This document discusses working with and supporting black boys in educational settings. It notes that black boys are often disproportionately targeted for discipline and outlines some of the cultural, teacher bias, and institutional factors that contribute to this. The document provides guidance on building relationships with students, using culturally responsive teaching strategies, and addressing misbehavior in constructive ways. It emphasizes the importance of having high expectations, viewing student behaviors through a strengths-based lens, and drawing on research and community resources to best serve black male students.
Working with black males is a challenge for many institutions and service providers. Part of the problem lay in the understanding and articulation of the problem. The lens that views black males as the problem is at the core of the problem. From a critical race lens, the institutions and their approach are more accurately viewed as the problem and this presentation identifies longstanding historical and cultural factors that contribute to this problem.
Working with Black males in schools and institutions may be a challenge but not for the reasons you may think. Understanding how to be effective with Black males means examining the institutions and structures that have impacted them for decades.
Working with black males is a challenge for many institutions and service providers. Part of the problem lay in the understanding and articulation of the problem. The lens that views black males as the problem is at the core of the problem. From a critical race lens, the institutions and their approach are more accurately viewed as the problem and this presentation identifies longstanding historical and cultural factors that contribute to this problem.
Working with Black males in schools and institutions may be a challenge but not for the reasons you may think. Understanding how to be effective with Black males means examining the institutions and structures that have impacted them for decades.
To encourage employee representatives and employers to build cultures in which respect for individuals is regarded as an essential part of the conduct of all those who work in the organization.
•To increase awareness and knowledge of bullying in the workplace, and encourage the development of employment practices that enhance worker safety and prevent bullying in the workplace.
Managing lateral violence and its impact on the team la ronge november 2013griehl
Lateral violence is a reality for many people working in the health care field. This presentation looks at causes and looks at ways to addresses bullying behavior.
To encourage employee representatives and employers to build cultures in which respect for individuals is regarded as an essential part of the conduct of all those who work in the organization.
•To increase awareness and knowledge of bullying in the workplace, and encourage the development of employment practices that enhance worker safety and prevent bullying in the workplace.
Managing lateral violence and its impact on the team la ronge november 2013griehl
Lateral violence is a reality for many people working in the health care field. This presentation looks at causes and looks at ways to addresses bullying behavior.
A report by The Coalition on Diversity Education regarding education needs in Peel Region, Ontario, Canada. This looks at diversity and equity needs, and what changes are required by education systems to meet those needs for current time periods and beyond.
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Macheo Payne competed his doctoral dissertation in December 2012. This is the final draft copy of his work on suspension of black males and effective practices in the classroom.
This slide was presented to Oakland principals on October 5, 2012. The slide presents research findings conducted by Macheo Payne. The research sought to identify effective discipline practices that reduce the disproportionality of suspension of black male students in Oakland schools.
The presentation came after the Oakland school board passed a voluntary resolution plan with the office of civil rights, to address the problem.
The Oakland Freedom Schools operated at Frick Middle school for the summer of 2012. Check out the awesome events, field trips and exciting fun these children had while learning.
This poster details the challenges with an alternative school designed to support behaviorally challenged students. The poster outlines some flaws in the design of such efforts and how such schools amount to an academic death sentence for many of the students who end up there. Recommendations outline how the general concept for the intervention could be strengthened for a much better outcome for the students.
This concept paper details how disproportionality of suspension of black males can be examined through the theoretical framework of critical race theory. This solution oriented paper outlines potential interventions for this American educational problem.
Critical Race Theory: Elements of effective discipline in schoolsmacheop
This framework of effective elements represents key findings from research done in 2012 and outlines effective features of middle school discipline policy practiced by effective middle school teachers in Oakland CA
Applied Critical Race Theory Models: Solution Focused Reframemacheop
Critical Race Theory can be used in an applied manner to address significant issues of inequity in education such as disproportionate discipline of Black males compared to White males. These CRT models illustrate an applied framework that points educators to the roots of the problem and suggests potential remedies that have provem effective in urban classrooms.
