Educating the New Kids on the Block
…in our Country SchoolsPresented at the Rural Schools Association
Conference July 11, 2016
Robert Mackey, Superintendent, Unadilla Valley CSD Steve Bliss, Assistant Data Coordinator, Unadilla Valley CSD
Diane Meredith, Curriculum Coordinator, Unadilla Valley CSD
Introductions & Outcomes• Introductions• Outcomes:– Better understand
changing demographics in rural public education
– Ignite a moral imperative to address rural poverty & learning
How do we define Poverty?• Poverty is a state of deprivation, lacking the usual
or socially acceptable amount of money or material possessions. (Merriam-Webster)
• The most common measure of poverty in the U.S. is the "poverty threshold" set by the U.S. government. This measure recognizes poverty as a lack of those goods and services commonly taken for granted by members of mainstream society. official threshold is adjusted for inflation using the consumer price index. (U.S. Census Bureau)
POVERTY IN SCHOOL IN 2013
• in 21 states more than 50% of public school students were eligible for free & reduced lunch.
• in 19 other states between 40-49% of students were eligible for free & reduced lunch.
• For the first time since the federal government began tracking this data, the majority of our nations students lived in poverty. 1989 2000 2006 2013
0%
10%
20%
30%
40%
50%
60%
32%
38%42%
51%
Students Eligible for Free & Reduced Lunch in Public
Schools
Year
% Lo
w In
com
e St
uden
ts
SEF January 2015
USA
Chenango
Delaware
Madison
Otsego
City 1
City 2
City 3
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Estimated percent of related children age 5-17 in families in poverty
2014 2007Data Source: Small Area Income and Poverty Estimates (SAIPE) Program, U.S. Census Bureau
Jensen’s definition of Poverty?
Poverty is a chronic experience resulting from an aggregate of
adverse social and economic risk factors. (Poor Students, Rich
Learning 2016)
“Human and social capital helps families improve their earnings potential and accumulate assets, gain access to safe neighborhoods and high quality services (such as medical care, schooling), and expand their networks and social connections.”
-National Center for Children in Poverty, May 2008
Downward Social Mobility• Middle Class: odds are
25% that you’ll be poor in the next 10 years
• We are all one tragedy away from living in poverty
(Jensen 2016)
Risk Factors Associated with Poverty and Learning
• Unemployment• Under Employment• Teen Mother• Unmarried Parent• Frequent Change of Residence• Low Parental Education• Lack of Health Care• Poor nutrition • Non-English Speaking Household
UV DCMO City 1 City 2 City 30%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SY2008 Grad & F&R Rates
Econ DisNot Econ DisF&R Rate
UV DCMO City 1 City 2 City 30%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SY2015 Grad & F&R Rates
Econ DisNot Econ DisF&R Rate
UV
DCMO AVERAGE
City 1
City 2
City 3
0 5,000 10,000 15,000 20,000 25,000
992
905
8,856
20,361
6,019
776
781
9,639
20,353
5,634
Enrollment Comparison
June 2015 K-12 Enrollment 2007-2008 K-12 Enrollment
UV
DCMO AVERAGE
City 1
City 2
City 3
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00
56.00
45.38
73.00
75.00
60.00
64.85
53.10
80.60
77.14
76.18
% FRPL
June 2015 % Economically Disadvantaged 2007-2008 % Economically Disadvantaged
UV
DCMO AVERAGE
City 1
City 2
City 3
0.00 5.00 10.00 15.00 20.00 25.00
12.30
13.90
16.20
20.40
12.90
14.40
14.90
16.91
20.66
14.30
% Classification Rate
June 2015 % SWD 2007-2008 % SWD
3-8 ELA Lvl 1 3-8 ELA Lvl 2 3-8 ELA Lvl 3 3-8 ELA Lvl 40%
10%
20%
30%
40%
50%
60%
70%
80%
2008 Economically Disadvantaged - ELA 3-8
DCMO City 3 City 1 City 2
ELA Lv1 1 ELA Lv1 2 ELA Lv1 3 ELA Lv1 40%
10%
20%
30%
40%
50%
60%
70%
80%
2015 Economically Disadvantaged - ELA 3-8
DCMO City 1 City 2 City 3
3-8 ELA Lvl 1 3-8 ELA Lvl 2 3-8 ELA Lvl 3 3-8 ELA Lvl 40%
10%
20%
30%
40%
50%
60%
70%
80%
2008 Not Economically Disadvantaged - ELA 3-8
DCMO City 1 City 2 City 3
ELA Lv1 1 ELA Lv1 2 ELA Lv1 3 ELA Lv1 40%
10%
20%
30%
40%
50%
60%
70%
80%
2015 Not Economically Disadvantaged - 3-8
DCMO City 1 City 2 City 3
3-8 Math Lvl 1 3-8 Math Lvl 2 3-8 Math Lvl 3 3-8 Math Lvl 40%
10%
20%
30%
40%
50%
60%
70%
80%
2008 Economically Disadvantaged - Math 3-8
DCMO City 1 City 2 City 3
Math Lv1 1 Math Lv1 2 Math Lv1 3 Math Lv1 40%
10%
20%
30%
40%
50%
60%
70%
80%
2015 Economically Disadvantaged - Math 3-8
DCMO City 1 City 2 City 3
3-8 Math Lvl 1 3-8 Math Lvl 2 3-8 Math Lvl 3 3-8 Math Lvl 40%
10%
20%
30%
40%
50%
60%
70%
80%
2008 Not Economically Disadvantaged - Math 3-8
DCMO City 1 City 2 City 3
Math Lv1 1 Math Lv1 2 Math Lv1 3 Math Lv1 40%
10%
20%
30%
40%
50%
60%
70%
80%
2015 Not Economically Disadvantaged - Math 3-8
DCMO City 1 City 2 City 3
2007-08 2015-16 Projected 2023-240
10
20
30
40
50
60
70
80
90
100
77.5
56.8
42.843.4
36.932.334.1
19.9
10.5
K-12 Ave Class Size Students in poverty Students not in poverty
0.56
0.65
0.75
