1. Head Start
2. Culture
2.1. CLR
2.1.1. How and why you teach the way you do
2.1.1.1. Meeting your students where they are and helping them to further there success
2.1.1.2. Taking in the cultural factors of your students and bringing them into the classroom
2.1.1.3. Changing the way you teach to meet every students learning style (differentiation)
2.2. Concrete
2.2.1. Visible and tangible levels of culture
2.2.1.1. Clothing
2.2.1.2. Music
2.2.1.3. Food
2.3. Symbolic
2.3.1. Values and Beliefs
2.3.1.1. Value Systems
2.3.1.2. Customs
2.3.1.3. Religion
2.4. Behavioral
2.4.1. Reflection or Expression of Values
2.4.1.1. Language
2.4.1.2. Gender Roles
2.4.1.3. Family Structure
2.4.1.4. Social Organizations
3. Resources
3.1. Financial
3.1.1. Having money to purchase services and goods
3.1.1.1. Without - can create low accademic priority, no social life, no supplies
3.1.1.2. Can combat with free and reduced lunch adn schollarshops
3.2. Physical
3.2.1. Having physical strength and mobility
3.2.1.1. Without - no motivation
3.2.1.2. Can combat by with free and reduced lunch
3.3. Emotional
3.3.1. Being able to chose and control emotional responses
3.3.1.1. Without - can increase behavioral issues and low motivation
3.3.1.2. Con combat with councilors and after school programs
3.4. Spiritual
3.4.1. Believing in divine purpose and guidance
3.4.1.1. Without - Can feel without purpose
3.4.1.2. Can combat with affirmation and positive support
3.5. Mental
3.5.1. Having the cognitive abilities to deal with the demands of daily life
3.5.1.1. Without - can cause poor accademics
3.5.1.2. Can combat with making school work personal and creating real world connections
3.6. Role Models
3.6.1. Having access to adults who are appropriate or nurturing to a child
3.6.1.1. Without - no motivation and negative influences of poor role models
3.6.1.2. Can combat by creating a relationship and being the students role model. Can also assign peer buddies
3.7. Support Systems
3.7.1. Having family, friends, and backup resources available in times of need
3.8. Hidden Rules
3.8.1. Knowing the unspoken cues and habits of a group
3.8.1.1. These can make or break relationships
3.9. Language and Formal Register
3.9.1. Being able to competently use the vocabulary and social structure of school and work
3.9.1.1. Without - There will be no understanding or growth
3.9.1.2. Can combat with ESL and language proficiency
4. Teaching Philosophy
4.1. Differentiation
4.1.1. Adapting the teaching strategies without changing the objective
4.1.2. Provides different paths to the same goal
4.1.3. Strategies for Differentiation
4.1.3.1. Tiered Lessons
4.1.3.2. Flexible Grouping
4.1.3.3. Think-Tac-Toe
4.1.3.4. Multiple Intelligence Options
4.1.3.5. Graphic Organizers
4.1.3.6. Reading and Study Buddies
4.1.4. Change content, process, product or learning environment
4.2. Inclusive Learning Environment
4.2.1. 5 C's (Collaborative, Connected, Creative, Customized and Choice)
