"Training Non-Security Staff to Think with a Security Lens: Violence Prevention and Mitigation through Options-Based Decision-Making". 

This presentation provides the necessary information and instructional strategy for security professionals and administrators to teach options-based decision making, a defensive strategy tailored to the education community for use during extremely dangerous situations. Teaching others options thinking prepares them to identify potential violence, report their concerns, avoid or mitigate danger, and protect themselves and others during a violent event, such as one involving an active shooter. It instructs employees to gather and use important information during such an emergency, providing them with skills to avoid danger, de-escalate aggressive people, and survive.

During this time, we will have participants discover their own gender and chosen names, in order to understand the importance of honoring and respecting, at every point, those of the youth. Participants will learn to recognize and adopt behaviors that make environments more welcoming and affirming to LGBTQ+ youth and the importance of these behaviors in preventing suicide and promoting wellbeing in young people. Participants will leave with recommendations and the take-home work of assessing intake processes, office staff, and teaching staff. 

 After this session, participants will:

•  Be able to understand and use basic LGBTQ+ terminology

•  Recognize and adopt behaviors that make environments more welcoming and affirming to LGBTQ+ youth

•  Gain an understanding of why this matters for youth (suicide prevention)

•  Gain a deeper understanding of their own gender identity

Handle With Care programs promote safe and supportive homes, schools and communities that protect children, and help traumatized children heal and thrive. Handle With Care promotes school-community partnerships aimed at ensuring that children who are exposed to trauma in their home, school or community receive appropriate interventions to help them achieve academically at their highest levels despite whatever traumatic circumstances they may have endured. 

The goal of Handle With Care is to help students succeed in school. Regardless of the source of trauma, the common thread for effective intervention is the school. Research now shows that trauma can undermine children’s ability to learn, form relationships, and function appropriately in the classroom. Handle With Care programs support children exposed to trauma and violence through improved communication and collaboration between law enforcement, schools, and mental health providers, and connects families, schools and communities to mental health services. 

The Handle With Care Model: If a law enforcement officer encounters a child during a call, that child’s name and three words, HANDLE WITH CARE, are forwarded to the school before the school bell rings the next day. The school implements individual, class and whole school trauma-sensitive strategies so that traumatized children are “Handled With Care.” If a child needs more intervention, on-site trauma-focused mental healthcare is available at the school. 

The presenter will discuss the importance of removing/reducing bias from school safety practices, techniques for overcoming bias, and placing emphasis on improving our understanding, focusing on behavior, working with families, and making connections to promote inclusivity. 

(Fulfills module 11 requirement)

This presentation will provide a brief overview of the Salem-Keizer/Cascade Student Threat Assessment Model. As a backdrop to the case study, the presenter will highlight risk factors, protective factors, pre-incident indicators and warning behaviors. Additionally, this training will Illustrate the value of community partnerships as well as highlight the need for strong consultation and customer service with a focus on psychological safety. Attendees will learn how interventions and threat management are key facets of school safety and student well-being. 

Participants will again a better understand of what crisis services are offered to youth and their families in Spokane County. They will learn to ask youth if they are having thoughts of suicide or homicide and how to report the concerns. Participants  will learn about other resource besides sending a youth to a local Emergency Department who is experiencing an acute behavioral                  health crisis or calling law enforcement. You will learn about the new 988 number which is a confidential  behavioral health crisis line that is nationwide for anyone who is experience an acute behavioral health crisis. Participants will also learn about RCW 71.34 and RCW 9.41 which is the youth laws for danger of harm and guns on school property.

Traumatized communities and how that impacts the classroom, both teacher and student, what buffers can be developed and how to better see through a trauma informed lens.

Session will explore the importance of a bias free and trauma informed approach to school safety and security, to include discussion centered on cultural differences, language barriers, building mutual respect, equity and dignity. 

(Fulfills module 3 requirement)

Mandatory reporting refers to the legal requirement of certain groups of people to report a reasonable belief of child physical or sexual abuse to child protection authorities. The law requires child welfare agencies to make a CACI report to the CA DOJ whenever they substantiate an allegation of 1) physical abuse, 2) sexual abuse, 3) mental abuse, or 4) severe neglect. 

"A Comprehensive System for Threat Assessment and Management in the Schools". 

This presentation will review the importance of providing an education environment where students and education staff feel safe. Specifically, the presenter will review the fundamentals of reducing school violence, explain the behavioral threat assessment process, and highlight the Salem-Keizer Cascade Model—a collaborative, multi-agency system that employs trauma informed care, equity, restorative practice, and bias checks within its assessment structure to address and manage threats of violence.  

Participants will gain an understanding of the importance of Emergency Operations Planning, the key components necessary for successful emergency management of any incident, emergency, or crisis, and EOP design and implementation.  Session will also include a deliberate focus on the 5+ phases of disaster management; Prevention, Preparation, Mitigation, Protection, Response and Recovery.

Participants will gain exposure to the NEWESD 101 Suicide Prevention Protocol, including access to the documents of the Protocol. Those who attend this session will have a clear understanding of how to utilize the Protocol if a student is suicidal, as well as an understanding of how to support the student after getting the student access to care. 

