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Assessment of Lagging Skills and Unsolved Problems

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Assessment of Lagging Skills and Unsolved Problems

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By Heather T. Forbes

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We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

With each time-out, detention, suspension, expulsion, paddling, restraint, seclusion, and arrest at school, there are children who aren't getting the help they need and are being pushed away from caregivers who could instead be helping them.

The cost to all of us is profound. Overwhelmed, discouraged educators. Frustrated, desperate parents. Expensive placements. Disenfranchised, marginalized, alienated kids. A pipeline to prison.

It doesn't have to be this way.

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We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

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Full Length Documentary

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Maine Public Community Films
Special | 1h 26m 11s

When behaviorally-challenged children enter schools many educators are not able to mitigate the nonconforming behaviors. This film investigates how the system uses discipline rather than effective measures, leading to a school-to-prison pipeline for many disadvantaged students.

Aired: 03/28/19

Rating: NR

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The Kids We Lose | Maine Public Community Films

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Maine Public Community Films Special | 1h 26m 11s When behaviorally-challenged children enter schools many educators are not able to mitigate the nonconforming behaviors. This film investigates how the system uses discipline rather than effective measures, leading to a school-to-prison pipeline for many disadvantaged students. Aired: 03/28/19 Rating: NR

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By Dr. Ross Greene

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By Dr. Bruce Perry

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Dr. Bruce Perry

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Dr. Bruce Perry

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Heather T. Forbes

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Free on Amazon Prime

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A Framework for the Trauma-Informed Classroom

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A Framework for the Trauma-Informed Classroom

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Heather T. Forbes

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A Framework for Comprehensive Student Development

Turnaround for Children's Building Blocks for Learning is a framework for the development of skills children need for success in school and beyond. Each element represents a set of evidence-based skills and mindsets that have been proven by research to strongly correlate to, and even predict, academic achievement. The framework draws from research in multiple fields to suggest movement from lower-order to higher-order skills. Overall, it provides a rigorous perspective on what it means to intentionally teach the whole child - to develop the social, emotional, motivational and cognitive skills in every learner. Turnaround offers the building blocks framework as a contribution to a vital collaborative endeavor to deepen and transform K-12 education.

Click the blocks to learn more:

Click below to learn more:

Watch Building Blocks for Learning

Building Blocks for Learning

Turnaround for Children's Building Blocks for Learning is a framework for the development of skills children need for success in school and beyond.

The Science of Adversity

Dr. Pamela Cantor explains the science of adversity and how we can use this information to design better learning environments.

How Brains are Built: The Core Story of Brain Development

Developed by the Alberta Family Wellness Initiative

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Building Blocks for Learning | Turnaround for Children

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Turnaround for Children's Building Blocks for Learning is a framework for the development of skills children need for success in school and beyond. Each element represents a set of evidence-based skills and mindsets that have been proven by research to strongly correlate to, and even predict, academic achievement.

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By Jim Sporleder and Heather T. Forbes

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The Trauma-Informed School is an all-inclusive guide designed to give school administrators of any school (elementary, middle or high school), step-by-step instructions of how to turn a school of any size into a trauma-informed school. With over 250 pages of content, this guide gives you the protocols you need along with a link to download all the documents needed for a successful implementation.

This well written and well-organized guide was developed from the vast experience of a nationally recognized retired school principal and school consultant (Jim Sporleder) and a nationally recognized trauma expert (Heather T. Forbes, LCSW). The combined work of these two authors is a winning combination that will equip and empower you to become a trailblazer in the area of trauma-informed education.

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The Trauma-Informed School: A Step-by-Step Implementation Guide for Administrators and School Personnel

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The Trauma-Informed School: A Step-by-Step Implementation Guide for Administrators and School Personnel [Jim Sporleder, Heather T. Forbes, LCSW] on Amazon.com. *FREE* shipping on qualifying offers. The Trauma-Informed School: A Step-by-Step Implementation Guide for Administrators and School Personnel

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Center on the Developing Child, Harvard University

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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-Jim Sporleder, Author of Trauma-Informed School

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Beliefs That Inhibit Academic Performance

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Beliefs That Inhibit Academic Performance

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Heather T. Forbes

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Dr. John Medina

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Brain Rules by John J. Medina is a multimedia project explaining how the brain works. It includes a book, a feature-length documentary film, and a series of interactive tutorials.

