By Noris Aguayo &

Dr. Cele Oldham

Part I1.Turn your name tent over, and write your name in the center. Draw a bubble around your name.2.Create a Bubble Map for yourself using adjectives that describe skills that you possess. (2 minutes) Choose words that you feel most describe you and your strengths 3.Come up with a gesture, using only yourself, to express it’s meaning

NameName

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Part II1.As a whole group, each person will have three opportunities to act out their gesture. 2.The first time around the circle, each person will say their word and demonstrate their gesture3.The second time you will demonstrate the gesture only4.The third time, you will demonstrate your gesture and the symbol of any other person in the group

Shifting GearsBubble Map- Self Symbols Activity

Supporting the Under-Resourced Learner

Supporting the Under-Resourced Learner

Feb

ruary

20

, 2

01

4

Learning Goal: Participants will become aware of resources and

strategies that support Under-Resourced learners.

Learning Goal: Participants will become aware of resources and

strategies that support Under-Resourced learners.

Ob

jecti

ve

Today participants will identify characteristics and align academic strategies and resources

to support Under-Resourced Learners.

NEXT STEPS:Use a School and Community Resource

Tool to identify available school and community resources.

Benchmarks:LEADS:

Domain 1: Student Achievement Domain 2: Instructional Leadership

.

Benchmarks:LEADS:

Domain 1: Student Achievement Domain 2: Instructional Leadership

.

How might the strategies experienced in this session foster learning and deepen

relationships with students?

How do we revolutionize the way we teach, lead, and learn for 21st century success in the C² Ready classroom?

Sum-It-UpEssential Question:

Common Language• Under-Resourced

Learners• Mental Models• Mutual Respect

• Formal Register• Casual Register• Hidden Rules

4- Innovating

3-Applying

2-Developing

1-Beginning

0-Not Using

In addition to the criteria of

Applying, I have

enhanced knowledge of

characteristics, academic

strategies, and resources to

support Under-Resourced Learners.

Consistent understanding

of characteristics,

academic strategies, and

resources to support Under-

Resourced Learners.

Moderate understanding

of characteristics

of Under-Resourced

Learners and how to align

some academic strategies and resources to

support them.

Little Understanding

of how to identify

characteristics of Under-Resourced

Learners and how to align

academic strategies and resources to

support them.

No Understanding

of how to identify

characteristics of Under-Resourced

Learners and how to align

academic strategies and resources to

support them.

Vision StatementVision Statement A dynamic, progressive and collaborative learning

community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission StatementMission Statement The mission of the Lake County Schools is to provide every

student with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services 2013-2014

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services 2013-2014

BeforeAgree/

DisagreeStatements

AfterAgree/

DisagreeSupport

All language in the world consists of 5 different registers

Cognitive capacity cannot be taught.

Resources refer to having the money to purchase goods and services.

A relationship of mutual respect can be compared to a bank account.

Teachers should teach to remediate the weaknesses for academic performance.

Take out your anticipation guide and write agree or disagree under the ‘Before’ column. We will revisit this sheet.

Year Enrollment Free/Reduced Lunch

Free/ReducedPercentage

2005-2006 34,758 14,439 41.54%

Year Enrollment F/R Lunch

F/RPercentage

2013-2014 37,661 22,813 60.57%

Stand up, Hand up, Pair up

What does it mean to be an Under-Resourced Learner?

1.Walk around the classroom with your hand up. High five a person that is not sitting at your table.

2.The person with the shortest hair answers the question first.

3. When both partners have answered the question, lift your hand up again and find a different partner

“Not having the resources to address a particular situation or negotiate a particular environment.”

Dr. Ruby Payne

Myth: Remediation is the focus of students who come from povertyTruth: Students are often labeled at risk when they are school dependent

Financial Having money to purchase goods and services

Language Being able to speak and use formal register in writing and speech

Emotional Being able to choose and control emotional responses

Mental Having abilities and skills in reading, writing, computing, to deal with daily life.