(Fulfills module 4 requirement)

"Addressing Escalating and Potentially Aggressive Behavior: De-escalating Teamwork in the Schools and Support Facilities". 

This presentation will review successful preparatory strategies for assessing, avoiding, and mitigating potentially aggressive behavior while protecting self and others. Specifically, the presentation will: review the dynamics and indicators of escalating behavior as well as the indicators of potential aggression within a reactive, emotional situation; review techniques for de-escalating hostile, agitated, and aggressive adults; provide instructions on creating and training “Meet and Greet” teams that safely and systematically intervene in situations involving people with emotionally elevated, angry, or aggressive behavior; provide strategies for building communication bridges with people who are confrontational, demanding, and disrespectful.

A critical look at diversity, equity and inclusion work and developing strategies to support and nurture the creative formation of sustained change. 

Objectives: 

- Give participants a Macro, Mezzo, and Micro view of DEI initiatives and the unintended consequences of these initiatives. 
- To introduce a conceptual framework that may support and sustain the DEI work that occurred during the pandemic. 
- Provide a safe space for participants to explore the collective creative knowledge of the group through exercises and etc.

Building a Culture of Resilience and Safety: What can we do, as educators, parents, and caregivers, to build resilience in ourselves and our kids? What, exactly, is a Culture of Safety? If you're looking for an opportunity to build your team's background knowledge, enhance your team's use of common language, understand the impact of trauma, embrace a slew of strategies designed to support your children, build resilience, and foster a safe space for all to thrive, this keynote should help!

This course addresses FERPA basics, explores requirements for the protection of student records for Local Education Agencies (LEAs), addresses who may and may not access student records, when those records may be shared, and discusses several of the applicable exceptions to the FERPA requirement for consent. We’ll talk about good practices guide  lines for faculty and staff members that require they maintain, use, and report student date in compliance with the requirements of FERPA.

Fulfills module 12 requirement

The basic concepts of threat assessment with a focus on youth risk factors.

 •  A brief review of supportive research and best practice prescriptive recommendations for assessment and management.

 •  The application of threat assessment concepts and overview of the threat assessment system flow chart.

• Question and Answer

Clinical case examples will be presented that examine how the understanding of certain mental health diagnoses can be important not only in determining the seriousness of a potential threat, but also in the management and long-term planning regarding the individual under investigation.  The presentation will examine the developmental progression of some mental health diagnoses and their relevance regarding the pathway towards violence.  Additionally, the importance of, under certain circumstances, undertaking a long-term historical analysis will be examined via presented case studies.  Finally, the presentation will describe how the interpretation of overt behaviors can be highly dependent upon an understanding of the underlying psychopathology.     

Attendees will learn about:

•    Relevant Mental Health diagnoses and their overt behavior expressions

•    Developmental and historical investigation techniques 

•    Threat management strategies related to some Mental Health challenges 

During this time, we will have participants discover their own gender and chosen names, in order to understand the importance of honoring and respecting, at every point, those of the youth. Participants will learn to recognize and adopt behaviors that make environments more welcoming and affirming to LGBTQ+ youth and the importance of these behaviors in preventing suicide and promoting wellbeing in young people. Participants will leave with recommendations and the take-home work of assessing intake processes, office staff, and teaching staff. 

 After this session, participants will:

•  Be able to understand and use basic LGBTQ+ terminology

•  Recognize and adopt behaviors that make environments more welcoming and affirming to LGBTQ+ youth

•  Gain an understanding of why this matters for youth (suicide prevention)

•  Gain a deeper understanding of their own gender identity

Join Steve Schreiner, Technology & Learning Coordinator at NEWESD 101, for an educator-focused presentation on the risks and rewards of internet use. Learn how to navigate settings, begin conversations, and develop mindsets that lead to better online interactions.  Steve has led internet safety presentations for thousands of students across Eastern Washington. Topics will include oversharing of information, content filtering and device-based controls, social media apps, and device addiction.  Hear about the legalities of internet use and discuss the importance of open and honest communication with children.

Restorative Practices is a philosophy and set of practices that proactively build healthy relationships and strong communities to prevent harm, and that respond to harm in a way that meets the individual needs of those who were impacted, provides meaningful accountability, and changes future behavior.  Participants in this session will gain an understanding of the history and philosophy of Restorative Practices, why Restorative Practices is applied in schools, and how a restorative process can be applied to a situation that creates harm.  

Fulfills module 13 requirement

Clinical case examples will be presented that examine how the understanding of certain mental health diagnoses can be important not only in determining the seriousness of a potential threat, but also in the management and long-term planning regarding the individual under investigation.  The presentation will examine the developmental progression of some mental health diagnoses and their relevance regarding the pathway towards violence.  Additionally, the importance of, under certain circumstances, undertaking a long-term historical analysis will be examined via presented case studies.  Finally, the presentation will describe how the interpretation of overt behaviors can be highly dependent upon an understanding of the underlying psychopathology.     

Attendees will learn about:

•    Relevant Mental Health diagnoses and their overt behavior expressions

•    Developmental and historical investigation techniques 

•    Threat management strategies related to some Mental Health challenges 

Fulfills modules 6 & 7 requirement