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M AY O C I V I C C E N T E R

R O C H E S T E R , M I N N E S O TA

WelcomeWelcome to the Trauma-Informed Schools Institute!

We are so excited that you are here with us in Rochester for this event! The next two days will be filled with inspiration, learning, practical strategies and interventions that can be implemented in your classroom, school and district. Our goal is for you to leave on Friday with actionable strategies that you can implement in your building this year. The increasing acceptance and attention being placed on the connection between social, emotional, behavioral and mental health effects to students’ success in school and the increasing demand for services and education has facilitated the push to integrate trauma-informed approaches into academic service models. I’d like to thank each of you for attending our conference and bringing your expertise to our gathering. You as school leaders have the vision, knowledge and experience to help pave the way for a culture of trauma-informed practice in educational settings. Throughout this conference, I hope that you stay engaged and keep us proactive in shaping the future of trauma-informed schools.

Sincerely,Denise MoodyDirectorResilience Impact

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AgendaTHURSDAY, NOVEMBER 14

7:30 – 8:15 AM REGISTRATION

8:15 – 8:30 AM Welcome 102-105

8:30 AM – 2:30 PM KEYNOTEThe Impact of Trauma and Neglect on the Developing Child, Dr. Bruce Perry

102-105

2:45 – 3:30 PM Q&A and Action Planning 102-105

FRIDAY, NOVEMBER 158:30 – 9:45 AM BREAKOUT ONE

Hacking Early Learning: Working Together To Create The Foundation For P3 Learning, Jessica Cabeen

106

I Understand the Impact of Adversity and ACES – Now What? Strategies for Trauma Responsive Education, Mark Sander

107

Leveraging Adult Reflection and Relationships: The Missing Element in Creating a Trauma-Informed School, Denise Moody

108

Movement and Working Memory in the Trauma-Informed Classroom, Addison Duane

109

The Six De-Escalation Strategies that Every Teacher Needs to Know, Julia Rose Polk

110

Practical Strategies for Increasing Academic Resilience through Trauma-Informed Practices in Post-Secondary Education, Andrew Anatasia

111

10:00 – 11:15 AM BREAKOUT TWOUnderstanding the Impact of Trauma on Early Childhood Mental Health, Melissa McLaurin

106

Importance of Self-Care to Create School Environments Where Students and Staff Thrive, Mark Sander

107

Healthy Students, Healthy Communities: Addressing Students’ Mental Health Needs Collaboratively, Denise Moody

108

Influence of Trauma on Children’s Mental Health and Implication for School Intervention, Matt McKay

109

The “Help Me, Help You” Engagement Strategy: The 3-Step Relationship-Affirming Approach to Challenging Situations, Julia Rose Polk

110

Showing Up as Your Best Self for Our Kids: The Simple Power of Example in Action, Andy Johnsrud

111

11:30 AM – 12:30 PM KEYNOTEDream Big, Live Colorfully, Lead Boldly: Developing Your Best Self At School And At Home, Jessica Cabeen

102-105

12:30 PM Lunch and Action Planning 102-105

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Keynote SpeakersDr. Bruce Perry, MD, PhD

Dr. Perry is the Senior Fellow of The ChildTrauma Academy, a not-for-profit organization based in Houston, TX (www.ChildTrauma.org), and adjunct Professor in the Department of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions.

Jessica Cabeen

Jessica currently serves as the principal of Ellis Middle School in Austin, Minnesota. Prior to this role she was the Principal of the “Happiest Place in Southeastern Minnesota”, the Woodson Kindergarten Center. She has been an assistant middle school principal, a special education supervisor and special education teacher. She started her career as a Music Therapist and worked with adults with disabilities and adolescents in residential settings in Iowa and Illinois. She holds a Bachelor Degree in Music Therapy from the University of Wisconsin-Eau Claire, a Masters in Special Education from the University of Saint Thomas and her administrative licenses from Hamline University. Jessica was awarded the NAESP/VINCI Digital Leader of Early Learning Award in 2016 and in 2017 was named the Minnesota National Distinguished Principal. Jessica is active on social media (@JessicaCabeen) and co-moderates #ECEChat as well as engages with other educators looking to make all things possible for our young learners and learners that are young at heart. She has written two books: Hacking Early Learning and Balance Like a Pirate. She has been the principal facilitator for the Minnesota PreK-3 Principal Leadership Series for the past four years and is a facilitator of the Minnesota Principal Academy. She speaks at regional and national conferences on topics such as family engagement, early learning and unconventional leadership.

