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website-for-getting-ahead-sites

There are more than 100 sites using Getting Ahead, and there are thousands of ideas and best practices to be shared. As more and more Investigators graduate from Getting Ahead and begin to move ahead with their lives, the barriers they encounter and the solutions they find are forming a learning explosion!

Wouldn’t it be great if there was a way to manage all the stories, ideas, documents, outcomes, and celebrations so that we could learn from each other?

Happily, there is a place: The Getting Ahead Network website is up and running. Go to www.gettingaheadnetwork.com and register today.

Here are some things to look for:

  • To see a TV news story about Getting Ahead in South Bend, Indiana, go to the top left corner of the homepage and click on “Building a Bridge out of Poverty as Seen on WSBT News.”
  • Pensacola, Florida, has a very well-organized Bridges Steering Committee and Getting Ahead program. To see the newsletter from Escambia County, look on the homepage under “Latest Additions” and click on “Primer on United Escambia’s Poverty Solutions Team.”
  • The Circles™ Campaign uses Getting Ahead. Go to “Community,” then to “Circles Campaign” to see what Circles sites think of Getting Ahead.
  • Writing a grant and want an idea of the budget for one Getting Ahead group? Toledo, Ohio posted their budget under “Community”; click on “Grants/Sponsors/Funding” to see it.
  • Do you want to expand the Getting Ahead investigations to include a deep look into the intersection of race, poverty, and exploitation? Then go to “Facilitator” and to “New Tools/ Support” to find the exercises provided by the Minnesota Collaborative Anti-Racism Initiative.

If you find some empty locations, help fill them in. This website is under construction and waiting for your ideas and stories. To post your ideas, send them to pdevol@ahaprocess.com.

We hope to hear from you soon!

ruby-payne-visits-menominee-indian-nation

Last week I had the privilege of visiting the Menominee Indian Nation with Dr. Payne. Many of you know that aha! Process has been working with educators in the Menominee Indian School District, a Wisconsin public school district, and community agencies in the past several years. In fact, they are leaders in implementing our school and community-based models simultaneously!

What a wonderful experience Dr. Payne and I had as we had dinner with school board members and Superintendent Wendell Waukau, had breakfast with district principals, visited the schools, toured the College of the Menominee Nation, and ended our day with a community forum that included a time for Q & A with Dr. Payne.

Everyone throughout the nation was gracious and hospitable, but the highlight for me was listening to the principals and community representatives talk about how they have adapted and implemented aha!  Process concepts and strategies and the benefits they have seen as a result. Truly the people of the Menominee Nation are to be commended for all of their hard work and efforts on behalf of their children and community!

As we move forward and they continue to build capacity to sustain the model, we recognize them as champions of the work! We also extend congratulations to each of their schools for meeting AYP (adequate yearly progress) and additional congratulations to the middle school for being recognized as a Wisconsin School of Excellence!

negotiating-change

A colleague (call him William) shared with me all of the resources he brought to the Individual Education Plan (IEP) meeting for his son at a middle school. Although everyone at the table had his son’s best interests as their focus, William told me he almost unconsciously brought the following resources to the IEP meeting:

  • His confident and adult voice
  • His love and support of his son
  • His knowledge of the Americans with Disabilities Act
  • His use of formal language register, respected in middle class systems
  • His position as a leader and community professional
  • The support of his wife and the connections of his friends and colleagues
  • Knowledge of middle class hidden rules, including the subtle nuances
  • His ability and time to plan
  • His confidence and vision of his son’s future story
  • The money to purchase items the school was unable to provide

William told me that these resources made the difference in his child’s education, and he used them to negotiate a better educational environment so his son could have every opportunity to achieve. Even though everyone at the table supported his son, roadblocks were in place that William had to negotiate. He had never really thought about the fact that not everyone had his resources until he saw the Bridges Out of Poverty constructs.

I know that my parents had great love and concern for me. They wanted me to achieve, and I am thankful for all of their support. But they did not have William’s voice, knowledge, position, and confidence in negotiating the educational system. For example, my fourth-grade teacher—but we won’t go there! The rest of my teachers were wonderful.

