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RESOURCES AND APPROACHES FOR POVERTY LEVEL STUDENTS

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Presentation Outline Introduction to Poverty Special Populations Students and Poverty Poverty Resources and Approaches

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Poverty Persons in family/household Poverty guideline For families/households with more than 8 persons, add $4,060 for each additional person. 1$11,670 215,730 319,790 423,850 527,910 631,970 736,030 840,090

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Economically Disadvantaged There are 46.2 million United States citizens in poverty, the largest number ever recorded since such estimates started in 1959 (U.S. Census Bureau, 2011). The amount of individuals in poverty has grown for three consecutive years and is currently at 15.1% of the U.S. population. 21% of all students in public schools are living below the poverty line (NCES, 2012). Minority students are in poverty at a much higher rate than their white counterparts: 37% of Black students, 34% of Hispanic students, and 33% of Native American/Alaskan Native are in poverty.

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Women in Poverty More than 100 million of us live on or over the brink of poverty or churn in and out of it 70 percent of this group are women and children (42 million women, 28 million kids) Women are nearly two-thirds of minimum-wage workers in this country. More than 70 percent of low-wage workers get no paid sick days at all. Forty percent of all households with children under the age of 18 include mothers who are either the sole or primary source of income. American women are approximately half of all workers in this country, but the average woman earns only 77 percent of what the average man makes, and women of color earn even less. (Shriver, 2014)

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Illinois CTE Data

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Special Populations Students Poverty Contributors: Individuals with Disabilities Economically Disadvantaged Limited English Proficiency Nontraditional Fields Displaced Homemakers Single Parents

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Disabilities The number of students receiving service for disabilities is over 6.5 million, equal to 13% of total public school enrollment. (NCES, 2012) In 200910, 38% of all children receiving special education services had specific learning disabilities, 22% had speech or language impairments, and 11% had other health impairments. Students with disabilities such as intellectual disabilities, emotional disturbances, developmental delay, and autism each accounted for between 6 and 7% of children Students with multiple disabilities, hearing impairments, orthopedic impairments, and visual impairments; traumatic brain injury; and deaf-blindness each accounted for less than 2% (NCES, 2012)

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Limited English Proficiency In 1990, the public school student population was White (67.3%), Black (16.7%), and Hispanic (11.7%). In 2010, the ethnic makeup of students has shifted to White (53.5%), Hispanic (23.3%), and Black (15%). Along with the racial changes, ELL students have increased from 7.4% in 2000-2001 to 9.7% in 2009-2010.

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Nontraditional Nontraditional occupations are defined as occupational fields in which less than 25 percent of the workforce is made up of a specific group Gender Race

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Single Parent Unmarried or legally separated from a spouse; and Has a minor child or children from which the parent has either custody or joint custody; or is pregnant.

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Displaced homemaker An individual who has worked primarily without remuneration to care for a home and a family, and for that reason has diminished marketable skills; Has been dependent on the income of another family member but is no longer supported by that income; or Is a parent whose youngest dependent child will become ineligible to receive financial assistance.

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Poor Children Spend less time exploring the world and more time trying to survive. Have fewer and less-supportive networks. Live in neighborhoods lower in social capital. More likely to rely on their peers than adults for emotional and social support. More likely to come from single guardian homes with less emotionally responsive parents.

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The Seven Engagement Factors Health and nutrition Vocabulary Effort and Energy Mind-set Cognitive capacity Relationships Stress level (Jensen, 2009)

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Question 1 In your school setting, how do you identify poverty-level student who are at-risk?

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Most Significant Risk Factors E motional and Social Challenges A cute and Chronic Stressors C ognitive Lags H ealth and Safety Issues (Jensen, 2009)

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E motional and Social Challenges Action Steps Embody Respect to the students Embed social skills into each grade level to strengthen. Be inclusive by creating familial atmosphere by using inclusive language (such as our school)

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A cute and Chronic Stressors Action Steps Recognize the signs Student believes they have minimal control over stressors Student has now idea how long the stressor will last Student interoperates stressors getting worse. Alter the environment Allow in class time for homework or right after class Use cooperative structures; avoid top-down authoritative approach Help students blow off steam by incorporating physical activities (Walks, relays, games, etc.)

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A cute and Chronic Stressors Action steps Empower Students Introduce conflict resolution skills Teach students how to deal with anger Introduce responsibilities and value of restitution Teach students to set goals Role model how to solve real world problems Give students weekly real world live problems to solve Teach social skills Introduce stress reduction techniques.

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C ognitive Lags Action Steps Build core skills Attention and focus Memory Sequencing and Processing Problem solving Perseverance Social Skills Hopefulness and self-esteem Pinpoint assessments on specific skills Provide hope and support

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H ealth and Safety Issues Action steps Provide a physician on-site once a week Work with local pharmacy to provide medications Arrange for dentist to make school visits Educate the caregivers about school resources Provide tutors to help students catch-up missed work Improve awareness among staff about health-related issues

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Question 2 What kinds of steps can you take school wide to address these poverty risk factors?

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Baruti Kafele

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SHARE Factors S upport the whole child H ard Data A ccountability R elationship Building E nrichment mind-set (Jensen, 2009)

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Support the Whole Child Survey Student Needs Include Parents and provide adult support Develop Community Partnerships

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Hard Data Develop criteria for the data you need (Survey the following questions) Both generally and specifically, how are we doing? To what degree are we serving the needs of all students? What are we good at, and where do we need help? Gather only the data you need SCARF specific, continuous, accurate, relevant and fast. Analyze and share the data Develop plans to share the data

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Accountability Increase teachers control and authority Value your teachers Redesign staffing roles

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Relationship Building Build relationships among staff Build relationships among students Build student-staff relationships avoid raising voice unless it is emergency do what you say you are going to do acknowledge a change Never demand Always say please and thank you Own your mistakes Be consistent and fair to all (show no favoritism) Offer all the support you can Look for positive reinforcement opportunities Show care more than you show authority

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Enrichment Create a strong environmental message (own your space with vigilance) Create staff wide enrichment mind-set (enrich like crazy) Always look for one more enriching edge.

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Question 3 In your school setting, how do you engage students in poverty?

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Baruti Kafele

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The Five Rules for Engagement Upgrade your attitude Build relationships and respect Get buy-in Embrace clarity Show your passion (Jensen, 2013)

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Specific Strategies Engage for positive climate Engage to build cognitive capacity Engage for motivation and effort Engage for deep understanding Engage for energy and focus Automate engagement

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Four Actions for Successful Implementation Get organized Engage with differentiation Know what to expect Break down the breakdowns

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Special Populations in CTE Project Five Statewide Activities Performance Assessment and Accountability Training Website Professional Development Technical Assistance Innovation Initiatives Support

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IllinoisCTE.org

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Resources

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Lessons

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Contact us Chris Merrill cpmerri@ilstu.edu Josh Brown jbrown4@ilstu.edu Sally Arnett-Hartwick sarnett@ilstu.edu Online www.illinoiscte.org Telephone 309-438-7862 Facebook Illinois CTE Twitter - @ILCTESpecPops

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Resources Jensen, E (2013). Engaging students with poverty in mind. ASCD: Alexandria, VA. Jensen, E (2009). Teaching with Poverty in Mind. ASCD: Alexandria,VA. Kafele, B. (2013). Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success. ASCD: Alexandria VA. Shriver, Maria (2014). The Shriver Report: A Womans Nation Pushes Back from the Brink. Rosetta Books.