Lmt claremont ii pdf
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The document discusses strategies for building relationships with students and using culturally responsive teaching methods. It covers exploring teachers' beliefs, reviewing relationship building and behavior analysis strategies. Specific strategies mentioned include addressing fears and biases, knowing students' families, being clear about one's own identity, consulting cultural experts, and emphasizing positive reinforcement over punishment in behavior interventions.
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![[object Object],Reflection 1. What is most important in your classroom? Lincoln/ AAMA Office Training 2. Is there a student that you wish you never had to teach? (trick question) 4. What do you absolutely love about teaching?](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Tim Irish is the Elementary Curriculum Coordinator and Assistant Principal at Universal American School in Kuwait. He has scheduled four meetings to discuss developing support systems for children with ADHD. The first meeting will focus on considering various perspectives in creating a school-based support plan. The second will establish the basis for a school-wide positive behavior support system. The third will summarize the research on successful ADHD approaches. And the fourth will use a rubric to assess individual student support systems.
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This document discusses secondary and tertiary interventions within a Positive Behavioral Interventions and Supports (PBIS) framework. It provides guidelines and examples of interventions for students displaying problem behaviors. Secondary interventions target a select group of students and involve interventions like behavior contracts and social skills training. Tertiary interventions focus on the remaining 2-5% of students and should utilize functional behavior assessments and individualized behavior intervention plans. The document provides resources and emphasizes that interventions need to be tailored to individual students, with the goal of increasing positive behavior through consistency, modeling, and protecting one's own triggers.
Allendale breaking down the walls pbis strategies for defiance
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Social Emotional Learning & Trauma Informed Practices in Education
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Behaviour management workshop
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Steve Vitto Functional assessment and meeting mechanics presentation
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Black males and the opportunity gaps closing the divide
This document discusses opportunities and opportunity gaps for black males. It begins with an introduction asking participants to reflect on opportunities they have been afforded or denied and the impact. The document then outlines the following training goals: 1) Frame opportunity gaps for black boys and discuss solutions 2) Develop a shared understanding of what impacts work with black boys 3) Build critical questions to inform continued work with black boys. It goes on to discuss specific opportunity gaps such as discipline, achievement, experience and training, resources, curriculum, and innovation gaps. It discusses causes of disproportionate discipline of black boys and best practices to address these issues.
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The C.A.R.E.S. intervention from Lincoln Child Center aims to comprehensively address racial bias and eliminate suspensions through a 4 phase process including assessment, staff professional development, data analysis, and intensive support over 3 months to a year. The intervention involves interviews and assessments in phase I, staff training in phase II, examining referral and suspension data in phase III, and focused interventions in phase IV to troubleshoot challenges. Progress and outcomes are evaluated qualitatively and quantitatively at each phase.
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This dissertation examines disproportionate suspension rates of Black males compared to white males in US schools. The study aims to identify effective classroom practices that reduce disciplinary referrals and suspensions of Black male students by examining teachers with low referral rates. The researcher interviewed two exemplary teachers to understand their approaches. Three common elements emerged, termed the "Three Commitments": a Courageous Commitment to addressing racism, an Emotional Commitment to student well-being, and a Commitment to Social Justice. These commitments may inform practices to eliminate racial inequities in school discipline.
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Payne educational lynching
This document provides an introduction and literature review for a paper examining the disproportionate suspension of Black boys from schools through the lens of Critical Race Theory. It begins by outlining data showing Black boys are suspended at much higher rates than white boys, even when controlling for similar offenses. It then discusses several theories that provide context for this problem, such as how schools reproduce social inequalities. Next, it introduces three key aspects of Critical Race Theory in education - the lack of rights for Black students, negative perceptions of Black boys, and their exclusion from equitable treatment and opportunities. The document argues these CRT frameworks can help explain why Black boys continue to face disproportionate suspension despite evidence they are no more disruptive than white students.
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This document summarizes key tenets of critical race theory (CRT) and how it can be applied in education. CRT posits that racism is ingrained in American society and its institutions, including public education, which claims to be neutral and equitable but often perpetuates racial inequalities. The document outlines CRT's central arguments, how racial bias operates on individual and institutional levels in schools, and strategies for applying CRT to address issues like disproportionate discipline of students of color and lack of cultural representation in curricula and teaching practices.
