Appendix C

Trauma-Informed School Practices (TISP) Certification Program

For full details, visit the Trauma-Informed School Initiative (TSI) at the Trauma Response Institute

Trauma-Informed School Initiative (TSI)

Information

What is the TSI?

The TSI is a collaborative initiative with George Fox University’s School of Education and Trauma Response Institute and school districts seeking to implement best practices in trauma-informed school methods.

Mission: Our mission is to collaborate with districts desiring to implement trauma-informed school methods to facilitate developmental processes central to student learning and well-being.

Link for more info:

https://www.georgefox.edu/counseling-programs/clinics/tri/Trauma-Informed%20School%20Initiative/index.html

TISP 500: Introduction to Trauma & Trauma-Informed Care

(TISP Phase I)

Children and the nature of trauma

Lifespan impact: ACES data

Neurobiology of trauma

Impact on cognitive and social development

Impact in the classroom and across the lifespan

Overview of best practices

Review of the literature

Course Outcome: As the educator understands the bio-psycho-social impact of unmitigated stress and trauma, the importance of neural network integration to facilitate learning is now understood.

TISP 501: Trauma-Informed School Practices

(TISP Phase I)

Neural network regulation and school engagement

Attachment theory and child development

Trauma-Informed School Practices Tri-Phasic Model as best practice response

Focus on school attachment practices for educators, both certified and classified, and administration

Craft short-range implementation action plan

Course Outcome: As the educator assesses current effective TI school programming and best practices to support neural network integration, work will begin on designing Trauma-Informed School Practices suitable for your district, school, and/or classroom.

TISP 502: TISP Implementation Strategic Planning

(TISP Phase I)

Assess system readiness for TISP

Develop District and School Strategic Planning Teams

Develop Educator Action Plans

Prepare and practice role-plays for Phase I Classroom Implementation

Course Outcome: The Educator will complete a comprehensive assessment of TISP readiness within their district, school, and classroom, develop a timeline, and increase skills for Phase I implementation.

TISP 503: Trauma-Informed SEL and Classroom Management

(TISP Phase II)

Identify goals of social-emotional skills building as part of Coaching to facilitate neural integration

Use perceptual and conceptual skills to design scaffolded SEL skills as student responds to TISP

Evaluate the conceptual and practice elements of your school’s student management culture and processes

Articulate your TISP classroom management system, and how the culture of the classroom mirrors your methods and desired outcomes

Identify how to use authority and compassion

Honor student voices to promote personal responsibility

Course Outcome: Applying trauma-informed knowledge, the educator will re-envision and design classroom practices, strategies, management, and routines congruent with Phase II of the TISP Tri-Phasic Model.

TISP 504: Developing Person of the Educator Competencies: Self-Care Survival Guide

(TISP Phase I, II, III)

Guided self-assessment to identify and reduce personal triggers

Model the whole-system approach: treat self and coworkers as you treat and teach students; a consistent relational ethic as the antidote to trauma injury

Create a self-care plan as a part of the TISP implementation plan

Course Outcome: By applying TISP Person of the Educator principles, the Educator will be able to identify a professional ethic of care for self and coworkers designed to support staff, nurture well-being, and prevent compassion fatigue and burnout.

TISP 505: Trauma-Informed School Practices Coaching I

(TISP Phase I, II)

Ongoing for 1 academic term

Prerequisites: TISP 500 and 501

Can co-occur with TISP 502 and 503

Assess completeness and progress of plan initially mapped out in TISP 501

Based on implementation timeline and needs, design strategies in response

Identify assessment processes as part of design in preparation for TISP 507

Course Outcome: The educator will develop initial perceptual, conceptual, and executive TISP skills by participating in a group supervision/coaching process whereby one’s work, detailed in a video clip and written case study, is presented.

TISP 506: Trauma-Informed School Practices Coaching II

(TISP Phase II, III)

Ongoing for 1 academic term

Must co-occur with TISP 503

Prerequisites: TISP 500, 501, 505

Participate in face-to-face and online synchronous peer consultation

Case consult; problem-solve; role-play

Summarize progress through case studies and presentations

Course Outcome: The educator will deepen perceptual, conceptual, and executive TISP skills by participating in a group supervision/coaching process whereby one’s work, detailed in a video clip and written case study, is presented. The primary focus will be on scaffolding social-emotional and TISP behavioral management skills.

TISP 507: Data Gathering and Analysis

(TISP Phase III)

Consult for 1 academic year

Advised to co-occur with TISP 504, or with TISP 505 and 506.

Identify stages of assessing TISP efficacy, beginning with assessing TISP accuracy and stage of development

Implement and monitor data-gathering procedures

Analyze incoming data to ID immediate needs and desired course corrections

Engage in short- and long-term planning based on results

Collate and present results

Course Outcome: The Educator will be able to identify TISP efficacy and needed improvements, and share lessons learned with professional educator communities.

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Trauma-Informed School Practices by Anna A. Berardi and Brenda M. Morton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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