Creator: Kelly Dolan Sapp, Ed.D., Social Emotional Learning Coach and Professional Learning Facilitator

How do we define SEBH? What does state policy say? What does the research say? What are the core competencies? How do I use them in my own life and practice? How do I teach them to my students? All of these questions and more will be explored.

Learning Objectives:

1. Gain an understanding of and be able to discuss current Iowa state SEBH policy.
2. Name and understand the 5 CASEL SEL Competencies.
3. Identify and plan for implementation and integration of the 5 CASEL SEL Competencies within a classroom.

Creator: Rhonda Nese, Ph.D., Assistant Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and a Principal Investigator within Educational and Community Supports

Provides universal, preventive, proactive schoolwide management strategies that are designed to meet the needs of all students. This learning module will address systems, practices, and data necessary to ensure effective Tier 1 implementation, that is provided equitably to all students.

Learning Objectives:

1. Describe the core features of Tier 1 PBIS.
2. Define the rationale for implementation of Tier 1 PBIS.
3. Explain the process for implementing Tier 1 PBIS.
4. Identify the team and data systems needed to monitor implementation of Tier 1 PBIS.

Creator: DeQuincy Meiffren-Lezine, Ph.D., CEO, Prevention Communities

This professional learning experience will increase your understanding of suicide prevention, intervention, and postvention in an education context, and it will offer an array of evidence-based tools that school staff can use to recognize suicide risk and respond effectively.

Learning Objectives:

1. Identify the five (5) major stages in the progression of risk that can lead to suicide (the Suicidal Crisis Path).
2. Categorize programs and activities according to five (5) intervention points in the Suicidal Crisis Path.
3. Summarize risk assessment using risk scales such as the Columbia Suicide Severity Rating Scale (C-SSRS).
4. Outline a Safety Plan with six (6) key sections that provide practical guidance for managing suicide risk.

Creator: Addison Duane, Ph.D., Post-Doctoral Fellow, I4Y – Innovations for Youth, University of California, Berkley

This professional learning experience will introduce you to the concept of childhood trauma, through exploration of Adverse Childhood Experiences (ACEs) and other measures of psychological trauma, and explore the situated contexts that surround a developing individual as it relates to ACEs. Using an ecological frame, you will learn the importance of taking up a strengths-based view of children and families, and the impact of trauma on functioning and development. You will also learn about the distinction between stress and trauma and explore the role of schools in mitigating– and preventing– future trauma from occurring.

Learning Objectives:

1. Apply strengths-based views to understanding children and trauma.
2. Differentiate between stress and trauma.
3. Understand the connection between trauma and schooling.
4. Identify specific educator practices that can mitigate stress and trauma responses.

Creator: Dr. Cirecie Olatunji, Melba Fortuné Martinez Endowed Professor in the counselor education program and director of the Center for Equity, Justice, and the Human Spirit at Xavier University of Louisiana

What is compassion fatigue and why are educators particularly vulnerable? Instead of compassion fatigue educators want to experience compassion satisfaction. Compassion fatigue is the cost of caring and educators pay a high price. In this module, you’ll learn enduring self-care strategies to prevent compassion fatigue from creeping into your life and lifelong strategies to achieve compassion satisfaction.

Learning Objectives:

1. Increase knowledge about compassion fatigue and its impact on education professions.
2. Enhance awareness of adaptive and maladaptive coping mechanisms when dealing with day-to-day stressors.
3. Augment their coping skills to mediate the impact of secondary traumatic stress in the work environment.

Creator: Dr. Chad Rose, Ph.D., Associate Professor in the Department of Special Education at the University of Missouri, and the Director of the Mizzou Ed Bully Prevention Lab.

In this module, you will learn evidence-based strategies for establishing bully-free schools through school-wide training and implementation of universal bully prevention interventions for K-12 schools, while providing targeted and individualized interventions for students who are at-risk for escalated rates of bullying involvement.

Learning Objectives:

1. Understand the defining characteristics of bullying and associated roles.
2. Recognize predictive and protective factors associated with bullying involvement.
3. Gain insight into various school-wide prevention methods.

