Maximizing Your Session Participation

1. E10 Building Coaching Capacity for Trauma-Informed Practices Within a PBIS FrameworkLeader Presenter: Susan BarrettExemplars: AmiFlammini, Katie PohlmanKey Words: Mental Health,

2. Objectives: Learn how to set up conditions to support youth impacted by traumaLearn about sites that developed a system to support building the social and emotional capacity for all staff to use trauma‐informed approachesIdentify actions to increase skills of school‐based team members and staff in order to use trauma‐informed practices

3. 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?

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

5. 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

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. System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

10. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

11. Tier 1- Universal Precautions- “Handwashing” Social Emotional Learning College and Career Readiness Standards • Safe, positive, predictable, school environment • Fostering Care and Connections with ALL Students • Tier 1 Social Emotional Behavior Curriculum is embedded in ALL aspects of curriculum • Community and School Data to inform programming- continuously- Selecting Evidence Based SEB curriculum matched specific school community needs • Wellness and EAP for ALL staff • Increase MH literacy for ALL adults, youth within community - YMHFA directly linked to SW Leadership Team efforts- clear role and function for staff to recognize and respond (Request for Assistance process) • Universal MH Screener • Family Screener • Data review through social service lens: Nursing logs, attendance/truancy data, academic data • Family Navigation System • Health Life Habits 21st Century Learning Framework Equity Trauma Informed

12. Installing a Trauma Approach within the Framework of PBIS Step 1: What does the data say? (Community factors, behavior patterns, climate surveys, fidelity checks) How many students are impacted? How many staff are impacted? Step 4: How do we teach staff the necessary skills? How do we support staff to implement with fidelity? Professional Learning Communities used to support one another in development of practices. How do we use data to monitor progress toward our goal and inform each other? How do we improve ? DATA – Supports Decision Making SYSTEMS – Support Staff Behavior PRACTICES – Support Student Behavior Step 3: What will we do to support student behavior and provide necessary coping skills? What curriculum will we use? (e.g. SEL, Coping Cat, SPARKS) Match to need Promote predictable, positive, safe, and consistent environments by: -Develop caring connections (e.g. morning meetings) -Teach expectations, replacement skills -Develop acknowledgement system Layered Daily Progress Report with additional time for acquiring coping skills Step 2: What is the SMART (specific, measureable, attainable, realistic, time-bound) goal?

13. Investing in Coaching • Ensure Evidence Based Practice (EBP) Intervention Fidelity • Ensure Implementation (process) Fidelity • Develop Organizational Systems to Promote Professional Judgment and Sustainability

14. Leaders… How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time? 2 Key Components for School Improvement: • Professional Development – Focus on skill development of ALL educators and installation of skills in classrooms! • Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

15. Coaching Defined“Goal is to give skills away” • Coaching is the active and iterative delivery of: • (a) prompts that increase successful behavior, and • (b) corrections that decrease unsuccessful behavior. • Coaching is done by someone with credibility and experience with the target skill(s) • Coaching is done on-site, in real time • Coaching is done after initial training • Coaching is done repeatedly (e.g. monthly) • Coaching intensity is adjusted to need

16. Coaching: an activity that helps others achieve their goals Content Expert Mastering the “What” and the “How” Adjusting as needed Evaluation Clearly defined Goals Monitor and Adjust Check for Impact “Process” Training Application of knowledge in real life situations Relationship Support, Reinforce and Communicate Enablement Remove barriers Foster pathways Streamline and integrate

17. Organizing the Work Types of Coaching Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior) Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics Coaching for Systems Change: focus on organizational change

18. Content Expert and Systems Coaching • Content Area: Trauma- Build Capacity for Experts • Systems Coach Use of MTSS – Action Plan for Success • Leadership Team has protocol for Data Review to identify need, select EBP • Secure Buy in and Readiness (District, Building Admin, Staff, students, families) • Know how to build content for staff through Professional Development days • Format, delivery, time • Facilitate teams to use Data for decision-making plan ( track fidelity and impact) • Level of support across staff • Build as part of Tier 1 SEB curriculum • Visibility and Marketing • Showcasing Results • Support Leadership and communicate to district around TA

19. PBIS Training Series Data Review and Needs Assessment and Readiness Functional Assessment-based Interventions and Behavior Support Plan Track 1: Trauma Informed Check In - Check Out Additional Professional Development on Specific Topics/Matched to Need Person Centered Planning RENEW Social Emotional and Academic Instructional Groups Track 2: Equity Track 3: Restorative Practices

20. Turn to your neighbor: Reflect on what coaching has been done in your district/building to help support individual change and systems change related to trauma.

21. Katie and Ami are going to share their experience providing a 3-day Trainer of Trainer Training to support coaching individual and systems change.

