WTS 3 & 5

Adverse Childhood Experiences

Cody Meyers
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard Three and Five
EDUW 694 Classroom Environment
Catherine Anderson, Instructor
November 23, 2016

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 3: Teachers understand that children learn
differently.
The teacher understands how students differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Knowledge. The teacher understands and can provide adaptations for areas of
exceptionality in learning, including learning disabilities, visual and perceptual difficulties, and
special physical or mental challenges.
Dispositions. The teacher believes that all children can learn at high levels and persists in
helping all children achieve success.
Performances. The teacher identifies and designs instruction appropriate to students'
stages of development, learning styles, strengths, and needs.

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Wisconsin Teacher Standard (WTS) 5: Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in
learning, and self-motivation.
Knowledge. The teacher understands the principles of effective classroom management
and can use a range of strategies to promote positive relationships, cooperation, and purposeful
learning in the classroom.
Dispositions. The teacher takes responsibility for establishing a positive climate in the
classroom and participates in maintaining such a climate in the school as a whole.
Performances. The teacher analyzes the classroom environment and makes decisions
and adjustments to enhance social relationships, student motivation and engagement, and
productive work.

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Danielson Domains
Domain 2: The Classroom Environment
Effective teachers organize their classrooms so that all students can learn. They maximize
instructional time and foster respectful interactions with and among students, ensuring that
students find the classroom a safe place to take intellectual risks. Students themselves make a
substantive contribution to the effective functioning of the class by assisting with classroom
procedures, ensuring effective use of physical space, and supporting the learning of classmates.
Students and teachers work in ways that demonstrate their belief that hard work will result in
higher levels of learning. Student behavior is consistently appropriate, and the teachers handling
of infractions is subtle, preventive, and respectful of students dignity.
Component 2a: Creating an Environment of Respect and Rapport
Effective teachers organize their classrooms so that all students can learn. They maximize
instructional time and foster respectful interactions with and among students, ensuring that
students find the classroom a safe place to take intellectual risks. Students themselves make a
substantive contribution to the effective functioning of the class by assisting with classroom
procedures, ensuring effective use of physical space, and supporting the learning of classmates.
Students and teachers work in ways that demonstrate their belief that hard work will result in
higher levels of learning. Student behavior is consistently appropriate, and the teachers handling
of infractions is subtle, preventive, and respectful of students dignity.
Element: Teacher interaction with students
A teachers interactions with students set the tone for the classroom. Through their interactions,
teachers convey that they are interested and care about their students.

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Pre-assessments
Self-Reflection Assessment of Classroom Environment Related to WTS 3 & 5
A strong understanding of Wisconsin Teaching Standards (WTS) 3 and 5 will be
evidenced through my research and self-reflection regarding a wide variety of classroom
environment development and management skills. I teach in the village of Holmen, which is
comprised of approximately 10,000 inhabitants. Holmen is a semi-urban community, located
close to La Crosse, WI. There are four elementary schools, a 6-8th grade middle school, and a 912th grade high school. While I work with both 7th and 8th grade students, my focus will be
placed on my 7th grade group, which is currently made up of nine students. Of my caseload,
there are four boys and five girls, all between the ages of 12 and 13. The class I will focus on
with this group is called 7th Grade ESL (English as a Second Language) Intervention, which
meets every other day and is centered on building English skills.
Within my 7th grade ESL Intervention class, there is a diverse body of English learners.
While most of these students are Hmong, there is one female Chinese student who was adopted
by a family in our district last December. It is also important to recognize that these adolescents
are very prideful of their heritage and cultural traditions. Of these same students, the WorldClass Instructional Design and Assessment (WIDA) language proficiencies range from level one
to five; level one refers to an extremely limited English proficiency, while level five refers to a
near proficient status. There are some students who seem reluctant to share ideas during whole
group instruction, but it appears to be an energetic, creative, caring, and spirited class overall. In
spite of their high energy levels, they do seem to be fairly well behaved and respectful of one
another. There are two students in the group who are identified as learning disabled (LD). In
addition to learning disabilities and a wide range of language levels, the class is also comprised

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of several students from lower socioeconomic backgrounds; seven of the nine students receive
either free or reduced lunch.
I have discovered that the two students who are identified as special needs have extra
learning needs documented in their Individualized Education Plans (IEPs). Both students have
reading comprehension and vocabulary listed as specific areas of focus. Additionally, these two
students are receiving speech and language services to increase vocabulary knowledge and
improve their ability to respond to WH-questions. They also have writing and math goals within
their plans that are focused on building basic skills in each area. Another important detail to
mention about the two students with learning disabilities is that both students have experienced
traumatic events during their upbringing. As a result of these horrific events, these two students
have had extra challenges to overcome in addition to their struggle with language and learning in
general.
While the group is made up of students of many unique experiences and backgrounds,
they all seem to enjoy being in class. They can engage in learning activities, and they are able to
transition well between tasks. The students learn best when the lesson is rich with visual support.
The students seem to work best when they can get up to move around and collaborate with one
another. They enjoy seeing elements of youth culture along with their own ethnic cultures
reflected within the learning activities. Overall, the students are at grade level in the content
areas. However, when analyzing Star testing data, the students appear to struggle in reading. The
group seems to be very supportive as they constantly demonstrate a positive and encouraging
disposition toward one another.
While this is my second year teaching this course section, it is my first year with this
particular group of students. It is also the first year that I teach in my current classroom. My ESL

