Framewrk fr Understanding Pverty Authr: Ruby K Payne, Ph. D. Grup Surveyed: Instructinal Staff Time t Take: 15 minutes Implementatin: Unique Access Cde Base Survey Includes: Survey Administratin On-line Access t Results Analysis Tls Additinal Services: Custm Written Reprt Phne Cnsultatin On-site Facilitatin Ruby K Payne's Framewrk fr Understanding Pverty Prgram is filled with practical, real-wrld supprt and guidance t imprve yur effectiveness in wrking with peple frm all sciecnmic backgrunds. It represents a jurney fr yur staff and district. Where d yu start? Once yu start, hw d yu gauge yur prgress n the jurney? This prgram answers thse questins. This prgram begins with a simple staff survey. A Ruby Payne team member then develps a written reprt detailing recmmendatins and a prfessinal develpment plan fr yur schl r district. The reprt is reviewed with district/schl administratin via phne cnsultatin with an Aha! Prcess team member. Tpics: Hidden Rules Student Relatinships Resurces and Supprt Systems Cmmunicatin Frmal and Infrmal Register Discipline Imprving Instructinal Practice Benefits: www.schlperceptins.cm 321 East Washingtn Street Slinger, Wiscnsin 53086 Phne: 262-644-4300 Fax: 262-364-2717 Increase awareness f student needs Develp a plan t imprve instructinal practices Manage the imprvement prcess View aggregate data fr yur district Cmpare yur results with similar schls
Step 1: Cntact Infrmatin Name f Schl District r Institutin: Schl Perceptins 321 East Washingtn Street Slinger, Wiscnsin 53086 PH: 262-644-4300 Registratin Frm Cntact Name: Phne: Psitin: Email: Mailing Address including City, State & ZIP: Step 2: Select a Prgram (Cmplete ne sheet per prgram) Fr PreK-12 Educatrs (survey cst includes all educatrs in a district): Cst per district Under-Resurced Learners: 8 Strategies fr PreK 12 Educatrs $999 Narrwing the Achievement Gap $999 Framewrk fr Understanding Pverty $999 Fr Cllege Educatrs: (survey cst includes all faculty, supprt staff and administratin) Cst per institutin Understanding and Engaging Under-Resurced Cllege Students $999 Step 2: Final Survey Cst (Base + Optin) Base Survey Cst Survey Cst $999 Prgram Optin Cst Step 3: Payment Infrmatin Purchase Order Number: Billing Address (if different frm address abve): Written reprt $1,950 with analysis, recmmendatins and phne cnsultatin On-site Facilitatin Call fr availability Ttal Cst f Survey and Optin: Step 4: Timeline and Ntes Prpsed Start Date: Prpsed End Date: Ntes: Step 4: Fax this frm t (262) 364-2717 Fr mre infrmatin call Schl Perceptins (262) 644-4300
Survey Results Analysis Lngitudinal Analysis This type f analysis is available when a survey is repeated t the same respndent grups ver time. Depending n the survey, the time lapse can be weeks, mnths r years. Side-by-Side Analysis Fr this analysis, respndents are asked tw questins abut each item. This analysis shws a crrelatin between tw areas such as expertise and interest in prfessinal develpment. Cmparable Schl Analysis Using Master Questins, this reprt shws hw yur respndents cmpare t results frm cmparable schls. Disaggregatin Analysis Results can be disaggregated n respnses t survey questins, r n demgraphic data that is imprted int the survey results fr each respndent. Pririty Ranking Analysis Survey respndents are ften asked t priritize prgrams, curricular areas, r ther items. The verall average f respnses is interesting, but cmparing the ranking amng respndent grups prvides the best infrmatin fr implementing change. Reprt Examples Utilize instructinal sftware as a part f my teaching strategy. Level 2005 (%) 2009 (%) Interest in Prfessinal Develpment 2005 (%) 2009 (%) Initial 20 31 Nt interested 10 12 Develping 60 40 Prfessinal 20 17 Smewhat interested 67 34 0 12 Very interested 23 54 Example 1: Lngitudinal and Side-by-Side Analysis I feel cmfrtable asking questins in class. Smetimes my teacher lets me chse what I want t learn in class. District Cmparable Difference Sp. Ed. Minrity <1 yr in district Free/Reduced Lunch 3.81 4.27 -.46 4.0 3.7 3.7 3.5 2.43 2.63 -.20 2.3 2.1 1.7 2.0 My teachers expect a lt frm me. 4.32 4.21 +.11 4.2 4.2 4.3 4.1 Example 2: Cmparable Schl and Disaggregatin Analysis Curriculum and Prgrams: Hw imprtant are these prgrams? (Critical = 