Spiritual Believing in divine purpose and guidance

Physical Having physical health and mobility

Support Systems Having friends, family and back-up resources

Relationships/Role Models

Access to adults who are appropriate and nurturing

Knowledge of the Hidden Rules

Knowing the unspoken cues and habits of a group

Take 2 minutes to read and analyze the scenario provided individually

With a partner, use the Resource Analysis for Individual Student and decide whether or not the student has the resource by writing yes or no under the column provided

Support your answer with an explanationWhat resources would you identify to support this

student?

Julianna is a 16-year-old girl who lives with her mother and stepfather. The stepfather is verbally abusive and has chemical dependency issues. Mom tends to take sides with the stepfather, and both expect Julianna to hand over some money from her part-time job to help with expenses. Julianna knows the money is being spent on anything but expenses, but she helps out just the same. She is frustrated at the way she and her mother are treated, but if she speaks out, she knows she will be punished by being grounded. Julianna has a grandfather who lives three hours away, and he is very supportive. Her teacher is sarcastic and unaware of her family situation. She does have a church that she attends, and a member of the congregation is supportive. She loves her job, and the manager really likes her. She is a C/D student and is very seldom absent from school.

“No significant learning occurs, without a significant relationship.”

Dr. James Comer, Yale University

Round Robin

1. Take 30 seconds to ponder the question2. The person with the shiniest shoes will speak first

3. Going clockwise, take turns responding to the question

How do you recognize relationships of mutual respect?

SupportThe direct teaching of process and

mental models.

High Expectations

Constitute the approach of “I

know you can do it, and you will.”

No excuses!

InsistenceThe motivation and persistence that comes from the relationship.

Under-Resourced Learners: 8 Strategies to

Boost Student Achievement, Ruby Payne

2008

Insistence, expectations, and support need to be guiding lights in our decisions about instruction.

All learning is double-coded, both mentally and emotionally. How you feel about something is part of the learning and your openness to learning. Most learning is in essence emotional. Virtually all learning starts with a significant relationship.

–Stanley Greenspan and Beryl Benderly

Dialogue Writing1.Take 30 seconds to ponder this question2.You will have one minute to journal write an answer3.Switch journals with your face partner4.Read your partner’s journal entry and write a response (This could include a comment or question)

Deposits Withdrawals Seek first to understand Seek first to be understood

Keeping promises Breaking promises

Kindness, courtesies Unkindness, discourtesies

Clarifying expectations Violating expectations

Loyalty to the absent Disloyalty, Duplicity

Apologies Pride, Conceit, Arrogance

Open to feedback Rejecting feedback

Steven Covey

Generally, in relationships of ______ _______ ,three things are present: ______, insistence, and high ________. Support is the ______ teaching of process and mental models. _______ is the motivation and persistence that comes from the __________. High expectations is the approach of “I know you can do it and you will.” Seek first to _________, not to be __________. _____ ______ is taught and ________ ________is learned.

Add a small circle to the center of your sheet and include the idea provided.

Take 30 seconds to add what you currently know about the importance of language around the outside of the inner circle.

Continue to add new ideas throughout this section of the presentation.

Add your outer circle at the end of this section.

The importanc

e of language

The importanc

e of language

Frame of Reference: How do you know?

Language is how we make meaning. It’s how we negotiate and navigate our environment.

"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.“

Nelson MandelaWhat

connection

s did you

make with

these

stories?

Turn & Talk

FROZEN

FORMAL

CONSULTATIVE

CASUAL

INTIMATE

25

26

REGISTER EXPLANATION

FORMAL Characterized by a 1200-1600 working word vocabulary.The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.

CASUAL Language between friends, characterized by a 400- to 800-working word vocabulary. Sentence syntax often incomplete. Word choice general and not specific. Conversation dependent upon nonverbal assists.

Adapted from Martin Joos

How does the use of Formal & Casual Register help you negotiate and navigate

your school environment?Turn & Talk

Add any final thoughts to your map

Draw an outer circle around the ideas you included

Draw a square around your circle and in your frame of reference, include how you know these ideas.

The importanc

e of language

The importanc

e of language

Communication

Meaningful learning

Frame of Reference: How do you know?

