Transcript Key Point - ocde

Diversity
Working with Diverse
Families and Communities
Day 2
Orange County Department of Education
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Outcomes
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Gain an understanding of your personal
attitudes and actions as they relate to cultural
proficiency.
Learn skills to plan professional development
at the school site related to diversity.
Review resiliency theory and developmental
assets framework case study.
Understand Ruby Payne’s A Framework for
Understanding Poverty.
Orange County Department of
Education
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Agenda
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Welcome and Review of Agenda
Examining Personal Attitudes and Actions –
Cultural Competence Self Assessment
As Diversity Grows So Must We
Kids that Succeed – Building Resiliency and
Developmental Assets
Ruby Payne – Understanding Poverty
Group Presentations
Wrap up
Orange County Department of
Education
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Examining Personal Attitudes and Actions
– Cultural Competence Self Assessment
Activity
As a group, develop a list of nouns that describe
the roles and the groups with which the participants
identify. Complete the sentence stem:
I am a(n) … example
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Woman
African American
Educator
Father
College graduate
Teacher
Hispanic American
European American
Orange County Department of
Education
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Examining Personal Attitudes and Actions
– Cultural Competence Self Assessment
Everyone takes the list of nouns and rank
them individually, according to how they define
Themselves from most important (1)
to less important (10), omitting
any nouns that do not apply.
Orange County Department of
Education
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Examining Personal Attitudes and Actions
– Cultural Competence Self Assessment
Debriefing
1.
What criteria did you use to rank the
descriptors?
2.
What surprised you about your list?
3.
What have you learned about the others in
your table group?
4.
What have you learned about labels,
descriptors and naming oneself?
5.
How is this knowledge useful?
Orange County Department of
Education
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Examining Personal Attitudes and Actions
– Cultural Competence Self Assessment
In table groups, read pages 157-165 in Cultural
Proficiency by Lindsey, Nuri Robins and Terrell.
Discuss question number two on page 165.
Orange County Department of
Education
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As Diversity Grows So Must We
ACTIVITY
Read the article As Diversity Grows So Must We.
Jigsaw directions: Number off 1 – 5. Join your expert group and read the
introductory paragraphs and then read the following section for your
group.
Group
Group
Group
Group
Group
1
2
3
4
5
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Read Phase 1:
Read Phase 2:
Read Phase 3:
Read Phase 4:
Read Phase 5:
Building Trust
Engaging Personal Culture
Confronting Social Dominance and Social Justice
Transforming Instructional Practices
Engaging the Entire School Community
Share the information with your table.
Orange County Department of
Education
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As Diversity Grows So Must We
ACTIVITY
You are the principal of an elementary, middle or high school.
Some of the more experienced teachers make comments such
as “This school is changing. We aren’t getting the kids we
used to. We have a lot more low achieving kids which makes
it impossible for me to improve their test scores.”
You have a block of one hour once a month for the next year
that you plan to devote to professional development that
would address this negative school culture.
Orange County Department of
Education
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As Diversity Grows So Must We
As a table group, create a staff development
plan that your school could engage in to
accomplish the goal of becoming more
accepting of the changing demographics of
your school. Be prepared to share out with
the entire group your planned activity.
Orange County Department of
Education
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Resiliency
Read the article Fostering Resiliency in Kids by
Bonnie Benard, highlighting key points for you.
Pick a partner from another table and
share the following:
Is there anything additional you might do
with the child you selected in the previous activity,
after reading Fostering Resiliency in Kids?
Orange County Department of
Education
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Developmental Assets Presentation
Orange County Department of
Education
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A Framework for
Understanding
Poverty
Ruby K. Payne, Ph.D.
PowerPoint Presentation
Version 2.2
aha! Process, Inc., Highlands, TX
www.ahaprocess.com
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Education
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The mission of aha! Process, Inc. is to
positively impact the education and lives
of individuals in poverty around the
world.
Orange County Department of
Education
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This is a workshop about
economic diversity, not
racial or cultural diversity.
Orange County Department of
Education
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Research on Poverty
Research on poverty can be clustered into
four major areas:
1. Behaviors of the Individual
2. Human and Social Capital in the Community
3. Exploitation
4. Political/Economic Structures
Orange County Department of
Education
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CAUSES OF POVERTY
Behaviors
of the Individual
Human and Social
Capital in the
Community
Exploitation
Political/
Economic Structures
Definition:
Definition:
Definition:
Definition:
Research on the choices,
behaviors, characteristics,
and habits of people in
poverty.
