trauma-informed organizational assessment: understanding …org... · 2018-11-02 · organizational...
TRANSCRIPT
Trauma-Informed Organizational
Assessment: Understanding Where to Start
Hello!I am Denise MoodyDirector of Resilience Impact LLC
denisemoody.org
You can find me at @resilienceimpct on Twitter
Email at [email protected]
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Define what is trauma-informed
What does trauma-informed look like in practice?
What are the different levels of impact in implementing trauma-informed practices?
Outline
Elements of a Trauma-Informed School
Overview of the Trauma-Informed Organizational Assessment
Case Example
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1.What is
trauma-informed?The importance of a shared
understanding
“A program, organization, or system that is trauma-informed realizes the widespread impact of trauma and understands
potential paths for recovery; recognizes the signs and symptoms of trauma in clients, families, staff, and others
involved with the system; and responds by fully integrating knowledge about trauma into policies, procedures, and practices, and seeks to actively resist re-traumatization.
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SAMSHA, 2014
In a trauma-informed school, the adults in the school community are prepared to recognize and respond to those who have been impacted by traumatic stress. Students are provided with clear expectations and communication strategies to guide them through
stressful situations. The goal is to not only provide tools to cope with extreme situations but to create an
underlying culture of respect and support.
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Treatment & Services Adaptation Center
“A trauma-informed school realizes the
prevalence and impact of trauma and
responds by building resilience,
relationships and safety for students,
families and staff.
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Tabletop Exercise
What have you seen schools do to
become trauma-informed?
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dropoutpreventioncenter.org
At what level are the things you listed?
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Trauma-Aware
Trauma-Awoke
Trauma-Sensitive
Trauma-Responsive
Trauma-Informed
practices
policies
mindsets
Becoming trauma-informed
is about the journey
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Which level are the
activities you listed at?
Stages of Implementation(Fixsen & Blasé, 2005)
Stages of Implementation(Fixsen & Blasé, 2005)
Impacting Change
DISTRICTSCHOOLCLASSROOMSTUDENT
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Why Start with Assessment?
Assessment as Intervention
The work is urgent and that can often cause schools to jump immediately implement programming. Assessment is the first stage of intervention and will provide valuable data that will assist in focusing resources.
Starts the Conversation
Starting with an assessment is an excellent way to start staff thinking and reflecting on current practices in the building.
Includes all voices
Being part of the process about decisions helps to motivate staff and helps to develop shared goals and vision.
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Why Start with Assessment?
Engages the opposition
It is crucial to have those individuals voice's hear and part of the conversation at the beginning. They often will be the ones that will voice what others are thinking and will provide valuable insight.
Helps you identify easy wins
Too often schools are guilty of starting over with new initiatives every year. Your school is already doing some great things and bolstering those areas of strength may give you some early momentum in the work to become trauma-informed.
Narrows your focus.
You can't focus on all seven areas and do them all well in your first year of implementation. Completing a needs assessment will help you know where to start.
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Elements of a Trauma-Informed
School
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Trauma Prevalence & Awareness
● Do students, staff and families know about the prevalence of adverse
childhood experiences and the impact it has on cognitive and
behavioral development?
● Private logic of student: When a student behavior occurs, is the private
logic of that student considered? Do school staff seek to understand
the interaction from the perspective of the child?
● Compassion for those with a different story than our own: How do we
respond differently to staff, students and families when we know that
they likely have had adverse childhood experiences as part of their
story?
● Regulation: Do opportunities exist for students to learn and practice
regulation of emotions and modulation of behaviors?
Engaging & Affirming
Instruction
○ Student voice & choice: Do students have voice and choice to
make decisions that impact them throughout their school day?
○ Culturally Responsive: Are instructional practices responsive
and affirming to the cultures of students and families?
○ Universal Social-emotional learning: Are universal
social-emotional skills being addressed through direct
instruction?
○ Behavior Expectations: Are behavioral expectations taught
proactively and retaught when expectations are not met?