22. We set up a Trauma TOT because we know it is possible to set up conditions to support youth impacted by traumausing Systems, Data and Practices

23. Coaching for Systems Change:focus on organizational change Trauma InformedSystems

24. OUR FOCUS: TIER ONEMulti-Tiered Framework Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings • Students • Staff • Parents • Families ~80% of Students (USDOE OSEP PBIS TA Center, 2010)

25. Coaching for Systems Change:focus on organizational change Trauma Informed Data

26. 1.12 Discipline Data Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student. Enhancements: • Additional data points are monitored to help identify need for trauma informed practices universally (e.g.: universal screening data, hospitalizations, violent crime rates). • Individual students response to Tier I is measured by expanded data points (e.g.: universal screening data, nurse or counselor visits).

27. 3 Kinds of Data • Fidelity • Are we doing what we said we would do? • Outcome • What is impact of what we are doing? • Perception • Do stakeholders see impact in same way?

28. TFI Walkthrough Staff Enhancements What skills have you taught students to use for regulation this school year?

29. TFI WalkthroughStudent Enhancements • What adult at school could you talk to if you needed help? • Have you used or been reminded to use a skill to calm down in last two weeks?

30. What trauma informed data are you using in your district/building?

31. Coaching for Systems Change:focus on organizational change Trauma Informed Practices

32. What might that look like? Tier 3: • FBA-BIP • Wraparound/RENEW Tier 2: • CICO • Modified CICO • SAIG Tier 1: • School-wide expectations • Teaching expectations • Social Emotional Learning (SEL) • Acknowledgement System • Regulation routines in classrooms

33. Pro-Social Skills on Matrix

34. Acknowledgement System • Relationships • High frequency acknowledgements to increasenumber of positive interactions (Perry research) • School-wide acknowledgements to increase sense of community • Teaching Skills • All acknowledgements are used to teach and reinforce skills • Safe, consistent, predictable environment

35. What trauma informed practices are in place in your district/building?

36. Coaching for Systems Change:focus on organizational change Teams Which building teams willneed a trauma informed lens? • Tier 1 team • Building Leadership Team • Tier 2 team • Individual student teams • Problem solving teams How does trauma lens change the conversation? • Tier 1: Consider how school-wide and classroom practices are supporting all students. Is there need for more support for all students? • Tier 2: How are tier 2 interventions supporting students impacted by trauma? Do we need to add trauma based interventions? • Tier 3: How are we assessing impact trauma may have on student?

37. Which teams in your school need to become trauma informed?

38. Back to the DETAILS OF THE TOT

39. WHY we approached it as aTrainer of Trainers Model • Big change happens at the organizational level • Change can be put into place using data, systems and practices • A belief all educators need to understand the impacts of trauma • Understanding Illinois is a large state and we are a small organization • Recognition ownership is stronger when staff teach/present to their own staff

40. Objectives for the 3-day training An introduction to developing a trauma-informed lens for District Leadership Teams. Over the course of this training series, teams will: • Learn the effects of childhood trauma on the brain and strategies for supporting students • Receive training to coach other school staff on being more informed and sensitive at all three tiers of the behavior continuum. • Be provided continued support on implementation of applying the trauma lens in existing school wide programs.

41. STRUCTURE OF THE 3 DAYS Day One: Teach modules Day Two: Practice modules Day Three: Coaching

42. HOW AND WHY organization of the training modules • Why we used a module format • Why we started with self-care • Why we added notes in each slide

43. The training modules • Eight modules • Self-care • What is Trauma • Trauma and the Brain • Fight Flight and Freeze in the classroom • Trauma Informed Classrooms • Integrating trauma into your MTSS structure • Professional development plans • Coaching Skills

44. A few notes about the modules • Self-care • Research & history of stress to reduce “fluffy” perception • Included self-assessments • Activity: self care plan and schedule • What is Trauma • Included privately taking ACE for self and anonymously for student • Life Change Index to demonstrate more than ACEs • Trauma and the Brain • Used videos to help teach • Fight Flight and Freeze in the classroom • Referenced Fostering the Resilient Classroom to demonstrate “looks like” in the classroom

45. Continued notes about the modules • Trauma Informed Classrooms • Crosswalk with 8 classroom practices • Integrating trauma into your MTSS structure • Resource Mapping • Fidelity Tools • Professional development plans • Sample Plan • Coaching Skills • Listening self-assessment • Coaching scenarios

46. Participant follow up steps last year 52 percent furthered their own PD 100 percent discussed with their building admin 43 percent discussed with their district admin 100 percent discussed informally with colleagues 71 percent completed formal professional development for staff 43 percent completed formal professional development for admin

47. Participants began looking at the data points… • Implemented an SEL Screener • Number of students who did not have a single adult figure • Standard professional development assessments • Classrooms who implemented mindfulness and yoga techniques after recess kept data points re: focus and discipline • Attendance and grades • Student behavior pre and post mindfulness activities throughout the year • Typical behavior data

48. What type of professional development related to trauma did you prioritize for the 18-19 school year?

49. How much time is dedicated to trauma in your building professional development plan?