Research on the
resources available to
individuals, communities,
and businesses.
Research on how people in
poverty are exploited
because they are in poverty.
Research on the economic,
political, and social policies
at the international,
national, state, and local
levels.
Sample topics:
Sample topics:
Sample topics:
Sample topics:
Dependence on welfare
Morality
Crime
Single parenthood
Breakup of families
Intergenerational character
traits
Work ethic
Racism and discrimination
Commitment to
achievement
Spending habits
Addiction, mental illness,
domestic violence
Planning skills
Orientation to the future
Language experience
Intellectual capital
Social capital
Availability of jobs
Availability of
well-paying jobs
Racism and
discrimination
Availability and quality of
education
Adequate skill sets
Childcare for working
families
Decline in neighborhoods
Decline in social morality
Urbanization
Suburbanization of
manufacturing
Middle-class flight
City and regional planning
Drug trade
Racism and discrimination
Payday lenders
Sub-prime lenders
Lease/purchase outlets
Gambling
Temp work
Sweatshops
Sex trade
Internet scams
Globalization
Equity and growth
Corporate influence on
legislators
Declining middle class
De-industrialization
Job loss
Decline of unions
Taxation patterns
Salary ratio of CEO
to line worker
Immigration patterns
Economic disparity
Racism and discrimination
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Education
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Training at aha! Process
Framework training relates to
Behaviors of the Individual
Human and Social Capital in the Community
Meeting Standards relates to
Political/Economic Structures
There is a place for all of us to make our
contribution to ending poverty.
Orange County Department of
Education
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Day One
Objectives:
Participants will be able to …
• Analyze the eight resources of a student.
• Explain language registers, discourse patterns, and
story structure.
• Give examples of hidden rules among classes.
• Identify discipline interventions that are effective.
• Explain mediation and cognitive strategies.
• Explain how economic realities affect patterns of
living.
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Education
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Objective for
Module 1:
Establish a mental framework for
understanding economic realities.
Orange County Department of
Education
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Key Point
1. Poverty is relative.
Orange County Department of
Education
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RURAL POVERTY
URBAN POVERTY
As much homelessness in rural poverty
as in urban poverty; stay with relatives.
Homeless live on streets or in shelters.
Often have access to food because
many times they can grow their own
food because they have access to
land.
Often live in “projects” and close
together; have less access to quality
food, particularly fruits and vegetables.
Everyone knows last names; almost
More exposure to different individuals
like a caste system; more isolation from
community
Drugs: particularly meth and marijuana
Drugs: crack and cocaine
More incest in rural poverty
More sexual abuse from the “in and
out” residents of the house
Less random violence
More random violence and safety
issues
More teenage pregnancy
More teen suicide
If they own their own land, they tend to
have a middle-class mindset.
Orange County Department of
Education
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Key Point
2. Poverty occurs in all races.
Orange County Department of
Education
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U.S. Median Income for Persons Age 25 and Older, by Sex and
Educational Attainment: 2004
Numbers of Persons with
Income
(in thousands)
Male
Median Income,
in 2004 Dollars
Female
Male
Female
Overall
69,324
60,528
$37,669
$25,809
Less Than Ninth Grade
3,250
1,624
$20,100
$12,541
Grades 9-12 (no diploma)
4,872
3,202
$22,255
$13,951
HS Diploma (includes GED)
21,572
17,646
$31,624
$20,928
Associate Degree
5,875
6,973
$40,879
$27,396
Bachelor's Degree
14,082
13,045
$51,876
$35,663
Master's Degree
5,107
5,200
$65,452
$45,149
Professional Degree
1,566
786
$100,000
$57,315
Doctorate
1,331
635
$77,187
$56,795
$120,000
$100,000
$80,000
Male
$60,000
Female
$40,000
$20,000
$0
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Source: U.S. Bureau of the Census
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Education
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Group
Average Household Income
Ranges: 2004
LOWEST 20%
$0 – $18,500
SECOND 20%
$18,501 – $34,738
THIRD 20%
$34,739 – $55,325
FOURTH 20%
$55,326 – $88,029
HIGHEST 20%
$88,030+
TOP 5% (part of highest 20%)
$157,185+
Source: U.S. Bureau of the Census
Orange County Department of
Education
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POVERTY STATISTICS
Extreme-poverty, poverty, and near-poverty rates for
children under age 5 by living arrangement: 2004.