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department colleague and I worked hard together to get our classroom organized in a way that
maximized learning. As one walks into the ESL Intervention classroom, he/she will see several
low bookshelves along the wall where students store their intervention/writing class materials.
One will also notice the colorful bulletin boards which display a themed calendar with important
reminders highlighted for birthdays and days off. One will also see a few file cabinets in the
corner where student information is stored. In the middle of the rectangular room, there are three
round tables spread out where students seat themselves. They can look one direction to see
interactive digital presentations on the Smartboard TV, and they can look the opposite direction
to see the 18-foot long whiteboard. Students also have plenty of space on their tables to take out
and use their school-issued Chromebooks to gain access to our online language learning
materials. Students have plenty of space to move between the tables and access the whiteboard
and the Smartboard when working on collaborative tasks. Next to the whiteboard, students have
access to extra materials like rulers, calculators, markers, etc. Currently, the room does have
somewhat of a cluttered feel, but we continue working together to improve our classrooms
learning environment. Overall, the layout of the room provides an engaging environment where
students feel safe and welcome.
As for a district-wide view on learning environment, the community has spoken and
rallied behind the school to advance student access to technology. In the early months of 2015,
the communitys voters decided to approve a referendum at just under 2-million dollars. With
this tremendous support, the district was able to pursue a 1:1 initiative. As a result, students from
6th to 12th grade have all received Chromebooks, which has directly impacted the way business
is carried out in classrooms in both the middle and high school. Many teachers use learning
management systems such as Google Classroom or Canvas to run their classes. Additionally, it is

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important to note that the district has placed a great emphasis on its Positive Behavior
Interventions and Supports (PBIS), Response to Intervention (RtI) and Culturally Responsive
initiatives. In the middle school, the work carried out by these committees is visible throughout
the building and has also led to improved student achievement. With regard to academic
achievement, the district boasts a great reputation. The middle school has met expectations,
improving slightly each year, according to Wisconsin Department of Public Instruction report
cards between 2011-2013. However, the school seems to have stalled out regarding the area of
closing the gaps.
As part of my job, I am working to help close the achievement gap through the delivery
of language intervention services within a welcoming and positive learning environment. These
high levels of academic achievement are also the product of a strong dedication to students and
an incredibly positive building culture. Being immersed in such a positive school culture has
really helped me to develop my current philosophy on classroom environment. For example, I
strive to greet and provide students with a genuine smile to show that I am excited to see them. I
have also really focused on celebrating successes, no-matter how big or small. I try to set my
expectations for students early and to be consistent so that they know what behaviors I expect.
However, when students demonstrate negative or unproductive behaviors, I calmly point out the
behavior and remind the student of the expectation. If negative behaviors persist, I meet with the
student out of class to have a crucial conversation, in which we can discuss the behavior with the
goal of improving it.
In addition to supporting positive behavior, I have also promoted the idea that the ESL
Intervention class is not Mr. Meyers class but both the students and my class. I carry out this
effort by ensuring that students are aware of the learning objectives as well as through debriefing

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sessions where we discuss the lesson and provide each other feedback on tasks and activities. In
the same respect, I model the skills during instruction as much as possible to help my learners
feel comfortable making their own attempts. However, I also work to facilitate opportunities in
which students can learn with and teach each other while discovering the answers to the class
essential questions. As students are generally working in teams, the atmosphere is conducive to
risk-taking by allowing students to feel safe and secure. I have learned many of these
instructional qualities from my amazing co-teachers. In fact, being around so many positive
adults has also inspired me to always display a positive and respectful attitude, even when I feel
frustrated. I have also taken up an interest in trying to scaffold and incorporate more movement
into my activities, which has expanded my responsiveness to the needs of my learners. Using
assessment data to help my learners understand what they know and what they need to work on
is another strategy Ive incorporated into my practice.
Upon completing my own assessment regarding the Danielson domain descriptions, I
have found that I have some strengths in each element. I feel like I am strong in interacting with
students to build a positive relationship and rapport. My students seem to be excited and positive
when interacting with one another during my lessons as well. I have placed a strong emphasis on
making sure students know the expectations for learning on a daily basis. They also seem to
show great pride in their work whether it be quarterly writing prompts or class presentations. I
feel like I am able to successfully monitor different behaviors while delivering a lesson. The
transitions between activities seem to go smoothly, and my students seem to work well in
different groupings. I also strive to make sure that my classroom is safe and that materials are
accessible.

