Leadership Matters February 2014

Poverty in the public education classroom

(Continued from page 13)

stress, executive function skills (short term memory, attentional focus, deferred gratification, etc.) and attunement (range of social emotional responses). All impact achievement. Therefore, we are intentionally making sure that imbedded in our “traditional” instruction we are intentionally addressing these areas through behavior, attitude, mental capacity building, and effort. Establishing positive relationships and providing security obviously is essential. What we now do differently are activities that specifically focus on short-term memory skills, defining grit and perseverance, and providing opportunities to focus on hope, optimism and gratitude. Also, by better understanding why students behave or perform differently, we are more strategic in our responses. We understand this is not a magic formula. Fortunately, our district is blessed by having teachers, staff and administrators who truly care about the success of all students and are willing learn, change and adapt to meet the needs of our students. They have embraced another precept of Jensen -- to look in the mirror instead of point fingers. It is not about the circumstances that we can’t control. It is about what we can do to benefit and enrich the lives of our students.

“The three main areas that impact students from poverty more than middle or upper class students are stress, executive function skills (short term memory, attentional focus, deferred gratification, etc.) and attunement (range of social emotional responses). All impact achievement. Therefore, we are intentionally making sure that imbedded in our ‘traditional’ instruction we are intentionally addressing these areas through behavior, attitude, mental capacity building, and effort. Establishing positive relationships and providing security obviously is essential. What we now do differently are activities that specifically focus on short-term memory skills, defining grit and perseverance, and providing opportunities to focus on hope, optimism and gratitude. Also, by better understanding why students behave or perform “differently,” we are more strategic in our responses.” --Todd Prusator, Rochelle Elementary School District 231

14