Professional Documents
Culture Documents
Emily Klemme
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Wisconsin Teaching Standard #3: Teachers understand that children
learn differently. The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
Knowledge The teacher understands and can provide adaptions for areas of exceptionality in
learning-including learning disabilities, visual and perceptual difficulties, and special, physical, or
mental challenges.
Dispositions The teacher believes that all children can learn at high levels and persists in helping
Performances The teacher can identify when and how to access appropriate services or
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The teacher uses an understanding of individual and group motivation and behavior
Knowledge The teacher understands the principles of effective classroom management and can
use a range of strategies to promote positive relationships, cooperation, and purposeful learning in
the classroom.
Dispositions The teacher takes responsibility for establishing a positive climate in the classroom
Performances The teacher analyzes the classroom environment and makes decisions and
adjustments to enhance social relationships, student motivation and engagement, and productive
work. The teacher organizes, prepares students for, and monitors independent and group work that
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Component 2a: Creating an Environment of Respect and Rapport
Pre-Assessment
I am currently a Site Director for a 21st Century Community Learning Center at Nicolet
Elementary School, a high-poverty and trauma-sensitive elementary school located in Green Bay,
WI. The after-school program at Nicolet, run by the Boys & Girls Club of Greater Green Bay, is in
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partnership with the Green Bay Area Public School District and one of ten 21CCLC programs
within the urban, Green Bay community. We are fully grant-funded through Fund 80 dollars, which
During the 2014-15 school year, Nicolet received a failing report card grade. Our after-
school program, along with teachers, are working tirelessly this school year to address this issue
and help close the achievement gap. There is a great need for our program, as we currently have 30
students on our waiting list. Teachers and other school staff complete referral forms, which allows
There are currently 475 students of varying ethnic groups that attend Nicolet. While mainly
Hispanic and African-American, the school also includes Caucasian, Somali, Asian, and American
Indian students. Of these 475 students, 94% are living in poverty, 80% are minorities, and 40%
have limited English skills. Roughly 70 of the K-5 students attend the after-school program. Our
groups are broken up by grade level with a 1:10 staff to student ratio. The staff serving the 4th-5th
graders, provides academic and enrichment programming for 14 students (six male and eight
female). Focusing on this age group, roughly 90% of the students are performing well below grade
level in math and reading. Five students in this group have an IEP (one student with severe autism,
We are fortunate to have a great level of support from special education teachers to assist
with our program and ensure the needs of individual students are being met. It often can be
challenging, however, due to very little access to resources after the contracted school day. For the
mainly high school and college students working for the after-school program, behavior and
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classroom management is the greatest challenge. Our staff does however, receive trainings in areas
Intervention, Trauma Informed Care, AVMR Math, Social Emotional Learning and other various
Our 2.5-hour program starts with a hot meal in the cafeteria. This is the location all students
meet when the bell rings after school. From there, students are taken into separate classrooms and
broken up into three groups: K-1st, 2nd-3rd grade, and 4th-5th grade. They are given enrichment time,
gym/recess activities, homework support, a literacy curriculum called LitArt, and AVMR games.
Some choice is built in to their day, but each day is structured and students are very familiar with
the schedule. We collaborate with many community partners, including UW-extension, 4H, Green
Bay Botanical Gardens, The National Railroad Museum, Green Bay Children Museum, and Girl
Scouts. These partners offer outreach programs at the school and provide opportunities for students
The greatest challenge we face after school is getting teachers to understand the benefits our
program has on students. We are moving around to different classrooms after school, which leads
to inconsistency and lack of structure for our students. Unless teachers fully understand the need
our program has on students or the quality programs we are able to provide to improve academic
performance, they are generally displeased with our program using their classroom. During the
school day, I strongly advocate for the program by communicating with teachers and sharing out
the various programs we are working on. I find that building relationships with teachers and having
open communication has allowed program staff and students to feel successful after school. My
personal philosophy of classroom environment after school is providing students with a safe and
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positive environment, that advocates and establishes personalized learning, and ensures students
Referencing Charlotte Danielsons Domain 2, working with students who have a history of
trauma and come to school with a variety of stressors, is challenging. This tends to be even more
challenging after a long school day, where students are then required to continue more schooling
for another 2.5 hours in the building. Students are coming from un-structured homes and many
have minimal parental support. We see behaviors carried over from the school day, often escalating
as the evening goes on. Expectations and response to misbehaviors are very much the same after
Our greatest strength is providing students with a safe environment after school that focuses
heavily on respect and rapport. For several students, parents/guardians require them to attend the
program. A select few, however, are given the choice to go home after school. This is when
building and maintaining positive relationships between our staff and students becomes a
significant part of what we do. We establish a fun (and safe) learning environment after school that
sets us apart from the typical school day. Program staff are extremely patient and empathetic with
our students, having an understanding that the misbehaviors that are displayed may be stemming
from stressors associated with trauma within the home and/or basic needs not being met.