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On the other hand, however, I think there are some aspects that I need to work on to
provide my students with a better learning experience. I would like to become better at
increasing student buy-in through helping them relate to the class content. I witnessed how one
of my co-teachers had the students collaborate to develop a set of classroom expectations for
behavior that I would like to incorporate into my own classroom. Also, I would like to explore
different ways of organizing classroom materials so they are more accessible for students.
While there are a few specific elements I would like to improve on, my primary focus will be to
learn more about students who have experienced childhood trauma. Learning about this topic
will help me provide a more responsive environment for the students in my class that have lived
through traumatic events.
Essential Question to Guide Learning Process and Growth
While I have several teaching strengths, a specific area in which I would like to grow is
being able to better understand how traumatic experiences impact student learning. After
assessing my current classroom environment, I have learned more about a couple of students
who have experienced horrific situations outside of school, leading to a higher need for support
to achieve academically. Therefore, my initial objective will be to better understand the
neurological complications associated with traumatic events as they pertain to learning. From
there, I will be able to research and implement strategies to create a more responsive classroom
environment. By developing a learning environment that adequately meets my students needs, I
will put them in a better position to reach success. My essential question to guide my
professional growth and this research project will be How do Adverse Childhood Experiences
(ACEs) impact learning, and what strategies can aid in the establishment of a supportive
learning environment to combat the negative academic impacts of childhood trauma?

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Synthesis of Research
Throughout the history of mankind, brain capacity has set humans apart from all other
organisms. The ability to take in sensory stimuli, process them and respond accordingly has
allowed mankind to avoid danger, obtain life-sustaining resources, reproduce and ultimately
maintain homeostasis. However, just as the world has evolved, so too has the role of the human
brain. Over time, the brain has continuously developed stronger neural connections and
pathways, which have allowed humans to accomplish increasingly complex tasks. These
activities range from the utilization of algorithms to develop missile guidance chips to the
identification and organization of each genetic detail associated with the human genome. These
milestones are possible due to the evolution of the brain, which has dramatically expanded
neurological processing capacity.
In todays globalized-economy, the role of the brain extends far beyond maintaining
homeostasis by serving as an essential tool used to acquire vast quantities of knowledge needed
to survive and access resources. In preparation to enter and compete in todays job market,
obtaining higher levels of knowledge becomes increasingly vital. To better understand how
knowledge is acquired, one must explore the various functions carried out inside the brain that
control the learning process.
Weighing in at an average of three pounds and containing between 50 and 100 billion
neurons, the brain is the most complex organ in the human anatomy (Jensen, 2008, p.10). The
brain acts as a central command station allowing humans to process both internal and external
stimuli while also directing appropriate motor responses via electrical impulse. In fact, it is
believed that the brain can send between 250 and 2,500 electrical impulses per second. A
significant tissue involved in message transmission is the cerebral cortex, which constitutes

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about 70% of a human beings nervous system. Interestingly, this tissue is believed to be largely
uncommitted, which means that it is not designated to any specific function, thus providing
humans with a tremendous capacity to acquire new information (Jensen, 2008, p.11). While the
cerebral cortex is composed of multiple regions, one significant neurological structure is the
frontal lobe. This region is involved in directing activities like decision-making, using
imagination, developing solutions, and planning. Additionally, the frontal lobe holds recently
learned information in the short-term memory where it is either eliminated or sent on to the
hippocampus. In the hippocampus, the information will be organized and later stored within the
cortex (Jensen, 2008).
In addition to being indexed in the cortex, knowledge is also stored in the form of
peptides, which are proteins that travel throughout the nervous system. These protein chains
work to pass information on to other cells at receptor cites, creating in a neural network that
operates at lightning speeds throughout the body. The neural network that connects different
regions in the brain plays a crucial role in the learning process. According to Jensen (2008),
humans use most of the brain, most of the time. This statement closely relates to relative
lateralization, which proposes that the brain is designed to process information spatially from one
hemisphere to the other. It is believed that the left-side of the brain processes parts, while the
right-side processes wholes (p. 19). Essentially, this neural network interconnects both brain
hemispheres, allowing them to simultaneously process and respond to internal and external
stimuli. For example, when listening to a speaker, the corpus callosum facilitates communication
between both hemispheres to completely interpret messages. While the right-side processes
inflection, tone, speed and volume, the left-side processes morphemes, definitions, tense
markers, and other grammatical elements. Ultimately, an optimal neurological blueprint for

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learning includes a strong neural network able to facilitate constant electrical impulse exchanges
between different regions of the brain.
With a solid understanding of how a healthy brain functions, one can begin to explore the
effect of brain damage on an individual and its impact on learning. Over the past decade, the
concern over mental health has continuously gained traction in America, especially when it
involves children. As a result, a spotlight has been placed on Adverse Childhood Experiences
(ACEs). According to Substance Abuse and Mental Health Services Administration
(SAMHSA), 61% of men and 51% of women reported having experienced a traumatic event
during childhood (SAMHSA, 2016). The same study pointed out that 26% of children in the
United States will have seen or been subjected to an ACE before the age of four (as cited in
Shevrin, 2014, para. 1).
The Center for Disease Control (CDC) published a model that categorizes ACEs into
three broad categories: abuse, household challenges, and neglect (CDC, 2016). SaintA,
Wisconsins largest and most successful human services agency, further highlighted ACE
descriptors which included exposure to violence, divorce, alcohol and drug abuse, mental illness,
or incarceration of a parent. West, Day, Somers and Baroni (2014), along with Willis and Nagel
(2015) concurred that these types of traumatic events impair an individuals ability to function,
often leaving behind long-term physical and emotional consequences. According to Sheridan and
McLaughlin (2016), the events identified within the ACEs model are highly co-occurring,
which means that if one ACE is present, there is a greater likelihood that an additional event will
surface. Shevrin (2014), Sheridan and McLaughlins (2016) discussion on the crippling longterm impact of ACEs is clearly illustrated within the CDCs ACE pyramid (Artifact A), which
illustrates how traumatic events can disrupt neurodevelopment, produce social, emotional and

