Strategies for schools to achieve high performance in high poverty schools

1. Presenters:
Dr Muavia Gallie (PhD)
Dr Corvell Cranfield (PhD)
EMU-SISOPEN
High-Performance in High-
Poverty Schools Project
5 KPAs of the School of
Excellence Methodology (SEM)
NPO-2019/247866/08

2. Teaching with Poverty in Mind
2009
Six types of Poverty
On the basis of social, economical and
political aspects:
1. Absolute poverty.
2. Relative Poverty.
3. Situational Poverty.
4. Generational Poverty.
5. Rural Poverty.
6. Urban Poverty.

3. 2. Teaching with Poverty in Mind
2009
Professional Development
Questions:
Chapter 1: Understanding the Nature of Poverty
1. You can use the study guide before or after you have read the book,
or as you finish each chapter. The study questions provided are not
meant to cover all aspects of the book but, rather, to address
specific ideas that might warrant further reflection.
2. Most of the questions contained in this study guide are ones you can
think about on your own, but you might consider pairing with a
colleague or forming a study group with others who have read (or
are reading) Teaching with Poverty in Mind.
3. Consider how Jensen's definition of poverty compares with versions
that you see or hear at your own school.
4. Which of the six types of poverty (situational, generational, absolute,
relative, urban, and rural) are most prevalent at your school? How
might the book's definitions of these types of poverty change the
way you think about or approach poverty at your school?
5. How can understanding the four primary risk factors caused by
poverty (emotional and social challenges, acute and chronic
stressors, cognitive lags, and health and safety issues) change
perceptions of low-SES students in your school?
6. How does poverty affect students at your school? Discuss strategies
that might help you ameliorate these challenges.
Chapter 2: How Poverty Affects Behaviour and Academic
Performance
1. In what ways are the emotional lives of low-SES kids different from
those of kids who come from middle- or upper-income families?
What behavioural manifestations of these differences do you
observe in school? How will you and your colleagues need to
change your own behaviour to succeed with these students?
2. How do the three strong "relational" forces that drive students'
school behaviours play out at your school? What proactive
strategies can you use to influence these domains?
3. How do acute and chronic stressors affect low-SES students'
behaviour and academic performance at your school? What can you
do at your school and in your classroom to alleviate the devastating
effects of chronic stress in students?
4. We have learned that the correlations between socioeconomic
status and cognitive development can be significant. What effects of
poverty on cognitive development have you observed in your own
school? Think of some ways you and your colleagues can build low-
SES students' core skills, assess their greatest areas of need, and
provide hope and support.
5. How have health and safety issues influenced low-SES students'
academic achievement at your school? Brainstorm some ways your
school can provide improved health services and an "enrichment
counter-attack" to mitigate these effects.
Chapter 3: Embracing the Mind-Set of Change
1. What do we mean when we say the brain has the capacity to
change? Looking at the big picture, what are the implications of
neural plasticity and gene expression for educators and students?
2. Identify several strategies you can use to increase fluid intelligence
in your students.
3. Think of some specific strategies and activities you can use to
strengthen the processes in your students' academic operating
systems.
4. Does the "enrichment mind-set" prevail at your school? Is every staff
member united in the belief that every kid can succeed? If not, what
are some steps you can take to change your school's collective
mind-set?

