³Ô¹ÏÍø

1. Program contains predictable and safe environments (including classrooms, hallways, playgrounds, and school bus) that are attentive to transitions and sensory needs.
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2. Leadership (including trainers, coaches, and administrators) develops and implements a trauma-sensitive action plan, identifies barriers to progress, and evaluates success.
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3. Staff and administrators consider the role that trauma may play in learning difficulties in care or at school.
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4. Discipline policies balance accountability with an understanding of trauma.
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School-wide Policies and Practices

1. ³Ô¹ÏÍø for staff is available on a regular basis, including supervision and/or consultation with a trauma expert, classroom observations, and opportunities for team work.
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2. Opportunities exist for confidential discussion about children.
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3. Program participates in safety planning, including enforcement of court orders, transferring records safely, restricting access to child-record information, and sensitive handling of reports of suspected incidents of abuse or neglect.
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4. Ongoing professional development opportunities occur as determined by staff needs assessments.
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Family Partnerships

1. Staff uses a repertoire of skills to actively engage and build positive relationships with families.
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2. Strategies to involve parents are tailored to meet individual family needs, and include flexibility in selecting times and places for meetings, availability of interpreters, and translated materials.
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3. All communications with and regarding families respect the bounds of confidentiality.
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Classroom Strategies and Techniques

1. Expectations are communicated in clear, concise, and positive ways, and goals for achievement of children affected by traumatic experiences are consistent.
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2. Children’s strengths and interests are encouraged and incorporated.
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3. Activities are structured in predictable and emotionally safe ways.
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4. Opportunities exist for children to learn and practice regulation of emotions and modulation of behaviors.
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5. Classrooms employ positive supports for behavior.
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6. Information is presented and learning is assessed using multiple modes.
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7. Opportunities exist for learning how to interact effectively with others.
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8. Opportunities exist for learning how to plan and follow through on tasks.
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Collaborations and Linkages with Mental Health

1. Policies describe how, when, and where to refer families for mental health supports; and staff actively facilitate and follow through in supporting families' access to trauma-competent mental health services.
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2. Access exists to trauma-competent services for prevention, early intervention, treatment, and crisis intervention.
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3. Protocols exist for helping children transition back to school from other placements.
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4. Mental health services are linguistically appropriate and culturally competent.
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5. Staff has regular opportunities for assistance from mental health providers in responding appropriately and confidentially to families.
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Community Linkages

1. Program develops and maintains ongoing partnerships with state human service agencies and with community-based agencies to facilitate access to resources.
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2. When possible, program and community agencies leverage funding to increase the array of supports available.
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