With the number of misbehaviors that we manage after school with our students, trauma
needs to be the center of our attention. Students are experiencing stressors in the home and then
coming to school, required to learn, and show expected behaviors. Therefore, I am interested in
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learning more on the topic of trauma and how this exceptional condition impacts brain
After reflecting and assessing my classroom environment using the Wisconsin Teaching Standards
and Danielsons Framework for Teaching, the essential question that will guide my learning and
professional growth is, What strategies can I use to support my students after learning how trauma
Synthesis of Research
School. Of the 475 students that attend Nicolet, 70 of these students in grades K-5 are enrolled in
the Afterschool Program. The need is tremendously high, with 94% of students living in poverty,
80% are minorities, and 40% have limited English skills. Students come to school with stressors
associated with poverty, homelessness, trauma, and other issues within the suburban community.
With continuous efforts to turn this failing school around, school staff are being properly trained
to work with students coming from traumatic backgrounds. The Afterschool program is assisting to
meet the needs of all students and closing the achievement gap.
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I have recently gone through the Trauma Informed Care training, offered through the Green
Bay Area Public School District. This training has given my staff and I the tools that are crucial for
understanding the background of our students and the stressors that they carry with them to school
each day. The Adverse Childhood Experiences (ACE) Study was given a great deal of attention,
which provided staff with an overview of the types of childhood trauma experiences students face,
While trauma is a normal reaction to a negative event, the effects can be extremely severe.
Children are especially vulnerable and may be unable to cope with the stress. Data from the
Adverse Childhood Experiences Study (Felitti, et al., 1998, as cited in Craig, 2016) suggests, one
in three children may have an early trauma history (p. 29). The stress from living in poverty, along
with accidents, maltreatment, medical procedures, and/or community violence are contributing
factors to childhood trauma. Craig (2016) stated A childs brain architecture changes as a result of
trauma. These changes jeopardize childrens ability to direct their attention, regulate their emotions
and behavior, and form positive relationships with teachers. Their attention is on survival rather
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Reflection of Professional Learning
Upon completion of my research, I will have a better understanding of trauma, and how it
impacts brain development, behavior, and learning. With a deeper understanding, staff working
with students in the Afterschool Program can aide in the support of providing students with a safe
and positive learning environment. De-escalation strategies will be valuable for staff, to assist
In the five years that I have been working in a trauma-sensitive school, I have witnessed
students going through incredibly traumatic experiences. I have helped them cope with the
stressors of the events, by providing students with appropriate coping skills and tools to relive
stress and a safe learning environment. I have also incorporated Social Emotional Learning into our
daily schedule, to ensure students have a chance to share how their day is going and address any
issues that arise. This has created positive relationships with staff and students.
leaving mental and/or physical effects. According to Felitti & Anda (2009), more than half of the
students in public schools have faced traumatic or adverse experiences and one in six struggles
with complex trauma (p. 2). With those findings, it is suggested that teachers need to be aware of
how trauma affects students social, emotional, and academic growth. For those children living in
dysfunctional living situations, complex trauma is a cause for concern. This type of trauma is
reoccurring, causing diminished well-being into adulthood. The likelihood that educators will
encounter children experiencing trauma is relatively high, which makes it extremely crucial that
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professional development/trainings and familiarity around trauma is made a priority in schools, in
Lacoe (2013) believes children are too scared to learn at school because they have a hard
time trusting the environment that they are in. Forming relationships can also be difficult for
children experiencing trauma, as they tend to perceive their environment and those around them to
be a threat. This explains why children experiencing trauma have poor academic performance and
trouble with concentration. Language and communication, social and emotional regulation,
building relationships, and play can be affected. Cole, S.F., J.G. OBrien, M.G. Gadd, J. Ristuccia,
D.L. Wallace, & M. Gregory. (2005) notes that children create barriers to relationships and
emotional distance between themselves and others to prevent further injury (p. 4). According to
Teicher et al., (2003), severe stress can alter the brain and impede development. Stress hormones
repeatedly flood the brain and have a negative effect on a range of executive functions, weakening
memory. Children tend to show signs of aggression and self-destruction (p. 2-3).
