1. Welcoming parents of students with behavioral health challenges to participate as equals in the planning and evaluation of programs and services. 2. Creating professional developmental trainings that respect and take into account ethnic and cultural diversity. 3. Ensuring that school personnel are trained and actively engaged respectfully and supportively with students and families.48 To learn more about how to implement a behavioral health framework that supports a Trauma Sensitive School with step -by-step implementation ideas, please visit www.FixSchoolDiscipline.org HIGHLIGHT: THE UNIVERSITY OF CALIFORNIA SAN FRANCISCO, CHILD AND ADOLESCENT SERVICES, DEPT. OF PSYCHIATRY, HEARTS (HEALTHY ENVIRONMENTS AND RESPONSE TO TRAUMA IN SCHOOLS) PROJECT 49 UCSF HEARTS is a multi-level school-based prevention and intervention program for children who have experienced trauma that aims to promote school success for traumatized children and youth by creating school environments that are more trauma-sensitive and supportive of the needs of these students. This project draws its model in part from the flexible framework for trauma-sensitive schools described in the section above, published by Massachusetts Advocates for Children in the book entitled, Helping Traumatized Children Learn: A Report and Policy Agenda.50 HEARTS has implemented its multi-level program in four San Francisco Unified School District (SFUSD) 48 Id. at p. 3. 49 A collaboration between Child and Adolescent Services (CAS) at UCSF-SFGH Department of Psychiatry and the UCSF Center of Excellence in Women’s Health. This section adapted from “UCSF HEARTS”, Summary of Accomplishments (June, 2012). 50 Helping Traumatized Children Learn, A Report and Policy Agenda, Massachusetts Advocates for Children: Trauma and Learning Policy Initiative In collaboration with Harvard Law School and the Task Force on Children Affected by Domestic Violence (2005). 58 How we can fix school discipline schools in the southeast sector of San Francisco: El Dorado Elementary, Bret Hart Elementary, Paul Revere School, and George Washington Carver Elementary. These schools serve some of the most under-resourced and chronically traumatized neighborhoods in San Francisco. HEARTS provides services within the three-tiered framework for prevention and intervention that is similar to the framework employed by PBIS: 1) primary prevention or “fostering the emotional well being of all students through school-wide safe and supportive environments,”51 e.g., classroom presentations on coping with stress; 2) secondary prevention or “supports and services that are preventive and enable schools to intervene early to minimize escalation of identified behavioral health symptoms and other barriers to school success,”52 e.g., skills building groups for at-risk youth; and 3) tertiary interventions or “intensive services and schools’ participation in coordinated care for the small number of students demonstrating significant needs,”53 e.g., trauma-informed therapeutic interventions around post-trauma difficulties. A key ingredient of the HEARTS program is that it addresses the effects of trauma not only at the student level, but also at the adult caregiver level, and at the system level (i.e., school climate, procedures, and policies). The HEARTS team provides critical support and training to parents/ guardians through support groups and workshops, and to school personnel through professional development training, mental health consultation, and wellness support that addresses burnout and vicarious traumatization. Such training and support to school staff helps to build capacity in school staff and provide them with trauma-sensitive strategies to address classroom behavioral difficulties, training that educators typically do not receive in teacher education coursework. In partnership with SFUSD, the HEARTS mental health practitioners have delivered more than 1800 hours of training and consultation to SFUSD and trained 700 SFUSD staff and affiliates. In the target 51 The Behavioral Health and Public Schools Framework, Introduction to the Framework, visit http://BPHS321.org, p. 1. 52 Id. 53 Id.