Module 7 is one hour and 4 minutes and will meet the requirement of at least one hour of behavioral health content that is culturally responsive and trauma- and evidence-informed. To access module 7, you’ll first need to complete modules 4 and 5, which provide foundational insights and span an additional 2 hours and 46 minutes. Total learning time is 3 hours and 50 minutes.  This curated bundle ensures you’re not just meeting the hour requirment, but gaining a comprehensive understanding across all three modules. Keep reading to discover the takeaways, skills and insights you’ll gain from this training series.

Module 4: The Classroom is a Nervous System: Working with Daily Regulation and Dysregulation Cycles,  you’ll discover the true importance of regulation and how it’s often misunderstood. Finding moments of regulation in the misdt of dysregulation can be a powerful tool in improving your well-being and shifting students’ behaviors. Learn to apply this to class-wide activation, as viewing the class as a collective nervous system gives you the ability to support entire groups of students at the same time, without burning out your own nervous system.

Module 5: The Process of Developing Self-Regulation: Understanding the Missing Pieces, tackles the frustrating issue of students not using the skills we are teaching. We’ll explore the fact that much of the social-emotional, behavioral programming and teaching lacks important components. These missing pieces make it difficult for students to use strategies independently. The good news is that we can incorporate these vital elements by making only small shifts to daily routines! Learn a framework for using whole-brain approaches that includes teaching specific skills and developing capacities that result in students being able to determine and apply strategies that work for them.

Module 7: Creating Environments with all Learners in Mind: Ensuring no Student is an Afterthought, ties it all together, as it’s time to move from skill-building to cultivating environments that promote individual and collective growth, so each student has the space to flourish.  By utilizing trauma and community responsive approaches coupled with neurotype-responsive practices, we will explore how the design of classroom spaces, daily routines, and relationships can actively promote success for every learner. Participants will engage with frameworks that encourage intentional decision-making, reduce power struggles, and enhance emotional safety. Together, we will explore class wide frameworks that help students access “doses of regulation” throughout the day, anchoring their learning in self-awareness and self-advocacy. We will explore the question, “What does a regulatory environment look like?” to understand how such an environment feels, functions, and transforms interactions.

Learning Objectives:

1. Participants will learn that dysregulation is necessary for growth and learning and that it’s a key aspect to expanding students’ windows of tolerance.
2. Participants will learn strategies to support students in navigating dysregulation, helping them make effective choices that don’t disrupt learning.
3. Participants will identify essential skills and components often missing from universal programming and how to shift daily routines to include these elements.
4. Participants will learn how to scaffold the development of self-regulation skills at each student’s level of readiness, helping them apply strategies independently and supporting long-term behavior change.
5. Participants will identify actionable strategies that support students in recognizing and navigating their own experiences, with a focus on fostering self-advocacy across learning environments.
6. Participants will apply a framework for reframing conflict through intentional, regulation-promoting choices that disrupt power struggles in interactions.

This one hour and 49 minute module will meet the requirement of at least one hour of behavioral health content that is culturally responsive and trauma- and evidence-informed.

Get ready to transform your classroom into a safe haven for learning and growth as we explore how safety and belonging start in the brain! Dive into the neuroscience and discover how a safe and welcoming environment is not only the foundation of classroom culture and community, but also crucial for academic and behavioral success and overall well-being. However, providing students with a sense of security can be challenging if we don’t understand how the brain perceives safety and threats. You cannot talk someone into feeling safe. Learn practical approaches that foster a sense of safety, nurture trust and belonging, and help students navigate challenges with confidence and curiosity rather than fear, teaching them that they can manage difficult tasks.

Learning Objectives:

1. Participants will examine how to create safe learning environments by understanding how the brain perceives safety and threats and how this impacts behavior.
2. Participants will identify trauma-informed approaches that shift students’ perceptions to increase their confidence in managing challenging experiences.

This one hour and 7 minute module will meet the requirement of at least one hour of behavioral health content that is culturally responsive and trauma- and evidence-informed.

When strategies that have always worked in the past, are not working, it’s frustrating! In fact, sometimes our responses even seem to make the situation worse. What’s going on? When we learn to identify brain and body states it facilitates using the right strategy at the right time, including understanding why something might work in one moment and not another. When students aren’t in the higher regions of their brains, some strategies meant to support them, actually create escalation. Learn critical classroom strategies that work with students during varying states of arousal, expanding windows of tolerance and getting students back to places of learning. Strengthen your ability to help students grow their capacity for dealing with stress and challenges in and out of the classroom as you support creating new options for behavior.

Learning Objectives:

1. Participants will identify approaches that correspond to individual students’ arousal states and needs by applying evidence-informed strategies to support student behavioral health, utilizing trauma-informed and community responsive practices.
2. Participants will utilize a framework for creating environments that incorporate practical tools for meeting students where they are and supporting a return to regulated states where learning is possible.

This one hour and 20 minute module meets the requirment of increasing awareness of laws and practices pertaining to educating students with disabilities in the classroom, including but not limited to Child Find and inclusive learning environments.

It is time to integrate the valuable insights and trauma-informed, community responsive approaches we’ve learned with the laws and mandates governing behavioral health. First, we will clarify the alphabet soup of educational acronyms as we examine the hierarchy of laws and rights that guide our work in implementing behavioral health in education while ensuring compliance with special education regulations. Next, we will discuss the importance of federal rights and how they are applied specifically in the state of Colorado, including a comparison of Individualized Education Programs (IEPs) and Section 504 plans to highlight educators’ responsibilities in each case. We will also explore pathways to support and success by learning about the Child Find process, with a focus on the obligations of educators. Additionally, we will explore the intersection of Multi-Tiered Systems of Support (MTSS) and special education identification, as well as some criteria that determine a student’s eligibility for special education services.

Learning Objectives:

1. Participants will analyze how the Individuals with Disabilities Education Act (IDEA) ensures free appropriate public education (FAPE) in the least restrictive environment (FRE) as outlined in the Exceptional Children’s Education Act (ECEA).
2. Participants will explain the Child Find process, including MTSS and Special Education identification and support.