# data[].attributes.body
-Heterogenous grouping based on data.
-Consider STRENGTHS as well as needs.
-How can peers support learning as models?
-Provide "group-based" skills/expectations for students.

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Discipline procedures/consequences that are trauma informed - Notes from Sept 22, SIT meeting

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Discipline procedures/consequences that are trauma informed - Notes from Sept 22, SIT meeting

# data[].attributes.body
Behavior response through a trauma informed lens
Why is the behavior happening, what is the lagging skill?
Providing ownership to the student to make this situation better.
Teacher clarity - clear expectations

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Conflict resolution strategies to facilitate restoration between peers.

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Conflict resolution strategies to facilitate restoration between peers.

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Potentially connect AIM and other explicit SEL instruction

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Potentially connect AIM and other explicit SEL instruction

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Incorporating relevant and intentional supporting texts and dialogue

# data[].attributes.subject
Incorporating relevant and intentional supporting texts and dialogue

# data[].attributes.body
-explicitly teach vocabulary (Ex: race, culture, gender, etc.)
-evaluate current access to or choose common texts for primary and elementary levels to facilitate conversations around various topics such as equity, race, LGBTQ+, life experiences, etc)

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Consider rapidly evolving "societal norms" and potential impact on children.

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Consider rapidly evolving "societal norms" and potential impact on children.

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-More kids with same-sex parents
-Gender identity and terminology
-These struggles are a modern source of potential trauma for many

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-Use specific instruments, based on research, that assist in reflection and potential action-steps.

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Consistent Language:  Schoolwide adoption of language/terms to foster predictability across all environments

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Consistent Language:  Schoolwide adoption of language/terms to foster predictability across all environments

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-Ideas:  CHAMPS, Second Step/Whole Body Listening, AIM
-Classroom procedures
-Transition protocols
-Deescalating and behavior response (similar language, prompting, questioning techniques)

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-Diversity in texts allow students to identify and find a sense of belonging.
-Mirrors and windows should include many aspects of culture, not just skin color.

# data[].attributes.body
-Recognizing teachable moments and capitalize on it.
-Integrated integrated opportunities in instructional areas.

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-Community awareness
-Parent focus groups/parent training
-Common language with all stakeholders.
-Collective community approach to SEL skills.
-Finding relevant resources to connect with and learn from.

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Strive for cultural competence (Deep Equity)

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Strive for cultural competence (Deep Equity)

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-Understand that various cultures bring students to the classroom at different points of preparedness for rigorous academic standards.

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Support choice, control and empowerment for students, staff, and families

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Support choice, control and empowerment for students, staff, and families

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-Home/family culture helps shape perspective and preparedness.
-Dialogue with specials teachers, student's previous year teacher

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-Expectations/Routines
-Reinforcements
-student-student relationships
-Inclusive classroom
-Discipline procedures are not trauma inducing (i.e. segregation, seclusion, punishment)
-Consider safety of all students (not just student of concern); secondary trauma
-Adding cognitive distractions for all students at the start of the day to mitigate any home factors
-Respond to empathize and validate students first

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Build relationships to promote healing and foster respect

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Build relationships to promote healing and foster respect

# data[].attributes.body
-Class meetings where all students have an opportunity to share
-Consider other avenues for students to express themselves (e.g., notes to teacher)
-continue to celebrate the span of cultures within our school (ex: recognition of announcements, bulletin boards for holidays, etc).
-implement more inclusive common language (ex: using "students" instead of "boys and girls", or "your grown ups" instead of "parents")

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Understanding trauma and its impact on the whole child (physically, mentally, academically, etc)

# data[].attributes.subject
Understanding trauma and its impact on the whole child (physically, mentally, academically, etc)

# data[].attributes.body
-What does trauma look, sound like?
-How can teachers collaborate to understand and formulate strategies to address student needs?
-Work with families to bridge gaps for kids - communicate with purpose, not judgment.
-This may be a long-term, ever-evolving process.