William H. Parrett and Kathleen Budge present:
Turning High-Poverty Schools into High-Performing Schools
Drawing from their recently released book, Turning High-Poverty Schools into High-Performing Schools (ASCD, 2020), Kathleen Budge and William Parrett will share the lessons learned from 12 diverse high-performing, high-poverty schools. Revealing new insights for how high poverty schools become and remain high performing, participants will explore the Framework for Action—a roadmap for supporting high-performance in any high-poverty school. Participants will also gain fresh perspectives on the importance of integrating SEL and trauma-informed practices into schoolwide processes.
The unprecedented impact of school closures globally clearly revealed the inequities in our society and in our schools, and people living in poverty are being disproportionately affected. Perhaps more than ever, we are all called upon to question our “old normal,” think WAY out of the box, and develop the collective efficacy to create a “new” and more equitable “normal.” By necessity, leaders in these schools have had to question the “old normal” in order to “beat the odds.” Based on the experiences and wisdom of leaders in these schools, the authors will provide insight into how to not only survive, but also thrive in these uncertain times.
William H. Parrett has received international recognition for his work in school improvement related to children and adolescents who live in poverty. He has co-authored eleven books, the past three being best-sellers. His most recent, the second edition of the award-winning Turning High-Poverty Schools Into High-Performing Schools (2020 with Kathleen Budge), provides an internationally validated Framework For Action that has been widely adopted to guide lasting improvement and student success in high-poverty schools. Bill and Kathleen’s other recent book, Disrupting Poverty: 5 Powerful Classroom Practices, was also honored as an ASCD Member book and provided to over 58,000 educational leaders and classroom teachers worldwide as a part of its official release in January of 2018. As Director of the Boise State University Center for School Improvement & Policy Studies for the past 25 years, Bill coordinates funded projects and school improvement initiatives that currently exceed $5 million annually. He is a frequent speaker at international and national events. His work with state and regional educational organizations, districts, and schools, spans 46 states and 15 nations. Throughout his career, Parrett has worked to improve the educational achievement of all children and youth, particularly those less advantaged. These efforts have positively impacted the lives of thousands of young people, many of whom live in poverty.
Kathleen Budge brings a blend of 26 years of practical experience as a teacher and administrator combined with more than a decade of work dedicated to bridging the gap between the university and the teaching profession. She is an associate professor of Educational Leadership in the Curriculum, Instruction, and Foundational Studies Department at Boise State University, where her research focus on poverty, rural education, school improvement, and leadership development. She is co-author (with William Parrett) a new edition (2020) of the award-winning book Turning High-Poverty Schools Into High-Performing Schools, and the video series, Disrupting Poverty in Elementary and Secondary Classrooms. Bill and Kathleen’s other recent book, Disrupting Poverty: 5 Powerful Classroom Practices, was honored as an ASCD Member book and provided to over 58,000 educational leaders and classroom teachers worldwide as a part of it’s official release in January of 2018. She has conducted numerous presentations at international, national, and state conferences and served as guest speaker for webinars, podcasts, and symposiums related to the topic of poverty and the “whole child.” Her consultancies include state departments, boards of education, education associations, state and regional service providers; as well as schools in 25 states and 8 nations. She earned her doctorate from the University of Washington in 2005. She continues to maintain that her most important and significant work has been teaching first graders to read.
