In today's educational landscape, ensuring the safety and well-being of students and staff is paramount. This session will delve into the comprehensive development and implementation of a Crisis Response Team (CRT) within a PreK-8th grade elementary school district. Led by experts in educational leadership and crisis intervention — including a Director of Student Services with experience in educational leadership, overseeing the implementation of crisis response protocols and fostering a safe school environment, and a Special Education Program Coordinator, a former school psychologist with extensive experience in crisis intervention and support services for students, bringing a deep understanding of psychological aspects in crisis management — this session will equip participants with practical strategies to establish, enhance, and sustain a CRT that effectively manages crises, fosters a safe environment, and builds resilience within the school community.
Workshop Description (We've also submitted a presentation, which we hope will be offered prior to the workshop.)_x000D_ _x000D_ Educators are beginning to recognize the role of trauma in both the achievement gap and in behavior events on campus. Educational leaders are also keenly aware of the balance they must strike between the need for supportive, inclusive, and trauma-informed approaches amid the challenges of educator skill-gaps and burnout._x000D_ _x000D_ Join us to explore some specific trauma-assumed practices educators can implement following behavior events. In particular, learn how behavioral skills training can both increase the behavior educators want to see, while also improving rapport with students without resorting to punishment or exclusion._x000D_ _x000D_ Additionally, we will discuss specific supportive, inclusive, and trauma assumed practices, how they can be implemented by all adults on campus, and practical methods of convincing staff to utilize them._x000D_ _x000D_ This workshop will allow participants an opportunity to role/play behavior skills training, through a trauma-assumed lens. Participants will leave the workshop with protocols to support their implementation when they return to their respective LEA. _x000D_ _x000D_
A phrase I hear frequently across districts and early childhood classrooms is “what is going on with these kids and their behaviors? Covid is over, why is it getting worse and not better?” The reality of our current state is that our youngest students, Preschool, Transitional Kindergarten, Kindergarten and up seem to be struggling more and more with behavior. Where we used to see 1-2 “high flyers” per site, we are now seeing 3-4 “high flyers” per classroom. And it isn’t just the quantity of students with behavioral needs. It is the frequency, intensity and severity of these at times explosive behaviors that are demanding all hands on deck._x000D_ _x000D_ This is our new reality, and it looks bleak, but what we know is that early intervention, specifically caregiver or Parent Implemented Intervention (PII) has the evidence base and power to make HUGE changes in the brain/behavior of a child. A lot of times we focus solely on in-class behavior strategies and plans, but a lot of times these plans stay at school and don’t transfer home. So, what if we did something different? What if we brought in the parents, and not only supported the child but the caregivers in strategies to support behavior change? This is what the Parent Empowerment Program (PEP) within the La Mesa-Spring Valley School District is working to provide. _x000D_ _x000D_ PEP is a free program that provides behavioral support and parenting tools to families with students ages 3-6 who may be experiencing any level of behavior difficulties, from separation anxiety, defiance, tantrums, aggression, elopement etc. PEP is a safe place for families to come to get support. The Parent Empowerment Program is an expansion site of the Regional Intervention Program (RIP) originally developed through Vanderbilt University. RIP has over 50 years of data showing that this program works not only to reduce challenging behaviors across settings (home, school, in the community), but also reduces caregiver stress and increases student access to less restrictive educational settings and supports._x000D_ _x000D_ PEP and the La Mesa-Spring Valley School District are working to help give these Bunker Babies the support they need by empowering their caregivers. By working in partnership with our families to support our students, PEP not only helps reduce challenging behaviors right now, but it is changing trajectories for these children’s futures. _x000D_ _x000D_ Learn more about why we are seeing an uptick in behavioral needs with our youngest learners, and what educational leaders can do to empower families through Parent Implemented Intervention in order to reduce behavioral challenges and strengthen both student and family SEL skills._x000D_
