Introductions…..

1. Understanding Poverty and Socio-economic Differences based on A Framework of Understanding Povertyby Dr. Ruby PayneChrist Presbyterian ChurchFebruary 3rd,10th,17th, 24th, 2013

2. Introductions….. • Please tell us your name and share one of the following… • Your occupation • Where you grew up • Something about your family • Your New Year’s Resolution • Or • Something that probably no one in the room knows about you (except maybe your spouse)

3. Dr. Ruby Payne • Has written many books on socio-economic levels. Her early emphasis was on poverty and how teachers and schools could assist families of poverty. This interest grew to how whole communities could get involved through her work with Bridges Out of Poverty.

4. Scripture tells us…. Deuteronomy 15:7-8 If there is a poor man among your brothers in any of the towns of the land that the LORD your God is giving you, do not be hardhearted or tightfisted toward your poor brother. Rather be openhanded and freely lend him whatever he needs. Proverbs 11:24-25 One man gives freely, yet gains even more; another withholds unduly, but comes to poverty. A generous man will prosper; he who refreshes others will himself be refreshed.

5. September 14, 2011 USA Today “Poverty at 15.1%, highest since `93”

6. Canton Repository Headlines read… “Family poverty in Canton: Worst among Ohio's biggest cities”

7. When you think of poverty what comes to mind?

8. Let’s brainstorm what poverty can lead to…think of words that begin with the letter “D”…

9. Poverty can lead to … Death Downsizing Disease Disability Depression Dementia Divorce Diapers (more kids) Drugs Domestic Violence Drinking Dumb decisions Disillusionment Discouragement Deployment Disappointment Disaster “De-hired”

10. Who are most likely to live in poverty? • Children (18 years old or younger) • Immigrants • Female-headed households • Disabled people • Minorities Source: 2008 Report on Illinois Poverty (www.heartland alliance.org/maip).

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

12. KEY POINTS • Poverty is relative • Poverty occurs in all races and ethnicities • Generational and situational poverty are different • Schools operate from middle class norms and values • Individuals bring with them the hidden rules of class in which they are raised …Let’s find out of you’d survive in the different classes…

13. Can you survive….. • In Poverty? • In Middle Class? • In Wealth?

14. Could you survive in poverty? 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 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.

15. 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 how to 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.

16. 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.

17. Poverty Middle Wealth Work Achievement Material security Survival Relationships Entertainment Political, financial, social connections

18. Hidden Rules of Economic Class

19. More KEY POINTS • We must not excuse or scold..we must teach! • The fact that there are sets of rules should not be a secret • To move from poverty to middle class, one must give up (for a period of time) relationships for achievement

20. More KEY POINTS • Two things that help one move out of poverty: education and relationships • Four reasons one leaves poverty: too painful to stay, vision or goal, key relationship, special talent/goal

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

22. Resources • Financial • Emotional • Mental • Spiritual • Physical • Support Systems • Relationships/Role Models • Knowledge of Hidden Rules

25. Registers of Language • Frozen • Formal • Consultative • Casual • Intimate

26. Source: Meaningful Differences in the Everyday Experience of Young American Children. (1995). Betty Hart and Todd R. Risley.

27. To survive in school or at work, you have to be verbal, abstract, and proactive. You have to plan. School and work are an abstract representational world. For each of the items listed, what does the paper represent in the sensory world? Two examples are given. The Paper World of the Middle Class…..The Paper World of Middle Class

28. If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then ... If an individual cannot plan, he/sheCANNOT PREDICT. If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT. If an individual cannot identify cause and effect, he/sheCANNOT IDENTIFY CONSEQUENCE. If an individual cannot identify consequence,he/sheCANNOT CONTROL IMPULSIVITY. If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.

29. Poverty is a concrete, sensory, reactive world. • School is verbal, abstract representational, and proactive. • Without language, one lacks the tools necessary to negotiate and manipulate his/her position in the world.

30. What Are Mental Models? Beginning Learner Skilled Learner Mental Model • Sensory-based, situated learning • 5–7 things • Tied to what is • already known What: Vocabulary/content Why: The purpose of the information How: Process/steps • Abstract representational world—formal schooling • Expertise When a great discrepancy exists between the way the learner creates understanding and the way the expert communicates understanding, failure results.

