#miched Archive
The #michED chat is a grassroots effort dedicated to giving teachers, students, and parents across Michigan a bigger voice in the conversation about education in our state. We welcome all voices through a variety of projects, media, and social networking. We’re trying to address educational issues through apolitical conversation, spreading ideas and stories of success from Michigan classrooms across the state, and helping teachers and students regain the courage to connect and demonstrate that schools in Michigan are creating amazing opportunities for learning. We want the face and voice of education in Michigan to be a mural of shared experiences and positive examples of connected learning.
Wednesday April 20, 2016
Good evening everyone welcome to our chat on the topic of poverty. Please introduce yourself, where you are from, & what you do.
It's chat time! Join us in welcoming for a chat about the effects of poverty in schools, and how to combat it.
Hi Everyone! Chip, teach 6-12 band and HS choir in Jackson, live in Monroe.
Ben from St. Joseph, checking in for very interested about this evening's topic.
Hi Ann from Adrian. EdTech for Jackson ISD! Use to teach in a WA state district with lots of poverty.
Todd, 6th grade science teacher from warren! Hope everyone is well!
Chatting on retention in and poverty in . Should see some crossover!
Hello, my name is Abel Torres. I am from Ann Arbor, MI. Currently a Masters student at the University of Michigan.
Hello Tara from Zeeland, 8th math. Excited for moderating tonight. Check out questions here! https://t.co/6h0X050Cz3
Hi ! Laura, from South Lyon.
Thanks for stopping by . Good to see you here!
hi Todd! How's the recovery?
We'll be looking for your expertise and ideas tonight! You always have creative ways of helping Ss.
Good evening! Rachelle from St. Clair. Sec. Instruction Sup for . Looking forward to learning more about supporting Ss
recovery is slow and steady, nice to get out in warm weather!
I learned A LOT those 6 years.
Welcome to Glad you are joining us!
Q1: How do you see poverty influencing learning in your school community?
Hi ! Lindsey from South Lyon
A1 So many ways. Kids without acting out, being put out, missing out.
Welcome to Good, tough topic tonight!
Thank you! I'm excited :)
we all need more information on helping student that come from poverty, such a road block to many
Hi ! Sarah - HS T & curr. coordinator for blended program for at-risk youth in Washtenaw. Also taught in CPS for 6 yrs, great topic
Hello! Alicia 4th Grade Teacher from Hudsonville, MI
Welcome Lindsey glad you can share your experiences with us!
Welcome Sarah! Always happy when you add your voice to the discussion
Welcome to the chat! Looking forward to hearing ideas from you about working with at-risk youth! Please share w/
A1. Kids don't learn when they're hungry, tired, dirty, etc. We need to take care of those issues first.
glad I don't have class tonight so I can! :)
A1: Poverty influence education in EVERY way: on students minds worry about food, heat, taking care of siblings, learning far away
A1: Poverty has a huge influence. Students coming from poverty need support the moment they walk in the door...a hug, breakfast, etc
Hi ! Erin from Adrian High School. Spent my first T years in high poverty school in Charleston SC
A1 those not understanding needs of poverty and misaligned Education focus. Forgetting about Maslows & skippong levels
A1: Kids missed a lot of school. And when they did come, they just wanted food and a warm place to be.
A1: If Ss needs are not met at home, I see it influencing all parts of school. Academics, behavior, social connections, etc.
A1: Affects all levels of Maslow, basic needs, transportation, safety, hygiene, knowledge & vocabulary, etc
A1: Pvty has 2 effects Some S struggle because of it result in behavior issues, others thrive in school,it's an even playing field
A1: How poverty affects our district is important. AND poverty outside of our district affects all of us
A1: students are busy coping with issues of poverty surviving day by day: learning school stuff not a priority
A1: seems to be programs for clothes, food, shelter, etc. It's mental health/stress that I see making learning difficult for Ss
The kids who are acting out are often the ones suffering the most
hey Todd! :) we finally connect via Twitter chat for once!
Don _ MS Prinicpal Long Island - Sprry I'm late
A1: I see the impacts of stress initiated by trauma due 2 food insecurity, instability in housing & parenting/child care
A1: Students from poverty need attention to the relationship first. Building trust is key. They must know you are there for them.
