Trauma-Informed Practices and Social Emotional Supports

Ricky Robertson workshop: Trauma-Informed Practices and Social-Emotional Supports      Save To Calendar

Schoolwide Trauma-Responsive Practices (Tier 1)      Save To Calendar
Start: Friday April 2nd, 2021 at 01:00 PM
End: Friday April 2nd, 2021 at 04:00 PM
PDUs: 3.00
Instructor: Ricky Robertson
Location: ZOOM

Trauma-Informed Social Emotional Learning      Save To Calendar
Start: Friday April 9th, 2021 at 01:00 PM
End: Friday April 9th, 2021 at 04:00 PM
PDUs: 3.00
Instructor: Ricky Robertson
Location: ZOOM

Trauma-Informed Restorative Practices      Save To Calendar
Start: Friday April 16th, 2021 at 01:00 PM
End: Friday April 16th, 2021 at 04:00 PM
PDUs: 3.00
Instructor: Ricky Robertson
Location: ZOOM

Teams & Teamwork for Sustained Implementation      Save To Calendar
Start: Friday April 23rd, 2021 at 01:00 PM
End: Friday April 23rd, 2021 at 04:00 PM
PDUs: 3.00
Instructor: Ricky Robertson
Location: ZOOM

Total PDUs:
12

Event Description
In this four-part virtual workshop, presented over four mornings in November, December and January, renowned educator, consultant, coach and author Ricky Robertson will deepen participants’ understanding of trauma-informed behaviors, social-emotional supports and restorative practices as well as introduce strategies for implementation of the principles and practices in the classroom and schoolwide.To help foster a sense of community, participants should try to attend all four sessions as part of the workshop cohort; however, this workshop will repeat in April 2021, so a missed session can be made up later.Session 1 – Friday, April 2, 2021 – 1 pm to 4 pm
Schoolwide Trauma-Responsive Practices (Tier 1)
A trauma-informed approach is a schoolwide approach to supporting the social-emotional and behavioral needs of all students, especially those impacted by ACEs and trauma. In this virtual workshop, we will explore student behavior as a form of communication and develop classroom-based and schoolwide strategies to support students. Participants will deepen their understanding of relationship-based teaching and acquire skills to foster safety, trust, and belonging in their classrooms and schools. They will be introduced to strategies that support students’ abilities to communicate, problem-solve, regulate, and develop a sense of accountability and hope.Session 2  – Friday, April 9, 2021 – 1 pm to 4 pm
Trauma-Informed Social Emotional Learning
Social-emotional learning is a critical component of quality core instruction. To truly have an impact, social-emotional competencies must be integrated into daily classroom routines and management. Students’ social-emotional outcomes improve when they see healthy behaviors regularly modeled, practiced, and reinforced. In this session, participants will develop a plan for integrating culturally responsive and trauma-informed social-emotional learning competencies into their curriculum and instruction.Session 3 –  Friday, April 16, 2021 – 1 pm to 4 pm
Trauma-Informed Restorative Practices
Trauma-informed schools respond to conflict in ways that build trust and accountability. In this virtual workshop, participants will be introduced to the fundamental principles of Restorative Practices. Participants will be introduced to Tier 1 community building circles for both staff and students. Then we will explore the core principles of Restorative Practices and some useful tools to engage in restorative dialogue and problem-solving. Participants will consider next steps for integrating these principles and practices into their classrooms and schools.Session 4 – Friday, April 23, 2021 – 1 pm to 4 pm
Teams & Teamwork for Sustained Implementation
To truly meet the needs of our students, we have to focus on long term implementation of trauma-informed behavioral and social-emotional supports. We cannot do this work alone, we need to work together with our colleagues, students, families, and community partners. This session will focus on teams and teamwork to support long-term implementation of trauma-informed practices and ways to assess their impact and build teachers’ collective efficacy in responding to the needs of their students. In many respects, this session is the most important one of the entire series. If we don’t have a system in place to monitor the impact of our efforts then there is no way to sustain and improve them.About Ricky Robertson: I am an educator, author, and consultant who has worked with alternative and traditional schools, serving students from grades preK-12 within urban, suburban, and semi-rural communities. I provide coaching, consultation, and multi-day professional development workshops to build systems of support for students impacted by Adverse Childhood Experiences (ACEs) and trauma, and the educators who work with them. I have a background in Restorative Justice/Practices, culturally responsive teaching, LGBTQ+ student advocacy, and trauma-informed practices for teaching and behavior management.

Location
ZOOM

Curricular Group
Interdisciplinary

Fee
Free to all educators within SOESD component districts

Contact Information
Nancy Hayes
5417768590 x1133