1. Orange County Department of Education 1 Working with Diverse Families and Communities Day 2 Diversity

2. Orange County Department of Education2 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.

3. Orange County Department of Education3 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

4. Orange County Department of Education4 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  Woman  African American  Educator  Father  College graduate  Teacher  Hispanic American  European American

5. Orange County Department of Education5 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.

6. Orange County Department of Education6 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?

7. Orange County Department of Education7 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.

8. Orange County Department of Education8 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 1 - Read Phase 1: Building Trust Group 2 - Read Phase 2: Engaging Personal Culture Group 3 - Read Phase 3: Confronting Social Dominance and Social Justice Group 4 - Read Phase 4: Transforming Instructional Practices Group 5 - Read Phase 5: Engaging the Entire School Community Share the information with your table.

9. Orange County Department of Education9 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.

10. Orange County Department of Education10 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.

11. Orange County Department of Education11 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?

12. Orange County Department of Education12 Developmental Assets Presentation

13. Orange County Department of Education 13 A Framework for Understanding Poverty aha! Process, Inc., Highlands, TX www.ahaprocess.com PowerPoint Presentation Version 2.2 Ruby K. Payne, Ph.D.

14. Orange County Department of Education 14 The mission of aha! Process, Inc. is to positively impact the education and lives of individuals in poverty around the world.

15. Orange County Department of Education 15 This is a workshop about economic diversity, not racial or cultural diversity.

16. Orange County Department of Education 16 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

17. Orange County Department of Education 17 CAUSES OF POVERTY Behaviors of the Individual Human and Social Capital in the Community ExploitationPolitical/ 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 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 Sample topics: 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 Sample topics: Drug trade Racism and discrimination Payday lenders Sub-prime lenders Lease/purchase outlets Gambling Temp work Sweatshops Sex trade Internet scams Sample topics: 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

18. Orange County Department of Education 18 Training at aha! Process Framework training relates to Behaviors of the Individual Human 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

19. Orange County Department of Education 19 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.

20. Orange County Department of Education 20 Establish a mental framework for understanding economic realities. Objective for Module 1:

21. Orange County Department of Education 21 1. Poverty is relative. Key Point

22. Orange County Department of Education 22 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 marijuanaDrugs: crack and cocaine More incest in rural povertyMore sexual abuse from the “in and out” residents of the house Less random violenceMore 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 POVERTYURBAN POVERTY

23. Orange County Department of Education 23 2. Poverty occurs in all races. Key Point

24. Orange County Department of Education 24 U.S. Median Income for Persons Age 25 and Older, by Sex and Educational Attainment: 2004 Source: U.S. Bureau of the Census Numbers of Persons with Income (in thousands) Median Income, in 2004 Dollars MaleFemaleMaleFemale Overall69,32460,528$37,669$25,809 Less Than Ninth Grade3,2501,624$20,100$12,541 Grades 9-12 (no diploma)4,8723,202$22,255$13,951 HS Diploma (includes GED)21,57217,646$31,624$20,928 Associate Degree5,8756,973$40,879$27,396 Bachelor's Degree14,08213,045$51,876$35,663 Master's Degree5,1075,200$65,452$45,149 Professional Degree1,566786$100,000$57,315 Doctorate1,331635$77,187$56,795

25. Orange County Department of Education 25 Source: U.S. Bureau of the Census GroupAverage 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+

26. Orange County Department of Education 26 POVERTY STATISTICS Extreme-poverty, poverty, and near-poverty rates for children under age 5 by living arrangement: 2004. Source: U.S. Bureau of the Census

27. Orange County Department of Education 27 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–$24.9k1512.9% $25k–$34.9k1311.9% $35k–$49.9k1714.8% $50k–$74.9k2118.3% $75k–$99.9k1211.0% $100k–$149.9k11 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

28. Orange County Department of Education 28 3. Generational and situational poverty are different. Key Point

29. Orange County Department of Education 29 4. This work is based on patterns. All patterns have exceptions. Key Point

30. Orange County Department of Education 30 5. Schools operate from middle-class norms and values. Key Point

31. Orange County Department of Education 31 Survival Relationships Entertainment Work Achievement Material security Political, financial, social connections Key Point

32. Orange County Department of Education 32 6.Individuals bring with them the hidden rules of the class in which they were raised. Key Point

33. Orange County Department of Education 33 7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics. Key Point

34. Orange County Department of Education 34 8. We must neither excuse them nor scold them. We must teach them. Key Point

35. Orange County Department of Education 35 9. We must teach them that there are two sets of rules. Key Point

36. Orange County Department of Education 36 10. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement. Key Point

37. Orange County Department of Education 37 11. Two things that help one move out of poverty are: education relationships Key Point

38. Orange County Department of Education 38 12. Four reasons one leaves poverty are: too painful to stay vision or goal key relationship special talent/skill Key Point

39. Orange County Department of Education 39 " No significant learning occurs without a significant relationship." –Dr. James Comer

40. Orange County Department of Education 40 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:

41. Orange County Department of Education 41 Understand and give examples of the hidden rules of the three socioeconomic classes. Objective for Module 5:

42. Orange County Department of Education 42 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?

43. Orange County Department of Education 43 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.

44. Orange County Department of Education 44 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.

45. Orange County Department of Education 45 POVERTYMIDDLE CLASSWEALTH POSSESSIONSPeople.Things.One-of-a-kind objects, legacies, pedigrees. MONEYTo be used, spent.To be managed.To be conserved, invested. PERSONALITYIs 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. FOODKey question: Did you have enough? Quantity important. Key question: Did you like it? Quality important. Key question: Was it presented well? Presentation important. CLOTHINGClothing 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. TIMEPresent 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. EDUCATIONValued 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. DESTINYBelieves in fate. Cannot do much to mitigate chance. Believes in choice. Can change future with good choices now. Noblesse oblige. LANGUAGECasual register. Language is about survival.Formal register. Language is about negotiation.Formal register. Language is about connection. FAMILY STRUCTURETends to be matriarchal.Tends to be patriarchal.Depends on who has/controls money. WORLD VIEWSees world in terms of local setting.Sees world in terms of national setting.Sees world in terms of an international view. LOVELove 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 FORCESSurvival, relationships, entertainment.Work and achievement.Financial, political, social connections. Hidden Rules of Economic Class

46. Orange County Department of Education 46 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

47. Orange County Department of Education 47 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

48. Orange County Department of Education 48 believes that one is fated or destined the behavior not get caught not get caught deny punishedforgiven

49. Orange County Department of Education 49 POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees Possessions

50. Orange County Department of Education 50 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?

51. Orange County Department of Education 51 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:

52. Orange County Department of Education 52 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

53. Orange County Department of Education 53 Resource Analysis

54. Orange County Department of Education 54 Resource Analysis

55. Orange County Department of Education 55 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?

56. Orange County Department of Education 56 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?

57. Orange County Department of Education 57 Understand family structure and the resulting behavioral patterns in generational poverty. Objective for Module 4:

58. Orange County Department of Education 58 1.Multiplerelationships 3. Favoritism 4. 4. Identity Identity 2. Changing allegiances allegiances

59. Orange County Department of Education59 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?

60. Orange County Department of Education60 Reflection Complete a reflection on the Working with Diverse Families and Communities course.