4.2.2. Social Emotional Learning
4.2.2.1. Conscious Discipline
4.2.2.1.1. Acknowledging, Employing and Recognizing
4.2.2.2. Setting Expectations/CHAMPS
4.2.2.3. Culture Days
4.2.2.4. Restorative Discipline
4.2.2.4.1. Teach tolerance and Advocacy
4.2.2.5. Self-Regulatory Brain Research
4.2.2.5.1. Executive ("What can I learn from this?")
4.2.2.5.2. Emotional ("Am I loved?")
4.2.2.5.3. Survival ("Am I safe?")
4.2.3. Differentiation
4.2.4. Digital Citizenship
4.2.4.1. Create a social media presence in an appropriate way
4.3. Scaffolding
4.3.1. Provide cognitive support for learners as they progress toward a goal.
4.3.2. Designed for individuals but benefits the whole class
4.3.3. As the students become more capable, they take more responsibility in their learning.
4.3.4. Modeling
5. Impact Factors
5.1. Family Structures
5.1.1. Traditional Family: mom and dad and children all living together under one roof.
5.1.1.1. read to child average of 8.5 times a week
5.1.2. Single Parent: becoming more common
5.1.2.1. Finances are different (normally lower)
5.1.2.2. children are read to an average of 5.7 times a week
5.1.3. Same Sex Parents: same challenges that parents have, with a few unique issues
5.1.3.1. Bullying
5.1.3.2. Possible legal issues due to parental rights
5.2. Abuse and Neglect
5.2.1. Abuse
5.2.1.1. Physical
5.2.1.1.1. inflicting pain and/or bodily harm
5.2.1.2. Sexual
5.2.1.2.1. intercourse, inappropriate touching, sexual exploitation, non-touching offenses
5.2.1.3. Emotional
5.2.1.3.1. pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological. or social development
5.2.2. Neglect
5.2.2.1. A type of maltreatment that refers to the failure by the caregiver to provide needed, age-appropriate care although financially able to do so or offered financial or other means to do so
5.2.3. Signs
5.2.3.1. Physical
5.2.3.2. Behavioral
5.3. Homelessness
5.3.1. Individuals who lack a fixed, regular, and adequate nighttime residence.
5.3.1.1. Things to looks for
5.3.1.1.1. Depression
5.3.1.1.2. Attitude Change
5.3.1.1.3. Poor hygiene
5.4. Immigrants
5.4.1. Plyer vs. Doe Case: Changes to wear people in physical jurisdicton of the US have right to free, appropriate education
5.4.2. Academic Programs
5.4.2.1. ESL: integrate English-Language Instruction
5.4.2.2. Bilingual Education
5.4.3. Lots of challenges for new arrivals
5.4.3.1. undocumentation
5.4.3.2. below poverty line
5.4.3.3. Overwhelmed
5.5. Migrant Military Families:
5.5.1. Transistions
5.5.1.1. Job
5.5.1.2. Rank
5.5.1.3. Branch of Military
5.5.2. Family Separation
5.5.3. Socioeconomic Status
5.5.4. Dual-service Parents
5.6. Bullying
5.6.1. Victims
5.6.1.1. often from low SES
5.6.1.2. anxious/cautious
5.6.2. Bully
5.6.2.1. need for power
5.6.2.2. low self-esteem
5.6.2.3. cyberbullying really common
5.7. Violence
5.7.1. Influences
5.7.1.1. Population
5.7.1.1.1. larger cities=higher rate of violence
5.7.1.2. age
5.7.1.2.1. more common in middle school
5.7.1.3. relationships with teachers
5.7.1.3.1. be supportive, better relationships
5.7.1.4. quality of education system
5.8. Gangs
5.8.1. means three or more persons having a common identifying sign or symbol or an identifiable leadership who continuously or regularly associate in the commission of CRIMINAL activities.
5.8.2. What do they offer?
5.8.2.1. Protection
5.8.2.2. Money
5.8.2.3. Girls
5.8.2.4. "a group"
5.8.3. Impacts
5.8.3.1. lower academic achievement
5.8.3.2. health risks
5.8.4. In TX involved in smuggling and human trafficking
5.9. Substance Abuse
5.9.1. Impacts of Students
5.9.1.1. Student Use
5.9.1.1.1. Low motivation
5.9.1.1.2. slowed development
5.9.1.1.3. drop out
5.9.1.2. Parent Use
5.9.1.2.1. emotional/behavioral issues
5.9.1.2.2. financial support
5.9.1.2.3. low parental interactions
5.9.1.2.4. unsafe environment
5.9.2. overindulgence in or dependence on an addictive substance, especially alcohol or drugs
5.10. LGBTIQ+
5.10.1. Gender Identity- How you define your gender
5.10.2. Gender Expression- how you present your gender through clothes and actions
5.10.3. Biological Sex- Gender assigned at birth based on reproductive organs
5.10.4. Sexual Orientation- How your attracted to
5.10.5. Gender Neutral Pronouns
5.10.5.1. Zie/ Hir/Hirs
5.10.5.2. They/Them/Theirs
5.10.5.3. Ze/Zir/Zirs
5.10.6. What to do as an educator?
5.10.6.1. Safe Zone Sign
5.10.6.2. Confront homophobic remarks
5.10.6.3. Don't Assume
5.11. Foster Care
5.11.1. Settings
5.11.1.1. Foster Family Homes
5.11.1.2. Group Homes
5.11.1.3. Group Care Facilities
5.11.1.4. other state agency facility
5.11.2. Problems
5.11.2.1. little one-on-one interaction
5.11.2.2. no consistency
5.11.2.3. students often "age out"
5.11.2.4. possible maltreatment