70.0%
61.6%
60.0%
53.8%
Rate (%)
50.0%
40.0%
31.8%
30.0%
20.0%
14.7%
10.1%
10.0%
2.7%
0.0%
EXTREM E POVERTY
POVERTY
Living w ith married pa rents
NEAR POVERTY
Living w ith single mothe r only
Source: U.S. Bureau of the Census
Orange County Department of
Education
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Breakdown of U.S. households by total
money income:
Income
# of U.S.
Households
(in millions)
% of All
U.S. Households
<$10k
7
8.7%
$10k–$14.9k
8
6.7%
$15k–$24.9k
15
12.9%
$25k–$34.9k
13
11.9%
$35k–$49.9k
17
14.8%
$50k–$74.9k
21
18.3%
$75k–$99.9k
12
11.0%
$100k–$149.9k
11
9.8%
$150k–$199.9k
4
3.1%
$200k+
3
2.7%
Median household income: $43,389
Mean household income: $60,528
Source: U.S. Census data for 2004 released in 2005
Orange County Department of
Education
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Key Point
3. Generational and situational
poverty are different.
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Education
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Key Point
4. This work is based on patterns. All
patterns have exceptions.
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Education
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Key Point
5. Schools operate from middle-class
norms and values.
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Education
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Key Point
Survival
Work
Relationships
Achievement
Entertainment
Material
security
Orange County Department of
Education
Political,
financial, social
connections
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Key Point
6. Individuals bring with them the
hidden rules of the class in which
they were raised.
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Education
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Key Point
7. There are cultural differences in poverty.
This study is cross-cultural and focuses
on economics.
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Education
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Key Point
8. We must neither excuse them
nor scold them. We must
teach them.
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Education
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Key Point
9. We must teach them that there
are two sets of rules.
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Education
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Key Point
10. To move from poverty to middle class,
one must give up (for a period of
time) relationships for achievement.
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Education
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Key Point
11. Two things that help one move
out of poverty are:
• education
• relationships
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Education
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Key Point
12. Four reasons one leaves poverty are:
• too painful to stay
• vision or goal
• key relationship
• special talent/skill
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Education
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"No significant
learning occurs
without a
significant
relationship."
–Dr. James Comer
Orange County Department of
Education
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You need to learn this,
or do this, so that
you:
•
•
•
•
•
Will be in control.
Will be smarter.
Will win more often.
Won’t be cheated.
Will be safe when you are old.
Also:
• Life is like a card game—you get bad hands.
• The mind is tool or weapon that no one can
take away.
Orange County Department of
Education
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Objective for
Module 5:
Understand and give examples of the
hidden rules of the three socioeconomic
classes.
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Education
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Could you survive in poverty?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
______1. I know which churches and sections of town have the best rummage sales.
______2. I know which rummage sales have “bag sales” and when.
______3. I know which grocery stores’ garbage bins can be accessed for thrown-away
food.
______4. I know how to get someone out of jail.
______5. I know how to physically fight and defend myself physically.
______6. I know how to get a gun, even if I have a police record.
______7. I know how to keep my clothes from being stolen at the Laundromat.
______8. I know what problems to look for in a used car.
______9. I know how to live without a checking account.
______10. I know how to live without electricity and a phone.
______11. I know how to use a knife as scissors.
______12. I can entertain a group of friends with my personality and my stories.
______13. I know what to do when I don’t have money to pay the bills.
______14. I know how to move in half a day.
______15. I know how to get and use food stamps or an electronic card for benefits.
______16. I know where the free medical clinics are.
______17. I am very good at trading and bartering.
______18. I can get by without a car.
Orange County Department of
Education
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Could you survive in middle class?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
______1.
______2.
______3.
______4.
______5.
______6.
______7.
______8.
______9.
______10.
______11.
______12.
______13.
______14.
I know how to get my children into Little League, piano lessons, soccer, etc.
I know how to set a table properly.
I know which stores are most likely to carry the clothing brands my family wears.
My children know the best name brands in clothing.
I know how to order in a nice restaurant.
