Opening Session: How to Build a Resilient School Culture

Elena Aguilar
A school’s culture can mitigate the experience of trauma if it is one in which resilience is intentionally cultivated every day. In this session you’ll learn how to apply research-based strategies with children and staff to strengthen the social and emotional abilities that enable us to respond to adversity. We’ll explore how these strategies translate into school culture and allow a community to become resilient.

1101 - Mitigating Trauma in Culturally and Linguistically Diverse Classrooms

Louise  El Yaafouri

• Name transition shock as a broader value that encompasses significant stress persistent anxiety, culture shock, and trauma.
• Understand how significant trauma shapes learning (including language development and language acquisition), social integration and friend-making;
• Recognize critical intersections between culture, language, and transition shock in order to inform programming and practice;
• Discover and engage with tools for mitigating transition shock in the school setting.

1102 - The Trauma-Sensitive Classroom: Strategies for Meeting the Needs of Diverse Learners

Misty LaCour
According to Bronfenbrenner, an individual’s development is directly affected by the individual’s environment.  As such, a child’s experiences impact the child’s development. Students who have experienced trauma are negatively impacted by the trauma.  Physiological, behavioral, social, and academic difficulties can impact students who have experienced trauma.  Specific effects of trauma on students will be examined along with how these effects impact academic achievement for learners.  Research-based strategies from the presenter's recent publications will be shared that educators can implement in their educational setting to develop a trauma-sensitive classroom environment to meet the needs of all diverse learners.  

Learning Objectives:

• Examine the effects of trauma on students and how these effects impact academic achievement.
• Apply research-based strategies to develop a trauma-sensitive classroom environment in their educational setting to meet the needs of all diverse learners. 

1103 - Learning is Social

Sean Slade
Join ASCD’s Senior Director and NBC Today SEL Expert, Sean Slade, for a presentation of why social, emotional learning and effective pedagogy are symbiotic, co-beneficial, and intertwined. This session will outline these relationships via four mini chapters

• 1) Why we do what we do
• 2) Covid19 and the changing playing field
• 3) Social, emotional, and pedagogy
• 4) How to move forward and grow. Attendees will understand, or clarify, how focusing on the social benefits students growth and learning and are introduced to a free framework (Whole Child Network) to help move their schools and districts into sustainable growth putting the child at the center.

1104 - Teaching Students Living with Adversity During Uncertain Times

Debbie  Zacarian
Lourdes Alvarez-Ortiz
As educators, we are becoming more aware of the epic number of students exposed to adverse experiences. These experiences have been further exacerbated by the coronavirus crisis and social injustice conditions. As we learn to adapt to different teaching environments (in person and remotely), it is essential that we (1) have a deep understanding of students living with trauma, violence, and chronic stress; and (2) embrace the evidence-based research on the urgency if using a strengths-based approach during these uncertain times. As we transition to the next school year, this practical session will help educators move away from what we perceive is “lacking” to finding “what is already there” by empowering all of us—educators, students, and others—to see and draw from our individual strengths and assets.  

Learning Objectives:

• Recognize the urgent call for using a strengths-based approach with students living with adversity.
• Apply principles of an asset-based framework to identify our strengths and the strengths of our students.

1105 - Supporting Students & Families with a History of Trauma During the Pandemic

Nancy Rappaport
During this time of uncertainty and change, adults who work with children and families are rising to the challenge of finding new ways to connect with them, offering practical strategies for coping and thriving, and providing comfort and consistency – all while trying to care for themselves and their own families. Supporting those with histories of trauma and challenging home lives is particularly important during this time. Dr. Rappaport will share more practical concepts and tools that educators and social workers can use: maintaining connections, finding contributory activities, communicating in age-appropriate ways, validating questions and worries, and balancing structure and rigidity. Her suggestions will be based on her many years of clinical experience and experience translating psychiatric concepts into easy actionable steps for educators and families. She will also discuss how taking care of ourselves and building our own resilience allows us to better continue to support children and families and allows us to boost our, and their, capacity to endure and perhaps even thrive.

Learning Objectives:  

• Describe strategies for supporting students with trauma histories during the pandemic
• List strategies for building resilience over the long-haul while school buildings are closed
• Describe techniques for addressing children’s worries and anxieties during the pandemic

1106 - Rebuilding a Broken Educational System: The ABCs of Equitable Practices

Basil  Marin
Jahkari Taylor
This session seeks to increase educator awareness of the need to prioritize equitable practices in school to provide all students with the best opportunities to succeed. Attendees will be exposed to some of the latest research on educational equity surrounding the ABCs: Access, Beliefs, and Culturally Responsive Approaches to teaching and learning. Participants will gain strategies for providing students with access to rigorous instruction and strategies to facilitate social and emotional learning (SEL) from a trauma-informed perspective. In addition, attendees will gain practical strategies for incorporating culturally responsive approaches to engage culturally and linguistically diverse learners.

