Health & WeLLNESS
Trauma Informed School & Care
Decades of research and studies have established that children who experience adverse childhood experiences (ACEs) not only are more likely to exhibit negative behaviors at school, but are more likely to develop risky behaviors. They are more likely to face a host of negative health consequences over their lifetimes, including reduced life expectancy. Data from the 2016 National Survey of Children’s Health (NSCH) showed that 46 percent of America’s children had experienced at least one adverse childhood experience with the number rising to 55 percent for children aged 12 to 17. One in five U.S. children had two or more ACEs.
Given the pervasiveness of ACEs across the population, most educators encounter trauma-affected students throughout their careers, whether they know it or not. Often these students exhibit a sudden change in behavior, from social withdrawal to violent outbursts or self-harm. When an educator frequently interrupts instruction to address disruptive behavior, teaching and learning for the entire class can suffer.
Responsive Classroom
Responsive Classroom is a student-centered, social and emotional learning approach to teaching and discipline. It is comprised of a set of research, and evidence-based practices designed to create safe, joyful, and engaging classrooms and school communities for both students and teachers.
Responsive Classrooms Practices and Strategies
Classroom Practices and Strategies
Responsive Classroom is an approach to teaching based on the belief that integrating academic and social-emotional skills creates an environment where students can do their best learning. The Responsive Classroom approach consists of a set of practices and strategies that
build academic and social-emotional competencies. This approach works well with many other programs and can be introduced gradually into a teacher’s practice.
These core classroom practices are the heart of the Responsive Classroom approach:
Shared Practices (K–8)
Interactive Modeling—An explicit practice for teaching procedures and routines (such as those for entering and exiting the room) as well as academic and social skills (such as engaging with the text or giving and accepting feedback).
Teacher Language—The intentional use of language to enable students to engage in their learning and develop the academic, social, and emotional skills they need to be successful in and out of school.
Logical Consequences—A non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity.
Interactive Learning Structures—Purposeful activities that give students opportunities to engage with content in active (hands-on) and interactive (social) ways.
Elementary Practices (K–6)
Morning Meeting—Everyone in the classroom gathers in a circle for twenty to thirty minutes at the beginning of each school day and proceeds through four sequential components: greeting, sharing, group activity, and morning message.
Establishing Rules—Teacher and students work together to name individual goals for the year and establish rules that will help everyone reach those goals.
Energizers—Short, playful, whole-group activities that are used as breaks in lessons.
Quiet Time—A brief, purposeful and relaxed time of transition that takes place after lunch and recess, before the rest of the school day continues.
Closing Circle—A five- to ten-minute gathering at the end of the day that promotes reflection and celebration through participation in a brief activity or two.
Middle School Practices (5–8)
Responsive Advisory Meeting—A practice with a set, predictable routine, organized around one of seven distinct purposes, that offers a solid framework for building meaningful connections and developing respectful and trusting relationships while meeting students’ developmental needs. The meetings have four sequential components: arrival welcome, announcements, acknowledgments, and activity.
Investing Students in the Rules—A process facilitated by the teacher that is composed of four steps: setting SMART goals, connecting the goals to rules, connecting the rules to concrete behaviors, and making the rules come alive.
Brain Breaks—Short breaks in whole-class lessons that give students a chance to move and interact, used to increase focus, motivation, learning, and memory.
Active Teaching—A strategy for delivering curriculum content where the teacher presents, explains, illustrates, and demonstrates content in a way that enables students to meet a learning objective. The three phases of active teaching are Teach and Model, Student Collaboration, and Facilitate Reflection.
Student Practice—A process that follows active teaching where students explore and practice, under the teacher’s guidance, the content and skills taught during a lesson. This gives the teacher the opportunity to identify and correct students’ thinking before they practice further on their own.
Small Group Learning—A structured way for students to work together on a specific learning goal, assignment, or project that
is organized by the teacher.
Primary Project (K-2)
Primary Project is a program to help kindergarten and first grade students enjoy school and learning. Adjusting to the school environment, routines and classroom tasks can take time. Primary Project uses expressive play to help young students improve learning skills and prevent social, emotional and/or school adjustment concerns. How does it work?
Children experience many common concerns that may impact how they act within the classroom and/or at home...such as:
"I don't want to go to school, I'll miss you." "I wish I didn't have a new baby brother." "I am so sad that gramma isn't here anymore." "No one wants to play with me at recess." "Why don't I get stars on my paper too?" "I'm too scared to ask the teacher for help". "Why did daddy/mommy have to move out?"
PRIMARY Project CAN HELP STUDENTS HAVE A POSITIVE SCHOOL EXPERIENCE!
In the playroom, the child sets the pace and chooses activities. The child is guided towards learning problem solving, focusing on tasks, following/accepting rules and practicing social skills. Each child has their own unique goals and the child associate welcomes your child with unconditional acceptance and caring. When students are given the opportunity to express themselves in a very supportive environment they often gain new confidence and then use their new skills back into the classroom and other settings. Primary Project supports each individual's child's emotional growth. The playroom is filled with puppets, leggos, castles, kitchen sets, sand trays, toy animals, toy tools, etc. to promote learning and expression.
Leader in Me (Middle School)
Leader in Me is a research-validated comprehensive process designed to address social emotional needs, college and career readiness, and the development of a strong leadership culture. Our world-class FranklinCovey coaches support implementation excellence and professional development essential for sustained academic achievement.
Restorative Practices
Restorative justice empowers students to resolve conflicts on their own or in small groups with the support of an RJ facilitator. Restorative justice is a growing practice at schools around the country. Students come together in small groups to talk, ask questions, and discuss differences of opinions. RJ is viewed as an alternative, or an addition, to typical punishment/suspension historically used in schools.
Community Partnerships
The Palmyra-Macedon Central School District has many wonderful partnerships with community agencies to support students and families. These resources are available within our schools to increase access to these services for all. The partnerships we have are with:
Family Counseling Services of the Fingerlakes
Wayne Behavior Health Networks
Catholic Charities
Delphi