VIRTUAL �INTEGRATING TRAUMA INTO YOUR SYSTEM�

System Module: Professional Development Plan

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Rename

To ensure we are able to provide you Illinois educator hours (PDHs and CEUs), make sure your name in Participant List shows first and last name

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If you need to rename,

1. Open Participant List from Zoom Menu
2. Right click on your name and select Rename

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Learning Expectations for Virtual Training

Awesome expectations from the team at Sandburg Elementary, SPS186!

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SYSTEMS

• Team-based leadership and coordination (District and School)
• District and School Administrator Commitment
• Ongoing professional development including coaching and performance feedback
• Support for staff in Implementing practices
• Communication/input from stakeholders
• Documentation and Policies

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Items in bold denote core features of MTSS

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

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Module Objectives

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• Using TFI and other data sources identify professional development needs for staff.

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• Develop a professional development plan with identified benchmark data to measure effectiveness. �

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Tiered Fidelity Inventory (TFI)

• Assessment and action planning guide for all 3 tiers
• Team consensus
• Annual completion after fidelity

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• Cultural Responsiveness Field Guide: Resources for Trainers and Coaches

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Checking-in

• Respond to poll question:
• What professional development has been provided to your staff around trauma?
• Self-care
• What is trauma
• What is stress response (fight, flight, freeze)
• What stress response looks like in the classroom
• Impact of trauma on brain development
• Other
• Share additional details in chat (e.g., one time PD, on-going PD, has it been for all, some or few)

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Rationale �Professional Development Plan

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It provides the road map to being trauma informed, and supports us thinking about professional development as an ongoing process.

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It uses data to guide development, implementation and ongoing improvement.

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As we accomplish our professional development goals, we celebrate and then create new goals, all for the improvement of outcomes for our students and staff.

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Multi-Tiered Logic

1. What level of knowledge and application do ALL staff need, SOME staff and a FEW staff?

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2) Staff have different level of needs apply skills with fidelity. How will our systems support those needs?

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Identifying Audience for PD

Tier 1

All staff receive PD on trauma awareness (e.g.: what is trauma, impact on brain, trauma informed practices, understanding of escalation cycle)

Tier 2

Some staff receive PD facilitating trauma informed group interventions and de-escalation during crisis

Tier 3

Few staff receive PD conducting assessments and developing trauma informed individualized plans (e.g., FBA-BIP, wraparound)

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Where to start?

All staff need to have some basic understanding of trauma.

• Self-care
• What is trauma?
• Trauma and the brain
• Fight, flight, and freeze

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Resources

www.midwestpbis.org

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Content > Trauma > Trauma Awareness

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Module 1: Self Care

Module 2: What is Trauma?

Module 3: Trauma & the Brain

Module 4: Fight, Flight and Freeze

Module 5: Classroom Practices

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Sample Questions�Staff Perception of Trauma Informed

• How would you rate your own understanding of trauma and using a trauma informed lens as you come into this training?
• 1 – Very low (not confident in my own understanding and skills)
• 5 – Very high (feel confident in my own understanding and skills and could support others)
• To what extent do you believe the school environment can impact success for a student impacted by trauma.
• 1 – None - a student’s home and community environment are greater factors in a student’s success.
• 5 – Greatly – if a student feels like they are safe, belong, and skills are taught and reinforced they can be successful despite home or community environment.
• To what extent do you believe your own regulation impacts student regulation.
• 1 – Adult regulation has no correlation to student regulation.
• 5 – Adult regulation has a strong correlation to student regulation.

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Get their input!!

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Sample Questions�Staff Perception of Trauma Informed

• To what extent do you believe a student has control over their behaviors when they are in stress response.
• 1 – A person always has control over their behaviors.
• 5 – A person in stress response is in survival mode and has no control over their behavior until regulated.
• To what extent do you believe an educator must know the details of adversity or trauma in a student’s life to response or support in a meaningful way.
• 1 – An educator must know the student’s personal history of adversity to support.
• 5 – An educator can create an environment that is supportive without knowing adversities.

Get their input!!

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Higher Doses of Support Based Upon Need

Universal Screening

Walk-through and Student Data Review

Progress Monitoring

Walk-through, Student Data Review,

Teacher-Collected Data

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Tier 3

Intensive Professional Development

Data-Driven Consultation

Tier 2

Targeted Professional Development:

Self-Management with Peer or Coaching Supports

Tier 1

Universal Professional Development

Training and Self-Management

Adapted from Simonsen et al., 2014

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Components of Professional Development Plans

• Who?
• Intended audience
• Who is delivering?
• What?
• Objectives
• Measurable outcomes
• When?
• Time/Place/Length
• How?
• Activities for teach, model, and practice
• Why?
• Adults need to know the why for importance
• Also, how does it integrate with your plan?

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Key Ideas:

• Be specific
• Focus on building capacity
• Ensure integration

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Sample PD Plan

Components to consider:

• Objectives
• Who will be trained? (consider multi-tiered logic)
• Who will lead?
• How will you know the PD is changing practice?
• How will you know the PD is improving student outcomes?

