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Cultural Responsiveness Cultural Responsiveness & PBIS& PBIS
Olympia WilliamsOlympia WilliamsMayors’ Gang Task Force and Youth Intervention ProgramsMayors’ Gang Task Force and Youth Intervention Programs
Lisa Andrew, Ed.D.Lisa Andrew, Ed.D.Santa Clara County Office of EducationSanta Clara County Office of Education
OutcomesOutcomes
Differentiate between class, values, and Differentiate between class, values, and povertypoverty
Understand how class, values, and poverty Understand how class, values, and poverty influence our beliefs about and behaviors influence our beliefs about and behaviors toward otherstoward others
Understand how the PBIS Framework can be a Understand how the PBIS Framework can be a culturally responsive strategy to building a culturally responsive strategy to building a positive social culture.positive social culture.
Values and Class Values and Class
With your table define class and values. Are these the With your table define class and values. Are these the same? Different? Where do they intersect? same? Different? Where do they intersect? Why does understanding class and values of the Why does understanding class and values of the students you serve matter?students you serve matter?
……because understanding what your students value—will because understanding what your students value—will allow you to better connect with students an lead to the allow you to better connect with students an lead to the behaviors and impact that you desirebehaviors and impact that you desire
Values of PovertyValues of Poverty
Money is to be spent Money is to be spent (tax refund example)(tax refund example) Social inclusion Social inclusion onlyonly includes the people they like includes the people they like Clothing is valued for individual style and Clothing is valued for individual style and
expression of personalityexpression of personality Driving forces: Survival (working multiple jobs- Driving forces: Survival (working multiple jobs-
didn’t attend conference), relationships (traumatic didn’t attend conference), relationships (traumatic circumstances), entertainment (goofing off in circumstances), entertainment (goofing off in class)class)
Educator Implications 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
Values of Middle ClassValues of Middle Class
Money is to be managed Money is to be managed Emphasis is on self-governance and self-Emphasis is on self-governance and self-
sufficiencysufficiency Clothing is valued for its quality and acceptance Clothing is valued for its quality and acceptance
into the middle class (label is important)into the middle class (label is important) Driving Forces: Work and Achievement Driving Forces: Work and Achievement
Educator ImplicationsEducator 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
Poverty and Culture
How are poverty and culture the same? How are they different? Why does this distinction mattter?
PovertyCulture
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
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
Class CommunicationClass Communication
Students in our programs who mainly Students in our programs who mainly identify with the social cues associated identify with the social cues associated
with “Poverty” will often not respond to with “Poverty” will often not respond to communication efforts that are designed communication efforts that are designed
for the Middle Class. for the Middle Class.
The Truth about PovertyThe Truth about Poverty
1. Poverty occurs in all races1. Poverty occurs in all races Be careful not to assume that poverty only occurs Be careful not to assume that poverty only occurs
in a particular racein a particular race 2. Poverty is layered2. Poverty is layered
People may not self-identify as low-income/poorPeople may not self-identify as low-income/poor 3. Individuals bring with them the hidden 3. Individuals bring with them the hidden
rules of classrules of class You must be aware of your own biases You must be aware of your own biases
got PBIS?got PBIS?
Data Based Decision MakingData Based Decision Making
Site Team ApproachSite Team Approach
Defined Rules and ExpectationsDefined Rules and Expectations
Explicit Teaching of ExpectationsExplicit Teaching of Expectations
Defined AcknowledgementsDefined Acknowledgements
Defined Consequences with Tiered SupportDefined Consequences with Tiered Support
Consistency/Agreement Consistency/Agreement Responses to Problem BehaviorResponses 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
Questions?Questions?
Olympia WilliamsOlympia Williams
(408) (408)
Lisa Andrew, Ed.D.Lisa Andrew, Ed.D.
(408) 453-4332(408) 453-4332