I know how to use a credit card, checking account, and savings account—and I
understand an annuity. I understand term life insurance, disability insurance, and
20/80 medical insurance policy, as well as house insurance, flood insurance, and
replacement insurance.
I talk to my children about going to college.
I know how to get one of the best interest rates on my new-car loan.
I understand the difference among the principal, interest, and escrow statements on
my house payment.
I know how to help my children with their homework and do not hesitate to call the
school if I need additional information.
I know how to decorate the house for the different holidays.
I know how to get a library card.
I know how to use most of the tools in the garage.
I repair items in my house almost immediately when they break—or know a repair
service and call it.
Orange County Department of
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Education
Could you survive in wealth?
COMPLETE THE QUIZ:
Put a check by each item you know how to do.
______1. I can read a menu in French, English, and another language.
______2. I have several favorite restaurants in different countries of the world.
______3. During the holidays, I know how to hire a decorator to identify the appropriate themes
and items with which to decorate the house.
______4. I know who my preferred financial advisor, legal service, designer, domesticemployment service, and hairdresser are.
______5. I have at least two residences that are staffed and maintained.
______6. I know how to ensure confidentiality and loyalty from my domestic staff.
______7. I have at least two or three “screens” that keep people whom I do not wish to see
away from me.
______8. I fly in my own plane or the company plane.
______9. I know how to enroll my children in the preferred private schools.
______10. I know how to host the parties that “key” people attend.
______11. I am on the boards of at least two charities.
______12. I know the hidden rules of the Junior League.
______13. I support or buy the work of a particular artist.
______14. I know how to read a corporate financial statement and analyze my own financial
statements.
Orange County Department of
Education
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Hidden Rules of Economic Class
POVERTY
MIDDLE CLASS
WEALTH
POSSESSIONS
People.
Things.
One-of-a-kind objects, legacies, pedigrees.
MONEY
To be used, spent.
To be managed.
To be conserved, invested.
PERSONALITY
Is for entertainment.
Sense of humor is highly valued.
Is for acquisition and stability.
Achievement is highly valued.
Is for connections.
Financial, political, social connections are
highly valued.
SOCIAL
EMPHASIS
Social inclusion of the people they like.
Emphasis is on self-governance and selfsufficiency.
Emphasis is on social exclusion.
FOOD
Key question: Did you have enough?
Quantity important.
Key question: Did you like it?
Quality important.
Key question: Was it presented well?
Presentation important.
CLOTHING
Clothing valued for individual style and
expression of personality.
Clothing valued for its quality and acceptance
into the norms of middle class. Label important.
Clothing valued for its artistic sense and
expression.
Designer important.
TIME
Present most important.
Decisions made for moment based on feelings
or survival.
Future most important.
Decisions made against future ramifications.
Traditions and past history most important.
Decisions made partially on basis of
tradition decorum.
EDUCATION
Valued and revered as abstract but not as
reality.
Education is about facts.
Crucial for climbing success ladder and making
money.
Necessary tradition for making and
maintaining connections.
DESTINY
Believes in fate. Cannot do much to mitigate
chance.
Believes in choice. Can change future with good
choices now.
Noblesse oblige.
LANGUAGE
Casual register. Language is about survival.
Formal register. Language is about negotiation.
Formal register.
Language is about connection.
FAMILY STRUCTURE
Tends to be matriarchal.
Tends to be patriarchal.
Depends on who has/controls money.
WORLD VIEW
Sees world in terms of local setting.
Sees world in terms of national setting.
Sees world in terms of an international view.
LOVE
Love and acceptance conditional, based on
whether individual is liked.
Love and acceptance conditional, based largely
on achievement.
Love and acceptance conditional, related to
social standing and connections.
DRIVING FORCES
Survival, relationships, entertainment.
Work and achievement.
Financial, political, social connections.
Orange County Department of
Education
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Time
POVERTY
• Present most important
• Decisions made for the moment based on feelings or survival
MIDDLE CLASS
• Future most important
• Decisions made against future ramifications
WEALTH
• Traditions and past history most important
• Decisions made partially on basis of tradition/decorum
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Education
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Destiny
POVERTY
• Believes in fate
• Cannot do much to mitigate chance
MIDDLE CLASS
• Believes in choice
• Can change future with good choices now
WEALTH
• Noblesse oblige
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Education
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believes that one is
fated or destined
the behavior
not get caught
deny
punished
forgiven
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Education
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Possessions
POVERTY
People
MIDDLE CLASS
Things
WEALTH
One-of-a-kind objects, legacies,
pedigrees
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Education
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What can you do
in the classroom?
