THE HENDERSON BEACH RESORT DESTIN ... - Amazon Web …promote children’s mental and behavioral health. He co-founded the School Mental Health Assessment, Research and Training (SMART)

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WelcomeWelcome to the Trauma-Informed Schools Institute!

We are so excited that you are here with us in Destin for this event! The next two days will be filled with inspiration, learning, practical strategies and interventions that can be implemented in your classroom, school and district. Our goal is for you to leave on Friday with actionable strategies that you can implement in your building this year. The increasing acceptance and attention being placed on the connection between social, emotional, behavioral and mental health effects to students’ success in school and the increasing demand for services and education has facilitated the push to integrate trauma-informed approaches into academic service models. I’d like to thank each of you for attending our conference and bringing your expertise to our gathering. You as school leaders have the vision, knowledge and experience to help pave the way for a culture of trauma-informed practice in educational settings. Throughout this conference, I hope that you stay engaged and keep us proactive in shaping the future of trauma-informed schools.

Sincerely,Denise MoodyDirectorResilience Impact

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AgendaTHURSDAY, SEPTEMBER 26

7:30 – 8:15 AM REGISTRATION Meeting Rooms

8:15 – 8:30 AM WELCOME Crystal Ballroom

8:30 AM – 2:30 PM Unpacking the Recipe for Promoting Student Social, Emotional and Behavioral Wellbeing as the Foundation for School and Life Success, Clay Cook

Crystal Ballroom

2:45 – 3:30 PM Q & A and ACTION PLANNING Crystal Ballroom

FRIDAY, SEPTEMBER 278:30 – 10:00 AM BREAKOUT ONE

The Six De-Escalation Strategies that Every Teacher Needs to Know, Julia Rose Polk

Destin Ballroom

Healthy Students, Healthy Communities: Addressing Students’ Needs Collaboratively, Denise Moody

Dunavant Room

Comprehensive Tier 1 Social-Emotional Learning, Brian Smith

Crystal Ballroom One & Two

10:15 – 11:15 AM BREAKOUT TWO

Leveraging Adult Reflection and Relationships: The Missing Element in Creating a Trauma-Informed School, Denise Moody

Dunavant Room

“Help Me, Help You” - The 3-Step Approach to Problem-Solving with Kids that Every Teacher Needs to Know (And Use!), Julia Rose Polk

Destin Ballroom

Self-Regulation and Goal Attainment for Students and Staff, Brian Smith


11:30 AM – 12:30 PM KEYNOTEPromoting Stress Coping and Resilience with Educators, Brian Smith


12:30 – 1:30 PM LUNCH & ACTION PLANNING Crystal Ballroom One & Two

SpeakersClay Cook LP PhDDr. Clay Cook is the John and Nancy Peyton Faculty Fellow in Child and Adolescent Wellbeing at the University of Minnesota and Full Professor in the School Psychology Program. He has extensive research and practical experiences involving the implementation of multi-tiered systems of support to promote children’s mental and behavioral health. He co-founded the School Mental Health Assessment, Research and Training (SMART) Center at the University of Washington and is a core faculty member who helps direct the Institute of Translational Research in Children’s Mental Health at the University of Minnesota. He has received over 10 million dollars in external grant funding from multiple agencies and foundations. In addition to his research, he consults with several school systems throughout the US to integrate a continuum of social, emotional and behavioral supports to enhance student academic and life success.

Denise Moody MSW LICSWDenise Moody is the Assistant Director of Student Services with Rochester Public Schools. She has been working in educational settings for fifteen years, working with early childhood through high school age students primarily at the district level. Ms. Moody has special interest in the area of trauma-informed systems of care, school-based mental health and multi-tiered systems of support. She has been an adjunct professor at Winona State University in the Department of Social Work since 2006 and has a small private practice providing psychotherapy to adolescents and adults. Ms. Moody holds a bachelor’s degree from Winona State University in Social Work and a master’s degree from the University of St. Thomas/College of St. Catherine in Social Work. She has also completed post graduate work in the area of Educational Leadership with the University of Minnesota and is licensed as a Director of Special Education and as a Licensed Clinical Social Worker. Ms. Moody is also the Founder and Director of an educational consulting and events firm, Resilience Impact, LLC.

