Bridges Out 0f Poverty Continuum Materials

Bridges Continuum Materials and Solutions from aha! Process

BIRTH–6 Getting Ahead in a Just-Gettin’-By World is a
workbook for adults in pov-
Reading by Age 5, which presents a balanced erty that shows them how to
blend of American Sign Lan- use the hidden rules of class to
guage and Tucker Signing build up financial, emotional,
Strategies, helps caregivers social, and other resources.
teach children as young as 9 Understanding the hidden
months to sign words and con- rules of the middle class and
cepts, the building blocks of wealth, and choosing to use
reading. As children grow and them, can open doors to such
learn, the transition into sign- resources as new relationships
ing sounds and blending those
sounds together to make words and new jobs, among others. Working in a group
with a facilitator, adults who use this workbook will
becomes easier. This program helps children: develop a series of mental models to examine their
Develop language acquisition, phonemic own lives and create new future stories. In 15–20
awareness, and decoding skills sessions the participants explore the impact that pov-
Prepare a foundation for reading- erty has had on them, investigate economic realities,
comprehension skills complete a self-assessment of their own resources,
Outperform fellow students on a variety of make plans to build their own resources, and de-
reading and pre-reading measurements velop a mental model of community prosperity. Or-
Communicate their needs with less stress ganizations that want to offer Getting Ahead in
Bond with caregivers through eye contact and their communities can train facilitators in one- or
positive interactions two-day training events in their own community.
Absorb knowledge more readily in other sub-
ject areas as well. The workshop, A Framework for Understand-
ing Poverty, can be customized for early child-
This is a one-day workshop designed for preschool hood and Head Start educators. Understanding the
and elementary educators. hidden rules of class, as well as issues around lan-
guage development, is central when working with
Tucker Signing Strategies for Reading pro- students at an early age. Sorting strategies can also
vides a mental model that stu- be taught at this early age.
dents need in order to decode
words easily, accurately – and K–12
fast! Using a system of 44 hand
signs that prompt associations aha! Process offers numerous workshops, as well as
between letters or word technical assistance to implement strategies from its
“chunks” and their sounds, workshops. For a complete listing of workshops,
readers see the letter(s), make a please visit the website at www.ahaprocess.com/
sign, and say the sound at the School_Programs/Workshops.html
same time. This multi-sensory
Foundational workshops include A Framework for
approach works wonders with students who struggle Understanding Poverty, Learning Struc-
with regular reading programs. tures, and Meeting AYP with 5 Simple Proc-
esses. These workshops comprise the foundation
aha! Process offers a one-day workshop in Tucker for the Payne School Improvement Model (see re-
Signing Strategies for Reading for up to 100 partici- lated research results to understand the impact this
pants. Intended audiences include administrators, model has on student achievement).
teachers or tutors who work with students reading at
third grade level or below, Special Education teach-
ers, speech therapists, ELL instructors, and parents.

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Bridges Continuum Materials and Solutions from aha! Process