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This document summarizes key concepts from critical race theory and how it can be applied in education. It outlines that critical race theory positions whiteness and white ideology as central to culture and policy, challenging claims of neutrality and equal opportunity. It also discusses how institutional and cultural biases can negatively impact students of color through hidden stereotypes, unequal treatment, and viewing their cultures as incompatible. The document proposes applying critical race theory through culturally responsive practices, high expectations for all students, and addressing inequities at both the individual and institutional level.
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Applied critical race theory focuses on addressing racial inequities in education. Key tenets of CRT include examining how whiteness and white ideology are central to dominant culture and policy. It also challenges the notion that legal and educational institutions are neutral and provide equal opportunities. When applying CRT in the classroom, teachers should authentically care for all students, refocus responsibility on adults rather than blaming students, and make the institution nurture all students in a race-responsive way through culturally responsive teaching.
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Macheo Payne has developed an applied framework for disproportionality of suspension of Black students using critical race theory. It offers a framework for addressing this issue at its core in the classroom.
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This study aims to examine the disproportionate suspension rates of Black male students through the lens of Critical Race Theory. Specifically, it seeks to understand how effective teachers employ culturally responsive classroom management and caring relationships to impact discipline strategies with Black male students. The research will qualitatively analyze teacher interviews and classroom observations to reveal how these strategies are applied. It is anticipated this will provide insights into eliminating disproportionate suspension by addressing biases at both the classroom and institutional levels. The study aims to address gaps in the literature regarding the application of Critical Race Theory to examine this issue.
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The document outlines the key tenets of Critical Race Theory (CRT) as applied to education, including its ideological basis in whiteness as the default property and standard, the institutional basis of reproducing racial inequities through implicit bias, and the importance of counternarratives and addressing the root causes of racism through race-based interventions rather than race-neutral approaches. CRT provides a framework for analyzing and addressing racial inequities in education policy and outcomes.
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Health is defined as a state of complete physical, mental and social well-being, not just the absence of disease. Health equity means all people can attain their full health potential and no one is disadvantaged from achieving this potential due to social position or other socially determined circumstance. Health inequities are systemic and avoidable differences in health outcomes between different population groups that are unfair, unjust, and preventable. Social justice aims for equal access to societal resources and respect for human rights for all. Racism is a system that structures opportunity and assigns value based on perceived race, unfairly disadvantaging some groups while advantaging others and wasting human potential. Racism exists at the individual, institutional, and internalized levels
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Lmt claremont ii pdf
- 1. 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
- 5. - Robert J. Walker, Ed.D. (2010). 12 Characteristics of an Effective Teacher. Student Identified personality traits: (1) The teacher came to class prepared, (2) The teacher had a positive attitude about being a teacher and about her/his students, (3) The teacher had high expectation for all students, (4) The teacher was very creative in how she/he taught the class, (5) The teacher was fair in how she/he treated students and in grading, (6) The teacher displayed a personal touch with her/his students and was approachable, (7) The teacher developed a sense of belonging in the classroom; Students felt welcomed and comfortable in the classroom, (8) The teacher was able to admit mistakes when she/he made an error, (9) The teacher had a sense of humor, (10) The teacher gave respect to students and did not deliberately embarrass them, (11) The teacher was forgiving, and did not hold grudges, and (12) The teacher displayed compassion and students felt that the teacher was genuinely concerned about their problems and could relate to them. Lincoln/ AAMA Office Training
- 6. - Robert J. Walker, Ed.D. (2010). 12 Characteristics of an Effective Teacher. 12 identifiable personal and professional characteristics of an Effective Teacher: (1) Prepared, (2) Positive, (3) High Expectations, (4) Creative, (5) Fair, (6) Personal Touch, (7) Develops a Sense of Belonging, (8) Admits Mistakes, (9) Sense of Humor, (10) Gives Respect to Students, (11) Forgiving, and (12) Compassionate. Lincoln/ AAMA Office Training
- 7. Lincoln/ AAMA Office Training Student Quotes: “ She was always prepared.” “ He was very positive.” “ She had high expectation for me.” “ She was the most creative teacher I have ever had!” “ He was so fair!” “ I liked her personal touch.” “ I felt that I was a part of the class.” “ She showed me compassion when my mother died.” “ He was so funny!” “ She taught her class in a fun way.” “ I was never bored in his class.” “ He gave all the students respect and never embarrassed us in front of the class.” “ She did not hold what I did against me.” “ He was the first teacher I had that admitted that he made a mistake. “ She apologized to me.”
- 8. 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
- 14. 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
- 18. 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
- 20. 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
- 21. 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
- 27. 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