Goodlettsville Middle
Poverty Simulation Follow-Up Meeting
August 30, 2017

The staff at Goodlettsville Middle participated in the MNPS Poverty Simulation on August 1, 2017.  As additional support for the simulation, schools agree to participate in follow-up meeting where the collaborative inquiry process is used to analyze multiple sources of data and develop theories of causation around supporting student success.

On August 30, 2017, the faculty participated in that follow-up meeting where Dr. Margie Johnson facilitated the collaborative inquiry process.
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Activating and Engaging
Give One Get One Activity
Thinking back to the poverty simulation a few weeks ago, what are 2-3 takeaways you have from that experience?

  • Stealing became a viable option for survival.
  • Sometimes parents want to participate in school events and be part of the school community, but lack of resources prevents it from happening.
  • Behavior is an outward symptom of other factors.
  • Kids become parents
  • Non-speaking English parents/immigrant live day to day trying to communicate effectively
  • Chaos in classroom
  • $ ran out early
  • opportunities not attainable
  • Ripple effect of issues
  • Families must know resources offered
  • Absences/causes are sometimes out of their control
  • The deck is stacked against many people before the “game” even begins
  • In the span of just a few weeks, your whole life could alter so significantly that you could be homeless and starving
  • There was constant stress in the home
  • Kids were hardly given any attention if any
  • Food wasn’t priority
  • Our students experience great drama
  • Lots of stress
  • Students have great responsibility
  • Very stressful
  • Unintentionally break rules
  • Downward spiral
  • People struggle
  • Kids get caught
  • It made me see my students differently
  • It made me see people in poverty differently
  • I realized how important education is
  • Being a parent who couldn’t speak English made me dependent on my children instead of the other way around
  • Dishonesty (stealing) seemed like a viable option
  • Don’t judge
  • Parents are trying
  • Become a better advocate
  • Sometimes older EL students are essential to communication with family at home
  • Students with parents that don’t speak English are struggling with home issues
  • I had a realization that parents who are in poverty don’t have “time to invest in student’s education
  • Poverty is unfair
  • Poverty involves many obstacles that you sometimes can’t imagine
  • Oftentimes, parents have no time to be involved in students’ education even thought they wish to be
  • Students may be very distracted at school because of what is happening at home
  • We have to be aware of hardships at home so we can be compassionate at school
  • Families sacrifice and work hard to make sure their families meet basic needs
  • Students can be really distracted in school by things that are happening at home
  • Some students only get to eat here at school and that can mess with them in the classroom
  • Students can face situations we could never imagine.

Exploring and Discovering
Data Warehouse Reports

 Several MNPS Data Warehouse reports were reviewed and observations made.
  • School Profile
  • Assessment-–Assessment by Subgroup (whole school and grade level)
  • Dashboard—Attendance Dashboard (past 3 years)
  • Dashboard—Behavior Dashboard (past 3 years)
  • Poverty Simulation Experience

Organizing and Integrating
To Be Continued

We ran out of time, but will be scheduling follow-up meetings to have grade level teams to develop theories of causation for supporting student success.

Exit Slip Reflection--What actions might you take as a result of our time together?

  • more focus on data
  • take small steps to collect data
  • PBIS with ED students
  • continue to look at data
  • reading data for instruction
  • reading data for behavior
  • better understanding of my students’ data
  • attention to ED in my behavior intervention
  • scaffolding to student needs
  • dig into data warehouse
  • data driven instruction
  • conversation with grade level team
  • keep healing
  • collaborate with others who can read data
  • listen to students
  • trends
  • increase awareness of what factors affect student success
  • encourage attendance
  • give incentive
  • focus on chronic attendance students
  • focus on SWD reading
  • keep re-teaching expectations
  • make sure to stay on students’ attendance
  • consider all aspects of school in data dive (behavior, attendance, assessment)
  • be aware
  • make sure you’re empathizing with kids
  • SWD focus during social studies to ensure literacy skills
  • data driven instruction
  • conversation with faculty
  • dive into data via data warehouse
  • talk to students

Meeting Feedback--How was the Meeting?

Plus

Suggestions for Improvement
  • well prepared detailed data
  • grade level discussion J
  • reflection on poverty simulation
  • sharing
  • collaboration with data
  • analyze trends
  • data is useful—(2)
  • reading data
  • I like looking at data
  • grade level time was great—(2)
  • it was cool to figure out what was available in the data warehouse
  • good to see data
  • learn how to access the data
  • loved the chance to return to the poverty simulation
  • have closer to the actual poverty simulation
  • time (not your fault)—(12)
  • use current data
  • more data
  • directions were unclear
  • difficult to make connections to teaching
  • time frame
  • smaller snapshot with data
  • charts hard to read in short period of time
  • not enough time to really dive deep
  • more consistent feedback
  • need data diving PD
  • the pacing…maybe getting info to us beforehand so we can already look for trends
  • tighten up presentation
  • time for data dives outside of planning
  • provide example of what a give one get one exercise