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Linni Fuentes Caballero - Tuesday In- Class: Lesson 4- Designing 

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We discussed the buildings, facilities, and materials from schools who aren't getting proper funding from the counties. As much as the staff is doing a good job working to help the students, but when the building is making people sick, or the wifi continues to go down, or the materials are old and broken, it just doesn't show the kids how important they are from a community level.

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The difficulty of being able to have confidential conversations about what is really going on with our students, other than "they're going through something". Also, how different those conversations are across different counties.

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Building Relationships
Important for students to have a go to person when in crisis

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We discussed how our school is hush hush and won't tell us anything (most times) when something traumatic has happened, we don't get the information, just how to follow directions to support a kid. How can we support them properly if we don't know what happened.

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How virtual learning has changed out teaching and how the students are embracing and adapting to our new styles of teaching.

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It is a vast difference in support among elementary and secondary, as well as within different parts of the county.

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Free fun talk Friday with my fourth grade students. I learn so much about the students joining breakout rooms. (I know everyones dog too!) 

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Free fun talk Friday with my fourth grade students. I learn so much about the students joining breakout rooms. (I know everyones dog too!) 

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Differences in supports among schools especially middle school and elementary school
Hope that we will continue SEL lessons and community building even after hybrid learning

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Sometimes we may struggle to juggle between lesson planning and other job duties and focusing on ensuring our students are okay.

We have to be more trauma-informed as we move back into schools

Being trauma-informed should be for everyone in the school (all staff) not solely SpEd and Counseling at the secondary level.

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Focusing on mindfulness strategies and opportunities for students to socialize during class.

Counselor support is essential at our schools.

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working at our schools - strong counseling department, SEL lessons

We got sidetracked talking about the populations at our schools and the situations specific to them.

wondering how things will be different as we head back in the pandemic

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Important to take care of students needs now vs prioritizes academics

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Important to take care of students needs now vs prioritizes academics

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- We felt like personally we are doing a great job in our classes to incorporate a trauma sensitive culture but on the school-wide level , not sure?

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Variety throughout schools of which supports are in place for both students and teachers.

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Variety throughout schools of which supports are in place for both students and teachers.

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Food Concerns
questions regarding how different levels are experiencing trauma
Supervision

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Will our current socially-distanced interactions affect relationships and interactions for years to come? How do we teach students how to "normally" effectively interact with others?

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Working:
-Our schools have some tools in their toolbox to help teach us things to do
-Systems in place (SEL lessons, PBIS, other Social emotional curriculum)
-Several opportunities to share strengths from each staff member to learn off of one another

Wondering:
-How do we constantly stay the most up to date with new information?
-How is the current pandemic impacting our students and how do we manage their feelings?
-We are given tools but we need more instruction on how to implement

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There are some inconsistencies in delivery of resources and implementation at our different schools. The ideas and information are there, but the execution is not as strong as it should be at our schools.

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Policies are in place but the majority of trauma centered practices come down on the teacher.

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Working= SEL lessons stimulated good conversations/breakout rooms are working
Wondering=How many more ACES might have to address returning to school,?  What supports with be implemented (mental health) returning to school?

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Social emotional lessons on a regular basis

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Location and grade level and public vs. private matter. We also feel that a lot of supports are done individually and not united throughout the school.  The pandemic has made it nearly impossible

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Supports for teachers and students vary from school to school.
Some schools have psychiatrists, family outreach coordinators, wellness initiatives, etc.
Some schools have prioritized staff wellbeing.
A lot of initiatives surrounding trauma informed practices but not consistent/explicit training.

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- Teachers use strong strategies in the classroom.
- Schoolwide and/or County structure is missing
- Not all information given to the teachers to best support them
- Issues/concerns discussed but no follow up
- Support with compassion fatigue needed

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working: Mindfulness rooms and activities, restorative justice

wondering: how COVID will impact our progress

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SEL lessons but not enough time for students to apply and practice

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Communication is important for trauma informed practices. Building relationships.

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With the Trauma- Sensitive School Checklist...

All of felt that our schools were scoring high in classroom technique and strategies. Where we noticed lower scores was working with the community and families. There were many differences with school wide policies.

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Schools are starting to move in the right direction but there's still room for improvement.  It's great that MCPS has built in SEL and morning meeting time daily in the virtual and now hybrid schedules.  We hope that focus will continue.

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Good foundation but room to GROW: 1) PBIS strategies (ex. ClassDojo), 2) Relationship Building (ex. morning meetings extended, 5 minute share time @ start of class), 3)Less time dedicated to SEL and Trauma-Sensitive Learning @ Secondary Level

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Question about the different experiences between elementary, middle and high school.