I have met some amazing people lately who are using programs like Girls’ Circle, Getting Ahead in a Just-Gettin’-By World, and Circles to build resources and directly teach individuals the how of negotiating systems:

  • How to advocate for myself and my family
  • Knowledge of my legal rights
  • How to use formal register and the adult voice, which are respected in the middle class system
  • How to challenge the system without appearing defensive
  • How to connect with others who provide support
  • What to do when the system throws a roadblock in your way

I met a group of impressive women at the Elizabeth Fry Society in Vancouver who directly teach homeless and incarcerated women their rights, how to connect with resources, and how to stand firm and negotiate through personal and systemic roadblocks. E. Fry (as the group calls itself) has been advocating for women in poverty for more than 100 years. They are now embarking on a new initiative, Girl’s Circle, which has demonstrated outcomes in the U.S. This group is also planning to utilize Bridges Out of Poverty because they want service providers to restructure their systems to remove roadblocks. Policy and legislative change is the driving force of E. Fry. Please see Girlscircle.com and ElizabethFry.com for more information.

I met a woman in Findlay, Ohio who told me that after completing the Bridges Out of Poverty workshop, she has been more specific with her clients about the talking points needed to negotiate with local service providers and government offices. In a sort of role play, she now gives her clients certain phrases that reflect knowledge of legal rights and specific legislation. She reports that her clients have been very successful in negotiating these systems since she began this process. I know what you might be thinking, as the thought occurred to me too: Why is it that people in poverty have to go to bat and fight in such a manner for their rights? Is this the human experience, or the poverty experience? Findlay is hoping to address systems and policy change as they begin to investigate becoming a Bridges Community.

I met a woman in Steamboat Springs, Colorado who gave me a newsletter that she had put together. The newsletter presented the voices of mothers in poverty and their stories of negotiating the Medicaid system as they birthed and raised their children. One of the mothers had a baby with a hole in his heart, and the baby would have died but for one doctor who heard this mother and personally referred her to another hospital that did not take Medicaid patients. The doctor broke the rules and somehow found the power to make it happen. The voices in this paper were raw, critical, overbearing, and to be honest, refreshing. There is a time and a place for overt criticism of systems and policy. There are times when to do an “in your face,” especially in the written word, needs to be happen. In fact, those who work within these systems are sometimes the loudest voices for policy change.

Yet, when I read the stories in this newsletter, cut and pasted together with pictures of mothers and babies, I know that this voice is adamant but not always heard.

In the end, our systems need to listen to the voice that is advocating through the roadblocks and remove as many roadblocks as possible. Sometimes our organizations create barriers to change.

As Jim Collins reflected on the public sector, he noted that often individuals within this sector felt their hands were tied as they waited for legislative and policy change. Collins notes that the private sector advocates for legislative and policy change, but also does great things now. And he found many within the social sector doing the same. This is the balance; we work together to do great things now, but we advocate for those policy and legislative changes that may take time. We want to hear how you negotiate this balance.

tucker-signs-go-to-high-school

What do high school students think about Tucker Signing Strategies for Reading? Eighth-, ninth-, and eleventh-graders (names withheld) in a Midwestern high school shared these thoughts following their attendance of approximately ten hours of instruction in the use of Tucker Signing Strategies to decode words from lists of words that high school and college students should know:

“It’s like, I can read without worrying about it now.”

“When I was taking my exams, I came upon words that in the past I would have just skipped over. But then I saw tion or er or aw, and I thought, ‘Maybe I can do this.’ And I did! And I did great on my exams.”

“Dr. Tucker said the signs would look silly and it would be all right if we laughed. We did laugh and laugh, but inside I was thinking, ‘Wow, this is helping me read better.’”

“I didn’t attend many sessions. I wish I’d attended more of them.”

“My teachers and my mom said they can see improvement in my reading skills.”

“I read more now because I can.”

Students who could read independently fewer than 50% of the words on the list below at the onset of the program were selected to participate in the program. Sessions were held approximately two days a week for approximately five weeks.

As students demonstrated the ability to read most of the words on the following list, as well as other, similar words from content-area texts, they were post-tested. Some students could read 45 or more of the words independently and tested out of the program in as few as three weeks. Students who attended two or more sessions showed greater improvement in word recognition skills than those who did not attend at all.

In addition to improvement in word recognition skills, instructors noted increasingly positive attitudes among students toward program participation.

Pre- and Post-Test Wordlist

aberration                                                        accolade

affirmation                                                      auditory

belligerent                                                        benediction

cartography                                                      cerebrum

circumlocution                                                 compunction

decimate                                                          equine

eviscerate                                                         genocide

glaucoma                                                         holocaust

incarceration                                                    induction

juxtapose                                                         laceration

laudatory                                                         levitate

longevity                                                          matriculate

nautical                                                            octave

orthodox                                                          palindrome

paucity                                                             photogenic

phylum                                                             prodigy

quadrilateral                                                     quasar

rejuvenation                                                     respirator

sanction                                                           sarcophagus

scrimshaw                                                        sequester

stipulation                                                        succinct

taxonomy                                                        translucent

unction                                                            volition

warranty                                                          xylograph

yawl                                                                 zither

Want to see Tucker Signing Strategies in action? Click this link for a video demonstration.