4, Imprtant = 3, Smewhat Imprtant = 2, Nt Imprtant = 1) Nn-Parents High Schl Parents High Schl Staff Math 3.86 Writing/Grammar 3.71 Preparing students fr life after high schl3.75 Writing/Grammar 3.58 Math 3.7 Writing/Grammar 3.71 Reading/Literature/Vcabulary 3.56 Reading/Literature/Vcabulary3.69 Critical thinking & prblem slving 3.68 Science 3.54 Science 3.62 Math 3.63 Cmputer and technlgy educatin 3.52 Critical thinking & prblem slving 3.51 Cmputer and technlgy educatin 3.59 Advanced placement curses and cllege prep 3.52 Example 3: Pririty Ranking Analysis Reading/Literature/Vcabulary 3.58 Cmputer and technlgy educatin 3.52 www.schlperceptins.cm 321 East Washingtn Street Slinger, Wiscnsin 53086 Phne: 262-644-4300 Fax: 262-364-2717 Benefits: Target prfessinal develpment t areas f greatest need Measure imprvement f gals and visin Identify areas f cnsensus Establish pririties, gals and visin
Framewrk fr Understanding Pverty Sample Survey Welcme! This survey will establish a baseline s yu can measure yur prgress tward creating a framewrk fr understanding pverty in yur schl. The survey will take apprximately 20-30 minutes and will be a valuable tl as yu implement the cncepts in Ruby K. Payne's bk- "A Framewrk fr Understanding Pverty". Fr each f the items n the Framewrk fr Understanding Pverty "pre-test", participating teachers are asked t assess themselves in six different areas: Language and Stry Hidden Rules Resurces & Supprt Systems Discipline Instructin Relatinships Teachers are asked t reflect n their knwledge, skill r ability using the fllwing fur levels: Standards Levels Develping Level Prficient Level Expert Level Level I require additinal practice and guidance t use this cncept effectively. I understand the cncept and use it ccasinally. I understand the cncept and use it with cnfidence regularly. I wuld be cmfrtable teaching the cncept. Yu can see the descriptins f these fur levels at any time during the survey by clicking n the "Describe Levels" buttn near the tp f each page. Yu will als be asked t rate yur level f interest in staff develpment in each area.
Framewrk fr Understanding Pverty Sample Survey Glssary Of Terms: Casual Register: Language used between friends; wrd chice is general rather than specific, sentence syntax is ften incmplete, and cnversatin is ften dependent n nn-verbal assists. Frmal Register: Language used in schl and wrk settings; wrd chice is specific and varied; sentence syntax is cmplete. Sequential Narrative Strytelling: A frmal discurse pattern that makes plt the fcus f the stry, and appraches an event in a chrnlgical way. Nn-sequential/Episdic/Circular Strytelling: A casual discurse pattern that emphasizes character and entertainment ver a fcused plt; ften invites audience participatin r feedback which interrupts the stry flw, creating episdes in a narrative. Discurse Pattern: the rganizatinal pattern f infrmatin. Language and Stry Respnd t each statement by selecting yur standard level. Hw interested wuld yu be in receiving further staff develpment in this area? I have my students practice translating frm casual register language t frmal register language. Very Smewhat Nt I help students learn hw t express their displeasure in frmal language t avid being reprimanded. Very Smewhat Nt There are several additinal items in this sectin n the actual survey nt displayed in this 3. Are there specific questins r cmments yu have regarding this sectin?
Glssary Of Terms: Framewrk fr Understanding Pverty Sample Survey Hidden Rules: The unspken cues, habits, and verall apprach t life defined by the culture and values f an individual's ecnmic class. Indicatrs f culture and values f pverty/middle class/wealth: Family structure Interpersnal relatins Time rientatins Value systems Spending patterns Sense f cmmunity Hidden Rules Respnd t each statement by selecting yur standard level. Hw interested wuld yu be in receiving further staff develpment in this area? I teach students the "hidden rules" f being successful in schl. I understand the culture and values f pverty.(i understand the driving frces f pverty) There are several additinal items in this sectin n the actual survey nt displayed in this 3. Are there specific questins r cmments yu have regarding this sectin?
