orange county department of education 1 working with diverse families and communities day 2...

Orange County Department of Education 1

Working with Diverse Families and Communities

Day 2

Diversity


Outcomes 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.


Agenda 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


Examining Personal Attitudes and Actions – Cultural Competence Self Assessment

Activity

As a group, develop a list of nouns that describethe roles and the groups with which the

participantsidentify. Complete the sentence stem:

I am a(n) … example Woman African American Educator Father College graduate Teacher Hispanic American European American



Everyone takes the list of nouns and rankthem individually, according to how they

defineThemselves from most important (1) to less important (10), omitting any nouns that do not apply.



Debriefing1. 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?



In table groups, read pages 157-165 in Cultural

Proficiency by Lindsey, Nuri Robins and Terrell.

Discuss question number two on page 165.


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 yourgroup.

Group 1 - Read Phase 1: Building TrustGroup 2 - Read Phase 2: Engaging Personal CultureGroup 3 - Read Phase 3: Confronting Social Dominance and Social

JusticeGroup 4 - Read Phase 4: Transforming Instructional PracticesGroup 5 - Read Phase 5: Engaging the Entire School Community

Share the information with your table.



ACTIVITY

You are the principal of an elementary, middle or high school.Some of the more experienced teachers make comments suchas “This school is changing. We aren’t getting the kids weused to. We have a lot more low achieving kids which makesit impossible for me to improve their test scores.”

You have a block of one hour once a month for the next yearthat you plan to devote to professional development thatwould address this negative school culture.



As a table group, create a staff developmentplan that your school could engage in toaccomplish the goal of becoming moreaccepting of the changing demographics ofyour school. Be prepared to share out withthe entire group your planned activity.


ResiliencyRead the article Fostering Resiliency in Kids byBonnie Benard, highlighting key points for you.

Pick a partner from another table andshare the following:

Is there anything additional you might dowith the child you selected in the previous

activity,after reading Fostering Resiliency in Kids?


Developmental Assets Presentation

Orange County Department of Education

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A Framework for Understanding

Poverty

aha! Process, Inc., Highlands, TXwww.ahaprocess.com

PowerPoint Presentation

Version 2.2

Ruby K. Payne, Ph.D.


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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.


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This is a workshop about economic diversity, not racial or cultural diversity.


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Research on Poverty

Research on poverty can be clustered into four major areas:

1.Behaviors of the Individual2.Human and Social Capital in the Community3.Exploitation4.Political/Economic Structures


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CAUSES OF POVERTY

Behaviors of the Individual

Human and Social Capital in the Community

Exploitation Political/Economic Structures

Definition:Research on the choices, behaviors, characteristics, and habits of people in poverty.

Definition: Research on the resources available to individuals, communities, and businesses.

Definition:Research on how people in poverty are exploited because they are in poverty.

Definition:Research on the economic, political, and social policies at the international, national, state, and local levels.

Sample topics:

Dependence on welfare MoralityCrimeSingle parenthoodBreakup of familiesIntergenerational character traitsWork ethicRacism and discriminationCommitment to achievementSpending habitsAddiction, mental illness, domestic violencePlanning skillsOrientation to the future Language experience

Sample topics:

Intellectual capitalSocial capitalAvailability of jobs Availability of well-paying jobsRacism and discrimination Availability and quality of educationAdequate skill setsChildcare for working familiesDecline in neighborhoodsDecline in social moralityUrbanizationSuburbanization of manufacturingMiddle-class flightCity and regional planning

Sample topics:

Drug tradeRacism and discriminationPayday lendersSub-prime lendersLease/purchase outletsGamblingTemp workSweatshopsSex tradeInternet scams

Sample topics:

GlobalizationEquity and growthCorporate influence on legislators Declining middle classDe-industrializationJob lossDecline of unionsTaxation patternsSalary ratio of CEO to line workerImmigration patternsEconomic disparityRacism and discrimination


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Training at aha! Process

Framework training relates to Behaviors of the IndividualHuman and Social Capital in the Community

There is a place for all of us to make our contribution to ending poverty.

Meeting Standards relates to Political/Economic Structures


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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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Establish a mental framework for understanding economic realities.

Objective for Module 1:


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1. Poverty is relative.

