Student Support Programs and Services Student Services Division Leadership Week 2015 Molly Blair, Dave Chamberlin, Vicki Papaemanuel MTSS: Behavior Making the Mental Health Connection

Learning Goals and Desired Effects Learn multi-tiered systems of support for Behavioral Health Understand compelling whys linked to: – District Priorities – District Initiatives PBIS Marzano framework Gallup Student/School-Engagement Professional Learning Communities – Research on trauma and learning (ACES) Make steps to Create Trauma Sensitive Schools – Step 1: Become Trauma Informed – Step 2: Be Trauma Aware – Step 3: Apply Trauma Sensitive Practices Identify what additional supports are needed

Link to District Priorities MTSS Actions for Behavioral Health High Impact Instruction – Teachers select and/or develop core instruction/school- wide interventions for all students for behavioral health. Data-Driven Decisions – School leaders facilitate school teams to select and/or develop a system to collect data, monitor implementation of core instruction/school-wide interventions. Collaborative Culture – School team problem-solves school-wide data including identifies tiered academic and behavioral needs.

Continuum of School Behavioral Health Services Crisis Responses Reintegration after Baker Act

“No single attribute of a trauma- sensitive school can be viewed as an isolated fragment; they are all interrelated, adding up to a whole that is greater than the sum of its parts. Together they define ways to empower schools to understand and realize a shared vision.” Trauma and Learning Policy Initiative

What is the science behind Trauma?

What are types of Trauma?

Acute Trauma

Chronic Trauma

System Induced Trauma

Complex Trauma

Vicarious Trauma

Take the ACE Survey

Adverse Childhood Experiences (ACE) Study Bridging the gap between childhood trauma and negative consequences later in life One of the largest investigations ever conducted on the links between childhood maltreatment and later-life health and well-being by Kaiser Permanente and the CDC Over 17,000 HMO members chose to participate… To date, over 50 scientific articles have been published and over 100 conference and workshop presentations made.

ACE Study Results Recurrent & Severe Physical Abuse11% Recurrent & Severe Emotional Abuse11% Contact Sexual Abuse22% Growing up in a household with: Alcoholic or drug-user25% Member being imprisoned3% Mentally ill, chronically depressed, or institutionalized member 19% The mother being treated violently12% Both biological parents NOT present22%

Adverse Childhood Experiences Increases the Risk Of:

ACE Score vs. Adult Alcoholism

What are long and short term impacts? But… short term trauma may be ameliorated. Take Home Message Childhood trauma must be addressed for both short term and long term reasons.

Take the Resiliency Survey

Risk and Resiliency On back of Survey… Consider and Write What risk factors were evident on ACEs? How many protective factors (on the Resiliency survey) were present as a child? How many still help you today? What can you learn from taking the surveys? How does this learning relate to leading your school? Now what can we do….? How can we create and lead schools that foster and enhance protective factors in staff and students to combat trauma effects and mental health factors?

What’s wrong with you? Vs. What’s happened to you? Where’s your thinking?

Close Read

What Is Trauma Informed Care? A framework that acknowledges the prevalence and impact of trauma, and the complex paths to healing and recovery in all aspects of organizational culture and operation. These principles and practices seek “safety first” and commit themselves to “do no harm.” What’s happened to you? VS. What’s wrong with you? Ten Tenets of Trauma Informed Care 1.Recognize the impact of violence and victimization on development and coping strategies. 2.Identify recovery from trauma as a primary goal. 3.Employ an empowerment mode. 4.Strive to maximize individual choices and control over their recovery. 5.Are based on relational collaboration. 6.Create an atmosphere that is respectful of survivors’ need for safety, respect and acceptance. 7.Emphasize individual’s strengths, highlighting adaptations over symptoms, resilience over pathology. 8.Minimize the possibilities of re-traumatization. 9.Strive to be culturally competent and to understand each person in the context of their life experiences and cultural background. 10.Solicit consumer input and involve consumers in designing and evaluating services. Adapted from Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women, Elliot et al. May 27, Safety Trustworthiness Choice Collaboration Empowerment Fallot, R. and Harris, M. (2009). Creating Cultures of Trauma-Informed Care (CCTIC): s/Version 2.1/ 4-09.

