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Maybe use one of the open rooms in the counseling office as a location for students to go to take a break and have puzzles or activities they can do to "switch the channel" in their brain.  Just laking laps around the school may not give them the distraction they need.

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Group 3:  The article speaks to one teacher responding to Trevor in a positive and understanding manner - giving choices and not demands.  We have been compassionate and expecting unexpected responses all around.

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How do we help students regulate their emotions with themselves when they constantly stare at their screens during break or lunch?

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11.  a variety of electives/choices/extracurricular activities 

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11.  a variety of electives/choices/extracurricular activities 

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Glow: Teachers focus on positive behavior; example PBIS rewards ( DOJO points at ES)

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When providing feedback...start with positive feedback, then negative, and back to positive

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Group 10 - School focuses on individuality 

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Group 10 - School focuses on individuality 

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Where do we find the resources such as time and background information on what triggers students when trying to build relationships

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Where do we find the resources such as time and background information on what triggers students when trying to build relationships

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10 - Finding other ways for older students to demonstrate responsibility and building more competence  

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10 - Finding other ways for older students to demonstrate responsibility and building more competence  

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We develop relationships w/ students.  Examples: Recognizing & acknowledging students in hallways, etc.

Predictability & consistency across Schoology courses

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11. lack of communication throughout the building 

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11. lack of communication throughout the building 

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CLAWS (positive behavior and support system, CICO, prizes)

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Students receive feedback in many forms whether is be academic of behavioral in the classroom

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Need more ways to help students de-escalate from a fight state of mind.  "taking a walk" allows for students to stew on the negative and the fight state they are in rather than calming down. Provide opportunity for students to change their thinking - ex: puzzle, mad lib,  etc.

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positive reinforcement, connections with students, sense of family

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Group 12 OOPS - this belongs in Question.....

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Group 12 OOPS - this belongs in Question.....

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Ignore vs. not ignore bad behavior? How do you know when to ignore or acknowledge bad behavior that might trigger a former trauma.

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11. attention getting behavior - if they are constantly acting out to get attention the article says to not ignore the acting out. Sometimes that might be contradictory 

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11. attention getting behavior - if they are constantly acting out to get attention the article says to not ignore the acting out. Sometimes that might be contradictory 

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can you ever truly get over your trauma?

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Our school could provide more resources such as more guidance counselors, mental health specialists, etc.

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Spacing is difficult because of current COVID situation.
Often times the students who can access the spaces we do have are our special education students. Our regular ed kids would benefit from having some safe spaces, too, to access on a regular basis.

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Identifying student needs and communicating this information to staff

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Identifying student needs and communicating this information to staff

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10. This seem to be older article, so how do we utilize these strategies COVID times? 

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10. This seem to be older article, so how do we utilize these strategies COVID times? 

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Same level of connection from the district level

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During class time, staff is able to give predictably positive attention to students.

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Need time and tools to establish patterns of consistent, intentional, small interactions to help all students.

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How do we create dafe spaces during COVID?

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Getting support for safe rooms.
Outbursts getting recorded because of  livestreaming our classes.

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6. Positive Feedback to Reduce negative thinking

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6. Positive Feedback to Reduce negative thinking

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Making a feedback "sandwich" - positive, negative, positive. Be specific and smile when giving feedback. Give clear feedback so  students won't misunderstand what is being said to them.

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what are other strategies that we can use

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post agendas to create predictability

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Teachers are good at providing positive feedback

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Group 12 Positive comment - HS Special Ed works as a team

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Group 12 Positive comment - HS Special Ed works as a team

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In order to continue to provide students with positive attention, teachers need to practice self-care, so they are not triggered and have the energy to practice patience. It's also important for us to teach students how to care for themselves, and self-sooth in a sense.

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Group 12 - need more background on students

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Group 12 - need more background on students

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The support staff works together like a well oiled machine in every situation to help our kids.  Nothing is not our job!