Learning Objectives:

• A - Access: Offering technology, rigorous instruction, special education, and gifted and talented programs (Tier 1, 2, 3).
• B - Beliefs: Using SEL, trauma-informed, and poverty-informed practices.
• C- Culturally Responsive Teaching: Empowering all learners to be included in the learning process.

1107 - Trauma-Invested Communication

Kristin Souers
This session will engage participants in the importance of trauma invested communication.  We will explore ways we can create a culture of safety and engage others in helpful communication.  It is not always easy to have hard and uncomfortable conversations and we have learned, now, more than ever, the reality that we must do this.  We will talk through those important steps, give scenarios that apply to our current situation, and engage in great discussion!

Learning Objectives:

• Re-evaluate our role and the importance of self-regulation.
• Examine our mindsets.
• Acknowledge the importance of our own health and wellness.
• Explore effective strategies for trauma-invested communication.

1108 - Maximizing Your Related Services: Best Practices for Moving your Therapy Online

Diana  Parafiniuk M.S., CCC-SLP
E-Therapy will take your staff through practical solutions to ensure all therapists and students are successful in both providing therapy, progress monitoring, and receiving services.

In this session, E-Therapy will review best practices for bringing your related services online, including:

• Preparing therapists to provide online therapy successfully
• Essentials and importance of a comprehensive online platform
• Progress Monitoring, tracking, recording, and analyzing data for Auditing Purposes
• Communicating effectively with your team when working remotely
• Engaging and motivating students in online therapy
• Scheduling and monitoring sessions -accountability

1201 - When They (Don’t) See Us

Kelisa  Wing
All children should be seen, but for our marginalized students, they are not seen for who hey truly are. In this session, we will explore the danger of what happens when they don't see us for who we truly are by exploring Ava DuVernay's four-part film "When They See Us" (available on Netflix) and exploring strategies so that all students and educators can be seen and heard!

Learning Objectives:

• Understand the CRT Competencies.
• Examine the environment we set.
• Reflect on our cultural lens.
• Recognize and redress our bias

1202 - Two Essential Practices for Teaching Students Experiencing Trauma, Violence & Chronic Stress

Debbie  Zacarian
Lourdes Alvarez-Ortiz
An epic number of students continue to be exposed to adverse childhood experiences that have been further amplified by the coronavirus pandemic and social injustice conditions. As we learn to adapt to different teaching environments, we must consider how to support students living with trauma, violence, and chronic stress. This practical session will help educators create a distance or in-person learning environment using two essential evidence-based teaching practices: (1) building strong, meaningful relationships with students and (2) supporting them in having a voice and choice in their learning environment.  We will discuss the rationale of these practices and guide participants in using them.   

Learning Objectives:

• Examine and adopt key strategies and tools that they can use remotely and in-person to build strong, meaningful relationships with students.
• Examine and adopt key strategies and tools that they can use remotely and in-person to support students in having a voice and choice in their learning environment.        

1203 - Addressing Trauma and Stress with Evidence-Based Neuroscience Guidance

Judy Willis
We've heard enough "expert claims." Addressing trauma and stress with valid  evidence-based neuroscience guidance reveals how stress affects the way the brain learns. This session will provide new tools to help you plan for your best success and that of your students.

Learning Objectives

• Understand the neuroscience of how anxiety, stress, and perceived threat affect learning.
• Apply the video game model of individual achievable challenge levels and the recognition of incremental progress to increase student effort and perseverance.
• Use advances in neuroscience research to ignite student engagement and motivation and promote a growth mindset.

1204 - Disrupting the Adverse Impact of Poverty-Related Trauma in Schools

William Parrett
Kathleen Budge
Little doubt exists that the current pandemic will have the greatest adverse impact on the most vulnerable people in the U.S. and globally. Experts estimate the number of people living in poverty in the U.S. could reach the highest level in recent history. Now, perhaps more than ever, educators need to develop tactical responses to the challenges posed to their students by poverty-related trauma, and they must be supported to engage in the kind of self-care that can prevent secondary traumatic stress. Not all students who live in poverty experience trauma; nonetheless, poverty is associated with so many adverse childhood experiences (ACEs) it could be considered an ACE itself.  Fortunately, we know a lot about how to disrupt the adverse impact poverty-relate stress and trauma can have on our students’ lives, as well as our own.   Participants in this session will learn about the tactical actions taken by leaders in high-poverty, high-performing schools to mitigate poverty-related trauma and stress. They will come to understand that strategies such as integrating SEL, using trauma-sensitive practices, leveraging community partnerships, and supporting self-care are only part of the story. Long term success of these approaches rests on a foundation of relational trust with each student and an unwavering commitment to equity in practice. Tools and resources for addressing poverty-related trauma in both brick and mortar and virtual spaces will be provided.  