Martin, Cromer, & Freyd (2010) stated that educators should think differently in the
educators should filter the behaviors through an entirely different lens, understanding them to be
manifestations of trauma (p. 3). Supporting resilience is key to a trauma-sensitive school, and the
interest in looking at the long-term or even at tomorrow, inability to concentrate, and lashing out
verbally or physically are common behavioral effects of trauma (p. 2). Horsman (2000) suggests
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that frequent absences, spacing out, and living in a constant state of turmoil are also common (p.
2).
Research-based Strategies
Luckily, children are resilient and their brains are flexible. There are strategies that
are shown to be successful when working with students experiencing trauma. Over time, if students
feel safe in the environment that they are in and strong relationships are established, the severity
can dramatically be reduced. According to Stacks & Oshio (2009); Stubenbort, Cohen, & Trybalski
(2010), children who have secure attachments learn to trust their emotions and trust their
With the appropriate interventions and their ability to control their own emotions and
behaviors, academic performance and behaviors can progress. Trauma-sensitive schools are
providing students with a safe environment, which allows them to thrive and be successful.
Calming practices such as yoga, breathing techniques, and mindfulness activities are beneficial for
students, and are considered to be a safe approach for students experiencing trauma. According to
Desautels (2016), movement is critical to learning, as it activates several areas of the brain at once
while calming the brain. Soma (2016) suggests, Self-regulation can be a major challenge for
students suffering from trauma. Some kids with trauma are growing up with emotionally
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unavailable parents and havent learned to self-soothe, so they may develop distracting behaviors
and have trouble staying focused for long periods. To help them cope, schedule regular brain
breaks. Tell the class at the beginning of the day when there will be breaksfor free time, to play a
game or to stretch.
Not all strategies work for all students. Finding their individual strengths and using positive
guidance will allow educators to feel successful in the classroom. Building up their self-esteem,
being sensitive to their triggers, and creating/maintaining consistent routines and procedures in the
classroom will allow students to feel successful and can help children even with the most
challenging behaviors. It is crucial that educators remain patient and avoid becoming frustrated
with students that have experienced trauma. Patience and healthy interactions with students are
going to be the key to supporting challenging behaviors. Horsman (2000) noted, the task is not to
encourage educators to believe that they must learn to diagnose who has been traumatized and then
treat them differently from other learners. The task is to teach with a pedagogy of awareness that
provides ongoing support for the needs of all learners (p. 2).
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Conclusion
Educators can approach students with a better understanding of trauma, when they are
aware of the trauma-related behaviors students bring to school. By promoting resilience, providing
intervention strategies, and creating positive relationships, students can overcome trauma and have
a successful educational experience. Ongoing training and flexibility in the classroom can be
Through my research, I have learned a great deal around the affects that trauma has on brain
development, behavior, and learning. I have a better understanding of the stressors that students
come to school with and I can do a much better job at supporting my students. Although behaviors
can be extremely severe with traumatized students, I will work on being more patient and setting
students up for success in the classroom. Knowing now that creating a safe environment for
learning and establishing positive relationships will benefit students experiencing trauma, I can
strengthen my teaching strategies and create interventions that allow students to thrive in their
learning environment.
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Research-based Action Plan
Although somewhat difficult to conduct (due to the availability of my part-time staff in the
afterschool program), if there is professional development around trauma I will ensure to take what
Next, I will incorporate strategies I have learned through my research into the afterschool
program. These strategies include but ae not limited to: breathing/cool down techniques, fidgets,
Finally, I will maintain a great partnership and communicate regularly with school day staff.
What may be working during the school day could be successful afterschool and a consistent
Anticipated Implementation
I will implement my action plan by evaluating what we are already doing and making
changes/improving on our current strategies. Along with keeping these current strategies in
place, I will look further into what the school day is working on. Communicating with the
school day staff, specifically teachers and the social worker, I will start working with
working for our students during the school day and making sure we are carrying these
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strategies over to the afterschool program. I will implement strategies that ensure the success
of all learners.
Anticipated Outcomes
My anticipated outcome is that students will feel successful afterschool. I can already
see the improvement that yoga and breathing techniques will have on a number of our
students with extreme behaviors. On a weekly basis, when communicating with teachers
about their students behaviors in the afterschool program, I learn a great deal about their
home life. More often than not, the behaviors stem from issues outside of school and
The relationships that my staff and the students have afterschool are incredibly
strong, so I foresee these strategies to be successful and students feeling safer at school and
Post-assessment: Reflection
What Worked (or anticipate what will work) and Why
1. I have learned that by forming relationships with students and showing empathy, students
will be successful learners and can feel safe in their learning environment.