engage-learners-using-a-wiki

I have an elementary school in West Virginia that did a book study of my boys book, Hear our Cry: Boys in Crisis, last spring. Following a recent boys presentation I did, I was asked if I would be willing to join a group of teachers in a discussion of Raising Cain by Dan Kindlon and Michael Thompson, a book about boys that I reference in my book. I joined the group and found that they have an innovative approach: When they do a book study, they do it through wikis. The principal leads the discussion by chapter, providing a summary of the focus of the chapter, and then follows that with some broad, open-ended questions. Teachers are free to offer remarks at their leisure. I got an e-mail inviting me to join recent discussions of a chapter. The interactions have been very good. As a consultant I get information about specific students they are dealing with, as well as teachers’ perceptions and opinions.

For those of you doing book studies with your students, I suggest that you try using wikis as a possible format to keep today’s students engaged. This is also a great way for some students who are reluctant (the shy learners) to participate in the classroom discussion and share their ideas. In my experience the wiki is a great avenue for the discussion. Wikis can also be used for follow-up discussion off-campus if you do a more traditional book study in class. Invite an aha! Process consultant to become a member of your group wiki today!

joining-the-poverty-discussion-at-usatodaycom

I recently added to a discussion started in the opinion section of USAToday.com by Cal Thomas and Bob Beckel. At the urging of some colleagues, I repost those comments here, and encourage you to read the original post by Thomas and Beckel. Feel free to chime in and add your own comments!

There are many “Bridges” organizations and communities across the U.S. and Canada. They organize their work to address all the causes of poverty. The research on the causes of poverty falls into four clusters: choices and circumstances of the individual, human and social capital in the community, exploitation of people in poverty, and political economic structures. As pointed out in your conversation, we tend to see the causes from the two political ends of this continuum, but that just traps us in either/or thinking. We understand that there is good research in all four clusters. It is really a both/and proposition. Poverty is caused both by the choices of the poor and by political/economic structures—and everything in between. This allows people of all political persuasions to be at the planning table.

Bridges organizations and communities base their work on the book Bridges Out of Poverty and workshops by that name. In Bridges communities, the poor are not left out of the planning, as is so often the case, even when it comes to designing programs and policies about poverty! In Bridges we bring people together from all classes, races, and sectors. Our work is used by conservatives, liberals, and libertarians. And it’s used in urban and rural communities; in communities that are largely white, African American, Native American, Hispanic/Latino, and Appalachian. It’s used by the education, social services, healthcare, criminal justice, and business sectors.

Check out Bridges Out of Poverty at www.ahaprocess.com

one-world-inspired

Would you like to dine in a creative, organic café that pays a living wage, as well as bringing together its community to end hunger? Visit the One World Café in Salt Lake City. And should you want to start a similar cafe—anywhere in the world—you can do it through the One World Everybody Eats Foundation.

Denise Cerreta, owner of the One World Café, is amazing and dedicated. Her café and the foundation are dedicated to eliminating world hunger while serving fresh, organic, unprocessed food, feeding and including all community members, and trusting customers (guests) to be fair and honest.

I was invited by Lloyd Pendleton, a friend in Salt Lake, to join some people for dinner at the One World Café. I was eager to check out this unique, organic place to dine with friends. Lloyd told me in advance: No processed food, and you decide what you want to pay for your meal!

I said, “Let’s go!”

We walked into the One World Café and found a great number of dishes to choose from. The man helping me wore a bandana on his head and proudly explained every dish. The menu is changed daily. Lloyd told me that there were several dishes that were free every day for those who could not afford to eat. You can also work for your dinner if you choose. There are some volunteers in the kitchen, and the staff is paid a living wage. If food is left over at the end of the day, it is given away.

I chose every vegetarian dish they had (not every dish was vegetarian), and every one was unique and delicious. At the end of the line there is a box where you pay for your meal. You decide what your meal is worth. I was inspired.

I chose the soup. It was spicy and delicious. Owner Denise Cerreta, who had attended the Bridges Out of Poverty workshop I presented that day, told me that the chef liked to spice the soup up a bit. It was great! There were several small rooms with tables and chairs and interesting artwork on the walls. Every dining moment is built on health, trust, and community.

Denise has been focusing much of her time and energy on the process of developing the nonprofit One World Everybody Eats Foundation. You can learn more and make a donation at http://oneworldeverybodyeats.org/. The One World Café is located at 41 South, 300 East beside the Utah College of Massage Therapy, near downtown Salt Lake City.

