The “Trauma-Informed Care” page on the MTSS4Success website provides resources and guidance for implementing trauma-informed practices within Multi-Tiered Systems of Support (MTSS). It highlights strategies to create supportive environments for students affected by trauma, emphasizing the importance of understanding trauma’s impact on learning and behavior.
This document includes information about creating a school crisis response plan and team, information about school-based and district-based crisis intervention teams, and resources for crisis preparedness and response.
Model for School-based Crisis Preparedness and Response Read More »
This framework describes trauma and healing in these ways: trauma is the harmful interruption of safety, agency, dignity and/or belonging, which are fundamental needs of all human beings. Trauma is embodied in 5 levels: individual, collective, systemic, intergenerational and/or historical; trauma is experienced in the body-brain, overwhelming our ability to cope with and integrate thoughts, sensations, and emotions connected to an experience; and pathways to healing occur anytime we do anything that restores and/or promotes safety, agency, dignity and belonging and moves bodies towards integration and wholeness.
The Integrated Multi-Tiered Systems of Support Fidelity Rubric (IMFR) is a tool created to assess an elementary school’s implementation of Integrated Multi-tiered Systems of Support (I-MTSS). I-MTSS is a model where academic and social, emotional, and behavioral (SEB) supports are strategically combined to improve students’ academic (e.g., reading and/or math) and SEB outcomes.
This resource identifies five guiding principles and suggests actions schools and school districts can take to create inclusive, safe, supportive, and fair learning environments. The resource also lists federal resources to support these efforts.
Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates Read More »
Center on PBIS is a leader in the field of education, working together with state and local agencies to improve social, emotional, academic, and behavioral outcomes for all students. Its work is rooted in prevention, centered in equity, based on human-centered science, and only implemented through collaborative partnerships with students, families, educators, and their extended communities.
Look to Illinois School District 214 for ideas to make educational equity a reality in your district. SD 214 addresses educational equity through 5 pillars: Systemic; Employment and Retention; Professional Learning for Student Success; Student Voice, Climate, and Culture; and Family and Community Engagement.
Essentials for Childhood famework proposes strategies and resources communities can consider to promote the types of relationships and environments that help children grow up to be healthy and productive citizens so that they, in turn, can build stronger and safer families and communities for their children.
Essentials for Childhood Framework and Resources Read More »
This framework presents a tiered approach to creating a trauma-informed school environment that addresses the needs of all students, staff, administrators, and families who might be at risk for experiencing the symptoms of traumatic stress. This framework offers a vision of a trauma-informed school, adhering to the “4 Rs”.
Creating, Supporting, and Sustaining Trauma-Informed Schools System Framework Read More »
Creating Safe, Equitable, Engaging Schools helps school leaders make sense of the various evidence-based resources and frameworks designed to support the whole child. Addressing critical topics like restorative practices, cultural responsiveness, social and emotional learning, and family engagement, this volume offers insights on how leaders can leverage school-based teams to assess student needs and select appropriate interventions. Chapters include: building capacity of staff to lead and implement their work with passion, enthusiasm, and efficiency; engaging the strengths of all school stakeholders; implementing strong foundational supports which address diverse student and educator needs; and monitoring implementation efforts using evidence from improvement science.Spanish version availble.
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