STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

A STRATEGIC PLAN FOR OVERCOMING

THE ACHIEVEMENT/POVERTY CORRELATION
UNIVERSITY OF NEW ENGLAND
EDU 715
ORGANIZATIONAL THEORY AND STRATEGIC PLANNING
JOYCE H. FRAGALE
June 24, 2014

STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

In spite of receiving an A grade on the state report card, Rose M. Gaffney Elementary
Schools data mirrors that of the schools within the rest of the AOS 96 district in that it indicates
a correlation between poverty and low achievement. Based on the New England Common
Assessment (iservices, 2014), and Free and Reduced Lunch Report data (PowerSchool, 2014), of
the students currently enrolled in grades 3-8 who scored below proficiency on the NECAP, 73%
live in poverty. This constitutes 23% of the total school population. Conversely, of those
students not qualifying for the free and reduced lunch program only 27% did not meet state
qualifications for proficiency, which constitutes only 8% of the total school population.
The correlation between poverty, low achievement in school, and lack of success in adult
hood is well documented. The likely pathway for students who struggle in school is an adult
life of poverty, incarceration, and/or dependence on societys welfare systems (Pyramid
Response to Intervention, 2014). Senges (2012) disciplines that are most likely to have an
impact on the achievements of those students living in poverty include: Personal Mastery, Mental
Models, Systems Thinking and Team Learning.
According to Senge et al., (2012) Personal Mastery includes creating an image of what an
individual wants most in life. Much research surrounds the importance of goal setting for all
students, but perhaps this activity may have an even greater impact for those students coming to
us from impoverished environments. Children who live in poverty may need support in
connecting education with their goals for the future.
Mental models (Senge et al., 2012) are the images that we have developed over time
based on life experiences. We may not realize that we hold these images, or how they impact our
day-to-day thinking and actions. Students may have developed socioeconomically or culturally
based mental models of themselves that impact their desire or ability to learn. Teachers need to

STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

be aware of potential attitudes and perceptions that they may have developed toward students of
poverty. Students from impoverished environments may need special consideration and support
when it comes to their ability to complete homework, attend school regularly, or focus when in
school.
The need for Systems Thinking and Team Learning (Senge et al., 2012) impacts teachers
and students from the community to the classroom. We need to analyze systems as we consider
implementing them, as well as reflect on the systems that we have in place, to ensure that they
are not biased against any student sub groups. We also need to consider students individual
needs through the analysis of student specific data. This will inform classroom practice and
translate into increased student performance for both teachers and students.
Those disciplines, (Personal Mastery, Mental Models, Systems Thinking and Team
Learning), designated as most likely to have an impact on the achievements of those students
living in poverty may be targeted through initiatives that require organizational learning and
change. An analysis of the organizations strengths, weaknesses, opportunities and threats
(S.W.O.T.) toward this goal are outlined in Table 1.

STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

Table 1
Strengths
*School Breakfast, Healthy Snack, and Lunch
Programs ensure that students do not experience
hunger during the school day.
*School readiness issues are addressed through a
full day Pre-K Program
*Programs exist to ensure that students have
resources needed for clothing, participating in
sports, other school related clubs, and the arts.
*Title 1 programming provides assistance for
students performing one year or more below
grade level.
*The EDGE After School Program has a
homework help component.
*Objectives measures indicate those students
performing below grade level and specific areas
in need of remediation.
*Teachers work to differentiate all aspects of the
curriculum based on student learning style,
interest and academic readiness.
Opportunities
*RMG is in the process of implementing
Professional Learning Communities in
connection with Research to Intervention
policies.
*Teachers will have planning time in order to
discussion Multi Tiered Supports, and their
appropriate applications to individual students.
*Intervention Blocks will be implemented
*Tier 2 and Tier 3 interventions will exist for
those not experiencing success through Tier 1
interventions.
*The implementation of a new objective measure
will result in the ability to view students
performance against Common Core associated
goals, as well as provide suggested activities for
remediation. Some of these activities may be
technology based, therefore allowing for a level
of self-directed learning, freeing up the classroom
teachers to work with those students in most
need.

