Find out from the principal who was at the center of the "Paper Tigers" documentary what it means to be a trauma-informed school. Under Jim Sporleder’s leadership in collaboration with community partners, Lincoln High School became a “Trauma Informed” school, gaining national attention due to a dramatic drop in out of school suspensions, increased graduation rates and the number of students going on to post-secondary education. In this presentation, Jim will walk the participants through a brief overview of the impact of Adverse Childhood Experiences, and how toxic stress impacts student learning and behavior. Participants will be introduced to what it means to be a Trauma-Informed School and how a trauma responsive approach is best practice for all students.
This session is designed to guide participants through an interactive process to help them understand the why, what, and how of effective Social Emotional Learning (SEL) implementation. Specifically, participants will learn how to audit and align their current practices, structures, interventions, and resources with SEL best practices. They will also learn how to effectively integrate SEL through a data based decision making and continuous improvement lens. Participants will gain access to practical tips and tools that will guide and support their work in creating an infrastructure necessary to help ALL students in their schools.
Supporting students with challenging behavior is complicated and requires a school-wide effort. Schools and students benefit when all staff are trained in the basics of understanding behavior and behavioral intervention. Training all staff creates a common language and skill set across administrators, teachers and staff for supporting students with challenging behavior. Schools also need personnel with more intensive training in behavioral intervention to support students with challenging behavior. This session will present a training model and free training resources (Basic FBA to BIP), including e-learning modules to help build the knowledge and skills of your staff to support students with challenging behavior.
This presentation examines how implicit bias and teacher expectations influence classroom interactions that contribute to disproportionate outcomes and inequitable school experiences for students. SW-PBIS and Classroom Systems will be presented as a framework for supporting staff to address implicit bias, reduce disproportionate outcomes and improve school experiences for all students.
Join Jim Sporleder to learn how a community’s collective trauma responsive approach benefits all students and develops positive adult-student relationships that can change the life path of students who have lost hope. Relevant for all participants, school or district leadership teams may especially appreciate this session's emphasis on how we can accomplish a lot as a team, and will do much less if we stay in our silos. Come hear the story of Lincoln High School firsthand from Jim, who lead the effort in collaboration with community partners to become a “Trauma Informed” school and gained national attention due to a dramatic drop in out of school suspensions, increased graduation rates and the number of students going on to post-secondary education. With this work captured in the documentary "Paper Tigers," Jim Sporleder retired in 2014 as Principal of Lincoln High School in Walla Walla, WA. and now shares his journey and lessons learned with educators across the country
This session is designed to guide participants through an interactive process to help them understand the why, what, and how of effective Social Emotional Learning (SEL) implementation. Specifically, participants will learn how to audit and align their current practices, structures, interventions, and resources with SEL best practices. They will also learn how to effectively integrate SEL through a data based decision making and continuous improvement lens. Participants will gain access to practical tips and tools that will guide and support their work in creating an infrastructure necessary to help ALL students in their schools.
Many schools implement Check-In/Check-Out, a common next question is, what are other Tier 2 interventions for behavior? This session will examine critical features of Tier 2 interventions and systems as a framework for selecting, identifying and implementing Tier 2 interventions in addition to Check-In/Check-Out to develop a continuum of Tier 2 supports.
This workshop is designed to provide an overview of how to create an effective Tier 1 foundation designed to prevent behavior challenges in schools. This workshop will provide practical definitions, markers, rubrics, and samples for educators on how to incorporate or refine existing Tier 1 practices. Educators will learn how to assess their current PBIS Tier 1 state and build the 10 essential PBIS Tier 1 markers necessary for effective implementation.
This session will teach the participants the “how to” in becoming a Trauma Responsive School. Learn the basic concepts to implementing a trauma-responsive school culture that will foster the significant changes we want for every student… improved behavior, attendance, higher academic achievement and higher graduation rates. Participants will: • Look at what the current research is telling us about the impact our traditional disciplinary practices are having on our students. • Understand the difference between “doing trauma informed practices,” versus “embracing trauma responsive practices as who we are as a person, as a school, and how we interact with those we come into contact.” • See how a trauma-responsive approach is the umbrella that becomes your school culture and strengthens everything under it. •Be introduced to the Student of Concerns Model: a powerful system for tracking our most struggling students with intentional positive adult interventions and action plans. •Walk away with an understanding of what it takes to become trauma responsive, and how to begin experiencing the significant outcomes that naturally come with this new mindset.
Many schools implement Check-In/Check-Out, a common next question is, what are other Tier 2 interventions for behavior? This session will examine critical features of Tier 2 interventions and systems as a framework for selecting, identifying and implementing Tier 2 interventions in addition to Check-In/Check-Out to develop a continuum of Tier 2 supports.
This workshop is designed to shine a light on the disproportionality in school discipline with students of color and special education students. The purpose of this workshop is to help educators understand the positive impact of creating effective behavior systems in schools that are equitable for ALL students and learn how to use alternatives to suspensions effectively. An alternative discipline overview will be provided using the Don’t Suspend Me! (DSM) framework for designing discipline using restorative, reflective, and instructional methods of supports.
This session will teach the participants the “how to” in becoming a Trauma Responsive School. Learn the basic concepts to implementing a trauma-responsive school culture that will foster the significant changes we want for every student… improved behavior, attendance, higher academic achievement and higher graduation rates. Participants will: • Look at what the current research is telling us about the impact our traditional disciplinary practices are having on our students. • Understand the difference between “doing trauma informed practices,” versus “embracing trauma responsive practices as who we are as a person, as a school, and how we interact with those we come into contact.” • See how a trauma-responsive approach is the umbrella that becomes your school culture and strengthens everything under it. •Be introduced to the Student of Concerns Model: a powerful system for tracking our most struggling students with intentional positive adult interventions and action plans. •Walk away with an understanding of what it takes to become trauma responsive, and how to begin experiencing the significant outcomes that naturally come with this new mindset.
This workshop is designed to shine a light on the disproportionality in school discipline with students of color and special education students. The purpose of this workshop is to help educators understand the positive impact of creating effective behavior systems in schools that are equitable for ALL students and learn how to use alternatives to suspensions effectively. An alternative discipline overview will be provided using the Don’t Suspend Me! (DSM) framework for designing discipline using restorative, reflective, and instructional methods of supports.
This session will teach the participants the “how to” in becoming a Trauma Responsive School. Learn the basic concepts to implementing a trauma-responsive school culture that will foster the significant changes we want for every student… improved behavior, attendance, higher academic achievement and higher graduation rates. Participants will: • Look at what the current research is telling us about the impact our traditional disciplinary practices are having on our students. • Understand the difference between “doing trauma informed practices,” versus “embracing trauma responsive practices as who we are as a person, as a school, and how we interact with those we come into contact.” • See how a trauma-responsive approach is the umbrella that becomes your school culture and strengthens everything under it. •Be introduced to the Student of Concerns Model: a powerful system for tracking our most struggling students with intentional positive adult interventions and action plans. •Walk away with an understanding of what it takes to become trauma responsive, and how to begin experiencing the significant outcomes that naturally come with this new mindset.
Supporting students with challenging behavior is complicated and requires a school-wide effort. Schools and students benefit when all staff are trained in the basics of understanding behavior and behavioral intervention. Training all staff creates a common language and skill set across administrators, teachers and staff for supporting students with challenging behavior. Schools also need personnel with more intensive training in behavioral intervention to support students with challenging behavior. This session will present a training model and free training resources (Basic FBA to BIP), including e-learning modules to help build the knowledge and skills of your staff to support students with challenging behavior.