Glssary Of Terms: 8 Resurces Framewrk fr Understanding Pverty Sample Survey Financial: Having the mney t purchase gds and services Emtinal: The ability t chse and cntrl emtinal respnses, withut engaging in selfdestructive behavir. Mental: Pssessing the abilities and skills necessary t deal with daily life - reading, writing, basic math, cmputing. Spiritual: Pssessing a sense f higher purpse and guidance. Physical: Health and mbility. Supprt Systems: Having friends and family, as well as knwledge f back-up individuals wh can assist in times f need. Relatinships/Rle Mdels: Having access t nurturing adults wh mdel apprpriate behavirs (as ppsed t self-destructive behavirs). Knwledge f Hidden Rules: Pssessing an understanding f the unspken cues and habits f different ecnmic grups. Resurce analysis: a diagnstic bservatin f an individual's life that prvides an understanding f the way each f the 8 Resurces effects their behavir. Rle mdels: nurturing adults wh mdel apprpriate, nn-self-destructive behavirs. Supprt systems: friends, family, and thers wh can assist in times f need. Cping strategies: cgnitive strategies and prblem-slving techniques an individual can use t adapt t, address and reslve difficult situatins withut resrting t selfdestructive behavirs. Self-talk Psitive self-talk: The ability t internally mtivate ne's self thrugh a prblem r task. Tied t success rates. Prcedural self talk: The ability t think abut a prblem r task in a sequential, prcess-riented way. Tied t gal-setting. Resurces & Supprt Systems Respnd t each statement by selecting yur standard level. Hw interested wuld yu be in receiving further staff develpment in this area? I represent and behave as a rle mdel fr my students. Very Smewhat Nt I teach gal-setting t my students, and practice it with them. Develpin g Prficient Expert Very Smewhat Nt I help students identify ptins that they have in any given situatin. Very Smewhat There are several additinal items in this sectin n the actual survey nt displayed in this 3. Are there specific questins r cmments yu have regarding this sectin? Nt
Framewrk fr Understanding Pverty Sample Survey Glssary Of Terms: Vice f negtiatin: a nn-judgmental, factual attitude f exchange that is free f negative nn-verbals and asks questins as a way t btain a cnsensus r cmprmise. Structure and chice: The tw anchrs f an effective discipline prgram which utlines behavir ptins and cnsequences, and mves students tward self-gvernance. Behaviral analysis: an inventry f behavirs bserved, meant t lead t strategies f dealing with discipline issues. Discipline Respnd t each statement by selecting yur standard level. Hw interested wuld yu be in receiving further staff develpment in this area? I teach my students t use an "adult vice" r vice f negtiatin at schl. I teach my students alternatives t physical aggressin. There is an instructinal cmpnent t the discipline I use with students which includes bth structure and chice. I teach my students a separate set f behavirs t use at schl t be successful. (I recgnize that sme f the behavirs my students bring t schl may be necessary fr survival in ther settings.) There are several additinal items in this sectin n the actual survey nt displayed in this 3. Are there specific questins r cmments yu have regarding this sectin?
Framewrk fr Understanding Pverty Sample Survey Glssary Of Terms: Input, elabratin, utput: three stages f the learning prcess as identified by Feuerstein; and related t quantity and quality f data, use f the data, and cmmunicatin f the data. Mediatin is a prcess f identifying the stimulus, assigning meaning, and identifying a strategy needed; mediatin builds cgnitive strategies which in turn help students plan, g thrugh data systematically, etc. Asking questins syntactically requires the student t use prper syntax and apprpriate structure fr a questin Teaching the structure f language includes teaching the structure and patterns s students understand the use f language in frmal registers. Mental mdels: visual instructinal tls designed t help students understand and stre abstract infrmatin, such as stry, metaphr, r analgy. Instructin Respnd t each statement by selecting yur standard level. Hw interested wuld yu be in receiving further staff develpment in this area? I understand the difference between input, elabratin, and utput strategies and their imprtance in student learning. I use mediatin t teach cgnitive strategies needed fr success with my curriculum. I wrk t diagnse student learning difficulties in my classrm. There are several additinal items in this sectin n the actual survey nt displayed in this 3. Are there specific questins r cmments yu have regarding this sectin?
Glssary Of Terms: Relatinships f mutual respect: equitable interactins that frm the building blcks f supprt systems, funded n the cncept f recgnizing and appreciating the individual. Relatinships Respnd t each statement by selecting yur standard level. Hw interested wuld yu be in receiving further staff develpment in this area? I understand that fr many students frm pverty, the primary mtivatin fr their success will be in their relatinships. I create pprtunities in class fr students t share aspects f their life with me, and I share apprpriate aspects f my life with them. I appreciate the humr and entertainment my students prvide. There are several additinal items in this sectin n the actual survey nt displayed in this 3. Are there specific questins r cmments yu have regarding this sectin?