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By Dr. John Medina

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Maybe we can use with students beginning of the year.

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We can change how available for learning they are.

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A new film by Director Roger Weisberg that explores why some children are permanently damaged by early adversity while others are able to thrive.

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React and Tell vs. Notice and Respond

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5 Critical Steps to Creating a Trauma Responsive School

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5 Critical Steps to Creating a Trauma Responsive School

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5 Steps for Implementing Trauma-Informed School

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5 Steps for Implementing Trauma-Informed School

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Jim Sporleder

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Jim Sporleder

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Jim Sporleder

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Process Flow Chart

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From The Trauma-Informed School by Jim Sporleder and Heather T. Forbes

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Center on the Developing Child, Harvard

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Center on the Developing Child at Harvard University

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by Jack P. Shonkoff, M.D.
March 20, 2020

The COVID-19 pandemic has the capacity to affect every person in the world-and how each individual responds can potentially affect everyone else. In addition to the efforts of courageous health care providers, first responders, and a wide range of workers providing other vital services, countless numbers of selfless individuals are leaping into action to meet the rapidly changing needs of people most affected by the economic, social, and health impacts of this crisis. We at the Center on the Developing Child especially wish to honor and support the extraordinary efforts of our colleagues across the early childhood community who are working tirelessly to assure the continuing availability of essential services while focusing public attention on the many challenges facing families with young children.

For More Information

See more relevant resources on COVID-19.

At this early stage of what is sure to be a long-term challenge, two lessons are already clear.

(1) The immediate effects and long-term impacts of this rapidly changing situation will not be evenly distributed. The stresses of caregiving (for children as well as for adults at greater risk) are rising for everyone. For the millions of parents who were already struggling with low-wage work, lack of affordable childcare, and meeting their family's basic needs from paycheck to paycheck, the stresses are increasing exponentially. When unstable housing, food insecurity, social isolation, limited access to medical care, the burdens of racism, and fears related to immigration status are added, the toxic overload of adversities can also lead to increasing rates of substance abuse, family violence, and untreated mental health problems. We cannot lose sight of the massive consequences of these threats to the health and development of our most vulnerable children and their families-now and for years to come. Yet our hope comes from the dedicated, creative individuals and organizations that are innovating minute by minute to overcome barriers in collaboration with the people they serve-often in the face of threats to their own health and economic well-being. We salute these inspiring efforts and we pledge our support in whatever way we can.

(2) Acting on the best available and most credible scientific knowledge has never been more essential, yet science by itself does not have all the answers. Coming from two very different areas of research, the most highly relevant science-based messages are urging both supportive relationships and social distancing as critical priorities. Prolonged physical separation is absolutely necessary to slow down the progression of a pandemic; responsive social interaction is essential for strengthening resilience in the face of adversity. Reconciling these conflicting necessities and developing effective strategies requires the combined wisdom of rigorous scientific thinking, on-the-ground expertise, and the lived experiences of a wide diversity of people and communities. As we pull out all the stops to prevent broader infection, we must also remain vigilant in caring proactively for those who are especially vulnerable to the threat and consequences of social isolation.

This is a moment in time for all of us to stretch the limits of our abilities and the boundaries of our creative capacities. Our Center is assembling easily accessible and actionable scientific knowledge for supporting the developmental needs of young children and their families in this current context-and we're eager to learn from your efforts so we can, in turn, use our platform to share those insights with others. We're also mobilizing our website and social media channels to shine a bright light on the rich resources available from many other organizations.

The question is not whether we will get through the ordeal that lies ahead-because we will. The important questions are how well we can work together to protect all young children and their families and how much we will learn from this unprecedented challenge and make necessary changes for the future. Please remain connected, stay safe, and share your creative ideas so we can all learn from them.

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Stress, Resilience, and the Role of Science: Responding to the Coronavirus Pandemic - Center on the Developing Child at Harvard University

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by Jack P. Shonkoff, M.D. March 20, 2020 The COVID-19 pandemic has the capacity to affect every person in the world-and how each individual responds can potentially affect everyone else. In addition to the efforts of courageous health care providers, first responders, and a wide range of workers providing other vital services, countless numbers of [...]