Presentation on theme: "A Framework for Understanding Poverty-An Overview By Ruby K. Payne, Ph"— Presentation transcript:
1A Framework for Understanding Poverty-An Overview By Ruby K. Payne, Ph A Framework for Understanding Poverty-An Overview By Ruby K. Payne, Ph.D.A Model to address the Achievement Gap by dealing with issues related to poverty/not racial or cultural diversity3/15/06
2Understanding the Model’s Application to Closing the Achievement Gap A Framework for Understanding Poverty Professional Development Agenda 3/15/06Understanding the Model’s Application to Closing the Achievement GapUnderstanding the Key PointsDiscussing school’s ability to provide resourcesIdentifying the components of the framework and strategies for ensuring success
3Closing the Gap GoalsTo ensure that ALL children are able to achieve the standards as set forth by the State of Florida (Rigor)To ensure that our data shows no gaps in learning between socioeconomic groups or racesTo ensure that all children move to the next level ready to learn and graduate ready to live well
4How Can Ruby Payne’s Model Assist? Bill Daggett suggests that:Rigor + Relevance + Relationships=Higher AchievementRuby Payne suggests that:And….that educators can better ensure all students achieve at high levels by applying her framework.
5Ruby’s Key Points Poverty is relative. Poverty occurs in all races/all countries.Economic class is a continuous line/not a clear-cut distinction.Generation & situational poverty are different.This work is based on patterns; all patterns have exceptions.Individuals bring with them hidden rules of their class.Schools operate from the middle-class norms and values.
6Examples of Rules: Poverty Middle Class Wealth Possessions People ThingsOne of a kind objects or pedigreesMoneyUse or spendManageInvestView of the WorldLocalNationalInternational
7Key Points (continued): We must understand the hidden rules but teach students the rules that will make them successful. We must teach them that there are two sets of rules.We cannot excuse or scold students for NOT KNOWING; we must teach them and provide support, insistence, and expectations.To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time).
8Key Points:Two things which help one move out of poverty are: education & relationshipsFour reasons one leaves poverty are: too painful to stay; vision or goal; key relationships; special talent/skill
9Some Facts about Poverty Poor children are more likely than non-poor children to:be in single-parent familiesbe victims of child abuse/neglecthave parents with low educational attainment
10Some Facts about Poverty continued: Poor children are more likely than non-poor children to:- suffer developmental delays and damage- drop out of high school- give birth during the teen years- score poorly on standardized tests
11they are present in every one of our schools! We must, then, attend to the needs of children living in poverty, and……………they are present in every one of our schools!
12Poverty and ResourcesPoverty is the extent to which an individual does without resources.The ability to leave poverty depends on many resources-not just financial.
13What are the Necessary Resources? FinancialEmotionalMentalSpiritualPhysicalSupport SystemsRelationships/Role ModelsKnowledge of Hidden Rules
14Which of these resources can a school impact/provide? Talk at your table and be prepared to report to the group.
15Why is the idea of resources important? To dispense advice or seek solutions to situations, we must know what resources are available (not only from a middle class point of view)By understanding resources, we can influence non-financial resources (for example: being a role model)
16Language, Story Structure, Cognition (Remember Rita!) Registers: frozen, formal, consultative, casual, intimateIn poverty, majority of students have no access to formal register at home.Thus, cannot use formal register.How Does This Impact Learning/Overall Success in School/in Life?
17Registers of Language: Discourse Patterns (Organizational Pattern of Information) Primary discourse: language 1st acquired (casual-around the issue)Secondary discourse: language of larger society (formal-to the point)Discourse is how one thinksDo better in school if instruction is provided through primary, BUT:Students living in poverty must be taught to think in secondary discourse-direct instruction/relationships
18Story StructureFormal-Starts at the beginning and goes to the end in an accepted narrative pattern. The plot is the most important part.Casual-Begins with the end or the part that is most emotional with a focus on characters.Which structure contributes to effective learning? How can schools address this area?