4. Teaching with Poverty in Mind
2009
Chapter 4: Schoolwide Success Factors
1. Do you personally buy into the five factors in the SHARE model?
2. What, exactly, does "support of the whole child" mean? How well is your
school meeting all students' needs? Which services and
accommodations could your school add to help low-SES kids succeed?
3. With colleagues, assess which data your school most needs and discuss
ways to gather them.
4. What role does accountability play in the SHARE model? To strengthen
accountability, what changes might your school need to make? Which
changes do you see as most essential?
5. What components of an enriched learning environment can your school
incorporate into its culture? What obstacles might stand in the way? How
can you reduce the impact of those obstacles?
6. Which common "achievement killers" has your school avoided, and
which ones persist?
7. Which strategies for success have you found to work for you personally?
What new ones can you add to your "toolbox"?
Chapter 5: Classroom-Level Success Factors
1. In what ways do classroom-level success factors differ from schoolwide
success factors? Which set do you have more influence over?
2. Do you agree or disagree with W. James Popham's assertion that "the
standard achievement test makers have no interest in selecting test
items that will reflect effective instruction," and why? How accountable do
you think you should be for low-SES students' achievement, and why?
3. What is the purpose of building hope in the classroom? How much or
how little hope do you see in the students you work with? Think of some
new strategies that you and your colleagues can use to build hope.
4. Why are arts, athletics, and advancement placement curriculum essential
for high-poverty schools? What do you think about policies that
encourage more "drill and kill" in math and reading at the expense of
these options? Could your students succeed in an advanced curriculum if
they had stronger academic operating systems? If so, how can you
facilitate that change?
5. Many high-poverty schools that focus on the arts still have high
achievement scores. How much art is offered at your school? How much
should be offered, in your opinion? If you think your school needs to offer
more art classes, how could that be facilitated? Would anything else
need to be cut?
6. The better students' academic operating systems are, the better they'll be
able to handle the challenges that school and life throw at them. What do
you do—and what can you do—every day to strengthen each part of the
operating system?
7. What is the role of engagement in the learning process? Why do you
think so many educators struggle with this issue? What percentage of
classroom time do your students spend actively participating in such
engaging activities as writing, discussing, planning, and drawing? List
several strategies that you can use in your own classroom. When will you
implement these strategies?
Chapter 6: Instructional Light and Magic
1. How can you adapt the steps in Mr. Hawkins's lesson plan to your own
classroom?
2. How does Mr. Hawkins's lesson plan match up with the classroom-level
SHARE factors described in Chapter 5? What did he do well? What
improvements could he make?
3. Contrast Mr. Hawkins's teaching with the teaching in a typical secondary-
level class. In your opinion, does his lesson plan contain too much non-
academic time? Too much academic content? Or does it achieve a good
middle ground?
4. Does your school expect all teachers to be excellent? How would you
rate your own teaching? Has your personal assessment of your own
teaching changed?
5. What steps do you plan to take to strengthen your own professional
work? When will you begin those? To whom will you be accountable?

5. More than 60% of South African children
are poor
• 7 July 2020
• More than six out of ten children (62,1%) are identified as multidimensionally poor, according to a
report on Child Poverty in South Africa released by Statistics South Africa today. The report gives an in-
depth analysis of the Living Conditions Survey that was conducted in 2015. Child poverty in South Africa
is multi-sectoral, with the majority of children (0-17 years) suffering from multiple deprivations
simultaneously.
• Black African children (68,3%) show the highest percentage of multidimensional poverty as compared
to their peers from other population groups. Multidimensional poverty is highly prevalent amongst
double orphans (77,3%) and paternal orphans (75,0%) as opposed to non-orphans and maternal
orphans.
• The report shows that more than twice as many children living in rural areas (88,4%) face
multidimensional poverty compared to children in urban areas (41,3%). The highest multidimensional
poverty rates are found amongst children residing in Limpopo (82,8%) and Eastern Cape (78,7%).
Gauteng and Western Cape, on the other hand, are best off with respectively 33,6% and 37,1% of
children being multidimensionally poor. Those living in non-metropolitan municipalities (73,7%) indicate
much higher multidimensional poverty rates than children in metropolitan municipalities (39,6%).