○
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Reason To Be
○ Purpose & meaning in work (staff): Do staff feel a sense of
calling and/or passion for their work?
○ Future orientation (students): Do students have an
understanding that present learning impacts their future goal
attainment?
○ Shared vision: Are there shared vision, goal and strategies that
the school staff are collectively working to accomplish?
○ Trauma stewardship/self-care (staff): Do staff recognize the
impact their work has on their own well-being and actively seek
to care for themselves and colleagues?
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Protective Factors
○ Belonging: Do staff, students and families feel a sense of
belonging and positive connection?
○ Sleep, exercise & nutrition: Are students and staff getting
recommended amounts of sleep, exercise and nutrition as
needed for their development?
○ Mental health: Is there access to trauma-competent services
for prevention, early intervention, treatment, and crisis
intervention from mental health providers?
○ Mindfulness: Is mindfulness being taught, practiced and
encouraged as a way to build resilience in the school day?
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School Climate
● Well-defined/Consistent Behavior Expectations: Are behavior
expectations well-defined and consistent across school
settings?
● Physical Environment: Is the physical school environment safe,
welcoming, well-kept and clean?
● Safe & Predictable: Does the school have routines and practices
that are predictable and
● promote a sense of safety?
● Behavior Response: Is there a system-wide plan for how to
respond to student behaviors in a consistent and restorative
manner?
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Multi-Tiered Systems of
Support
● MTSS for Academics: When students struggle academically, are
there well-defined systems of support available that guide how staff
and families will provide support?
● PBIS Tier 1: Are staff implementing Tier 1 interventions that support
all students? Examples: 4 to 1, positive greeting at the door, morning
meeting, peace corner
● PBIS Tier 2 & 3: When students struggle emotionally and
behaviorally , are there well-defined systems of support available
that guide how staff and families will provide support?
● Data based decision making: Are there systems that identify
students in need of support early? Is an appropriate intervention
identified that matches the student need? Is progress monitoring in
place? Are interventions working?
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Family & Community Engagement
● Family Engagement: Does the school create strong school-family
bonds that support learning in a culturally relevant manner?
● Family Connection: Do families feel connected to the school and
support their child's learning?
● Community Partnerships that support learning: Does the school
have strong collaboratively partner with community agencies
that foster learning?
● Partnerships with community agencies that meet student and
family needs: Does the school have strong collaboratively
partner with community agencies that meet student and family
needs?
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Turn & TalkWhich element would
your school be the strongest? Which element
needs the most growth?
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Using data
Types of DataStudent data
Discipline
Suspension
Attendance
Intervention data
Surveys
Students
Staff
Community Partners
Families
Teachers
Fidelity data
School Culture
Bullying reports
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Questions to Consider
● What changes do staff/administration prioritize in
their vision for the future of their school? How
motivates staff/administration to do things
differently in the future?
● What things have been identified, that with
minimal effort, could have an impact on the school
functioning and culture?
● Who needs to be at the table to make this work
happen?
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In two or three columns
Yellow
Is the color of gold, butter and ripe lemons. In the spectrum of visible light, yellow is found between green and orange.
Blue
Is the colour of the clear sky and the deep sea. It is located between violet and green on the optical spectrum.
Red
Is the color of blood, and because of this it has historically been associated with sacrifice, danger and courage.
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Turn & TalkWhat data could you collect and analyze in your
school?
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Where to Start
Beginning the journey of being trauma-informed
Universal Approach
A trauma-informed approach does is not a targeted intervention for “trauma kids”
Everyone benefits from the elements of a trauma-informed school being in place
Build on Strengths
Your school already does some things well….start with building and celebrating those things
Consider how this work could augment current initiatives
Prioritize Reflection
Without cultivating the right mindset and being able to consider other possibilities, trauma-informed approaches will be executed in a punitive way.
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Questions to Ask ○ Where are the quick wins?
○ What is staff motivated to do first?
○ What aligns with current initiatives?
○ Where can you get other
stakeholder buy-in: students,
families, district office?
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Case Example
