Trauma Sensitive School Checklist - Family
Subset for Families
Galesburg Augusta School District would like to become a trauma-sensitive school.
A trauma-sensitive school is a safe and respectful environment that enables students to build caring relationships with adults and peers, self-manage their emotions and behaviors, and succeed academically, while supporting their physical health and well-being.

In an effort to become more trauma-sensitive, our team at Galesburg-August School District would like YOUR input.

Please answer to the best of your knowledge. If you do not know an answer, please leave it blank.

Please answer scaled questions using the following scale:
1 - Element is not at all in place
2 - Element is partially in place
3 - Element is mostly in place
4 - Element is fully in place

I have students in this/these building(s)
POL01: School contains predictable and safe environments (including classrooms, hallways, playgrounds, and school bus) that pay attention to transitions and sensory needs (e.g. the way things sounds, feel, look, etc.)
not at all in place
fully in place
POL03: General and special educators consider the role that trauma may be playing in learning difficulties at school
not at all in place
fully in place
POL04: Discipline policies balance accountability with an understanding of trauma
not at all in place
fully in place
POL06: Opportunities exist for confidential discussion about students
not at all in place
fully in place
POL07: School participates in safety planning, including enforcement of court orders, transferring records safely, restricting access to student-record information, and sensitive handling of reports of suspected incidents of abuse or neglect
not at all in place
fully in place
CLS01: Expectations are communicated in clear, concise, and positive ways, and student progress goals (academically and otherwise) are consistent for students affected by traumatic experiences along with the rest of the class.
not at all in place
fully in place
CLS02: Students' strengths and interests are encouraged and incorporated/included in school activities.
not at all in place
fully in place
CLS03: Activities are structured in predictable and emotionally safe ways
not at all in place
fully in place
CLS04: Opportunities exist for students to learn and practice monitoring/controlling their emotions and behaviors.
not at all in place
fully in place
CLS05: Classrooms employ positive supports for behavior
not at all in place
fully in place
CLS06: Information is presented and learning is assessed using multiple modes/styles
not at all in place
fully in place
CLS07: Opportunities exist for learning how to interact effectively/well with others
not at all in place
fully in place
CLS08: Opportunities exist for learning how to plan and follow through on assignments
not at all in place
fully in place
CMH02: Access exists to trauma-competent services for prevention, early intervention, treatment, and crisis intervention
not at all in place
fully in place
CMH03: Protocols/processes exist for helping students return to school from other placements (such as suspensions or other educational settings)
not at all in place
fully in place
CMH04: Mental health services are linguistically appropriate and culturally competent
not at all in place
fully in place
FAM01: Staff uses a variety of skills to actively engage and build positive relationships with families.
not at all in place
fully in place
FAM02: Ways to involve parents can change to meet individual family needs, and include flexibility in selecting times and places for meetings, availability of interpreters, and translated materials
not at all in place
fully in place
FAM03: All communications with and related to families respect the bounds of confidentiality.
not at all in place
fully in place
Submit
This form was created inside of Galesburg-Augusta Community Schools. Report Abuse - Terms of Service