Julia Rose Polk MA LMFTJulia Rose Polk is the founder and President of Trauma Camp, a professional development and consultation company that trains educators about trauma-informed approaches in the classroom. Julia Rose has been studying the impacts of early childhood trauma on adult mental health and behavior for over a decade. She is currently training in Dr. Bruce Perry’s Neurosequential Model of Therapeutics and Education, through the ChildTrauma Academy, is an Infant-Parent Mental Health Specialist, and is certified by the International Association of Trauma Professionals as a Youth Trauma Treatment Professional. Julia Rose was also given the honor of being an apprentice to a Cherokee Elder for many years. In this time, she was gifted some of the valuable wisdom about human development and healing that comes from the Cherokee heritage. These teachings and principles have deeply influenced her own healing and her work as a therapist and are woven into the fabric of work with others. She has a deep appreciation for the Native American Elders who have passed this wisdom down through the generations and who have been willing to share this knowledge with communities outside of their own.

Brian Smith MSW PhDDr. Smith has extensive experience working in schools as a school counselor, school social worker and substance abuse counselor. Since receiving his PhD from the University of Washington he’s spent a decade as the primary research scientist behind the development and revision of the PreK -8th grade Second Step Program, the Social Emotional Learning curriculum currently used in 30% of US elementary schools. Brian is an expert on all aspects of Social Emotional Learning, including program development, implementation support, assessment and evaluation. Brian is an experienced presenter, trainer and consultant. Topics include SEL-based Stress Coping for Educators and the intersections between SEL and PBIS, MTSS and Restorative Practices.

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MONDAY, JUNE 24 | Sessions Sessions | MONDAY, JUNE 24 FRIDAY, SEPTEMBER 27 | Sessions THURSDAYUnpacking the Recipe for Promoting Student Social, Emotional and Behavioral Wellbeing as the Foundation for School and Life SuccessClay CookTier 1 represents the universal supports that all students receive in a school and serves three broad purposes: • prevention of academic, social, emotional and

behavior problems• promotion of success enabling factors (e.g.,

social-emotional competencies that enable academic success)

• serves as the foundation to enhance the effectiveness of Tier 2 and 3 interventions for students who have social, emotional and behavioral needs that go beyond Tier 1 alone.

Tier 1 can be conceptualized like a good baking recipe, which involves the combination of specific ingredients to create a yummy dessert, like a chocolate chip cookie. Too often schools adopt and deliver a limited set of ingredients yet expect to achieve certain student outcomes (e.g. using only flour to bake a chocolate cookie). Instead, schools must focus on the recipe including the critical ingredients they need to combine in order to produce desired social, emotional and academic outcomes. The following are the critical evidence-informed ingredients that combine to create a robust recipe for promoting student social, emotional and behavioral success as the foundation for academic and life success. • Environment: adults create a safe, structured,

predictable and positive environment • Relationships: everyone (staff and students) feels

a sense of belonging and connection • Knowledge, skills and dispositions: rigorous

instruction to teach students the social, emotional and academic knowledge, skills and dispositions necessary to meet the demands of home, work and civic life

• Relentless family and community engagement: families and community organizations are partners

Attendees who participate in this day will learn about each of these ingredients, develop an understanding of the specific concrete practices to implement and be provided with time to reflect on and plan ways of incrementally improving the implementation of Tier 1 in their classroom or school.

FRIDAY–BREAKOUT ONEThe Six De-Escalation Strategies that Every Teacher Needs to KnowJulia Rose PolkEvery teacher needs to know - and feel comfortable using - these basic de-escalation strategies that can help them navigate distressing moments with any of their students. Utilizing these respectful and attuning approaches can bring a kid who goes from “zero-to-sixty” back down to place where they can work with you. We’ll discuss how to use your body and your senses reduce disconnection and distress, while increasing connection and safety.

