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

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

“While academic curricula matter, it is the social-emotional foundation

• f 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

• nse 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 Community Investment Training and Skill Development Classroom Observations and Consultation Analysis and Replication 2 years

“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,
• ptions for new outcomes are created.

3.Investments in academic success are not solely through academics.

THANK YOU!