6. Black African children were more likely to be in multi-dimensional
poverty compared to children of other population groups

7. Key Questions and Big Ideas:
https://www.youtube.com/watch?v=NSOjVwL6WdI&t=149s

8. Dysfunctional  Functional  Excellence

9. 1.
Attendance
2. Teacher
Information
3. Learner
Information
4. Annual
Planning
Integrated
Readiness
5.
Timetabling
6. Teaching,
Learning &
Assessment
Schedule
7. Organo-
gram
8. Teaching,
Learning &
Assessment
Materials9
13

10. 8 School Readiness Components
Under-performance Functionality
1 2 3 4 5
1.1 Attendance -
Teachers
Tick name Sign name Time in and out Principal monitor
daily
Absence submitted and
processed
1.2 Attendance –
Learners
Record end of the week Record daily Record per period Record per subject Record engagement in
classroom per subject
2. Teacher
Information
Biographical
information
Personal
information
Academic
information
Professional
information
Performance
information
3. Learner
Information
Biographical
information
Personal
information
Socio-economic
information
Achievement
information
Expectations and
aspirations information
4. Annual
Planning
Compliance planning Administrative
planning
Professional
planning
Ethical planning School Improvement
Planning
5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100%
6. Teaching
Schedules
CAPS planning Schedules per
quarter
Schedules per
month
Schedules per week Schedules per day
(task, homework, etc.)
7. Organogram No clear accountability,
support & development
agreement
Accountability
requirements are
known
Accountability
linked to positions
only
Accountability linked
to positions and
functions
Clear accountability,
support & development
at all levels
8. TL Support
Materials
TLSM to teacher only TLSM to teacher
and selective
learners
TLSM to all for use
in classroom only
TLSM to all on first
day of school for use
beyond classroom
TLSM issued to all, get
returned very year
(more than 90%)
Manual System
10
14

11. School Turnaround Domains
Domain 1
Teaching for
Learning
Domain 2
Leadership
Domain 3
Personnel &
Professional
Learning
Domain 4
School &
Community
Relationship
Domain 5
Data &
Information
Management
1.1 Curriculum
• Align
• Review
• Monitor
• Communicate
2.1 Instructional
Leadership
• Educational
Programme
• Instructional
Support
3.1 Personnel
Qualifications
• Requirements
• Skills
• Knowledge
• Dispositions
4.1 Parent
Involvement
• Communicate
• Engage
5.1 Data
Management
• Data Generate
• Data Identify
• Data Collect
• Data Access
• Data Support
1.2 Instruction
• Planning
• Delivery
2.2 Shared
Leadership
• School Culture
• School Climate
• Continuous
Improvement
3.2 Professional
Ethics
• Respect for
Learners
• Connect with
Learners
4.2 Family
Involvement
• Communicate
• Engage
5.2 Information
Management
• Analyse
• Interpret
• Apply
1.3 Assessment
• Align to
Curriculum
• Align to Instruction
• Data Reporting
• Data use
2.3 Resource
Management
• Resource
Allocation
• Operational
Management
3.3 Professional
Learning
• Collaboration
• Content
• Pedagogy
• Alignment
4.3 Community
Involvement
• Communicate
• Engage
5.3 Knowledge
Management
• Patterns
• Routines
• Scenarios
• Forecast 11

12. 4. School of Excellence Methodology (SEM) –
Solution-driven to Beat the Odds
Our Focus is to:
• Accepting the full range of grade 7 learners results, into grade 8 (first 150
- 180);
• Employing quality teachers from local communities who want every
learner to have fun and to succeed;
• Developing peer groups and independent learners who drive they own
learning;
• Protecting the Throughput rate of learners from poor and marginalized
communities (prevent dropouts);
• 100% Pass-rate, with Pure Mathematics, to create opportunity for
Bachelors passes (access to universities).
The Methodology
• Culture of excellence
The principal and deputies - (i) success of all learners, (ii) learners and teacher
targets, (iii) learner dreams, (iv) learners and teachers risk analyses, (v) every day
matters in attendance, (vi) extended learning time, (vii) lead instructional process
and (viii) managing school results.
• Curriculum management
The senior teachers - (i) 170 Days of Instruction activities, (ii) curriculum chunking,
(iii) daily lesson plans, (iv) classwork focus, (v) timetable transition time, (vi)
weighting test and examination papers, (vii) annual assessment plan for school, and
(viii) controllable Formal Assessment Tasks (continuous assessment) of learning.
• Instructional management
The HoDs (SMT) and subject teachers - (i) differentiated learning assessment
questions, (ii) learners rubric assessment, (iii) learners action, to engaging, (iv)
prepare for test and examination assessment, (v) learner leadership, and (vi) digital
teaching for learning.
SISOPEN
(school intelligence system open-technology)
• Tracking all instructional activities and TLAMS
(teaching, learning and assessment management
system)
• Real-time, web-based system that has Artificial
Intelligence (AI) throughout the system
• Multiple portals system (learners, teachers and
principals, etc.) having access to relevant, real-time
data ‘just in time’
Purpose & Passion
People & Process
Platform & Performance
People
Process
Platform
&
&
Passion
Performance
&
SEM
Purpose