Healthy Students, Healthy Communities: Addressing Students’ Needs CollaborativelyDenise MoodySchools are uniquely positioned to recognize and respond to student needs, but often those needs extend beyond the capacity and schedule of the school day. Community partnerships can help to bridge that gap and can be instrumental in creating trauma-informed environments for students. This session will explore how one community created powerful, cross-sector partnerships to screen, identify, intervene and treat students with mental health concerns. This partnership began with an initial pilot of universal screening for social-emotional concerns at one elementary school. The screening results showed that over 30% of students were identified as being in the concern range for internalizing or externalizing behaviors. A committed group of community stakeholders came together to develop a plan of how to respond to the identified mental health needs. Recognizing that addressing mental health concerns is not a responsibility that can be addressed solely in the educational or medical contexts, the team determined that the best results will be achieved through a plan of shared responsibility and collaboration. In this session, we will review the screening process used, initial results and plans for a multi-stakeholder response at the elementary and secondary level.

Sessions | THURSDAY & FRIDAY, SEPTEMBER 26 & 27

Comprehensive Tier 1 Social-Emotional LearningBrian Smith Implementing high quality evidence-based curricula is a great way to support students’ social and emotional development. But to be truly effective, Social Emotional Learning (SEL) needs to be more than one lesson a week. In this session participants will learn about ways the class and school environment can support and become a key part of SEL for students. Participants will learn strategies for explicitly cueing and reinforcing the skills taught in lessons throughout the school and school day. The session will also teach participants important practical strategies for creating the relationships, climates and cultures that nurture the development of social and emotional competence.

FRIDAY–BREAKOUT TWOLeveraging Adult Reflection and Relationships: The Missing Element in Creating a Trauma-Informed SchoolDenise MoodyThe best training, initiatives and interventions will not create school environments that are trauma-informed unless the adults are able and willing to change practices, systems and the culture of a school. A change in mindset and a willingness to reflect and be curious about how our own actions impact students is imperative in creating a school that is trauma-informed. This session will explore practical ways to engage staff, challenge patterns and encourage reflection at a school or district level.

“Help Me, Help You” - The 3-Step Approach to Problem-Solving with Kids that Every Teacher Needs to Know (And Use!)Julia Rose PolkTeaching Dr. Ross Greene’s “Plan B,” this session walks you through three steps that can help repair any rupture, disagreement or ongoing issue you and your students encounter. This approach ensures that your student AND YOU feel seen, known, reflected and respected. This solution-finding process is a “MUST” for any teacher who wants results that work for everyone involved!

Self-Regulation and Goal Attainment for Students and StaffBrian SmithScientific research shows how very important it is to have self-regulation and self-control and to be able to successfully pursue and accomplish goals, whether we’re talking about young people or adults. But what does science say about how to increase our self-regulation, how to help both students and adults be more effective at actually engaging in the behaviors that lead to accomplishing their goals? Not nearly enough. But there is one deceptively simple technique with well over a decade of research behind it that works for adults and can also be taught to students. This carefully researched four step strategy takes people through a process of gaining clarity on goals, boosting motivation, identifying both critical barriers and solutions to those challenges, and pairing the key actions to cues in a way proven to create habit-like automatic responses rather than rely on willpower. This workshop will describe the research behind the development of the strategy, successful applications with both children and adults, and most importantly, ensure participants become thoroughly grounded in how to carry the process out both for themselves and for their students.

KEYNOTEPromoting Stress Coping and Resilience with Educators Brian Smith Teaching is as stressful as any profession in the US. The ability of educators to be resilient in the face of the multitude of stressors they face reduces burnout and enhances well-being. In turn, that resilience is critical to their ability to create positive relationships students need, motivate and support learning, and help students build their own social and emotional competence and resilience. This talk will put stress in perspective, explain how we can shape more positive mental and physical responses to stress and provide concrete resilience building strategies. Working in schools should be fulfilling not draining – coping with stress and building resilience is the key.

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Session Notes & Action PlansS e s s i o n N o t e s & A c t i o n P l a n sSESSION/KEYNOTE TITLEPRESENTER

ESSENTIAL TAKE-AWAYS/NOTES CONNECTIONS TO CURRENT PRACTICE/SYSTEMS

POSSIBLE NEXT STEPS IN PRACTICE/SYSTEM DEVELOPMENT:

1) What is a problem of practice (POP) we are trying to solve related to this session?

2) Who are the stakeholders of this POP?

3) What are some key ideas to bring back to team from this session?

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Documents

THE HENDERSON BEACH RESORT DESTIN ... - Amazon Web …promote children’s mental and behavioral health. He co-founded the School Mental Health Assessment, Research and Training (SMART)