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

2. 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.

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

4. Agenda To Achieve Learning Goals Explore Foundation of Trauma Informed Practices What is trauma informed care? What are the connections to neurology/brain-based impact? What is the ACES study impact and how did it informative research about TI? Connection to our own personal narrative Cave work - Complete the ACES/Resiliency surveys Campfire – Consider guiding questions with your table Connection to our work – Develop communication with schools/administration » Resources to share with administration » Elevator script to share of connections to work/Look Fors

6. “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

7. Why is it important to work towards trauma sensitive schools? Divide article in sections for each group – Group A Up to attachment – Group B Attachment Trauma – Group C Chronic violence – Group D Being trauma-informed & what is means Read and discuss with your section with group Whole group share out

8. What is the science behind Trauma?

9. What are types of Trauma?

10. Under the Surface: Empathy video What are some of your thoughts on this video? How does this relate to our work building trauma sensitive schools? Does this support building awareness & support of staff first?

11. Acute Trauma

12. Chronic Trauma

13. System Induced Trauma

14. Complex (developmental) Trauma

15. Vicarious Trauma

16. 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.

17. 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%

18. Adverse Childhood Experiences Increases the Risk Of:

19. ACE Score vs. Adult Alcoholism

20. 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, 2005. Safety Trustworthiness Choice Collaboration Empowerment Fallot, R. and Harris, M. (2009). Creating Cultures of Trauma-Informed Care (CCTIC): s/Version 2.1/ 4-09.

21. Drawing Parallels to Current Structures Pasco Initiatives… Collaborative Culture through Engagement – focus on hope, engagement and well-being – Praise, feedback, healthy relationships at work, knowing your work (structure) to staff Collaborative Culture through Professional Learning Communities PLC – every professional in the building engaged in on-going exploration to ensure all students are learning High Impact Instruction through 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

22. 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

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

24. 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. Using Positive Behavioral Interventions & Supports (PBIS) to Help Schools Become More Trauma-Sensitive

25. 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

26. Take the ACE Survey

27. Trauma as indicated on ACEs can impact these areas in Short/Long Term But… trauma can be ameliorated with protective factors (as evidenced by resilency)

28. Take the Resiliency Survey

29. 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 serving your schools?

30. How Will You Know?  School staff will not always know if a student’s problems grew out of a traumatic experience.  The best approach is to make sure we provide trauma- sensitive learning environments for all children. (Helping Traumatized Children Learn, Volume 2) FACT: One out of every 4 children attending school has been exposed to a traumatic event that can affect learning and/or behavior. (The National Child Traumatic Stress Network) FACT: One out of every 4 children attending school has been exposed to a traumatic event that can affect learning and/or behavior. (The National Child Traumatic Stress Network)

31. Giving Children Choices Often traumatic events involve loss of control and/or chaos, so you can help children feel safe by providing them with some choices or control when appropriate. (The National Child Traumatic Stress Network)

32. Don’t Fall for That! Children cope by re- enacting trauma through play or through their interactions with others. Resist their efforts to draw you into a negative repetition of the trauma. (The National Child Traumatic Stress Network)

33. Teamwork For many students, their sense of connection to school is enhanced when their parents feel welcomed and respected in the school community. By providing meaningful, confidential ways for parents and caregivers to share their knowledge of, and insight into their children, educators can help them gain a sense of trust in the school. It is important for school staff to work together as a team with a shared sense of responsibility for every student. Focus on creating a school and classroom culture where everyone is seen as having something significant to offer and is encouraged and supported to do so. HomeSchool (Helping Traumatized Children Learn, Volume 2)

34. Let’s Not Forget… “How are we supporting teachers, recognizing that day in and day out they're interacting with tremendous pain, tremendous suffering? The stories that children bring onto campus can certainly have an impact and so trauma- informed school systems also really need to focus on being secondary-trauma-informed systems." —Joshua Kaufman, CBITS Trainer

35. Putting Theory into Action If we understand foundations of Trauma Informed Practices What is trauma informed care? What are the connections to neurology/brain-based impact? What is the ACES study impact and how did it inform research about TI? And we connect to our own personal narrative Complete the ACES/Resiliency surveys Consider guiding questions with your table Then we can connect to our work – Develop communication with schools now Action: Write an elevator script to take back to schools – If you had 60 seconds with a principal, what would you say? – Deeper learning in PLCs in the next week (Oct 9)