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.
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
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.
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 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.
Black males and the opportunity gaps closing the dividemacheop
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.
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.
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.
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
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.
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 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.
Black males and the opportunity gaps closing the dividemacheop
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.
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.
The document summarizes the Oakland Freedom Schools program, a partnership between the Lincoln Child Center and Leadership Excellence to provide academic and cultural enrichment over the summer for 137 youth. It highlights the collaboration of over 20 national and local partners to make the program a success. The program uses a strengths-based approach and emphasizes cultural pride, confidence, and family involvement. Goals include expanding the number of sites, strengthening funding sources, and better aligning with the Oakland Unified School District.
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 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.
Critical Race Theory Framework for Black Male Discipline Gapmacheop
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.
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.
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.
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.
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.
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.
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
To be successful with behavior interventions, there are 3 key steps:
1) Spend at least 4 hours per day with clients and complete all documentation within 24 hours.
2) Review notes for quality to ensure excellent writing and use of proper terminology, getting feedback from supervisors.
3) Review client progress by comparing early and recent notes, interventions, and meeting with counselors to highlight improvements and share with the team.
This document discusses depression in children and adolescents. It lists common behaviors and symptoms of depression such as crying, sadness, loss of interest, fatigue, irritability, and changes in appetite or sleep. It also mentions more serious symptoms like suicidal thoughts. Potential contributing factors include lack of family support, negative views of self, learned helplessness, and deficient problem solving skills. Events that can contribute to depression include parental separation/divorce, death of a loved one, moving, failure, illness, loss of surroundings or friends. The document outlines approaches to treating depression, including cognitive behavioral therapy, behavioral activation, social skills training, teaching self-control strategies, and interpersonal therapy.
The document discusses ethics and boundaries in the workplace. It provides examples of ethical vs unethical behaviors and explores establishing appropriate professional boundaries with clients. Scenarios are presented about accepting gifts, transportation, and other services from clients that may cross ethical boundaries. A study on dual relationships and social involvement with clients is also summarized.
This document discusses a strength-based approach to understanding behavior, distinguishing between developed strengths and hidden strengths. Developed strengths are patterns of behavior that produce positive outcomes, like a positive attitude or strong academic skills. Hidden strengths are patterns that currently manifest as negative behaviors but could be reframed as strengths, such as defiant behavior representing assertiveness, direct communication, or principled thinking. The challenge is to see all behavior as developing or expressing an underlying strength.
The document discusses how socioeconomic factors like social class, race, and economic status impact children and families. It notes that Lincoln Child Center's client population faces high levels of poverty, low education, and health issues due to environmental factors limiting their access to opportunities. The inheritance of one's parents' education level and economic situation is a strong predictor of their future outcomes. The training aims to help staff examine their own socioeconomic backgrounds and values to understand how these are imposed on clients.
The document summarizes key demographic information and environmental factors impacting students served by the Lincoln Child Center in Oakland, California. It notes that the majority of students are low-income African American and Latino families from Alameda County who face challenges of poverty, community violence, and lack of educational and economic opportunities. The training aims to frame how environmental stressors like socioeconomic status, race, and trauma influence student outcomes, but can be mitigated by protective factors like supportive relationships and education.
The document discusses challenges faced by black boys and strategies for working with them effectively. It notes that black boys are often targeted for discipline at higher rates and outlines risk factors like poverty, community violence and lack of access to resources. It emphasizes adopting a strengths-based approach by reframing behaviors and focusing on qualities like resilience. The document also addresses how implicit biases and internalized oppression can impact perspectives and calls for cultivating empathy to better understand black boys' experiences.
The document discusses challenges faced by black boys and provides strategies for effectively working with them. It notes black boys are often targeted for discipline and face achievement, discipline, and other gaps. The presentation aims to frame how black boys are served, develop shared understanding, and build critical questions to inform future work. Strength-based approaches that are firm and caring are recommended over punitive ones. Alignment of program, client, and cultural needs is key.
The document discusses concepts of racism, white privilege, and racialization of social structures. It provides definitions of key terms like white privilege, internalized racism, and structural racialization. It examines how invisible systems conferring dominance on white groups impact education and other institutions. Presenters aim to help participants understand racism at different levels and identify their role in perpetuating or challenging inequities.