31. Examples of Mental Models

32. Tammy’s Story As you watch this clip think of the hidden rules of poverty, the resources that Tammy and her family have or don’t have, the registers of language, and the local resources from which they might benefit.

33. Debriefing…. • What was your overall “feeling” about what you saw? • Did Tammy want for her family what others in “middle class” want for theirs? • What did Matt want for his life? • What resources did Tammy and her family have? • What resources did they not have? • What can you take away from this?

34. Stark County, Ohio has… • 6 Universities • Malone University • University of Mount Union • Walsh University • Kent State/Stark • Ashland University/Branch • Stark State (2 year Tech) • 17 School districts (60,017 students) • 12 locals • 5 cities • Numerous private and charter schools

35. Community Resources • Countless local resources with the number of universities • Strong business and organizational interest in the education of our youth • Dedicated foundational support (Stark Community Foundation, Deuble Foundation, David Foundation, Timken Foundation, Hoover Foundation, Sisters of Charity) • Concentrated geographic area

36. Community Needs • Networking – knowing what different agencies and institutions are doing and what their goals are • Connectivity – finding ways to collaborate as not to duplicate services • Capitalizing on the culture of the whole community… knowing strengths of different areas and how to utilize them • Educate the community on understanding the issues of poverty

37. Teacher preparation program partnerships – college and local school districts • Student teaching • Field experience • College/university visits by high school students • Local tutoring • Volunteerism

38. Grants…federal, state, and local…. Improving Teacher Quality Grant National Professional Development Grant State Department Grants Locally funded Grants - ARTSinSTARK

39. SUNBEAMS!!2007 – 2013 Improving Teacher Quality (in school districts with low-income demographics) Ohio Board of Regents Grant (79,000) 2008-2009 25 PreK-K teachers Ohio Board of Regents Grant (89,000) 2009-2010 30 PreK-K teachers Ohio Board of Regents Grant (92,000) 2010-2011 30 PreK-K teachers Ohio Board of Regents Grant (98,000) 2011-2010 30 1st and 2nd Ohio Board of Regents Grant (99,000) 2012-2011 30 1st and 2nd Ohio Board of Regents Grant (115,000) 2013-2014 30 1st and 2nd

40. National Professional Development Grant – Project ACHIEVE • Partnership of two area universities and six city and county school districts • Two million dollar, five year project • Project ACHIEVE Access to Curriculum and High Quality Instruction for Educators Valuing English Language Learners

41. State Department Grants • Environmental studies • Physical education programs • Exchanges for students and teachers …..All with international partnerships Universities provide grant writing skills, leadership & support Schools provide home stays and school involvement

42. Local grant support and professional development combined… Literacy Celebrations from 2006 to 2013 * Bring in children’s book authors and/or illustrators to share their work * Invite area educators (teachers, librarians, art teachers, etc.) to participate * Get local grant support to sponsor local school activities based on the work of the guest presenter

43. Successful partnerships to assist students academically and financially… • Canton Early College High School (CECHS) is a program designed to provide the high school students of Canton City access to college coursework and college readiness training while completing their four years of high school. • The program is designed to serve those students normally under represented in higher education by welcoming students of racial and ethnic minorities, low-income families, first-generation college attendees and/or English language learners. • CECHS has a diverse student body focused on a common goal – attending an institution of higher learning and completing a four year degree.

44. Successful partnerships to assist students academically and financially… • College Opportunity Credits / Dual Credit Stark County school districts have embarked on a bold, broadly-focused effort to provide College Opportunity Credits—opportunities for students to earn both high school and college credit while attending high school—in ever increasing numbers. This effort involves a series of distinct programs and approaches.

45. HELP GUIDE • Community Harvest • Stark Community Foundation • Habitat for Humanity/Restore • The Refuge of Hope • Good Will • United Way • Church programs – food, clothing, household needs

46. What can we do as educators to assist students and their families? *Understand the “hidden rules” and culture of all socio-economic groups *Know the area resources *Share resources with others *Participate on boards and committees *Volunteer for special programs/events *Contribute to w/agencies/programs

47. Proverbs 3:27-28 Do not withhold good from those who deserve it, when it is in your power to act. Do not say to your neighbor, "Come back later; I'll give it tomorrow" — when you now have it with you.

48. “We think sometimes that poverty is only being hungry, naked and homeless. The poverty of being unwanted, unloved and uncared for is the greatest poverty…” Mother Teresa

49. Thank You… Questions or comments?