Demonstrate a Learning Disposition

3/18/2018

1

Creating Trauma-Informed, Culturally Responsive PBIS Systems in an Urban School District Working Agreements

Demonstrate a Learning Disposition� Maintain the space for differences� Stay meaningfully engaged� Suspend certainty and ask questions� Support the presence of safety � Challenge current approaches and consider

alternatives Participate Responsibly

� Honor the time (my commitment)� Minimize sidebar conversations (your

commitment)� Mute or turn-off cell phones (our commitment)

GETTING ATTENTION

Session Overview

4

This session will focus on the basic tenets of restorative practices, the impact of

trauma on student behaviors, and effective strategies for creating a restorative-minded and trauma-informed school

culture

� I can define school culture and climate

� I can describe trauma and how it might affect student behavior

� I can identify effective strategies in creating a restorative minded and trauma informed school culture

Mindfulness Activity: SOS

6

�Slowing things down

�Observe your senses

�Self-check on stress (0-10)

3/18/2018

2

�School Culture

�School Climate

Definitions of Culture and Climate

7

�School Culture refers to the values, beliefs, norms, traditions, expectations, relationships, results, and symbols that guide the whole operation or mission of the school.

�School Climate refers to the physical, psychological, and emotional aspects of the school that are more susceptible to change and that provide the precondition necessary for teaching and learning to take place.

8

Definitions of Culture and Climate

Basic Tenets of Culture and Climate

�Academic Climate –

�Community –

�Relationships –

�Sense of Safety –

�Positive Learning Environment -

9

� Academic Climate - refers to factors such as high expectations and standards with instruction tailored to students' needs

� Community - refers to respect for diversity and individuality and partnerships and a sense of belongingness for students

� Relationships - refers to the extent to which students feel connected to the classroom teacher and other students and whether or not they contribute to the learning environment

� Sense of Safety - refers to emotional and physical safety and the perception of order and discipline in the classroom environment

� Positive Learning Environment - refers to the asset-based environment in which students are praised and supported for positive attributes and decisions

10

Basic Tenets of Culture and Climate




Under the Surface

12

3/18/2018

3

https://medical-dictionary.thefreedictionary.com/trauma

Video Reflection

�Elbow Partner Activity (1 minute):

1. Describe your reaction2. What is one observation you had?3. Describe a time where you related to a student or

staff member?4. Describe a student you’ve had who may have had

toxic stress?

13


Definition of Trauma� Serious injury to the body, as from physical violence or an

accident

� Severe emotional or mental distress caused by an experience

� An experience that causes severe anxiety or emotional distress

� Trauma is pervasive

� Trauma has a significant impact on development, health and well-being

14Source: https://medical-dictionary.thefreedictionary.com/trauma

Prevalence of Trauma� 1 in 5 children witnessed violence in their family or the neighborhood during the

previous year

� In one year, 39% of children between the ages of 12 and 17 reported witnessing violence, 17%reported being a victim of physical assault and 8% reported being the victim of sexual assault

� More than 60% of youth age 17 and younger have been exposed to crime, violence and abuse either directly or indirectly

� More than 10% of youth age 17 and younger reported five or more exposures to violence

� Young children exposed to five or more significant adverse experiences in the first three years of childhood face a 76% likelihood of having one or more delays in their language, emotional or brain development

15Source: http://www.recognizetrauma.org/statistics.php

�Acute Trauma: A single time limited event (i.e. 9/11)

�Chronic Trauma: Multiple traumatic exposures and/or events over extended periods of time (i.e. domestic violence or neighborhood crime)

�Complex Trauma: Experiences of multiple traumatic events and the impact of exposure to these events (often occurring within the care-giving system)

�Toxic Stress: Adverse experiences that lead to strong, frequent, or prolonged activation of the body’s stress response system

Types of Trauma

16

Source: Trauma and Resilience: An Adolescent Provider Toolkit; Adolescent Health Working Group 2013

