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Victoria E. Romero Ricky Robertson Amber Warner

Day 3 of series: Post-Covid-19

IMPLEMENTING STRATIGIES THAT FOSTER ORGANIZATIONAL WELLNESS FOR STAFF & STUDENTS

www.buildingresilienceinstudents.com Michael.Petersen@corwin.com

Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach

Day 3 of series: Building Resilient Students Impacted by ACEs: A Whole Staff Approach- IMPLEMENTING STRATEGIES THAT FOSTER ORGANIZATIONAL WELLNESS FOR STAFF & STUDENTS: Post COVID-19

Zoom keeping info:

* David Chun is our Zoom technician

* You’ve been assigned to a BREAK-OUT ROOM

* Main meeting is being recorded- BREAK-OUT ROOMs are not recorded

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Everyone in the schoolhouse has to MASLOW before they teach or learn BLOOM

How will the 2020-21 year begin for SCOE’s schools?

Continued e-teachingor

Honoring physical distancing

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Current TTFRPractices

Year 12020-2021

Year 32022-2023

Year 52024-2025

Talk - ___%Sense of belonging

Trust- ___%Relationships

Feel- ___%Emotional Regulation

Repair- __%Restorative Practices

EducatorResiliency (self-care plans; after school exercise/yoga classes; tap in/tap out; fun social events etc.)

Organizational Wellness/ResilientPractices - MASLOW

Year 2019-20Debriefing

Staff PD beforeStudents return

2020-21 2 weeks

2020-214 weeks

2020-218 weeks

Talk - ___%/15Sense of belonging

Trust- ___%/13Relationships

Feel- ___%/10Emotional Regulation

Repair- __%/4Restorative Practices

EducatorResiliency (self-care plans;

non-certified staff handles recess/lunchroom duties; restorative process for resolving staff conflict, tap in/tap out; fun social events etc.)

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Break 2020-21 into BITE SIZE chunks 2 weeks > 4 weeks > 6 weeks

Stages of Collective Coping

§ Denial –violating social norms

§ Acceptance- world is different now

§ Adaptation – adjusting to a new normal

Educators had to jump immediately to ADAPTATION to salvage, as best we could, the 2019-20 school year.

Before we begin the 2020-21 school year, we need time to take a deep collective exhale!

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Subtitle

Participantswill…

• Focus on organizational wellness- reopening schools 2020 -21

• Examine CONSTRUCTIVE CONSEQUENCES of COVID-19

• Begin using a 2 week > 2 months> next 2 months strategic planning template to consider the next best steps for your school/district.

• Be prepared to respond with loving understanding “But that’s not the way my mommy did it.”

• Have a list of additional resources in ppt.

Guiding Questions

‘Everyone in the schoolhouse needs to Maslow before they can teach and learn Bloom’

Teacher Dwayne ReedChicago Public Schools

How would I rate the organizational wellness of my school?

§ How can I prepare, in advance, my staff for the changes we will need to make?- Who can do what now?

§ How can I prepare, in advance, the families of my students for changes we will need to make?

- Who can do what now?

§ How will I know when all are ready toresume academic work and what evidence of readiness will I need tomake that determination?

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This Photo by Unknown Author is licensed under CC BY-NC-ND

+ Part of our genetic make-up is the ability to recover

quickly from difficulties, misfortune, a disruptive change

+ ORGANIZATIONAL WELLNESS- what protective factors are in place and consistently practiced in your school (caring relationships; opportunities for meaningful participation, firm guidance, a social-emotional curriculum)

www.buildingresilienceinstudents.com Michael.Petersen@corwin.com

Subtitle

Current TTFR

schoolwidebehaviors/actions

List of examples of TALK, TRUST, FEEL, REPAIR behaviors and actions on Handout page 89-90

Review list and check all that are currently being implemented schoolwide for staff & students

Enter the %s in the first column of ORGANIZATIONAL WELLNESS aka BUILDING RESILIENT BEHAVIORS template

Based on Ricky’s and Amber’s PD, what are your concerns about school opening post COVID-19?