Key Point


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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 like a caste system; more isolation from community

More exposure to different individuals

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.

RURAL POVERTY URBAN POVERTY


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2. Poverty occurs in all races.

Key Point


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U.S. Median Income for Persons Age 25 and Older, by Sex and Educational Attainment: 2004

Source: U.S. Bureau of the Census

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

Male

Female

Numbers of Persons with Income (in thousands) Median Income,

in 2004 Dollars

Male 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


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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+


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POVERTY STATISTICS

Extreme-poverty, poverty, and near-poverty rates for children under age 5 by living arrangement: 2004.


14.7%10.1%

2.7%

31.8%

61.6%

53.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

EXTREM E POVERTY POVERTY NEAR POVERTY

Ra

te (

%)

Living with married parents Living with single mother only


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Breakdown of U.S. households by total money income: # of U.S. % of All Income Households U.S. Households (in millions)

<$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: $43,389Mean household income: $60,528

Source: U.S. Census data for 2004 released in 2005


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3. Generational and situational poverty are different.

Key Point


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4. This work is based on patterns. All patterns have exceptions.

Key Point


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5. Schools operate from middle-class norms and values.

Key Point


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Survival

Relationships

Entertainment

Work

Achievement

Material security

Political, financial, social connections

Key Point


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6. Individuals bring with them the hidden rules of the class in which they were raised.

Key Point


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7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics.

Key Point


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8. We must neither excuse them nor scold them. We must teach them.

Key Point


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9. We must teach them that there are two sets of rules.

Key Point


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10. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement.

Key Point


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11. Two things that help one move out of poverty are:

• education• relationships

Key Point


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12. Four reasons one leaves poverty are:• too painful to stay• vision or goal• key relationship• special talent/skill

Key Point


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"No significantlearning occurs

without asignificant

relationship."

–Dr. James Comer


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• 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.

You need to learn this, or do this, so that you:


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Understand and give examples of the hidden rules of the three socioeconomic classes.



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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.

Could you survive in poverty?


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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. I know how to get my children into Little League, piano lessons, soccer, etc.______2. I know how to set a table properly.______3. I know which stores are most likely to carry the clothing brands my family wears.______4. My children know the best name brands in clothing.______5. I know how to order in a nice restaurant.______6. 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.______7. I talk to my children about going to college.______8. I know how to get one of the best interest rates on my new-car loan.______9. I understand the difference among the principal, interest, and escrow statements on

my house payment.______10. I know how to help my children with their homework and do not hesitate to call the

school if I need additional information.______11. I know howto decorate the house for the different holidays.______12. I know how to get a library card.______13. I know how to use most of the tools in the garage.______14. I repair items in my house almost immediately when they break—or know a repair service and call it.


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Could you survive in wealth?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, domestic-employment 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.


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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 self-sufficiency.

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.

Hidden Rules of Economic Class


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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

Time


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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

Destiny


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believes that one is believes that one is fated or destinedfated or destined

the behaviorthe behavior

not get caughtnot get caught

denydeny

punishedpunishedforgivenforgiven


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POVERTYPeople

MIDDLE CLASSThings

WEALTHOne-of-a-kind objects, legacies, pedigrees

Possessions


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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.

What can you do in the classroom?


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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.

Objectives for Module 2:


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•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.

Resources


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Resource Analysis


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John/Adele — — ? — — Otis/Vangie — — — ? — — — Opie/Oprah — Maria/Noemi —

(?) ?

Eileen/Wisteria ? ? ? Juan/Rámon — — — Sally/Sueann ? — ? — ? ? Tijuana — — — ? — — — Tahiti/Theresa — ? ? — — — Magnolia — ? — — — Habib — — ? ? — — — Steve — — ? ? Geraldo — — — Raquel — — —

Resource Analysis


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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”?

• 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?

• 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?

• 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?

• 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?


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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.

RESOURCES

What can you do in the classroom?


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Understand family structure and the resulting behavioral patterns in generational poverty.



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1.1.MultipleMultiplerelationshipsrelationships

3. Favoritism3. Favoritism

4.4. IdentityIdentity

2. Changing2. Changing allegiancesallegiances


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?


Reflection

Complete a reflection on the Working with

Diverse Families and Communities course.

orange county department of education 1 working with diverse families and communities day 2...

Documents