19Addressing Language Issues Permit students to write in casual & translate to formalRequire students to speak in formal when they are facing disciplineUse graphic organizers to show patternsTell stories both ways and compare/contrastUse stories across the contentTeach formal register, discourse patterns, & story structure directlyRelate need to learn to success in work.
20Hidden Rules Take the quiz while discussing it at your table. Discuss the hidden rules as identified by the chart. How do these manifest themselves in schools? Be prepared to share.
21Hidden Rules/Mental Models The assumption is that everyone knows what you know.We see the world and react to situations through our own mental models but we really do not realize this fact.Hidden rules govern how we assess another individual and his/her capabilities.
22Why do schools need to understand the concept of hidden rules? To ensure that expectations do not differ from student to studentTo teach students the hidden rules of middle class to masteryTo be able to work within a family’s rules when exploring solutions to problems/not imposing MC rulesTo lessen frustration levels
23Characteristics of Generational Poverty Generational vs. Situational/Middle Class: (background noise; personality; entertainment; relationships; matriarchal; oral language; survival; lover/fighter role; rescuer/martyr role; non-verbal/ kinesthetic; owning people; negative orientation; discipline; belief in fate; polarized thinking; mating dance; time; sense of humor; lack of order; lives in the moment; different family patterns)How does this impact the school environment and learning?
24What does this mean for schools? Education is the key to getting out: goal or vision; painful situation; mentor; talent or skill: relationshipsRarely related to lack of intelligence or ability: rigorStay because don’t know choice exists; have nobody to teach rules or help with resources: schools virtually only place to provide help
25Role Models/Emotional Resources System: group in which individuals have rules, roles, and relationshipsDysfunctional: extent to which an individual cannot get needs met within the systemTo move from poverty, one must move from the “system” & give up relationships/need emotional resources
26Developing Emotional Resources Provide support systemsUse appropriate discipline strategiesEstablish long-term relationshipsTeach hidden rulesID optionsIncrease achievement level through good instructionTeach goal setting
27Discipline: about penance and forgiveness/not change Policy should provide structure (clear expectations/consequences) and teach about choices/and should be for the purpose of promoting good behavior.Interventions should be based on understanding of poverty and should teach.Teach students to use the language of negotiation/use of adult voice.Explain the possible need for 2 sets of behaviors.
28Instruction and Improving Achievement Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low SES and low achievement.Focus on research on learning (what does on inside the head) and not teaching (occurs outside the head) to change this fact.
30Cognitive Strategies Fundamental ways of processing information Infrastructures of the mindWork by R. FeuersteinMust directly teach ability to plan and systematically go through dataMust use mediation to ensure effective learning occursNot just “don’t cross street, or you could get hit by a car,” but……..Also the teaching of a strategy: If you must go, look both ways twice.
31Three Stages in the Learning Process for Teaching Cognitive Strategies Input like using planning behaviorsElaboration like defining a problemOutput like using precise languageRegardless of the content, students are taught the strategies and then are required to use.PK, Reading Programs, CSR, Prevention/Support Programs, Parent Training
32Strategies Teach effective eye movements Use graphic organizers Teach systematic approaches to the data/text (highlighting)Establish goal setting/self-talkTeach conceptual frameworksUse kinesthetic approachUse rubrics
33Strategies Teach structure of language Teach to make questions Teach mental modelsMake learning/not teaching the focusTeach teachers to diagnose and then designTeach to the process/not just content
34Creating Relationships Key to achievement: creating relationships with studentsRelationships are most significant motivatorResilient kids are the result of caring adults.Use Covey’s emotional bank account modelCreate a caring school, promote achievement, be role models, insist upon successful behaviors
35“No significant learning occurs without a significant relationship.” -Dr. James Comer
36Why A Focus on this Framework? As Covey tells us, “Seek first to understand.”We need to understand the motivation and perspectives of our children who come from poverty if we are to successfully teach them.
37Where to Go from Here? Faculty Overview Faculty Study Groups Designing Your School’s ChangesMaking a Difference for Those We Serve Who Are Living in Poverty