Integrating Trauma Sensitive Practice into your Multi-Level System of Support on the Universal Level Pam Black, MA, MA Trauma Sensitive Education, LLC pblacktse@gmail.com Sara Daniel, MSW, LCSW Saint A sdaniel@sainta.org Dave Kunelius Wisconsin PBIS Network kuneliusd@wisconsinpbisnetwork.org

Creating a Safe Environment Physical Behavioral Social Academic Emotional If you have never felt safe or remembered safety, how will you know it when it is present?

Trauma-Sensitive Values

Putting It All Together in Wisconsin Multi-level System of Support Systematically providing equitable services, practices, and resources to ALL students based upon their responsiveness to effective instruction and intervention.

Equality vs. Equity Interaction Institute for Social Change | Artist: Angus Maguire | interactioninstitute.org | madewithangus.com

Integrating PBIS, SMH & TSS Wisconsin DPI Project Integrating PBIS, SMH & TSS

Evaluation of School-Wide Strategies Stop Start Continue Change

Looking at PBIS Strategies through a Trauma-Sensitive Lens Positive Reinforcement School-wide token economy Classroom reinforcement systems

Looking at PBIS Strategies through a Trauma-Sensitive Lens Corrective Strategies Teaching and reteaching expectations Tone of voice Words we use Our beliefs about behavior - Kids do well if they can? Loss of privilege Loss of field trip/ recess Exclusion from school community

CALM AROUSAL ALARM FEAR TERROR Adaptive Response Rest Vigilance Freeze Flight Fight Hyperarousal Continuum Rest Vigilance Resistance Defiance Aggression Dissociative Continuum Rest Avoidance Compliance Dissociation Fainting Primary secondary Brain Areas F-CORTEX Cortex CORTEX Limbic LIMBIC Midbrain MIDBRAIN Brainstem BRAINSTEM Autonomic Cognition Abstract Concrete Emotional Reactive Reflex Mental State CALM AROUSAL ALARM FEAR TERROR Bruce D Perry © 2010 www.ChildTrauma.org

Why universal? Tier 1 focus

Adverse Childhood Experiences (ACE) Study Center for Disease Control and Prevention Household dysfunction Kaiser* WI** Substance abuse 27% 27% Parental separation/divorce 23% 21% Mental illness 19% 16% Violence between adults 13% 16% Incarcerated household member 5% 6% Abuse Psychological /Emotional 11% 29% Physical 28% 17% Sexual 21% 11% Neglect Emotional 15% Physical 10%

64% Have at least one ACE 1 2 3 4+ ACE Score = 36% 26% 16% 1 2 3 4+ 36% 26% 16% 9.5% 12.5% Center for Disease Control and Prevention, 2016

Prevalence of Trauma in Students

Looking at PBIS Strategies through a Trauma-Sensitive Lens Positive Reinforcement Direct and specific praise

All rights reserved © 2006-2011 Bruce D All rights reserved © 2006-2011 Bruce D. Perry and The ChildTrauma Academy

What happens if I don’t meet expectations?

Prevention Strategies Promoting predictability, empowerment, and safety Pre teach Pre correct Pre-minder TSS vs non-TSS Vague or specific? Could be perceived as a threat? Tone, cadence and language are important ….

What if these were our school-wide expectations? Safety –A physically and emotionally safe environment for all Choice – The right to have a choice in student learning is valued here – one size does not fit all Collaboration- Collaboration between students, parents, staff and the community is key to our success in promoting achievement for all Trust – All learning and growth takes place in the context of trusting relationships Empower- All students, staff and parents are empowered to be their best

Enhancing Universal Practices Social Emotional Learning The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, make responsible decisions.

What does Social & Emotional Learning look like in a Trauma-Sensitive School? Social & Emotional Learning is Integrated into all learning activities Taught and practiced in every classroom Reinforced throughout the day in all school settings.

Enhancing Universal Practices Teaching Problem Solving Skills Teacher Standard #4: Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

Enhancing Universal Practices Teaching Problem Solving Skills

Setting the Stage for Success Variance/ Equity Define the variance School-wide variance norms Teacher-defined variance Student-defined variance

Majors and Minors Minors- Behavior managed in classroom/environment by educator/staff member Majors- Behavior managed in office/other environment by admin, pupil services staff, etc The data/info is used to change adult behavior in order to prevent and correct problem behavior or teach and increase pro-social behavior.

Majors and Minors Co-regulation vs co-dysregulation Teacher skilled in de-escalation Return to classroom de-escalated re-entry repair look at data to determine effectiveness

Enhancing Universal Practices TSS Review Tool

Examples of Integration of PBIS/TSS

Examples of Integration of PBIS/TSS

Continuum of Parent Engagement Partnership School Fortress School Open Door School “Come If We Call” School Not Trauma-Sensitive Trauma-Sensitive All families and communities have something great to offer—we do whatever it takes to work closely together to make sure every single student succeeds. Parents can be involved at our school in many ways— we’re working hard to get an even bigger turnout for our activities. When we ask the community to help, people often respond. Parents are welcome when we ask them, but there’s only so much they can offer. The most important thing they can do is help their kids at home. We know where to get community help, if we need it. Parents belong at home, not at school. If students don’t do well, it’s because their families don’t give them enough support. We’re already doing all we can. Our school is an oasis in a troubled community. We want to keep it that way. Adapted from Beyond the Bake Sale—The Essential Guide to Family-School Partnerships (2007) by Henderson, Mapp, Johnson and Davies Module #14 http://dpi.wi.gov/sspw/mental-health/trauma/modules

Questions

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