Building Trauma Informed Schools: 2020 UpdateJanuary 27, 2020

Youth Mental Health First Aid

• In September 2014, Unit 4 received the Project AWARE LEA Grant, a 2-year grant from SAMHSA which provided Youth Mental Health First Aid (YMHFA) training to district personnel and community members.

• YMHFA training began that year. Trainers were both Unit 4 staff members and staff from other organizations in the community.

Youth Mental Health First Aid

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Ongoing

Started

September

2014 and

continued

through

2015-2016

YMHFA

training

continues

Training

continues- to

date 476

people

trained

Continue with

training

Grant ended Still available

in community

along with

Psychological

First Aid

Psychological First Aid for Schools

Psychological First Aid for Schools (PFA-S) is an evidence-informed intervention model to assist students, staff, and families in the immediate aftermath of an emergency and can be used by any trained staff member or community partner.

Trauma-related distress can have a long-term impact.

More about PFA-s

• It was identified as a best practice by the federal government after Newtown in 2013.• It’s designed to address acute trauma responses – anytime there are crisis/significant

losses• Schools were identified as one of the best place to administer PFA because of the

connectedness, resources, infrastructure, and ability to support students over the long haul.

• PFA-s is designed to be integrated into your school's incident command system.• It’s based on the research about resiliency and mental health recovery: brief

interventions early on are the best, most people recover without therapy, returning to academics/learning (normal is the goal= best for mental health)

Psychological First Aid

Began in 2019-2020

• All Middle School Staff trained• All Elementary Social Workers (except IPA) trained

Lurie CCR Team

7© 2020 Ann & Robert H. Lurie Children’s Hospital of Chicago All rights reserved.

History of Unit 4-Lurie CCR Partnership

2015-2016• Trained all school social workers and psychologists in Cognitive Behavior

Intervention for Trauma in Schools (CBITS)

• Supported implementation for CBITS clinicians o CBITS groups ran in 9 of 17 buildings

2016-2017• Trained all elementary SSWs and school psychologists in Bounce Back

(BB) • Supported implementation for CBITS and BB clinicians

o CBITS or BB groups ran in 14 of 17 buildings

• Provided professional development session on trauma for district administrators

• Trained Champaign Trauma Cadre to deliver Trauma 101o Delivered at 5 buildings and Special Education Summer Institute

History of Unit 4-Lurie CCR Partnership cont’d

2017-2018

• Trained new hires in CBITS/BB; supported implementation

o groups ran in 15 of 17 buildings

• Supported implementation of Trauma Cadre

o Trauma 101 delivered at 12 buildings by the end of the year

• Began pilot of trauma-informed schools work at two buildings

2018-2019

• Continued trauma-informed schools pilot at two new buildings

• Provided Trauma, Race and Equity PD for District Administrators

• Provided Trauma, Race and Equity PD for teachers at Institute Day

2019-2020

• Training 4-elementary school cohort on trauma, race and equity

9

Bounce Back and CBITS

• CBITS is an evidenced-based intervention for students in grades 5-12 that

has been developed for use in schools and facilitated by clinicians. CBITS is

a skill-based, group intervention that is aimed at relieving symptoms of

PTSD, depression, and general anxiety among children exposed to trauma.

• Bounce Back was adapted from CBITS and intended for elementary school

children K-5 who have been exposed to stressful and traumatic events. Like

CBITS, it is facilitated by clinicians and is a skill-based, group intervention

that is aimed at relieving symptoms of PTSD, depression, and general

anxiety among children exposed to trauma.

Bounce Back and CBITS2015-

2016

2016-2017 2017-2018 2018-2019 2019-2020 Ongoing

CBITS

groups

run in 9

buildings

-CBITS

continues

-Bounce

Back training

-CBITS and

Bounce Back

in 14

buildings

-All new SW

and Psych

trained in

CBITS or

Bounce Back

-Groups run

in 15

buildings

-Continue

interventions

and training

new

clinicians

-Groups run

in every

building

-Continue

interventions

and training

new

clinicians

-Groups run

in every

building

-Continual

training of

new Social

Workers and

Psychologists

-Continue

interventions

in all

buildings.

Trauma 101

• In 2016-2017, the Trauma Cadre was trained by staff from the Center for Childhood Resilience to deliver Trauma 101 course.

• Trauma 101 training has been presented to all buildings in the district as well as the Transportation Department.

Trauma 1012016-2017 2017-2018 2018-2019 2019-2020 Ongoing

Trauma 101

training held

in 5 buildings

By end of

school year,

Trauma 101

held in 7

more

buildings

-Training for

Transportation

Dept. in July

-Training was

completed in the

remaining 7

buildings

-Consider

training for

new staff as

well as

refreshers for

returning

staff.

