Planning & Coordination of Schoolwide Efforts

In the past I think I have gotten it backwards. When we do this right, the community and school come up with a plan that includes our students, families, leaders, and school personnel. Then the road is clear and we all know what we can do to go along this road together.

Alaska Principal

What is this section about?

This section provides tools to reflect on each site’s current trauma-engaged work and tools to identify key priorities for trauma-engaged schools.

Schools can craft a plan that allows school staff, families, and key partners to be part of the transformation and adopt trauma engaged philosophies. This process can help generate buy-in and develop consistent language and practices throughout the school and community. The plan can be a useful tool for monitoring progress and changes within your school.

Community Adaptations

Each community and school may have existing norms around planning and implementation. Consider the tools below in thinking about how to adapt data review, planning, or dialogue processes for your community and school norms. Community may mean organization leaders, Elders, family representatives, tribal leaders, business representatives, or others.

This chapter is about putting a plan together so that partners can transform their schools. This chapter can also help teams to monitor progress and make improvements. In order to be successful at developing a comprehensive plan, partners need an understanding of the components of transforming schools. We recommend that you read through other sections and include them in your plan. Co-creation is recommended for ensuring culturally relevant and collaborative plan design.

What can leadership do?

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A. Develop clear message and conversation tools to gauge awareness and readiness for Transforming Schools work.
  • Communication Tools
    Offers questions and considerations for sharing your message on trauma-engaged schools.
B. Build a representative Trauma Engaged Team to prepare for school-wide and district-wide efforts.

C. Maintain and monitor progress with the Trauma Engaged Team. This includes knowing to doing or accountability structures.
  • Milestones and Maintaining Momentum
    This tool outlines milestones to work toward during the first years of your Transforming Schools work. Trauma Engaged Teams can use this to review quarterly or annual progress.
D. Support and promote the Trauma Engaged Team’s trauma-engaged schools plan. Seek input from community, school staff, and community. Gather resources and networking opportunities that support trauma engaged teams.
  • Plan Template
    One sample template is provided to document the shared vision, theory of change, key actions, and responsibilities for your Trauma-Engaged Plan.

What can staff do?

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A. Ensure representation of broad stakeholders on the Trauma Engaged Team.
B. Contribute to school-wide plans for Transforming Schools including specific strategies for professional learning, skill instruction, school-wide practices, self-care, etc.
  • Plan Template
    One example template is provided to document your shared vision, theory of change, key actions, and responsibilities for your Trauma-Engaged Plan.
  • Data Reflection Tool
    Provides suggestions of data to review and questions to reflect on to better understand your school, students, and community. This can help prioritize needs and focus your Transforming Schools Plan.
D. Tailor trauma-engaged school goals into school-wide and classroom practices for students and families in ways that are culturally responsive.
  • Milestones and Maintaining Momentum
    Review the assessments from skill instruction, school wide practices, and other sections to identify which practices you have adopted check out skill-instruction and school-wide practices sections

What can your Planning and Progress Monitoring team do?

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A. Build trust, cultivate relationships, and focus on common purpose.
  • Facilitation Strategies
    Provides ideas for meeting facilitation. Effective facilitators use common strategies for ensuring that all voices are shared, heard, and incorporated into the plan. Some tips are provided here. (4g)
  • Transforming School Toolkit: Conversation Prompts
    These resources help to get broad stakeholder input from school staff, students, and families. Another way to understand Trauma-Engaged Schools is through dialogues or focused conversations. These conversation prompts provide relevant questions and topics for consideration.
B. Inform planning and progress by utilizing data and local knowledge.
  • Data Reflection Tools
    These tools provide suggestions for data review and reflection questions to better understand your school, students, and community. This can help prioritize needs or focus areas for your Transforming Schools Plan. (4b)
C. Follow processes to develop and carry out a school-wide plan.
  • Assembling an SEL Team
    Designed by the Collaborative for Academic and Social and Emotional Learning on assembling an SEL team.
D. Put the Trauma Engaged Team’s trauma-engaged schools plan and seek input from community and school staff that are representative of your school community.
  • Plan Template
    One sample template is provided to document your shared vision, theory of change, key actions, and responsibilities for your Trauma-Engaged Plan. attachment (4d)
  • Plan-Do-Study-Act Template
E. Establish common language, standards, and practices.
  • Customize steps to fit your community’s needs and style, following the broad principles of collaboration, intentionality, and discussion. This example includes broad goal areas of the Lower Yukon School District.

More Info

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What can your School Board do?
  • One or two school board members serve on the Trauma Engaged Team.
  • School boards can endorse the Trauma Engaged Team plan and support areas that are within their board roles such as policy, budgeting, curricula, etc.
  • Get regular updates and progress reports on school-wide practice changes, performance measures, and outcomes.
Additional Resources