Learning Objectives:

• Learn about the tactical actions taken by leaders in high-poverty, high-performing schools to mitigate poverty-related trauma and stress. 
• Emerge with an understanding that strategies such as integrating SEL, using trauma-sensitive practices, leveraging community partnerships, and supporting self-care are only part of the story.
• Long term success of these approaches rests on a foundation of relational trust and an unwavering commitment to equity.

1205 - At-Risk & Hard-to-Reach Students: Understand Them to Teach Them

Tommie Mabry
When mentioning socioeconomic issues in persistence for African American male students, “culture of poverty” is a key factor which implies that poverty is passed from one generation to the next through learned behavior. Physiological, social influences, and esteem needs are deficiency needs, which arise due to deprivation.  This interactive session provides participants with a better understanding of how adverse childhood experiences affect students' persistence and resilience levels, as well as specific strategies to engage all learners. Participants will learn how effective relationship building with children is fundamental for student and school success. This session will give strategic measures to determine how changing the culture and climate in the school is progressing. Participants will learn how to take an inside out approach to gather information to inform the overall school's journey toward differentiation.

Learning Objectives:

• Understand why we are dealing with so many students who are at-risk and exploring the root causes.
• Identify innovative approaches educators may use in the school setting to create a learning environment for all learners.
• Learn how effective relationship building with children is fundamental for student and school success.

1206 - Recognizing and Responding to the Difficult Stories of Students

Lori Brown
Gretchen Oltman
Trauma and life challenges can lead to unpredictable thoughts and behaviors by our students, in our schools, and throughout our communities. Intense circumstances need to be processed in a productive way if we are to learn and grow from the experience. Psychological research reveals that writing through trauma, anxiety, grief (and most emotions for that matter) can be an effective way to cope and process difficult situations. It is not surprising, then, that teachers in today’s schools are hearing and reading graphically descriptive and deeply emotional writings from those they teach, particularly because students are living through events like a global pandemic and trying to thrive in a country facing political and economic distress. How can teachers best respond to students who share their truths, both good and bad, in their writings? How do teachers respond to graphic, disturbing, and distressing messages from students? What about when these writings are threatening to the student, the school community, or beyond? And how can we promote healing by allowing students to process their feelings through writing?

1207 - Implementing a Trauma-Sensitive Multi-tiered System of Supports

Ricky Robertson
Victoria Romero
Trauma-related experiences occur across all racial, economic, and cultural groups. Yet the way these experiences show up in school, and the way educators respond often vary greatly based on demographic differences. In this workshop, facilitators Victoria E. Romero and Ricky Robertson will introduce a 3-tiered trauma-sensitive model designed to grow social-emotional skills and foster resiliency in staff and students. This response-to-intervention model focuses on the well-being of the school community to minimize disparities in how behaviors are viewed and treated.

Learning Objectives:

• Participants will be exposed to the concept 'behavior is a form of communication'.
• Participants will be exposed to interventions that foster an organizational culture that promotes the social and emotional well-being of the school community

1208 - Connecting the Dots...Essential Trauma Enforced Practices During COVID-19 Recovery

Karen Allen
Because of the COVID-19 pandemic, we have more students and families in need of support through a trauma informed lens. Join us for a glimpse of one of our professional learning experiences which explores the topic of trauma, the brain, and effective strategies to help teachers, students, and their families reach positive outcomes in school and at home. This session covers a very important, relevant topic that will change the way you think about learning and the brain.

1301 - Taking An Evidence Based Approach To School Safety

Micere Keels
Educational leaders are increasing being held accountable for implementing evidence-based school safety policies. There is now strong evidence that increasing the numbers of police officers in schools and adding metal detectors and other “target hardening” steps have been costly but have done little to increase school safety. Research informs us that mental health challenges, behavioral dysregulation, and lack of school belonging are at the center of most school safety incidents. Participants will leave this session with a framework for how schools can create contexts that foster safety and prosocial behaviors, while being responsive to the needs created by COVID-19 and increased racial justice civil unrest.  

Learning Objectives:

• Analyze assumptions and beliefs about school safety against what has been shown to be effective strategies.
• Recognize the number of common school safety strategies actually undermine efforts to achieve that goal.
• Understand the elements of evidence-based school safety strategies.

