Trauma-Informed Classroom Management: Supporting Mental Health in Tier I Settings

1. B9: PBIS Tier I & Classroom Management to Support Trauma InformedLead Presenters: Sheri Luecking & Katie Pohlman Exemplar Presenter: Jessica Rustman, North Pekin/Marquette Heights School District 102, IllinoisKey Words: Classroom, Tier I, Mental Health

2. Maximizing Your Session Participation When Working In Your Team Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

3. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005

4. Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

5. Session Description School-based leadership teams can learn how School-wide PBIS and classroom management practices provide positive, safe, and consistent environments for all students, especially those impacted by trauma. A crosswalk of trauma-informed practices and classroom management strategies will be discussed, and a district will share how they implement and monitor these practices in the classroom.

6. ISF Defined • Structure and process for education and mental health systems to interact in most effective and efficient way. • Guided by key stakeholders in education and mental health/community systems • Who have the authority to reallocate resources, change role and function of staff, and change policy.

7. ISF Enhances MTSS Core Features • Effective teams that include community mental health providers • Data-based decision making that include school data beyond ODRs and community data • Formal processes for the selection & implementation of evidence-based practices (EBP) across tiers with team decision making • Early access through use of comprehensive screening, which includes internalizing and externalizing needs • Rigorous progress-monitoring for both fidelity & effectiveness of all interventions regardless of who delivers • Ongoing coaching at both the systems & practices level for both school and community employed professionals

9. Who is in the room? • Teachers • Coaches • Administrators • Clinicians • State/Regional TA Support • Who am I missing? Fist to Five • Impact of trauma in the classroom • Your knowledge of PBIS Classroom Practices

10. Objectives • Become familiar with the 8 evidence-based classroom practices • Explore the practices and how they can be trauma informed • Hear how the exemplar has implemented and monitored trauma-informed practices in her classroom and school

11. Some see bears in forests… To a youth who has experienced trauma,anything can look like a bear We may not know what their BEAR looks like or when they saw a BEAR… however, we can remember if they have seen a BEAR before, their wiring may have been set up to see BEARS everywhere. A last minute changein routine The touch of a shoulder A raised Voice Noise

12. ALWAYS ON GUARD!

13. What Flight, Fight, or Freeze Looks Like in the Classroom Fostering Resilient Learners Strategies for Creating a Trauma-Sensitive Classroom Kristin Souers with Pete Hall

14. Reflect & Discuss With your shoulder partner: • Share one ah-ha you had about what trauma might look like in your setting

15. Classroom ManagementPractices 8 Classroom Management Practices Arrange Orderly Physical Environment Define, Teach, Acknowledge Rules and Expectations Define, Teach Classroom Routines Employ Active Supervision Provide Specific Praise for Behavior Continuum of Response Strategies for Inappropriate Behaviors) Class-Wide Group Contingency Provide Multiple Opportunities to Respond Adapted from MO Classroom PBIS

16. Working Smarter • 8 practices to use as a foundation • A framework to anchor strategies • Consider what you are already doing

17. Reflect & Discuss ReviewTrauma Aligned Classroom Management Practices • Note general description of practice and how trauma informed Review Example of Classroom Practices Resource Map • Provide some example of what that might look like in the classroom

18. Highlights of Practices

19. Define, Teach Classroom Routines Consider routines for: • Regulation • Self-awareness • Relationship development

20. Develop a Continuum of Strategies to Respond to Inappropriate Behavior

21. www.midwestpbis.org Full Trauma-Informed Classroom Practices Module

22. Classroom Exemplar Jessica Rustman North Pekin, Marquette School

23. Resource Mapping

24. Arrange Orderly Physical Environment -Student pods/team names -Organizers for materials -Allow for the seating chart to change daily

25. Define, Teach, Acknowledge Rules & Expectations -Taking Cool Tools and making them a part of the curriculum -Having students take place in the rule setting -Self rubrics/reflection

26. Define, Teach Classroom Routines -Signing a behavior contract -Classroom website for reference -Morning Meeting-task, activity, and agenda Themed Days: Monday: Music Monday Tuesday: Tell Me About it Tuesday Wednesday: What Would You Do Wednesday Thursday: Think Break Thursday Friday: Dad Joke/Fun Fact Friday

27. New School Year: New Changes Parent Survey with Contact Information • Name one person you look up to and why • What is one think you like about yourself and why? • What do you like about Reading and what intimidates you? • 3 words you’d use to describe yourself • 3 words others would use to describe you • Are you able to access the internet? If so, where? • Favorites-food, book, movie, subject, singer -strengths -learning environment -learning difficulties Student Survey-asks for how they want to be praised, how they learn best, what their home environment is like, and what they see as their strengths and weakness among other things. -background info.

28. Classroom Matrix

29. Each student selected a mantra to help guide them throughout their 8th grade year. Schoolwide Positive Behavior Referral

31. Data-Student Survey

32. Data-Student Survey 93.8% feel safe, are treated with respect, and enjoy coming to class

33. Data-Parent Survey

34. Next Steps -KEEP ON, KEEPIN’ ON -Stay positive -Encourage others to look at teaching practice through a trauma-lens

36. Action Plan • What is your biggest take-away? • What is your next step? • Who do you need to share information with?

37. Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available: • In our mobile application by clicking the link in the session description. • Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_18

39. Save the dates, February 20 – 23, 2019 for the… Pre-Conference Workshops FEBRUARY 20 Skill-Building Workshops FEBRUARY 23 Breakout Sessions FEBRUARY 21 - 22 Networking | Posters | Exhibits Washington, DC Grand Hyatt Washington For more information, visit: conference.apbs.org

40. Contact Information Sheri Luecking sheri.luecking@midwestpbis.org Katie Pohlman katie.pohlman@midwestpbis.org Jessica Rustman jrustman@dist102.org