Format

Workshop

First Presenter's Institution

George Mason University

First Presenter’s Email Address

mpharrington@fcps.edu

First Presenter's Brief Biography

Dr. Harrington is currently serving as the Security Specialist and School Based Probation Counselor for the high-risk population of the alternative school system. He is also an adjunct professor in the Criminology, Law, and Society Program and Graduate School of Education and Human Development at George Mason University, where he teaches self-developed courses relating to school and campus safety. Dr. Harrington retired from the Fairfax County Police Department after 25 years of service as a School Resource Officer, a Detective, and an Academy Instructor. He was awarded Virginia’s “Top Cop,” award three times by the state legislature, and received the Secret Service’s Director’s Award for excellence in investigation. He co-authored the widely published Victim Predictability Study and has published several manuals used to reduce adverse impact in police minority hiring practices. In 2019, Dr. Harrington was a contributing author to an internationally published article introducing a methodology for preventing school shootings and presented the findings at the 2019 International Association of Chiefs of Police Conference. In his new book, “Preventing School Violence; A Self-Assessment Approach,” Dr. Harrington introduces new programs to prevent violence and lays out the framework for initiating a facilitated school self-assessment. He will present the data from the piloted program at the 2022 National Alternative Education Conference. Dr. Harrington earned his Ph.D. from the University of Virginia in 2002 in Education Policy and Evaluation. He earned an M.Ed. in school psychology from UVA in 2000. He is also a graduate of George Mason University with a BS. in Health Sciences.

Second Presenter's Institution

Fairfax County Public Schools

Second Presenter’s Email Address

jthompson1@fcps.edu

Second Presenter's Brief Biography

Joe is the Executive Principal for all non traditional schools in Fairfax County. He previously served as principal for Mountain View and Quander Alternative High Schools. Joe created many programs designed towards student achievement, resilience and equity. Joe's coaching philosophy was forged during his time as a state champion football coach. He

Third Presenter's Institution

Kim Witeck

Third Presenter’s Email Address

kswiteck@fcps.edu

Third Presenter's Brief Biography

Kim began her education career 27 years ago as an elementary school teacher, serving English language learners and students from low-income families in Title I schools for 21 years. She has served as a classroom teacher, Instructional Coach, Math Resource Teacher, Advanced Academic (GT) Resource Teacher, MTSS Intervention Specialist, and has been a Fairfax County Public Schools Teacher of the Year Nominee. She has also co-authored three professional development books on the NCTM Math Process Standards. Kim earned her BA, M.Ed., and endorsement in Administration and Supervision from the University of Virginia. She believes education is critical to making equity and opportunity possible.

Location

Session Three Breakouts (Percival)

Strand #1

Hands: Safety & Violence Prevention

Strand #2

Heart: Social & Emotional Skills

Relevance

The presentation will cover strategies and programs piloted and implemented across the largest jurisdiction in the state of Virginia that are focused upon fostering resilience, addressing equity issues and improving student achievement.

Brief Program Description

We’ll start with our school’s motto, “Family, Love, Respect,” which is posted in nearly every hallway, office and gathering place in our school. We attempt to provide each student with a strong sense of each. Although ours is an alternative high school, filled with stories of trauma, neglect and despair, our students are resilient! With that in mind we have created a number of programs to encourage resilience, provide a healthy path forward, decrease student discipline, and foster student success. All of these programs, and the stories we share detailing what our students have overcome show just how resilient young people can be, and are based upon a trauma informed approach and preventive behavioral interventions. For the purposes of this conference, we will discuss the following three programs and the unprecedented impact they’ve had on student success, as well as the unintended consequence of virtually eliminating incidents of violence in our school.

Summary

It is generally expected that disruptive, disrespectful, or defiant behavior by a student during class, or anywhere on campus during the school day, results in some sort of disciplinary action taken against the student. Additionally, an entry into the student’s cumulative file is initiated and becomes a part of the student’s record. The REO (re-entry option) Program was created in response to an overwhelming need to address severe disciplinary referral patterns and the disproportionate impact on students of color. It is rare that the underlying issue that may have precipitated the undesirable behavior is considered, and even rarer that a referral to clinical staff is the response. In the REO program is an intervention designed to be initiated by a teacher who recognizes or experiences a student in pre-crisis or a student a student who believes they need to a safe place to self-regulate to prevent escalating behavior. The student is escorted by a security staff or other staff member to a quiet, comfortable room in the hope that their tension will be reduced. After 10 minutes, the escorting staff member will check on the student. Often times the incident may be traced to a trauma in the student’s life. Identifying the triggers to the student’s behavior is a valuable piece of information to pass along to the teachers. The REO Program allows the student to decide what happens next. They may choose to return to class. They may choose to speak to a counselor or mentor. They may choose to speak with their administrator, or they may now that it is best that they go home. There is no disciplinary entry made unless the behavior is repeated. The relationship between the student and the teacher is not damaged. The underlying causes that prevent a student from succeeding are often identified, and the school is safer because of this program that supports students and builds strong relationships.

Other interventive programs that serve similar purpose are designed around chronic absenteeism. One is the IDT (Intra disciplinary Teams) Program. It is comprised of diverse members of all faculty in the building. The teams set up interventions to reward attendance, as well as good behavior choices and personal successes. Tickets are used in a token economy that are exchangeable for everything from snacks to spirit wear to gift cards. The teams meet once a week to discuss students in need.

Similarly, the SIT (Student Intervention Team) tire 1, 2, and 3 level interventions to students who are failing classes, experiencing trauma, or are in need of other services. This team includes administrators, counselors, social workers, school psychologists, and security administrators. We will discuss each tier level intervention and how to organize and maintain each of these programs.

I, along with the others with me who will take part, are presenting next month at the National Alternative Education Association Conference on preventing violence in schools. We would love the opportunity to speak about our programs that foster resilience and lead to student success. The methods are easily transferrable to any educational setting.

Evidence

The link below will take the reader to the book published in 2022 that outlines every program, expresses the methodology, and details the results.

https://titles.cognella.com/preventing-school-violence-9781793570277

Learning Objective 1

Gain a brief overview of the development and function of the brain as it relates to learning

Learning Objective 2

Understand how using a trauma-responsive approach can promote equity and foster resilience in students

Learning Objective 3

Learn trauma-responsive strategies that can be used at the classroom level and school-wide

Keyword Descriptors

Resilience, trauma, equity, inclusion, achievement, diversity, student success

Presentation Year

2023

Start Date

3-6-2023 2:45 PM

End Date

3-6-2023 4:00 PM

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Mar 6th, 2:45 PM Mar 6th, 4:00 PM

A Trauma Responsive Approach to Fostering Resilience, Addressing Equity Issues and Improving Student Wellness and Academic Success

Session Three Breakouts (Percival)

We’ll start with our school’s motto, “Family, Love, Respect,” which is posted in nearly every hallway, office and gathering place in our school. We attempt to provide each student with a strong sense of each. Although ours is an alternative high school, filled with stories of trauma, neglect and despair, our students are resilient! With that in mind we have created a number of programs to encourage resilience, provide a healthy path forward, decrease student discipline, and foster student success. All of these programs, and the stories we share detailing what our students have overcome show just how resilient young people can be, and are based upon a trauma informed approach and preventive behavioral interventions. For the purposes of this conference, we will discuss the following three programs and the unprecedented impact they’ve had on student success, as well as the unintended consequence of virtually eliminating incidents of violence in our school.