Outcomes

1. Cultural Responsiveness & PBISOlympia WilliamsMayors’ Gang Task Force and Youth Intervention ProgramsLisa Andrew, Ed.D.Santa Clara County Office of Education

2. Outcomes • Differentiate between class, values, and poverty • Understand how class, values, and poverty influence our beliefs about and behaviors toward others • Understand how the PBIS Framework can be a culturally responsive strategy to building a positive social culture.

3. Values and Class • With your table define class and values. Are these the same? Different? Where do they intersect? • Why does understanding class and values of the students you serve matter? …because understanding what your students value—will allow you to better connect with students an lead to the behaviors and impact that you desire

4. Values of Poverty Money is to be spent (tax refund example) Social inclusion only includes the people they like Clothing is valued for individual style and expression of personality Driving forces: Survival (working multiple jobs- didn’t attend conference), relationships (traumatic circumstances), entertainment (goofing off in class)

5. Educator Implications • I didn’t complete my homework—we had this happen last night…… • Parents didn’t attend conference • Family doesn’t understand why child was disciplined – why they are always disciplined • At home my child’s behavior is the same what is the problem

6. Values of Middle Class Money is to be managed Emphasis is on self-governance and self-sufficiency Clothing is valued for its quality and acceptance into the middle class (label is important) Driving Forces: Work and Achievement

7. Educator Implications • My child is not being challenged enough • Parents are on PTA or other school committees • Parents are advocates • Why didn’t my child receive an “A” • The “other” students are being disruptive to my child's learning • What other advanced programs are available

8. Poverty and Culture • How are poverty and culture the same? • How are they different? • Why does this distinction mattter? Poverty Culture

9. Lets add Race • Often times what is culturally acceptable behavior is not the accepted behavior in the classroom • What leads to discipline in the classroom, would not lead to discipline at home • Cultural values and beliefs have a strong influence on students in the classroom

10. Educator Implications A challenge that teachers face is how to manage a classroom where The Teacher may have grown up with a different value system from their students. Students are not aware of the value system that their teacher expects in the classroom. Expectations of the culture and value systems are different

11. Class Communication Students in our programs who mainly identify with the social cues associated with “Poverty” will often not respond to communication efforts that are designed for the Middle Class.

12. The Truth about Poverty • 1. Poverty occurs in all races • Be careful not to assume that poverty only occurs in a particular race • 2. Poverty is layered • People may not self-identify as low-income/poor • 3. Individuals bring with them the hidden rules of class • You must be aware of your own biases

14. got PBIS? Data Based Decision Making Site Team Approach Defined Rules and Expectations Explicit Teaching of Expectations Defined Acknowledgements Defined Consequences with Tiered Support

19. Consistency/Agreement Responses to Problem Behavior

21. Questions? Olympia Williams (408) Lisa Andrew, Ed.D. (408) 453-4332 lisa_andrew@sccoe.org