Wal alk on on You our r Wild Si Side TASB Special Education Solutions Members’ Conference April 11-12, 2019 This information is provided for educational purposes only to facilitate a general understanding of the law or other regulatory matter. This information is neither an exhaustive treatment on the subject nor is this intended to substitute for the advice of an attorney or other professional advisor. Consult with your attorney or professional advisor to apply these principles to specific fact situations.
Age genda • Day 2 (April 12, 2019 full day) • Welcome/Introductions • Keynote – Learning to FLY • Go WILD over Guidelines • Do You Know What’s Around You? • New Discoveries • Taking Down the 3 Ps • Stop at the Watering Hole • An Oasis in the Jungle • Carefully We Navigate the Wild • Don’t Walk Alone • Staying Informed While in the • Safer Together Jungle • Door Prizes/Survey • Nourishment
TASB Special Education Solutions Team Members Dr. Ehrikka Hodge Dr. Karlyn Keller Laurie Woodel
Have fun learning and getting tickets Embrace your wild side of SHARS Document, document, document on Twitter or Facebook #TASBSpedConf
Go Go WILD o over Gu Guidel elines es! Dr. Karlyn Keller, TASB Special Education Solutions
Act as guidelines for staff related to the primary areas of your SHARS program Assist with on boarding new employees Assist in an audit by outlining the way your program functions When followed for a particular activity, they produce a product that is consistent and predictable The framework can be used to develop targets and make assessments of individual performance Everyone knows exactly what is expected of them, they can plan their schedules and meet goals with efficiency Reduces the possibility of missed steps or other errors that impact compliance
Student Verifying Roles and Information Billing Required Responsibilities Update Documentation Procedures Provider Set-Up Training Transportation
New D Discove coveries – A A Look a at Telet etherapy Kristin Martinez, Presence Learning Dr. Karlyn Keller, TASB Special Education Solutions
Teletherapy and SHARS
A Stop op a at the W Watering Ho g Hole 15 minutes https://www.flickr.com/gp/tasb/o93q23
Carefully W We e Navigate t the e Wild – School ool He Heal alth a and R Related ed S Services es Up Updates es Dario Avila, Health and Human Services Angela Foote, Texas Education Agency The information in this presentation may include the intellectual property of third parties.
Staying Informed While in the Jungle – Trauma Informed Care Jeanette Stintzi, AIM Consulting, LLC Bea Fallis, AIM Consulting, LLC The information in this presentation may include the intellectual property of third parties.
TRAUMA INFORMED CARE Bea Fallis, Director of Special Education Jeannette Stintzi, RN, BSN Director of Nursing, A.I.M.
Who are We? Assessment Intervention Management (AIM) – We are partners in education – We have school-based educational services for all schools – We partner with the community to support all learners – We provide all special education services for public schools – We provide leadership training and coaching – We offer private evaluations and services
What is Trauma Informed Care (TIC)? ■ TIC means treating a whole person, taking into account past trauma and the resulting coping mechanisms when attempting to understand behaviors and interact with the person ■ The general public lacks understanding of ramifications of trauma – this can lead to judgmental attitudes and even re-victimization of trauma survivors.
Why is this important to schools? ■ Trauma can impact school performance. ■ Trauma can impair learning. ■ Traumatized children may experience physical and emotional distress. ■ Higher referral rates in areas such as Special Education ■ Trauma-informed practices have been shown to: – reduce the suspensions and expulsions – help students feel safe and stay regulated – increase academic achievement scores, and – decrease behavioral problems
TIC is in the 86th legislation … SB 1893 - Adding a TIC policy to District Improvement Plan HB 1623 -Training for public school personnel about students with behavior health issues HB 3718 - Training for public school personnel on TIC HB 4183 - Addressing Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences (ACES) Source: Centers for Disease Control and Prevention Credit: Robert Wood Johnson Foundation
Take a moment...
Texas One in four Texas kids (24 percent) have experienced multiple Adverse Childhood Experiences (ACEs) Source: americashealthrankings.org
ACEs in Special Education Source: journals.sagepub.com/doi/abs/10.1177/0271121418790674?journalCode=teca
Source: cdc.gov
Long-term impact of ACEs
ACEs cause toxic stress Positive stress Toxic stress Tolerable stress (ex. getting a (ex. chronic (ex. death in shot) Brief. Part neglect) Strong, family) More of healthy frequent and/or severe. development. prolonged Buffered by adversity, without adult support Graphic: kaboom.com enough adult support
Toxic stress harms brain architecture ● Fewer connections grow in “reasoning” section of brain ● Neutral facial expressions may be interpreted as threatening ● Weaker impulse control, shorter attention spans Image: Orion Children International
Plasticity
How can we help? Creating Trauma-Sensitive Schools ■ Provide staff development to better understand trauma’s impact on learning ■ Help students feel safe ■ Taking a holistic approach to the student ■ Community ■ Accountability ■ Adaptability Source: National Resilience Institute
Safety is Foundational Image: researchgate.net/figure/Maslows-hierarchy-of-needs-1953_fig1_303784942
The New Proposed Hierarchy
TIC should involve your entire team ■ School nurse ■ Teachers ■ Related Services Providers ■ School Psychologist ■ Campus Administrators ■ Counselor ■ Cafeteria ■ Bus drivers ■ Parents/Guardians
Why TIC in Schools? Struggling Increase attendance, Student more focus time on receiving learning, less behavior traditional outbursts, increase in support academic performance; therefore, significant Stagnant academic gains. TIC support - Outcomes trained sped staff social Zero to no worker, LSSP, education nurses, other progress service providers Addressing root cause More traditional, No academic significant interventions changes or special
#AIMcares can help... – raise awareness, help start conversations, create a group and vision – assess the culture of your campus – craft systems to identify, track, and monitor students – plan for long-term comprehensive trauma sensitivity – assemble and train a task force – create a community resource guide – ongoing coaching support throughout our partnership
bea@aimllcconsulting.com jeannette@aimllcconsulting.com www.aimllcconsulting.com (210) 838-5351
Trauma Informed Care and SHARS Students whose trauma results in disability Blending funding sources such as emotional disturbance or other Cross agency braiding of supports health impairment – assessment covered Students currently in Special Education that https://www.ncmhjj.com/wp- require Counseling as a Related Service – content/uploads/2016/09/Medicaidinschools_fulldeck.p counseling or psychological services covered df Students who have physical needs as a result https://www.medicaid.gov/Federal-Policy- of their trauma – nursing services covered Guidance/Downloads/SMD-13-07-11.pdf Free care – possible future coverage
No Nour urishment A Along t the W he Way Seek out a complimentary afternoon refresher with a chair massage 11:45 am – 1:45 pm
Learn earning t to FL FLY Y – Le Learning how t to b be fearl earless, ss, l loyal, yea earn rners – those wh e who o yearn t to m make a e a differ eren ence ce Michelle Soriano, Education Service Center at Region 4
Do Do Y You K u Know W Wha hat’s A Aroun und d You u – A A Na Nationwide L e Look a at SHAR ARS Pam Katz, CompuClaim Stefanie Chatelain, Edgewood ISD
Sl Slowly W y We T Turn, St Step by y St Step We Get Th There – Taki aking D Down t the 3 3 Ps Laurie Woodel, TASB Special Education Solutions Tricia Gray – SHARS Coordinator
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