High standards are set and achievements are celebrated. Students, teachers and families are enthusiastic about learning and are excelling academically and socially. Our students will leave Fir Grove prepared for their next steps with a strong foundation and a focus on serving our community.

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

On-going Data Collection Universal Screening Progress Monitoring Diagnostic

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

Engaging Instruction  Effective  Efficient = Engaging Have you communicated your instructional expectations? Do you monitor those expectations? Do you give explicit feedback?

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

Teaming Processes Universal Screening / 100% Teams 20% Teams Individualizing and Intensifying How do your teaming processes ensure you ACT and not REACT?

25 School Data Teams Schoolwide Data Team Intervention Team Individual Problem Solving Team

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

Relationships Students’ relationships with their peers Caregivers’ relationships with their children School staff members’ relationships with one another Teachers’ relationships with students

POVERTY P artnerships O n-going Data Collection V ision E ngagement R elationships T eaming Y ou!

Partnerships School partnerships with the families School partnerships with community agencies School partnerships with the business and non profit community organizations

Here’s the Math Every student gets – 168 hours each week (7 days x 24 hours) Subtract (sleeping, eating, grooming, transportation issues, looking after siblings, moving, emergencies and more) 12 hrs x 7 days = 84 hours or 4386 hours a year. Leaves maximum of 84 hours each week. Of that, you get approximately 30 school hours for 36 weeks = 1080 hours a year 1080 hrs. out of 4368 hrs. = 25% of your students waking time. You are out numbered!

Are you and your school that good?