Kickboard Professional Services

Trauma Informed Schools

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Trauma-Informed Practices Audit and Recommendations

Audience: Principal and Trauma Informed Practices (TIP) Team

Overview

Now that it is known that trauma-exposure is common among students and that this exposure can have a corrosive impact on academic performance, classroom behavior, and relationships, a national dialogue has emerged on the need to integrate trauma-informed approaches into the school and classroom environments, but little is being said on how school leaders can set out to accomplish this.

Kickboard Coaches can help school leaders tackle one of the essential steps to becoming a trauma-informed school by conducting a school-wide audit to assess the degree to which school policies and procedures, environment, classroom practices, engagement of students and families, and culture align with trauma-informed principles. Kickboard Coaches will then provide a report which highlights the findings of the audit and presents actionable recommendations for improvement.

Challenges Addressed:

School leaders and teachers are aware of high rates of trauma exposure among students, but don’t know how to support students.

  • There is no framework in place for school leaders to examine school practices, policies, and procedures through a trauma-informed lens
  • School as limited resources and school leaders are not sure what to prioritize
  • School leaders and teachers want better engagement with students and parents
  • Teachers and staff are experiencing burnout and vicarious traumatization, leading to problems with staff retention
  • Students with trauma exposure remain unidentified and without services

Program Outcomes:

A comprehensive report of how practices and policies align with principles of trauma-informed care and written, actionable recommendations which can be taken to create a more trauma-informed environment.

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Foundations for a Trauma-Responsive School: Key Practices and Tools for Fostering Resilience

Audience: All School Staff

Overview

The experts all agree that one of the key elements of being a trauma-informed school is that all school staff have a foundational knowledge of trauma and its impact and what it means to practice trauma-informed care. During this transformational session, leaders and teachers in your building will be empowered as the agents of change as the lens they are using to view students shifts from, “What’s wrong with this student?” to, “What’s happened to this student?”

This session will then provide a framework for the practice of trauma-informed care and will provide guidance and practical tools on integrating trauma informed practices into the school and its classrooms.

Challenges Addressed:

  • Divided understanding among staff of trauma and its impact on students, staff, and the school community
  • School leaders and staff know that many of their students have experienced trauma, but they don’t know what to do to help these students
  • Teachers are feeling overwhelmed and stressed out, which is impacting their ability to do their job and build relationships with students and peers
  • Teachers complain that the school isn’t being punitive enough in its discipline practices
  • Overwhelming number of discipline referrals.

Program Outcomes:

  • Increased teacher buy-in
  • More positive attitudes towards trauma-informed practices
  • Increased empathy and compassion for students
  • Staff feeling more empowered in their capacity to help trauma-exposed students
  • Shared approach to supporting behavior
  • Staff equipped with specific practices and tools for building student resilience
  • Teachers and staff practicing self-care

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Action Planning for Becoming a Trauma-Informed School

Audience: Principal and Trauma-Informed Practices Team

Overview

Research over the past several years clearly shows how trauma and adverse events can have a profound impact on an individual’s development, affecting areas of the brain that regulate impulse control, executive and cognitive functioning, and emotional and fear responses. By integrating trauma-informed practices into the school and classroom environment, schools can be proactive in helping students recover and lessen the impact of trauma on school performance.

During this session, a Kickboard coach will guide the team to collaboratively create a vision for what it means to be a trauma-informed school. The team will then develop explicit goals and an aligned strategic action plan to guide their work within a multi-tiered system of support. This full day of planning considers where each school is on the journey and helps guide them forward.

Challenges Addressed:

  • School leaders and staff know that many of their students have experienced trauma, but they don’t know what to do to help these students.
  • The approach to handling students with behavioral problems is more often punitive in nature.
  • Students who are experiencing school performance issues are not screened for trauma exposure.
  • Teachers are having difficulty building trusting relationships with students.
  • Students do not feel that school is a safe place for them.
  • Teachers and staff are not aware of how their biases are impacting their relationships with students.