A Framework for Understanding Poverty, a pacing techniques will be taught, along with alterna-
one-day workshop, is designed for tives to monitor students’ progress throughout the
elementary and secondary staffs, year. Included in this progress monitoring are
including counselors, administra- teacher-developed assessments by grading pe-
tors, and support staff. Since most riod so that students who are not being successful
teachers today come from middle- are identified immediately and interventions can be
class backgrounds, economic class made at that time. Specific systemic interventions
differences can create conflict and that can be adapted for any campus are also offered.
challenges for both teachers and And then you are provided a strategy to establish a
students alike. This seminar pro- plan to embed these processes. This workshop is
specifically beneficial when an entire campus par-
vides practical, real-world support and guidance for ticipates together; if this is not possible, include a
overcoming barriers and helping others succeed. grade level, department, or campus vertical team,
Participants learn “hidden rules” or social cues that along with a campus administrator!
differ among the classes, the impact of economic
class difference on communication, interactions, and The R Rules: A Guide for Teens to Identify
expectations, poverty-related behaviors and mindsets and Build Resources provides a curriculum for
that affect learning, and more.
teens that can be used as a “for
Learning Structures is a one-day workshop that credit course,” integrated into
helps educators understand that Life Skills, Consumer or Busi-
it’s not intelligence or potential ness classes, leadership, or
that many struggling students advisory. It is designed to
lack, but rather the cognitive build life skills, provide tar-
structures so vital to learning geted interventions, and sup-
and academic success. Students port school or program goals.
from poverty especially often The R Rules includes con-
miss out on these mental build- cepts from Dr. Payne’s work
ing blocks. Packed with power- and is aligned to components from High Schools
fully effective, easy-to-use That Work, GEAR UP, American School Counselor
Association Model, 21st Century Skills, and Aca-
strategies based on Dr. Ruby K. Payne’s book Un- demic and Vocational Standards. Students will be
derstanding Learning: the How, the Why, the What, supported as they identify and increase their individ-
this seminar hands you tools to help students learn ual resources, develop a future story or plan for their
vital content while building new cognitive abilities life, explore career pathways and postsecondary op-
into their brains. Topics in this training include iden- portunities, and design a person plan for learning,
tifying and using mental models, teaching planning, earning, and leading. Workshops of one or two days
labeling, sorting strategies, and question making. are available to campuses, or simply purchase the
This one day workshop will enable you to reach stu- Facilitator Guide and begin your students on a new
dents who are often unable to explain what help they path of discovery and self-awareness!
need.
Collaboration for Kids training provides a new
Meeting AYP with 5 Simple Processes is a structure for reaching out to
one-day workshop that will children and families early in
provide teachers and adminis- a child’s life, when a differ-
trators simpler processes that ence can truly be made for the
give a payoff in student child, the family, and commu-
achievement! You will learn nity. Special training empha-
teacher-friendly strategies sis is placed on the child who
to disaggregate data and de- is “unavailable to learn” due
termine its impact on AYP. to issues outside of school.
Quick and highly collabora- Positive, proven, long-term
tive curriculum alignment and

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Bridges Continuum Materials and Solutions from aha! Process

changes are being experienced when the CFK struc- POSTSECONDARY
ture is put into place. The training will also reduce
truancy, student behavior problems, diminish juve- Helping Under-Resourced Learners Succeed
nile crime, make better use of community services, at the College and University Level: What
reduce recidivism rates, stabilize families, and in- Works, What Doesn’t, and Why, a white paper,
crease academic success. CFK provides a new col- helps today’s educators at the postsecondary level
laboration in its purest form among parents, schools, understand some of the needs of the increasingly
and community human service agencies. This work- diverse student population now enrolled at these
shop is designed for either one or two days of train- institutions. To achieve maximal effectiveness in
ing, dependent upon the needs of those involved. reaching these students, paradigm shifts are needed
in the ways teaching and learning are understood
Preventing Dropouts: Engaging and Gradu- and actualized on campuses. This white paper out-
ating Your Secondary Students is a two-day lines key conditions for change, as well as strategies
workshop for educators in grades 7–12 who want to for success, in this new era of higher education. The
design programs for student success, with special complete paper can be found at www.ahaprocess.com/
emphasis on under-resourced learners. Topics and
strategies address cost of dropouts, relational learn- files/HelpingUnderResourcedLearnersSucceed_708.pdf
ing, instructional strategies, Generation Y character-
istics, immigrant student issues, school-wide proc- Addressing the Needs of the Under-
esses to monitor student learning, interventions, and Resourced College Student is a one- or two-
more. Participants benefit most when attending as a day training designed to assist colleges that are see-
team from the campus. ing an increasing number of under-resourced stu-
dents enrolled on their campuses. While college cul-
Summary of Research of Impact of Payne ture traditionally wants students to conform to and
School Improvement Model on Student meet standards, a deeper understanding of the chal-
Achievement lenges—and strengths—that students from poverty
bring to college will help faculty, staff, and admini-
National study that determined impact of model stration create the conditions that make success
on student achievement in grades 2, 4–8, and 10 achievable, not merely accessible. Based in part on
in mathematics and English/reading/literacy/ Dr. Ruby Payne’s myth-shattering A Framework for
language arts. Understanding Poverty and Phil DeVol and Teri
Analysis of covariance was used, along with Dreussi-Smith’s collaboration with Payne in Bridges
determination of model fidelity with teachers at Out of Poverty, this workshop provides practical
each site. solutions and innovative possibilities for those work-
Schools in Arkansas, Kansas, New York, Ten- ing with the under-resourced college student.
nessee, and Wisconsin were included in the
study. The professional development moves faculty and
The large number of statistically significant staff through a transformational process by first
findings for the model strongly supports the effi- building understanding of the “what and why” of
cacy of the model in improving student achieve- under-resourced college students, to developing the
ment in mathematics and English/reading/ “how-to” teaching and program design strategies to
literacy/language arts. help students succeed.
Research reports available at www.ahaprocess.com/
Getting Ahead, College Edition (in develop-
School_Programs/Research_&_Development/ ment) will be similar to the training provided for
adults in poverty, but the focus will be on under-
Download of Ridgeroad Middle Charter School resourced college students. Watch for this training
and impact of Payne School Improvement companion to Addressing the Needs of the
Model is available at Under-Resourced College Student. The results
http://www.ahaprocess.com/Downloads.html can be transformational.

