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Domain C Behavior Management 01 19 22 (1).pptx

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De-Escalating Student Behavior for Grades K-12

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Copy of Supporting Students w. Disruptive Behaviors

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May need to be Safety Care Trainer Certified to provide this content.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Trauma-Informed Classroom Practices- LIU PD 1.17.22

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Planting the Seeds of Effective Trauma Informed Supervision (Trauma-Informed Lancaster Break-Out Session)

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#2 Trauma 101: A Deep Dive into Trauma for Educators (.5 day)

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#2 Trauma 101: A Deep Dive into Trauma for Educators (.5 day)

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Include the effects of trauma on the brain, types of trauma, brief classroom strategies

Everyone needs Trauma 101 - leaders, teachers, everyone - it is the prerequisite course/level

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Trauma 102: Trauma-Informed Prevention and Response Strategies (.5 day)

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Trauma 102: Trauma-Informed Prevention and Response Strategies (.5 day)

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Specific behavior training on responding to trauma in the classroom, teaching in a trauma-informed manner, classroom environment

i.e. physical arrangement, de-escalation, forced-choice, need for stability and routine, etc...

A few different places to pull materials from: Responsive CR, Midwest 6 Classroom Practices, UDL, RP, CPI

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#1 Trauma 201: Admin/Leadership Trauma Overview (.5 day) 

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#1 Trauma 201: Admin/Leadership Trauma Overview (.5 day) 

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Creating trauma-sensitive schools: policy (requirements), policy review, practice, strategy for schools/districts

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Trauma 202: Trauma-Sensitive Supervision (1 full day)

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Trauma 202: Trauma-Sensitive Supervision (1 full day)

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For leaders/admin- creating trauma-sensitive culture for adults, building compassion resiliency, compassion toolkit, including self-care as a priority (not an afterthought), recognizing signs of secondary traumatic stress & PTSD in staff and responding to it

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Present: Christina, Corinne, Kate

Ideas we shared with each other:

Trauma 101:
-basic understanding of trauma
-could embed time for district-specific analysis of PAYS data
-turnaround offering, or is this a part 2?
-Is it trauma and behavior or more of a zoom-out?

Compassion Resilience:
-July and August?
-monthly network follow-up

Trauma & Behavior 101

Are you a trauma-sensitive supervisor?
-district leaders
-supervisors
-Is this multiple days in a series or is it a menu of offerings?

Next steps:
-Do we create a flyer?
-What is the title, outcomes, description? - set up the next meeting to do this
-Data around retention and burnout - when we market this

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Present: Corinne, Christina, Kate

-created the articulated outcomes
-described levels and lengths of time
- we talked about how a COP is not needed for this as folks can join the MH Network next year

Action steps:
-Share with Brad
-Share with Laura and ask her what she has provided in the past to meet legislative requirements

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Intersection of DEI & TIPA (1)[84] [Read-Only].pptx

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Christina, Kate, Laura present

Laura asked: If we were to prioritize the offerings, what would happen first?
Kate: Leaders first?
Laura: there is legislation that requires an hour of training for all staff. This was placed in the padlet.
Some LEA's would send folks to half day and some will want to do the bare minimum.
Laura suggests to develop the Trauma 101 and make a one-hour module that would be bare minimum and then perhaps a lengthier module is what we offer officially - we have the hour one in our back pocket.
We talked about CVSD offering - to the right.
We have 3 hour and 6 hour eduplanet courses on trauma - Laura wrote those in the past. Laura will send us the back-end document. It follows the legislation to a t.
Marketing - we an create a flyer for contracted offerings - but continue to be flexible as folks contract with us.
If it were non-contracted, SSOS would have to pay for it.
They can be IU hosted but if we do it once with a customer, the development is already covered for the most part. So maybe we build IU hosted only after offering pieces - like 201 can be offered through LIU after I provide at CVSD.
We will likely have SSOS funding for next year but it may or may not go as heavy TI MH as we expect.
Options - do it ENTP and have folks pay for it, but then no development time can be funded through SSOS
It is either free of charge through SSOS or ENTP.
If ENTP we may need to work out a budget. If we are going to charge in the end, all planning comes out of ENTP.

Over the summer, Laura will be creating a new IU hosted event process/plan. This may impact this.

*The legislation also requires a 1 hour training for board members. Perhaps we can look at what PSBA offers.

Christina questions:
Why would we not just use the current eduplanet course as Trauma 101? We can. We may need to audit this and market it. Laura may talk about marketing with Julie or other new processes. There was a 3 hour and six hour.
Can principals suffice the required legislation for TI based on a turnaround offering? It would. They have to report in their Comp Plan. Required one hour over a 3 year comp plan cycle? Best practice may be one hour per year.
Do we need to talk more about a turnaround offering? Does 201 automatically include it? Maybe CVSD won't include a turnaround.
Do we have the time in our roles to do this work?
Christina will have the most days in this area naturally. 26 days in the wider area including school climate.
Kate has 8 days so far but can be raised. Christina has much more time at this point.

Kate/Christina need to consider how to go forward - what we plan/deliver/how to build capacity in SD's? Perhaps that other person is Corinne.

Spending our time this year on this effort - use up any SSOS time remaining this year on learning/gathering.
If we decide ENTP we need to meet with Laura to build a budget.

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Schools must provide employees with training on trauma-informed approaches defined as a a school-wide approach to education and a classroom-based approach to student learning that recognizes the signs and symptoms of trauma and responds by fully integrating knowledge about trauma into policies, professional learning, procedures and practices for the purposes of recognizing the presence and onset of trauma, resisting the reoccurrence of trauma and promoting resiliency tailored to a school entity's culture, climate and demographics and the community as a whole. A reasonable effort must be made to facilitate the training during paid working hours or in-service training.  (1 hour: 1205.7Act 18 of 2019(Statute))

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Schools must provide employees with training on trauma-informed approaches defined as a a school-wide approach to education and a classroom-based approach to student learning that recognizes the signs and symptoms of trauma and responds by fully integrating knowledge about trauma into policies, professional learning, procedures and practices for the purposes of recognizing the presence and onset of trauma, resisting the reoccurrence of trauma and promoting resiliency tailored to a school entity's culture, climate and demographics and the community as a whole. A reasonable effort must be made to facilitate the training during paid working hours or in-service training.  (1 hour: 1205.7Act 18 of 2019(Statute))

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PAYS could be pre-work - send them an organizer and ask them to come with it complete
Discuss as an intro activity
Launch into other ideas

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Trauma-Informed Classroom Practices- CVSD Admin PD 6.2.22