Trauma Informed Care Cadre #1��Welcome ! Glad you are here�If you have not registered please use QR code or place email in

Chat Box . Thank you !

MEETING TOOLS

This Photo by Unknown Author is licensed under CC BY-SA

This Photo by Unknown Author is licensed under CC BY-ND

Cadre Objectives

This Photo by Unknown Author is licensed under CC BY-NC

• Virtual training on Trauma-Informed Care for Educators (synchronous) - focused on students attending school in-person.

Participants will learn the effects of trauma on children and adolescents and strategies that school personnel can use to ameliorate the negative effects.  Participants will also learn about creating a trauma informed educational system/approach and ways to collaborate with other systems to improve interactions with trauma exposed children.

• Virtual training supplement on Trauma-Informed Care for Distance Educators (synchronous) - focused on students participating in distance learning.

Participants will learn how to apply TICE concepts to distance learning applications.  Must have previously attended TICE training focused on students attending in-person.

• An on-line self-paced module for Trauma-Informed Care for Educators (asynchronous) - focused on students attending school in-person and participating in distance learning (covers both groups).

​

• A synchronous system of coaching/support via the development of a SESC TICE Cadre that would help in the implementation and follow-up via quarterly "drop-in meetings" for cadre participants.  This would focus on in-person and distance learning situations.

�

The Plan

Let’s have some FUN with ZOOM so we

can engage together!

​

1.

2.

3.

Other?

Where did this come from?

10

CDC

KDE

Districts

Coops

Each cooperative will work with Kentucky Healthy Schools Team and other KDE staff to address the social and emotional climate and learning based on their needs assessment.

Needs Assessment

11

Needs Assessment

12

This data represents…

• 58 responses
• includes at least one response from all 27 districts
• from a wide range of respondent roles (Superintendents, DoSEs, Principals, Counselors, Psychologists, other district admins).

​

13

Trauma Responsiveness with Distance Education

14

Other Needs:

15

• High frequency of mention:
• How to manage stress and anxiety

​

• Moderate frequency of mention:
• Training on mental health wellness and healthy coping for staff and students
• Training on Social-Emotional Learning (SEL) curricula and programs
• Training on Trauma-Informed Care (specifically for how to recognize signs of trauma and the impact of pandemic related trauma on students and staff).
• Training related to virtual delivery of instruction, virtual student engagement and virtually meeting students’ academic and social-emotional needs.

SESC’s Plan & Priorities:

16

• Create 2 Trainings:
• Trauma-Informed Care for Distance AND In-Person Educators
• Asynchronous, online self-paced training module
• Collaborating with UK’s Center for Trauma and Children
• Trauma-Informed Care Supplemental Training for Distance Educators
• Synchronous, virtual training
• Convert current TICE Trainings into virtual formats
• Expand capacity and reach
• Create a TICE Coaching Cadre
• 4 virtual meetings
• Include focuses on stress and anxiety management and other areas of mental health support

​

SESC’s Target Dates:

17

• Create 2 Trainings:
• Trauma-Informed Care for Distance AND In-Person Educators
• Mid October
• Trauma-Informed Care Supplemental Training for Distance Educators
• Early October
• Convert current TICE Trainings into virtual formats
• November (some available now through state coop network)
• Create a TICE Coaching Cadre
• October, December, February, April

​

SESC’s Target Dates:

18

• Collaboration with UK’s Center for Trauma and Children
• Ongoing for training module development
• Basic TICE Training Dates - Sept 22-23, 2020 (virtual for implementation teams)

​

​

Specific dates and registration information is still to come

SESC District Participation in UK Trauma-Informed Care for Educators (TICE) Learning Collaboratives

TICE Trainers

TICE Learning Collaborative Participation

TICE = Trauma-Informed Care for Educators

Where to Learn More and Keep Current:

20

Where to Learn More and Keep Current:

21

Where to Learn More and Keep Current:

22

https://bit.ly/SESCtrauma

Focus on Implementation

vs.

