Strength based approach
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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.
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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.
The three commitments
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.
The Three Committments
Macheo Payne successfully defended his dissertation on Monday December 3, 2012. This is a short presentation given at the defense.
OUSD Principals
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.
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Oakland Freedom Schools 2012 Yearbook
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.
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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.
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.
Critical Race Theory: Elements of effective discipline in schools
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
Critical Race Theory Framework for Black Male Discipline Gap
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.
Applied Critical Race Theory Models: Solution Focused Reframe
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.
Critical Race Theory Model
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.
Crt model left to right
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 Suspension
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.
Educational Lynching
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.
Critical Race Theory education model
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, justice & racism
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
Behavior intervention
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.
Depression
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.
More from macheop (20)
Black males and the opportunity gaps closing the divide
Black males and the opportunity gaps closing the divide
Critical Race Theory: Elements of effective discipline in schools
Critical Race Theory: Elements of effective discipline in schools
Critical Race Theory Framework for Black Male Discipline Gap
Critical Race Theory Framework for Black Male Discipline Gap
Applied Critical Race Theory Models: Solution Focused Reframe
Applied Critical Race Theory Models: Solution Focused Reframe
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