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cognitive disabilities, lead to poor health choices, result in higher incidence of disease, and even
lead to premature death (CDC, 2016).
While necessary to be cognizant of the wide variety of ACE descriptors, it is of even
greater importance to understand the children who are likely to be impacted. Scientists have
discovered that youth who are subjected to repeated cases of trauma suffer from a wide-range of
deficits in the areas of attention, forming relationships and emotional regulation (Dorado &
Zakrzewski, 2013). For example, in a related study involving preschool children, Willis and
Nagel (2015) found that individuals who were exposed to stress-related trauma, were more likely
to exhibit aggressive behavior and interpret the actions of peers as hostile in nature. Dorado and
Zakrzewski (2013) further claimed that complex trauma occurs through constant exposure to
adverse situations, which usually take place in the home.
For example, when children suffer prolonged trauma in the home, their ability to cope
and recover from toxic stress can become debilitated. Another factor that leads to a higher
occurrence of ACEs is economic status. Sheridan and McLaughlin (2016) concluded that 75%
of U.S. youth who had experienced economic hardship had also been exposed to at least one
traumatic event. This research underscores a strong overlap between threat, a central feature of
abuse and violence, and deprivation, a prominent feature of poverty, neglect, and
institutionalization (p. 109). Therefore, it is valuable for an educator to realize that while
economic hardship and ACEs may pose unique challenges, these factors are not always
mutually exclusive.
As it is important to recognize who may fall victim to ACEs, it is also crucial to
understand the detrimental aftereffects. As outlined by the CDCs ACE pyramid, the long-term
outlook for an individual suffering from trauma can become quite grim. In analyzing the impact

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of ACEs on adolescents, the focus of this paper will center on how ACEs affect childrens
learning.
According to Carrion and Wong (2012), children suffering from traumatic experiences,
tend to demonstrate lower reading abilities, verbal intelligence, and increased absenteeism.
Supporting this assertion, Willis and Nagel (2015) argued that anatomical and physiological
abuse to a childs neural network can squelch language growth. Ultimately, the lack of language
can suppress the childs ability to code and decode messages critical to negotiating meaning as
well as his or her capacity to mentally organize newly learned information. West and colleagues
(2014) added that these individuals have trouble developing positive peer and adult relationships,
which could negatively impact learning during collaborative tasks. Throughout the childs
lifetime, this impact continues to grow incrementally, leaving the student further behind
academically and socially.
In order to help children avoid ACE-related academic pitfalls, educators must quickly
recognize the signs of trauma as they appear in classrooms. With a deeper understanding of the
range of ACE factors, one can begin to identify possible triggers, which may lead to undesired
classroom behaviors. In Dorado and Zakrzewskis (2013) ACE analogy, trauma was compared to
a groove left on a vinyl record due to the constant repetition of a song. As the same track
continues to be played, the groove sinks deeper and deeper into the record. When playing a new
song, if the record is accidently bumped into, the needle will skip, often settling back into the
deep groove. The authors further explained that, like the effect of the needle on the record,
trauma creates a groove in the cerebrum. Whenever something occurs that reminds an
individual of a traumatic event, the persons frame of mind immediately reverts to this proverbial
groove, which shuts down his or her ability to rationalize and instantly initiates the fight or

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flight response (para. 7). Therefore, a teacher must keep an eye out for potential triggers, which
may include: smells, sounds, or the anniversary of a traumatic event (West et al., 2014, p. 59).
Failure to recognized triggers may steer a student into this precarious groove. When
these triggers go unnoticed, a child may display out-of-proportion emotional or physical
reactions that dont seem to make any sense (Dorado & Zakrzewski 2013, para. 9). West and
colleagues (2014) indicated that some behaviors displayed by students suffering from trauma
may also include the inability to establish acceptable boundaries, control anger, or refrain from
acting out in class. Starecheski (2015) stated that the effects of trauma are visible between peers
during classroom interactions, or when students seem distracted or withdrawn. Sheridan and
McLaughlin (2016) stated that ACEs can cripple students ability to control their response to
negative emotions. This could lead to disruptions in a childs education as West et al. (2014)
concluded that the failure to manage ones emotions often leads to impulsivity and misconduct.
In addition to being cognizant of triggers and the visible effects of trauma, an
understanding of the anatomical and physiological impacts of trauma will equip teachers with
helpful information to develop a more responsive learning environment. While mankind has
instinctively relied on stress-response to survive for centuries, Carrion and Wong (2012) asserted
that repeated and persistent stress-response caused by traumatic events can disturb the maturation
of the brain, disrupting connective neural pathways used to transmit impulses across the brain.
Repeated exposure to ACEs can cause disruptions in the development of cortical and subcortical
brain structures known to be involved in both fear response and processing (Sheridan &
McLaughlin, 2016). Per Carrion and Wong (2012), a specific and destructive factor caused by
trauma is increased blood cortisol levels.