This is your baseline MASLOW data

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Organizational Wellness/ResilientPractices – pgs 89-90

Year 2019-20 Staff PD beforeStudents return

2020-21 2 weeks

2020-214 weeks

2020-218 weeks

Talk - ___%/15Sense of belonging

Trust- ___%/13Relationships

Feel- ___%/10Emotional Regulation

Repair- __%/4Restorative Practices

EducatorResiliency (self-care

plans; non-certified staff handles recess/lunchroom duties; restorative process for resolving staff conflict, tap in/tap out; fun

Organizational Wellness/ResilientPractices - MASLOW

Year 2019-20Debriefing

Staff PD beforeStudents return

2020-21 2 weeks

2020-214 weeks

2020-218 weeks

Talk - ___%/15Sense of belonging

Greet staff before workday w/ a funny or motivational video

Trust- ___%/13Relationships

Our vision/mission statement has language that promotes resiliency that we review every year and evaluate at year’s end

Feel- ___%/10Emotional Regulation

The adults model SEL behaviors

Repair- __%/4Restorative Practices

We have a restorative process for staff-staffconflicts

EducatorResiliency (self-care plans;

non-certified staff handles recess/lunchroom duties; restorative process for resolving staff conflict, tap in/tap out; fun social events etc.)

Our MTSS includes a procedure teachers can use to de-escalate themselves

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Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

12 minutes

Enter your Break-Out Room Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for s

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

REFRESH & REBOOT Get acquainted!

What do you recall from Ricky’s & Amber’s PD

ACEs & Educator Resiliency

Share your concerns about 2020-21 school opening

Be as specific as you can in your responses, citing evidence

from their presentations.

One person summarize your group’s major concern and

submit group response in chat box.

COVID-19

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ACEs in California-Center for Wellness

From: https://centerforyouthwellness.org/wp-content/themes/cyw/build/img/building-a-movement/hidden-crisis.pdf

• ACEs are prevalent across race/ethnicity with Asian, Pacific Islander reporting slightly lower levels of exposure

• Trauma is prevalent across race. However, how trauma is responded to can be shaped by bias, institutional racism and systemic oppression

All of these 0 ACEs are now turquoise

Why Educators’ Emotions Matter-Yale Center for Emotional Wellness & New Teacher Center 2018 research summary

Attention, memory, and learning. Joy and excitement harness attention and promote greater engagement. Stress disrupts concentration and interfere with learning new things.

Decision-making. People in pleasant moods tend to evaluate individuals, places, and events more favorably compared with people in unpleasant moods. Negative moods create fixed mindset and negative biases.

Relationships. Emotions are signals. The emotions that teachers feel each day in class influence teacher-student bond. Teachers who display frustration and anger often alienate students which influences their students’ sense of safety and belongingness in the classroom. Students will not want to learn.

Health and well-being. How we feel influences our physical and mental health. Positive moods are associated with higher levels of serotonin, which has been shown to curb one’s appetite. Hypertensive, heart disease, alcohol/drug use

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Compassion fatigue leads to Burnout

When humans are stressed, we are more likely to rely on cognitive heuristics cognitive heuristics aka bias

Chronic stress > Burnout > Increased Bias

We will be spending a good portion of our time planning for school opening!

¹TJ Johnson et al. The Impact of Cognitive Stressors in the Emergency Department on Physician Implicit Racial Bias – Academic Emergency Medicine- Feb 2016²Carol Peckham. Bias and Burnout: Evil Twins - Medscape - Jan 12, 2016

Based on this information and the Yale Study, we need to prepare ourselves first!

This Photo by Unknown Author is licensed under CC BY-NC-ND

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Subtitle

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff & students?

C19CC

The Importance of Reconnecting to Your WHY & WHAT

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for sBased on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

“When you know your WHY, your WHAT becomes more impactful!” Michael Jr.

Version 2 of Music Teacher Daryl Duff’s AMAZING GRACE everybody went to church!

