1. A Framework for Understanding Poverty aha! Process, Inc., Highlands, TX www.ahaprocess.com Ruby K. Payne, Ph.D.

2. This research is about economic diversity, not racial or cultural diversity.

3. Learning Targets I will establish a mental framework for understanding economic realities I can understand key points of the framework of poverty I can analyze hidden rules of different social classes I can apply what I’ve learned about the framework of poverty to my future professional practices

4. Dr. Ruby Payne…

5. 1. Poverty is relative. Key Point

6. Key Point: Generational Poverty v. Situational Poverty

7. Generational vs. Situational Generational: two generations or more Situational: resources are temporarily reduced Middle Class = education beyond high school One class movement in a lifetime When you're moving you must be successful with – Part native rules/part new rules exposure Generational poverty = no exposure Shapes thinking 40% live in their native class Focus on “Generational”

8. TAKE A LOOK AT THE VIDEO CLIP

9. 3. This is a cognitive approach to class and is based on patterns of thinking. All patterns have exceptions. Key Point

10. 4. Schools and businesses operate from middle-class norms and values. Key Point

11. 5. Individuals bring with them the hidden rules of the class in which they were raised. Key Point

12. 6. Hidden rules about time and money. Key Point

13. 7. We can neither excuse nor scold students. We must teach our students and their parents. Key Point

14. 8. We must teach our students that there are two sets of rules. Key Point

15. 9. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement. Key Point

16. 10. Two things that help one move out of poverty are: education relationships Key Point

17. 11. Four reasons one leaves poverty are: too painful to stay vision or goal key relationship special talent/skill Key Point

18. 12. What is the motivation for learning? Key Point

19. 13. Mutual respect is: – High expectations – Insistence – Support Key Point

20. Why should we care? According to the U.S. Census Bureau seven states showed increases in their poverty rates based on two-year averages Illinois Michigan Nevada North Carolina SOUTH DAKOTA Texas Florida

21. 2010 Estimated Income Requirements PERSONS IN FAMILY UNITINCOME FOR FEDERAL POVERTY GUIDELINES 1$14,040 2$18,900 3$23,760 4$28,620 5$33, 480 6$38,340 7$43,200 8$ 48,060

22. 2009-2010 poverty threshold was measured according to the HHS Poverty Guidelines For each additional person, add $3,740$4,680$4,300 Persons in Family Unit 48 Contiguous States and D.C. AlaskaHawaii 1 $10,830$13,530 $12,460 2$14,570$18,210$16,760 3$18,310$22,890$21,060 4$22,050$27,570$25,360 5$25,790$32,250$29,660 6$29,530$36,930$38,260 7$33,270$41,610$42,560 8$37,010$46,290$40,940

23. Children in Poverty in U.S. Greatest number and greatest percentage of people in poverty are children – 18.0% African American 3,904,00, 34.5% Native American 194,272, 31.9% Hispanic 4,482,000, 28.6% Caucasian 8,395,000, 14.9% Asian 374,000, 12.5% About 1 in 5 U.S. children live in poverty Growing fastest in rural areas and first-ring suburbs Based on U.S. Census Bureau Current Population Survey, 2009

24. Some Americans Are Much Less Likely to Graduate From College B.A. Rate by Age 24 Young People from High SES Families 75% Young People from Low SES Families 9% Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to 2003” Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.

25. Lots of Great Information Hidden rules exist Resources must be examined and acted upon We need to be aware of Language Registers The structure of Family is critical to understanding and working with students/parents from poverty There are effective Strategies and Interventions we can use to help us be more effective when working with kids from poverty and ALL kids in our classroom

