Now is the Time...
Children are the Priority,
Change is the Reality,
Collaboration is the Strategy
Promoting Mental Health...
Improving Academics! http://tinyurl.com/MHacademicsVideo
Any educator working for more than a few years has witnessed the growing number of students who live in poverty, and knows their job has become more challenging as a result. Much can be learned from educators—some of whom themselves grew up in poverty—who have helped students succeed despite the odds.
Based on recent research focused on these successes, William Parrett and Kathleen Budge, authors of the award-winning ASCD book, Turning High-Poverty Schools into High-Performing Schools, will share a framework for collaborative action in classrooms and schools. Practical strategies and specific examples will "jumpstart" your thinking about what it takes to disrupt poverty's adverse effects on learning to help your students succeed.
No matter how cutting-edge the technology or advanced the curriculum, students have a hard time mastering essays and equations if they’re hungry, traumatized or feeling marginalized by a textbook’s inaccurate portrayal of their ethnic group.
“If you came to work and hadn’t eaten for a day or two, you wouldn’t be prepared to work,” says Jennings School District Superintendent Tiffany Anderson, who has received national attention for progress that her St. Louis-area system has made since she took over in 2012. “So why would we expect adolescents to come prepared to function mentally and physically without their basic needs being cared for?”
To boost academic outcomes for “at-risk” students—and turn entire underperforming districts around—school leaders now operate social services like food pantries and homeless shelters. In the classroom, teachers lead mental and physical exercises to help students focus on instruction designed to be more relevant to future career aspirations.
(For the rest of this article go to http://www.districtadministration.com/article/risk-school-success-stories)