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Bridges Continuum Materials and Solutions from aha! Process

WORKFORCE PREP/PLACEMENT ing for front-line staff like receptionists, case work-
ers, and managers, improve treatment outcomes in
Getting Ahead in a Just-Gettin’-By World is a health care and behavioral health care, and increase
workbook for adults in pov- the likelihood of moving from welfare to work.
erty that shows them how to
use the hidden rules of class to The book Bridges Out of Poverty is used as a
build up financial, emotional, training manual in the seminars and includes chap-
social, and other resources. ters on relationship building, mentoring, redesigning
Understanding the hidden programs, and community collaboration.
rules of the middle class and
wealth, and choosing to use WELLNESS
them, can open doors to such
resources as new relationships Understanding Class for Law Enforcement
and new jobs, among others. helps law enforcement personnel
better understand unique aspects
Working in a group with a facilitator, adults who use of the three economic classes
this workbook will develop a series of mental mod- that they encounter on calls. In-
els to examine their own lives and create new future creased understanding allows
stories. In 15–20 sessions the participants explore officers to be more successful on
the impact that poverty has had on them, investigate each call, keeping themselves
economic realities, complete a self-assessment of and the community safe while
their own resources, make plans to build their own receiving fewer complaints. This
resources, and develop a mental model of commu- workshop explains in detail why
nity prosperity. Upon completing Getting Ahead,
participants will have a plan of their own based on officers may receive a much different reaction from
the knowledge acquired through the co-investigative people in poverty than from those in middle class or
process and expressed in new mental models. wealth. The workshop also describes the “hidden
rules” of each class and provides officers with tools
Facilitator training includes the following topics: they can use while on duty to help them stay out of
philosophy, theory, motivation and incentives, long- the reactive mode and maintain their ability to be in
term support, mental models, content and process, control throughout a call. The course also explores
and practice sessions. how language is used differently in all economic
classes and how that affects communication between
SELF-SUFFICIENT INCOME officers and civilians. This information is also avail-
able in the book titled Tactical Communication.
Bridges Out of Poverty represents a powerful
tool for change. The one-day
workshop and book reaches out
to the millions of service provid-
ers and businesses whose daily
work connects them with the
lives of people in poverty.

Specific solutions and strategies
are provided to assist organiza-
tions in redesigning programs to
better serve people in poverty, build skill sets for
management to help guide employees, upgrade train-

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