26. Hidden Rules: Time and Money

27. COMPLETE THE QUIZ: Put a check by each item you know how to do. ______1.I know which churches and sections of town have the best rummage sales. ______2.I know which rummage sales have “bag sales” and when. ______3.I know which grocery stores’ garbage bins can be accessed for thrown-away food. ______4.I know how to get someone out of jail. ______5.I know how to physically fight and defend myself physically. ______6.I know how to get a gun, even if I have a police record. ______7.I know how to keep my clothes from being stolen at the Laundromat. ______8.I know what problems to look for in a used car. ______9.I know how to live without a checking account. ______10.I know how to live without electricity and a phone. ______11.I know how to use a knife as scissors. ______12.I can entertain a group of friends with my personality and my stories. ______13.I know what to do when I don’t have money to pay the bills. ______14.I know how to move in half a day. ______15.I know how to get and use food stamps or an electronic card for benefits. ______16.I know where the free medical clinics are. ______17.I am very good at trading and bartering. ______18.I can get by without a car. Could you survive in poverty?

28. Could you survive in wealth? COMPLETE THE QUIZ: Put a check by each item you know how to do. ______1.I can read a menu in French, English, and another language. ______2. I have several favorite restaurants in different countries of the world. ______3.During the holidays, I know how to hire a decorator to identify the appropriate themes and items with which to decorate the house. ______4.I know who my preferred financial advisor, legal service, designer, domestic- employment service, and hairdresser are. ______5.I have at least two residences that are staffed and maintained. ______6.I know how to ensure confidentiality and loyalty from my domestic staff. ______7.I have at least two or three “screens” that keep people whom I do not wish to see away from me. ______8.I fly in my own plane or the company plane. ______9.I know how to enroll my children in the preferred private schools. ______10. I know how to host the parties that “key” people attend. ______11. I am on the boards of at least two charities. ______12. I know the hidden rules of the Junior League. ______13. I support or buy the work of a particular artist. ______14. I know how to read a corporate financial statement and analyze my own financial statements.

29. Could you survive in middle class? COMPLETE THE QUIZ: Put a check by each item you know how to do. ______1.I know how to get my children into Little League, piano lessons, soccer, etc. ______2.I know how to set a table properly. ______3.I know which stores are most likely to carry the clothing brands my family wears. ______4.My children know the best name brands in clothing. ______5.I know how to order in a nice restaurant. ______6.I know how to use a credit card, checking account, and savings account—and I understand an annuity. I understand term life insurance, disability insurance, and 20/80 medical insurance policy, as well as house insurance, flood insurance, and replacement insurance. ______7.I talk to my children about going to college. ______8.I know how to get one of the best interest rates on my new-car loan. ______9.I understand the difference among the principal, interest, and escrow statements on my house payment. ______10.I know how to help my children with their homework and do not hesitate to call the school if I need additional information. ______11.I know howto decorate the house for the different holidays. ______12.I know how to get a library card. ______13.I know how to use most of the tools in the garage. ______14.I repair items in my house almost immediately when they break—or know a repair service and call it.

30. What are the Hidden Rules?

31. Time POVERTY Present most important Decisions made for the moment based on feelings or survival MIDDLE CLASS Future most important Decisions made against future ramifications WEALTH Traditions and past history most important Decisions made partially on basis of tradition/decorum

32. POVERTY Belief in fate Cannot do much to mitigate chance MIDDLE CLASS Believes in choice Can change future with good choices now WEALTH Noblesse oblige Destiny

33. believes that one is fated or destined the behavior not get caught not get caught deny punishedforgiven

34. POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees Possessions

35. Hidden Rules of Food Poverty – Is there enough? Middle Class – Does it taste good? Wealth – How is food presented?

36. Hidden Rules in Poverty 1.Noise level is higher 2.Important information is given non- verbally 3.Entertainment and humor are valued 4.Personal strength is respected 5.A wider range of behaviors is acceptable

37. Hidden Rules in Wealth 1.It is NOT okay not to be perfect 2.Details are crucial 3.Expertise is respected 4.Privileged – Rules don’t apply to my child 5.Emphasis on social inclusion – the “weapon of choice” is social exclusion

38. Resources

39. Definition of Poverty The extent to which an individual does without resources – Poverty is more about lack of resources than it is about money