-Increase

number of

trainers within

the district

Trauma Informed Schools

• In September 2014, Unit 4 entered into a partnership with the Center for Childhood Resilience (CCR) at Chicago Lurie Children’s Hospital to provide training on student interventions, professional development for staff members, and piloting trauma-informed schools work in two buildings.

• Schools which had completed Trauma 101 were eligible to participate in the Trauma Informed Schools process

• 1) Comprehensive Needs Assessment, 2) Prioritization of needs, 3) Action planning and goal setting, 4) Assessment Plan for

continuous improvement - maybe make it a slide which defines what a trauma informed school is

Trauma Informed Schools2016-2017 2017-2018 2018-2019 2019-2020 Ongoing

CCR

provides a

professional

session for

admin at

kick off

Trauma-

Informed

schools

pilots in two

buildings

(BA and JF)

Add

additional

two

buildings

(GH and ST)

Consider

renewing

partnership

with CCR to

provide

support to

more

buildings

and continue

work with

original 4

buildings

Trauma, Race and Equity PD• Goal: Support Champaign Unit 4 to…

• Create/enhance systems, structures and practices that • More effectively educate black and brown students • Reduce the achievement gap

• How?• Increase awareness and skills• Understand the connections between race/equity

and trauma• Create plan of action

16

Trauma, Race and Equity PD

Purpose:

• Drive the work for your school (work this year with 4 elemtaryschools (BA, CB, DH, SS)

• Complete assessment and action plan

• Plan and facilitate staff activities

• Meet with Lurie-CCR: site visit(s) and phone call(s)

• Build capacity for sustaining culturally responsive, equitable, trauma informed practices

Trauma, Race and Equity PD

• Create Leadership Team

• Participate in

• 4 Professional Learning Community sessions

• 1-2 Phone calls with Lurie-CCR; 1 hr. each

• 1-2 site visits with Lurie-CCR; 1 ½ hrs. each

• Complete race/equity/trauma assessment

• Develop action plans

• Facilitate (at least) one staff activity between PLCs

Trauma Response Team

• Campus Team• Principal and Other Administration• School Social Workers, Psychologist, and Counselors

• District Team• District Social Workers and Psychologists

• Purpose: Work together to identify and provide interventions and supports needed for students and staff when there has been a traumatic event at the campus.

Trauma Response Team

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Ongoing

-Trauma

Response

Team had

been active

over the

past decade

-Manual was

reviewed

annually

Ongoing Updated

Manual-

framework

from

National

Institute for

Trauma and

Loss in

Children

Ongoing -Update

Manual

-Inservice

for Principal/

Admin. On

Trauma

Response

Manual

-Refining

processes

and

procedures

with team

and Center

for

Childhood

Resilience

Trauma Response Diagram

Positive Behavior FacilitationIn June, 2005, the Regional Office of Education hosted the first training in this area

Thereafter, Unit 4 committed to the TOT model; trainers have facilitated numerous trainings since 2005- training 657 Unit 4 staff members in total

PBF helps adults examine how they interact with youth, understand children’s behavior, and use effective interventions to facilitate behavioral change.

The PBF approach challenges traditional models of discipline and control by providing school staff with new ways of supporting youth and encouraging them to make positive behavioral decisions for themselves.

Positive Behavior Facilitation

2015-2106 2016-2017 2017-2018 2018-2019 2019-2020 Ongoing

59 staff

members

trained

63 staff

members

trained

33 staff

members

trained

9 staff

members

trained

0 staff

members

trained

April

Training

Session

Community Elements/Rosecrance

• In August 2016, relationship with Community Elements (later named Rosecrance) began

• Campuses served- Garden Hills, Novak, Stratton

• Students were able to continue their services on Fox Drive during the summer months

• Due to staff capacity limitations, partnership dissolved following SY 17/18

Community Elements/Rosecrance

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Ongoing

Planning to

develop

service

agreement

3 campuses

served- GH,

NO, ST

3 campuses

served- GH,

NO, ST

Agreement

ended due to

Rosecrance

staff limitations

Gaps in

community

agency

services

Currently in

the process of

finalizing

agreements

with new

providers- with

agencies as

well as private

practice

clinicians

Other Initiatives

• January 2019 – All MS staff attended a 3 hour session on “Feedback for students in Trauma”

• 2016-2017 a mandated training module was designed for all staff• Leveled modules were provided to principals to use as staff

development

• Teaching Tolerance• Restorative Practices• Race 2.0• K-8 Counselors and Social Workers were invited to Healing

Solutions Training Session

Moving Forward

• Mental Health Clinicians - Request for Proposals

• Improving Communications for a more immediate response

• District level trauma committee - review feedback, coordinate services, communicate initiatives, conduct needs assessments

• Reviewing other initiatives