TCUSD Wellness Plan Development Fall 2019 -2020 Adverse Childhood - - PowerPoint PPT Presentation

TCUSD Wellness Plan Development

Fall 2019 -2020

Adverse Childhood Experience Study (ACES)

Childhood Adversity Research on ACES

• Between infancy and age 18
• Child abuse in many forms
• Child neglect
• Household challenges (divorce, substance

abuse, mental illness)

• Loss – death, incarceration, abandonment
• ACES began in the 1990s by Kaiser

Permanente & the Centers for Disease Control & Prevention

• Over 17,000 surveys and exams on adults

who had experienced childhood trauma

• Childhood trauma changes the brain and

response to social situations and stimulation- long term health deficits

Adverse Childhood Experience Study (ACES)

When we look at our students what do we see?

• Behaviors, physical traits, personality, social relationships
• We often miss the whole story

Look at me for example…what do you see?

• White, middle-upper class, educated, probably from a

loving family, confident, etc. The truth is… Many children like me who experienced one trauma, experienced several. We are wired differently and our reactions are preconditioned survival mechanisms, often showing little control of our actions.

Adverse Childhood Experience Study (ACES)

What Not to Do:

• Public shaming or calling out of

behavior

• Punitive consequences
• Isolation
• Threats as warnings
• Referrals to someone else
• Raising voice
• Harsh criticism/demeaning

comments Be Aware of the Signs:

• Becomes uninvested
• Lack of feeling safe or secure
• Shows resentfulness
• Causing problems intentionally
• Consequences do not matter
• Self-esteem goes down
• Does not want to come to school
• Will not trust adults

Adverse Childhood Experience Study (ACES)

Building Awareness and Moving Forward

• Train teachers about Trauma-Informed Instruction
• Continue to build Positive Behavioral Interventions & Supports (PBIS)
• Establish and maintain an environment of kindness and inclusion
• Make connections, offer forgiveness, offer support

La Rosa Elementary Update

Student Needs Campus Programs Gaps and Needs

• Changes within family

structure causing trauma

• McKinney-Vento Support
• Social emotional skills
• De-escalation strategies
• Individual and group

counseling each day

• School supplies offered
• Check-in and Check-out

strategy

• Classroom lessons
• Responsive interventions
• District-wide counseling

curriculum

• De-escalation room and more

training

Cloverly Elementary Update

Student Needs Campus Programs Gaps and Needs

• Referrals- 56 for missed

homework / 26 no parent signature / 134 behavior / 29 “other”

• With PBIS implementation a

significant decrease this year so far

• Daily check-ins with “at-risk”

students

• Weekly individual counseling-

self awareness & impulsivity

• Group conflict resolution
• Restorative practices
• Classroom presentations
• Training for staff: students

with special needs and history

• f trauma
• Better communication

between sites & DO when students have history of trauma

• Continued PBIS training

Emperor Elementary Update

Student Needs Campus Programs Gaps and Needs

• Between 25-40 students in

individual counseling sessions

• 12 risk/suicide assessments
• Group counseling – peer

relations, social skills, anger management, trauma-focused

• 82% of students feel safe on

campus

• 88% of students feel

respected by staff

• Safe Schools Ambassador

program & Peace Squad

• Individual and group

counseling

• PBIS implementation
• Parenting classes and

consultation

• Referrals to community

services

• Mental health professional on

campus

• Parent education regarding

suicide risk assessment

• Improve 68% rating of parent

homework involvement

• Training for staff – trauma

informed instruction

Longden Elementary Update

Student Needs Campus Programs Gaps and Needs

• In 2018-19, 25 students

assessed for suicide ideation – 0 have been assessed this year

• Student to counselor ratio

went from 1,022:1 (2018-19) to 497:1 (2019-20)

• An overall increase in student

support services in 2019-20 with an emphasis on self- regulation and social skills (based on staff survey data)

• PBIS implementation campus-

wide

• Community partnerships with

Pacific Clinics & others

• Individual and small group

counseling

• Mindful meditation
• Suicide prevention training to

all staff

• Mental health professional

serving all students

• Evidence-based social

emotional learning (SEL) curriculum for all sites to include small group instruction

Oak Intermediate Update

Student Needs Campus Programs Gaps and Needs

• 60% of students report test

anxiety

• 50% of students want support

to engage in school culture

• 40% of students report low

self-confidence

• 20% of students requested

coping skills strategies

• Small group instruction
• 1:1 check-ins
• Referrals to community

partnership groups

• Classroom lessons: career

exploration (7th) / stress management (8th)

• Promoting Success After

School program

• Expand small group

counseling- incorporate HS Peer Listeners

• Involve teachers in data

collection / data sharing

• Mental health professional on

campus- reduce ratio

Temple City High School Update

Student Needs Campus Programs Gaps and Needs

• 20-25 students referred to

Pacific Clinics over the last 9 months

• Critical students access to

Pacific Clinics on campus

• 1,241 student/counselor

initiated referrals to date for academic and social-emotional

• College and career planning

with Naviance

• Referrals to community

partner programs

• Classroom lessons: healthy

relationships, stress & anxiety AB1227 Human Trafficking Education

• Counselor sponsored

lunchtime programs

• Options for mental health

referrals for all students, regardless of insurance or income status

• Wellness Center - for students

to decompress, gain coping skills and find a safe space

• Balancing academic

counseling vs social emotional learning with caseload & students in crisis

• Dr. Doug Sears Learning Center Update

Student Needs Campus Programs Gaps and Needs

• 100% of students have critical

academic needs at time of enrollment

• 85% of students have trauma

caused deficits – attendance, motivation, etc.

• 55% of students require

anxiety management strategies

• 11% of students battle with

feelings of exclusion

• Individual plans for success

developed with each student

• Personal Development and

Healthy Relationships courses

• School-wide team approach to

focus on student needs

• Partnership with Pacific Clinics for

school-based mental health services

• Regional continuation school

sports league

• Next steps for when

students will not come to school due to anxiety and

• ther mental health

concerns

• Breakfast program to

support students with challenging homelife situations

• Water-filling stations to help

promote healthy living

Suicide Prevention Policy Update Essential Elements:

Prevention Intervention Postvention

• Policy Implementation
• Education
• Student
• Parents
• Staff
• Website & Resources
• Referral
• Risk Assessment
• Parent Notification (Referral

to Psychiatric Mobile Response Team)

• Return to School Meeting
• Develop an action plan
• Support students/staff
• Support family
• Manage media

communication

• Focus on facts for reportable

information – parent consent

Suicide Prevention Policy Update Next Steps:

• Create Suicide Prevention Taskforce
• Attend training for updates and additional resources
• Yearly train all staff regarding policy & procedures
• Work to develop curriculum to educate students
• Resilience
• Anxiety
• Wellness
• Continue to review and adapt policy as needed

Summary of Current Needs

• TCUSD uniform Student Study Team (SST) process
• Common and shared language among sites to help with matriculation
• Continuous training for staff – Trauma Informed Education
• Mental health support for all students
• Crisis management support
• District-wide multi-tiered systems of support