The TRS-IA is an evidence-informed self-assessment that can be quickly and efficiently used to identify trauma responsive programming and policy domains of strengths, as well as areas with greater room for improvement.https://digitalcommons.imsa.edu/eae_scorecard/1003/thumbnail.jp

Anderson, Hannah

Berger, Katie

Coleman, Adrienne

Ellis, Traci

Rheams, Takeisha

English

Illinois Mathematics and Science Academy: DigitalCommons@IMSA

Reporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersUnderstanding thisSummaryThis report is generated based onthe information you provided forthe trauma survey. The compositescore for each domain is theaverage of your ratings for everyitem within the domain.Composite scores of 1.0-1.9 areclassified as "Emerging" areas,2.0-2.9 are classified as"Progressing" areas, and 3.0-4.0are classified as areas of"Mastery."TRAUMA RESPONSIVENESS DOMAINSMASTERYComposite ScorePROGRESSINGComposite Score2.4 .... Whole School Safety Planning2.9 .... Whole School Prevention Planning2 .... Prevention/ Early Intervention Trauma Programming2.4 .... Targeted Trauma-Informed Programming2.1 .... Family and Community EngagementEMERGINGComposite Score1.5 .... Whole School Trauma Programming1.6 .... Classroom Strategies1.6 .... Staff Self CareThis progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 1 of 14School Trauma Responsiveness Progress ReportIL MATHEMATICS & SCIENCE ACADEMYReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Whole School Safety PlanningWhole School Safety Planning includes procedures and activities for monitoring and maintaining physicalsafety on a school campus. Your school's Whole School Safety Planning score comprises your ratings onfour indicators: (1) your assessment of the safety and predictability of your school campus; (2) implementing astandardized approach for adequate staff supervision of students across public spaces; (3) establishing andfollowing a clearly defined process to determine when a student represents a harm to other students or staff;and (4) staff training in bullying prevention.OVERALL COMPOSITE SCORE: 2.4Adequate SupervisionBullying PreventionSafe Predictable CampusThreat Assessment StrategyBased on your responses, this is a progressing domain for your school. Because your score indicates youhave many of the building blocks/foundational steps for this domain in place, there are a number of next stepsyou can take to further enhance your school's programming in this area. Please refer to the Whole SchoolSafety Planning Guide, which will allow you to determine which next steps are appropriate for your schooland will provide you with resources to take these next steps.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 2 of 140 2 42.51.52.82.8Whole School Safety PlanningReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Whole School Prevention PlanningWhole School Prevention Planning is a comprehensive approach to preventing the occurrence of a traumaticevent on a school campus. Your school's Whole School Prevention Planning score is a composite of fiveindicators: 1) establishing and utilizing a clearly defined process for students to share concerns about theirfellow peers; 2) establishing and following a clearly defined process for sharing academic, legal, and mentalhealth records across relevant school staff, mental health professionals, and law enforcement; 3) conductinga comprehensive assessment of school climate, 4) educating staff so that any emergency drills areconducted in a trauma-sensitive manner; and 5) clearly defined and articulated behavioral expectations forstudents that staff are trained to reinforce.OVERALL COMPOSITE SCORE: 2.9Peer ReportingRecord SharingTrauma Informed Emergency DrillsSchool Climate AssessmentSchoolwide Behavioral ExpectationsBased on your responses, this is a progressing domain for your school. Because your score indicates youhave many of the building blocks/foundational steps for this domain in place, there are a number of next stepsyou can take to further enhance your school's programming in this area. Please refer to the Whole SchoolPrevention Planning Guide, which will allow you to determine which next steps are appropriate for yourschool and will provide you with resources to take these next steps.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 3 of 140 2 43.53.11.92.92.9Whole School Prevention PlanningReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Whole School Trauma ProgrammingWhole School Trauma Programming includes programming and policies to support students affected bytrauma, regardless of if the trauma was experienced at the school or elsewhere. Your school's Whole SchoolTrauma Programming score is a composite of six indicators: 1) training staff to provide emotional support tostudents following a traumatic event; 2) developing and utilizing clearly defined discipline policies that aresensitive to trauma-exposed students; 3) training school security personnel to identify symptoms of traumaand respond using tactics to avoid re-traumatization; 4) establishing and following a restorative approach toresolving conflicts that arise on campus; 5) educating all staff about trauma and its effect on students; and 6)training all staff in skills for working with trauma-affected students.OVERALL COMPOSITE SCORE: 1.5Crisis Response TrainingRestorative PracticesStaff Trauma KnowledgeStaff Trauma SkillsTrauma Informed DisciplineTrauma Informed Security StaffBased on your responses, this is an emerging domain for your school. Initial actions schools often take tobegin improving their whole school trauma progamming include:Convene a schoolwide training to enhance the trauma knowledge and skills of all school staff.Develop a multidisciplinary team to assess current discipline policies and adopt new trauma-informedstrategies.