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While no human tests have been carried out, animal research demonstrates that higher
levels of corticosterone may create a toxic environment in areas of the brain with greater
numbers of glucocorticoid receptor sites. Two of these regions include the hippocampus and the
pre-fontal cortex (Artifact B), which are both involved in critical stages of learning: memory
processing and executive function. While Carrion and Wongs assertion has been based
primarily on animal testing, researchers have discovered that youth suffering from PostTraumatic Stress Syndrome (PTSS) tend to have higher blood cortisol levels. In these
individuals, increased cortisol levels correlated with decreased hippocampal and prefrontal
cortex volumes. When compared with a control group, functional imaging studies revealed that
these same PTSS test subjects displayed reduced hippocampal and pre-frontal cortex activity
when completing memory and executive function tasks as compared to those in the control group
(Carrion & Wong, 2012).
When analyzing the impact of trauma on the brain, the hippocampus, an essential
structure involved in learning, is one specific area of concern. The hippocampus is a temporal
brain structure which plays a key role in memory formation and retrieval. However, after
exposure to traumatic events, memories may be processed abnormally making them difficult to
regulate. This may lead to distracting thoughts, nightmares, or an inability to remember
information. To support the argument that increased cortisol production negatively impacts
hippocampal function, Carrion and Wong (2012) also referenced Cushings disease,
characterized by an excessive release of cortisol over extended periods of time. In addition to
reductions in hippocampal volume, individuals with Cushings disease also appeared to
demonstrate deficits in verbal declarative memory. The researchers went on to describe a related
study involving 32 students between the ages of 10 and 17. They explained that the 16 PTSS

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students in the group displayed lower accuracy on both memory retrieval and verbal declarative
memory tasks when compared to the other 16 individuals.
While evidence suggests that trauma can harm the hippocampus, it is also believed that
the prefrontal cortex may become damaged. The prefrontal cortex is a lobe structure on the
anterior side of the brain that directs attention and facilitates responses to stimuli. Additionally,
the prefrontal cortex plays a key role in associating stimuli with rewards, thus supporting the
development of an individuals response-reinforcement concept. In one study, lab rats with
lesions to the prefrontal cortex were unable to eliminate fear responses after receiving fear
conditioning. Once the stimulus was removed, however, the healthy lab rats could block out the
response, whereas those with cortex lesions were not (Carrion & Wong, 2012). Relating to
ACEs, Carrion and Wong (2012) argued that individuals with prefrontal cortex lesions have
experienced difficulty when trying to block out intrusive traumatic memories. Even though
students might be in a calm and safe classroom environment, this phenomenon may still cause
difficulties for students to remain focused during instruction. Additionally, the pair of authors
noted that individuals with prefrontal cortex lesions have demonstrated deficits in shifting
attention and a decreased ability to carry out cognitive tasks. Therefore, even transitioning from
one activity to the next may pose a challenge for children suffering from trauma.
With a working knowledge on how ACEs impact the brains ability to facilitate learning,
it becomes clear that trauma is an exceptional condition for which educators must be prepared.
While the ACEs test may reveal more accurate data, I dont feel comfortable administering the
test to my seventh-grade students. However, I am aware of a few students who have experienced
some extremely traumatic events during their lifetime. For example, one student still suffers
from severe smoke inhalation after having barely survived a housefire as a young child. This

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event lead to the development of anoxia, which has had negative consequences regarding his
ability to process information. Often, the student gives up rather than persevering through
difficult tasks, especially when reading and writing skills are involved. Another student
witnessed a double homicide within his immediate family when he was in preschool. The
unimaginable trauma experienced by this child has caused ongoing nightmares all throughout his
childhood. In addition to dealing with the tremendous psychological impacts of this event, his
inability to sleep at night has also negatively affected his academic abilities. While there are
likely more students struggling with ACEs, these are two students who have demonstrated
significant needs during class time. In addition to language intervention, both are also currently
receiving special education services through individualized education plans (IEPs).
Despite the challenges, both students appear to have been able to develop positive peer
relationships. They are willing to work with others in class and share their ideas during group
discussion. They are also extremely respectful and follow directions during instruction.
However, they do seem to struggle academically. Even with differentiated tasks, there are times
when these two students are still unable to complete a reading or writing activity. I often add
extra visuals, highlight key ideas in readings, or shorten writing assignments so that they can
focus in on completing the essential tasks associated with the learning objective. While these
adaptations allow them to participate in class, their struggles begin to surface even more when
completing academic testing.
The learning challenges faced by these two students are evident when comparing their
academic testing scores to those of other English learners at similar language proficiency levels.
While these two students do present greater learning needs, it is important to note that their
special learning needs may have developed in part as a result of their traumatic experiences.