The document discusses Erik Erikson's stages of psychosocial development and how childhood trauma can impact development, learning, behavior, and relationships in educational settings. It describes the effects of trauma on brain development and functioning and outlines strategies for maintaining trauma-informed schools, including recognizing adaptive behaviors in traumatized students and avoiding coercion, restraint, and other retraumatizing practices.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
The document summarizes the Oakland Freedom Schools program, a partnership between the Lincoln Child Center and Leadership Excellence to provide academic and cultural enrichment over the summer for 137 youth. It highlights the collaboration of over 20 national and local partners to make the program a success. The program uses a strengths-based approach and emphasizes cultural pride, confidence, and family involvement. Goals include expanding the number of sites, strengthening funding sources, and better aligning with the Oakland Unified School District.
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 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.
Critical Race Theory Framework for Black Male Discipline Gapmacheop
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.
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.
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.
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.
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.
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.
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
To be successful with behavior interventions, there are 3 key steps:
1) Spend at least 4 hours per day with clients and complete all documentation within 24 hours.
2) Review notes for quality to ensure excellent writing and use of proper terminology, getting feedback from supervisors.
3) Review client progress by comparing early and recent notes, interventions, and meeting with counselors to highlight improvements and share with the team.
This document discusses depression in children and adolescents. It lists common behaviors and symptoms of depression such as crying, sadness, loss of interest, fatigue, irritability, and changes in appetite or sleep. It also mentions more serious symptoms like suicidal thoughts. Potential contributing factors include lack of family support, negative views of self, learned helplessness, and deficient problem solving skills. Events that can contribute to depression include parental separation/divorce, death of a loved one, moving, failure, illness, loss of surroundings or friends. The document outlines approaches to treating depression, including cognitive behavioral therapy, behavioral activation, social skills training, teaching self-control strategies, and interpersonal therapy.
The document discusses ethics and boundaries in the workplace. It provides examples of ethical vs unethical behaviors and explores establishing appropriate professional boundaries with clients. Scenarios are presented about accepting gifts, transportation, and other services from clients that may cross ethical boundaries. A study on dual relationships and social involvement with clients is also summarized.
This document discusses a strength-based approach to understanding behavior, distinguishing between developed strengths and hidden strengths. Developed strengths are patterns of behavior that produce positive outcomes, like a positive attitude or strong academic skills. Hidden strengths are patterns that currently manifest as negative behaviors but could be reframed as strengths, such as defiant behavior representing assertiveness, direct communication, or principled thinking. The challenge is to see all behavior as developing or expressing an underlying strength.
The document discusses how socioeconomic factors like social class, race, and economic status impact children and families. It notes that Lincoln Child Center's client population faces high levels of poverty, low education, and health issues due to environmental factors limiting their access to opportunities. The inheritance of one's parents' education level and economic situation is a strong predictor of their future outcomes. The training aims to help staff examine their own socioeconomic backgrounds and values to understand how these are imposed on clients.
The document summarizes key demographic information and environmental factors impacting students served by the Lincoln Child Center in Oakland, California. It notes that the majority of students are low-income African American and Latino families from Alameda County who face challenges of poverty, community violence, and lack of educational and economic opportunities. The training aims to frame how environmental stressors like socioeconomic status, race, and trauma influence student outcomes, but can be mitigated by protective factors like supportive relationships and education.
The document discusses challenges faced by black boys and strategies for working with them effectively. It notes that black boys are often targeted for discipline at higher rates and outlines risk factors like poverty, community violence and lack of access to resources. It emphasizes adopting a strengths-based approach by reframing behaviors and focusing on qualities like resilience. The document also addresses how implicit biases and internalized oppression can impact perspectives and calls for cultivating empathy to better understand black boys' experiences.
The document discusses challenges faced by black boys and provides strategies for effectively working with them. It notes black boys are often targeted for discipline and face achievement, discipline, and other gaps. The presentation aims to frame how black boys are served, develop shared understanding, and build critical questions to inform future work. Strength-based approaches that are firm and caring are recommended over punitive ones. Alignment of program, client, and cultural needs is key.