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 4 of 140 2 41.61.61.41.11.81.5Whole School Trauma ProgrammingReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Classroom StrategiesClassroom Strategies are in-class procedures designed to better accommodate students dealing with trauma.These involve physical safety as well as behavioral and academic support. Your Classroom Strategies self-assessment score comprises your ratings on four indicators: (1) incorporation of socio-emotional learningprinciples; (2) calm and safe classroom climates; (3) your school's approach toward classroom-basedbehavioral supports for students affected by trauma; and (4) your school's policies on special academicaccommodations for traumatized students.OVERALL COMPOSITE SCORE: 1.6Academic AccomodationsBehavioral AccomodationsCalm Safe ClassroomsSocial Emotional Learning ProgramsBased on your responses, this is an emerging domain for your school. Initial actions schools often take tobegin improving their classroom strategies include:Select a schoolwide approach to creating a safe and calm classroom climate.Select an evidence-based social-emotional learning (SEL) curriculum and provide professionaldevelopment training in this curriculum.Train RTI teams in understanding trauma and considering trauma history when developing studentsupport and/or intervention plans.For more in-depth guidance on these actions and next steps, please refer to the Classroom Strategies Guide.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 5 of 140 2 41.61.81.51.4Classroom StrategiesReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Prevention/ Early Intervention Trauma ProgrammingPrevention and Early Intervention Trauma Programming includes clinical strategies to identify and treatstudents affected by trauma. These policies and strategies are critical for connecting students with social andclinical resources. Your team’s Prevention and Early Intervention Trauma Programming score comprises yourratings on two indicators: (1) the routine incorporation of trauma exposure into mental health assessments,and (2) implementing evidence-based early interventions (ex. CBITS, SSET, Bounce Back).OVERALL COMPOSITE SCORE: 2Trauma Informed Evidence-Based PracticesTrauma Exposure AssessmentBased on your responses, this is a progressing domain for your school. Because your score indicates youhave many of the building blocks/foundational steps for this domain in place, there are a number of next stepsyou can take to further enhance your school's programming in this area. Please refer to the Prevention andEarly Intervention Trauma Programming Guide, which will allow you to determine which next steps areappropriate for your school and will provide you with resources to take these next steps.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 6 of 140 2 41.62.4Prevention/ Early Intervention Trauma ProgrammingReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Targeted Trauma-Informed ProgrammingTargeted Trauma-Informed Programming includes specific school and community programming targetingstudents experiencing significant symptoms related to trauma exposure. Your team's Targeted Trauma-Informed Programming self-assessment score comprises your ratings on two indicators: (1) holding routinemultidisciplinary meetings that incorporate understanding of student trauma exposure; and (2) formingrelationships with community health agencies skilled in providing mental health services to students withtrauma histories.OVERALL COMPOSITE SCORE: 2.4Community Mental Health PartnershipMultidisciplinary TeamBased on your responses, this is a progressing domain for your school. Because your score indicates youhave many of the building blocks/foundational steps for this domain in place, there are a number of next stepsyou can take to further enhance your school's programming in this area. Please refer to the Targeted Trauma-Informed Programming Guide, which will allow you to determine which next steps are appropriate for yourschool and will provide you with resources to take these next steps.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 7 of 140 2 43.31.6Targeted Trauma-Informed ProgrammingReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Staff Self CareStaff Self Care includes schoolwide policies and strategies that encourage staff self care and promotemanagement of secondary traumatic stress and compassion fatigue. Self care is an often overlookedcomponent of a trauma informed school that has been gaining increasing recognition and promotes wellnessand peer support among staff. Your team's Staff Self Care self-assessment score comprises your ratings onthree indicators: (1) utilizing a standard approach for building staff awareness of compassion fatigue and STSwhich include providing tools for self-monitoring and building self care strategies; (2) facilitating peer supportamong staff working with trauma exposed students; and (3) availability of resources for staff working withtrauma exposed students.OVERALL COMPOSITE SCORE: 1.6Peer SupportStaff AwarenessWellness ResourcesBased on your responses, this is an emerging domain for your school. Initial actions schools often take tobegin improving their staff self care include:Provide a staff training or professional development on compassion fatigue, secondary traumatic stress,and self care.Assess relationships among staff and opportunities for collaboration regarding students.Assess resources available to staff at the school level.For more in-depth guidance on these actions and next steps, please refer to the Staff Self Care Guide.