Alignment With Other Evidence-Based Frameworks

Alignment With Other Evidence-Based Frameworks

0.50 USBE Credit
There are multiple evidence-based, school-wide frameworks to support positive student behavior and improved student outcomes. These frameworks align with and complement one another, and can be used in tandem to support students. Individuals pursuing this microcredential will be able to show how their practice utilizes trauma-informed practices in conjunction with other school-wide initiatives such as Positive Behavior Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), Social Emotional Learning (SEL), Restorative Practices (RP), etc.


To earn this 0.5 USBE credit microcredential you will submit two evidence items demonstrating your effective and consistent alignment of frameworks to address the impacts of trauma. You will also complete a short written or video reflective analysis.


You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.


It is not necessary for an applicant to be using all of these school-wide frameworks, but to show evidence that they understand how to integrate multiple frameworks instead of using them as separate initiatives.


Trauma: An event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, social, emotional, or spiritual well-being.

Trauma-Informed Practices: Research-based practices that have been proven to be supportive of individuals experiencing trauma or toxic stress, which can be implemented in organizations.

Multi-Tiered Systems of Support (MTSS): A framework focused on three instructional tiers (Universal, Targeted, and Intensive) engineered to meet student needs using a systemic approach.

Positive Behavioral Interventions and Support: An evidence-based three-tiered framework to improve and integrate the data, systems, and practices affecting student outcomes every day. A framework for teaching students expectations, reinforcing appropriate pro-social behavior, and providing instruction and consequences for errors in behavior.

Restorative Practices (RP): The building and sustaining of relationships among students, school personnel, families and community members to build and strengthen social connections within communities and hold individuals accountable to restore relationships when harm has occurred.


Centennial Elementary has noticed an increase in students enrolling within their school who have experienced trauma in their lives. The classroom teachers have noticed a significant increase in behavior problems both in their classrooms and in less structured areas within the school. They have expressed concern that they have lost teaching time due to their time spent trying to manage behavior. Teachers feel frustrated and overwhelmed by the increase in behavior problems and chaos within the school. The school is already implementing PBIS with fidelity school-wide, but administrators see the need for using trauma-informed practices within the school to address the changing demographics of their student population.


Video: Submit a 5-10 minute video showing how you are braiding trauma-informed practices with one or more other school-wide frameworks (e.g., PBIS, RP, MTSS, SEL, etc.) for supporting student outcomes. Possible video content:

(1) A multidisciplinary team meeting where trauma-informed practices are integrated into the meeting.
(2) A video tour of a classroom/school indicating physical features and trauma-informed practices being implemented.
(3) A recording of a training that addresses trauma-informed practices in conjunction with another school-wide framework.
(4) An interview with at least two individuals giving a description of how trauma-informed practices are integrated with at least one other school-wide framework within their classroom or school.

Video submissions should follow all relevant district/charter and FERPA guidelines.

Lesson Plan: Submit a professional development training plan, along with an accompanying PowerPoint or video you have developed that braids trauma-informed practices with other evidence-based frameworks to support student outcomes (PBIS, SEL, MTSS, Restorative practices, etc.). The submission must address trauma-informed practices directly, and show how trauma-informed practices can be integrated with these other frameworks.

Testimonial: Submit at least three testimonials from students, parents, or colleagues discussing how the applicant is integrating trauma-informed practices with at least one or more school-wide frameworks (e.g., PBIS, RP, MTSS, SEL, etc.) into your school and/or classroom for supporting student outcomes. Testimonials should include at least two specific trauma-informed practices that you are using and how these practices integrate with the other school-wide frameworks.

Candidates are required to make 2 evidence submission(s).

Review Criteria

Criterion 1: Evidence demonstrates that specific trauma-informed practices and interventions are being implemented within a tiered framework.

Criterion 2: Evidence demonstrates how trauma-informed practices are being aligned with other school-wide initiatives/frameworks, including how specific core features of each initiative is being implemented.Criterion 1: Reflections include what the applicant learned about their school’s current practices related to the alignment of trauma-informed practices with other school-wide frameworks being implemented within the school, including both strengths and weaknesses of the implementation.

Criterion 3: Reflections include descriptions of specific steps the applicant has taken to align trauma-informed practices with other school-wide frameworks being implemented within the school.


  1. Describe what you have learned about your school, district, or other educational setting’s current practices related to integration and alignment of school-wide frameworks, including trauma-informed practices. Identify gaps within your current system.

  2. Describe actions you have taken in your school, district, or other educational setting to improve your system of supporting all students, including those who have experienced trauma.


Building Trauma-Sensitive Schools
The National Center on Safe Supporting Learning Environments has developed a package of training materials on trauma-sensitive schools. One of these training modules, “Building Trauma-Sensitive Schools” provides great information related to how to implement trauma-informed practices school-wide.

Collaborative for Academic, Social, and Emotional Learning (CASEL)
CASEL is a trusted source of knowledge about high-quality, evidence-based social and emotional learning (SEL). This website provides resources to support SEL implementation at all levels.

Integrating Trauma Informed Support in MTSS (SCTG Webinar)
This is a recording of a webinar that provides guidance on how to integrate trauma-informed practices and interventions into a PBIS framework.

Positive Behavioral Interventions & Supports: OSEP Technical Assistance Center
The assistance center supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional, and behavior support.

Restorative Practices Resource Project
This resource provides tools and materials for creating a school that is restorative.

TAKE10 is a classroom-based physical activity program, developed with the assistance of health professionals and education experts, combining academic instruction with 10 minutes physical activity breaks to get kids moving without sacrificing time dedicated to academic learning.

The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators
A practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action.

USBE Trauma-Informed Professional Learning Modules
The Utah State Board of Education’s Trauma-Informed Learning Modules are available through Canvas and are designed to help participants develop the knowledge and skills necessary to become trauma-informed and trauma-aware.

Utah Multi-Tiered Systems of Support (UMTSS)
This site provides information provides support for implementation on MTSS practices. Resources on this website can assist teams in analyzing current practices and establishing an infrastructure.


Kimberly Herrera
Kimberly Herrera
Daron Kennett
Daron Kennett


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