Youth suicide, school liability, suicide prevention, suicide postvention, school climate, school culture and school connectedness are among the topics covered by this course. Also discussed are issues that impact suicidal behavior, such as bullying, abuse, neglect, trauma, substance abuse, self-injury, sexual orientation, gender nonconformity, cultural heritage and mental-health disorders. By taking this course, you will learn: the difference between suicidal behavior, suicidal ideation, suicidal intent and a suicide attempt; how prevalent youth suicide is; how schools can be held liable for not properly responding to students’ suicidal behavior; what school suicide-prevention programs entail; how suicide screenings work; what suicide risk factors, triggers and warning signs are, and how to respond to them; how to talk with at-risk students; how to notify parents about their student’s suicidal behavior; when and how to connect students to mental-health professionals; what your responsibilities are in terms of confidentiality; how to respond to a suicide attempt at school; how to help a student who is returning to school after a suicide-related absence; what school suicide-postvention programs entail; how to verify a student death and disseminate factual information about it; how to reduce the risk of copycat suicides after a student kills himself; ow to help students cope with the death of a peer; what mental- health disorders are common among students and how you should respond to those disorders; how the “Three Cs” — school climate, school culture and school connectedness — impact suicide prevention; and how engagement, safety and environment shape the “Three Cs.”

Regulations:

•  USDA Professional Standards Key Area — Operations (2000)
•  USDA Professional Standards Key Topic — Food Safety & HACCP (2600)
•  USDA Professional Standards Training Subject — Food Safety Culture (2640)

This course can be combined “Suicide Warning Signs and Response” and “Suicide Interventions,” to provide a coordinated, three- module, two-hour-long, suicide-prevention curriculum. After taking this course, “Youth Suicide Awareness,” you’ll understand: your ethical and legal responsibilities regarding student suicide; the difference between various suicide behaviors, including suicidal ideation, suicidal intent, suicide attempts and actual suicide; the demographics of suicidal youth, in relation to age, gender, race, ethnicity and culture; adolescents’ cognitive and emotional capabilities; what resiliency is and the role it plays with regard to student suicide; how individual protective factors, family protective factors and external or community factors influence the likelihood of youth suicide; how risk factors — e.g., a prior suicide attempt, academic failure, substance abuse, abuse, neglect, trauma, bullying, the suicide of another person, gender-role conflict, self-injurious behavior, a fixation with death or violence, an unhealthy relationship and a mental-health disorder— can increase the likelihood of suicidal behavior; what mental-health action plans are, how they can combat student suicide, and your role in creating them; how counseling services can mitigate youth suicide; and what additional suicide-prevention resources are available to you.

This course can be combined with “Youth Suicide Awareness” and “Suicide Interventions,” to provide a coordinated, three-module, two-hour-long, suicide-prevention curriculum. After taking this course, “Suicide Warning Signs and Response,” you’ll understand: your ethical and legal responsibilities regarding student suicide; how to speak to a student at-risk for suicide; how to recognize warning signs for youth suicide; what screening procedures schools can implement to recognize students at-risk for suicide; whom you should inform when you notice a student displaying warning signs for suicide; how to speak with a student at-risk for suicide; how you should NOT respond to a student at-risk for suicide; what postvention entails and the seven steps you should take after a crisis or traumatic event; and what additional suicide-prevention resources are available to you.

Regulations

• USDA Professional Standards Key Area — Administration (3000)
• USDA Professional Standards Training Subject — Employee Health, Safety & Wellness (3450)
• USDA Professional Standards Key Topic — Human Resources (3400)

This course can be combined with “Youth Suicide Awareness” and “Suicide Warning Signs and Response,” to provide a coordinated, three-module, two-hour-long, suicide-prevention curriculum. After taking this course, “Suicide Interventions,” you’ll understand: your ethical and legal responsibilities regarding student suicide; a suicide-prevention program’s three levels of interventions — universal, select and intensive; what school connectedness is and how it can decrease the likelihood for student suicide; what a school’s climate is, and how a positive climate can decrease the likelihood for student suicide; what schoolwide interventions promote school connectedness; what instructional strategies promote school connectedness; how to reduce problem behaviors in the classroom; how to eliminate barriers for learning, such as serious emotional disorders, depressive disorders, anxiety disorders, attention-deficit/hyperactivity disorders, eating disorders and conduct disorders; the stages of conflict, and how to manage and de- escalate conflict; what additional suicide-prevention resources are available to you.

