1. Poverty 21 st Century 1 Dr. Katherine Sprott Sandy Fernandez, M.S. Midwest Equity Assistance Center (Kansas State University) December 13, 2010

2. Introductions Dr. Katherine Sprott Dr. Katherine Sprott Sandra L. Fernandez, M.S Sandra L. Fernandez, M.S Ronna Olivier, M.S Ronna Olivier, M.S 2

3. Introduce the Technology Webinar page Webinar page Left side: Chat box Left side: Chat box Box: questions Box: questions Questions in the box will be answered during webinar Questions in the box will be answered during webinar Poll information for interactive participation Poll information for interactive participation 3

4. Objectives Next Session February 28, 2011 Next Session February 28, 2011 Current Poverty Rate Current Poverty Rate Deficit / Asset Models Deficit / Asset Models Shifting Paradigm Shifting Paradigm Defining Poverty Defining Poverty 4

5. What is the current poverty rate in America? Please Respond in chat box 5

6. Current Poverty Rate 6

7. Midwest Region Increase from 12% to 13.3% Increase from 12% to 13.3% The Census report said that the national poverty rate for children under age 18 grew faster in 2009 than it did for the population as a whole, increasing 1.7 percentage points to 20.7%. The Census report said that the national poverty rate for children under age 18 grew faster in 2009 than it did for the population as a whole, increasing 1.7 percentage points to 20.7%. 7

8. 8 Please generate a list of characteristics. List in Chat Box.

9. Wordle http://www.wordl e.net / http://www.wordl e.net / http://www.wordl e.net / 9

10. Deficit Model Dirty Dirty Poor Vocabulary Poor Vocabulary Lack of Background Knowledge Lack of Background Knowledge Unmotivated Unmotivated Dysfunctional Dysfunctional Unorganized Unorganized Equating SES/ intelligence Equating SES/ intelligence 10 Tileston & Darling 2009

11. Deficit Model Drawing on well-established stereotypes Drawing on well-established stereotypes Ignoring systems conditions Ignoring systems conditions Defining students/families by their weakness not their strengths Defining students/families by their weakness not their strengths 11

12. Deficit Model This approach start for assumption that students of poverty and diverse culture have deficits that teachers need to “fix” to improve achievement”. (Tileston and Darling, 2009). This approach start for assumption that students of poverty and diverse culture have deficits that teachers need to “fix” to improve achievement”. (Tileston and Darling, 2009). 12

13. How do we shift our conscious from “those kids” to “our kids?” 13

14. Shift of Consciousness Transition from deficit to asset approach Transition from deficit to asset approach Must think about self-efficacy as a gatekeeper to motivation. Must think about self-efficacy as a gatekeeper to motivation. Must understand the intersectionality class with race, gender, disability and others factors Must understand the intersectionality class with race, gender, disability and others factors Must reject deficit ideology, “Culture of Poverty” and “classism” Must reject deficit ideology, “Culture of Poverty” and “classism” Must see how we are socialized (Media) Must see how we are socialized (Media) Must avoid the missionary mindset ( We can fix them) Must avoid the missionary mindset ( We can fix them) 14

15. Why A Paradigm Shift? “Our beliefs can affect the ways in which we view and treat students, the quality of education we provide them and our expectations of their potential.” Thompson, 2010 The first prerequisite for change is your belief in it---and your willingness to change yourself first. Jensen, 2010 15

16. Humans are areComplexExperiencedExpectantand Require Complex Experiences to Learn to Learn Strong Connections Sparse, Weak Connections Pictures taken from the book, The Amazing Brain Differentiated Instruction: The TLC Model R. Brodnax Page 6 ©