Weaknesses
*State law does not require students to begin
school until grade 1.
*Title 1 funding does not allow enough
assistance to adequately target all needs.
*Title 1 staff does not always consist of trained
educational professionals.
*Title 1 staff is spread equally throughout the
K-8 grades.
*Title 1 programming often results in on
grade level help within the classroom in
contrast to targeted help at the students
performance level.
*Students participating in the homework help
component of the EDGE program miss out on
fun recreational activities.
*There is no school wide homework policy.
*Students of poverty do not have the same
level of support or resources needed to
adequately complete homework assignments.
*Budget cuts have alleviated previously
supported academic summer school programs.
Threats
*Scheduling must include time for PLCs to
meet as well as time for Intervention Blocks.
*RTI involves increased documentation
required to track strategic processes toward
potential special services identification for
those students who may eventually need to be
referred.
*Families cannot afford the technology related
services required to stay competitive in todays
learning or working environments.
*Currently schools are not set up to offer after
school resource services, including access to
technology, at times when families may need
them.

STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

SWOT Analysis: Strategic Plan for Overcoming the Achievement/Poverty

Correlation
Through the implementation of goals that are specific, measurable, attainable, realistic,
and timely, Rose M. Gaffney Elementary has the ability to implement procedures that will work
toward increasing the achievement of all students including those living in poverty.
S.M.A.R.T. Goals for minimizing the Achievement/Poverty Correlation include:
1. Integrating Professional Learning Community meeting times, and Student Intervention Block
times into the schedule for fall 2014.
GOAL: During the spring 2014 scheduling process, the scheduling committee will integrate
Professional Learning Community meeting times as well as Student Intervention Blocks into the
schedule to be implemented in the fall of 2014.
2. Teachers will need training in Professional Learning Communities as well as Research to
Intervention in order to make the most efficient use of their time, and establish a shared vision.
GOAL: During August 27th and 28th 100% of the designated teacher leaders from each grade
cluster, as well as any faculty that would like to participate, will receive two - day long trainings
on Research to Intervention including the integration of Professional Learning Communities.
3. It will be extremely important to set the tone for PLC and RTI intervention blocks during year
one in order to ensure sustainability and increased understanding of the purposes of, and the
ways to efficiently function within these interventions.
GOAL: PLC's and Interventions block times will be successfully implemented in all grade
levels K-8, by January 2015. Designated times are honored from January 2015 through the end
of the school year. PLCs and Intervention Blocks are efficiently operating based on models
researched to be successful by the end of the 2015 school year. Estimated costs for the
implementation of PLCs and Intervention Blocks are detailed in Table 2.

STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

Table 2
Estimated Cost Worksheet: Minimizing the Poverty Low Achievement Correlation
SMART Goals
1. Integration of PLC
and Intervention Blocks
into the Schedule

Initiatives
Scheduling

2. Professional
Development

Teacher Stipend

Cost
$390
$390

20 teachers @ $100 dollars

per day x 2 days.

$4000

Base Fee of $1500 per day.

Materials
Mileage
Room and meals x 2 days
Total Cost Goal 2

$3000
$250
$150
$400
$7800

PLC Costs
Teachers Salary

Integrated into school day.

$0

PLC Materials

Copying

Intervention Costs
Teachers Salaries

Integrated into school day

$0

Title 1 Salaries

Integrated into school day

$0

Materials

Enrichment/Remediation
Total Cost Goal 3

Professional
Developer Fees

3. Integration of PLC
and Intervention Block
Times into school day
by June 2015.

Item/Resource/Expenditure
Scheduling Committee
Meetings. Substitute pay for
6 teachers at $65 per day
Total Cost Goal 1

Total Cost of Strategic Plan

$100

$1000
$1100
$9,290

STRATEGIC PLAN: THE ACHIEVEMENT/POVERTY CORRELATION

REFERENCES

iServices - Online Client Services. (n.d.). iServices - Online Client Services. Retrieved May 21,
2014, from http://iservices.measuredprogress.org
PowerSchool Administrator Sign In. (n.d.). Administrator Sign In. Retrieved May 21, 2014,
from https://aos96.powerschool.com/public/
Pyramid Response to Intervention. (n.d.). . Retrieved May 19, 2014, from
http://www.mattos.info/Welcome.html
Senge, P. M. (2012). Schools that learn: a fifth discipline fieldbook for educators, parents, and
everyone who cares about education. New York: Crown Publishing Group.