Agenda

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Breakout SpeakersAndrew Anastasia, Ph.D.Andrew is an assistant professor of English at Harper College in Palatine, Illinois. He is the community manager of ACEs in Higher Education--an online community of practice through ACEs Connection and the co-founder of the Trauma, Adversity, & Academic Resilience in Writing Studies special interest group. He has presented on ACEs and trauma in post-secondary education at national, regional and local conferences and is currently investigating relationships between multilingual curriculum design, ACEs and academic success.

Addison DuaneAddison is a research-loving elementary school teacher turned PhD student. She has taught all K-6 grades (except 1st!) and served a school site as an instructional coach and new teacher mentor. The entirety of her educational experience has been with trauma affected students. This fall, she is embarking on a new learning journey as the first educator in the nation to pursue a PhD in Educational Psychology with an emphasis in trauma responsive practices at Wayne State University. In her free time, she enjoys reading, drinking tea and shopping for more striped clothing.

Andy JohnsrudAndy is a father, teacher and trainer through his company, Warriors of the Open Heart. He firmly believes and has experienced that giving kids the best example we have to offer our children offers the greatest hope and courage for all adults working with children in all settings. Andy is an independent, trained facilitator of Love and Logic and is currently completing a year-long certification with Mindful Schools. He and his family live in Rochester.

Matt McKay MSW, LICSWMatt is a Clinical Program Director and therapist with 19 years of experience with Family Service Rochester, a local non-profit agency in Rochester, MN. Matt earned his bachelor’s degree in Social Work from Southwest State University, Marshall, MN and Masters of Social Work from University of St. Thomas/College of St. Catherine’s, St. Paul. His experience includes School Social Worker, In Home Family Therapist and supervisor for Children’s Mental Health, School Based Mental Health and Educational Advocate (Truancy) Programs. For 18 years Matt has run a men’s domestic violence treatment group. His training certifications include Trauma-Focused Cognitive Behavioral Therapy, Managing and Adapting Practice (MAP)- DHS, Diagnosing Children Ages 5 and Under (DC 0-5)- DHS, Trauma and Grief Component Therapy for Adolescents Group (TGCTA) and Multi-Disciplinary Team with Child Advocacy Center- Mental Health Professional. In Olmsted County, Matt trains and presents to schools and foster care/adoptive parents on topics of attachment, childhood trauma, domestic violence and intervention strategies to understand and promote children’s mental health.

Agenda

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Breakout SpeakersMelissa McLaurin, MA, LPCCMelissa is currently the Early Childhood Mental Health Coordinator for Fernbrook Family Center. Prior to this position, she was a Mental Health Practitioner in a Rochester Public Schools homeroom program and a teacher in Milwaukee Public Schools. She is trained in Child Parent Psychotherapy (CPP), the evidenced based practice for treatment of trauma in children ages 0-6 years and their families. She is also near completion of certification in Attachment Biobehavioral Catchup (ABC)-Infant Model, an evidenced based practice for caregivers of children 0-2 years who have experienced early adversity. Melissa is also a Mental Health Consultant for the Minnesota Department of Human Services and an adjunct instructor with Saint Mary’s University in their Counseling and Psychological Services graduate program. Melissa holds a Bachelor’s Degree in Early Childhood Education from University of Wisconsin Milwaukee and a Master’s degree in Counseling and Psychological Services from Saint Mary’s University. Melissa has been a Licensed Professional Clinical Counselor since 2016.

