[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-251552-105":53,"doc-detail-251552-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","example-agenda-for-training-video-3-year-2-session-3","Example Agenda for Training Video 3 - Year 2 Session 3","","Training handout providing a participant agenda for Year 2 Session 3 focused on a reflection and application cycle for Training Video 3. Certified school staff deepen understanding of content and practice additional strategies to transfer evidence-based, trauma-sensitive approaches into local school and classroom contexts. Agenda segments guide educators through reviewing meeting logistics, reflecting on key topics and trauma-sensitive practices, applying learnings with classroom-ready activities, and concluding with wrap-up actions and next-meeting confirmation.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/example-agenda-for-training-video-3-year-2-session-3/251552/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/example-agenda-for-training-video-3-year-2-session-3/251552.png","ImageObject",442,249,{"name":88,"@type":89},"Jasmine","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-18","2026-09-13",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What are the main objectives of the Year 2 Session 3 training agenda?","Question",{"text":109,"@type":110},"The agenda aims to deepen certified school staff understanding of Training Video 3 content and to provide additional strategies and resources for applying the content in local school and classroom contexts.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do educators apply learnings from Training Video 3 during the session?",{"text":114,"@type":110},"They review evidence-based trauma-sensitive practices and work through classroom implementation ideas aligned to safe environments, positive behavior supports, social-emotional learning, awareness of student needs and referral resources, and avoiding re-traumatization.",{"name":116,"@type":107,"acceptedAnswer":117},"What happens at the end of the meeting?",{"text":118,"@type":110},"Educators share one to two action items they plan to implement before the next follow-up meeting, and the facilitator confirms the date and time of the next meeting.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},251552,1791747595,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":79,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":73},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| |  |\n| --- | --- |\n| Handout: Example Agenda for Meeting about Training Video 3 (Year 2)\u003Cbr>Participant Agenda |  |\n| Time | Topic |\n| 10 minutes | Welcome, introductions, and logistics |\n| 15 minutes | Session 3 training reflection |\n| 25 minutes | Applying learnings from Session 3 training |\n| 10 minutes | Wrap-up and next steps |\n\nAnnotated Agenda  \nMeeting objectives  \n\n| • All certified school staff will deepen their understanding of content introduced in training video 3.\u003Cbr>• All certified school staff will learn about additional strategies and resources to help them apply the content from the training to their local school and classroom contexts.\u003Cbr>10 minutes . Welcome, introductions, and logistics |\n| --- |\n| • Welcome participants, review the agenda, and introduce an icebreaker for participants.\u003Cbr>- Invite participants to share one takeaway from the REL Appalachia training video 3, a favorite memory from the classroom, and/or another icebreaker.\u003Cbr>• Briefly review information about the purpose of the followup meetings and logistics regarding frequency of meetings.\u003Cbr>15 minutes . Training video 3 reflection |\n| • Briefly recap the main topics discussed during the REL Appalachia training video 3, including the evidence-based trauma sensitive practices:\u003Cbr>- Create safe, predictable, and transparent classroom environments.\u003Cbr>- Use positive behavior supports and social-emotional learning.\u003Cbr>- Build awareness of students’ strengths and needs and referral resources.\u003Cbr>- Avoid re-traumatization.\u003Cbr>• Address any clarifying questions from the team members about the REL Appalachia training video 3.\u003Cbr>25 minutes . Applying learnings from training video 3 |\n\n• Describe how educators can implement the strategies aligned with the evidence-based practices of a trauma-sensitive approach.  \n• Discuss whether the examples introduced resonate with their own classroom experiences, using the relevant PowerPoint slides from the REL Appalachia followup coaching meeting materials as a guide.  \n• Consider implementing the following activities and sharing the additional resources aligned with the evidence-based practices.  \nCreate safe, predictable, and transparent classroom environments (slide 5)  \n• Encourage educators to draw a mental (or literal) map of their school gathering areas and classrooms. From this map, educators can visualize (or illustrate) the “safe areas” and areas that might need changes to increase students’ sense of safety.  \nUse positive behavior supports and social-emotional learning (slide 6)  \n• Ask educators to examine their upcoming lesson plans for opportunities to embed the reinforcement and mastery of classroom expectations and social-emotional skills into their instruction.  \n• Ask educators to consider the challenges or barriers to implementing the Good Behavior Game and the examples listed on the slide. Guide them through considering any possible challenges, such as how to support students who do not like public attention and how to equitably praise students.  \nBuild awareness of students’ needs and referral resources (slide 7)  \n• Ask educators to consider examining their lesson plans to identify places where they can modify or shorten assignments, offer individual tutoring, and assist students with organization and prioritization tasks.  \n• Ask educators to consider the challenges or barriers to identifying and referring students for additional services and supports. Guide them through discussing their observations about their students’ most-needed services and supports and considering any gaps in their school referral processes or networks.  \nCultural, historical, and identity issues (slide 9)  \n• A critical aspect in working toward a more inclusive classroom is engaging in selfreflection. Encourage educators to spend time reflecting on their own implicit biases and actively working to address them, to ensure they are creating an inclusive and equitable environment for all students. Encourage educ","cbCaipvqQAXHXdFp","https://ap.wps.com/l/cbCaipvqQAXHXdFp","pdf",195501,"English","# Participant Agenda\n## Session objectives\n## Welcome, introductions, and logistics\n## Training video 3 reflection\n## Applying learnings from training video 3\n## Wrap-up and next steps","[{\"question\":\"What are the main objectives of the Year 2 Session 3 training agenda?\",\"answer\":\"The agenda aims to deepen certified school staff understanding of Training Video 3 content and to provide additional strategies and resources for applying the content in local school and classroom contexts.\"},{\"question\":\"How do educators apply learnings from Training Video 3 during the session?\",\"answer\":\"They review evidence-based trauma-sensitive practices and work through classroom implementation ideas aligned to safe environments, positive behavior supports, social-emotional learning, awareness of student needs and referral resources, and avoiding re-traumatization.\"},{\"question\":\"What happens at the end of the meeting?\",\"answer\":\"Educators share one to two action items they plan to implement before the next follow-up meeting, and the facilitator confirms the date and time of the next meeting.\"}]","Example Agenda for Training Video 3 - Year 2 Session 3 | PDF",1789258636]