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 8 of 140 2 41.21.81.7Staff Self CareReporting Period: August 2019 - June 2020Date of Report: 10/29/2020Entered By: 8 UsersAbout Family and Community EngagementThe Family and Community Engagement domain includes your school's policies, procedures, and activitiesfor understanding racial/ethnic sensitivities and incorporating community priorities and resources into supportservices. Your team's Community Context score comprises your ratings on four indicators: 1) staff are trainedto be aware and considerate of racial and ethnic sensitivities (i.e. language barriers, immigration status); 2)racially and ethnically sensitive resources and services are made available to the families of studentsreceiving tier 2 and 3 interventions; 3) school maintains partnerships with community organizations servingracial and ethnically diverse groups (i.e. churches, health centers) to further support the families in need; and4) school identifies opportunities to engage families and the broader community about trauma and its impact.OVERALL COMPOSITE SCORE: 2.1Community PartnershipFamily Outreach EducationRacial Ethnic Sensitive ResourcesRacial Ethnic Sensitivity TrainingBased on your responses, this is a progressing domain for your school. Because your score indicates youhave many of the building blocks/foundational steps for this domain in place, there are a number of next stepsyou can take to further enhance your school's programming in this area. Please refer to the Family andCommunity Engagement Guide, which will allow you to determine which next steps are appropriate for yourschool and will provide you with resources to take these next steps.This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 9 of 140 2 41.62.322.5Family and Community EngagementThank you for completing the Trauma Responsive Schools Implementation Assessment. We encourage youto meet with your school mental health team, review your scores on each performance domain provided inthis report, and engage in a strategic planning process to improve your trauma responsiveness.Trauma Responsive Schools Guides are available in the Resource Center for each performance domain withaction steps and resources to guide improvement. Consider using these materials and this StrategicPlanning Guide to create a strategic plan for improving your team's performance in one or more areas.List the domain(s) on which you scored the lowest (Emerging and Progressing) and evaluate yoursystem's capacity and motivation to implement change in each domain.Domain Need for change(1-10) 1=no need10=great needDesire for change(1-10) 1=no desire10=great desireResources to achievechange (1-10) 1=noresources 10=manyresourcesBarriers to change(1-10) 1=no barriers10=many barriers1.     2.     3.      Select one domain from the list above that your team wants to improve. DOMAIN:                                                                                                                This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 10 of 14Strategic Planning GuideThe following pages can be used as tool to plan your next steps for this domain. We encourage you tocomplete this with your team.Please state a specific goal within this domain. (For example, if you selected the Family and CommunityEngagement domain, one goal might be to create school partnerships with diverse communityorganizations.)GOAL:                                                                                                                                                                                                                                                                                           How will you know if you've achieved success within this goal? (For example, if you selected the Familyand Community Engagement domain and your goal is to create school partnerships with diverse communityorganizations, one way of measuring success might be that by the next academic school year, the schoolmental health team will develop a Memorandum of Understanding (MOU) with one community organization.)INDICATOR OF SUCCESS:                                                                                                                                                                                                                                                                                                 What opportunities exist related to this goal?What have been our past successes? What current work is taking place related to this goal? What are our available resources (leadership, infrastructure, staffing, partnerships)? What barriers exist related to this goal?What would prevent us from moving forward with this goal? What would we need to overcome this/these barrier(s)? This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 11 of 14Strategic Planning GuideWho will be involved: List the individuals who will help move this goal forward and their role. Considermultidisciplinary stakeholders from the district, school, community, and family levels.Individual Role1.  2.  3.  4.  5.  6.  7.  8.    Identify 3-5 action steps that can be taken toward achieving this goal.1. 2. 3. 4. 5.  This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 12 of 14Strategic Planning GuideTimeline for improvementShort term: 0-6 monthsAction Step Individual(s)ResponsibleData to EvaluateChangeDate                         This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 13 of 14Strategic Planning GuideTimeline for improvementLong term: 7-24 monthsAction Step Individual(s)ResponsibleData to EvaluateChangeDate                         This progress report was developed by the Treatment and Services AdaptationCenter and the National Center for School Mental Health for the SHAPE System.Page 14 of 14Strategic Planning Guide

4. Trauma Responsive School Implementation Assessment

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4. Trauma Responsive School Implementation Assessment

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Illinois Mathematics and Science Academy: DigitalCommons@IMSA