1. Generational Poverty A Framework for Understanding Kelly S. Compton IU9 Summer Curriculum Institute

2. Goals Empower educators with an understanding of the realities our students living in poverty Collaborate with educators to identify effective instructional strategies for teaching students living in poverty Help educators build resilient children in spite of the obstacles associated with living in poverty

3. A Framework for Understanding Poverty Dr. Ruby K. Payne Credit

4. Workshop Objectives 1. Define poverty 2. Examine the data and conditions of poverty 3. Identify strategies to raise achievement in the classroom 4. Examine the patterns of living in generational poverty

5. Guiding Points Poverty is relative. Beware of stereotypes! Ruby Payne’s theory is based on patterns. All patterns have exceptions.

6. Guiding Points Schools and businesses operate from middle-class norms and values. Individuals bring with them the hidden rules and traits of the class in which they are raised. Educators must not excuse students from poverty or scold them. Educators must teach all students.

7. Guiding Points It is not easy to break the cycle of poverty. Education and Relationships are essential tools for breaking out poverty.

8. Finally... What motivates a person to leave poverty? Too painful to stay Vision or goal Key relationship or sponsor Special talent or skill

9. Definition of Poverty According to you, what is the definition of poverty?

10. Formal Definitions ( Merriam – Webster) 1. The state of one who lacks a usual or socially acceptable amount of money or material possessions 2. A lack of resources leading to the inability to acquire goods necessary for subsistence; lack of opportunities to increase those resources.

11. Generational vs. Situational Generational poverty and situational poverty are different.

12. Generational Poverty Two generations Unique culture, hidden rules, and belief systems Attitude (Society owes me!) Limited number of resources

13. Situational Poverty Lack of resources due to a particular event Attitude (Pride and refusal to accept charity) Additional Resources

14. STATISTICS

15. Global Poverty Rate 1.6 %-Sweden 2.8 %-Germany 4.6 %-France 7.4 %-United Kingdom 9.3 %-Canada 20.4 %-U.S.A

16. National Statistics Nearly 36.5 million people in the United States live in poverty 35% (12.8 million) of America’s poor are children

17. State of the Child in Pennsylvania 1 in 6 children in PA is born to a mother with less than a high school diploma 1 in 6 children in PA is at risk of entering school not ready to learn One in 3 children lives in a low-income family. 50% of the rural children in Pennsylvania live in low-income families.

18. Who are the students of poverty? They are students who qualify for free and reduced meals.

19. How Do We Define Poverty in Education? U.S. Census Bureau - Free and Reduced Meals - Title 1 Funding Number of Persons in Family Unit Yearly Income 1$9,800 2$13,200 3$16,600 4$20,000 5$23,400 For each additional person add: $3,400

20. Regional Figures (2007) Cameron County42% Elk County33% McKean County39% Potter County44%

21. County Statistics Percent of children under age 5 living in low- income families: Cameron35% (1 in 3) Elk36.1% (1 in 3) McKean49.9% (1 in 2) Potter54.0% (1 in 2)

22. County Statistics Births to mothers with less than a HS degree: Cameron7(14%) Elk27(8.4%) McKean70(13.8%) Potter38(18.2%)

23. Local Statistics Austin 47% Bradford42% Cameron County38% Coudersport33% Galeton Area53% Johnsonburg38% Kane35% Northern Potter 45% Oswayo Valley38% Otto-Eldred44% Port Allegany38% Ridgeway35% Saint Mary’s28% Smethport33%

24. Discussion Question What else do we know about children living in generational poverty?

25. They are... Children who receive little or no pre-natal care Children who are born to teen mothers Children who experience lower birth weights Children who are born to mothers and fathers without a high school diploma Children who experience more lead poisoning and iron- deficiency anemia Children who do not have adequate nutrition Children who receive no routine preventive medical and dental care Children who are prone to asthma, resulting in more sleeplessness, irritability, and lack of exercise Children who are more likely to suffer from developmental delays

26. And... Children who live in single- parent households Children who are being raised by grandparents Children who visit a parent in jail Children who may be exposed to violence on a daily basis Children who suffer from their parents’ addictions Children who live in substandard housing Children who switch schools often Children who are in foster care Children who are not read to as often as high-income peers Children who are exposed to high levels of family stress and random discipline

27. They are... Children who start school with poorer health, less stability, and fewer enriched experiences than high-income peers Children who have had fewer vacations, visits to museums and zoos, music and dance lessons, opportunities to participate in organized sports leagues to develop their ambition, cultural awareness, and self-confidence Children who do not have access to books Children who do not know how to “play” school Children who are at risk of dropping out of high school Children who will likely perpetuate the cycle of poverty unless they are educated and supported by caring adults