Poverty = "poor schools" = which translates to needs to be "fixed"
I know - it breaks my heart b/c if you try and ask, they usually won't ask for help or say much. Takes time to dig!
I like Matt's point that even Ss in poverty need to be seen as individuals, w individual needs & challenges! https://t.co/FXfZREdDBN
A1: Pvty has 2 effects Some S struggle because of it result in behavior issues, others thrive in school,it's an even playing field
Jeremy Lansing Waverly HS Spec Service Math Instructor
A1 The biggest impact that I see daily. Impoverished Ss start school behind
They'd rather be in trouble, than be "poor"
Hi ! Kelley HS ELA and leadership T from MI jumping in late :)
Yes - agree. How do we help with this during school hours? Resources and time are dwindling! https://t.co/0lJu1tNTm6
A1: seems to be programs for clothes, food, shelter, etc. It's mental health/stress that I see making learning difficult for Ss
Yes. Sometimes they just need a snack and a story.
great convo -- we gotta be there
Leo from Waverly, Lansing, taught in low decile schools in New Zealand also
Poverty rears its ugly head in strange ways at school from mental/emotional to physical-all can be barriers to learning
And someone to listen to them and care!
He Kelley, glad you can join us. Q1 was just posted...check it out
completely agree. Huge issue
Hello - late, and in and out tonight, but wanted to say happy Wednesday!
Pictures speak a thousand words...sometimes it's the only way they will communicate when having a rough time.
Welcome Jeremy, glad you can join us tonight!
I know - need to keep talking & listening & talking & listening to help them see their worth!
Impoverished Ss have a lot more to worry about than school performance
Hi I am a tech teacher from GR MI
thanks! I've had grad class on Wed. nights so I haven't been able to join in. Glad to do so in!
Important not to privatize/personalize . Issue is structural, not a "character" issue
David from Spring Lake, HS ELA. Poverty plays an interesting role in SL. Not much of it. Could that make it harder for those in it?
How else do you see it manifest itself in your school community outside of your school walls?
A1 Ss can take on roles that other Ss are not used to, being the caregiver, their focus may not be on school, it maybe on surviving
Welcome to Please share your ideas & thoughts with Tough but real topic!
Welcome to Please share your ideas & thoughts with Tough but real topic!
see that in my high SES setting --- very tough for the small % of poor kids
that's how I spell my first name too! Must be a sign of a good T :)
Unfortunately I see students needs from poverty being met by joining up with other students in not so positive ways housing, safety
Hello ! I'm a Spanish and English teacher and had my first teaching observation today!
Oh you know I love my picture books!!(TakingCareThurs). I use them regularly with kids in poverty.
Welcome David! Thanks for sharing some time with us this evening
Stress and anger can be taken out at school by adults. Difficult conversations and situations made more difficult
Welcome! Your first observation! I hope it went well.
yes birds of a feather flock together, need to make sure they have positive role models!
Unfortunately in urban settings, students in poverty form relationships with gangs to meet housing, safety, & relationship needs.
I taught in a school on a Native Reservation. Unfortunately is was the culture. https://t.co/w6EoA4bq7P
How else do you see it manifest itself in your school community outside of your school walls?
Welcome to I hope it went well!
Q2: How do you struggle to help students from low SES status succeed in school?
interesting thought. That kind of isolation creates a whole different set of challenges than a high poverty school
Unfortunately this is a reality. Ts must model healthy ways to meet housing, safety & relationship needs.
Marc from Jackson here - poverty influences learning by families moving all year - some students at 3 or more schools this year
A2 Most common struggle is just getting them there. Too many factors keep them elsewhere...babysitting, transportation, sleep
, read Gladwell's thoughts on depression? Harder to be depressed in happy place. True of poverty? Harder in wealthy place?
A2 Make sure they have all the opportunities available to all kids
A2 provide experiences and opportunities that they may not get at home, field trips, technology. Allow them to be kids
A2: you have to try so many different things. Often they have walls up...a lot of pride. May not know how to ask for help
Or immigrant families (come legaly) that come to US with nothing, hold jobs but never get a good start https://t.co/On65DFbE8W
Unfortunately in urban settings, students in poverty form relationships with gangs to meet housing, safety, & relationship needs.