Drawing Parallels to Current Structures Pasco Initiatives… Engagement – focus on hope, engagement and well-being – Praise, feedback, healthy relationships at work, knowing your work (structure) to staff Professional Learning Communities PLC – every professional in the building engaged in on-going exploration to ensure all students are learning Marzano Framework - instructional strategies that drive and enhance student learning Trauma Sensitive Schools… Focus on creating environments that are safe physically, socially, emotionally, and academically Grow a coalition of shared learning with small groups of like- minded colleagues – Focus on the prevalence of traumatic experiences and their impacts on learning Recognize and create school atmospheres that are culturally competent and focus on and emphasize individual strengths

How do schools plan for and support students who are “Trauma-Exposed” using Marzano framework? Tenets of Trauma Informed CareMarzano element connections Recognize the impact of violence and victimization on development and coping strategies. DQ 5 Element 24 Noticing when students are not engaged Employ an empowerment modeDQ 5 Element 29 Demonstrating intensity and Enthusiasm Are based on relational collaborationDQ 5 Elements 31 Providing opportunities for students to talk about themselves Create an atmosphere that is respectful of survivors’ need for safety, respect and acceptance DQ 8 Element 37 Using verbal and nonverbal behaviors that indicate affection for students Emphasize individual’s strengths, highlighting adaptations over symptoms, resilience over pathology DQ 8 Element 38 Displaying objectivity and control Strive to be culturally competent and to understand each person in the context of their life experiences and cultural background DQ 9 Element 39 Demonstrating value and respect for low expectancy students

Sense of Safety & Order Acceptance Attention Sense of Safety & Order Sense of Efficacy & Success

Multi-Tiered Model of School Supports and the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need, in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support, in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Florida’s State Transformation Team on RtI (Dec. 3, 2009)

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we…teach or …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

Making Connections: Trauma Informed Care and PBIS Framework Childhood trauma is common. School behaviors may communicate an emotional need. “Misbehavior” may represent a coping strategy from trauma. Safety and security are critical needs for all students, but especially those who have experienced trauma.

Now what? Given the alignment with Gallup, PLCs, Marzano, PBIS… How do leaders create a sense of urgency around trauma such that these school practices and initiatives incorporate a trauma sensitive lens? Steps for Creating Trauma Sensitive Schools: – Step 1: Becoming Trauma Informed – Step 2: Being Trauma Aware – Step 3: Applying Trauma Sensitive Practices

What does a Trauma-Sensitive School Look Like? Leadership and staff – Share an understanding of trauma’s impacts on learning – Commit to the need for a school-wide approach – Embraces teamwork – Adopts collective responsibility for all students – Anticipate and adapt to the ever-changing needs of students (using a problem-solving process) The School – Addresses students’ needs in whole child ways Such as taking into account their relationships, self-regulation, academic competence, and physical and emotional well-being (in instruction and problem-solving needs for intervention and tiered supports) – Makes all students to feel safe physically, socially, emotionally, and academically – Connects students to the school and community through relationships and providing multiple opportunities to practice developing skills

How do we get there?

Steps and Resources to Give Assessments – Environmental Scan (Trauma Sensitive Needs) – Mental Health Screening (Tiered Supports) Access training for Behavioral Health – District Together We Stand sessions Student Services Team (specialized training) PBIS (Monitored PD) – Structures for tiered supports – Understand traditional vs. PBIS and how PBIS supports mental health Canvas Course with Strategy Worksheets School based (by Request) Trauma Informed Practices– Impact of Trauma on Learning Typical Troubled Youth – for Secondary only – Differentiate between Normal and Abnormal mental health factors in adolescents Contact Student Services Division for assistance Molly Blair Dave Chamberlin and Vicki Papaemanuel