Like the concept? Here’s an excerpt from the website that explains how it can work: “Late in 2005, Denise met Brad and Libby Birky of Denver, Colorado. Since 2003, this couple had also had an idea for a cafe that was community-based, and they were searching for an example of a similar concept in operation. They found One World Café and visited Salt Lake City. Denise told them that whenever they were ready to start working to make their café a reality, she would go to Denver to help them. In August/September 2006 they were on their way to opening their café, and Denise traveled to Denver and helped out for a month with other volunteers. In October 2006 Mr. and Mrs. Birky opened the SAME Café. SAME is an acronym for “So All May Eat.” Although the two establishments are not affiliated, they share a similar hope of serving their communities in unique and loving ways. Please visit their website at www.soallmayeat.com

I’ll be back in Salt Lake City this spring, and a trip to the One World Café is definitely on the agenda.

health-inequities-is-poverty-really-making-us-sick

Who would have thought that there would be a strong correlation between health and home ownership?

Public health researchers are reporting amazing correlations between growing up and living in poverty and your overall health. Studies by psychologist Sheldon Cohen of Carnegie Mellon University found a strong and graded correlation between the numbers of years that your parents owned their own home while you were growing up and your chance of catching a cold as an adult.

Note that the answer of interest is not yes or no to the question of whether your parents owned a home, but how many years they owned that home while you were growing up. The outcomes are on a gradient: The fewer years your parents owned their own home, the more likely you are to have a somewhat compromised immune system. Your ability to fight off a cold is on a ladder depending on how long your parents owned their own home.

Researchers introduced a cold virus into the subject’s nose, and if the individual’s parents always owned their own home, the odds were that this person would not get that cold. Frankly, I admire the courage of the research subjects who were willing to have cold viruses inserted into their noses. I cannot live without my hand sanitizer. You may be telling yourself that you are strong and have “good genes.” But in gene for gene comparisons in twin studies, the results showed that if twins were separated, the one who grew up “less better off” experienced greater ill health as an adult.

Don’t want to buy it yet? Making you angry? It should.

The stress of growing up in the kind of poverty we describe as the “tyranny of the moment” serves as a descriptor for what health researchers call “Toxic Stress Syndrome,” as reported by Jack Shonkoff, M.D., a pediatrician at Harvard’s Center on the Developing Child. Long-term stress can actually interrupt the development of neural pathways in the brain, as well as compromise the immune system. Hormones flood the brain when we are under tremendous stress for extended periods of time. The environmental health researchers attribute this to the locus of control. It’s power. The wealthier you are, the more control you have over your life and the more choices you have. This equates to the power factor. Your perceived power is directly related to your health from the moment you are born.

Is this stressful poverty descriptive of poverty in America? These environmental health studies all take place in the United States or in Great Britain. The U.S. has the highest gross domestic product, yet ranks 25th in overall health among the wealthiest countries in the world. As you know, one in five of our kids is growing up in significant poverty. How about the fact that in certain ZIP codes in our major cities which are “pockets of poverty,” the diabetes rate climbs to 60%? There are pockets of poverty in Louisville, Kentucky without a single chain grocery store to offer access to important low-priced fruits and vegetables.

Some of my family members grew up in a large Ohio city before there were Environmental Protection Agency controls. I can still remember the stifling toxins in the air in the industrial sectors of Ohio cities in the early ’60s. It was as if someone put a rusty pillow over your face and pressed down. A friend who grew up there told me he now has asthmatic symptoms, but he exercises and enjoys a good life. But what of his early years? His parents never owned their own home, renting a second story apartment with one bedroom. Three children slept in a room off the living room that had no door, just an entryway. He only realized recently why that room had no door. It was meant to be the dining room.

What might have saved his future health were the summers he spent in Central Ohio with his grandparents, who owned their own farm. There he enjoyed clean air and space to run around in the woods and fields. What a different world from that second story rented flat in the industrial part of town. Not everyone had summers on the farm. We know that the experience of poverty can be much more stressful for some than for others.

Given that we all make choices that may be unhealthy, wealth is correlated with the opportunity to have a healthier lifestyle, cleaner air, and less stress in knowing where you will stay and whether there will be food tonight. We all experience some stress, but it is not the “executive road warrior” who has the most stress. It is our American kids growing up in poverty.

Then there is the race issue. Even within the same class and environments, non-whites are more likely to have increased ill health in America. Researchers point to the stress brought about by discrimination, whether overt or covert. Countries with less discrimination show weaker correlations between the health of whites and non-whites. We are making inroads. We’re not there yet.

