My role is a Social Studies teacher in an urban fringe high school, just outside of the St. Louis
City border. My potential participants are 4-5 teachers within my department willing to
implement these strategies in a 9th-10th grade classroom, averaging approximately 26-32
students each. This will roughly give me the data of 100 or more students across the building, if I
utilize only one class from each colleague. This strategy also leaves the potential for a larger data
pool if I want to extend it out to include all seven sections of those participants. Thus, bringing
my range to nearly 750 students.
2. Upon reflecting on your topic, briefly describe the purpose of your study including
the desired outcome(s) (your goals for your study) and the actions (interventions,
NOT data collection sources) you are considering taking. (If you have at this point 2
ideas, state both of them).
My theoretical rationale: What happens to student behavior when the 5-4-3-2-1 strategy is
implemented in a trauma-informed high school classroom?
The structure of 5-4-3-2-1 is to create predictable, positive changes to attention-seeking
behaviors often seen in students overcoming trauma. The breakdown of this program will look
roughly like this:
5 - Spend 5 minutes a day interacting with students on a personal level. This should be informal,
predictable in length and structure, and be consistent.
4 - A minimum of 2 minutes should be spent discussing something of importance to the
child(ren) with minimal adult interruption. The teacher should serve as a host to the discussion
and should not influence its direction, unless it jeopardizes the safety/integrity of the classroom.
Discussions can begin with a topic suggestion, but should not be led, as to allow for organic and
thought-provoking conversation. It should not be related to the content material.
3 - The teacher should spend a minimum of 1 minute celebrating small victories: birthdays,
sporting events, mastering the next level in a video game, etc.
2 - Make physical contact with the student through hugs, high fives, handshakes, fist bumps,
elbow knocks, etc. Personalize these interactions to the individual.
1 - Complete a daily check-in at the end of class to monitor progress and mental health. (Data
monitoring)
3. Explain why this topic is important to you in relation to your core educational
values/teaching philosophy.
Creating a community in the classroom to pre-screen, monitor, and work-through trauma has
always been an important part of working in an urban/urban-fringe district. It supports my
philosophy that a trauma-informed classroom is a successful classroom because many of the
struggles with retention in the room come from a place of stress and not because they lack
ability. Consistency is severely lacking in the current trauma-informed training modules.
Educators learn what trauma is, but not how to build the trusting relationships necessary for a
student to open-up and utilize the techniques we’ve been taught in professional development
programs year-after-year. To build a house, you must first build a strong foundation.
4. Describe your understanding of the relationship between your action research study
and your cultural and global context. (Read Ryan's article first)
My understanding of my action research and the research study that I have chosen is beneficial to
the community whether the data proves my hypothesis correct or not “because action research
combines a substantive act with a research procedure; it is action disciplined by inquiry, a
personal attempt at understanding while engaged in a process of improvement and reform"
(Hopkins, 1993, p. 44).
Pre-screening in trauma-informed classrooms is something that has never been done in my
district and could potentially lead to huge reform changes. If my hypothesis is incorrect, it will
still serve to improve the underlying need to have meaningful and consistent relationships in the
classroom. Both outcomes are beneficial to the community and therefore, check all of the boxes
necessary for action research.
According to Ryan’s study, "research actions are often deeply personal and, within education,
stakeholders invest time and energy, in a deeply personal manner, in things that matter. AR is
really a “deliberate way of creating new situations and of telling the story of who we are”
(Connelly & Clandinin 1988, p. 153). Not only will the educators acting in this study be learning
about their students on a more personal level, but they will also be actively engaging in learning
more about themselves and the power of connections as well.
5. State your possible research question (s).
What happens to student behavior when the 5-4-3-2-1 strategy is implemented in a
trauma-informed high school classroom?
Possible sample questions for data collection are still being decided, but some ideas include:
rating stress levels using the 1-10 pain scale chart and "Are you experiencing any of these?"
(include clickable images of the 3 most common symptoms: guilt, abandonment, mistrust, etc.)

Entry #2: 09/06/22

Topic: Utilizing KINNECT’s Trauma-informed Social Emotional Learning practices in a Title I classroom

Research question: What happens to student behavior when the KINNECT approach is implemented in a trauma-informed high school classroom? (Observational)

Secondary question: Do students display positive attachment behaviors? (Observational/Qualitative) Can safety be re-established after a single round of the KINNECT approach? (Raw data-artifact/Quantitative)

Research: 

Briggs, E. C., Fairbank, J. A., Greeson, J. K. P., Steinberg, A. M., Amaya-Jackson, L. M., Ostrowski, S. A., Gerrity, E. T., Elmore, D. L., Layne, C. M., Belcher, H. M. E., & Pynoos, R. S. (in press). Links between child and adolescent trauma exposure and service use histories in a national clinic-referred sample. Psychological Trauma

Kinnect: https://www.midwesttrauma.org/kinnect

Pre-Screenining questions: file:///C:/Users/efitzsimmons/Downloads/Child-and-Adolescent-Trauma-Measures_A-Review-with-Measures%20(1).pdf

This action plan is based on the structure of KINNECT to create predictable, positive changes to attention-seeking behaviors often seen in students overcoming trauma. It will be observed over a period of five 90 min. blocks. The student population consists of 22 freshmen students: 14 males and 6 females, 9 IEPS, 2 gifted and more than ½ receiving free or reduced lunch. 

Total active participants: 

• Co-teacher 
• 22 students with varying levels of IEPs, 504s, and personal narratives (waivers)
• Parent waivers

Data will be collected in three forms: Pre-screening questionnaire to determine levels of trauma (1-6), post-assessment and informal observations. The questionnaires will be pulled from the Child and Adolescent Trauma Measures: A Review manual and I will utilize the scoring guide to measure raw data/artifacts. 

 Students will be identifiable in the data collection process to track performance within the observation period, but will be blacked out or given a generic descriptor for the presentation of data (ex. Student A, Student B, etc.). This will ensure their safety under the current Code of Ethics.

Other possible interventionists: Counselors and Administrators may be utilized as I refine my data process or for mandatory reporting. 

*Research Ethics will be signed by myself, my co-teacher, department administrators and all students and parents. 

The action step process:

48 hours before initial start: Complete certification in CBI 

Download Playlist for activities and gather all necessary materials: Materials: Writing utensils, paper, balls of different sizes and parachute

Week 1 

Monday:  Pre-screening data collection questionnaire and distribute consent forms

Wednesday:

Opening circle with music and parachute play: You, Me and Lisa, Commonalities, Team Juggle, Breath and Stillness work: Tai Chi. 

Discussion: Appreciation Circle 

Friday: Opening circle with music and parachute play: Micro, Macro Stretch, Team Juggle Review; Barnyard Reunion, Breath and Stillness work: Tai Chi. 

Discussion: Appreciation Circle

Week 2

Tuesday: 

Midway assessment questionnaire (check for changes/improvements in trauma-care and social attachment) 

Opening circle with music and parachute play: Adjective Game, Ah-So-Co, Triangle Tag, Breath and Stillness work: Tai Chi.

Discussion: Appreciation Circle 

Thursday:

Opening circle with music and parachute play: Mrs. O’Grady’s Cat, Yurt Circle, United we Stand, Breath and Stillness work: Tai Chi. 

Discussion: Appreciation Circle 

Post-assessment data collection and exit counseling (How to use these skills in real-world scenarios) 

*Possible follow-up Extension: 10 rounds of CBI training to continue improvements 

Entry #3: 09/25/22