Trauma is a psychological, emotional response to a disturbing or distressing event, a series of events or a set of circumstances. A traumatic experience produces feelings of intense fear, helplessness and horror. After taking this course, you will understand: the impact of trauma; how you can help traumatized students; what a trauma-informed approach entails; the six types of trauma that exist; what natural traumatic events are and what amplifies their impact; the difference between accidental human-caused trauma and purposeful human-caused trauma; what indirect trauma is what causes it; the difference between repeat trauma and chronic trauma; what complex trauma is and what causes it; what factors influence how much stress a traumatic event causes; what the three types of stress are; what the symptoms of cognitive, emotional, physical and behavioral stress entail; what an adverse childhood experience (ACE) is; the two emotional extremes that traumatic experiences tend to evoke; how young children respond to traumatic events; how teens respond to traumatic events; how you can help students overcome trauma; how to talk with a student who has experienced trauma; what a trigger is and how it can cause retraumatization; what the symptoms of traumatic experiences are; how trauma impacts developmental competencies; what post-traumatic stress disorder (PTSD) is; what mental, emotional or behavioral disorders (MEB disorders) are; the difference between internalizing and externalizing disorders; what types of anxiety disorders exist; what depressive disorders entail; what attention deficit hyperactivity disorders (ADHD) exist; what disruptive-behavior disorders involve; what substance-abuse disorders exist; how MEB disorders and traumatic experiences are connected; the difference between universal screening and continuous monitoring; what internal mental-health resources many schools have, and what external mental-health resources schools can leverage; how schools can communicate to and coordinate with parents; what characteristics are indicative of a positive school climate; what social and emotional learning (SEL) entails; the five general areas in which socially and emotionally competent people are skilled; what positive behavioral intervention and supports (PBIS) is and how it can be used to help students who have experienced trauma; and what secondary trauma is and how it can be managed.

Texas Specific Regulations

•  Texas Education Code (TEC) 38.033

With growing concerns about the mental health of students, teachers are being called on to teach and support students’ social and emotional abilities. Social-emotional learning (SEL) is a universal tool that benefits students of all cultures, backgrounds and abilities. This course introduces teaching social and emotional competencies in the classroom, including: Understand the five social and emotional competencies, their related skills and their importance. Discover additional strategies that help grow and support students’ social-emotional development.

student has a seizure. After completing this training, learners will:

• Understand the basics about epilepsy
• Recognize common seizure types, treatment options, and their possible impact on student learning
• Identify appropriate first aid and recognize when a seizure is a medical emergency
• Understand how to administer rescue medicines, if applicable; and
• Know where to find local community support for more information.

School climate is a broad, multifaceted concept. It can be described as the overall quality and character of a school. A safe and supportive school climate is critical to student success. It is tied to attendance, academic achievement, and graduation rates. This course will provide you with understanding on how to build safe and supportive school environments for students. After taking this course, you will understand how to create a safe and supportive school climate; how to encourage connectedness; how to become culturally competent; how to apply positive behavior intervention and supports (PBIS); how to promote social-emotional learning; and how to implement restorative justice.

The purpose of this course is to help educators understand, recognize, respond to and reliably report suspected child maltreatment. With that in mind, by taking this course, you will learn: the four commonly recognized forms of child maltreatment; the definitions of neglect, physical abuse, sexual abuse and emotional abuse; general indicators of neglect, physical abuse, sexual abuse and emotional abuse; requirements for reporting child abuse and neglect; effects of maltreatment; common risk factors of child maltreatment; and protective factors of child maltreatment.

Kentucky Specific Regulations

•  Kentucky Revised Statutes (KRS) 158.070(3)(b)

Although virtual learning has existed for years, the COVID-19 pandemic has caused a record number of students to participate in online schooling. Financial pressures, new responsibilities and social isolation has elevated stress levels and although this anxiety

has made family life ripe for abuse and neglect, the number of child-abuse reports filed during the pandemic has actually decreased. As an educator, you are a critical source of education and support for students. Your ability to engage children, families and communities through virtual learning and other means may help them maintain the connections they desperately need. Even though remote learning makes it more difficult for you to assess safety concerns, detect maltreatment, and access guidance for how to file a report, you must nevertheless fulfill your duties as a mandated reporter. This course is intended to help you recognize and learn how to report child abuse and neglect in a virtual-learning environment. With that in mind, you will learn: the four types of child maltreatment (physical abuse, sexual abuse, emotional abuse and neglect); how to recognize child maltreatment; how to make personal connections with your students, parents and caregivers; how to assess the home environment; and how to report child maltreatment, including what information to report.