CultureHow I see the world

How the world sees

me

Negotiation

Conflict Resolution

Shades of Meaning

Hidden rules are the “unspoken cues and habits of a group.” These rules become part of your belief system

and guide how you behave. Relationships can be broken when you do not

know the hidden rules. Hidden rules can limit your interaction with

people who are different from you. If you fall mostly in the middle class, the

assumption is that everyone knows these things. Middle class language is the language of schools.

What are some hidden rules you’ve

encountered throughout your

career as an educational leader?

Yvette Jackson, Ed.D,Executive Officer of the National Urban Alliance

Cognitive capacity can be

taught!

“Confidence is knowing what is expected and believing you have what it takes to get it done. The main goal of education is to reveal a students capacity and potential by supporting them.”

Dr. Yvette Jackson

How can you create a culture where educators can be convinced that students’

intellect can be meaningfully altered?

Today I am going to teach you how to use_______________.________________ is used for _____________________. (Function)

It is _______________________________________________________. (Gives them information about the strategy)

Thinking Maps is a visual language for meaningful learning

Thinking Maps are specific cognitive processes which provides a common visual language for meaningful learning and empower students with transferable patterns.

Identifying Student’s strengths with Thinking MapsActivating strengths through affirmations

High Operational Practice Equals Pedagogy of Confidence, Ivette Jackson

Name

Name

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Adjective

Name

StrengthStrength

Supporting Details

Frame of Reference: How will these categories help you achieve your future career goals?

Bubble Map Tree Map

Supporting Details

Supporting Details

Supporting Details

How might you incorporate

these strategies with your

faculty?

Mental models are how the mind

holds abstract information that has no sensory representation.

Hand LadderCar Cross Hamburg

er

Use each finger to sort topics or

descriptive details.

Label sequential

steps

Used to sort and

remember

Problem

Setting

Goal

Compare and

contrast

Top bun is person’s position,

bottom bun is conclusion.

Middle layers are pieces of

supporting evidence.

Lodi Unified Schools, Morada Middle School, Stockton, CA 2004-2005

What mental models

have you incorporate

d at your school site?

Help students to construct meaningful summaries in their own words.

1.Within a reading passage, pick out one or two magnet words that are key concepts, and write them in the center of index card . 2.Select four key supporting details that expand the concept and place them on the four corners of the card. 3.Combine the words into a summary sentence.

Combine these words into a one sentence summary. Be prepared to share.

Resources and Strategies to

Support Under-Resourced Learners

Key Supporting

Detail

Key Supporting

Detail

Key Supporting Detail

Key Supporting

Detail

Partners sit, in chairs, “shoulder to shoulder”, facing opposite directions with their magnet summaries.

The person with the closest birthday shares magnet summary first (partner A).

Partner B listens silently and responds with a question or comment.

Switch roles and repeat.

BeforeAgree/

Disagree StatementsAfter

Agree/Disagree

Support

All language in the world consists of 5 different registers.

Cognitive capacity cannot be taught.

Resources refer to having the money to purchase goods and services.

A relationship of mutual respect can be compared to a bank account.

Teachers should teach to remediate the weaknesses for academic performance.

Agree

Disagree

Disagree

Agree

Disagree

Quick Write:How might the strategies experienced in this session foster learning for Under-Resourced learners and deepen relationships of mutual

respect?

“When you change the way you look at things, the things you look at change.” (Wayne Dyer, 2002)

Use a communityresource analysis form

to identify availableschool and community

resources for yourschool site.

Create an action

plan for school and community resources that are lacking to align with student needs.

4- Innovating

3-Applying

2-Developing

1-Beginning

0-Not Using

In addition to the

criteria of Applying,

I have enhanced

knowledge of

characteristics,

academic strategies,

and resources to

support Under-

Resourced Learners.

Consistent

understanding of

characteristics,

academic strategies,

and resources to

support Under-

Resourced Learners.

Moderate

understanding of

characteristics of

Under-Resourced

Learners and how to

align some academic

strategies and

resources to support

them.

Little Understanding

of how to identify

characteristics of

Under-Resourced

Learners and how to

align academic

strategies and

resources to support

them.

No Understanding of

how to identify

characteristics of

Under-Resourced

Learners and how to

align academic

strategies and

resources to support

them.

I liked _______________________________________________________________. Next time, I would like to learn more about___________________________________.