Denise Moody, MSW, LICSW Denise is the Assistant Director of Student Services with Rochester Public Schools. She has been working in educational settings for fifteen years, working with early childhood through high school age students primarily at the district level. Ms. Moody has special interest in the area of trauma-informed systems of care, school-based mental health and multi-tiered systems of support. She has been an adjunct professor at Winona State University in the Department of Social Work since 2006 and has a small private practice providing psychotherapy to adolescents and adults. Ms. Moody holds a bachelor’s degree from Winona State University in Social Work and a master’s degree from the University of St. Thomas/College of St. Catherine in Social Work. She has also completed post graduate work in the area of Educational Leadership with the University of Minnesota and is licensed as a Director of Special Education and as a Licensed Clinical Social Worker. Ms. Moody is also the Founder and Director of an educational consulting and events firm, Resilience Impact, LLC.

Julia Rose Polk, MA, LMFTJulia is the founder and President of Trauma Camp, a professional development and consultation company that trains educators about trauma-informed approaches in the classroom. Julia Rose has been studying the impacts of early childhood trauma on adult mental health and behavior for over a decade. She is currently training in Dr. Bruce Perry’s Neurosequential Model of Therapeutics and Education, through the ChildTrauma Academy, is an Infant-Parent Mental Health Specialist and is certified by the International Association of Trauma Professionals as a Youth Trauma Treatment Professional. Julia Rose was also given the honor of being an apprentice to a Cherokee Elder for many years. In this time, she was gifted some of the valuable wisdom about human development and healing that comes from the Cherokee heritage. These teachings and principles have deeply influenced her own healing and her work as a therapist and are woven into the fabric of her work with others. She has a deep appreciation for the Native American Elders who have passed this wisdom down through the generations and who have been willing to share this knowledge with communities outside of their own.

Mark Sander, Psy.D., LPDr. Sander is a Senior Clinical Psychologist for Hennepin County and the Director of School Mental Health for Hennepin County and the Minneapolis Public Schools. He is a Certified Master Training on the Adverse Childhood Experience Study and a Visiting Scholar at Wilder Research. He is also on the Advisory Board for the Center for School Mental Health at the University of Maryland School of Medicine and a Board Member for the MN Trauma Project. Dr. Sander has published journal articles and book chapters on school mental health and has presented extensively on school mental health and ACEs and developing trauma sensitive schools at local, state and national conferences. He has a private practice is Minnetonka, MN and lives in Minneapolis with his wife, Sarah, and their three daughters.

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THURSDAY–KEYNOTEThe Impact of Trauma and Neglect on the Developing ChildBruce Perry

Workshop Objectives:1. Understand the effects of trauma and neglect

from a neurodevelopmental perspective.

2. Identify signs and symptoms of trauma and neglect in young children.

3. Learn new strategies for care, program development, and policy as related to developmental trauma.

Workshop Description:The development of a young child is profoundly influenced by experience. Experiences – good and bad – shape the organization of the brain. The ultimate effect is to impact emotional, social, cognitive and physiological functioning. Insights into this process come from understanding brain development. Both trauma and neglect, the absence of essential developmental experiences required to express a fundamental potential of a child, are pervasive problems in our culture. Various forms of neglect are possible and include splinter neglect, total global neglect and emotional or relational neglect. Chaos, threat and abnormal patterns of emotional, social, cognitive and physical interactions with young children lead to an array of brain-related problems. This presentation will review clinical work and research that can help us better understand developmental trauma, neglect and the relational problems that arise from neglect and threat. An overview will be provided that suggests new directions for clinical practice, program development and policy.

FRIDAY–BREAKOUT ONEHacking Early Learning: Working Together To Create The Foundation For P3 LearningJessica CabeenThis full day workshop is geared towards school teams. Wondering how to better align the learning in the early years with other grades? Wanting to make meaningful connections with families before they even enroll in your school? Ready to take the next steps to ensuring alignment of curriculum is happening PreK-6th grade? Participants will work in teams to establish the groundwork for a system of supports for staff, students and families.

I Understand the Impact of Adversity and ACES – Now What? Strategies for Trauma Responsive EducationMark SanderUnderstanding the impact of adversity and ACES is critically important, and understanding it doesn’t mean you know what to do next. In this session, Dr. Sander will layout a framework for developing trauma responsive schools. He will: 1) review a number of the self-assessment tools available to gauge where your school is on the trauma responsive school journey, 2) highlight the importance of implementing PBIS or MTSS at your school, 3) discuss some Tier 1 and Tier 2 interventions that schools should implement and 4) outline important structures and processes to implement and sustain trauma responsive schools. Becoming trauma responsive is a complex journey and this session will identify essential components to successfully move forward.

