A Framework for Understanding Poverty-An OverviewBy 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

A Framework for Understanding Poverty Professional Development Agenda

3/15/06

Understanding the Model’s Application to Closing the Achievement Gap

Understanding the Key Points Discussing school’s ability to provide

resources Identifying the components of the

framework and strategies for ensuring success

Closing the Gap Goals To 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 races

To ensure that all children move to the next level ready to learn and graduate ready to live well

How Can Ruby Payne’s Model Assist?

Bill Daggett suggests that: Rigor + Relevance + Relationships=

Higher Achievement Ruby Payne suggests that: Rigor + Relevance + Relationships=

Higher Achievement And….that educators can better ensure all

students achieve at high levels by applying her framework.

Ruby’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.

Examples of Rules:Poverty Middle Class Wealth

Possessions People Things One of a kind objects or pedigrees

Money Use or spend

Manage Invest

View of the World

Local National International

Key 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).

Key Points:

Two things which help one move out of poverty are: education & relationships

Four reasons one leaves poverty are: too painful to stay; vision or goal; key relationships; special talent/skill

Some Facts about Poverty

Poor children are more likely than non-poor children to:

be in single-parent families be victims of child abuse/neglect have parents with low educational

attainment

Some 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

We must, then, attend to the needs of children living in poverty, and……………

they are present in every one of our schools!

Poverty and Resources Poverty is the

extent to which an individual does without resources.

The ability to leave poverty depends on many resources-not just financial.

What are the Necessary Resources?

Financial Emotional Mental Spiritual Physical Support Systems Relationships/Role Models Knowledge of Hidden Rules

Which of these resources can a school impact/provide?

Talk at your table and be prepared to report to the group.

Why 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)

Language, Story Structure, Cognition (Remember Rita!)

Registers: frozen, formal, consultative, casual, intimate

In 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?

Registers 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 thinks Do 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

Story Structure Formal-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?

Addressing Language Issues Permit students to

write in casual & translate to formal

Require students to speak in formal when they are facing discipline

Use graphic organizers to show patterns

Tell stories both ways and compare/contrast

Use stories across the content

Teach formal register, discourse patterns, & story structure directly

Relate need to learn to success in work.

Hidden 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.

Hidden 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.

Why do schools need to understand the concept of hidden rules?

To ensure that expectations do not differ from student to student

To teach students the hidden rules of middle class to mastery

To be able to work within a family’s rules when exploring solutions to problems/not imposing MC rules

To lessen frustration levels

Characteristics 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?

What does this mean for schools?

Education is the key to getting out: goal or vision; painful situation; mentor; talent or skill: relationships

Rarely related to lack of intelligence or ability: rigor

Stay because don’t know choice exists; have nobody to teach rules or help with resources: schools virtually only place to provide help

Role Models/Emotional Resources

System: group in which individuals have rules, roles, and relationships

Dysfunctional: extent to which an individual cannot get needs met within the system

To move from poverty, one must move from the “system” & give up relationships/need emotional resources

Developing Emotional Resources

Provide support systems Use appropriate discipline strategies Establish long-term relationships Teach hidden rules ID options Increase achievement level through

good instruction Teach goal setting

Discipline: 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.

Instruction 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.

Learning Structures

Cognitive Strategies

Concepts/Store& Retrieve Info

Skills/processingOf content

Content/the whator information used

to make senseof life

Cognitive Strategies Fundamental ways

of processing information

Infrastructures of the mind

Work by R. Feuerstein

Must directly teach ability to plan and systematically go through data

Must use mediation to ensure effective learning occurs

Not 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.

Three Stages in the Learning Process for Teaching Cognitive Strategies

Input like using planning behaviors Elaboration like defining a problem Output like using precise language Regardless of the content, students

are taught the strategies and then are required to use.

PK, Reading Programs, CSR, Prevention/Support Programs, Parent Training

Strategies Teach effective eye movements Use graphic organizers Teach systematic approaches to the

data/text (highlighting) Establish goal setting/self-talk Teach conceptual frameworks Use kinesthetic approach Use rubrics

Strategies

Teach structure of language Teach to make questions Teach mental models Make learning/not teaching the focus Teach teachers to diagnose and then

design Teach to the process/not just content

Creating Relationships Key to achievement: creating relationships

with students Relationships are most significant motivator Resilient kids are the result of caring adults. Use Covey’s emotional bank account model Create a caring school, promote

achievement, be role models, insist upon successful behaviors

“No significant learning occurs without a significant relationship.”

-Dr. James Comer

Why 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.

Where to Go from Here?

Faculty Overview Faculty Study Groups Designing Your School’s Changes Making a Difference for Those We

Serve Who Are Living in Poverty