1. Historical Trauma Paula Fernandez Kent Smith

2.  Who we are  Who you are Diverse schools? Urban/suburban/rural? Admin? Parent team members? Teachers, paras, student services?

3.  Nationally we have significant issue with disproportionate outcomes in education.  Wisconsin, depending on outcome measured is 2.5-7 times worse including completion, engagement, academic and discipline measures.  Addressing these challenges require multiple and complex responses.  “We see the world not as it is, but as we are”

4.  What is Historical Trauma  Why does it matter/What does it look like  What can schools do about it  Closing

5. “Trauma is like no other experience. We cannot talk someone out of it, or discipline them into ‘appropriate’ behaviors. Consequences never change the person on the inside; it only takes place in relationships.” (Hargrave, 2010)

6. “… a multigenerational trauma experienced by a specific cultural group. Historical trauma can be experienced by anyone living in families at one time marked by severe levels of trauma, poverty, dislocation, war, etc. and who are still suffering as a result”. (Cutler, no date)

7.  Research tells us… NO. Research suggests schools are divided into 1/3s:  Top 1/3 are the achievers,  Middle 1/3 are Survivors that could go either way, and  Last 1/3 are wounded (visibly or otherwise) who need support. (Henderschott, 2015)  Regardless; what is our mission? To support the top 5% or 25% or 50% of our students or to support ALL students?

8. 1-5%Tier 3/Intensive Interventions Individual students Assessment-based Intense, durable procedures 5-15%Tier 2/Selected Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school- wide.htm

9. Race, language and culture are central to the way RtI works

10. These are offered to guide understanding and do not represent every person in that group nor are peoples’ experiences the same.

11.  Trauma: Violent colonization, assimilation and recurring loss.  Examples of stress: Boarding schools and forced assimilation of students.  Manifests: Assimilation of language & cultural identity, health concerns, diabetes, PTSD type symptoms.

12.  Trauma: Generations of discrimination, racism, segregation and resulting poverty.  Example stressors: Slavery; colonialism  Current manifestations: Mistrust of authority (police, government, institutions), emphasis on self protection, self-esteem is impacted.

13.  Trauma: increased exposure to violence, limited access to resources, increased risk of recurring trauma.  Example stressors: Hunger, multiple transitions, poor or inadequate housing, community crime.  Current manifestation: Increased intimate partner violence, increased rates of child abuse and substance abuse.

14.  Alternate discipline  Staff training  Self-esteem support  No-failure attitude

15.  Focuses on the redeeming qualities of students.  Focuses on connections to others and the setting and teaching. NOT focused on punishment.  Maintains power with those effected, not surrendering it to others.

16.  PBIS!  Restorative Justice Programs  Restitution Programs  Peer juries/Peer mediators

17.  What Historical trauma is and is not, how it manifests.  Identity awareness for staff  Vulnerable Decision Points (VDPs – McIntosh et al)  Classroom management  Discipline continuum  STAFF COMMITMENT AND CONSISTENCY

18.  Empathy NOT SYMPATHY  Validation of student, family and history  Engagement of student/family/community in operation of classrooms and schools  Highlight student assets; use strengths whenever possible

19.  Students don’t come to school to dropout or struggle. Schools guide them in that direction through interactions.  Families don’t raise their children to be naughty or belligerent; they raise their children to survive based on what the family knows.

20.  Every student can succeed but they have to be able to define what “success” means; its not defined for them.  Work with students, families and communities around the school’s negotiable and be clear on the non- negotiable (mandates)

23.  Paula Fernandez fernandezp@wisconsinrticenter.org  Kent Smith smithk@wisconsinpbisnetwork.org