A COVID-19 (aka C19CC) Constructive Consequence: Sense of Urgency learning

Reconnecting to our collective WHY to our collegial WHAT

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Victoria’s, Ricky’s & Amber’s WHY & WHAT

§ Behavior is a form of communication-ACEs, neuroscience, social scienceThe brain can grow new dendrites - protective strategies mitigate ACES

§ There are adult ACEs survivors working with youth living with ACEsUnderstand who we are – have social-emotional supports for the adults

§ Our professional standards require skills in social emotional wellbeing for staff & students

§ There are schools transforming their culture to be more trauma-sensitive and seeing behavior & academic gains

§ 2020-21 School Opening after the collective trauma of COVID-19 must be meet the needs of adults, students & families

Use them to start the discussion about organizational wellness

What do these educators KNOW and DO that the rest of us can learn

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

Return in 10 minutes

Enter yourBreak-Out roomWhat have you learned about yourself, your colleagues, your students & their families C19CC ?

How can you use that as leverage for adding trauma-sensitive behaviors in practice, policy & procedure?

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for sBased on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

POST COVID-19 Your WHAT & WHY

1. SELF-REFLECTION BEFORE YOU SHARE –Write your responses

3 minutes

2. Share your WHAT & WHY7 minutes

www.buildingresilienceinstudents.com Michael.Petersen@corwin.com

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BRISIBACEsTrauma-sensitiveaka instituting protective systemsRTI Model –Strategies for supporting organizational wellness for staff& students.

Look for examples in 2 schools of protective systems for staff & students

HANDOUT PAGE

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Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

Return in 10 minutes

Enter your Break-Out Room

Evidence of organizational wellness for staff & students?

Evidence of Transformationist behaviors (staff relationships,adopting new actions, the satisfaction of new competencies)in staff & students

How do you imagine school opening will be for these 2 staff?

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Evidence of Organizational Wellness- Staff

§ Staff is a functioning learning community

§ Staff on the samepage

§ Staff adheresto values & non-Negotiables

§ SEL integratedin curriculum§ Staff cares for each other

§ Evidence of impact of organizational wellness-Students

§ Students beliefs transformed –‘we’

§ Opportunity to practice SEL skills

§ Take responsibility for behavior

§ Tier II & III kids assigned to adult

Resiliency behaviors you’ll

see when you implement

strategies for

organizational wellness.

SELF-REFLECTION:

When you think about the

adults currently in your

school, how many

demonstrate resilient

behaviors?

Write that number down

and later add the names.

These are your IDEA people.

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Promote social-emotional supports

Equal care & emotional protection

Continuous learning & collegial relationships

Empowerment

We Are One

No Excuses

Data reflects work smarter, not harder

In 80s, HIV-AIDS epidemic was the new day!

In the 90s, mass shootings on our K-12

campuses began the new day.

2019-20 COVID-19 is our current new day!

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COVID-19 got our collective attention !

Collectively value working on organizational wellness!

How can we leverage our collective traumatic experiences to improve organizational wellness in the time we have before 2020-21 start up?

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SYSTEMS CHECK-

Self-assessment

What are you currently doing in your school for staff development?

HANDOUT pg

HANDOUT pg 89-90

Organizational wellness (classroom & schoolwide management systems) are grounded in strong SOCIAL-EMOTIONAL LEARNING development

SEL Competencies SELF-REFLECTION

Be thinking of ways you can modify each competency into a strategy or activity for staff PD before students return.

5 mins

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Educator resiliency first! • Review school’s vision and mission

statement and revision with SEL competencies• If necessary, rework or create working

agreements (use to be school rules) that will apply to the adults and students• Create a survey to assess emotional

needs of staff (survey monkey)• Meet with counseling staff & discuss

how they can support the socioemotional needs of staff• Convert staff room into wellness room

(e.g. take out a table and add a couch; fresh flowers on tables, soft lighting, encourage monthly potlucks)

• Introduce Bitesize Resiliency strategies

WHY?