Texas Specific Regulations

• Texas Education Code (TEC) 38.033

Trauma-sensitive schools (TSS) is a Wisconsin initiative in which schools integrate the core values of safety, trust, choice, collaboration and empowerment into their equitable multi-level system of supports’ practices, assessments and program adjustments. Wisconsin’s Department of Public Instruction (DPI) has partnered with other agencies to develop an online professional learning system that helps districts become TSSs. The online professional learning system currently comprises 17 free, online training modules. The first five modules are considered “introductory” and satisfy the three-hour adverse childhood experiences (ACE) and TSS training requirement for the Department of Justice’s School-Safety Grant. Topics discussed in the first module include: Wisconsin mental-health initiative; module 1 — learning targets; module 1 — readings; definition of trauma; what a trauma-sensitive school is; trauma-informed care values; safety; trustworthiness; choice; collaboration; empowerment; equity; school-wide approach; linking to an equitable multi-level system of support; theory of change; implementation stages; exploration phase; responsibilities of the trauma-sensitive schools standing committee; the hexagon tool; readiness to commit; expanding or integrating your team; using the learning modules; using the learning modules — tier 1; using the TSS fidelity tool — tier 1; and resources.

Curriculum Trauma-sensitive schools (TSS) is a Wisconsin initiative in which schools integrate the core values of safety, trust, choice, collaboration and empowerment into their equitable multi-level system of supports’ practices, assessments and program adjustments. Wisconsin’s Department of Public Instruction (DPI) has partnered with other agencies to develop an online professional learning system that helps districts become TSSs. The online professional learning system currently comprises 17 free, online training modules. The first five modules are considered “introductory” and satisfy the three-hour adverse childhood experiences (ACE) and TSS training requirement for the Department of Justice’s School-Safety Grant. Topics discussed in the second module include: Wisconsin school mental-health initiative; learning targets; readings; trauma-informed care values; prevalence of ACEs; ACE scores; other ACEs; ACE-related health outcomes; ACEs over the life course; ACEs and school performance; impact of trauma; impact on the body; impact on development; impact on learning and behavior; impact on worldview; resilience; developmental assets; and implementation tool.

Trauma-sensitive schools (TSS) is a Wisconsin initiative in which schools integrate the core values of safety, trust, choice, collaboration and empowerment into their equitable multi-level system of supports’ practices, assessments and program adjustments. Wisconsin’s Department of Public Instruction (DPI) has partnered with other agencies to develop an online professional learning system that helps districts become TSSs. The online professional learning system currently comprises 17 free, online training modules. The first five modules are considered “introductory” and satisfy the three-hour adverse childhood experiences (ACE) and TSS training requirement for the Department of Justice’s School-Safety Grant. Topics discussed in the third module include: Wisconsin school mental-health initiative; learning targets; readings; trauma-informed care values; nature vs. nurture; the amazing brain; the nervous system; brain development; creating the foundation; how brains are built; memory; the stress response; stress and our physiology; types of stress; impact of toxic stress; state-dependent functioning; trauma and brain development; toxic stress and the body; neurobiology of neglect; historical trauma; changing the brain; what works to move the brain to a calmer state; calming strategies; a word about reward and consequence; and resources.

Trauma-sensitive schools (TSS) is a Wisconsin initiative in which schools integrate the core values of safety, trust, choice, collaboration and empowerment into their equitable multi-level system of supports’ practices, assessments and program adjustments. Wisconsin’s Department of Public Instruction (DPI) has partnered with other agencies to develop an online professional learning system that helps districts become TSSs. The online professional learning system currently comprises 17 free, online training modules. The first five modules are considered “introductory” and satisfy the three-hour adverse childhood experiences (ACE) and TSS training requirement for the Department of Justice’s School-Safety Grant. Topics discussed in the fourth module include: learning targets; readings; trauma-informed care values; educator as caregiver; trauma exposure; compassion satisfaction and compassion fatigue; compassion fatigue’s path; compassion fatigue warning signs; components of compassion resilience; personal care and wellness; self-care; spirit; strength; the importance of care for our bodies; heart; foundation of collegial relationships; supportive collegial relationships; mind; what your purpose is; organizational skills; clarifying expectations; creating a culture of care; responding in a compassionate resilience manner; and self-care resources.