% Free & Reduced Lunch Enrollment
Average Class Size plus Free & Reduced Lunch %
Grades 9-12 Grades 6-80.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
0.730.79
0.74 0.74
2015-16 Students with Grades 69 or Lower Study Percentage in Poverty
% with Grades 69 or lower in Poverty
% Free & Reduced Lunch
DISRUPTIONDISRUPTION
The totality of a child’s experience lays the
foundation for a lifetime of greater or lesser
competency, health, and happiness
Ramey & Ramey, Right from Birth (1999)
A Commitment to Improving
K-12 Educational Achievement
Begins in the First 5 Years of Life
Ramey & Ramey, 2000
0 – 3 YEARS
• Family Focused Learning Programs combined with accessible, free, health care; at least in all high need school districts
SCHOOL BASED HEALTH
• Full implementation of SBHC or FNP & Social Worker; at least in all high need school districts
4 – 5 YEARS
• Fully Universal Pre Kindergarten Programs combined with accessible, free, health care; at least in all high need school districts
Prenatal Care• Provide access to prenatal care• Invite expecting parents to 0 – 3 year old
Family Learning Programs– Once born, enroll their children in the Family
Learning Program and provide access to the child to the SBHC or FNP & Social Worker
PREPARATION
Preparing Preservice TeachersAbout Poverty• “Equity Literacy” From
fiction to fact Paul Gorski• Research based• Utilize tradition to creating
risk taking idealists• Focus pedagogical study
around best practices for ensuring ALL students learn at high levels
• http://www.combarriers.com/
It’s About MINDSET• Build practices &
structures that create equity
• Build knowledge & application opportunities of mindset research (Dweck & Jensen)
It’s About ACTIVITY• Build knowledge of
executive function and how to improve it
Talents can be
developed and
great abilities are
build over time.
Growth Mindset
We are all connected in this life together. Always connect first as a person
(and an ally) and then as a teacher second.
Relational Mindset
I can build student effort,
motivation, and attitudes to
succeed. They are teachable skills.
Achievement
Mindset
I focus on what students need to succeed and build
it into the learning and social environment every
day.Rich Classroom
Mindset
I can and will engage with
purpose every student, every day, every nine minutes or less, guaranteed.En
gage
men
t M
inds
et
INTERVENTION
Active Educators & Staff
Find your
Districts “Why?”
One Cultural Shift Guaranteed to Improve Learning
Professional Learning Community• A Focus on Learning• A Collaborative Culture
with a Focus on Learning for All
• Collective Inquiry Into Best Practice and Current Reality
• Action Orientation: Learning by Doing
• A Commitment to Continuous Improvement
• Results Orientation
Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather that opinion, and fosters collective responsibility for student success.
McLaughlin & Talbert, 2006
References• Dr. Craig Ramey – http://research.vtc.vt.edu/people/craig-ramey/ and Abecedarian Project as of October 2015.• Communication Across Barriers – http://www.combarriers.com/ & https://
www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf • National Center for Children in Poverty – • Jensen, Eric (2016). Poor Students, Rich Teaching: Mindsets for Change. Bloomington, IN: Solution Tree Press.• Jensen, Eric (2013). How Poverty Affects Classroom Engagement. Educational Leadership, volume 70, pages24-30.• National Center for Education Statistics – https://nces.ed.gov/ • U.S. Census Bureau – http://www.census.gov/did/www/saipe/methods/schools/data/20102014.html • The New York Center for Rural Schools – http://www.nyruralschools.org/w/data-tools/#.V36HC7fmrcs • Social Security Office of Retirement and Disability Policy, Annual Statistical Supplement, 2014 – https://
www.ssa.gov/policy/docs/statcomps/supplement/2014/3e.html• The Brookings Institution, Losing Ground: Income and Poverty in Upstate New York, 1980-2000 –
http://www.brookings.edu/~/media/research/files/reports/2004/9/demographics-pendall/20040914_pendall.pdf • U.S. Department of Health and Human Services, Poverty Guidelines – https://
aspe.hhs.gov/2015-poverty-guidelines• Center for Public Education – http://
www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html
• Southern Education Foundation (2015). A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools. http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx
• Gorski, Paul C (May, 2016). Re-examining Beliefs About Students in Poverty. School Administrator, pages 17-20.• Tine, Michele T. (March 2106). Different Worlds: Rural and Urban Poverty. School Administrator, pages 38-40.
Contact and Copy of PresentationUnadilla Valley Central School District4238 State Rte 8New Berlin, NY 13411P:(607)847-7500 F:(607)847-6924Web Page: www.uvstorm.orgFacebook: https://www.facebook.com/pages/Unadilla-Valley-Central-School-District/340853612739318?ref=bookmarksEmail: [email protected]