2. Integrating Trauma Sensitive Practice into your Multi-Level System of Support on the Universal Level
Pam Black, MA, MA
Trauma Sensitive Education, LLC
Sara Daniel, MSW, LCSW
Saint A
Dave Kunelius
Wisconsin PBIS Network

4. 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?

5. Trauma-Sensitive Values

6. 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.

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

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

9. Evaluation of School-Wide Strategies
Stop
Start
Continue
Change

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

11. 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

13. 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

14. Why universal?
Tier 1 focus

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

16. 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

17. Prevalence of Trauma in Students

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

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

21. What happens if I don’t meet expectations?

22. 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 ….

23. 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

24. 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.

25. 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.

26. 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.

27. Enhancing Universal Practices
Teaching Problem Solving Skills

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

29. 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.

30. 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

31. Enhancing Universal Practices
TSS Review Tool

32. Examples of Integration of PBIS/TSS

33. Examples of Integration of PBIS/TSS

34. 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

35. Questions

36. session-d.questionpro.com