Practice

Framework

Related Evidence-Based Frameworks

Active Implementation Frameworks

A Framework is Critical

Classroom Practices:

Physical Environment

PBIS

If We Aren’t Careful…

Classroom Practices:

Physical Environment

PBIS

Shared Characteristics of RTI and PBIS represent the Core Features of MTSS

Overview: Virtual Tier I Team Training

29

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

• Specific academic assessments and interventions
• Use of published curricula selected by school or district
• Use of direct assessment of skills
• Periodic assessment through benchmarking periods
• Focus on grade-level teaming
• Described in IDEA as special education eligibility determination approach

​

• Focus on teaming
• Scientifically based �interventions
• Instruction as prevention
• Tiered continuum of supports with increasing intensity based on need
• Regular screening for early intervention
• Use of a problem-solving model and data-based decision rules
• Emphasis on improving quality of implementation
• Embedded into school improvement plan

​

• Specific social behavior assessments and interventions
• Use of free materials that are adapted to fit the school’s context
• Use of indirect assessment of behavior
• Continuous assessment of social behavior with existing data sources
• Focus on schoolwide teaming
• Described in IDEA as schoolwide prevention and individual intervention approach

​

​

Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 2-21-19 Midwest PBIS Network

PBIS

Shared Characteristics of RTI and PBIS represent the Core Features of MTSS

Overview: Virtual Tier I Team Training

30

1. Team based leadership and coordination
2. Fidelity measurement
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based decision-making
• Comprehensive universal screening (for systemic and early access)
• Regular progress monitoring
5. Ongoing professional development including coaching with local content expertise
6. Action/improvement planning

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Core Features of MTSS

Updated 2-21-19 Midwest PBIS Network

PBIS

Break Time!

Step or look outside!

Be ready to share 1 thing you saw!

PBIS

Teaming - Guiding Questions

​

• Do you have a district team and/or school team?
• Appropriate membership/representation?
• When, how often do you meet?
• Do you have an agenda that includes the core framework elements?
• Data (Fidelity, outcome, and progress monitoring measurement)
• 3-Tiered supports
• Professional development needs
• Review/update of Action Plan items

​

Training Teams

Breakout Rooms (10 min)

• Person with closest upcoming birthday is group leader and facilitates discussion

​

• Tell each other about status of your team (who is on it, when do you meet, what’s your focus, or what is your plan for starting a team?)

​

Questions about Teaming?

Tiers of Support - Resource Mapping

Resource Mapping

How could these be trauma-informed?

(social, academic, intervention groups)

Tiers of Support - Resource Mapping

Breakout Rooms (10 min)

• Person with most recent birthday is group leader and facilitates discussion

​

• Tell each other about…
• Things you already have in place.
• Gaps you identified.

​

Questions about Resource Mapping?

Resource Highlight

Resource Highlight

Agenda for Future Cadre Meetings

• Fidelity measurement
• Data-based decision-making
• Comprehensive universal screening (for systemic and early access)
• Regular progress monitoring
• Professional Development planning

This Photo by Unknown Author is licensed under CC BY-SA

https://sites.google.com/sesccoop.org/sesccoop/home

Kentucky Teacher:

New KDE ‘Keep, Stop, Start’ survey seeks ideas from across the state on future of education

The Kentucky Department of Education (KDE) has opened a community survey to gather ideas and thoughts from school officials, educators and other partners across the state to help guide strategy on what the future of education should look like in Kentucky.

The Kentucky Education Feedback Survey opened Oct. 5 and will close at 11:59 p.m. ET on Nov. 20. It asks for input on what KDE and districts should “KEEP Doing, STOP Doing and START Doing.” It takes about 5 minutes to complete.

This Photo by Unknown Author is licensed under CC BY

Trauma-Informed Care

Cadre

Trauma Informed Care Cadre –

Oct 20, Dec 4, Feb 10, April 14

​

10am-noon

Register on the SESC website event page

https://sesccoop.org/events/

We will email you:�� Proof of EILA Certificate� PowerPoint� Feedback/Evaluation link – . ��Please remember to check your Clutter and Junk mail ….��Next cadre date: December 4,2020 �

​

​

Enter your email into the chat box

OR

If you did not register please use QR code

Agenda for Future Cadre Meetings

• Fidelity measurement
• Data-based decision-making
• Comprehensive universal screening (for systemic and early access)
• Regular progress monitoring
• Professional Development planning

Links for next Cadre meeting

Sample evaluation plan

Fidelity Measures

• Tiered Fidelity Inventory (TFI) Trauma Companion Guide
• Tiered Fidelity Inventory (TFI) Trauma Enhanced Walk-through
• Trauma Sensitive Schools Checklist
• Wisconsin Trauma-Sensitive Schools Fidelity Tool

Midwest Resources

-In-person trainings

-all trauma resources

​