I agree...poverty is so complex especially the differences between situational and generational poverty. https://t.co/hHeSuLXT9t
A2: A lot of Ss from low SES don't have strong academic role models. Showing them the importance of learning+school can be tough.
Of course, ranking or judging this is futile, I suppose. Poverty is poverty. And it's extremely difficult.
Welcome Marc! Glad you can join us!
A2 getting people to understand that poverty doesn't mean failure. Helping those understand sociology-emotional needs 2
Very true. And when they aren't there....so hard to help https://t.co/93posKnueB
A2 Most common struggle is just getting them there. Too many factors keep them elsewhere...babysitting, transportation, sleep
pete vk coopersville bio. A2: Go out of my way to engage them and talk about their life
A2: Build a family for them. Let them know they have people that care for them.
A2: it's hard to incorporate technology in a project when you don't know if these students can complete it at home
Lots of classroom discipline in high poverty schools. Students living in stress=anger=poor behavior choices
hope it's okay for me to jump in - I work with lots of students in low income communities.
A2: you have to be more intentional in communicating with parents/guardians, also differentiating between all students
In reality, you don't know if they can complete any project/assignment...tech or not...
A2, it's home visits, after school activities, LOVE. Show interest and support. Be "safe" for them. Be understanding and supportive
A2: I have a bfast club one day a week where Ss can ride the early bus in and get extra time to work. https://t.co/C7I2BrgoNT
A2: it's hard to incorporate technology in a project when you don't know if these students can complete it at home
A2:.Be the "warm demander" in their life (Rita Pierson)....
A2: 25% of my students move btwn districts during the year, 1,000 kids 65% live in poverty, difficult to build relationships
A2: breaking down anti-school and anti-authority attitude
we give them multiple opps to complete outside the home
A2) Progress is generally slow and keeping Ss motivated is tough. In HS kind words only go so far. They want results or they give up
A2: 3:1 positive interaction strategy; understanding that hiccups in behavior or work does not define; consider homework expectation
Absolutely Jim! Welcome to the chat...share your experiences with us!
Holland is using Restorative Practices and Positive Behavior Supports through multi-tier systems of support https://t.co/WA5CPHq2zG
Lots of classroom discipline in high poverty schools. Students living in stress=anger=poor behavior choices
One of the biggest hurdles is getting Ss to understand the importance of edu as a way out of poverty. Often not valued by the Ps.
A2:Sometimes the struggle is helping Ss living in pov. see & trust that class/school is worth the hassle when dealing w/so much else
Such a great point. Just when it seems they are making connections, they are moved again. https://t.co/7n6OnuwkTx
Marc from Jackson here - poverty influences learning by families moving all year - some students at 3 or more schools this year
We should be reconsidering homework! And certainly not assigning day to day
I agree, make sure students download pdf copies of everything they need before leaving school. https://t.co/Wc4chv1o78
A2: it's hard to incorporate technology in a project when you don't know if these students can complete it at home
I struggle with helping Ss that need intervention but come to school sporadically(for various reasons).
A2) I've found that it's essential to be open and honest w/ Ss when I offer flexibility to some and not others. Also, open w parents
A2: Huge attendance problem-Ss gets more & more behind. I try to connect w/ Ss and bring them models/examples they relate to in curr
Joe from St Joe, off the soccer field and ready for
I like this! Let them do, see, feel, etc. things they can't at home! https://t.co/J8OrYGp3YA
A2 provide experiences and opportunities that they may not get at home, field trips, technology. Allow them to be kids
However, WE have to respect that not all of what we want/like/have to teach is necessary. Some stuff...not so important.
my experience building family at my old school still guides my class environment-even in low poverty settings
Check out the Reading Now Network work in West Michigan .886 correlation of poverty to 3rd grade proficiency https://t.co/mnVyQujMUs
I am currently working with struggling readers, most of whom live in poverty. Correlation?
