A New Partnership to Create & Support Trauma Sensitive Schools

A New Partnership to Create & Support Trauma Sensitive Schools

A New Partnership to Create & Support Trauma Sensitive Schools Sue Doyle Director of Special Education & Pupil Services CESA #1 @CESA1 Who we are... The Mission of Cooperative Educational Service Agency (CESA) #1 is to

provide high quality, cost effective programs and services that are responsive to the dynamic needs of our members, clients, and the students they serve. As a regional cooperative, we leverage local, state, and national resources to support schools in providing quality learning opportunities for all students. Todays Outcomes Participants will: Understand how one small idea and a collaborative conversation became a new service to support Trauma Sensitive Schools (TSS) implementation

Relate this model of maximizing staff capacity, while growing capacity of schools to implement & sustain an initiative, in your ESA Explore the Wisconsin Department of Public Instruction (WDPI) resources that are the foundation of the TSS universal training DPI Mission & Vision Trauma Sensitive Schools: Definition "Trauma Sensitive Schools (TSS) is an innovation in which schools infuse the core values safety, trust, choice,

collaboration and empowerment into their Multi-level System of Supports practices, assessments and program adjustments. TSS acknowledges the high prevalence of traumatic exposure for students, the importance of staff wellness and strives to meet the unique needs of all learners. WI Department of Public Instruction, Pam Black, Sara Daniel. 2017

Why TSS? Trauma is defined as an experience that is emotionally painful, distressful, or shocking, which can result in lasting emotional and physical effects. Types of Trauma

Trauma exposure v. trauma reaction Acute trauma Complex trauma Developmental trauma The WI SMH Framework: The Guide http://dpi.wi.gov/sspw/mental-health/framework Systems that Support

NO BARRIERS August 2017 Adapted from Center for Story Based Strategy and Interaction Institute for Social Change 10 The WI SMH Framework: The Philosophy Kids do well if they can. Parents do well if they can.

Teachers do well if they can. ~ Ross Greene http://www.livesinthebalance.org/step-one-first-video The WI SMH Framework: The Philosophy Kids Do Well If They Can... Proposed Function A different look Attention seeking

Why isnt he getting attention in the way most of his peers do? Avoiding Many of us avoid when we are emotionally uncomfortable---why is she uncomfortable? Control Why cant they get their wants and needs met without conflict?

Trauma Whats the underlying need? Unmotivated Doing well is preferableso whats getting in the way? The WI SMH Framework: The Philosophy Educators Do Well if They Can

http://www.proqol.org/ Trauma Sensitive Schools: Philosophy A lens through which we evaluate all student supports Focused on the values of safety, trust, choice, collaboration and empowerment

Drives not only what we do, but how we do it Focus is on the underlying need Environments Intervention s Policy

Curriculum Trauma Informed Care Values Safety

Trustworthiness Choice Collaboration Empowerment Trauma Informed Care Value: Safety Physiological Behavioral

Provision of students physical needs: rest, water, food, warmth, movement Discipline grounded in teaching rather than punishing Forgiveness for behavioral missteps Academic Explore learning through inquiry Model mistakes Allow for multiple perspectives

Emotional Allow expression of all emotions Model regulation Social Explicit teaching of self-awareness, control & delayed gratification Honoring natural social temperament of all

learners Expert Teachers High respect for their students Show a passion that all students can attain success Receptive to the students needs Demonstrate care and commitment to the students John Hattie (2012)

Trauma and School Environment Traumatized children are 2.5x more likely to fail a grade in school score lower on standardized achievement tests have more struggles in expressive and receptive language are suspended and expelled more often The Heart of Learning & Teaching Compassion, Resiliency & are more frequently placed in

special Academic Success (2009) Wolpow, Johnson, Hertel, and Kincaid education http://k12.wa.us/CompassionateSchools/HeartofLearn ing.aspx Adverse Childhood Experiences (ACEs) Study ACEs are:

Centers for Disease Control & Prevention (CDC) very common strong predictors of health risks & disease This combination of findings makes ACEs one of the leading determinants of the health & social well-being of our nation National study http://www.cdc.gov/ace/index.htm Urban & Rural ACEs Study

A household members use of alcohol/drugs Verbal abuse Separation/divorce 37% of urban & 14.6% of rural participants had 4+ ACEs A Team Approach to Building TSS Why a Whole School Approach Efficient & effective way to meet students needs

Adversity is common It is not always obvious who has been impacted by trauma Ensures help for the silent sufferers Proactive rather than reactive: Focuses on skills building, social emotional learning, and resiliency Linked back to school culture and expectations Empowers all educators in the building Focuses on shifting adult perspectives Creates opportunity for all adults to build resiliency and make a difference in student lives

differently about the way that we go through trainings. We have to create training where leaders and teachers can work in partnership with each other. ~ Peter DeWitt Where to Start

Team approach: Requirements: Building Administrator Regular Education Teacher Pupil Services: Counselor, Social Worker or School

Ongoing PD - 5 meetings during year Required team work in between PD dates Take back to others in your building Resources to Begin the Journey Needs assessment TSS: Self-Evaluation

View TSS Modules Alignment of Roles & Responsibilities Include your parents in the process Resources Strategies and Resources to Create a Trauma Sensitive School: https://dpi.wi.gov/sspw/mental-health/trauma/strategies Trauma Sensitive Schools Modules: https://dpi.wi.gov/sspw/mental-health/trauma

ACES Studies: https://www.cdc.gov/violenceprevention/acestudy/ace_brfss.htm l http://www.instituteforsafefamilies.org/philadelphia-urban-ace- DONT REINVENT THE WHEEL, BUT DONT IGNORE YOUR IDEA JUST BECAUSE YOU THINK IT KINDA

LOOKS LIKE A WHEEL. The Work Blog | Make Stuff CHRISCREEDBLOG.COM Reflect on Todays Outcomes Participants will: Understand how one small idea and a collaborative conversation became a new service to support Trauma Sensitive Schools implementation Relate this model of maximizing staff capacity, while growing capacity of our schools to implement & sustain an initiative, in your ESA Explore the Wisconsin Department of Public Instruction (WDPI) resources

that are the foundation of the TSS universal training [email protected] Works Cited DeWitt, P. (2016, January 17). Why leaders should attend teacher trainings (Web blog post). Finding Common Ground. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2016/01/w hy_do_leaders_should_attend_teacher_trainings.html DeWitt, P. (2017). Collaborative leadership. Thousand Oaks, CA:

Corwin. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London, England: Routledge. Talbot, J., Szlosek, MPH., Ziller, E. (April 16). Adverse childhood experience in

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