NWSISD-FAMILY & COMMUNITY EMPOWERMENT PROGRAM

FAMILY PROGRAM SPECIALISTS PRESENTING

Discussion on Families and Poverty

Created by Gale Cannon - CFLE

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 A

Part B

Part C

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?

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?

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

Family indicatorsFacts

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.

Family indicatorsFacts

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.

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?

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?

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

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

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.

Data from article on print environments between high & low socioeconomic status

Beverly Hills Compton LA S. Central LA

Average number of printed materials –

Home-414School-11,360Library-73,000 Number of local

bookstores within walking distance of most homes-5

Average number of printed materials –

Home- 6.08School- 1,714Library- 50,750 Number of local

bookstores in walking distance of most homes-0

Average number of printed materials –

Home-6.08School- 1,714Library- 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

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

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What determines ones ability to learn?

Learning- Eric Jensen

30-40% Genes 30% Gene /Environment

Connection 30-40% EnvironmentStudy 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!

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 randomHandout by E. Jensen on Action Steps for teachers

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.

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.

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.

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.

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

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.

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

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

Purpose of Partnerships

Keep in mind the target – Focus on student achievement not parent involvementConsider the disparities and family realities when brainstorming solutionsBe 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

Questions and/or comments

Discussion on families in poverty

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”.