So what is the public health sector saying we can do to improve health in the United States? Reduce poverty and social injustice. Those of us who are embedded in Bridges Out of Poverty don’t think poverty is sustainable. We think people in poverty are problem solvers. It’s time to welcome people in poverty to the community collaborative forum.

What do you think? Want to find out more? See our free downloads, “A Platform for Economic Justice” and “Health and Poverty through the Lens of Economic Class,” available online at www.ahaprocess.com.

*Note: The data reported here are from the documentary Unnatural Causes: Health Inequities in the United States.

wisconsin-hears-about-collaboration-for-kids-success

January 14 was the date. Madison, Wisconsin was the place. It was both exciting and encouraging to be presenting at the New Wisconsin Promise Conference held at the beautiful Frank Lloyd Wright Monona Terrace Convention Center. In attendance were hundreds of Wisconsin educators and administrators from both the state level and local districts.

Because of the great success of Collaboration for Kids (CFK) in the Menominee Indian School District, there appeared to be much interest in the information presented by myself, Superintendent Wendell Waukau, and school social worker Paul Wilke. We divided the presentation into three parts for the greater understanding of the audience. I gave a general history and background of the foundational steps that must be taken for success to occur; Superintendent Waukau spoke about how CFK actually came to the school district and the five fundamental questions he asks prior to bringing in any new initiative. He also discussed the groundwork in the community that is needed to begin this initiative. He described the shift of thinking that needs to take place through the CFK training and how that evolved from a single goal into the building of solid relationships and the formation of CFK community teams. Those teams are now working successfully in the school to empower parents, stabilize families, and help children get back to making solid academic progress.

As Superintendent Waukau described the training process for CFK, he shared stories of community agency participants and parents who have been going through this long-term process. He told a story of one parent who, after being court-ordered into CFK, met her obligation to correct the truancy of her several children. She was released from the court’s structure, but she asked if she could stay with her CFK team. She both saw and felt the progress her family was making and wanted to continue that progress because it was breaking a three-generation history of truancy, nonattendance, and dropping out. She will stay with her team as long as she desires.

School social worker Paul Wilke described exactly how the team process works and how children are referred to CFK. He talked about the universal release of information and the gathering of data that takes place to help the child and family. Of emphasis were the personal nature of the team relationships and the role of the parent as a team member and possibly even the team leader. Also emphasized were the facts that all of the community agencies were represented on each trained team, and the juvenile court judges were trained in CFK and were very proactive in the CFK process.

The following quotes were included in the presentation of the CFK Initiative and had a significant impact:

“If you think about it, by helping families who are at risk for whatever reason, we are helping the community at large, as well. The families themselves are helped, but the overall impact is much, much larger than just the family.”

–Kris Wells, principal, Keshena Primary School

“During my experience with the CFK Initiative, I found it to be an effective method in addressing our families’ truancy issues. By using the collaborative approach to meet this challenge, it ensures the problem areas that cause a child’s habitual school absences are identified and targeted for change. I believe the success of this initiative in the lives of the families they serve is also felt in other areas of our reservation system, and hopefully we will see the results of this work on the night of high school graduation in years to come.”

–Wendell Askenette, judge, Menominee Tribal Court, Keshena, WI

“CFK provided input from all the resource representatives and we made a plan for me and my family, but better yet, we were able to make changes to that plan when a crisis was in motion or about to happen.”

–Melanie White, parent/team member

update-on-katrina-housing-initiative

In May I wrote about the opportunity we had to help build houses for Hurricane Katrina victims. We had a partnership with a builder who was eager to use Bridges principles that would put Katrina victims at the center of the planning for their homes and neighborhoods.

The business plan had three legs: the first was the agreement between the builder and aha! Process. The second was the need for 800,000 housing units for Katrina victims in the region. The third leg was local employment for those who would buy the new homes. The expansion of the harbor and airport in Gulfport, Mississippi was projected to create 100,000 jobs, many of them good-paying. All we needed was an investor.

I’m sad to report that the plan collapsed. Two of the three legs were kicked out from under it. First, the risk and complexity brought about by the burst of the housing bubble and the collapse of the mortgage sector discouraged investors. Then the hoped-for jobs became tainted with political wrangling. When members of Congress and the U.S. Department of Housing and Urban Development learned that the state of Mississippi was diverting $600 million in federal hurricane relief funds intended for housing to the expansion of the ports, they objected.

We continue to look for an investor or benefactor who shares our vision of a housing initiative where people in poverty play a key role in planning and where we can develop all the elements of a Bridges Community.  When the mortgage industry is revamped and the courts rule on the hurricane relief funds, we can put out three-legged plan back together. Click here to learn more about developing Bridges Communities.

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