Leveraging Adult Reflection and Relationships: The Missing Element in Creating a Trauma-Informed SchoolDenise MoodyThe best training, initiatives and interventions will not create school environments that are trauma-informed unless the adults are able and willing to change practices, systems and the culture of a school. A change in mindset and a willingness to reflect and be curious about how our own actions impact students is imperative in creating a school that is trauma-informed. This session will explore practical ways to engage staff, challenge patterns and encourage reflection at a school or district level.

THURSDAY & FRIDAY, NOVEMBER 14 & 15 | Sessions

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Movement and Working Memory in the Trauma-Informed ClassroomAddison DuaneIt is well known that trauma affected and chronically stressed students have gaps in development. When cognitive development (how the brain thinks) is weaker, executive functioning is impaired. Strengthening executive functioning will result in improved academic achievement. In the classroom these deficits present in a variety of ways: poor organizational skills, low working memory, challenges with recall and more. This classroom teacher will explore ways in which movement and explicit working memory training can bolster executive functioning. The strategies, games and tools provided will allow you to expand on your trauma-informed teaching practices.

The Six De-Escalation Strategies that Every Teacher Needs to KnowJulia Rose PolkEvery teacher needs to know - and feel comfortable using - these basic de-escalation strategies that can help them navigate distressing moments with any of their students. Utilizing these respectful and attuning approaches can bring a kid who goes from “zero-to-sixty” back down to place where they can work with you. We’ll discuss how to use your body and your senses reduce disconnection and distress, while increasing connection and safety.

Practical Strategies for Increasing Academic Resilience through Trauma-Informed Practices in Post-Secondary EducationAndrew AnastasiaMuch research on trauma and education centers on primary and secondary education, but what happens when these students head to college? With two and four-year campuses slashing mental health resources, teachers and staff increasingly find themselves in unfamiliar and uncomfortable positions as proxy mental health providers. While some campuses have moved to grit/GRIT resiliency models, few have taken up specifically trauma-informed approaches. This workshop reviews extant research on post-secondary learners and shares practical strategies for bringing trauma-informed practices to bear on post-secondary pedagogy, curriculum design, and assessment. Participants will leave the session equipped to make

immediate changes to their practices and with a deeper understanding of the relationship between high school and post-secondary student populations.

FRIDAY–BREAKOUT TWOUnderstanding the Impact of Trauma on Early Childhood Mental HealthMelissa McLaurinThis session will provide concrete strategies for teaching young children coping skills and supporting the return to typical developmental trajectory. In this session, participants will learn about stress, trauma and the impact of these on development, regulation and behavior in early childhood. We will discuss the impact of secondary trauma on providers and educators, as well as the need for self-care.

Importance of Self-Care to Create School Environments Where Students and Staff ThriveMark SanderCreating school environments where students and staff thrive require more than evidence based interventions, although they are critically important. It also requires a school environment that is safe, welcoming and supportive of staff and their growth and wellbeing. This often times is overlooked as we focus, rightfully so, on the needs of students and improving the ways that we support them. However, staff need to be at their best to be their best for the students and families they serve every day. This session will focus on: 1) important strategies and approaches that school leaders must take to create a positive, supportive climate and cultural for staff, 2) typical barriers to self-care and safe, nurturing environments and 3) concrete strategies that staff can implement to improve their self-care on a daily basis.

