Classroom180: A Framework for Creating, Sustaining, and Assessing the Trauma-Informed Classroom (Pre-order)
Author: Heather T. Forbes, LCSW
Contributing Editor: Deanna Maki, B.Ed./SPED
Due to be released March 27, 2020. Pre-orders will ship out once this book has been delivered to our fulfillment center.
Classroom180: A Framework for Creating, Sustaining, and Assessing the Trauma-Informed Classroom, by Heather T. Forbes, LCSW is a comprehensive roadmap of what it means to fully create, implement, and sustain a trauma-informed classroom from kindergarten through the twelfth grade. Additionally, Classroom180 includes an assessment tool, the Classroom180 Rubric, that can be used by administrators and others specialists who support teachers on the journey of becoming trauma-informed.
Creating an effective and life-giving trauma-informed classroom goes far beyond a few fidgets and a calm corner. This comprehensive book will move you to the leading edge of being trauma-informed. Forbes has developed a system of five domains with a total of twenty-seven clearly defined components to give you an organizing system of where to start and how to continually create and sustain an effective classroom designed to meet all your students, especially those who have been impacted by trauma.
Not only does Classroom180 give you detailed examples and explanations of what is needed in a trauma-informed classroom, it includes a rubric to gather objective evidence. The Classroom180 Rubric helps you to define classroom characteristics, provide feedback to teachers, and offer practical strategies to build skills one domain at a time. It gives teachers a starting point on a growth continuum and teachers can use it as a self-assessment to reflect on their own. Administrators can do classroom walk-throughs and observations focused on specific or all domains. Mentors can assist new teachers by having coaching conversations and recommending new strategies that have been identified on the rubric. Fellow teachers can use it with one another to support one another and grow together on their trauma-informed journeys. It can also be a tool for curriculum specialists and other support personnel when working with teachers.
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