Becoming a Trauma-Informed District

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Becoming a

Trauma-Informed District

DPS Board of EducationSeptember 6, 2018

PRE READING

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Trauma Informed Practices Organizational Chart

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Jay Grimm

Director

Student Equity and Opportunity

Shannon Aud

Manager of Trauma Informed Practices

Collette Fischer, Phd

Trauma Informed

Practices Specialist

Leah Parker, MA

Trauma Informed

Practices Specialist

Monica Padilla, MA

Trauma Informed

Practices Specialist.

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Trauma Informed Practices Draft Strategic Plan

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School Year 2018-19

Hire 3 FTE Trauma Informed Practices Specialists and Education Pioneer Project Manager Completed

Conduct Train the Trainer for new Trauma Informed Practices Specialists Completed

Assemble and host Trauma Informed Practices stakeholder group to continue design and collaboration Ongoing monthly

Adapt the school-based training for central office staff September 2018

Connect with Charter and other non-district organizations to create training plans September 2018

Review Healthy Kids Colorado survey data September 2018

Complete strategic communications plan for Trauma Informed Practices September 2018

Complete coherence work with Culture, Equity and Leadership Team, Culturally Responsive Education, and Family and Community Engagement to ensure programs are aligned and strategic

October 2018

Implement training for senior leaders and school board December 2018

Consider offering yearly grant dollars to design innovative strategies by exploring a partnership with the Imaginarium to build out

December 2018

Adapt school-based training into an online professional learning module April 2019

Identify leaders in best practice school sites who can be tapped to lead leader-oriented professional learning.

April 2019

Objective 1 – Training and Coaching for Schools and Departments

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Trauma Informed Practices Draft Strategic Plan

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Integrate online training module into new educator and new employee orientation May 2019

Implement training for 30 departments throughout 2018-2019 school year May 2019

Implement school-based training in 65 district run schools throughout 2018-2019 school year. Training

process includes ongoing coaching support.

May 2019

All schools address their trauma-informed approach in school strategic plans as reflected in their Unified

Improvement Plan.

Spring 2019

Integrate trauma-informed practice into all evaluation frameworks (LEAP, LEAD, LIFT, Charter, etc) August 2019

All relevant Board policies reflect a trauma-informed approach December 2019

School Year 2019-20

Monthly stakeholder meetings Monthly

Implement training for 30 departments throughout 2019-2020 school year May 2020

Implement school-based training in 65 district run schools throughout 2019-2020 school year May 2020

In collaboration with Student Equity and Opportunity, Family & Community Engagement and Culture Equity and Leadership Team, trauma training resources will be available to the community by 2019-20

May 2020

Objective 1 – Training and Coaching for Schools and Departments (continued)

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Trauma Informed Practices Draft Strategic Plan

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School Year 2018-19

Develop criteria for trauma certification linking trauma to other critical whole child strategies such as:

● Restorative Practices

● Universal Health Screenings

● Department of Safety response

September 2018

Develop intensive training plan for certification October 2018

Certify 150 psych/social workers throughout the 2018-2019 school year May 2019

School Year 2019-20 Spring 2019

Certify remaining psych/social workers throughout the 2019-2020 school year May 2020

All relevant Board policies reflect a trauma-informed approach December 2019

School Year 2020-21

Certify 150 additional staff throughout the 2020-2021 school year May 2021

Objective 2 – Development and Implementation of an Official Trauma Certification

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Trauma Informed Practices Draft Strategic Plan

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School Year 2018-19

Create Trauma-Informed tips for each stage of the Student Safety Process September 2018

Develop case studies that illustrate best practices for trauma-informed student safety processes December 2018

Crosswalk current employee assistance program resources to trauma specific supports March 2019

Create a Trauma-Informed Student Safety Resource Kit for school leaders to use when conducting high

level Threat Appraisals for Discrimination and Harassment Investigations to include all of the items above

and:

● Tools to help adults identify their current level of primary or secondary trauma

● Connections to central office supports for both process and trauma responses

● Tips on engaging with victims and community

April 2019

Trauma professional learning will be provided to all discipline building leaders, and safety staff annually during 2019-20

August 2019

In collaboration with Department of Safety, a hotline will be developed by 2019-20 to divert, as appropriate, calls to the Department of Safety.