Trauma-sensitive schools (TSS) is a Wisconsin initiative in which schools integrate the core values of safety, trust, choice, collaboration and empowerment into their equitable multi-level system of supports’ practices, assessments and program adjustments. Wisconsin’s Department of Public Instruction (DPI) has partnered with other agencies to develop an online

professional learning system that helps districts become TSSs. The online professional learning system currently comprises 17 free, online training modules. The first five modules are considered “introductory” and satisfy the three-hour adverse childhood experiences (ACE) and TSS training requirement for the Department of Justice’s School-Safety Grant. Topics discussed in the fifth module include: Wisconsin school mental-health initiative; learning targets; readings; trauma-informed care values; students with traumatic experiences; why trauma-sensitive schools are important; elements of trauma-sensitive practice; trauma-sensitive physical school environment; human ecology of trauma-sensitive schools; attributes of a trauma-sensitive school; using the PBIS framework to support the learning of students affected by trauma; how a trauma-sensitive school is created; process for creating a trauma-sensitive school; putting it all together; implementation tools; and additional resources.

Trauma-sensitive schools (TSS) is a Wisconsin initiative in which schools integrate the core values of safety, trust, choice, collaboration and empowerment into their equitable multi-level system of supports’ practices, assessments and program adjustments. Wisconsin’s Department of Public Instruction (DPI) has partnered with other agencies to develop an online professional learning system that helps districts become TSSs. The online professional learning system currently comprises 17 free, online training modules. The first five modules are considered “introductory” and satisfy the three-hour adverse childhood experiences (ACE) and TSS training requirement for the Department of Justice’s School-Safety Grant. Topics discussed in the sixth module include: Wisconsin school mental-health initiative; learning targets; readings; trauma-informed care values; trauma- sensitive lens defined; assumptions; how to start; evaluation of school-wide strategies; implementation tools; evaluating school- wide strategies; what we want to continue; what we want to change; possible reflection; what we want to stop; and what we want to start.

This course meets the state training requirements that went into effect in September 2013. The course focuses on helping school personnel understand, recognize, respond to, and report suspected child abuse, while providing strategies for teaching coping skills to students who have been abused. Also discussed are Texas child abuse laws and reporting requirements.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. This video introduces you to the trauma-informed training series. You will get a glimpse of the narration, visuals, and reflective exercises used throughout the trainings. Finally, you will be introduced to the concept of learning through discovery that is a key part in understanding and applying the learning objectives of each video. It is important to watch this video first.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. Video 1 focuses on the science of trauma and stress and how it effects behavior, emotions, learning and the body as a whole, including neuroplasticity and the educator’s role in helping students build resilience in the face of traumatic events.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. Video 2 focuses in on the COVID-19 pandemic and your experiences, how to recognize the impact of stress on your behavior and emotions and will take you through a guided activity learning to build a “protective buffer” for yourself.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. Video 3 will introduce you to identifying stress-related behavior and dysregulation in students, with an emphasis on the importance of relationships in building resilience.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. Video 4 will emphasize the importance of relationships in promoting resilience and safety and help you learn reflective strategies to improve relationship-building. It will also touch on how to handle behavior that has been impacted by stress trough calming and de-escalation methods.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. Video 5 focuses on creating safe and culturally responsive environments in the classroom, with an emphasis on strategies that promote emotional regulation and safety for students.

The Texas Education Agency (TEA) has created Projected Restore in response to the passing of several legislative bills over the last few years, as well as the widespread trauma both students and teachers are facing in the face of the COVID-19 pandemic. The Project Restore trauma-informed training series helps fulfill the training requirements of Texas Education Code (TEC) 21.451, 37.108 and 38.351 which requires training for school personnel on how to handle student grief and trauma. Along with an introductory video that will instruct you on how to best utilize the information presented and the “learning through discovery” method utilized, there are six video units in the series. Video 6 will help you connect with your students and their families and build partnerships for success, especially considering the challenges of COVID-19. You’ll take a closer look at your own style of relationship-building and learn about caregiver-educator partnerships. You’ll end by learning strategies for supporting families in their efforts to protect students from the impact of stress in their everyday lives