The Utah State Board of Education (USBE) Student Services Training Request Portal
(TRP) is an online tool for Local Education Agencies (LEAs) to request specific Professional
Learning (PL) and Technical Assistance (TA) support from the USBE. The information
submitted is used to help coordinate PL and TA across the state to ensure that LEA
needs are addressed and met in an efficient manner.
Supporting Students with Medical Needs - 504 Webinar
The following is a 6-part webinar training series which provides an introduction to
the 5-stage framework and guiding principles found within the toolkit, along with
a drilled down examination of each of the 5 stages and how they can support efforts
in advancing school-based behavioral health in Utah communities.
0.5 license renewal hour is available to participants who complete the required content
questions and evaluation (questionnaire listed for each webinar) and provide their
Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS)
Identification Number or Massively Integrated Data Analytics System (MIDAS) number.
The Mandt System® is a comprehensive, integrated approach to preventing, de-escalating,
and if necessary, intervening when the behavior of an individual poses a threat of
harm to themselves and/or others. The focus of the Mandt System® is on building healthy
relationships between all the stakeholders in human service settings in order to facilitate
the development of an organizational culture that provides the emotional, psychological,
and physical safety needed in order to teach new behaviors to replace the behaviors
that are labeled “challenging”.
Structure: Each training section has a maximum of 20 participants. Masks may be required depending
on local guidelines.
Target Audience: Special Education Teachers, School Psychologists, School Social Workers, School
Counselors, School-based Mental Health Providers, General Education Teachers, Paraprofessionals,
School Administrators, and more.
Registration is required to attend the recertification course. Registration information
below.
Structure: This training is offered as a 6-8 hour training for 80 individuals that consists
of in person instruction and peer-to-peer collaboration.
Target Audience: School officials who serve on the school’s threat assessment multidisciplinary team
such as School Administrators, School Resource Officers, School-based Mental Health
Providers (School Counselors, School Psychologists, School Social Workers).
To request this training, use the TRP link at the top of this page by clicking on
the computer icon.
Dialectical Behavioral Therapy (DBT) Skills Training
Additional dates will be posted once available.
This course teaches DBT Skills through experiential learning. Participants will then
be able to teach these skills to the students they work with. DBT Skills taught in
this course include: Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal
Effectiveness.
Participants in this course will not be trained as DBT providers. This is a skills-based course and only teaches DBT skills,
not the full DBT treatment protocol.
Structure: This training is offered as a 10-week cohort of 25 individuals. Participation in
weekly, 60-minute, live Zoom sessions with homework after each session is required.
Completion of seat time and homework can result in 0.5 USBE Professional Learning
Credits and 10 hours of Continuing Education (CE) for DOPL licensed participants.
Target Audience: School-based Mental Health Providers (School Counselors, School Psychologists, and
School Social Workers).
Dates are posted for each workshop once they’re scheduled. For more information regarding
this training, contact Cathy Davis at cathy.davis@schools.utah.gov.
PREPaRE Workshop 1 (3rd Edition)
In this one-day workshop of the PREPaRE 3rd Edition, participants will learn how to
establish and sustain comprehensive school safety efforts that attend to both physical
and psychological safety. The workshop addresses critical components needed to develop,
exercise, and evaluate safety and crisis teams and plans and conduct building vulnerability
assessments. The model also integrates school personnel and community provider roles
in providing school-based crisis preparedness and response activities.
Target Audience: School-based Mental Health Providers (School Counselors, School Psychologists, School
Social Workers), Student Service Directors, Prevention Specialists, School Safety
Specialists, Administrators.
PREPaRE Workshop 2 (3rd Edition)
This two-day workshop of the PREPaRE 3rd Edition develops the knowledge and skill
required to provide immediate mental health crisis interventions to the students,
staff, and school community members who have been simultaneously exposed to an acute
traumatic stressor. The knowledge and skill developed within this session also helps
to build a bridge to the psychotherapeutic and trauma informed mental health response
sometimes required to address challenges associated with trauma exposure.
Target Audience: School-based Mental Health Providers (School Counselors, School Psychologists, School
Social Workers), Student Service Directors, Prevention Specialists, School Safety
Specialists, Administrators.
Trauma-sensitive schools recognize that trauma affects students, families, communities,
and schools. Many children experience trauma amidst ongoing exposure throughout their
early development, such as abuse, neglect, homelessness, or violence. Although not
all exposure to trauma leads to difficulty in functioning, research tells us that
exposure to trauma and toxic stress can lead to difficulties with learning and behavior.