40. Resources 1. Financial 2. Emotional 3. Mental 4. Spiritual 5. Physical 6. Support Systems 7. Relationships / Role Models 8. Knowledge of Hidden Rules

41. A student must have sufficient resources to negotiate his/her reality. Different realities (situations) require the use of different resources. So, the more resources a student has, the more situations he/she can handle. 90% of discipline problems come from 10% of kids – these kids usually have only 2 or 3 resources. Having three resources or less is poverty

42. Language Registers

43. F ive Registers Frozen – always the same, Lord’s prayer Formal – write papers, business reports Consultative – a presenter uses this, in and out of formal, casual consultative Casual – fun language, gossip Intimate – between two intimate people

44. Casual vs. Formal Register “This sucks.” There is no joy in this activity

45. To survive in poverty, one must rely upon non-verbal, sensory, and reactive skills. To survive in school, one must use verbal, abstract, and proactive skills.

46. Two Sets of Rules Rules at home – SURVIVAL, SAVE FACE Rules in school – MIDDLE CLASS RULES

47. Family Structure

48. Cooperation Competition Authority Identity Deception Family structure affects attitudes about:

49. Patterns in Generational Poverty “Society owes me a living” A job is about making enough money to survive Common-law marriages Often single-parent homes Mother is center of organization Many multiple relationships Multiple internal feuds Changing allegiances, favoritism

50. Students or parents often… Get mad and quit their job or work Work hard if they like you Say exactly what is on their mind, especially when angry Extreme freedom of speech; enjoy humor Are frequently late due to family emergencies Need emotional warmth

51. Discipline Interventions

52. ADULT CHILD VOICES pg. 82-84 PARENT Adapted from work of Eric Berne

53. Child Voice Quit picking on me. You don’t like/love me. I hate you. You’re ugly. It’s your fault. You make me mad.

54. Parent Voice You (shouldn’t) should do that. It’s wrong (right) to do ______. Life’s not fair. Get busy. You do as I say. Why can’t you be like____?

55. Adult Voice In what ways could this be resolved? I would like to recommend____? What are choices in this situation? For me to be comfortable, I need the following things to occur____. These are the consequences of that choice/action:_____.

56. Statistics to Address 1.90% of discipline problems come from 10% of students 2.80% of discipline referrals come from 11% of staff 3.95% of referrals occur in either first or last five minutes of class

57. Creating Relationships

58. " No significant learning occurs without a significant relationship." –Dr. James Comer

59. Deposits Withdrawals Based on the work of Stephen Covey

60. DEPOSITS Seek first to understand Keeping promises Kindnesses, courtesies Clarifying expectations Loyalty to the absent Apologies Open to feedback WITHDRAWALS Seek first to be understood Breaking promises Unkindnesses, discourtesies Violating expectations Disloyalty, duplicity Pride, conceit, arrogance Rejecting feedback

61. Relationship Building Tools Mutual respect Interest inventory

62. Mental Models Mental models are how the mind holds abstract information, i.e., information that has no sensory representation. Mental models are held in the mind as stories, analogies, or two-dimensional drawings. Mental models tell the structure, purpose, process, or pattern. Mental models often explain “the why” of things working the way they do.

63. Mental Models Translate Abstract Concepts to Concrete Representations Visual Representation Story telling Metaphor Analogy

64. The Continent Song North America (hold up left hand) Europe (point to nose) Asia (hold up right hand) Africa, Africa (hands around waist) South America (point to left knee) Australia (point to right knee) Antarctica, Antarctica (stomp feet)

65. Instructional Strategies to Build Conceptual Frameworks and Cognitive Strategies 1.Teach students how to use Graphic Organizers to organize thoughts and information. 2.Establish goal-setting and procedural self-talk. 3.Use a kinesthetic approach. 4.Use rubrics and share them with students ahead of time. 5.Teach the structure of language.

66. “If individuals and organizations operate from the generative orientation, from possibility rather than resignation, we can create the future into which we are living, as opposed to merely reacting to it when we get there.” –Joe Jaworski From Synchronicity: The Inner Path of Leadership (1996)