1. Everyone was impacted emotionally by COVID-19. Some physically.

2. Provide opportunity for expressions of grief and emotional release.

3. STAFF-CARE PLANS Encourage all to share what they are prepared to do to support each other.

4. SELF-CARE PLANS Encourage all to add objectives to their professional goal setting plans.

5. If you are the administrator, ask what they need of you.

WHAT

Review school’s vision and mission statement and RE-VISION with SEL competencies

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Our vision is to forge strong, positive connections with students so they can achieve independence, build confidence, and gain academic knowledge.

Our vision is to foster resiliency by providing a teaching and learning environment that is socially and emotionally safe so teachers and students can achieve their full potential, build confidence, and gain academic knowledge.

Our mission is to provide a safe haven where everyone is valued and respected. All staff members, in partnership with parents and families are fully committed to students’ college and career readiness. Students are empowered to meet current and future challenges to develop social awareness, civic responsibility, and personal growth.

Our mission is to provide a safe environment where staff, students and families feel valued and respected. All staff members, in partnership with parents and families are fully committed to students’ cultural, college and career readiness. Students are empowered to meet current and future challenges to develop social-emotional competencies.

If necessary, rework or create working agreements (aka school rules) that will apply to the adults and students – HANDOUT pg 201-202

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School in WA state

Had the right ingredients, but…

§ RULER (Yale Center) & PBIS

§ Support staff – including 2 licensed clinical social workers, behavior specialist

§ Young, inexperienced teacher corps

Had no collective agreement on WHY & HOW to work well with each other.

Gentle reminder:PBIS,when implemented to fidelity to the model reduces discipline problems, suspensions and expulsions and improves the school’s overall academic outcomes because it creates a climate conducive to learning.

PBIS, however, is not a SEL curriculum

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All staff list of needs Collegial support needs Staff needs of Principal

Seattle teachers get 2 PD days before kids returned. So principal sent BRISIBACES to staff homes in July. Staff was prepared to take advantage of the 6 hours she allotted of that precious time!A few days later, Ricky helped the counselors set up our MTSS support system.

PATH was defined in language that addressed adult and student behaviors

Completed before students returned.

School rules changed to school VALUES

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Introduce Bitesize Resiliency strategies

Bitesize Resiliency- Dr. Bryan Sexton, Duke U

3 Good Things-for 15 days

Gratitude texts/emails

Affirmations & quotes

Humor

You at your best

Act of kindness

Exchange signatures

Resiliency writing

Active listening

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Convert staff room into wellness room (e.g. take out a table and add a couch; fresh flowers on tables, soft lighting, encourage monthly potlucks)

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IT’S OK NOT TO BE OK!!

C19CC and Realities

1. We are not the same people.

2. We have new social-emotional needs.

3. We need to promote the feeling of a strong school community.

Our students & families are not the same.

The same is true for our students.

Everyone needs to feel emotionally safe & secure

Create a survey to assess emotional needs of staff (survey monkey) before staff school opening PD

Meet with counseling staff & discuss how they can support the socioemotional needs of staff during school opening PD and for the first 2 weeks > next 2 weeks etc.

Assumption- EVERYONE is on the NOT OK continuum

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School Opening – Post COVID-19 Staff PD before students return

NOW

THEN Staff PD before kids return

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Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

Step 1Bringing emotional closure to the2019-20

school year!

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for sBased on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

Before staff leave for a well-deserved break,

How can you BE OF SERVICE and help them:

UNPLUG & ANCHOR ?

CHARGE UP ?

What’s your SELF-CARE plan?

www.buildingresilienceinstudents.com Michael.Petersen@corwin.com

Step 1: What actions can you take to support staff NOW & WEEKS 1 & 2?

