Segments in this Video

Framework for Action (05:05)


High performing, high poverty schools share characteristics including fostering a safe, healthy, supportive learning environment; focusing on learning for staff, students, and system; and building leadership capacities. Common school culture elements include: high expectations and support; commitment to equity; professional accountability; courage and will to take action; and caring relationships and advocacy.

Summit Charter Academy (06:05)

Each morning starts with a gathering of community that involves patriotism, school spirit, and shout outs. Principal Jamey Olney and her staff want to make a difference for children living in poverty and ensure that all children have the option of going to college.

Action: Foster Healthy, Safe, Supportive Learning Environments (04:55)

C.A.R.E.S is the school wide character education program— cooperation, assertion, responsibility, empathy, and self-control. The common language of the school encourages a sense of community in classrooms and fosters caring relationships. Students are engaged and empowered.

Environment: Gain an Understanding of Poverty (09:21)

Poverty can affect every aspect of a child's development - social, emotional, and academic. Educators in high performance schools devote time and resources to interventions that build a bond between students and the school. Teachers and staff work to cultivate relationships with families outside of school.

Action: Focus on Learning (Student) (06:16)

High performing, high poverty schools set high expectations and provide support for students and staff. There is a commitment to equity and targeted intervention, which can mean more resources, support, or instruction time. Older students help young learners struggling with reading.

Action: Focus on Learning (Professional) (06:19)

Principal Olney provides job-embedded professional development. A site based instructional coach is available to give teaching support in the classroom. High performing, high poverty schools build leadership so it can be shared.

North Godwin Elementary School (06:59)

Principal Mary Lang and Superintendent Bill Fetterhoff explain the importance of understanding poverty. Teachers build relationships with students and their families. The school provides many resources including food, clothing, and services.

Action: Focus on Learning (System) (11:42)

Leaders from the Godwin Heights School District meet to discuss curriculum and observe instruction. The common instructional framework focuses on a sheltered instructional model, 21st century learning strategies, and content area literacy.

Action: Build Leadership Capacity (09:38)

In an effective professional learning community, teachers learn from each other. Peer Learning Lab participants follow a set protocol. A focus on student learning encourages risk-taking, problem-solving, and meaning-making.

Commonalities in High Performance, High Poverty Schools (03:51)

Summit Charter Academy and North Godwin Elementary School have high expectations for students and staff; healthy, safe, supportive learning environments; and a commitment to success. Students share their goals for the future. (Credits)

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Disrupting Poverty in the Elementary Classroom

Part of the Series : Disrupting Poverty
3-Year Streaming Price: $199.95



Drawing upon their years studying high-poverty, high-performing schools, William Parrett and Kathleen Budge identify the common practices and structures that effective schools put into action as well as the unproductive processes these schools eliminate. This data forms the basis of their framework for action to help get all students learning to high standards. It’s not a one-size-fits-all approach. This program examines the critical components that set these institutions apart from their struggling peers, visiting schools where district leaders, school leaders, and teachers have found great success by improving practices, or eliminating what’s not working in the key areas of building leadership capacity; fostering a healthy, safe, and supporting learning environment; and focusing on student, professional, and system learning.

Length: 71 minutes

Item#: BVL204239

Copyright date: ©2016

Closed Captioned

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