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"It is easier to build strong children than to repair broken men." -Frederick Douglass (1817-1895)

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Kelly Clarkson - Stronger (What Doesn't Kill You) [Official Video]

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1. Relationships are based on identification--common ground.

2. How am I like you and how are you like me?

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Members meet regularly to provide guidance and assist with implementation of the action plan

Responsible for communicating the action plan to the staff

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Review sample on pages 168-181

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Stage 2/Phase 2: Data Interpretation and Presentation

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Stage 2/Phase 2: Data Interpretation and Presentation

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Outcomes:

An increase in the awareness of what your District is doing that is working

Actions to impact those areas identified for growth

For what areas of the Poverty Competency Assessment should we develop goals?

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Stage 2/Phase 1: Poverty Competency Assessment

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Stage 2/Phase 1: Poverty Competency Assessment

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p7-8--Blueprint for Change: Creating Solutions from Within

1. Education and Self-Awareness

2. Organizational Policies and Procedures that are Responsive to Poverty Conditions

3. Partnerships & Resources

4. Staff Buy-In

5. Collaborative Relationships

6. Effective Communication Skills (Oral culture training)

7. All Staff as Mentors

8. Building Resiliency and Positive Self-Concept

9. Exposure Opportunities

10. Maintaining Motivation/ Building Value of Education/ Planning for the Future

11. Welcoming Families/Reaching out to the Community

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Is moving people out of poverty part of our District goals?

Does our District empower and embrace people who live in the crisis of poverty?

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"An outside consultant can raise awareness and provide education, but real solutions come from within."

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Use the following activity as a step "toward understanding a person's context and living conditions in order to become more informed and sensitive to the needs of those" living in the crisis of poverty.

The information will also provide you with language and examples related to the lives of those living in poverty.

(Beegle, 2007, p. 123-133).

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If not me, then who?

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Extra! Read All About It! (Additional activity)

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Extra! Read All About It! (Additional activity)

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Read a minimum of three local or national newspapers and clip out all the stories related to poverty.

How are people living in poverty portrayed?

What does the article say about the "cause" of poverty?

What labels are used to describe people living in poverty?

What is left out of the stories about people living in poverty?

Compare articles that portray people in poverty in a positive way versus a negative way.  What do you learn from each?

In what ways do the stories blame and shame people for their poverty?

(Beegle, 2010, p. 65).

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Self-disclose to create relationships based on identification

Find as many ways as possible to assist those living in poverty in seeing that they have a lot in common with those who are educated

Teach the language of education

What is a bachelor's degree?

What is psychology?

What is an apprenticeship?

Find ways to frame feedback in an encouraging, positive way

You can mark everything that is right on the page and still know where students need assistance

Create shared meaning and build trusting relationships

Build confidence and remove the shame

(Beegle, 2010, p. 64)

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Please turn to the person next to you and:

Introduce yourself to that person.

Share three things the other person does not know about you and listen to three things you do not know about him or her.

Make a short list of the ways you are alike.

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Three Levels of Self-Disclosure

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"When you take the time to interact in a meaningful way with students living in poverty, you build self-esteem and increase their possibilities. The knowledge that you share cannot be stolen, auctioned, or pawned.  You are making a difference."

1. Impacting comments

passing comment that leads to a certain path

2. One-way mentoring relationships

often time-specific

3. Two-way mentoring relationships

Person knows and gets feedback from person being mentored

4. Relay mentoring relationships

first mentor introduces another mentor

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1. Think of a person or people who influenced you while you were growing up (a teacher, neighbor, tutor, or friend).