UNPLUG & ANCHOR CHARGE UP BE OF SERVICEZoom check-ins NOW10 mins Face-to-face check-in daily meetings before school begins THEN

Share heathy recipes on google doc, organize FITBIT or video exercise Teams NOWContinue throughout school year, potlucks, concert staff room into a wellness room THEN

Zoom meeting sharing things staff are doing in their homes/communities NOW

Strategies for caring relationships, Tap in/Tap out; SEL working agreements, restorative process for adults THEN

Invite staff to share how they UNPLUG & ANCHOR on a shared google doc. NOWAdd daily mindful moments after lunch recess/during advisory THEN

Share BRISIBACES website & FB page for RESOURCES in SEL pedagogy & self-care NOW

Incorporate SEL focus, positive feedback about organizational wellness Monday & Friday PA announcementsTHEN

Conduct survey soliciting needs of staff (survey monkey) NOW

Share survey results at summer PD and use to establish working agreements THEN

Reorganize job responsibilities e.g. counselors available for therapeutic support; nurse needs to know how to handle physical complaints that may stem from emotions; both need to establish relationships with community agencies THEN

Organize a MTSS team that will provide support for classroom staff & students- PD for non-classified staff on restorative practice- Remote communication tools for support team NOW & THEN

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70-80% readiness to try

15% need additional support

5% ?

STEP 2: Review your assessment of the TTFR on pg 89-90 - BASELINE

1. How can you get 70-80% of your staff to agree to implement working agreements (like you saw in Pearl-Cohn,Fall-Hamilton, video & WA school) that align w/ 5 SEL Competencies?

2. What are some possible challenges or barriers ?

Self-reflection processing- 5 mins

STEP 3 Organizational Wellness: Whole school & classroom pg160

Who will your GO-TO TEAM be?

What % of your staff are ready to benefit ?

What steps do we need to take to ensure schoolwide culture is trauma-sensitive? PD>2 week > 4 week

Frequent measures of organizational wellness?(survey monkey)

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Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

Enter your Break-Out Room Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for s

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

2019-20 CLOSING ZOOM STAFF MEETING

1. Problem solve, discuss strategies, approaches for meeting staff social-emotional needs in debriefing

2. How can you end the year & create a sense of urgency for 2020-21 organizational wellness?

Specify challenges and barriers and see if group can help with solutions

Return in 15 minutes

www.buildingresilienceinstudents.com Michael.Petersen@corwin.com

70-80% readiness to try

15% need

additional support

5% ?

1. Who are the people at each level?

2. Know the symptoms of

compassion fatigue & burnout (in ppt

resources)

3. Increase SEL predictability

(routines & TTFR procedures)

4. Identify resources (human, video,

articles, peers-critical friends)

Staff (survey monkey)

Who can help me problem-solve & plan? (Don’t forget your SEL needs- peer support)

What will I need?

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TTFR

Practices

Fostering Organizational Wellness

2020-2021

Process School opening

Talk - ___%

Sense of belonging

Reconnect WHY &

WHAT

Revisit vision/mission, establish school values, create whole school working agreements; how will we (adults) support each other

Virtual mtg w/ key stakeholders (teacher-leaders,

district level, counselors, parent).

Use videos from today or others that are more

relatable to start discussion about action steps to

organizational wellness.

Action steps for :Staff PD before school begins

Informing FamiliesTeaching & practicing w/ students

Trust- ___%

Relationship building

Team re-building, bonding, bitesize resiliency & mentors for new teachers, engaging non-certificated staff in whole school

organizational wellness (SROs, cafeteria, custodial, bus drivers, office staff etc)Consensus about rebuilding relationships with students & families

Create a survey for staff before back to school PD

days assessing their social-emotional needs, what

they have learned about families and input

regarding organization wellness plan.

Back to school BBQ w/ time carved out to share organizational wellness w/ families, how they can support staff. May need a

series of meetings with families before students return.School assemblies for students ( could include student leaders presenting) to explain student/staff working agreements

Feel- ___%

Emotional

Regulation-healthy

release valves

PD for all certificated & non-certificated staff in strategies that support de-escalating self, students, parentsConsider strategies as working agreements

Intro w/ videos Edutopia.org has excellent videos Adopt a SEL curriculum or use 5 SEL competencies to create schoolwide actions

Establish & share procedures in writing in teacher handbooks, parent handbooksTeachers can integrate into their classroom/advisory times; cool down corners in classroom, Ready2Learn room

Repair- __%

Restorative Practices

PD for all non-certificated & certificated staff in strategies about how to repair adult-adult , adult- student relationships.