13. 22 Strategies of Excellence
SLT = Principal & Deputies SMT = Deputies & HoDs HoDs and Teachers
8. Managing School Results 16. Weight Test & Exam Papers 22. Digital Teaching Time
7. Instructional Leadership 15. Manage Controllable FATs 21. Learner Empowerment
6. Extended Learning Time 14. No Homework
20. Test and Examination
preparation (mind-map)
5. ’Every day Matters’ -
attendance
13. Daily Lesson Plan
4. Learner and Teacher Risk
Analysis
12. Annual Assessment Plan
19. Learner Action to
Engagement
3. Learner Dreams 11. Curriculum Chunking
18. Learner Rubric Self-
Assessment
2. Learner and Teacher Target
Setting
10. Timetable Transition Time
1. Success for All Learners –
100% Pass rate
9. 170 Days of Teaching and
Learning
17. 30% Low, 40% Middle
& 30% High Questions
Manage the Culture of
Excellence
Manage the Curriculum (CAPS)
Processes
Managing the Subject(s)
(Ontology) Engagements
In the Principal’s Office Outside the Classroom Inside the Classroom

14. Five Key Performance Areas (KPAs) of the
School of Excellence Methodology (SEM)
1. Accepting the full range of grade 7 learners results,
into grade 8 (first 150 - 180 applicants);
2. Employing quality teachers from local communities
who want all learners to succeed;
3. Empowering teacher with creative and innovative
pedagogies to deal with class-sizes of 45 - 48 learners;
4. Protecting the Throughput rate of learners from poor
and marginalized communities (prevent dropouts);
5. 100% Pass-rate, with only Pure Mathematics, to create
opportunity for Bachelors passes (access to
universities.

15. No Selection
and
Admission
100% Pass-rate
Mathematics
Bachelors
High
Throughput rate
(no dropouts)
No ‘poaching’
of top
teachers
No SGB teacher
to reduce class-
size of 45 - 48
Accept full
range of
learner results
100% Pass-rate
Mathematics
Bachelors
High
Throughput rate
(no dropouts)
Teachers that
care about
every learner
Self-directed
(independent &
peer) learning
Inclusive
Selection
1st Choice
School
Pass
rate
Pure
Maths
Bach.
rate
Quality
Teachers
Mentor
Tutoring
Gr 08 -
Gr 12
45-48
Class-size
Online
Learning
Gr 10 -
Gr 12
Gr 11 -
Gr 12
Heutagogy
Learners
INPUT PROCESS OUTPUT
Questions:
1. Which balls will you keep together (at the same time)
in the air?
2. Which balls are not important, or relevant to you?
3. What will be the consequences to learners and
communities, when you make these choices?
4. Is it educational, ethically or morally justifiable when
‘dropping those balls’?
5. Are we ‘part of the solution’ for the country, or … ?
15
BALLS No-fees
School
Prof
Develop