Yes! Poverty and homework are not a good combination! Further punishes Ss
A2: Home visits, establish relationships w/ them. There's no one approach. They need to know someone is in there corner w/ stability
I've been to a Restorative Circle training but we haven't used it. Does it work well there?
Q3: How do you foster a healthy, safe and supportive learning environment for students who live in poverty?
Sometimes you have to ride the bus with them! Building relationships whenever you can.
A2: Reach to outside resources for counseling or substance abuse help.
Any and all are welcome at Please add your expertise!
can live with that. Reading is a life skill that should be engaged in daily. Expectation vs. homework
https://t.co/Jj3RBGFgT4
Never forget that some students waited all weekend to get back to school. For some, it's the only place they feel safe & valued.
Also a great incentive to attend school! https://t.co/iVWDX7SkOf
A2 provide experiences and opportunities that they may not get at home, field trips, technology. Allow them to be kids
Welcome Joe...hope soccer went well...share your experiences with us!
Join tomorrow at 8pm, EST w/ guest moderator
A great chat for school admin's
A2: For our at-risk kids we also do year-round school, flex scheduling, community partnerships, cog. behavioral therapy groups, etc.
what a ridiculously true statement! Need more Ts to get that!
Whoops, my A2 could have been my A3! I'll repeat it :)
Unfortunately, even with .pdfs...time, space, opportunity is still a problem for low SES kids...
A3: Treat them the same as any other kid. But also let them know you care and are willing to help if they say the word.
A3: keep a stash of things they may need and too proud to say. Deodorant, snacks, feminine products etc are all kept in my room
Lots of folks would benefit from hearing more about your work in this area.
i have the privil. of being an intern at an IB school. IB generally does a great job at creating classroom atmospheres that are safe
Stash’s are KEY! https://t.co/lmkm1Varnm
A3: keep a stash of things they may need and too proud to say. Deodorant, snacks, feminine products etc are all kept in my room
A3: Helping to ensure basic needs are met, including intellectual and emotional safety in the classroom. Discussion norms are key.
I think so :) We have really tried to build a place that has systems & processes of support for esp. for low SEL skills
A3: Classroom library available, relate content to Ss interests to keep the engaged, one on one convos to check where they're at
A3: IB schools do a great job at creating a safe environment for students to learn (especially low SES students)
A3: I believe that we have to make sure that learning is challenging, relevant and engaging. We have to have a growth mindset
A3: Also validating Ss background and communities in empowering ways through the curriculum and classroom discussion
don't forget about getting food to eat.
A3: explicitly say and show them you care about THEM...not just your teaching content!
A3: Our school has a team approach for interventions.We meet weekly to discuss teams. School built on cooperative flexible structure
A3: Treat them like I would any Ss. Their background and knowledge is just as important as anyone else.
A3: the students are challenged to inquire about the world and take ownership of their learning. it is AWESOME.
Jim I so agree with the emotional safety. Are you using any specific program or techniques school wide? https://t.co/HclWjNZs0B
A3: Helping to ensure basic needs are met, including intellectual and emotional safety in the classroom. Discussion norms are key.
Working with 100% free lunch Ss. They need you to be consistent and caring. Show them what is possible because they may not know
I know some neighboring schools have done that. Effective?
And we have to try & get Ss to have that same growth mindset. Always changing their words or adding "yet" https://t.co/Pe3jhL8dh9
A3: I believe that we have to make sure that learning is challenging, relevant and engaging. We have to have a growth mindset
A3: We have to intentionally/strategically create so many opportunities for students of low SES. Opportunity gap = achievement gap
not as a mandate I used a lot of great tools through the and design
Heads up. Phone about to die, but I love the dialogue. I'll look up the Storify. Keep it rolling.
A3: Love, build, SCAFFOLD, congratulate approximation, NEVER lower final expectations for the learning/behavior of low SES kids.
A3) Be proactive and collaborate with all school employees that have contact with the student or can be a part of the "team"...
A3. Right on! https://t.co/bzqdjyra0U
A3: We have to intentionally/strategically create so many opportunities for students of low SES. Opportunity gap = achievement gap
Holland is partnering w/ Van Andel Education Institute on their inquiry model. Check it out! https://t.co/w6WjsvH1Wm
A3: the students are challenged to inquire about the world and take ownership of their learning. it is AWESOME.