The document discusses concepts of racism, white privilege, and racialization of social structures. It provides definitions of key terms like white privilege, internalized racism, and structural racialization. It examines how invisible systems conferring dominance on white groups impact education and other institutions. Presenters aim to help participants understand racism at different levels and identify their role in perpetuating or challenging inequities.
The document discusses Erik Erikson's stages of psychosocial development and how childhood trauma can impact development, learning, behavior, and relationships in educational settings. It describes the effects of trauma on brain development and functioning and outlines strategies for maintaining trauma-informed schools, including recognizing adaptive behaviors in traumatized students and avoiding coercion, restraint, and other retraumatizing practices.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Oakland Freedom Schools Board Presentation
1. Successful Agency FINANCIAL
UNCOMMON COLLABORATION
Partnership: SNAPSHOT
LCC+LE=OFS Over 20 national and local partners collaborated closely to
$150,000 for 137 youth
make Oakland Freedom Schools a success in 2012.
over 5 weeks at 1 site ($43
per child, per day)
2013 Budget: $125,000 for
100 youth over 6 weeks at
Anchor Partner 2 sites ($41 per child, per
CDF Freedom Schools
Haley Farm training, books day)
& curriculum
Inkind Partners
OUSD facilities (Frick),
custodial, breakfast & lunch,
access to families
Funding Partners
OFCY core funding along RISK MEASURES
with Clorox, Title IVE, & Train and background check
more. ____________________________________________________
PRINCIPLES OF CARE all support staff.
On Site Partners
SFSU recruitment OFS, an early intervention & prevention program uses a
strengths-based approach to self-esteem, cultural pride & First Aid, emergency and
BayUP interns disaster training & protocol.
confidence.
AAMA Office interns
Intragency collaboration with Families Together, Training
I.S.I.S. (science) Dept., HOPE clinical supervisors & trainers, & CEO Youth
Youth Speaks (writing) Best practice- Empirical research in 1999 & 2012
Youth Together (youth Family centered- “Chat & Chews” parent workshops
leadership) _____________________________________________________
Tacuma King (drumming)
PLANNED IMPROVEMENTS BOARD SUPPORT
Dr. Bethea, NEIU Identify expansion sites/
_______________________________________________________________________
Improve staff quality of engagement with students & families
Improve training of volunteers & support staff programs
Control salary costs Identify STEM funding
Offset field trip expenses with merchandise revenue strategy
More Policy alignment with
CRITICAL GOALS CDF & LCC regarding
Stable funding (OFCY 3 year renewal)+ Staffing capacity (fulltime childrens’ advocacy & funding
PROGRAM STRENGTHS director) +Systems alignment (OUSD, AC)= Sustainable Model on Federal and State level.
19 year proven track
_______________________________________________________________________________________________________________________________________________________________________
record. Strong reputation. “Last year, my daughter witnessed
Community following. a murder and wouldn’t talk. Since
Evidence-based being in Freedom School, she has
intervention. Prior & current
research on OFS outcomes. opened up and talks all the time and
Highest outcomes in self- is a happy, confident child thanks to
esteem & positive racial this program.” - OFS Parent
image. _____________________________________________________
100% of staff reflect the
background of students.
AGENCY ALIGNMENT: Strategic Imperatives
1. Refine and enhance LCC’s service model at all levels – Brings a more
GROWTH GOALS integrated, nationally recognized, culturally responsive model to LCC community
Expand # of sites to 2, based programs. SPECIAL THANKS!
then 5 2. Expand and deepen services to the most vulnerable communities- New
Shawn & Nedra Ginwright,
Expand to afterschool, also innovative program that strengthens LCC reputation in east & west Oakland
community. Co-Founders of Leadership
early care and after care Excellence
summer options 3. Strengthen management, operational capacity and infrastructure- Integrated
with Training Dept. & strengthens targeted recruitment efforts. OUSD leadership: Kimi Kean,
Expand & strengthen 4. Design and implement performance metrics in each program- Evaluation by
parent engagement (retreats) Jerome Gourdine, Jane
Dr. Bethea, NEIU. OFCY independent evaluation & surveys. LE parent feedback.
Institutionally imbed in
O’Brien
5. Develop robust and varied funding strategies that support the vision- OFCY,
schools Foundation support, registration fees. OFS Staff (La’Cole & Interns)
POSTER TEMPLATE BY:
www.PosterPresentations.
com