16. 1st Choice
School
Heutagogy
Learners
Online
Learning
Gr 08 -
Gr 12
Gr 10 -
Gr 12
45-48
Class-size
Gr 11 -
Gr 12
Pass
rate
Pure
Maths
Quality
Teachers
Prof
Develop
No-fees
School
Mentor
Tutoring
No Selection
and
Admission
100% Pass-rate
Mathematics
Bachelors
High
Throughput rate
(no dropouts)
No ‘poaching’
of top
teachers
No SGB teacher
to reduce class-
size of 45 - 48
Accept full
range of
learner results
100% Pass-rate
Mathematics
Bachelors
High
Throughput rate
(no dropouts)
Teachers that
care about
every learner
Self-directed
(independent &
peer) learning
Inclusive
Selection
1st Choice
School
Pass
rate
Pure
Maths
Bach.
rate
Quality
Teachers
Mentor
Tutoring
Gr 08 -
Gr 12
Normal
Class-size
Online
Learning
Gr 10 -
Gr 12
Gr 11 -
Gr 12
Heutagogy
Learners
INPUT PROCESS OUTPUT
No-fees
School
Prof
Develop
Bach.
rate
Inclusive
Selection

17. 1. Selection & Admission
06 Sep 2018
Insider tips to get into some of SA’s top schools
Elizabeth Mamacos
To help you to have the best chance at being accepted at the school of your choice, we have spoken to principals
and teachers at some of South Africa’s top schools, to get some ‘insider’ advice. Here’s what they had to share:
1. It's about the parent, not the child
• Gavin Keller, principal of Sun Valley Primary School and CEO of Sun Valley Group of Schools, says he believes in taking the first 128 students
who apply. “I don't believe in school readiness testing or interview testing,” he says.
• Keller does, however, believe in parent testing. “What parents do with their child between conception and Grade R will determine the future
of the child,” he told us. “So arrogant, pressurising, over-anxious, obnoxious, demanding, helicopter and snow-plough parents are not
welcome at our school. The child remains the client.”
2. Good all-rounders, Old Boys and early applications
• The admissions secretary at Bishops Diocesan College in Cape Town told us that the school favours applicants who have good all-round
talents to contribute to the school, i.e. well academically, and a solid sporting and cultural CV. All applicants to Grade 8 are required to write
an entrance exam early in their Grade 7 year. The exam is grounded in the Grade 6 and Grade 7 South African curriculum, and consists of two
subjects: English and Maths. There is an English comprehension and essay paper, and a Maths multiple choice and long question paper.
3. Keen interest in the school and its education principals
• Anne-Marié Winkelman, a kindergarten teacher at Michael Oak Waldorf School in Cape Town, shared her advice to parents with us. Waldorf
schools do not have a principal, … so as a kindergarten teacher, Winkelman will often be the final decider.
• Most Waldorf schools hold an annual fair, which offers prospective parents and students a chance to see the school in action and to mingle
with parents and current students. It’s also a great opportunity to engage with teachers and make a good impression.
4. Close involvement and commitment to the school's ethos
• Marc Loon, principal of Kairos School of Inquiry in Johannesburg, says that being a parent of the school implies parent involvement. “We are
a school of only around 70 children, so close involvement with the teacher and the school is inevitable,” he explained to us.
• “As part of our admissions process, we need parents to understand that we are quite a different sort of school, and this implies different
expectations with regard to the curriculum, extra-murals, and the family’s experience of being part of the school.”
5. Get your paperwork in order
• Debra Le Riche, admissions secretary at Rhenish Girl’s High School in Stellenbosch, told us that acceptances are based on criteria from
academic, sport, culture, leadership and community service involvement.
• “The earlier they hand in their applications, the better, especially hostel applications,” Le Riche says. Late applications are rarely considered
and only with a valid reason.