A3- connecting w/ other Ss outside of class, rides to and from extra-curr. My own kids invite these friends to our home for meals.
A3: I feel like listening is key here. Building as much of a relationship as possible & just caring.
so true. It takes a village
...and bring in any ancillary services that can help.
As Ts, how can we best advocate 4 impoverished students locally and state wide? Vote. Contact reps. Active citizens make change
Proud student advocate tireless voice for all Ss, but especially those in poverty https://t.co/mqXFEB0aSB
A3: Love, build, SCAFFOLD, congratulate approximation, NEVER lower final expectations for the learning/behavior of low SES kids.
Kids need to know we love them.... that's why we became educators
A3. I maintain it is ALWAYS about relationship. You can have all the "growth mindset" and "rigor" you want. S needs to feel safe 1st
for me the key was having Ss set norms for discussion, building buy in, and holding Ss accountable to culture
A3 cont'd: when we meet, we code each kid based on supports they may need & what intervention, then we test & try, then repeat
Sarah!!!! Great to see another HPS friend joining the dialogue! So much you can share https://t.co/NxEAwQ0yqy
A3- connecting w/ other Ss outside of class, rides to and from extra-curr. My own kids invite these friends to our home for meals.
Q4: How do you accelerate and enrich learning experiences rather than remediate learning for children in poverty?
A3 many times its knowing what is going on in Ss lives. Having good communication between home and school
A3. Help them see their successes, make a huge deal about them. Show them the value in what they're doing.
A4: Give them the experiences! Trust them.
A4: Important to see if Ss has a goal/dream. Use that to push & enrich learning if possible.
A3: time, take time to work with students, listen to them, build relationships of understand where each of you are and going
A4 All kids have things they can excel at and things they may struggle with. We have to make opportunities for all...flexibility
what are your thoughts on mindfulness in the classroom as part of the behavior support?
A4:Make better connxns, kids in poverty may not know what we know.but they know a WHOLE lot about other stuff school doesn't measure
A4: PBL reaches students where they are engaged and allows for exploration not memorization
A4: Use to provide Ss choice in accessing and demonstrating learning. & as says, scaffold to expectations
A4: Teach them about . Show them it is possible to grow and learn! Believe in them.
The parent/home connection is critical to working with students in poverty. How do you build communication? https://t.co/0OHGNbrw9O
A3 many times its knowing what is going on in Ss lives. Having good communication between home and school
Has a Ss that was living in abandon car, high on drugs as Frosh. Graduate on time because we knew he was more.
So true ! https://t.co/pY3phSmThx
A4:Make better connxns, kids in poverty may not know what we know.but they know a WHOLE lot about other stuff school doesn't measure
A4: Tech plays a big part in being able to give them learning exp. like virtual field trips. Allows for differentiation. Ex: IXL
A4: involve students in the learning process. ex: do NOT lecture much. make it engaging. have students actively participating
A4- Expectations remain same for kids in poverty. It's how we encourage and provide support for Ss that may vary.
A4: put them in positions to use their individual talents to succeed
A4: A4: make sure objectives are realistic and content is applicable to students' outside lives. Greater motivation and acceleration
A4) This is where the UDL model has a great effect. Also the more we can personalize the curriculum the more effect I witness.
A4: Told one of my Ss in a zombie attack he will survive b/c he has off-the-charts survival skills. I would die in the 1st wave...
A4: In addition to classroom experiences, we are now taking all K-7 students on college visits
definitely agree. Too often kids from low income communities aren't trusted.
A4: STEAM activities as well as Maker activities are always a great way for those Ss to feel success as well!
Unlocking the puzzle and finding what is important in their life now and where they want to go is so impt https://t.co/IOJWzH13Wc
A4: Important to see if Ss has a goal/dream. Use that to push & enrich learning if possible.
**Had a Ss… :) https://t.co/Ta2yl2HFD6
Has a Ss that was living in abandon car, high on drugs as Frosh. Graduate on time because we knew he was more.
I love those kids. Thorn in your side, usually, but you KNOW they will make it.