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Therefore, the data must be analyzed with a certain caution as a multitude of factors may have
influenced the scores. On the 2016 Wisconsin Forward Exam, 7 of 13 English learner students
achieved a below basic score on the language arts section. Of the students in the below basic
range, the two faced with trauma finished at least 25 points below the third lowest performer. On
the math section, 3 of the 13 language learners finished with a below basic score. The two
students suffering from traumatic life events finished with scores at least 80 points lower than the
third lowest performer. Therefore, even with special education and language learner
accommodations, the two students still struggled to achieve scores within the average range of
their peers. However, assuming the Wisconsin Forward Exam will be administered again, two
data points could be obtained from which a yearly growth percentage could be compared
between these two students and their language learner peers. This may provide greater insight
into the effect of trauma on their individual learning.
As the intellectual struggles are revealed in academic testing, support provided by the
teacher has the potential to positively impact each child. In fact, the role of the teacher is
paramount per Willis and Nagel (2015), who argued that teachers are instrumental in helping
children to recover from neurological and social psychological damage resulting from exposure
to extreme violence, poor living conditions, or the loss of family members. The researchers
further stated that education can serve as a protective factor that may reduce high levels of
emotional stress. Teachers, therefore, are extremely influential by providing a structured
environment where students can learn to function within the parameters of a schedule or routine.
For a teacher to begin this process, SaintA (n.d.), Dorado and Zakrzewski (2013) proposed that
teachers must focus on taking care of themselves first. Shevrin (2014) warned that teachers could
become susceptible to experiencing vicarious trauma or compassion fatigue (para. 8).

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Essentially, the teacher must maintain a healthy state of mind to help individuals in his or her
class rebuild or maintain their own mental livelihood.
To create a responsive classroom environment for traumatized children, the first strategy
is for an educator to identify his or her limits and maintain a balance between personal life and
school (SaintA, n.d.). Shevrin (2014) cautioned that students with trauma history need supportive
adults that will display consistent attendance. Therefore, one critical element within this strategy
is to maintain physical health by getting proper nutrition and enough sleep at night. By taking
care of oneself, an educator will be better prepared to provide support to the students who need it
most. Dorado and Zakrzewski (2013) compared this strategy to an airline passenger affixing his
or her own oxygen mask before assisting the person sitting at his or her side. Shevrin (2014)
recommended that teachers develop a personal support system that includes activities to lift
themselves up after a difficult day. This might involve setting up a calendar that outlines
specific times when you will arrive to and leave from school. The calendar might also have preplanned, non-work related activities to release built up stress. It may also include scheduling
events that encourage spending time with friends and family to restore emotional stamina.
Once an educator has developed a plan to maintain his or her own caregiver capacity, the
next important strategy is to focus on developing positive relationships with the students. In fact,
West and colleagues (2014) declared that the school setting may be the only place that provides
students with an opportunity to interact with adults who model and help develop positive
interpersonal skills. Putting time and energy into establishing strong relationships is of utmost
importance, especially with students battling the effects of ACEs. These are students that,
according to Hollie, need outrageous love (S. Hollie, personal communication, October 5,
2016). Starecheski (2015) and SaintA (n.d) further supported this claim attesting that solid

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relationships can help youth to develop better resilience to shield themselves from the impacts of
trauma. Starecheski (2015) further added that even one caring and positive relationship early on
in life can help to improve the likelihood that a child grows up healthy.
In addition to getting to know students, and helping them feel cared for in school, there
are some other subtle ways in which teachers can also work to strengthen relationships with
students. SaintA (n.d.) suggested that teachers undergo a shift in perspective when
communicating with students. For example, if a student breaks a rule, rather than focusing the
discussion on the student, the conversation should be centered on the undesired behavior.
Essentially, this communication structure places the student and educator on the same platform
from which together, they can analyze and resolve issue at hand. Similarly, Dorado and
Zakrzewski (2013) suggested that praise be done publicly while criticism be done privately. By
offering praise publicly, the childs confidence may be boosted, whereas privately re-directing
misbehavior in a calm voice may help to preserve the students self-worth. Ultimately,
improvements in behavior and attachment can be heavily influenced by strong and caring
relationships between teachers and students (West et al., 2014).
The third and final strategy presented in this paper revolves around classroom
management, which can be linked to one of the elements of Trauma-Informed Care (TIC), an
intervention to support ACE victims. Per SaintA (n.d.), the TIC intervention involves
understanding the wide range of adverse events, their potential impacts on an individual, and
strategies on how to help the victims. From this intervention, the ideals of effective classroom
management become increasingly apparent as a vital strategy to help ACE victims. West and
colleagues (2014), as well as Willis and Nagel (2015) all asserted that having the skills to