This workshop will share the intentional approaches that the San Benito County Office of Education has used to integrate PBIS, SEL, Wellness, and Mental Health Services within a county-wide Community of Practice. The goal is to develop a deep and sustained engagement from administrators, staff and the community with authentic commitment and partnerships. Strategic emphasis has been placed on de-siloing tiered services within the Inclusive Behavior Instruction and Transformative Social-Emotional Instruction/Mental Health Features to help leaders, mental health providers, and teachers understand how tiered services are all connected instead of viewing each as a stand-alone program._x000D_ _x000D_
Objective:_x000D_ This presentation aims to provide educators and school leaders with a comprehensive framework for addressing student trauma, especially for those from diverse cultural backgrounds, within our educational system. The approach focuses on equity, ensuring that all students receive the support they need to thrive academically, socially, and emotionally._x000D_ _x000D_ Key Strategies:_x000D_ _x000D_ Cultural Competence and Sensitivity_x000D_ Training for Educators: Ongoing professional development on cultural competence and trauma-informed care._x000D_ _x000D_ Cultural Awareness: Encourage educators to understand students' cultural backgrounds, including norms, values, and healing practices, to build trust and provide appropriate support._x000D_ _x000D_ Trauma-Informed Practices_x000D_ Safe and Supportive Environment: Create a predictable and supportive school environment with clear routines and respectful communication._x000D_ _x000D_ Understanding Trauma Responses: Educators learn to recognize signs of trauma, such as aggression or withdrawal, and address them through restorative practices._x000D_ Individualized Support_x000D_ _x000D_ Holistic Assessments: Conduct comprehensive assessments that consider academic performance and emotional well-being._x000D_ _x000D_ Personalized Interventions: Develop individualized support plans incorporating culturally relevant strategies and referrals to community-based services._x000D_ _x000D_ Family and Community Engagement_x000D_ Building Trust with Families: Establish strong relationships with families, ensuring regular communication and involvement in the educational process._x000D_ _x000D_ Community Partnerships: Collaborate with community organizations and cultural groups to provide additional support and resources._x000D_ _x000D_ Integrating Cultural Practices_x000D_ Culturally Relevant Curriculum: Incorporate diverse cultural perspectives into the curriculum._x000D_ _x000D_ Celebrating Diversity: Foster inclusivity by celebrating culturalevents and traditions within the school community._x000D_ Mindfulness and Healing Practices: Integrate practices like mindfulness and meditation that resonate with students' cultural traditions._x000D_ _x000D_ Mental Health Services_x000D_ On-Site Support: Ensure access to counselors and psychologists trained in trauma-informed care and cultural competence._x000D_ _x000D_ Referral Systems: Establish clear referral protocols for students needing intensive mental health support._x000D_ _x000D_ Crisis Intervention: Implement crisis intervention protocols sensitive to cultural nuances._x000D_ _x000D_ Policy and Advocacy_x000D_ Inclusive Policies: Advocate for and implement school policies that promote equity and inclusion for all students._x000D_ _x000D_ Anti-Bullying Measures: Enforce strong anti-bullying policies to protect students from discrimination based on cultural or ethnic backgrounds._x000D_ _x000D_ Practical Steps for Educators:_x000D_ Listening and Empathy: Show empathy and validate students' experiences._x000D_ _x000D_ Mentorship Programs: Create mentorship opportunities for students._x000D_ _x000D_ Peer Support Groups: Establish peer support groups where students can share their experiences in a safe environment._x000D_ _x000D_ By adopting these strategies, educators can support the diverse _x000D_ needs of students who have experienced trauma, ensuring they succeed both academically and emotionally._x000D_ _x000D_ Resources:_x000D_ This presentation references reputable resources including the National Education Association, Substance Abuse and Mental Health Services Administration, Trauma and Learning Policy Initiative, and others, providing educators with tools and guidelines to implement these strategies effectively._x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_ _x000D_
Within HJUHSD, any student who has unlawfully possessed, used, sold, or otherwise furnished or been under the influence of any controlled substance, alcoholic beverage, or intoxicant of any kind or who has sold or furnished in any manner a controlled substance while enrolled may be, after due process, suspended up to five school days. To provide appropriate interventions to students who are actively involved in substance use and abuse but are unwilling to seek assistance on their own, HJUHSD has implemented a Zero-Hour Drug and Alcohol Program (DAP) for first-time violators of Education Code 48900. This alternative to suspension is based on a student's and parents' agreement to attend and complete Zero Hour Drug Intervention Classes for six sessions.