28. Children who... Make up an aggregated subgroup Factor into proficiency rates on standardized tests Stand in the way of AYP Have been left behind

29. Lastly, Children who can achieve! “Poverty alone is not the cause of low achievement in our schools. The highest predictor of academic achievement is the proficiency of teachers in effective instructional practice.” (Belinda Williams)

30. NCLB Strategies to Raise Achievement

31. List of Strategies Assess the Resources of Students Teach Students to Speak in Formal Register Forge Relationships with Parents Recognize and Teach Hidden Rules Build Relationships of Respect with Students and Resilience Translate the Concrete into the Abstract Teach Students How to Ask Questions Monitor Progress and Plan Interventions

32. Strategy 1 Assess the Resources of Students

33. Student Resources FINANCIALPHYSICAL EMOTIONALSUPPORT SYTEMS MENTALRELATIONSHIPS / ROLE MODELS SPIRITUALKNOWLEDGE OF HIDDEN RULES

34. FINANCIAL The family has the money to purchase goods and services.

35. EMOTIONAL The student is able to choose and control emotional responses without engaging in self-destructive behavior. The student is able to engage in self- talk and demonstrate the ability to focus on the issue.

36. MENTAL The student has the mental abilities and acquired skills (reading, writing, and computing) to deal with daily life.

37. SPIRITUAL The student believes in a higher power. The student knows that he or she has a divine purpose in life.

38. PHYSICAL The student is in good physical health and can get around town.

39. SUPPORT SYTEMS The student has friends, family members, and backup resources available to access in times of need.

40. RELATIONSHIPS / ROLE MODELS The student has access to adults who are appropriate, nurturing, and do not engage in self-destructive behavior.

41. KNOWLEDGE OF HIDDEN RULES The student knows the unspoken cues and habits of the school community.

42. Strategy 2 Teach Students to Speak in Formal Register

43. Registers of Language Five Registers of Language → FROZEN → FORMAL → CONSULATIVE → CASUAL → INTIMATE

44. Discourse Patterns

45. Formal – Register Discourse Pattern Speaker or writer gets straight to the the point.

46. Casual-Register Discourse Pattern Speaker or Writer goes around the issue before finally coming to the point.

47. Strategy 3 Forge Relationships with Parents

48. Understanding Family Roles Fighter / Lover Caretaker / Rescuer Worker Storyteller Keeper of the Soul

49. Dispelling the Myths of Poverty MYTH: Poor people are unmotivated and have weak work ethics FACT: 83% of children from low-income families have at least one parent working FACT: Many poor adults must work two, three, or four jobs.

50. Dispelling the Myths of Poverty MYTH: Poor parents are uninvolved in their children’s learning because they do not value education. FACT: Low-income parents are less likely to attend school functions because they work multiple jobs, work evenings, have jobs without paid leave, cannot afford child care, do not have access to public transportation, or have had negative personal school experiences FACT:Many low-income parents may not know how to support their child’s learning

51. Understanding High-Mobility Rates from the Perspective of Parents Housing Problems Searching for work Running from problems Abusive relationships Criminal records Financial responsibility Child Protective Services Doubling Up

52. Understanding High-Mobility Rates from the Perspective of Teachers Test Scores Consistency of Instruction Reduce sense of belonging Reduce academic attachment

53. Understanding Types of Parents 1. Career-Oriented 2. Very Involved in School Activities 3. Single Parent Working Two or Three Jobs 4. Grandparent 5. Parents with Overwhelming Personal Issues 6. Divorced Parents 7. Surrogate Parents 8. Children who are their own Parent

54. The BIG Question... What can we do to better support families living in generational poverty?

55. We can... Welcome Parents into the school building Install User-Friendly Phone Systems Use humor (not sarcasm) with parents Deliver bad news through a story Use language that is understandable Offer a cup of coffee to parents Use an adult voice Be personally strong... But do not “gang up” on parents Say to parents, “We know that you care about your child, or you wouldn’t be here. We also care about your child and we are hoping you can help us communicate this message to your child.”

56. Strategy 4 Recognize and Teach Hidden Rules

57. Hidden Rules are the unspoken cues, habits, and values of a group. Knowledge of hidden rules impact students’ achievement in schools and success in the workplace.

58. Major Hidden Rules Among Classes Poverty Middle Class Wealth

59. Where is your comfort zone?

60. Life Areas PossessionsMoney PersonalitySocial Emphasis FoodClothing TimeEducation DestinyLanguage Family StructureWorld View LoveDriving Force

61. Strategy 5 Build Relationships of Respect with Students

62. The Importance of Relationships “No significant learning occurs without a significant relationship.” James Comer (1995)

63. ABC News – A Hidden America: Children of the Mountains What are the stories of the students in your classroom? How do your students’ circumstances compare to the conditions depicted in the broadcast? How do YOU build relationships with students living in generational poverty?