Creator: Sabrina Winkleman, M.Ed., Learning and Development Consultant, Toward Transformation LLC; SEL, School Climate, and Andragogy Specialist

Teaching skills for learning has been found to have a positive impact on academic achievement by improving students’ self-awareness, self-management, social awareness, relationship skills, and responsible decision-making abilities. In this module, you will work to better understand the research that supports these findings and practice how to present these findings to school community members.

Learning Objectives:

1. Differentiate between practices for evidence-based and evidence-informed skills for learning.
2. Discuss how research indicates that skills for learning programs contribute to learning growth in math and literacy.
3. Articulate how research indicates that skills for learning programs contribute to healthy well-being and safe schools.
4. Summarize how research indicates that skills for learning develop critical skills that promote future readiness.

Creator: Shanna E. Hirsch, PhD., BCBA-D; Associate Professor of Special Education at Clemson University

This module will address systems, practices, and data necessary to related to Tier 3 supports that are designed to meet the individual needs of student.

Learning Objectives:

1. Describe the core features of Tier 3 PBIS.
2. Define the rationale for implementation of Tier 3 PBIS.
3. Explain the process for implementing Tier 3 PBIS.
4. Identify the team and data systems needed to monitor implementation of Tier 3 PBIS.

Creator: Nicole Del Castillo, M.D., M.P.H.; Director of the Office of Diversity, Equity, and Inclusion at CCOM and Clinical Assistant Professor in the Department of Psychiatry at the University of Iowa

This professional learning experience will provide school administrators and personnel with the tools needed to provide information for families and community members regarding suicide and other related mental health issues.

Learning Objectives:

1. Identify effective strategies for helping families and community members learn about suicidality, prevention, and postvention in schools.
2. Recognize critical roles district and school personnel play in supporting families and community members through suicide postvention.
3. Use effective strategies for supporting suicide prevention and postvention efforts with families and communities.

Creator: Armeda Stevenson Wojciak, M.A., Ph.D.; Associate Professor and Couple & Family Therapy Program Director at the University of Minnesota

This learning module has been designed to help educators and school administrators understand the importance of engaging families in bilateral learning and conversation, specifically families who have experienced trauma either in or outside the school system. We will also review evidence-based strategies that can be used to enhance family engagement and meet family needs and expectations related to the learning and development of their child/children.

Learning Objectives:

1. Understand the foundations of family/caregiver engagement.
2. Understand the role of a trauma-informed mindset with existing strategies to support children and families who have experienced trauma.
3. Learn effective practices for using a trauma-informed approach for schools as they engage with families/caregivers.
4. Use the ARCCH Model of Resilience to inform family engagement.

Creator: Tina Hascher, Ph.D., Full Professor of Educational Science at the University of Bern in Switzerland. Director of the Department of Research in School and Instruction and Co-Director of the Institute of Educational Science

We often focus on the resilience of students in schools. However, we know how critical it is to support the resilience of educators, so that they can support the resilience of students. This module focuses on the resilience of educators. You will learn about what educator resilience is, the unique challenges educators face in maintaining resilience, and effective practices for enhancing educator resilience.

Learning Objectives:

1. Understand what educator resilience is and the role it plays in overall well-being.
2. Understand how educator resilience impacts student resilience and well-being.
3. Learn effective strategies for enhancing their own resilience.

Creator: Chad Rose, Ph.D., Associate Professor in the Department of Special Education at the University of Missouri, and the Director of the Mizzou Ed Bully Prevention Lab

This module is designed to provide an overview of bullying prevention within an MTSS framework, with a focus on Tier 3 interventions. This module is divided into three sections, including an introduction to Tier 3 practices, Functional Behavior Assessment and Behavior Intervention Planning, and Tier 3 Intervention Recommendations. Specifically, this module focuses on assessing and supporting individual behaviors that are associated with escalated risk for bullying involvement. The focus of this module will hinge on understanding behavioral development and reinforcing new behaviors.

Learning Objectives:

1. Develop a deeper understanding of individualized programming for youth at risk for bullying involvement.
2. Recognize the importance of direct instruction when teaching and reinforcing new skills.
3. Understand strategies for conducting functional behavior assessment and developing behavior intervention plan.
4. Establish a foundational knowledge of implementing interventions that are individualized based on student need.