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Team Time: �Professional Development Plan

• Begin dialogue with your team on your Professional Development plan:
• Do you know the needs of staff?
• How does trauma informed PD align with other initiatives?
• What structures for PD already occur that can be used for delivery (e.g., PLCs, grade level meetings)?

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• Resources:
• Sample PD Plan
• Blank PD Plan Template

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Report Out & Questions

• What topic did you prioritize for your staff?
• When will you provide PD?

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• What questions came up for your team?

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ADDITIONAL SYSTEM CONSIDERATIONS

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Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators, family, �community, mental health partners

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Plan School-wide & Class-wide supports for students and staff:

• Data Systems
• Teaching Systems
• Acknowledgement Systems
• Communication Systems

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�Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

Members (functions) include: Administrator, Tier 2 Coach, FBA/BIP Coordinator, clinician, staff voice & teacher, caregiver, student of any individual plans generated

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, �community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Universal Support

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Creates individualized plans based on function for individual youth and/or Identifies appropriate intensified supports.

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Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

Integrated Teams Include Family Voice, Community Members, Mental Health Partners

Other Problem Solving Process

PBIS as the Interconnected Systems Framework

Which teams/conversations are trauma informed?

Key Messages - Teaming

• Not a separate trauma team
• All team members need a basic understanding of trauma, stress response, and impact on learning
• Expanded team membership (e.g., community mental health partners) brings expertise and alignment
• Facilitators of advanced tier interventions (e.g., FBA-BIP, wraparound) need more expertise
• Use trauma informed lens to align and identify additional supports within a continuum

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What does trauma lens look like in the conversation?

Key Messages:

• Not a separate trauma team
• All team members need a basic understanding of trauma, stress response, and impact on learning
• Expanded team membership brings expertise

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Tier 1 Actions:

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• Assess current systems/practices with trauma informed lens
• Make decisions about systems/practices to abandon, modify and add to support all students and staff
• Build staff capacity of trauma awareness (including don’t need to know the trauma)
• Use expanded data to identify need for additional practices
• Monitor fidelity and outcomes of practices

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What does trauma lens look like in the conversation?

Key Messages:

• Not a separate trauma team
• All team members need a basic understanding of trauma, stress response, and impact on learning
• Expanded team membership brings expertise

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Tier 2 System Actions:

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• Assess current systems/practices with trauma informed lens
• Make decisions about systems/practices to abandon, modify and add to support some students and staff
• Build staff capacity of trauma awareness
• Use expanded data to identify need for additional practices
• Monitor fidelity and outcomes of practices

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What does trauma lens look like in the conversation?

Key Messages:

• Not a separate trauma team
• All team members need a basic understanding of trauma, stress response, and impact on learning
• Some (Facilitators) need a higher level understanding of trauma and skills for identifying trauma informed and function based practices
• Expanded team membership brings expertise

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Problem Solving Team Action Steps:

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• Assess team membership and add team members as needed
• Identify trauma informed and function based practices for behavior intervention plan

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What does trauma lens look like in the conversation?

Key Messages:

• Not a separate trauma team
• All team members and Tier 3 Facilitators need a higher level understanding of trauma, stress response, and impact on learning
• Expanded team membership brings expertise

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Tier 3 Systems Team Action Steps:

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• Assess team membership and add team members as needed
• Ensure representation of wrap and RENEW Facilitators
• Build staff capacity to understand importance of tier 3 plans for youth who have experienced trauma

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1.5 Problem Behavior Definitions

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g.: flowchart) for addressing office-managed versus staff-managed problems.

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Enhancements:

• Policy and procedures for responding to problem behavior are consistent and predictable.
• Policy and procedure for responding to problem behavior promote regulation, repair relationship, and practice skill development.

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1.6 Discipline Policies

School policies and procedures describe and emphasize proactive, instructive and/or restorative approaches to student behavior that are implemented consistently.

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Enhancements:

• Discipline policies encourage (a) regulation, (b) relationship development, (c) teaching skills, and (d) promoting safe, consistent and positive environments.

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Tier 1 – Discipline Process Flowchart

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Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 2-01-20

Classroom Practices:

Physical Environment

PBIS

Sample Crisis Teaching Procedure

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What is it?

An adult routine to help staff stay regulated, and support students in behavioral crisis (dysregulation) to regain self-control.

Crisis Teaching Routine:

1. Praise approximations
• Identify any component of behavior to praise
2. Express sincere empathy
• Students won’t care until they believe you care

3a. Describe inappropriate behavior

• Only focus on one behavior at a time

3b. Simple brief instruction

• Focus on a simple behavior a student should do, rather than stop doing. e.g. “Take one deep breath”

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Repeat 1-3 until student is regulated and is able to follow simple instructions.

Midwest PBIS Network v9-22-20

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Installation and Coaching of Classroom Practices

PBIS

Wrapping-Up

• Thank you for your time today!
• Share any feedback in chat or by email for suggestions to improve for tomorrow.
• Tomorrow’s agenda:
• Sign-in early
• Practices: Crosswalk of PBIS Components
• Data: Evaluation Plan

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Team Time: �Wrap-up

• Finalize any action steps from today’s conversation
• Organize for tomorrow

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