2. Who was your hero? Who did you look up to?

3. What did that person do to affect your thinking and actions?

4. What characteristics did s/he have?

5. Does this person know what kind of impact s/he had on you?

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What Works for Educating Students in Poverty
Learning goals:

1. Identify three levels of self-disclosure and which is most effective for building poverty-busting relationships.

2. Describe strategies for building identification with youth and adults.

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Mentoring Makes the Difference
Learning goals:

1. Describe the characteristics needed to increase successful outcomes for youth and adults who live in poverty.

2. Demonstrate examples for incorporating the four characteristics of a successful mentor in your everyday life.

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Follows people into educational situations and into their relationships with others

The context of poverty shapes how people feel about:

their appearance

where they live

what food they can afford

the work their parents do

health/dental

money=control

(Beegle, 2007, p. 47-53)

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Make it purposeful and relevant

Learn what they have passion and motivation for

A strong motivator is to stop the poverty-related suffering of the people they love

Show students and families how education can truly help them move out of poverty (Beegle, 2007, p. 71).

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Oral- and Print- Culture Characteristics
Learning goals:

1. Describe the characteristics of both oral- and print-culture communication.

2. Identify your dominant style and strategies for achieving the ability to use the skills of each in appropriates situations.

3. Explain the benefits of teaching print and honoring oral communication in the classroom.

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Did your perspective about your own or others’ privilege (or lack of) change as a result of the activity?

Which “step backwards” statements were most memorable for you? Why?

How might some of the “step backwards” experiences be connected to poverty?

If you were someone who mostly stepped forward rather than backward, what responsibilities go along with the privileges you have received?

If you mostly stepped forward during this activity, how did you feel while moving ahead of the pack?

If you mostly stepped backward during this activity, how did you feel about slipping behind the pack?

Does this activity help you to identify some of the “root causes” of poverty? Which ones?

Which causes of poverty are missing from this activity?

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The Hand You've Been Dealt (Additional activity)

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The Hand You've Been Dealt (Additional activity)

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*On the cards you have been given, write 5 things you couldn't live without.
1. Give one up
2. Turn over cards, fan them out and take one away
3. Pick a card from one another--give to facilitator
4. Facilitator takes another card
5. Take the last card.

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Understanding the root causes of poverty will help people stop internalizing the shame and blame of living in poverty in America. 

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Understanding the root causes of poverty will help people stop internalizing the shame and blame of living in poverty in America. 

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If you are judging, you cannot connect. If you cannot connect, you cannot communicate. If you cannot communicate, you cannot educate.

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Humans are drawn to help people who share similar life experiences and values. If you are aware that you are drawn to particular students, families, and behaviors, you can challenge and push yourself to look for all students' strengths.

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"Questioning the structural causes of poverty or pointing out the rigidity of the social class system is perceived to be a politically incorrect topic for public discourse" (Beegle, 2007, p. 57).

Stereotypes and lack of understanding

Isolation and lack of social mobility

Institutional punitive structures

Fragmentation of available help

Failure to reach out and communicate with people in poverty

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It is important to have a real understanding of your own social-class background and current reality if you want to help people in poverty.

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________________________.
If you work hard, you will
_______________________.

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What does poverty teach about education?

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What does poverty teach about education?

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1. Education means more stress in an already over-stressed world.
2. No purpose for education--most do not know someone who has used education to earn a living
3. Deficiency messages--lack of exposure in academic environment reinforces that others are smarter and better.
4. Educational expectations--education is not for us
5. Lack of basic needs identified by Maslow as critical to developing to your fullest potential.

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Generational Poverty is defined as a family having lived in poverty for at least two generations.

A person/family can experience Situational Poverty when their income and support is decreased due to a specific change—job loss, divorce, death, etc. While there can be a domino effect caused by this one significant change, families experiencing Situational Poverty tend to remain hopeful, knowing that this is a temporary setback.
Source: http://urbanventures.org/facts-about-poverty/

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Learning goals:

1. Discuss how not knowing root poverty causes and its impact prevents us from reaching and teaching students who live in the crisis of poverty.

2. Understand that we do not all have the same exposure to vocabulary, experiences, and knowledge.

3. Describe your socioeconomic background and its current impact on your life.

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Bruno Mars - Count On Me (Official Video)

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Another Day in Paradise

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Phil Collins - Another Day In Paradise (Official Music Video)

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Break My Stride

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Wayne County Poverty Report