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develop a safe and supportive learning environment where students can easily manage their
emotions is an essential component to successfully working with traumatized students.
As sudden volume spikes or chaotic movements may trigger negative behaviors, part of
developing a supportive environment involves the utilization of calm and predictable transitions
between activities. While each classroom culture is different, it is important that an educator
select an appropriate method to help his or her class smoothly transition from one task to the
next. For example, a teacher might gently swipe a windchime, play a soft-tone piece of music on
Youtube, or use some form of call-response. However, there are a couple critical factors
involved to implement effective classroom transitions. First, the students should be able to easily
identify the stimulus provided as a transition signal and know how they are supposed to respond
(Dorado & Zakrzewski, 2013). Additionally, Shevrin (2014) suggested that students receive a
calm alert to notify them of an upcoming transitioning. An instructor may, for example, integrate
a systematic format that allows learners to see remaining activity time. This might include
displaying a Google timer for all to see, or even having students use Datexx cube timers.
While calm transitions can help to eliminate triggers for some, there may be times when a
new stimulus arises that sends a child into survival mode. This response may result in significant
behaviors that could be distracting or harmful to the individual and others. In a supportive
classroom, the teacher must recognize the situation immediately and respond kindly and
compassionately by validating the childs concern and helping the child regain a sense of control.
To help the child back into balance, the teacher could provide the student with a couple activity
choices. For example, there may be a designated spot in the classroom where the student can sit
in a comfortable seat and draw, color, or use an iPad. Moreover, if a teacher immediately
identifies the signs of a child having a difficult time: turning red, clenching fists, or breathing

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rapidly, he or she may decide to have the whole class stop what theyre working on and do a
quick brain break (Dorado & Zakrzewski, 2013). Incorporating a little movement and
socialization may be just what that child needed to regain emotional balance.
Another classroom management tool involves helping students to take ownership over
their own learning environment. West et al. (2014) claimed that by expanding opportunities for
traumatized individuals to become engaged in the learning process, these students would feel a
great sense of empowerment. For example, one opportunity may be through debriefing sessions
at the end of class periods. By discussing daily learning objectives, classroom procedures and the
format of the activities, students are provided with a structured environment in which they are
able to share their own perspectives. Not only does debriefing promote a connection between the
youth and instructor, but it can also help build student confidence and decision-making abilities.
By being responsive to student input, the teacher can adjust classroom procedures and activity
formats to assure that the instructional environment be formed by both parties. This line of
thinking provides students with an empowering sense of ownership over their own learning
process, thus promoting a student-friendly learning atmosphere.
Professional Implications of Research
Through research on the impact of ACEs on learning, I have developed a new lens
through which new and insightful classroom observations can be made to provide a more
responsive learning environment. With a better understanding on trauma, I have made leaps and
bounds when managing situations that arise involving students suffering from ACEs. Being
cognizant of the impact of trauma on education has allowed me to approach negative behavior
situations with a more holistic perspective. Rather than focusing solely on the problem, I try to
perceive the situation through the eyes of the student. Through this lens, I am beginning to

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understand the huge role that students life experiences play in dictating their classroom
behaviors. Thus, I have learned that it takes much more than just a caring attitude to help support
my students. Moreover, by looking at issues through my students perspectives, I will be better
equipped to maintain and build relationships.
While the research has helped me change my approach to dealing with negative
behaviors, it has also pointed out areas in which I can improve during instruction. One huge
factor that the research helped me identify was the importance of carrying out smooth transitions
between tasks. Up to this point, I have not dedicated time to establish solid transitions. However,
the research suggests that smooth transitions are critical when working with ACE victims.
Additionally, I have previously run myself into the ground by spending endless hours after
school preparing for lessons. Without realizing it, this unbalanced approach has probably
weakened my ability to provide consistent care for students. Therefore, I learned that I need to do
a better balancing my time so that Im better prepared to help my students. All in all, the
essential question of this project has helped me to identify the aforementioned skills in which I
will continue to improve.
Research-based Action Plan
Action Plan Summary
My essential question to guide my professional growth and this research project was:
How do Adverse Childhood Experiences (ACEs) impact learning, and what strategies can aid
in the establishment of a supportive learning environment to combat the negative academic
impacts of childhood trauma? In order to improve the classroom environment for my students
struggling with the impact of ACEs, I will implement strategies to improve my caregiver
capacity, relationships with students, and classroom transitions.

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Anticipated Implementation
While this project has shed light on certain skill areas in which I can grow, I will only
improve if I create a plan to implement the new strategies. In order to improve my caregiver
capacity, I will begin to use a calendar to help balance my school life with work. Arriving fresh
to work will also allow me to focus more on developing relationships with students in my
classroom. In order to improve my relationship with students, I will put more energy into
greeting children as they walk in the room and take extra time to get to know them before class.
During class time, I will improve transitions by using a windchime to regain student attention
before providing any closing comments or new instructions. Additionally, I will help maintain a
positive and productive classroom atmosphere by being alert for trigger signals. In response to
trigger signals, I will implement brain breaks (Artifact C) to help students regain focus in class.
Finally, I will share critical information with other staff regarding ACEs and their impact on
student learning to build a stronger support system for all students (Artifact D).
Anticipated Outcomes
Through implementation of these strategies, I will be able to provide a healthy,
comfortable, safe, and engaging classroom environment. By taking care of myself, I will be able
to arrive to work at full capacity, ensuring my ability to meet the needs of students battling the
effects of ACEs. I will also arrive mentally prepared to continue developing strong relationships
and showing traumatized students that they are truly loved and welcome in the school.
Establishing a supportive classroom environment will provide these students with a nonthreatening safe-haven where they can practice managing their emotions.
Post-assessment: Reflection
What Worked (or anticipate what will work) and Why