Applied Critical Race Theory for Suspensionmacheop
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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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
2. Introduction/Check-in What would you like to get? What are your challenges? What are you hopeful about? Lincoln/ AAMA Office Training
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6. UNIVERSAL ACCESS Program Standard 5: Pedagogy Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what was demonstrated for the preliminary credential. They utilize the adopted academic content standards and performance levels for students, curriculum frameworks, and instructional materials in the context of their teaching assignment. Participating teachers use and interpret student assessment data from multiple measures for entry level, progress monitoring, and summative assessments of student academic performance to inform instruction. They plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners). To maximize learning, participating teachers create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol. Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety. Lincoln/ AAMA Office Training
7. UNIVERSAL ACCESS Program Standard 6: Universal Access: Equity for all Students Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments. They maximize academic achievement for students from all ethnic, race, socio-economic, cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. When planning and delivering instruction, participating teachers examine and strive to minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices. Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learners equitable access to the state-adopted academic content standards. a) Teaching English Learners To ensure academic achievement and language proficiency for English Learners, Participating teachers instruct English learners using adopted standards-aligned instructional materials. Participating teachers differentiate instruction based upon their students’ primary language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling. b) Teaching Special Populations To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services. Participating teachers implement district policies regarding support services for special populations. Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs. Based on assessed student needs, participating teachers provide accommodations and implement modifications. Participating teachers recognize student strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations. Participating teachers instruct special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies). Lincoln/ AAMA Office Training
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11. How are they targeted? Lincoln/ AAMA Office Training Safety Health Education Homicide Prison Environmental hazards Profiling Disease Illness Low quality of life Discrimination is psychological warfare Suspension/ Expulsion Drop out Low graduation Special Ed/ ADHD Remedial/ Tracking
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19. America’s Response Minstrel, Jim Crow 1876, Birth of a Nation 1915 & Lynchings mostly targeting urban Black males Slide 13 Lincoln/ AAMA Office Training
20. Nothing New? Lincoln Monthly Training Negative Stereotypes Nothing New? demonized/criminalized aspects of culture Big, Black, Dangerous, Savage, Animal, Vicious, Beast, Immoral, Lazy, Ignorant, Careless, Indiscriminate, Oversexed, Crazed, Deranged, Lowly, Simple, Stupid, Inferior, Subhuman Lincoln/ AAMA Office Training
21. Modern Criminalization/Dehumanization The myth of the juvenile Superpredator: -John Dilulio, Princeton 1990’s “ Crack baby myth, immoral and beastly violent” “ Tough on crime” laws target urban Black Males 3- strikes, juveniles as adults, crack laws, gang laws -Mike Males, The Scapegoat Generation: America’s War On Adolescents Lincoln/ AAMA Office Training
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25. 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
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30. Dealing With Misbehavior Putting the most energy where you have the most control 1. Manage your own reaction: You always have more options than they do 2. Gather information about the environment (the setting they encountered) and disposition (what they brought to school) in that order! 3. Consider more than 2 ways to look at what happened to be as objective (accurate & non-biased) as possible 4. Use Plan B! Mutually beneficial –Ross Greene, The Explosive Child Lincoln/ AAMA Office Training
31. Lincoln/ AAMA Office Training Alignment School Needs/ Goals Student Needs/ Goals This is where the work should be
32. 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
33. The Service 1. Too hard on them, negative assumptions 2. Too easy on them, low expectations, feel sorry for them 3. Afraid of them, reinforcing stereotypes Service must be Firm and Caring Lincoln/ AAMA Office Training
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36. Strengths Based Practice How can we raise OUR bar? 1. What do you do well with Black boys? 2. Where can you improve? 3. How can you strengthen your work with Black boys? Lincoln/ AAMA Office Training
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38. The Culture (of black male success) The Agencies that support Black Males -Youth UpRising -Leadership Excellence (Camp Akili, Freedom Schools) -Mentoring Center -100 Black Men (Man Up!) -OUSD, Office of African American Achievement The Research that feeds Black Male policy -Urban Strategies Council -Policy Link -Alameda County -Black male scholars -US Census Lincoln/ AAMA Office Training