HIDDEN RULES
•
1. Direct-teach the hidden rules.
•
2. Teach that there are two sets of rules.
•
3. Understand the hidden rules that
students bring with them.
Orange County Department of
Education
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Objectives for
Module 2:
1. Analyze the eight resources of an
individual and make interventions based
on the resources that are present.
2. Understand that failure is often related to
missing pieces—and identify ways to
provide missing resources.
Orange County Department of
Education
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Resources
•Financial
•Having the money to purchase goods and services.
•Emotional
•Being able to choose and control emotional responses, particularly to negative situations, without
engaging in self-destructive behavior. This is an internal resource and shows itself through stamina,
perseverance, and choices.
•Mental
•Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
•Spiritual
•Believing in divine purpose and guidance.
•Physical
•Having physical health and mobility.
•Support Systems
•Having friends, family, and backup resources available to access in times of need. These are external
resources.
•Relationships/Role Models
•Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not
engage in self-destructive behavior.
•Knowledge of Hidden Rules
•Knowing the unspoken cues and habits of a group.
Orange County Department of
Education
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Orange County Department of
Education
Knowledge of hidden rules
Relationships/role models
Support systems
Physical resources
Spiritual resources
Mental resources
Emotional resources
Financial resources
Name
Resource Analysis
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John/Adele
Otis/Vangie
Opie/Oprah
Maria/Noemi
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Knowledge of hidden rules
Relationships/role models
Support systems
Physical resources
Spiritual resources
Mental resources
Emotional resources
Financial resources
Name
Resource Analysis
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Eileen/Wisteria
Juan/Rámon
Sally/Sueann
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Tahiti/Theresa
Magnolia
Habib
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Geraldo
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Education
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QUESTIONS TO ASK ABOUT RESOURCES
•
•
•
•
FINANCIAL
Is there $340 per month per person available?
Is the issue the use of the finances versus the amount of finances?
Is the approach “You owe me because I am poor”? Or is the approach “I am proud; you will never know that I am in financial need”?
•
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•
•
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EMOTIONAL
Is there evidence that the individual has persistence?
Can the individual be alone, or does he/she always need people around him/her?
Does the individual act on feelings, i.e., hit when he/she is angry?
Does the individual have coping strategies for adverse situations that are not destructive to self or others?
•
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•
•
MENTAL
Can the individual read, write, and compute?
Can the individual plan?
Can the individual problem-solve?
Can the individual understand cause and effect, then identify consequence?
• SPIRITUAL
• Does the individual believe in divine guidance and assistance?
• Does the individual have religious affiliation—e.g., church, mosque, synagogue?
• PHYSICAL
• Can the individual take care of himself/herself without help?
• Does the physical body allow the person to work and to learn?
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SUPPORT SYSTEMS
Who is available to help this individual with time, money, know-how, and advice?
Is this person the main support system for the household?
What connections are available for this person?
What coping strategies are available in this household?
How much time is available to this person to devote to school and learning?
• RELATIONSHIPS/ROLE MODELS
• Who in the household cares about this person? Who does this person care about in the household?
• Is there someone who cares about this individual who is not destructive to self or to others?
•
•
•
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KNOWLEDGE OF MIDDLE-CLASS HIDDEN RULES
Does this individual know the hidden rules of work and school?
How important are achievement and work?
Will this individual give up achievement and work for relationships?
Orange County Department of
Education
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What can you do
in the classroom?
RESOURCES
1. Analyze a student’s resources. Make
interventions based on the resources that are
present.
2. Understand that failure is often related to
missing resources. Is there a way to provide
missing resources?
For example: a nurturing adult.
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Objective for
Module 4:
Understand family structure and the resulting
behavioral patterns in generational poverty.
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1.
Multiple
relationships
3. Favoritism
4.
Identity
2. Changing
allegiances
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Education
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The Wealth of Diversity
Watch the Joel Barker video Wealth, Innovation
and Diversity.
As a table group, discuss how Joel Barker’s main
points relate to your work as a school
administrator?
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Reflection
Complete a reflection on the Working with
Diverse Families and Communities course.
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