Videos Edutopia.org, Sample template for adults on pg 202 in bookWho best on staff can create a MTSS process for students

Share w/ families & teach students how to talk, listen, and repair relationships as part of classroom/advisory management systems

Educator

Resiliency (self-care

plans; after school

exercise/yoga

classes; tap in/tap

out; fun social

events etc.)

Use RESILIENCY BEHAVIORS pg 54-55 as a guide to define what resilient behaviors can look like in the workplace.

Plan needs to include supporting staff throughout the year- staff lunchroom/workroom promotes belonging, emotional safety

Continuously assess where staff are as you implement 2 week> 4 week > 6 week implementation(1st week = after school briefings; shared google doc, refocus Monday before school begins & repeat at the start of the student day)

WHAT WHO WHEN

Bonding Activities

Sense of belonging & Trust

Any staff member can suggestShould be fun & silly stuff

Before school year begins, throughout the year, especially after long holiday breaks

Effective Team Behaviors

Trust & Relationships

Depending on school- professional PD or whole-school PLC reading and discussing articlesURL to article on pg 148

Before school year begins to create schoolwide norms and working agreements

Restorative practices-Staff

Emotional regulation & relationships

Whole school reading & role playTemplate on pg 202

Before school year begins & reviewed throughout the year

Self-care & caring for colleaguesTTFR

Each staff member & whole school discussion – URL resources on pg

Before school year begins & reviewed throughout the year

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Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students? Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for s

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

Organizational Wellness- Increase PredictabilityStaff PD before kids return Weeks 1 & 2 – Student

returnTALKSENSE OF BELONGING

TRUSTRELATIONSHIPS

FEELEMOTIONAL REGULATION

REPAIRRESTORATIVE PRACTICES

EDUCATOR RESILIENCY

This Photo by Unknown Author is licensed under CC BY-NC-ND

As soon as those school doors open andthe excitement of returning wears off…

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The real work begins!

Will some students be online for a portion of the day?

While the other half will be in school

And staff meetings will never be the same!

PLAN B if e-teaching continues or schedules have to accommodate physical distancing

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If we need to continue SHELTER in PLACE or maintain SOCIAL DISTANCING…

1. Extra effort to ensure all students have Chromebooks and wi-fi access

- Learning in the parking lot: WDMCS bought wifi hotspots for

every building- disseminated Chromebooks by need.

- PHX SD & Manatee FL- put hotspots on busses

2. Alternative scheduling to reduce class size (may mean shorter school hours for kids) or ½ of the students work online (w/instructional assistant) and the other ½ are in physical school-switch places

3. Current teachers returning in fall, keep same group of students (grade level/advisory)

4. Classes of retiring teachers stay in tack

5. Continue PD and exchanging best practice for online teaching, fostering resiliency

6. Weekly phone check-ins with families; curbside breakfast & lunch distribution

No one would have consciously chosen this trauma.

But we can consciously choose how we respond to it. Alain Hunkins Corporate Leadership Coach

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Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

Reminder, we can support you

- Coaching- PD with staff

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for sBased on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

www.buildingresilienceinstudents.com Michael.Petersen@corwin.com

Learning Experience Feedback Survey

kickup.co/CorwinLearningExp

[consultant to add here: workshop name][consultant to add here: consultant name(s)]

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Additional Resources§ A School’s Journey Toward Trauma Sensitivity https://youtu.be/yvXrmi5kbi0

§ Becoming A Trauma Sensitive School: How Do We Get There? https://youtu.be/ipGYaTUm3GY

§ What Teachers Worry About During COVID-19 closure https://www.youtube.com/watch?v=JjEwZmMs9Dk

§ Check out our website’s RESOURCE & BLOG pages www.buildingresilienceinstudents.com