1302 - Coping with Secondary Traumatic Stress: The Impact of Student Trauma on Educators

Karen Baicker
Nancy Close
Educators have a heightened awareness of the impact of trauma on students this year and are putting strategies in place to help them cope. However, far less recognized—and even less supported—is the impact that student trauma has on educators themselves. Other fields have long identified and addressed the toll that compassionate care can take on professionals. This session will explore ways that strategies from the mental health field can be leveraged to help the education sector implement a trauma-sensitive approach that serves teachers as well as students.

Learning Objectives:

• Recognize the impact that addressing trauma has on educators as well as the students they serve.
• Understand the risk factors and identify symptoms of secondary traumatic stress on themselves and colleagues.
• Develop strategies for coping with secondary traumatic stress.

1303 - Mindfulness as a Tool to Support Students Experiencing Trauma and Stress

Keisha Allen-Smith
Educators today are faced with the challenge of working with a growing population of students who are affected by trauma. These students are more likely to struggle with academic success and self-regulation. In this session you will learn the effects of adverse childhood experiences (ACES) on the brain and body, and how this impacts student achievement and behavior at school. You will also learn about the benefits of mindfulness and how it can be used to help students who experience trauma, stress and anxiety.

Participants will:

• Understand the impact of Adverse Childhood Experiences (ACEs) on the brain and body.
• Recognize the effects of trauma on student achievement and behavior in school.
• Learn how mindfulness can be used as a tool for self-regulation and resilience.

1304 - Building Safe Spaces for Staff Virtually

Alissa Farias
During times of crises, educational leaders can find themselves managing day to day and not leading their staff, even when they need them the most. In this session, learn some basic strategies that you can integrate into you daily interactions with staff to lead them and provide for them safe spaces. Attendees will get access to strategies and resources they can use immediately.

Learning Objectives:

• Develop safe spaces for staff in virtual environments.
• Identify leadership strategies to adopt/modify based on the needs of their staff.

1305 - Creating a Culture of Safety for Adults

Pete Hall
A lot of our energy in establishing a trauma-invested school is dedicated to supporting the students under our care. This makes sense, because by nature, we're givers. The reality is this: if we're not also creating a Culture of Safety - a safe, predictable, consistent environment - for the adults in our midst, they're less likely to have the strength, stamina, and strategies to be able to suitably nurture and educate the children. Let’s ensure our adults are in a safe place for teaching, collaborating, caring, and committing to the challenging work ahead.

Learning Objectives:

• Describe the elements of a Culture of Safety within a school setting.
• Relate those characteristics (safety, predictability, and consistency) to the needs of their staff members.
• Collaborate to brainstorm activities and strategies to enhance the adult Culture of Safety in their settings.
• Create a plan to incorporate those strategies into their regular professional routines.

1306 - The Positive Power of Self-Care: Combatting Compassion Fatigue & STS in the School Setting

Mona Johnson
With continued pressures and ever increasing demands in the workplace, fostering our own resilience & social emotional wellness often takes a back seat. This presentation addresses the importance of these practices and their direct connections to workplace success. Participants will review current methods for coping with positive and challenging career stress, compassion fatigue and potential secondary traumatic stress which can result from continuously coping with school-based trauma(s). In addition, they will reflect on their social emotional competence, explore comprehensive areas of professional wellness and be introduced to a framework to create an individualized self-care plan to support positive professional resilience and personal growth.

Learning Objectives:

• Gain an understanding of secondary traumatic stress, often called compassion fatigue, which often impacts helping professionals in K-12 education.
• Be able to clearly identify the professional and personal warning signs and symptoms of compassion fatigue & possible secondary traumatic stress on oneself. 
• Understand the connection between social, emotional and behavioral skill building and managing stress.
• Develop a comprehensive professional self-care plan encompassing eight areas of personal wellness and develop strategies to implement such plan 

1307 - The Intersection of Cultural Competence and Trauma-Informed

Melissa Sadin
It is estimated that 54% of all students in our nation’s public schools are children of color. It is also estimated that more than half of every child in every classroom has experienced some form of childhood adversity. Trauma-informed schools are culturally competent schools. In this engaging workshop participants will identify the components of a trauma-informed, culturally competent school. Practical strategies and policies will be shared.

http://www.traumasensitive.com/

1308 - Is Your Classroom Set-up for Relationships to Thrive?

Julie Widman
Joy Roberts
Educators who foster positive relationships in their classroom create an environment more conducive to learning and meet all students’ developmental, emotional and academic needs. Safe classrooms are a buffer against trauma. In this session you will gain practical strategies and tools on how to build meaningful engagement with students and foster peer-to-peer connection during this ever changing learning environment.