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As students practice skills to manage their emotions, they will develop a stronger
resilience against daily experiences that may trigger the emergence of traumatic feelings. With a
greater resilience, students will likely be able to spend more time connecting with others, thus
expanding their social networks both outside and inside the classroom. Within the classroom, the
social connections will cater to these students learning by allowing them to engage in deeper
academic discussions, which could lead to greater achievement in school.
What Did Not Work (or anticipate what will not work) and Why
While these are clearly outcomes that I hope for, the likelihood of these results becoming
a reality would be much greater with a building and district-wide commitment to address the
impact of ACEs on learning. Administrators must recognize the issue of ACEs and their impact
on children so that resources can be directed toward making appropriate programming available
to students. Additionally, evidence-based interventions like Trauma Informed Care may be
shared with staff so that children receive support throughout their entire academic careers. As the
research suggested, cortisol, the biochemical released during extended periods of high stress, can
cause damage to brain tissue. It is suggested that this can negatively impact the transmission of
electrical impulses and storage and retrieval of learned material. If traumatized students receive
interventions early on, perhaps they could salvage years of learning by developing the tools
necessary to build resilience and shield themselves from continued tissue damage. Overall,
taking proactive measures to provide children with the support the need early on could save them
from dealing with lifelong challenges.
My Next Steps
1. I will implement my plan to ensure student needs are met in my classroom as well as
share artifacts with teaching staff.

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2. Bring up and discuss current services and possible opportunities to expand building
support for ACE victims at bi-weekly PBIS meetings.

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References
Carrion, V. G., & Wong, S. S. (2012). Can traumatic stress alter the brain? Understanding the
implications of early trauma on brain development and learning. The Journal Of
Adolescent Health: Official Publication Of The Society For Adolescent Medicine, 51(2
Suppl), S23-S28. doi:10.1016/j.jadohealth.2012.04.010
Centers for Disease Control and Prevention (CDC). (2016, June 14). About the CDC-Kaiser
ACE study. Retrieved November 1, 2016, from
http://www.cdc.gov/violenceprevention/acestudy/about.html
Dorado, J., & Zakrzewski, V. (2013, October 23). How to help a traumatized child in the
classroom. Retrieved November 23, 2016, from
http://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand
Oaks, CA.: Corwin Press.
SaintA. (n.d.). Seven essential ingredients. Retrieved November 1, 2016, from
http://www.sainta.org/trauma-informed-care/seven-essential-ingredients/
Sheridan, M. A., & McLaughlin, K. A. (2016). Neurobiological models of the impact of
adversity on education. Current Opinion In Behavioral Sciences, 10(Neuroscience of
education), 108-113. doi:10.1016/j.cobeha.2016.05.013
Shevrin, A. (2014, September 14). 8 ways to support students who experience trauma. Retrieved
November 1, 2016, from https://www.edutopia.org/discussion/8-ways-support-studentswho-experience-trauma

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Starecheski, L. (2015, March 2). Take the ACE quiz: And learn what it does and doesn't mean.
Retrieved November 1, 2016, from http://www.npr.org/sections/healthshots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean
Substance Abuse and Mental Health Services Administration (SAMHSA). (2016). Trauma.
Retrieved November 28, 2016, from http://www.integration.samhsa.gov/clinicalpractice/trauma
West, S. D., Day, A. G., Somers, C. L., & Baroni, B. A. (2014). Student perspectives on how
trauma experiences manifest in the classroom: Engaging court-involved youth in the
development of a trauma-informed teaching curriculum. Children And Youth Services
Review, 3858-65. doi:10.1016/j.childyouth.2014.01.013
Willis, A. a., & Nagel, M. m. (2015). The role that teachers play in overcoming the effects of
stress and trauma on children's social psychological development: evidence from
Northern Uganda. Social Psychology Of Education, 18(1), 37-54. doi:10.1007/s11218014-9282-6

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Examples of Artifacts
Artifact A: CDC ACEs Pyramid
The Centers for Disease Control and Prevention has released a pyramid that depicts the short and
long-term effects of ACEs on individuals.

Artifact B: Brain Image

The graphic points out the location of both the prefrontal cortex and the hippocampus in a
developing brain. The image also includes a general description of each region and its sensitivity
to chemicals induced by stress.

http://www.centerforhealthjournalism.org/fellowships/projects/advocates-aim-save-baltimore-children-impact-violence

Artifact C: Brain Break Examples

The 5-4-3-2-1 brain break is one example of an activity to get students up and moving, thus
allowing students to regain focus in class.

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The squiggle story brain break is another great activity to refresh student concentration through
that promoting creativity and encouraging brief social exchanges between peers.

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Artifact D: ACEs Impact on Education Advertisement

This artifact provides a general overview of ACEs, their effect on an individual, and several
broad strategies that can be used in the classroom. It will be used to begin educating middle
school staff on the issue of ACEs in hopes of creating a more supportive learning environment
within the entire school.