CAN 
US/GlobalFree Reproducibles
Navigating the Unexpected
A School Leader’s Guide for Trauma-Response Teams
Educators are accustomed to designing road maps that amplify confidence, structure, and ultimately successful outcomes for students and staff in known conditions. But what is the plan when the known becomes unknown? Navigating the Unexpected empowers school leadership to create and utilize trauma-response teams.
Benefits
- Assess the efficacy of current systems and protocols in response to a traumatic or unexpected event
- Develop a Dynamic Problem-Solving Team (DPST) equipped to navigate traumatic situations with structured flexibility
- Establish a system of communication to inform and empower students, staff, and the community at large
- Design goals, action items, and monitoring protocols to meet students’ physical, academic, behavioral, and social-emotional needs
- Provide templates, assessments, and other tools that will support a planned, systematic, and fully customizable response
TABLE OF CONTENTS
Introduction: It’s Not a Matter of If; It’s a Matter of When
Chapter 1: Getting It Right the First Time
Chapter 2: Leading and Forming the Dynamic Problem-Solving Team
Chapter 3: Preparing to Do the Work
Chapter 4: Building a Firm Foundation
Chapter 5: Creating a Plan Through the Lens of the Instructional Cycle
Chapter 6: Assessing Sustainability and Support
Epilogue: Lessons Learned
Appendix: Reproducibles
REPRODUCIBLES
Chapter 1
- Figure 1.1: Team Poster to Contrast the Paintball Versus Paint-by-Numbers Approach
- Figure 1.2: Team Poster to Encourage a Problem-Solving Approach
Appendix
- Paintball Versus Paint-by-Numbers Questionnaire
- To-Do to Ta-Done List Template
- Leadership Competencies Self-Assessment
- Application for Dynamic Problem-Solving Team Membership
- Dynamic Problem-Solving Team Reflection Tool
- Assembling the Dynamic Problem-Solving Team
- Dynamic Problem-Solving Team Norms Template
- Learning to Listen and Derive Consensus Template
- Trauma-Sensitive Response Assessment
- Communication Planning Template
- Four Square Focus Data Template
- Data Analysis Protocol
- Four Square Focus Planning Template
- Brainstorming With Boundaries
- Assessment Tool Criteria Checklist
- Four Square Focus Evaluation Template
SUGGESTED RESOURCES
BOOKS
- Bailey, K., & Jakicic, C. (2019). Make it happen: Coaching with the four critical questions of PLCs at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Malone, J. (2018). Taking action: A handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., Malone, J., Cruz, L. F., Dimich, N., & Schuhl, S. (2024). Taking action: A handbook for RTI at Work (2nd ed.). Bloomington, IN: Solution Tree Press.
- Conzemius, A. E., & O’Neill, J. (2014). The handbook for SMART school teams: Revitalizing best practices for collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R. (2015). In praise of American educators: And how they can become even better. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for Professional Learning Communities at Work (4th ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Mattos, M., & Muhammad, A. (2021). Revisiting Professional Learning Communities at Work: Proven insights for sustained, substantive school improvement (2nd ed.). Bloomington, IN: Solution Tree Press.
- Eller, J. F., & Hierck, T. (2021). Trauma-sensitive instruction: Creating a safe and predictable classroom environment. Bloomington, IN: Solution Tree Press.
- Eller, J. F., & Hierck, T. (2022). Trauma-sensitive leadership: Creating a safe and predictable school environment. Bloomington, IN: Solution Tree Press.
- Ferriter, W. M. (2020). The big book of tools for collaborative teams in a PLC at Work. Bloomington, IN: Solution Tree Press.
- Friziellie, H., Schmidt, J. A., & Spiller, J. (2016). Yes we can! General and special educators collaborating in a professional learning community. Bloomington, IN: Solution Tree Press.
- Hierck, T. (2017). Seven keys to a positive learning environment in your classroom. Bloomington, IN: Solution Tree Press.
- Kerr, D., Hulen, T. A., Heller, J., & Butler, B. K. (2021). What about us? The PLC at Work process for grades preK–2 teams. Bloomington, IN: Solution Tree Press.
- Kirtman, L., & Fullan, M. (2016). Leadership: Key competencies for whole-system change. Bloomington, IN: Solution Tree Press.
- Kramer, S. V., & Schuhl, S. (2017). School improvement for all: A how-to guide for doing the right work. Bloomington, IN: Solution Tree Press.
- Parscale, N. S. (2021). What I wish I knew before cancer: A young man’s memoir. Bloomington, IN: Solution Tree Press.
- Spiller, J., & Power, K. (2019). Leading with intention: Eight areas for reflection and planning in your PLC at Work. Bloomington, IN: Solution Tree Press.
- Williams, K. C., & Hierck, T. (2015). Starting a movement: Building culture from the inside out in professional learning communities. Bloomington, IN: Solution Tree Press.
WEBSITES
- Trauma-Informed Care Implementation Resource Center
- The American Institute of Stress
- The National Child Traumatic Stress Network
- Professional Quality of Life
- Secondary Traumatic Stress Innovations and Solutions Center’s Center on Trauma and Children
- Secondary Traumatic Stress Consortium
- “Secondary Traumatic Stress”
- “Vicarious Trauma”
- “Vicarious Trauma Toolkit,” International Society for Traumatic Stress Studies
- “The Vicarious Trauma Toolkit,” Office for Victims of Crime
- ProQOL Self-Assessment Tool
- Monkey in My Chair student assistance program
