1. Cultural Responsiveness & PBIS Olympia Williams Mayors’ Gang Task Force and Youth Intervention Programs Lisa Andrew, Ed.D. Santa Clara County Office of Education
10:00
Each introduces self

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.
Lisa

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
Olympia

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) 4

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
10:15
Think/Pair/Share…5 mins

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
10:22 6

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
10:25
Partner Think/Pair/Share…5 min

8. Poverty and Culture Culture Poverty
How are poverty and culture the same?
How are they different?
Why does this distinction mattter?
Poverty
10:35
Poverty and Culture are closely linked together but are not the same
Table discussion about questions…10 min
Whole group share…10 min
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
10:45

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
11:00

13. Lisa
11:00

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
At your tables discuss how would each of the above address class..race…culture…poverty

15. Lisa
At your tables discuss how would each of the above address class..race…culture…poverty

16. Lisa
At your tables discuss how would each of the above address class..race…culture…poverty

17. After staff agreement of what the social culture will look like…agreements on what is expected HERE…not better or worse than home…just what this context call for.
Teachers teach expectations explicitly…not counting on students already knowing what expectations look like.
BATHROOM YouTube

18. Why extrinsic acknowledgment

19. Consistency/Agreement Responses to Problem Behavior
Classroom Managed
Office Managed
Failing to follow rules/directions
Inappropriate voice level
Disruptive
Inappropriate language/comments
Put downs/low level teasing
Danger to others with intent to hurt
Weapons
Fighting/assault/physical aggression
Overt Defiance
Harassment/Bullying
Inappropriate touching
Consistent empowerment…

20. So that we can avoid this!
Chavez Fifth grade example….

21. Questions?
Olympia Williams (408) Lisa Andrew, Ed.D. (408)