Trauma-Informed Multi-Tiered Systems of Support, Shortle, Spring 2020

Course Description

This course will provide an overview of the impact that developmental trauma has on childhood development across multiple domains including learning, cognition, emotional, social and behavioral functioning. Strategies for identifying and supporting children who have experienced trauma and toxic stress at all three tiers of support through the Multi-tiered System of Support (MTSS) will be presented. Participants will improve their understanding of how to create a learning environment that is trauma-informed and how to align these efforts within a multi-tiered framework of supports at the elementary and secondary levels.

Course Goals & Objectives

Course Objectives:

•  To understand the impact of trauma and toxic stress on the developing brain, with specific emphasis on the impact on cognition, emotions and behaviors
• To research and choose evidence-based interventions within all three tiers of MTSS to support students experiencing trauma and toxic stress
• To research and implement progress monitoring tools to determine if students are responding successfully to interventions or if additional supports are warranted
• To develop strategies to support parents and families of students experiencing trauma and toxic stress at all three levels of MTSS
• To understand the impact of vicarious trauma and empathy fatigue, with improved skills in self-care and wellness.

Course Expectations

Assignments: 

1.  Students will be required to submit reflections to each of the articles assigned. 30% of final grade.
2. Students will be required to keep a self-care journal.  During the first week of the course, students will commit to one self-care strategy and write a weekly reflection on the use of that self-care strategy to support their physical and mental health and to combat vicarious trauma and burnout. 20% of final grade.
3. The major requirement of this course will be to work as part of a school team to develop a comprehensive Multi-Tiered Systems of Support to address  learning, behavioral and social emotional challenges of students experiencing trauma and toxic stress.  Each group will be responsible for creating an MTSS model with several examples of evidence-based strategies presented within each tier  (tier 1, tier 2, tier 3) designed to support students experiencing trauma and toxic stress as well as interventions to support parent engagement.  Each group will be presenting their culminating project (either through powerpoint, youtube video or pechakucha presentation) and will also be writing a comprehensive paper.  You will also be asked to design a pamphlet/brochure to distribute to families.

Your paper should include the following:

1. Literature review. Review the literature so that you have a firm grasp on the history and development of the MTSS system and all the components of the model. Review the literature so that you have a firm grasp on the impact of trauma on the developing brain and how it manifests through cognition, emotion and behaviors.
2. Tier 1: Research the components of tier 1, including identification of problems, research-based interventions for students experiencing trauma and toxic stress and appropriate progress monitoring tools, as well as the criteria you will design to advance to Tier 2 if needed.
3. Tier 2: Research the components of tier 2, including identification of problems, research-based interventions for students experiencing trauma and toxic stress, how to implement them with fidelity and appropriate progress monitoring tools, as well as the criteria you will design to advance to Tier 3, if needed .
4. Tier 3: Research the components of tier 3, including identification of problems, research-based interventions for students experiencing trauma and toxic stress,  how to implement the interventions with fidelity, and appropriate progress monitoring tools.  Discuss criteria you will design to determine if a referral for a Special Education evaluation is needed.
5. Discussion how you will secure buy-in from administration and school staff to become a trauma-informed school. Additionally, discuss any costs that may be incurred in the development of this trauma-informed MTSS model, as well as sustainability.
6. Participants will be presenting findings to a hypothetical school board that is invested in building an effective MTSS System to support students experiencing trauma and toxic stress. 50% of grade.

Required Texts

http://www.ascd.org/ascd-express/vol11/1118-sizemore.aspx

https://education.cu-portland.edu/blog/classroom-resources/self-care-for-teachers/

Benckendorf, K. (September 2013). Children of Trauma:  What Educators Need to Know. Adoption Advocate, 63. 1-18.  

Blaustein, M. E. (2013). Childhood trauma and a framework for intervention. In E. Rossen and R. Hull (Eds.), Supporting and educating traumatized students: A guide for school-based professionals (pp. 1–21). New York, NY: Oxford University Press.

Blodgett, C., and Dorado, J. (2016).  A Selected Review of Trauma-Informed School Practice and Alignment with Educational Practice.

Burke-Harris, Nadine (2018).  The Deepest Well: Healing the Long Term Effects of Childhood Adversity.  Houghton-Mifflin-Harcourt

If K-6 Educator: Craig, Susan (2015). Trauma Sensitive Schools Learning Communities Transforming Children's Lives, K–5.  New York: Teachers College Press.

If 7-12 Educator: Craig, Susan (2017).  Trauma Sensitive Schools for the Adolescent Years: Promoting Resiliency and Healing Grades 6-12.  New York: Teachers College Press.

Felitti, V. and Anda, R. (1998).  Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACE) Study.  American Journal of Preventive Medicine. Volume 4, pages 245-258.

McInerney, M. Esq. et. al. Unlocking the Door to Learning: Trauma-Informed Classrooms and Transformational Schools. Education Law Center. 1-24.

Massachusetts Advocates for Children: Trauma and Learning Policy Initiative (2005),  In collaboration with Harvard Law School and The Task Force on Children Affected by Domestic Violence.  “Developing Trauma Sensitive Schools.  Volumes 1 and 2.

Pritzker, K. (Producer), & Redford, J. (Director). (2017). Resilience:  The Biology of Stress and the Science of Hope. [Documentary]. United States: KPJR.

The National Child Traumatic Stress Network (2008).  Child Trauma Toolkit for Educators.

Vermont Multitiered Systems of Supports Framework.  Vermont Agency of Education.

https://education.vermont.gov/student-support/vermont-multi-tiered-system-of-supports/vtmtss-framework

Wolpow, R., Johnson, M., Hertel, R. & Kincaid, S. (2016).  Compassionate Schools: The Heart of Teaching and Learning. Washington. https://www.k12.wa.us/sites/default/files/public/compassionateschools/pubdocs/theheartoflearningandteaching.pdf

For additional course information

Stacy Shortle
(802) 345-1367

For additional registration information

Bethany Sprague
(802) 468-1325

Register online now!