Schools are uniquely positioned to prevent and mitigate the impacts of traumatic exposure
on students. Promoting trauma-informed school practices has the greatest potential
to positively impact student outcomes, regardless of trauma history. By becoming a
trauma-sensitive school, schools can become a protective factor for students’ and
increase their social, emotional, and academic skills, while safeguarding the well-being
of school personnel who strive to meet the unique needs of all learners.
Through online coursework via Canvas, the Trauma-Sensitive Schools Professional Development
follows a Trauma-Skilled Schools Model (National Dropout Prevention Center, 2018)
and is delivered in the following three phases:
Phase 1: Trauma-Informed Learning Modules
Phase 2: Trauma-Responsive Learning Modules
Phase 3: Trauma-Sensitive Schools Implementation and Maintenance Learning Modules
Utah State Board of Education (USBE) Professional Learning Credit
Participants have the option to earn 0.5 USBE Professional Learning Credit for each
phase completed. In accordance with the USBE Administrative Rules R277-315: Educator Professional Learning Procedures and USBE Credit, attendees requesting professional learning credit will need to complete all coursework,
including 2 hours of an independent learning assignment. If you choose not to complete
all coursework, you will be ineligible to earn USBE Professional Learning Credit.
Please also note that you cannot receive USBE credit if you do not have a Utah Educator
Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS)
Identification number and Massively Integrated Data Analytics System (MIDAS) account.
Phase 1: Trauma-Informed Learning Modules
The Trauma-Informed Learning Modules are intended to:
inform all school personnel (certified and classified) about the prevalence and impact
of trauma and toxic stress in the lives of Utah students; and
build capacity for individuals and schools who support students Pre-K through Grade
12.
At the completion of this training, participants will understand the impact of trauma
and toxic stress as well as the short and long-term effects on student learning.
There will be three sections of the course offered throughout the year (Fall, Spring,
and Summer). Each semester is a repeat, so participants will only need to register
for one of the three semesters offered.
Fall Semester: September - December 2022 (Coursework deadline is December 31, 2022)
Spring Semester: January - April 2023 (Coursework deadline is April 30, 2023)
Summer Semester: May - August 2023 (Coursework deadline is August 31, 2023)
This course is designed for you to work at your own pace. However, you must have everything
submitted by the last day of the month for the section in which you are enrolled (December
31, 2022, April 30, 2023, or August 31, 2023). If this coursework is not completed
by the deadline, you will be required to enroll in a later course. Course registration
for each section will close 30 days prior to the deadline.
Instructions for Enrolling in Phase 1: Trauma-Informed Learning Modules
To begin the Trauma-Informed Learning Modules, you must self-enroll into the course
by completing the following steps.
Complete the Student Sign Up Form. Check that you agree to the terms, and then click on Start Learning.
Phase 2: Trauma-Responsive Learning Modules
The Trauma-Responsive Learning Modules are a continuation of the Trauma-Informed Learning
Modules (Phase 1) and are designed to move participants from a trauma-informed to
a trauma-responsive approach.
The Trauma-Responsive Learning Modules are intended to:
equip all school personnel (classified and certified) with trauma-responsive educational
practices; and
build capacity for individuals and schools who support students Pre-Kindergarten through
Grade 12.
At the completion of this training, participants will recognize the importance of
schools as a sanctuary space that is rooted in trusting relationships between students
and educators, prioritize proactive behavioral supports over-reactive disciplinary
consequences, anticipate and respond to challenging student behaviors with de-escalation
techniques, and align trauma-informed practices with other schoolwide initiatives.
There will be three sections of the course offered throughout the year (Fall, Spring,
and Summer). Each semester is a repeat, so participants will only need to register
for one of the three semesters offered.
Section 1: September - December 2022 (Coursework deadline is December 31, 2022)
Section 2: January - April 2023 (Coursework deadline is April 30, 2023)
Section 3: May - August 2023 (Coursework deadline is August 31, 2023)
This course is designed for you to work at your own pace. However, you must have everything
submitted by the last day of the month for the section in which you are enrolled (December
31, 2022, April 30, 2023, or August 31, 2023). If this coursework is not completed
by the deadline, you will be required to re-enroll in a later course. Course registration
for each section will close 30 days prior to the deadline.
Instructions for Enrolling in Phase 2: Trauma-Responsive Learning Modules
To begin the Trauma-Responsive Learning Modules, you must self-enroll into the course
by completing the following steps. Note, Phase 1: Trauma-Informed Learning Modules is the prerequisite to Phase 2: Trauma-Responsive
Learning Modules. Successful completion of Phase 1 is required before enrolling in
Phase 2.
Complete the Student Sign Up Form. Checkthat you agree to the terms, and then click on Start Learning.
