The document discusses gang culture in schools and how staff should approach related issues. It provides context on gangs in Oakland and argues against adopting a strictly anti-gang approach. Instead, it recommends addressing the underlying culture through relationships and culturally responsive strategies while avoiding over-policing. The document also covers building relationships with students, understanding behavior, and using positive reinforcement techniques.

1. Gangs & Turfs in School Culture of violence or culture of resistance? Macheo Payne Lincoln Child Center 2011 Lincoln Professional Training

2. Training Goals 1. Discuss aspects of gang and turf culture in schools 2. Clarify beliefs of staff; ideologies and paradigms 3. Set staff priorities for working with the situation Lincoln Professional Training

3. Oakland’s Landscape Historical: Irish gangs built political power (fire & police) Black Panther (political) Party, LA Crips & Bloods connection And now… Nortenos, Surrenos & Border Brothers: The Big 3 North side Oakland (NSO) Bushrod Cold Gunnaz, Gaskill Maniacs, The 6 West Oakland (WSO) Acorn, Ghost Town East Oakland (ESO) Lincoln Professional Training Lincoln Professional Training

5. Issues Community: Gangs & Turfs School: Collision of the Block vs. the Class Interpersonal: Fonkin’ & Frontin’ Internal: Identity development Lincoln Professional Training

6. Educational Ideology People can work hard and achieve success. Education is the goal? Or the ‘weapon’ to be used skillfully in the battle for social justice? Math for what? Proper english for what? If you don’t succeed, it’s your fault. Lincoln Professional Training

7. Working With Black Boys Why are they targeted for discipline? In collaboration with the OUSD African-American Male Achievement Office 2011 Lincoln/ AAMA Office Training

11. Lincoln Monthly Training Alignment Rigorous Academic Learning Environment Prioritizing Behavioral Health Needs Effective teaching Learning how to learn Caring about learning Academic success Social development Sustainable, Adaptable, Behavior patterns

16. Culturally Responsive Strategies 1. Be clear about who you are: (race, class, gender, etc.) because it speaks more than what you say –Sharroky Hollie, Culturally Responsive 2. Be Student Centered: Their class or your class, their assignment or your assignment, their education or your education? Are you facilitator or Director of learning? 3. Cultural Consultation: Consult someone who is in the business of addressing a particular group Lincoln/ AAMA Office Training

21. Applied Behavior Analysis ABA works to change what? Influence the persons behavior by controlling the environment. What’s in your environment is everything from your thoughts to physical stimuli. Change to train and shape behavior – make it more likely positive behavior will occur and less likely negative behavior will occur. Includes self-management of your environment. Physical setting, curriculum, schedule, how we teach, type and delivery of rewards and punishers. “ Behavior analysis is the design of environments that promote appropriate behavior.” Lincoln/ AAMA Office Training

23. Applied Behavior Analysis What is a “positive behavior intervention” I can use today? Amazing power of positive reinforcement. The matching law – what you reinforce most will occur most frequently. Ways to make it more powerful – handout. Lincoln/ AAMA Office Training

24. Applied Behavior Analysis Why is it so important to emphasize positive interventions – isn’t punishment effective? Side effects of punishment: - disrupted relationship - lack of skill building - models punishment which is not an intervention student will be able to use - can make it more difficult to gain compliance the next time - may create power struggle Lincoln/ AAMA Office Training

30. Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training

32. Keeping Your Cool 1. Cognitive reframing: This is NORMAL adolescent behavior. It’s only a problem because of the setting. 2. WE (the adults) are responsible for the culture, climate, and success of the institution. 3. Knowing that you are safe and secure 4. “Drop the rope” 5. “Be Prepared”: Rehearse your response to being offended, disrespected, insulted, escalated, attacked Lincoln Professional Training

33. Keeping Your Cool 6. When in doubt: Do what’s right for student healing and learning first and always 7. Use the Principles of Care and Lincoln Values in EVERY situation 8. You are an Adult, you are an Adult, you are an Adult, you are an Adult 9. Meditate, deep breathing, slow it down, back it up, reassess. - In order to deescalate, you have to control your physical response - in order to increase your cognitive capacity (move away fro fight or flight impulse, low to no cognitive functioning) - and THINK your way out of the cardboard box. Lincoln Professional Training