Resources and Strategies by Domain Domain #1: Student Assessment Description EOSA-Assessment Strategies Resources Incorporate trauma related strengths and supports into existing collaborative, process of student assessment. Universally assess and behavior, social and emotional regulation and skills, social skills, etc. to moving to Tier II/III interventions for a student, complete a functional behavioral assessment and include the option of an emotional or trauma-related function. Include parents/families and students in all assessment processes –eg. student/parent interviews Facilitate discussion of a variety of reasons for lack of academic and behavioral success. Address any identified need before proceeding with an individual academic or behavioral evaluation for special education. Utilize a specific trauma screening tool for students who appear to be struggling due to a trauma exposure or experience. The goal is to connect students specifically impacted by trauma to trained external services. *Measures Review Database, National Child Traumatic Stress Network Wisconsin Functional Behavioral Assessment Toolkit: New Mexico Public Education Department Technical Assistance Manual: Addressing Student Behavior Functional Behavioral Identifying, Assessing, & Treating PTSD at School, Springer Publishers (2009) *Cultural Awareness Checklist for multi-tiered teams to consider when exploring student’s strengths, weaknesses, etc. Domain #2: Student and Family Involvement
school, why it’s important & how every person in the organization plays a role in creating a safe, trusting and environment. Implement policies, procedures and practices that build & sustain a work force. the beginning of each school year. Provide on-going training for student support in best practices including motivational interviewing, mindfulness, social and emotional learning, cognitive behavioral training. Provide book study opportunities for staff. Educate all staff about vicarious trauma, including how to recognize and manage it. Utilize the Proqol to assist staff remain in touch with their compassion satisfaction/ compassion fatigue. Encourage staff to participate in activities in their work and personal lives. Sponsor staff wellness activities Develop a compassionate culture including staff social contracts The Heart of Teaching & Learning: Compassion, Resiliency & Academic Success (Chapter 2), Calmer Classrooms: A Guide to Working with Traumatized Children (Section 3) downloads/calmer_classrooms.pdf Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (Chapters 5 and 7), Teachers College Press (2016) Video: Why We Need Trauma-Sensitive Schools. Wisconsin Department of Public Instruction. Trauma Sensitive Schools Learning Modules. Retrieved at National Council webinar: Trauma-Sensitive Schools Domain 3: Educated and Responsive WorkforceTop of FormBottom of Form Retrived at
Domain #5: Create Safe and Secure Environments Description EOSA-Assessment Strategies Resources Increase the awareness, knowledge & skills of the workforce to create safe, trusting and healing environments. Examine & change policies, procedures and practices that may unintentionally cause distress and may students, family/guardians or staff. Create and provide a welcoming and physically & emotionally safe environment. staff in culturally responsive practices. Learn & value the cultural history of students & their families. Learn & honor the historical trauma of students & their families. Utilize equitable classroom practices Consider the sensory impact of the physical environment. Remove stimuli that may lead to inappropriate behavior. Use & non-violent communication. Implement bullying prevention activities. Respond promptly & effectively to bullying incidents. Provide Educator assistant Programs for who have National Council for Behavioral Health. Trauma Sensitive Schools Domain 5: Safe and Secure Environments webinar. Helping Traumatized Children Learn: Supportive School Environments for Children Traumatized by Family Violence (Chapter 2) http://www.massadvocates.org/ download-book.php Making Space for Learning (Section 2) Child Trauma Toolkit for Educators Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives (Chapters 1 and 5), Teachers College Press (2016) Supporting & Educating Traumatized Students: A for School-Based Professionals (Chapter 17), Oxford University Press (2013) Wisconsin RtI Center http://www.wisconsinrticenter.org/home.html Center for Non-Violent Communication teams in Non-Violent Crisis Intervention: Use culturally teaching practices: Muhammad, Anthony & Hollie, Sharroky. Use culturally sensitive teaching strategies: The Will to Lead, the Skill to Teach: Transforming Schools at Every Level create a responsive learning environment. (2011). Wisconsin Department of Public Instruction Trauma Sensitive School Learning Modules—Module #7: Trauma Sensitive Environments.
Domain #6: Engage in Community Outreach and Partnership Building Description EOSA-Assessment Strategies Resources Recognize that all students and family/guardians are part of and affected by systems, and thus assume a leadership role in educating and engaging partners in trauma-informed care. Develop reciprocal partnerships with community partners. Value the roles and perspectives of all engaged to promote synergy vs. prescription. Identify community service providers with strong backgrounds working with children and adolescents impacted by trauma. The Heart of Teaching & Learning: Compassion, Resiliency & Academic Success (Chapter 4) . Helping Traumatized Children Learn: Supportive School Environments for Children Traumatized by Family Violence Using Trauma Theory to Design Service Systems: New Directions for Mental Health Services, A Publishing Unit of John Wiley & Sons (2001) Handle with Care program in Kenosha County. (pdf available to download) NYC School Based Mental Health Service Programs.