A4- All kids respond well to rigor and expectations when they feel our love.
That puzzle usually has lots of pieces, a few missing ones, a few chewed by the dog, yet it can be put together!
unfortunately we sometimes just assume. And sometime they are not even sure what they are capable of
yes, this one in particular WILL get there. We have until August 31st b/c he is 20 & will age out this year from HS.
A4: Kids learn through play and creative endeavors. Start there. https://t.co/zJPtLdYNZH
Q4: How do you accelerate and enrich learning experiences rather than remediate learning for children in poverty?
those are great classroom moments!
A4: don't be afraid to play educational games, get students competitive, and HAVE FUN with students!
A3 Persist, reevaluate YOUR approach, repeat. Ask what else YOU can do. Don't bother with what they "should" do. TEACH the "should."
Good ideas Tech can..2 often tech accelerates high achieving students & further remediates lower achieving. https://t.co/GAUwoXaHCd
A4: Tech plays a big part in being able to give them learning exp. like virtual field trips. Allows for differentiation. Ex: IXL
Student - teacher relationships are more important than rigor & relevance. Ss will learn if they believe Ts care about them.
A4- has been an intentional program providing college prep/business prep exp for Ss.
Build relationships with kids, family, and community. Better relationships makes communication easier for all parties.
If you're enjoying the conversation, will be at 9 this evening. Important framework for Ss in poverty. And all Ss!
I would agree, but it is definitely how it's approached and used by the Ts.
Such a great program! https://t.co/mfs9DcRz3c
A4- has been an intentional program providing college prep/business prep exp for Ss.
Q5 coming up! I appreciate all of the exchange back and forth with each other. Keep it up!
do you think these things are mutually exclusive? Can relationships be built through rigor?
Michigan saw an increase in the Hispanic population by 20% last year and decrease of White students by 18%, language differences
I think Rigor, Relevance and Relationships are synergistic. Remove one and the other two are less likely
A4 Remove prereq for any HS class
“If kids come to us from strong families, it makes our job easier. If they do not, it makes our job more important.” (B.Colorose)
Love this, make their school the community! https://t.co/25XM3cCgxb
A4: Get students to tackle issues in their community important to them! Bringing Ss lives into class is key to enriching learning
A5: ESL pull-out does not work, research is clear, yet many schools still use this as the way to learn English We can do better!!
"yet" My new fav word. One Ss just looks at me w/ those eyes & says, "I know, ... yet."
I agree. I think it's powerful for Ss to build relationships w T and each other through rigorous learning.
With time and care, and remembering that someone will try to swipe pieces along the way! https://t.co/INskKFxeJr
That puzzle usually has lots of pieces, a few missing ones, a few chewed by the dog, yet it can be put together!
A5: Provide as many language/ cultural supports as possible Team them up with a mentor that speaks same language is working for us
hmmmm... we're doing this... Ts clamor for more... thinkin' on it...
A5:Look for comm support for translating. We have three bilingual staff members out of 14 for the predominate second language spoken
A5: meet ELL students where they are at, use any and every resource necessary
A5- Honor those Ss for being bilingual. Already more marketable in workplace than their T. Allowing to present in 1st language.
friends...check out and https://t.co/IEtJAjs4FT . We are rocking the edtech world up in TC! Definitely worth a follow! :)
A5:Holland is in its 7th year of a Two-Way Bilingual Immersion Program. ESL students are thriving. Pairs English/Spanish dominant SS
. If a S has been
"tracked" from early in their ed experience, we must mitigate those barriers by tearing down others
A5:Take advantage of specialists in school. Get ideas and strategies to use in your classroom. It takes a village to educate kids.
YET rocks need to reach the power of this word!
Build a bond between Tt and Ss and the rest will follow
A5) Tech can be an equalizer here. Translation tools are improving greatly. Audio, ebooks and flexbooks are easier to translate.
A5: work closely with esl teachers. relationships with support staff is JUST as important. learn form them
that is awesome! he on eastside our ELL SS are Arabic struggle to find teachers ... Use peer mentors
Yessssss!!!! https://t.co/0bCWq4FhKl
Student - teacher relationships are more important than rigor & relevance. Ss will learn if they believe Ts care about them.