�Secondary/Vicarious Trauma: Exposure to the trauma of others by educators, support staff, family members, partners or friends in close contact with the traumatized individual

�Intergenerational Trauma: Trauma that has been pervasive for so long that it has been handed down through generations, causing social structures to break down

17

Types of Trauma

Source: Trauma and Resilience: An Adolescent Provider Toolkit; Adolescent Health Working Group 2013


Predictions

�Elbow Partner Activity:

1. Will it be obvious that a student has experienced trauma?

2. What does the behavior of a trauma-exposed student look like? Sound like?

18

3/18/2018

4

Behaviors of Trauma-Exposed Students� Traumatized children often experience fear, anxiety, irritability,

helplessness, anger, shame, depression and guilt, but their ability to identify and express those feelings is often underdeveloped and poorly regulated

� Some of these children may express emotions without restraint and appear impulsive, lacking control, oversensitivity or aggressive

� Other children may block out painful or uncomfortable emotions and may appear disconnected and disinterested

� Another group of children may protect themselves by dissociating and completely disconnecting from emotions. They may also appear completely disconnected from others

19

Behaviors of Trauma-Exposed Students

� Traumatized children may display both externalized behaviors and/or internalizing behaviors

� Reactivity and Impulsivity: A child may have difficulty regulating their emotions and controlling impulsive behaviors

� Aggression: verbal and/or physical aggression toward teachers, school staff and peers. Aggression can be due to a child's misinterpretation of comments and action, difficulty with verbal problem solving and difficulty with seeing another persons perspective

� Defiance: children exposed to trauma will, at times, work to control a situation either through active defiant behavior or through freezing

20

Behaviors of Trauma-Exposed Students

� Perfectionism: Children who are exposed to violence at home are often subject to the arbitrary will of caregivers who have unrealistic expectations of childhood behavior

� Poor Social Skills: Children who have been traumatized may experience delays in developing age appropriate social skills

21




Thought to Ponder

23

� Culturally Responsive Positive Behavior Intervention Support (CR-PBIS)

� Trauma-Informed Care (TIC)

� Restorative Practices

Creating a Positive Culture and Predictable Climate

24

3/18/2018

5

Develop an Awareness of Safety

�Learning to self-regulate (adult behaviors)

�Shifting adult perspectives (restorative and trauma informed)

�Changing physical environment for students

�Creating physical, emotional, social, behavioral and academic safety

25

Shifting Paradigms (CR)PBIS: A Shift in Philosophy

26

• The key question with respect to (CR)PBIS is not:

“What about the student is causing the problem?” BUT

“What about the interaction of the curriculum, instruction, learners, and the learning environment should

be altered so that the students will learn?”

27

Social Emotional Learning

School-wide Expectations

Behavior Matrix/Teaching Behavior

Positive ReinforcementHigh Quality/Skills-Based Instruction

Culturally Responsive Positive Behavior Intervention Supports

Social Emotional Groups

Problem Solving Teams

Check-In/Check-Out

Mindfulness Activities

The Components of (CR)PBIS

28

Culturally Responsive

Trauma-informed care

Student, parent, and community

voices

Data analysis to find and close

gaps

PBIS

Classroom behavior

expectations

School-wide behavior

expectations

Effective instructional

practices

Systems of Support

(CR)PBIS teams

Explicit behavior referral process

Interventions

Fidelity checks

Effective Strategy: (CR)PBIS

29

�CR-PBIS assumes that approximately 80% of students can and will behave well if:1) behavioral expectations are clear2) students are taught how to behave in effective and ongoing

manners�CR-PBIS is a framework and/or structure that enhances multi-

tiered interventions �CR-PBIS Aims to improve:

* Predictability* Consistency* Positivity* Safety

30

• What data might demonstrate how culturally responsive a school is?

