1. www.youtube.com/watch?v=nBJV56WUDng

2. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 2 A Framework for Understanding Poverty aha! Process, Inc., Highlands, TX www.ahaprocess.com PowerPoint Presentation Version 2.2 Ruby K. Payne, Ph.D.

3. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 3 The mission of aha! Process, Inc. is to positively impact the education and lives of individuals in poverty around the world.

4. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 4 This is a workshop about economic diversity, not racial or cultural diversity.

5. 8 Minutes

6. WHAT IS POVERTY AND HOW IS IT CHANGING? 6

7. 1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United States are white. 2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public school for one year. 3. The child poverty rate in the U.S. increased 10% between 2000 and 2009. 4. Forty-nine percent of all children born in the U.S. are born to families who receive food supplements from WIC (Women, Infants and Children), the federal program. 5. Since 2000, the number of households in the U.S. that are multigenerational increased by 40%. 6. More men from poverty than women from poverty make the transition out of poverty. 7. Fifty-eight percent of children born to parents at the bottom of the income ladder move up. 8. The percentage of individuals in poverty is higher by minority subgroup than by the white subgroup. True or False? 7

8. _____ 1. According to the U.S. Census (2000), 58% of all individuals in poverty in the United States are white. True or False T 8

9. _____ 2. The cost per prisoner in the U.S. is equal to the cost of educating a student in public school for one year. True or False F 9

10. _____ 3. The child poverty rate in the U.S. increased 10% between 2000 and 2009. True or False F 10

11. _____ 4. Forty-nine percent of all children born in the U.S. are born to families who receive food supplements from WIC (Women, Infants and Children), the federal program. True or False T 11

12. _____ 5. Since 2000, the number of households in the U.S. that are multigenerational increased by 40%. True or False T 12

13. _____ 6. More men from poverty than women from poverty make the transition out of poverty. True or False T 13

14. _____ 7. Fifty-eight percent of children born to parents at the bottom of the income ladder move up. True or False T 14

15. True or False _____ 8. The percentage of individuals in poverty is higher by minority subgroup than by the white subgroup. T 15

16. WhiteBlackHispanicOtherTotal 15%35%36%24%20% 35060093000112700175200731500 THE HENRY J KAISER FAMILY FOUNDATION Timeframe: states (2011-2012), U.S. (2012)Data View: Percent Locations: United States, States

17. To better understand people from poverty, the definition of poverty will be: “The extent to which an individual does without resources.” Resources 17

18. Financial Having the money to purchase goods and services. Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. Resources 18

19. Spiritual Believing in divine purpose and guidance. Having hope or a future story. Physical Having physical health and mobility. Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources. Resources (continued) 19

20. Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group. Formal Register Having the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings. Resources (continued) 20

21. Resources tell you which interventions will work. 21 Resources

22. Interventions work only if they are based on resources to which a student has access OR if the resource base is provided. 22 Resources

23. Questions/ Comments Do you have students/family who lack resources? Did you have an AHA moment? Is there a difference in the learning of students who come from inadequate resources in comparison with students who have adequate resources?....And what kinds of things do you notice when you first encounter the student? Once you are aware of inadequate resources, what do you do differently?

24. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OH T 24 Resource Analysis Activity – P. 32 as a group Student they know- analyze can use page 35

25. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 25 Individuals bring with them the hidden rules of the class in which they were raised. Key Point Personal story

26. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 26 Schools operate from middle- class norms and values. Key Point Rita’s story – alarm clock

27. Rita’s Story Alarm Clock Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 27 Module 1: School Starts at Eight

28. Laminate (game) Activity- Page 21 OH T 28 POVERTYMIDDLE CLASSWEALTH POSSESSIONSPeople.Things.One-of-a-kind objects, legacies, pedigrees. MONEYTo be used, spent.To be managed.To be conserved, invested. PERSONALITYIs for entertainment. Sense of humor is highly valued. Is for acquisition and stability. Achievement is highly valued. Is for connections. Financial, political, social connections are highly valued. SOCIAL EMPHASIS Social inclusion of the people they like.Emphasis is on self-governance and self- sufficiency. Emphasis is on social exclusion. FOODKey question: Did you have enough? Quantity important. Key question: Did you like it? Quality important. Key question: Was it presented well? Presentation important. CLOTHINGClothing valued for individual style and expression of personality. Clothing valued for its quality and acceptance into the norms of middle class. Label important. Clothing valued for its artistic sense and expression. Designer important. TIMEPresent most important. Decisions made for moment based on feelings or survival. Future most important. Decisions made against future ramifications. Traditions and past history most important. Decisions made partially on basis of tradition decorum. EDUCATIONValued and revered as abstract but not as reality. Education is about facts. Crucial for climbing success ladder and making money. Necessary tradition for making and maintaining connections. DESTINYBelieves in fate. Cannot do much to mitigate chance. Believes in choice. Can change future with good choices now. Noblesse oblige. LANGUAGECasual register. Language is about survival.Formal register. Language is about negotiation.Formal register. Language is about connection. FAMILY STRUCTURETends to be matriarchal.Tends to be patriarchal.Depends on who has/controls money. WORLD VIEWSees world in terms of local setting.Sees world in terms of national setting.Sees world in terms of an international view. LOVELove and acceptance conditional, based on whether individual is liked. Love and acceptance conditional, based largely on achievement. Love and acceptance conditional, related to social standing and connections. DRIVING FORCESSurvival, relationships, entertainment.Work and achievement.Financial, political, social connections. Hidden Rules of Economic Class Duck dynasty clip

29. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 29 We must neither excuse them nor scold them. We must teach them. Key Point

30. 10 ACTIONS TO EDUCATE STUDENTS: A Framework for Understanding Poverty aha! Process, Inc., Highlands, TX www.ahaprocess.com Ruby K. Payne, Ph.D. 30

31. ActionWhy? 1Build relationships of mutual respect.Motivation for learning. 2Teach students the hidden rules of school.Hidden rules break relationships, and without relationships learning is decreased. 3Analyze the resources of your students, and make interventions based on resources the students have access to. Interventions do not work if they are based on resources that are not available. 4Teach formal register, the language of school and work.To understand written text, which is essential for success at school and work. 5Teach mental models.Mental models translate between the abstract representational world and the sensory concrete world. 6Teach abstract processes.All learning involves what, why, and how. The how piece must be directly taught for tasks to be done. 7Teach students how to plan.To control impulsivity for task completion. 8Use the adult voice and reframing to change behaviors.To maintain relationships and get the appropriate behaviors. 9Understand the family resources and dynamics.To better understand the resources the child has access to and better select interventions. 10Teach how to ask questions.So students can get past the third grade reading level so they can get inside their head and know what they know and what they don’t know. 31