§ Join our Constant Contact group @ buildingresilientstudents@gmail.com for notices about updates to RESOURCE & BLOG

§ To learn more about PD options with Victoria, Ricky and Amber, Contact Mike Petersen at 805-341-8069 or Michael.Petersen@corwin.com

§ Tap in- Tap out: Process for giving teachers an emotional break https://youtu.be/qPtsP7pBobI

§ Pearl-Cohn High School Transforming to Trauma-sensitive School https://www.youtube.com/watch?v=L6Kxd5Dp6K8

§ Fall-Hamilton Elementary Transforming to Trauma-sensitive School https://youtu.be/iydalwamBtg

§ Weekly Circles for Staff and Students Community Building https://www.edutopia.org/video/weekly-circles-students-and-faculty

§ Making Sure Each Student is Known- Cold Springs MS https://youtu.be/xjZx0VdmgkE

§ What Schools Can Do: From Risk to Resiliency https://www.sophe.org/wp-content/uploads/2017/01/Benard.pdf

§ Tool for Selecting a Strong SEL Curriculum https://www.wallacefoundation.org/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf

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Additional Resources

Difference Between Compassion Fatigue and Burnouthttps://theydiffer.com/difference-between-compassion-fatigue-and-burnout/Online, In Person, Districts consider alternate scheduling https://districtadministration.com/online-in-person-how-fall-2020-is-taking-shape-for-schools/Effective Leadership During Crisis-video https://www.youtube.com/watch?v=2UEzMDkYyY4&feature=youtu.behttps://www.smartbrief.com/original/2020/04/lessons-governors-leading-effectively-during-covid-19?utm_source=briefDistrict Uses school busses for free wifi access https://www.yourobserver.com/article/buses-bring-hotspots-to-students-in-manatee-countyLibrarian makes sure students have access to books- videohttps://wcti12.com/news/local/children-receive-new-books-to-read-during-school-closuresCreate a safe-care plan https://www.myanxiousworld.com/how-to-create-a-self-care-plan/

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Examples of K-12 SEL curriculum integrated into classroom management routines

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Sample Agendas Day 1 Breakfast § Fun bonding activity§ COVID-19 sharing e.g start w/ a video or article; share

experiences starting w/ yours; share info about collective trauma; get to how can we support each other first and prepare for students & record.

§ Share your takeaways from this PD and any other reading/learning about trauma-sensitive practices and the TTFR analysis. Validate & identify areas of growth

§ Invite staff to add their opinions about next steps to build collegial community

LUNCH § Teachers work in classrooms§ Meet with support staff, custodial, cafeteria supervisor,

office staff and repeat COVID-19 sharing, experiences from this PD & invite staff to add their opinions

Day 2 Continental Breakfast§ Start w/ video of school implementing trauma sensitive

practices§ Have grade level teams/dept teams discuss & plan how

they can replicate; what are the non-negotiables (see Pearl-Cohn video; reconvene and create a schoolwide acronym & the positive behaviors that align

§ Share 1st student day agenda: All school assembly-principal, custodian, office staff, cafeteria etc. share building-wide expectations; classroom teachers/advisory teachers share grade level/dept expectations

LUNCH§ Annual pathogen/school safety plan review§ Teacher work in classrooms

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staff &students?

Questions to Consider

Based on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for stafBased on Ricky’s and Amber’s PD, whaabot’s your feeling about creating a school culture that fosters emotional wellness for sBased on Ricky’s and Amber’s PD, what’s your feeling about creating a school culture that fosters emotional wellness for staf

“But that’s not the way my Mommy did it!!

1. Use end of the year assessments to identify learning needs for all students.

2. Based on results, all school skill mediation (there are no grade levels, students are assigned to staff teaching specific skills for the first month).

3. Host prom and graduation for class of 2020.

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Positive Behavior Interventions & Supports rewards positive behaviors & establishes consequences when redirection is needed

PBIS is not a SEL Curriculum

It aligns well a SEL curriculum

SEL teaches behaviorPBIS defines behavior & details the consequences

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