Dr. Clay Cook
Secure Relationships as a Necessary Ingredient to Help Students Heal and Recover from Trauma
The social psychology of teaching and learning reminds us that academic engagement and motivation is driven more by ‘who’ is teaching than ‘what’ is being taught. Although secure relationships with educators is important to engage all students, some students are most in need of secure relationships to recover and heal from the negative effects of trauma exposure. This presentation will discuss the importance of relationships for students who experience adverse circumstances outside of school, with specific discussion of an evidence-based approach called Establish, Maintain, Restore (EMR) that provides educators with concrete practices to implement to facilitate relationship building with students who need it the most.
Intervention Programming from Beginning to End: Matching, Mapping, Monitoring, and Meeting (AM Breakout)
A one-size-fits-all approach to intervention programming for students with social, emotional, and behavioral difficulties (SEBD) results in limited success and is wasteful of educators’ precious time and resources. This presentation will discuss an approach to intervention programming that involves personalizing interventions to students with SEBD that has been shown to significantly increase the probability of achieving successful outcomes. Attendees will learn about this approach – intervention matching, mapping, monitoring, and meeting (IM4) – to inform continuous improvement to their efforts to deliver services for students with SEBD
Function-based Approach for Trauma-Exposed Students with Explosive Behavior (PM Breakout)
Students who exhibit explosive behaviors (running out of the class, tearing up a classroom, physical aggression) present significant challenges to educators to maintain safe, orderly and productive learning environments. Too often educators are unaware of how to effectively meet the needs of students with explosive behaviors and, thus may unintentionally engage in practices that make the student worse not better. This presentation will discuss a function-based approach to inform the development of a multi-pronged intervention plan for trauma-exposed students with explosive behavior.
Trauma informed MTSS from the top: Central Office Leadership for Systemic Implementation (AM Breakout)
Envisioning change for all students starts at the top: learn from the emerging work of three Washington state school districts currently building Trauma informed Multi-Tiered Systems of Support (T-MTSS) for their schools and communities. Approaches for superintendents, executive directors and principals to collaboratively identify shared vision and common language for implementing evidence based, student centered practices with fidelity will be shared. Data sources for ensuring that student voice is at the center of all design, as well as tools to unpack current and desired practices, will be highlighted.
(pre)Restorative Practices: Class Meetings (PM Breakout)
Class Meetings or Circles are an effective practice for building positive culture within classrooms and the school. Class meetings set the foundational skills and school-wide readiness for Restorative Practices to be used when harm has been done and repair is needed. Learn the basic ingredients of a class meeting, as well as barriers and opportunities learned from schools implementing class meetings as a universal, Tier 1 strategy. Implementation recommendations for both elementary and secondary class meetings will be included.
Beyond Adverse Childhood Experiences: Resiliency Factors that Improve Life Outcomes (AM Breakout)
Reducing the effects of significant adversity on children’s healthy development is essential to the progress and prosperity of our society. Some children develop resilience, or the ability to overcome serious hardship, while others do not. Even though children exposed to high ACE's generally have shortened life spans due to the negative impact on their physical and mental health, some affected youth seem to survive and eventually live healthy adult lives. Understanding why some children do well despite adverse early experiences is crucial, because it can inform more effective programs that help children reach their full potential. This workshop examines the factors that can help youth "buffer" traumatic experiences with the support of caring adults in schools and in the community. There is a common set of heavily researched factors that predispose children to positive outcomes in the face of significant adversity. Children who demonstrate resilience in response to one form of adversity may not necessarily do so in response to another. Yet when these positive influences operate effectively, they "tip the scales" with positive weight and optimize resilience across multiple contexts.
Vicarious Trauma: Surviving the Consequences of Caring (PM Breakout)
Administrators, educators, and clinicians who work with traumatized children and youth tend to absorb the impact of their negative experiences due to emotional attunement and empathic connection with the child. Additionally, the routine stress of supporting the young person with his/her maladaptive coping behaviors can lead to secondary trauma. Caregivers who routinely care for themselves are more likely to to remain in their respective careers and to provide youth with effective supports. They are also more likely to maintain healthy connections with family and friends and to live healthier lives.
Setting up PLCs: A Step-by-Step Guide to Support PLC Implementation in Trauma-Informed Schools (AM Breakout)
This session will walk leaders and PLC facilitators through the essential protocols that support establishing Professional Learning Communities (PLCs) to support the behavioral, social, emotional academic success of all students. These protocols support staff development in understanding the foundational aspects of collaboration, goal setting in PLCs, and understanding roles and responsibilities of PLC participants. Connections for PLC learning to schoolwide, trauma informed MTSS practices and increased sense of adult belonging/efficacy will be presented.
Trauma-Informed PLCs: Digging into Data and Moving the Needle (PM Breakout)
This session will focus on student data and action plans within PLCs by completing an assessment inventory and instructional initiative inventory, using templates/protocols to review and analyze student data (academic, SEL & behavioral) and creating an action plan and assessing progress of PLC efficacy.
Trauma-Informed Organizational Assessment: Understanding Where to Start and How to Measure Success (AM Breakout)
As school staff become more aware of the impact of developmental trauma on student's ability to be successful at school, many schools are motivated to make system-level changes but are often not sure where to start. This session will explore a framework for undertaking an organizational assessment to determine current practices, identify areas of strength and growth, and develop a plan to guide their journey in becoming more trauma-informed.
Understanding the Brain: The Nueroscience that Drives Student Behavior
By understanding how the brain develops and is structured around survival and neural pathways, school staff can have a better understanding of why some students struggle to conform to school expectations. By identifying alternate explanations for student behavior and increasing empathy and appreciate for student's behavior, staff are able to build relationships with students that allow them to reorganize their behavior in a way that allows them success at school and increases the school staff's feelings of competency in working with students that struggle.
Engaging Traditionally Disenfranchised Families (AM Breakout)
This session will focus on how we can work with families in meaningful ways to ensure the success of their student, their school and, ultimately, their community.
The Trauma-Informed Classroom (PM Breakout)
Participants will learn what the first six-weeks of school and beyond can look like in a trauma-informed classroom and why we should consider re-envisioning our learning spaces to meet the needs of all learners.