Healthy Students, Healthy Communities: Addressing Students’ Needs CollaborativelyDenise MoodySchools are uniquely positioned to recognize and respond to student needs, but often those needs extend beyond the capacity and schedule of the school day. Community partnerships can help to bridge that gap and can be instrumental in creating

Sessions | FRIDAY, NOVEMBER 15

MONDAY, JUNE 24 | Sessions trauma-informed environments for students. This session will explore how one community created powerful, cross-sector partnerships to screen, identify, intervene and treat students with mental health concerns. This partnership began with an initial pilot of universal screening for social-emotional concerns at one elementary school. The screening results showed that over 30% of students were identified as being in the concern range for internalizing or externalizing behaviors. A committed group of community stakeholders came together to develop a plan of how to respond to the identified mental health needs. Recognizing that addressing mental health concerns is not a responsibility that can be addressed solely in the educational or medical contexts, the team determined that the best results will be achieved through a plan of shared responsibility and collaboration. In this session, we will review the screening process used, initial results and plans for a multi-stakeholder response at the elementary and secondary level.

Influence of Trauma on Children’s Mental Health and Implication for School InterventionMatt McKayOur understanding of childhood trauma and its effects on children’s mental health continues to develop. Children who have experienced trauma often present challenging behaviors such as aggression, refusal to complete school work and lack of compliance with directions. Some children exhibit disrespectful behaviors in the classroom while others struggle with impulsive behaviors. This presentation will explore how trauma impacts children’s mental health and development, implications for the education system and interventions to support these youth.

The “Help Me, Help You” Engagement Strategy: The 3 Step Relationship-Affirming Approach to Challenging SituationsJulia Rose PolkTeaching Dr. Ross Greene’s “Plan B,” this session walks you through three (3) steps that can help repair any rupture, disagreement or ongoing issue you and your students encounter. This approach ensures that your student AND YOU feel seen, known, reflected and respected. This solution-finding process is a “MUST” for any teacher who wants results that work for everyone involved!

Showing Up as Your Best Self for Our Kids: The Simple Power of Example in ActionAndy JohnsrudThis session will deliver an equal mix of mindful self-care and use of enforceable statements to set the most loving limits for the children we care for in our daily work. We will learn powerful and simple practices of mindful self-care for use in our life and daily work with children and other people. We will uncover how the adult’s nervous system IS the primary intervention for kids growing through trauma and challenge. Setting basic, solidly loving limits through enforceable statements helps us create a container of care rather than reactions driven by emotion.

FRIDAY–KEYNOTE

Dream Big, Live Colorfully, Lead Boldly: Developing Your Best Self At School And At HomeJessica Cabeen

“We aren’t made of steel, but we ARE superheroes.” —Jessica Cabeen

Today’s educators have pressures that can become barriers to maintaining wellness in all aspects of life. In this session we will explore ways in work and life to set your own goals and priorities in the different quadrants of balance (positional, personal, professional and passion). We will learn ways to manage processes more effectively so you can be present in the moment, diffuse difficult situations with families, staff and parents so you can leave at school, and rekindle your own passions so your students and staff can see the real you.

Today’s educators need to find ways to thrive, not just survive in the busy pace of leading, learning and living a life. As a principal, wife, mom, daughter, student, and teacher, Jessica has a passion to learn and share ideas that will provide educators with strategies to lead at home and at school. Come prepared to make a commitment for change and find ways to make it happen.

FRIDAY, NOVEMBER 15 | Sessions

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Session Notes & Action PlansNotes

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Sketch Notes

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Session Notes & Action PlansNotes

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Sketch Notes

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Use the following action planning template to guide your experience through sessions you attend during this conference. Based on the strategies and experiences shared, as well as insight gained through networking with colleagues and personal reflection. Use this template to set goals and record the actions you will take to achieve those goals upon your return.

Goal:

Sessions that informed this goal:

Action steps to be taken: What do you plan to do? Who will do this? By when?

How will the progress be monitored?

Action Planning

2020 SELInstitute

Keynote Speakers: 

April 27-28, 2020Hyatt Regency

Bloomington Minneapolis

The 2020 SELInstitute is an opportunity to learn how to build classroom practices and school-wide systems that nurture the social and emotional health of allmembers of school communities. Thisgathering will offer educators,administrators, counselors and socialworkers the opportunity to buildconnections with others from acrossthe region that are doing similar workand provide concrete steps that willbuild a school environment thatsupports the whole child.

DavidAdams

JulianaNichols-Hazlett

DeniseMoody

Learn more at www.resilienceimpact.com/events

Registration: