Trauma Informed Care Pilot Project with Norfolk Public Schools The - PowerPoint PPT Presentation

Trauma Informed Care Pilot Project with Norfolk Public Schools The Up Center Andrea Long, Ed.M., LPC, CTS Chief Program Officer Funded by United for Children through South Hampton Roads United Way

Tidewater PB Young Chesterfield Park Elementary Elementary Elementary Ruffner Jacox Middle Elementary School

“While academic curricula matter, it is the social-emotional foundation of children that primarily determines academic success.” Dr. Christopher Blodgett, Washington State University, 2013

How ACEs Affect Learning Students impacted by ACEs tend to… • Be at 2 ½ times greater risk to fail a grade. • Score lower on standardized tests. • Have language difficulties. • Be suspended or expelled more often. • Be designated to special education more frequently. • Have poorer health. Wolpow, et al (2009)

The Dose/R e/Resp esponse onse Relationship Students dealing with ACES are:  two and a half times more likely to fail a grade;  likely to have receptive and expressive language difficulties;  more likely to score lower on a standardized achievement tests;  more likely to be suspended or expelled; and  more likely to be identified as eligible for special education services. *As one increases, so does the possibility of the other.

Pilot Components Administrative and Training and Skill Community Development Investment 2 years Classroom Analysis and Observations and Replication Consultation

“When you’re learning to be a teacher, you think it’s just about lesson plans, curriculum, and seating charts. I was blindsided by the emotional aspect of teaching —I didn’t know how to handle it.” - Very Many Teachers

Early Lessons Learned: 1. In many instances, a solution becomes the problem. 2. When we understand cause and effect, options for new outcomes are created. 3.Investments in academic success are not solely through academics.

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