1. DESIGN OF PROFESSIONAL LEARNING I want to be explicit with you about the work we will do together. We will be spending time individually reflecting and you won’t be asked to share your reflections. In planning with Ed, and from having the opportunity to work with some of your students last week, you all have really been on my mind. There are three domains for equity: Pedagogy, content, and climate. Today, we are going to really be focusing on climate. You’ve got all kinds of people telling you how to teach and what to teach, I’m not here to do that this afternoon. I want you to know I have lived life in a title one school. I taught at Prescott for 5 years and was the instructional coach at Lincoln before taking this job. And, I grew up very poor, I was a kid very much like the kids you work with every day.

2. SILENT REFLECTION: What am I most grateful for in my life? What actions can I celebrate that have contributed to this gratitude?

3. REFLECT ON THE SILENT REFLECTION TIME How important is allowing time for reflection?

4. FROM BLAME TO HOPE https://www.youtube.com/watch?v=IL1JgIj3_fA

5. WHY ARE WE TALKING ABOUT THIS? Attitudes can be built by doing activities like this. How can we move from blame to hope?

6. POVERTY effects of upbringing on the brain INSTITUTIONS federal and state policies and school effectiveness TEACHER QUALITY which varies dramatically STUDENT ACHIEVEMENT is influenced by Overview

7. OUTCOMES Collaboratively we will: Be able to connect with the effect poverty has on the brain. Connect with student engagement strategies. Take some time for our own reflection.

8. NORMS Pausing Paraphrasing Probing for Specificity Pursuing a balance between advocacy and inquiry Presuming positive intentions Putting ideas on the table and pulling them off Paying attention to self and others

9. GALLUP POLL HOPE The ideas and energy we have for the future drives effort, academic achievement, credits earned, and retention of students of all ages. 2014 Data 39% of last year’s fifth graders were hopeful.

10. POVERTY AudubonDistrict % Free83.9%32.6% % Reduced6.7%6.5% Total % F/R90.5%39.0%

11. WHAT IS POVERTY? Poverty is not a culture, but a chronic condition affecting the mind, body and soul resulting from multiple adverse risk factors. (Jensen, 2013)

12. TYPES OF POVERTY Situational- caused by sudden crisis or loss, often temporary Generational- at least two generations have been born into poverty Absolute- scarcity of basic needs: shelter, running water, food Relative- family whose income is insufficient to meet society’s average standard of living Urban- populations over 50,000 and include chronic and acute stressors (crowding, violence, noise) Rural- populations less than 50,000 may have less access to services

13. HOW ARE KIDS FROM LOW SES TYPICALLY DIFFERENT THAN THOSE FROM MIDDLE OR UPPER CLASS? Acute/Chronic Stress Executive Function Skills Less Emotional Support

14. Stress (on/off) is healthy for us! Distress (chronic) is toxic to our brain and body! Reality: Poor children are exposed to: 1) more stressors, 2) more intense and longer lasting stressors, and 3) have fewer coping skills than their higher SES counterparts. Evans, G.W., Kim P. (2007) Childhood poverty and health: cumulative risk exposure and stress dysregulation.

16. Neal DT, Wood W, Drolet A. (2013) How do people adhere to goals when willpower is low? The profits (and pitfalls) of strong habits. J Pers Soc Psychol. 104, 959-75 WITH GREATER STRESS… FLEXIBILITY DROPS AND STRONGER HABITS PREVAIL Good or bad, you revert to your strongest habits under stress. When change is needed, lower the stress, make a new habit, then practice it!

17. THE EFFECTS OF CHRONIC STRESS ON STUDENTS ☐ Greater impulsivity (blurts, talking back, less reflection, more scattered) ☐ Poor working memory ☐ Might be either angry or detached ☐ Academic underperformance ☐ Inappropriate classroom behaviors ☐ Less effort put out in class

18. COMMON SOURCES OF CHRONIC OR ACUTE STRESS IN CHILDREN'S LIVES Domestic violence Prejudice Abuse at home Bullying Peer problems Unsafe neighborhood Worries about survival Loved one dying, sick or leaving

19. "Yes, But What Do I Actually Do Differently?"

20. “If there is one instructional strategy that teachers can implement to support academic success of children, especially those in low socioeconomic communities, it is to let them talk.” (Mason and Gallaway, Reading Today, IRA Feb/Mar 2012)

21. OPPORTUNITIES TO HELP MORE STUDENTS: 1) RELATIONSHIP-BUILDING ☐ 2) GIVING STUDENTS MORE CONTROL ☐ 3) TEACH STRONGER COPING SKILLS ☐ 4) LEARN STRESS MANAGING SKILLS ☐ Carousel

22. TIME TO THINK ABOUT YOU- TABLE TALK What are ways you can create hope? How are you building relationships with students and for students?

23. 3-2-1 CLOSURE 3 Things you learned 2 Questions 1 Thing you hope