Ruby Payne - AEI Speakers Bureau

Ruby Payne Biography

Ruby Payne

Ruby Payne has been a professional educator since 1972 as a high school teacher, principal and central office administrator. As an educational consultant she provides training in how to work effectively with individuals from all economic classes and has trained hundreds of thousands of professionals since 1996. She has certified more than 7,000 trainers in A Framework for Understanding Poverty.

Her mission is to positively impact the education and lives of individuals in poverty through out the world. Ms. Payne has a Ph.D. in educational leadership and policy studies, Loyola University, IL, M.A., English literature, Western Michigan University, B.A., Goshen College, IN.

As a speaker Ruby Payne is an expert on poverty and mindsets of economic classes. Her accessible, engaging style using humor, stories and mental models makes her message relevant to business leaders, educators, and community and social service workers. Her message helps find creative and practical solutions to challenges of working across socioeconomic lines and building sustainable communities.

She speaks extensively with engagements including Australia Conference on Thinking and Learning, European League for Middle School Education, United Kingdom Department for Children, Families, and Schools, China and U.S. Conference on Educational Leadership, PBS, Harvard's Summer Institute for Principals, SCERT (Delhi, India), Tasmania Teacher Training, New Zealand, Slovakia, School Leadership Center of Trinidad and Tobago, National Conference of State Legislatures (U.S.), Annual Conference of Southwest Foundations, New York Superintendents Association, and Chief Officers of State School Departments (U.S.).

"A Framework for Understanding Poverty, foundational work, 1996; 5th revised edition, 2013" has sold well over a million copies. It teaches the hidden rules and mindsets of economic class as well as specific, resource-based strategies for overcoming poverty's obstacles.

From "Understanding Poverty to Developing Human Capacity," 2012
 "School Improvement: 9 Systemic Processes to Raise Achievement" (co-author), 2010 and "Research-Based Strategies: Narrowing the Achievement Gap for Under-Resourced Students," 2009 providing two handy charts that provide easy access to more than 50 research-based strategies. "Under-Resourced Learners: 8 Strategies to Boost Student Achievement," 2008 assesses student resources to determine best strategies and interventions with more proven, practical strategies that can be used immediately. "Bridges Out of Poverty: Strategies for Professionals and Communities" (co-author), 2001, 2006 has led to a model for building sustainable communities.

Ruby Payne has written or co-authored more than a dozen books surrounding issues of poverty in areas of education, social services, business, communities, churches, relationships, and leadership.

Ruby Payne Topics

  • A Framework for Understanding Poverty
    How economic class affects behaviors and mind sets, why students from generational poverty often fear being educated, the "hidden rules" within economic classes, discipline interventions that improve behavior, and the eight resources that make a difference in success. Related discussions also include case studies, support systems, the role of language registers, discourse patterns and story structure, and the relationship between eye movement and learning. This training seminar is designed for 1 or 2 days with both elementary and secondary level educators with adaption and application for community, social service and faith community audiences
  • Learning Structures
  • Meeting Standards and Raising Test Scores When You Don't Have Much Time or Money
    Meeting Standards is designed to use existing teacher expertise to raise student achievement. The processes are simple, easy to implement and get results fast! Implementation directions and sample materials are provided in this workshop that may be reproduced without cost or copyright violation. It is recommended that participants attend as a grade level, department or campus vertical team, along with a campus administrator, but not required.
  • Application of Learning Structures Through Classroom Strategies
  • Collaboration for Kids: Early Intervention Tools
  • Removing The Mask: Identifying and Serving Gifted Students from Poverty
  • Hear Our Cry: Boys in Crisis
  • Tucker Signing Strategies for Reading
    This training workshop provides participants with a powerful supplemental strategy for decoding that can be used in conjunction with any conventional reading program. It uses a system of 44 hand signs that prompt associations between letters or word chunks and the sounds they represent. This is a strategy that children enjoy, and appeals to reluctant readers, boys, excessively active children, and those with learning disabilities as well as the average reader. Readers see the letter, sign the sound and say the sound at the same time: this multi-sensory combination provides success to readers who have not succeeded before. Tucker Signs provide the mental model that children of poverty need in order to succeed in reading, while giving the observer insight into what is going on in the reader’s mind. This strategy moves the responsibility of decoding unfamiliar words from the teacher to the child. It can be used with students of any age who read between kindergarten and fourth-grade level.
  • Living on a Tightrope
  • Math Strategies/Problem Solving for the Elementary Classroom
    This presentation focuses on a variety of mental models for elementary math. Participants learn that when mental models are taught directly to the students they are able to learn and retain concepts much more quickly. A problem solving process will be presented which requires the students to plan, label and sort information. This process is used as a method to control students’ impulsivity and therefore increase their success in math. This method of teaching problem solving has been especially effective with students who are struggling in understanding basic math skills. The workshop is designed for math teachers of elementary school students, with audiences of Grades K-2 or 3-5.
  • Think Rather of Zebra: Dealing with Aspects of Poverty Through Story
  • A Picture Is Worth a Thousand Words
  • Application of Learning Structures for English, Math, Science or Social Studies
  • Preventing School Violence by Creating Emotional Safety
    Strategies for establishing relationships of mutual respect among teachers, students, and parents, concentrating on the prevention of violence in schools.
  • Bridges Out of Poverty
    Increasing awareness of the differences in economic cultures; how those differences affect opportunities for success; developing an action plan to improve services to clients; improving retention rates for new hires from poverty.
  • Getting Ahead in a Just-Gettin’-By World
  • Understanding Class for Law Enforcement
  • Parenting Someone Else's Child
  • What Every Church Member Should Know About Poverty
  • Hidden Rules of Class at Work
  • Response to Intervention
    In the Response to Intervention Workshop (RTI) Learn about the what, the why, and the how of response to intervention (RTI) and the under-resourced learner. This session will cover the components of RTI, student intervention teams, the rationale behind the RTI mandate, and the intervention process for student achievement. We will focus on the three tiers of intervention and the progress monitoring of student growth. The presentation will be completed with a summary of the day's discussion.


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