January 2020

Objective 3 – Review Student Safety Processes to Ensure They Are Trauma-Informed

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Trauma Informed as a Universal System Wide Approach

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Available Bully Prevention Programs or Supports

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● Olweus Bullying Prevention Program K-8

○ Resources in the DPS Teacher Portal under “Resources and

Supports” “Instruction and Curriculum” Olweus Bully Prevention

Materials.

● Common Sense Media cyber etiquette and cyber safety including

cyberbullying

○ School programs (for parents and students) and curriculum

https://sites.google.com/dpsk12.net/digcit/home?authuser=0

○ Brian Dino is DPS trainer at [email protected]

● Second Step (ECE– 8TH ) and Second Step Bully Prevention (K-5)

○ http://www.cfchildren.org/second-step.asp\

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Available Bully Prevention Programs or Supports

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● Gay Straight Alliance or Ally Clubs

○ School year 17-18 had 72 clubs

○ Supported by school health specialist from CDE grant and bully

prevention grant

● Trevor Project resources to prevent bullying and suicide in LGTBQ

students

https://www.thetrevorproject.org/#sm.00002dosynjfrersski2hkdxs3ayi

● No Place for Hate Educational programs, training and resources for

grades PreK-12. Anti-bias and bullying prevention programs assist

educators and students in understanding and challenging bias and

building ally behaviors.

○ https://www.adl.org/education-and-resources/resources-for-

educators-parents-families

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Safe2Tell: resources to keep students safe

● Anonymous reporting (1-877-542-7233)

● Tips are communicated to school staff for follow up

● Collaboration takes place between mental health teams,

Department of Safety, and DPD

● In the past three years, a steady incline has been observed in

the number of tips made.

○ School year 18 -18 over 700 tips

○ Highest reasons for reporting: suicide risk, drug use, and

bullying

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Special Populations at Greater Risk for Suicide Attempts or Death by Suicide

● Youth with a history of trauma are at greater risk for attempting suicide or dying by suicide

● Latino a Students have higher rates of suicide attempts○ They may experience stress with the conflict between placing

family needs above individuals needs and what is taught in the mainstream culture about the importance of individuality■ (Zayas, 2011)

● Students in Foster Care have higher rates of attempts ○ Children in foster care are 4x more likely to attempt suicide than

children that have never been in foster care.■ (Pilowsky & Wu, 2006)

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Special Populations at Greater Risk for Suicide Attempts or Death by Suicide

● Youth in juvenile justice facilities have higher rates of suicide○ Full report

http://actionallianceforsuicideprevention.org/sites/actionallianceforsuicideprevention.org/files/JJ-3_Juv_Detent_Fact_Sheet_508.pdf

● LGBTQ Students have higher rates of attempts ■ LGB youth are almost five times as likely to have attempted

suicide compared to heterosexual youth.● (CDC 2016 , Sexual Identity, Sex of Sexual Contacts, and Health-

Risk Behaviors Among Students in Grades 9-12: Youth Risk Behavior Surveillance)

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Signs of Suicide overview

Why use Signs of Suicide?

Students three months after receiving the training were 40% less likely to report a suicide attempt in the three months after the program (Aseltine & DeMartino, 2004).

The beneficial effects of Signs of Suicide were observed among high school-aged youth from diverse racial/ethnic backgrounds, highlighting the program's utility as a universal prevention program (Aseltine, James, Schhilling, and Glanovsky 2007).

Used in other metro districts including DPS

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Suicide Risk Reviews Data in DPS

● DPS utilizes a suicide risk review protocol to determine the level

of risk whenever a student talks about harming himself/herself,

or if there is concern that a student has thoughts about hurting

himself/herself.

● During school year 2017-18, 2,572 suicide risk reviews were

completed (a 32% increase from school year 2016-17).

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Resources for Principals

● Bully Prevention ○ https://docs.google.com/document/d/17mQIwQZ8hcuYjm

6rSBP5ictA-iVhAy5VJ8Au9NZ2Enk/edit?usp=sharing

● Suicide Prevention○ https://docs.google.com/document/d/1a302eZcoMv29u39

2RRxSTJtZTLHrcdt__t2ty9cvGwY/edit?usp=sharing

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