Program Outcomes:

  • Shared vision for becoming a trauma-informed school.
  • A strategic action plan which:
    • Serves as the school’s road map to becoming trauma informed
    • Has agreed upon SMART goals and outlines activities which will lead to achievement of these goals
    • Has a plan for monitoring progress towards goals
    • Provides clarity to school staff on what will be expected of them
    • Identifies existing and new resources needed to achieve goals

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Professional Development for Teachers on Creating Trauma-Informed Classrooms

Audience: Teachers, Coaches, Classroom Support Staff

(Prerequisite: Foundational All-Staff PD for Becoming a Trauma-Informed School)

Overview

Teachers have had time to process and apply what they learned in the Foundational Professional Development Session and they are ready to learn more. This session will provide additional information and tools on integrating trauma-informed practices into the classroom, but will also provide an opportunity for teachers to develop their own action plan and goals specific to their classroom and practice.

The session will provide a forum for teachers to discuss with one another their successes and to collectively problem-solve and develop solutions to any barriers they have encountered. The Session Facilitator will collect feedback from the teachers to be shared with the Trauma-Informed Practices (TIP) Team as it monitors the strategic action plan and aligns school policy and practices with the principles of trauma-informed care.

Challenges Addressed:

  • Teachers understand trauma and its impact, but are struggling with how to address it in the classroom
  • Teachers have encountered systems level barriers to the implementation of trauma-informed practices
  • Discipline referrals have not been reduced
  • Teachers are wanting practical tools to use in the classroom
  • Focus on trauma-informed practices and self-care is declining

Program Outcomes:

  • Teachers create their own action plan for integrating trauma-informed practices into the classroom
  • Classroom action plan includes a data-driven plan for monitoring progress towards goals
  • Teachers feel more competent in their capacity to respond to students who have been exposed to trauma
  • Focus on trauma-informed care is maintained
  • Teachers and staff are maintaining self-care practices

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Monitoring Progress of Trauma Informed Practices

Audience: School Leaders and Trauma-Informed Practices (TIP) Team

Overview

Taking time to reflect, recalibrate, and renew midway through a school year is an important step to ensure you are making progress towards your strategic action plan goals, and, where you aren’t, to identify and address any barriers that are standing in the way. Your Kickboard Coach will guide your team through a specific process for reflecting on the alignment of school policy and practices with trauma-informed principles, and you will leave with a specific action plan for what adjustments you’ll make in order to ensure results in the second semester.

Challenges Addressed:

  • Staff have encountered barriers to implementing certain trauma-informed practices
  • Original action plan goals need to be recalibrated based upon changes that have occurred in the first half of the school year
  • Implementation of trauma-informed practices have tapered off
  • Data-monitoring plan is not providing information needed to determine progress towards goals

Program Outcomes:

  • Recalibration of strategic action plan goals and activities, if needed
  • Recalibration of data monitoring plan
  • Plan for addressing any barriers to which have been encountered when implementing trauma-informed practices
  • Renewed focus and motivation around trauma-informed practices

Format:

  • 6 hour virtual session, segmented and scheduled based on school’s calendar needs
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Professional Services Team

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Jolynn Greene

Professional Services Manager
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Melinda Snover

Head of Customer Success
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LaTisha Vaughn

School Culture Coach
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Hillary Miller

School Culture Coach
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Matthew Kincaid

CEO, Overcoming Racism Kickboard Partner
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Lori Heisler

School Culture Coach
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Emily Mishalanie

School Culture Coach
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Jennifer Ostrow

School Culture Coach
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Dena Gaddis

School Culture Coach
Kickboard has made a huge difference. We reduced disciplines by 44% in just 18 weeks. If I go to another campus and come back to ours, I can see and hear the difference. It’s so positive here and that’s changing the culture of our school. This not only improves students’ behavior but it improves their academic performance as well.
— KASIE JACKSON, ASSISTANT PRINCIPAL - DALLAS ISD
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