18. Source:
https://wcedemis.westerncape
.gov.za/wced/findaschool.html
Selected
high
schools
in WCED
- 2022

19. Top
School
Fees
Mathematics
& Dropouts
%

20. Cape Town - The Department of Basic Education (DBE) says it seems the secret in producing the best
matric results in mathematics of highly celebrated provinces like the Western Cape, Gauteng and
Free State, was to encourage very few pupils to take the subject.
• This as maths participation in Grade 12 nationally has been declining - from 2018 to 2021 the
number of pupils taking the subject dropped from 45.6% to 36.8%.
• The DBE revealed this during a briefing to the Portfolio Committee on Basic Education about their
plans to improve performance and participation in mathematics, science and technology (MST)
subjects.
• “About 36.8% learners are doing maths and the rest, 63%, are choosing maths literacy which is not
going to assist us grow our economy. This is a challenge that we are working on. Provinces with
lowest participants are Northern Cape that declined from 28.2 to 21.1% followed by North West
31.3% to 23.%. It is worth noting that the Western Cape is the third province declining from 30.4%
to 26.3%, then Gauteng from 37.2% to 31.2% and Free State 39.0% to 36.4%.
• “These last three provinces are always celebrated as producing good and the best but their secret
is to get as little as possible number of pupils taking maths and encourage many to take maths
literacy. As we celebrate them we must understand this. Then we get provinces like the Eastern
Cape and KwaZulu-Natal where more than half the learners do maths however they are now also
copying these three celebrated provinces having less learners to take maths so that their pass can
also be good,” the DBE’s David Hlabane said.
•CAPE TIMES
Department of Basic Education claims provinces discourage
pupils from doing maths
Basic Education DeputyMinister ReginahMhaule.
https://www.iol.co.za/capetimes/news/department-of-basic-education-claims-provinces-
discourage-pupils-from-doing-maths-156b9fc6-9f77-4a6c-bd7a-99b7cadab8fa.

21. School
Fees
Maths
%

22. Equal Education calculates a throughput rate,
which considers how many learners who
were in Grade 2 in 2009, passed matric in
2019. This year the throughput rate was at
42%, quite a striking difference compared to
the 81.3% (pass rate) the Department of
Basic Education is presenting, writes Malin
Steinsland
08 Jan 2020
OPINION: Why matric throughput rate
is a better indicator of success
Malin Steinsland

23. Causes of High School Dropouts
https://teens.lovetoknow.com/Causes_of_High_School_Dropouts
Low-income families - Parents who work long hours or are uneducated
themselves may be unavailable to make sure teens go to school or help
them with homework. Kids in low-income families may also not have access
to resources needed to complete work at home.
1. Academic under-achievement - Teens who aren't performing well
academically may be unmotivated to work harder or may develop low
self-esteem.
2. English as a second language - Kids who have trouble understanding
teachers or whose teachers have trouble communicating with them
may feel less confident in their ability to complete school.
3. Disabilities - Teens with physical or learning disabilities may not receive
the help they need to give them confidence in their own abilities.
4. Social problems - Kids who are bullied or have trouble making friends
may not want to stay in school.
5. Mental health concerns - Depression, anxiety and other mental health
issues can make it difficult for kids to cope with a demanding school
environment.
6. Drug and alcohol abuse - Teens under the influence aren't able to make
sound decisions or function in a typical manner in public.

25. Maths
%
nGrade 10 learners as
base (100%) of same year
(pattern), not cohort
nGrade 12
learners
(Thoughput rate)

26. Mathematics
Percentage
Annual
School
Fees
Maths
%
School
Fees
NSC
Pass %
10 - 12
Dropout
%
NSC
Pass
Percentage
Dropout
Percentage

27. KPA Indicators of SEM
Accept full
range of
learner results
Teachers that
care about
every learner
High
Throughput rate
(no dropouts)
Self-directed
(indep. & peer)
learning
100% Pass-rate
Mathematics
Bachelors
0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Inclusive
Practice
No-fees
School
Quality
Teachers
Prof
Develop
Mentor
Tutoring
45-48
Class-size
Heutagogy
Learners
Gr 08 -
Gr 12
Pass
rate
Pure
Maths
1. 2. 1. 2. 3. 1. 2. 1. 2. 3.
Gr 10 -
Gr 12
Gr 11 -
Gr 12
Bach.
A-ratio
1. 2. 3.
1st Choice
School
Online
Learning

28. Thank You!