• What data might demonstrate a trauma-informed school? – Disproportionality in suspension and behavioral data reduced– Disproportionality in achievement data reduced– More resources and opportunities for students behaviorally and social-

emotionally– Trauma informed characteristics supported by student surveys (culture

and climate data)

Impact

3/18/2018

6

31

• Mindsets – Understanding what it (CR) is– Beliefs and value mismatches

• Competing Priorities

Challenges

�Realize the prevalence of trauma

�Recognize the impacts of trauma on students, families, and staff and the unique needs of they have

�Respond by adopting trauma sensitive practices that are flexible and focus on the trauma informed care values (safety, empowerment, collaboration, trust and choice)

�Resist in re-traumatizing students or families (pay attention to your own language, body, & environment)

Effective Strategy (TIC): The 4 R’s

32

33

Window of Tolerance: Realize, Recognize, Respond

� Moving forward: If trauma is a word you don’t like to use- think about students, families, and staff having struggles with regulation (dysregulation). The goal is to not know what the trauma is, but to understand that it creates dysregulation which impacts learning.

� Dysregulation: The experience of stress outside of one’s window of tolerance, generally referred to as being stressed out or in a state of distress.

Trauma Informed CareValues

�Safety�Empowerment�Collaboration�Trust�Choice

34

35

Using the PBIS Framework to Create Trauma-Sensitive Practices

Tier 3

Tier 2

Tier 1

Tier 1 – Universal trauma-sensitive strategies for all studentsTier 2 – Additional trauma-sensitive supports for students with milder symptoms of trauma or in high-risk groupsTier 3 – Intensive & ongoing trauma-sensitive interventions for students deeply impacted by trauma

Source: TIC Values are from Fallot & Harris, Community Connections, www.ccdc1.org ; Department of Public Instruction Trauma-Sensitive Schools Resources http://dpi.wi.gov/sspw/mental-health/trauma

Key Areas *Academics

Assessment & screeningBehavioral supports

Cognitive skillsCommunity partnerships

Crisis prevention & responseEducator capacity

Emotional & physiological regulation

Environment, culture & climateLeadership

Parent & caregiver involvementPolicies

RelationshipsSocial-emotional learning

Trauma-Informed Care (TIC) Values *

Safety

Empowerment

Collaboration

Trust

Choice

3/18/2018 35

Becoming Trauma Informed

�There are 6 main components involved in becoming a Trauma informed school:

1. Schoolwide infrastructure and culture2. Staff Training3. Linking with mental health professionals4. Academic instruction for traumatized children5. Nonacademic strategies 6. School policies, procedures and protocols

36

3/18/2018

7

Integrating TIC Into (CR)PBIS System

Overview of plan for 2017-18 and beyond– 4 TIC training modules– Professional learning for all types of staff in district– Integration of trauma-informed practices into (CR)PBIS

training sessions (e.g. classroom management)

37

Developing a Restorative Lens

38

� Transforming discipline practices from punitive to restorative

� What was the harm?o Incident or event

� Who was harmed? o Those impacted by the behavior (causing incident)

� How might healing occur? o Creating a shared understanding about behavior

(incident)o Moving towards resolution (decided by those impacted

by the harm)

Might We Be Different?.....

39

Elevator Speech Activity

�Turn to an Elbow Partner

�Take 30 seconds each and describe as if you are talking to a parent/staff member the following:

“How are the 5 core values (TIC) connected to (CR)PBIS and Restorative Practices”

40

How to Assess CR in Your School/District

�Tools to use�What to look for

41

Summarizing Activity

42

3/18/2018

8

Resources �www.pbis.org�www.pbisworld.com� https://traumasensitiveschools.org/� https://dpi.wi.gov/sspw/mental-health/trauma/modules� https://safesupportivelearning.ed.gov/

43




Dr. Karlin TichenorLansing School DistrictExecutive Director, Office of School [email protected]

Dr. Lara SleeIngham Intermediate School DistrictSystems & Academic [email protected]

Creating Trauma-Informed, Culturally Responsive PBIS Systems in an Urban School District

Documents

Demonstrate a Learning Disposition