1. FAMILY PROGRAM SPECIALISTS PRESENTING Discussion on Families and Poverty Created by Gale Cannon - CFLE

2. The Family – What is poverty- types, family indicators, and hidden rules Agenda “Education & relationships are the keys to ending poverty in the developing world” The Child – Who are our students- education can change the poverty status and reduce the gap The Community- How do we best engage with families/ students/ community? The Partnership? – How do we strengthen our partnership for our students? Part D Part APart BPart C

3. The Family & Poverty Poverty can be defined as a lack of resources- - Financial – money to purchase goods & services - Emotional – being able to choose and control emotional responses - Mental – having skills ( reading, writing etc) to deal with daily life - Spiritual- belief in a divine purpose of guidance What is poverty ?

4. The Family & Poverty Poverty can be defined as a lack of resources- - Physical- health and mobility - Support Systems – family and back up resources - Relationships/Role Models- other adults to mentor - Knowledge of hidden rules- unspoken rules or cues What is poverty?

5. GENERATIONAL  People living in poverty for at least 2 generations  Characteristics surface sooner if the family lives with others who are from generational poverty.  Often the attitude in generational poverty is that society owes one a living.  Lack of resources due to a particular event i.e., death, chronic illness, divorce, job loss.  Often the attitude in situational poverty is one of pride and a refusal to accept charity.  Individuals in situational poverty often bring more resources than those of generational poverty. SITUATIONAL Types of Poverty Generational VS Situational Poverty

6. Family indicators Facts  Maternal education is biggest indicator of child’s school success.  Maternal depression has major impact on preschool learning.  Children in poverty may not know hidden rules of middle class.  Language issues can cause students from generational poverty not to fully develop cognitive structures needed to learn at levels required by state tests. Article on One of the best stories I’ve ever read.

7. Family indicators Facts  Relationships are the key motivators for learning- for students of generational poverty.  Poor children are more likely to suffer from developmental delays and higher drop-out of high school.  Poor children are more likely to have Early childhood delays, low birth weight, lead poisoning.  Poor children may often watch more television, read less and exercise less. Article on One of the best stories I’ve ever read.

8. MIDDLE CLASS NORMS Be respectful of others. Always be on time. Raise your hands before you speak. Keep your hands, feet and objects to yourself. Don’t talk when someone else is talking. No food or drink in the classroom. A student will have all their materials in class. Students will obey district and school rules. The strong survive. I will raise my voice to be heard. You may have to fight to protect your family and friends. I need to know where to get what I want when I need it. I have to protect my stuff. Quiz on Hidden Rules.. LOWER CLASS NORMS What are hidden rules? Exercises-- Public schools operate from middle class norms and values What does class have to do with it?

9. Family-Discussion Points  What was reinforcing to you? (content that you already knew)  What was fresh, novel and new to you?  Given what you now know, what does this suggest you might do differently in your work?

10. How do your students differ? The students in the classroom.  Socio-economic status  Race  Ethnicity  Physical abilities  Gender  Learning abilities  Family traditions  Family structure  Nutrition  Support System  Family History  Religion  Family Dynamics

11. Breaking out of poverty What teachers need to know. What students need to know.  For students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and work.  We can neither excuse our students nor scold them for not knowing; we must teach them and provide support, and high expectations.  To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for a period of time).  Education is a ticket to breaking free from poverty

12. Language influences Cognition The link between language development and socioeconomic status is strong. Higher SES toddlers actually used more words in talking to their parents than low SES mothers used in talking to their own children.

13. Data from article on print environments between high & low socioeconomic status Beverly HillsCompton LA S. Central LA  Average number of printed materials – Home-414 School-11,360 Library-73,000  Number of local bookstores within walking distance of most homes-5  Average number of printed materials – Home- 6.08 School- 1,714 Library- 50,750  Number of local bookstores in walking distance of most homes-0  Average number of printed materials – Home-6.08 School- 1,714 Library- 50,750  Number of local bookstores in walking distance of most homes-0 Average median income $121,000 Average median income $33,000 Average median income $22,000

14.  Casual register- Conversation is dependent upon non verbal assists and sentence syntax often incomplete.  Formal register- The standard sentence syntax and word choice of work and school has complete sentences and specific word choice. Language and families in poverty The link between achievement and language ○ More information can be added here by changing this text. ○ Make changes to this text.