64. How can you show students that you care? Call your students by name, especially in the hall and out in the community. Say “Hi!” Answer your students’ questions, even if you already answered it. Talk to your students respectfully, even if they disrespect you. Notice your students. Notice their new haircuts, clothes, body piercings, and attitudes. Feed your students. Listen to your students.

65. Relationships and Learning Classrooms should be high in challenge and low in threat. Intensive teaching and learning is best done in groups of six or fewer children. Thirty minutes of intensive, close-up teaching is as valuable as several hours of whole group instruction. Cooperative and shared decision making promotes a community of learners. Students from low-incomes families may not enjoy competitions in the classroom, unless they are sure to win.

66. Strategy 6 Translate the Concrete into the Abstract

67. Success in School Requires students to learn two sets of hidden rules Requires students to utilize a variety of resources Requires students to translate the abstract to the concrete

68. Mental Models and Graphic Organizers Translate information from the abstract to the concrete Learn abstract information more quickly Hold abstract information in their head Sort information Understand a discipline or field of study Understand the structure, purpose, or pattern of a body of knowledge

69. Examples...

70. Maslow’s Hierarchy of Need

71. Another Way of Seeing Anchors PA Academic Standards Assessment Anchors

72. A Graphic Organizer PA Academic Standards Reporting Categories Assessment Anchors Descriptors Eligible Content

73. Not An Example

74. Example

75. Strategy 7 Teach Students How to Ask Questions

76. Question 1 Which word best describes ___________ reaction when he ___________________? A. boastful B. surprised C. inspired D. reserved

77. Question 2 The passage is mostly organized by A. cause and effect. B. sequence of events C. problem and solution D. comparison and contrast

78. Question 3 Based on the passage, readers can conclude that... A. Distracter B. Not even close! C. Answer D. Distracter

79. Question 4 What does the word __________mean as used in the passage? A. unkind B. neutral C. doubtful D. recorded

80. Question 5 Which sentence best summarizes article?

81. Question 6 Which of these sentences indicates that the passage is written from a first-person point of view? A. “When local officials arrived for an appraisal, they discovered that the house had a backyard, which is forbidden by zoning restrictions.” B. “In the yard was a live tree – an oak was what Mom called it.” C. “On the way back, Mom and Dad were silent, and I read through one of the brochures the guide had passed out.” D. “It had none of the marble gloss or steely sheen of modern buildings, but was rather a dull white color, with the paint peeling in places.

82. Question 7 Read the following sentence from the passage. “You could see details more intricate than in any manmade plant.” Which of these words is an antonym of intricate? A. simple B. modern C. colorful D. precise

83. Question 8 What is the purpose of the passage? A.to explain how to paint the morning B.to describe the colors used to paint the morning C.to show that it takes time to paint the morning D.to tell a story about a girl trying to paint the morning

84. Question 9 Which of these is an opinion? A.“Nearly all diamonds are colorless.” B.“Most businesses no longer buy costly natural diamonds.” C.“The beautiful blue Hope diamond brings bad luck to its owner.” D.“Diamonds are measured by their weight in carats.”

85. Question 10 Based on their actions, how could the Austin family be described? Use at least two examples from the passage to support your answer. ___________________________________________

86. Strategy 8 Monitor Progress and Plan Interventions

87. Steps to the Schoolwide Process Chart student performance and analyze data by subgroups and individuals Determine which content is the most critical for future learning Use instructional strategies that have the highest payoff. Use rubrics and benchmark tests to identify how well students are mastering standards

88. Steps to the Schoolwide Process Identify learning gaps and choose appropriate interventions. (Extra instruction time, supportive relationships, mental models, and questioning strategies Build a Professional Learning Community to discuss data and plan interventions.

89. The Bottom Line 1. How does poverty affect learning? 2. What can educators do to enhance the well- being of children living in poverty? 3. What can educators do to improve the achievement of those with limited resources? 4. How do we break the cycle of poverty?

90. The Answer... Be insistent...Do not make excuses Maintain High Expectations Assess student resources Respect Hidden Rules Develop caring relationships with students and their families Serve as appropriate role models Use mental models and teach questioning strategies Deliver target instruction based on students’ needs

91. Goals Empower educators with an understanding of the realities our students living in poverty Collaborate with educators to identify effective instructional strategies for teaching students living in poverty Help educators build resilient children in spite of the obstacles associated with living in poverty

92. Workshop Objectives 1. Define poverty 2. Examine the data and conditions of poverty 3. Identify strategies to raise achievement in the classroom 4. Examine the patterns of living in generational poverty

93. Thank You!