A5. We have fun learning words and meanings in choir with our ESL Ss. Poverty or not, barrier broken.
It is amazing how many of our kids thrive w/o the traditional prereq approach...we are still working through it as well:)
A5: General education teachers can also use the SIOP model to build language. Great strategies for all learners!
rigor and relevance is part of the lesson
A5: Learn as much about their culture as you can. Bring in parents to teach you. This was HUGE for our staff
good point; everyone brings different perspectives and mental models
Q6: Share some best practices that you are using to engage your parents who live in poverty to support their children.
Peer supports! Even went as far to place Ss in different grade for initial semester, timing was important. https://t.co/84fhClzJX3
A5: Provide as many language/ cultural supports as possible Team them up with a mentor that speaks same language is working for us
A6: Along the same lines. Let the parents teach you about their struggles, needs, hopes from school https://t.co/SYMSeIaISJ
A5: Learn as much about their culture as you can. Bring in parents to teach you. This was HUGE for our staff
A6: Many of our schools do home visits prior to the start of the school year.
Q3: Find "spark" in each. What's unique, what motivates, what's BEST student can become? TELL what you see. BELIEVE always.
A6- This is difficult. I try to love on mom and dad and encourage them as I do their kids. At conferences, calls, grocery store
Such an eye opener. I could not BELIEVE how some of my students were living. https://t.co/JoY6lJZ78T
A6: Many of our schools do home visits prior to the start of the school year.
Our approach is to allow S to enter classes (Science) w/o prereq, working to bring to other disciplines
A6: send questionnaire home allowing parents to share positives about their kids, what they need, and how they can best be supported
This hour went really fast but want to get one last ? out there. Be sure to respond to Q6 and Q7 if you can!
Q7: How do we advocate for the funding that is necessary to meet the unique needs of students in poverty?
A6) Put parents in touch with ancillary resources. Offer to host the meetings at school. Assist parents with registration forms
Feel free to stick around for PrincipalLife chat at 9, all are welcome
A6 Employee a family liaison to work directly with families...support summer programs like Feed the Need
Curious to hear your thoughts. Had debate w my Ss today. They want sit n get. Not gonna happen. They don't buy future need of skills
A6:Don't like how Q is phrased. But solutions we have for needs of Ps in poverty are home visits, comm partners, flex schedule
A6 A simple phone call can go along way
Thanks to for moderating tonight!
A7: Some schools Dist. have homeless liaison/advocates. Not sure how that is funded, but it helps.
A7 you connect w/ a journalist & share the story of a student, including challenges. It will open up the eyes of others
A6: Need to do more personally - hoping to find ideas. This seems doable, reasonable & helpful too! https://t.co/vsbnlpzR1G
A6) Put parents in touch with ancillary resources. Offer to host the meetings at school. Assist parents with registration forms
A7-Share their stories, give data points names and faces https://t.co/8viK6NAMpg
Q7: How do we advocate for the funding that is necessary to meet the unique needs of students in poverty?
A7: I believe the children are our future, teach them well and let them lead the way. Sorry, had to. We cannot ever invest enough
They r afraid of change. Sit & get is easy 4 them. They know how 2 "play" it. Have to show 4C skills they already use
A7: I just wrote to all of my area legislators last week. We have to restore the funding levels of At-Risk in our State (31a)
A7) I hope you can provide insight here. I will continue talking about this topic until something is done
I had a student living in two garbage dumpsters put together. Could not believe it!
A7: Tell their stories, tell our stories.
Of course they do! That's what they are used 2 and can is the lazy way. May take them a bit but they will come around.
THANK YOU! this was awesome
A7 Loudly, Persistently, Passionately, Tirelessly with data, compassion, and the mindset of educating folks as to "why"
Yes! We've trained them that way.
Those home visits go a LONG way. Our students/families look forward too.
A7 We need to keep telling our stories!
We use Title I dollars and have a bi-lingual parent liaison in each of our K-7 schools. https://t.co/DBUKgAGo0e
A6 Employee a family liaison to work directly with families...support summer programs like Feed the Need