15. What determines ones ability to learn? Learning- Eric Jensen  30-40% Genes  30% Gene /Environment Connection  30-40% Environment Study by Devin et. Al. 1997 “ There’s nearly a 2-1 advantage of environmental influences over genetic ones. This suggest both strategy and hope for all students!

16. The Academic Brain  Kids are not born “A” Students  Specific skill sets have to be developed through life experiences  Attitudes/mindsets must be strengthened for success  This is NOT random Handout by E. Jensen on Action Steps for teachers

17. Child-Discussion points.  Homework at school.  Flashcards for parents.  Increase language and verbal skills.  Culturally relevant text.  Use of absent narrative philosophy.  Multicultural aids and tools.  Share data with students and families.

18. School/Family/ Community  Develop a framework for serving disadvantaged families that involves school/district staff/ parents/ community partners.  Ensure that the resources you are proposing for students and families are workable for a SES view.  Know that you are tremendous influencers of change in the lives of your students.  Create a needs assessment to help you determine what resources are available for the families.

19. School/Family/ Community  Utilize community stakeholders in meeting families needs.  Know that poverty is a reality for some families.  Bring new solutions when creating activities for parent engagement.  Adjust meeting schedules, conferences times, be willing to make phone calls, home or work visits.

20. Suggestions for family engagement “Locate a resilient kid and you will also find a caring adult – or several – who has guided him” Invincible kids US News & World Report Creating relationships is key to achievement and engagement for both students and parents. Find ways to establish natural connections that will empower both students and families. Utilize the museum format for events and activities. Offer tools for learning at fun events and activities. Call parents by Mr. & Mrs. as a sign of respect.

21. Suggestions for family engagement “Locate a resilient kid and you will also find a caring adult – or several – who has guided him” Invincible kids US News & World Report Deliver bad news through a story. Allow preK children to attend events and activities. Use humor but not sarcasm. Offer water, tea or coffee at meetings. Use an adult voice, don’t be condescending. Explain hidden rules. Don’t accept behavior from adults that you won’t from your students.- expect respect

22. Thinking outside the box School/Family/Community Discussion Points  Discuss the realities that your families face that you can bring solutions.  Share strategies that will be beneficial to educating parents on how to support their children.

23. Our partners in educating families in poverty Partnerships  Know your community- ECFE, Head start  Businesses willing to invest in Education  Retired teachers and other seniors  Churches for mentors, reading buddies  Concerned citizens  Rotary and other clubs

24. Our partners in educating families in poverty Partnerships  NWSISD  Humanities Center  MDE resources  Parks & Rec.  District and school staff The above are many of the people that are usually willing and able to partner with schools. http://www.pepartnership.org/school,-family,--community-partnerships.aspx

25. Purpose of Partnerships  Keep in mind the target – Focus on student achievement not parent involvement  Consider the disparities and family realities when brainstorming solutions  Be realistic but imaginative “The greatest asset is yourself and the relationships you foster and create that will propel a child to limitless pursuits.” Gale Cannon 2011 Build and sustain successful partnerships

26. Discussion on families in poverty

27. Credits  Epstein, Joyce, presentation “School/Home/ Community Partnerships” 2011  Jensen, Eric, “ Teaching with Poverty in Mind”.  Kaff, M & Devin, M Phd., “Understanding the educational implications related to poverty- presentation.  Payne, Ruby, “ A Framework for Understanding Poverty”, aha! Process, Inc., Highlands, TX, 1996.  Pellettieri, Judith, Ed. D, “ Know Their Class Lower, Middle, Upper, Alternative. Presentation.  Policy Information Report, “ Parsing the Achievement Gap. Baseline for tracking progress”.