17. Asset Model Strong Family Unit (Collective vs Individual) ( Tileston & Darling, 2009) 15 seconds Strong Family Unit (Collective vs Individual) ( Tileston & Darling, 2009) 15 seconds Motivated/relevance (Barr & Parrett, 2008) Motivated/relevance (Barr & Parrett, 2008) Culturally responsive classrooms and context for learning (Hoover, 2009). Culturally responsive classrooms and context for learning (Hoover, 2009). Educational resources ( Gorski, 2009) Educational resources ( Gorski, 2009) Strong Resiliency ( Bernard, 2004) Strong Resiliency ( Bernard, 2004) Leadership (Marzano, Waters, McNulty, 2005) Leadership (Marzano, Waters, McNulty, 2005) 17

18. Asset Model (Lindsey, Karns, Myatt, 2010) Destructiveness, Incapacity, Blindness Deficit-Based Perspective Precompetence, Competence, Proficiency Asset Based Perspective Find reason to blame and shame Fix what is perceived to be broken Sometime issues cannot and should not be fixed Focus on own skill and will issues Build on what others know and do View culture as a building block, not a liability Isolated working by adults “I’ve done as much as I can” Professionals Learning Communities Systems Private practice, work in cliques Use teacher edition’s only Systems Quality relationships Meaningful work Compliance focusedAdvocacy Committed to life-long learning Commitment to social justice 18

19. Asset Approach This asset focus on the strengths of students. Recognizing and acknowledging students and their communities as assets foster respect and trust that they can be architects of their own futures. This asset focus on the strengths of students. Recognizing and acknowledging students and their communities as assets foster respect and trust that they can be architects of their own futures. 19

20. What Can We Do? Cognitive Reconstruction Monitor Yourself -21 days and record in journal. Monitor Yourself -21 days and record in journal. Try to become aware of negative thoughts about students and parents. Try to become aware of negative thoughts about students and parents. Criticize and critique negative thoughts when occur. Criticize and critique negative thoughts when occur. At the end of second 21 day period reread write a summary what’s revealed. At the end of second 21 day period reread write a summary what’s revealed. Continue to use this strategy and record your thoughts. Continue to use this strategy and record your thoughts. Read literature to help the reconstruction process. Read literature to help the reconstruction process. Leave your comfort zone by intentionally interacting with those who are different. Leave your comfort zone by intentionally interacting with those who are different. Thompson, 2010 20

21. What Can We Do? (Handout) Educate ourselves about class and poverty. Educate ourselves about class and poverty. Reject deficit theory Reject deficit theory Make school involvement accessible to all families. Make school involvement accessible to all families. Continue reaching out to families. Continue reaching out to families. Respond when colleagues stereotype poor students and families. Respond when colleagues stereotype poor students and families. Never assume that all students have equitable access. Never assume that all students have equitable access. Ensure learning materials do not stereotypes. Ensure learning materials do not stereotypes. Gorski, 2008 21

22. What Can We Do? Advocate to keep low income student from assigned unjustly to special education or low academic tracks. Advocate to keep low income student from assigned unjustly to special education or low academic tracks. Validate students experiences and intelligences. Validate students experiences and intelligences. Make curriculum relevant Make curriculum relevant Teach about issues related to class and poverty Teach about issues related to class and poverty Teach about antipoverty work Teach about antipoverty work Advocate for healthy school meal programs Advocate for healthy school meal programs Examine proposed corporate-school partnerships Examine proposed corporate-school partnerships Gorski, 2008 22

23. 23 Please generate a list of characteristics. List in Chat Box.

24. Wordle http://www.wordl e.net http://www.wordl e.net http://www.wordl e.net 24

25. Questions/ Thank You Dr. Katherine Sprott Dr. Katherine Sprott Kansas State University Kansas State University (Midwest Equity Assistance Center ) (Midwest Equity Assistance Center ) krs8888@ksu.edu krs8888@ksu.edu krs8888@ksu.edu 785-532-6408 785-532-6408 Sandra Fernendez, MS. Sandra Fernendez, MS. Kansas State University Kansas State University (Midwest Equity Assistance Center) (Midwest Equity Assistance Center) sfdz@ksu.edu sfdz@ksu.edu sfdz@ksu.edu 785-532-6408 785-532-6408 25