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2. I have learned that all students learn and thrive in many ways. Students are coming from
unstable living situations and will experience trauma differently from their peers. Getting to know
each students strengths and triggers, and providing the appropriate interventions, is going to
What Did Not Work (or anticipate what will not work) and Why
1. I foresee my high school and college staff in the afterschool program struggling to meet
the needs of all students experiencing trauma. Due to the high number of students in the school that
need interventions, and having very little professional development around trauma, staff will most
likely experience some levels of stress and frustration with several students.
2. Being after school, the level of support is not there like it is during the school day.
Myself, along with my high school and college-age staff, are not able to provide the appropriate
interventions that certain students need. Although I can communicate with the social worker the
next day, our program is not able to offer what a student may need during these hours.
My Next Steps
1. My next step is to take what I learned through my research and continue to work on it
during my teaching practice. This being my last year as a Site Director for a 21CCLC Afterschool
Program, I will be able to implement new strategies and work with students on a greater level.
Having the level of support during the school day will be beneficial.
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2. Having a close relationship with the teachers during the school day, my next step would
be to more involved in their staff meetings and see how I can take part in future trauma
meetings/professional development that would benefit the afterschool program. I can take what I
have learned through my research and help develop new strategies that can be implemented both
during the school day and in the afterschool program. I can work closely with individual students
and provide similar interventions/strategies. I will continue to view students with misbehaviors
Examples of Artifacts
Artifact 1
GoNoodle Links: The following links on Go Noodle are examples of mindfulness activities that
can help students experiencing trauma. These short brain breaks can calm the mind and body and
help children heal. Often when students come to school, they struggle focusing/concentrating
because they are dealing with traumatic events in their living environment. These short links can
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Find Peace
o https://app.gonoodle.com/channels/think-about-it/find-peace?source=search
Find Joy
o https://app.gonoodle.com/channels/think-about-it/find-joy-1?source=search
Propeller
o https://app.gonoodle.com/channels/maximo/propeller?source=search
Whirling Happiness
o https://app.gonoodle.com/channels/maximo/whirling-happiness?source=search
Artifact 2
The Adverse Childhood Experiences Study (ACE Study) is a research study that was conducted to
1. Did a parent or other adult in the household often or very often Swear at you, insult you, put
you down, or humiliate you? or Act in a way that made you afraid that you might be physically
hurt?
No___If Yes, enter 1 __
2. Did a parent or other adult in the household often or very often Push, grab, slap, or throw
something at you? or Ever hit you so hard that you had marks or were injured?
No___If Yes, enter 1 __
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3. Did an adult or person at least 5 years older than you ever Touch or fondle you or have you
touch their body in a sexual way? or Attempt or actually have oral, anal, or vaginal intercourse
with you?
No___If Yes, enter 1 __
4. Did you often or very often feel that No one in your family loved you or thought you were
important or special? or Your family didnt look out for each other, feel close to each other, or
support each other?
No___If Yes, enter 1 __
5. Did you often or very often feel that You didnt have enough to eat, had to wear dirty clothes,
and had no one to protect you? or Your parents were too drunk or high to take care of you or take
you to the doctor if you needed it?
No___If Yes, enter 1 __
6. Were your parents ever separated or divorced?
No___If Yes, enter 1 __
7. Was your mother or stepmother:
Often or very often pushed, grabbed, slapped, or had something thrown at her? or Sometimes,
often, or very often kicked, bitten, hit with a fist, or hit with something hard? or Ever repeatedly
hit over at least a few minutes or threatened with a gun or knife?
No___If Yes, enter 1 __
8. Did you live with anyone who was a problem drinker or alcoholic, or who used street drugs?
No___If Yes, enter 1 __
9. Was a household member depressed or mentally ill, or did a household member attempt
suicide? No___If Yes, enter 1 __
10. Did a household member go to prison?
No___If Yes, enter 1 __
Now add up your Yes answers: _ This is your ACE Score
__________________________
Artifact 3
DPI Website for Educators: Tony Evers, State Superintendent provides several resources to
educate schools on trauma. Among these resources are a toolkit for educators and a guide to
http://www.traumainformedcareproject.org/resources/bibliography%20of%20resources%20for
%20schools%20to%20be%20trauma%20informed.PDF
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References
Desautels, D. (2016, October 25). 7 Ways to Calm a Young Brain in Trauma. Retrieved from
https://www.edutopia.org/article/7-ways-calm-young-brain-trauma-lori-desautels
Sitler, H.C. (2009). Teaching with Awareness: The Hidden Effects of Trauma on Learning.
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Soma, C. K. (2016, February 24). 10 Things About Childhood Trauma Every Teacher Needs to
every-teacher-needs-to-know/
72-79.
Terrasi, S., & de Galarce, P.C. (2017). Trauma and learning in Americas classrooms.
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