ORSN's design team works with a growing network of content experts, both inside and outside the University of Oregon, to create our short, powerful, focused microPD videos. Our microPDs are built to be easy to follow, short and concentrated on one specific skill or strategy. We purposefully use simple animations to ensure that the learning target comes across easily and quickly. We use animation instead of recording real people so we can regularly create and update an infinite array of school-based situations and scenarios. In addition, our animated microPDs includes characters that are diverse in ethnicity, ability, age, and body shape with the hope that PD participants to see themselves and their students in the content. PLUS we avoid being distracted by an out-of-date fashion and hair styles!

MicroPD content includes topics identified by school partners as important for staff to learn and apply in their work settings. We regularly develop new microPD content based in the most current evidence and research-based practices and are regularly updated to reflect the most recent scholarship, which is one of many great benefits in our close working relationships with our research faculty partners and practitioner experts.

Below is an example of a microPD intended for Educational Assistants working specifically with students with disabilities and focuses on the important strategy of using wait time during instruction.

MicroPD videos have closed captions in both English and Spanish. All of our microPD modules include a number of wrap-around resources including an agenda, slide deck, resource guide & additional questions which can be downloaded and modified by school partners.

Wrap-Around Resources Accompany Each Module

Foundations of Trauma, Building Trust: 

• A template AGENDA for inservice PD or ongoing PLC meetings times
• A SLIDE DECK that can be modified to fit your PD delivery needs
• Additional DISCUSSION QUESTIONS, EXIT TICKETS and SCENARIOS for use in your PD delivery
• A RESOURCE GUDE that is meant to be provided to PD / PLC participants before or during content delivery. Resource guides allow for extended learning, goal setting and application review.

According to the US Centers for Disease Control (CDC), a staggering amount of students who are walking into our schools every day have experienced a number of Adverse Childhood Experiences, commonly known as ACEs. The CDC has reported that:

 “About 61% of adults surveyed across 25 states reported they had experienced at least one type of ACE before age 18, and nearly 1 in 6 reported they had experienced four or more types of ACEs.” (LINK)

“The economic and social costs to families, communities, and society totals hundreds of billions of dollars each year. A 10% reduction in ACEs in North America could equate to an annual savings of $56 billion.” (LINK)

Our Trauma Informed School Practices and associated wellness-related content is geared towards training whole school staff (certified and classified) on how trauma can impact students and how staff in your school can become trusted adults who can help students in their healing processes, while also learning to maintain their own personal and professional wellness. We are fortunate to work with Dr. Jeff Todahl from the University of Oregon's College of Education in helping to develop this content. Training content includes, but is not limited to:

• Foundations of Trauma: Trauma, Response and Impact
• Foundations of Trauma: Trauma Healing
• Foundations of Trauma: Building Trust
• Foundations of Trauma: Positive School Climate
• Foundations of Trauma: Parent Engagement Plans
• Trauma-Informed Classroom Management   Helping Students Regulate
• Trauma-Informed Classroom Management  - Power vs Influence
• Culture of Care: Structures to Overcome Burnout
• Culture of Care: Wellness Culture for Educators
• Healthy Teams - Unconditional Positive Regard and Intent vs Impact
• Healthy Teams - Protocols
• Healthy Teams - Self Awareness and Self Regulation

*Approximately 7-8 hours in total with formative assessment check-ins

• Roles and responsibilities
• Communication and collaboration
• Helping students regulate
• Trauma-informed classroom management - Power vs Influence
• Healthy Teams - Awareness and Regulation
• Behavior is Communication
• Using Praise with Precision 
• Opportunities to Respond
• Reinforcing a Growth Mindset
• Active Supervision, Part I - Smart Supervision
• Active Supervision, Part III - Supervising Transitions
• Building Relationships, Part I - Relationships Matter
• Building Relationships, Part II - Building Relationships with Challenging Students
• Overview of IEP and 504 Plan
• Standards, Ethics and Key Legislation 
• Accommodations and Modifications

   ** This asynchronous program can be modified to your district and school specific needs.

For a complete and up-to-date list of our entire catalogue of microPD content, please click HERE.

If your team is interested in following up with ORSN staff about PLC opportunities, please click HERE.