Phase 3: Trauma-Sensitive Schools Implementation and Maintenance Learning Modules
Phase 3 is designed specifically for local education agency (LEA) leaders and building
administrators. The purpose of this training is to assist administrators who want
to move towards implementing practices that foster a trauma-sensitive school environment.
This training is designed to give administrators the tools, knowledge, and framework
necessary to move towards a sustainable, systemic approach for trauma-sensitive school
practices.
Instructions for Enrolling in Phase 3: Trauma-Sensitive Schools Implementation and
Maintenance
To begin the Trauma-Sensitive Schools Implementation and Maintenance Learning Modules,
you must self-enroll into the course by completing the following steps. Note, this training is for local education agency (LEA) leaders and building administrators.
Trauma-sensitive schools recognize that trauma affects students, families, communities,
and schools. Many children experience trauma amidst ongoing exposure throughout their
early development, such as abuse, neglect, homelessness, or violence. Although not
all exposure to trauma leads to difficulty in functioning, research tells us that
exposure to trauma and toxic stress can lead to difficulties with learning and behavior.
Schools are uniquely positioned to prevent and mitigate the impacts of traumatic exposure
on students. Promoting trauma-informed school practices has the greatest potential
to positively impact student outcomes, regardless of trauma history. By becoming a
trauma-sensitive school, schools can become a protective factor for students’ and
increase their social, emotional, and academic skills, while safeguarding the well-being
of school personnel who strive to meet the unique needs of all learners.
Through online coursework via Canvas, the Trauma-Sensitive Schools Professional Development
follows a Trauma-Skilled Schools Model (National Dropout Prevention Center, 2018)
and is delivered in the following three phases:
Phase 1: Trauma-Informed Learning Modules
Phase 2: Trauma-Responsive Learning Modules
Phase 3: Trauma-Sensitive Schools Implementation and Maintenance Learning Modules
Utah State Board of Education (USBE) Professional Learning Credit
Participants have the option to earn 0.5 USBE Professional Learning Credit for each
phase completed. In accordance with the USBE Administrative Rules R277-315: Educator Professional Learning Procedures and USBE Credit, attendees requesting professional learning credit will need to complete all coursework,
including 2 hours of an independent learning assignment. If you choose not to complete
all coursework, you will be ineligible to earn USBE Professional Learning Credit.
Please also note that you cannot receive USBE credit if you do not have a Utah Educator
Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS)
Identification number and Massively Integrated Data Analytics System (MIDAS) account.
Phase 1: Trauma-Informed Learning Modules
The Trauma-Informed Learning Modules are intended to:
inform all school personnel (certified and classified) about the prevalence and impact
of trauma and toxic stress in the lives of Utah students; and
build capacity for individuals and schools who support students Pre-K through Grade
12.
At the completion of this training, participants will understand the impact of trauma
and toxic stress as well as the short and long-term effects on student learning.
There will be three sections of the course offered throughout the year (Fall, Spring,
and Summer). Each semester is a repeat, so participants will only need to register
for one of the three semesters offered.
Fall Semester: September - December 2022 (Coursework deadline is December 31, 2022)
Spring Semester: January - April 2023 (Coursework deadline is April 30, 2023)
Summer Semester: May - August 2023 (Coursework deadline is August 31, 2023)
This course is designed for you to work at your own pace. However, you must have everything
submitted by the last day of the month for the section in which you are enrolled (December
31, 2022, April 30, 2023, or August 31, 2023). If this coursework is not completed
by the deadline, you will be required to enroll in a later course. Course registration
for each section will close 30 days prior to the deadline.
Instructions for Enrolling in Phase 1: Trauma-Informed Learning Modules
To begin the Trauma-Informed Learning Modules, you must self-enroll into the course
by completing the following steps.
Complete the Student Sign Up Form. Check that you agree to the terms, and then click on Start Learning.
Phase 2: Trauma-Responsive Learning Modules
The Trauma-Responsive Learning Modules are a continuation of the Trauma-Informed Learning
Modules (Phase 1) and are designed to move participants from a trauma-informed to
a trauma-responsive approach.
The Trauma-Responsive Learning Modules are intended to:
equip all school personnel (classified and certified) with trauma-responsive educational
practices; and
build capacity for individuals and schools who support students Pre-Kindergarten through
Grade 12.
At the completion of this training, participants will recognize the importance of
schools as a sanctuary space that is rooted in trusting relationships between students
and educators, prioritize proactive behavioral supports over-reactive disciplinary
consequences, anticipate and respond to challenging student behaviors with de-escalation
techniques, and align trauma-informed practices with other schoolwide initiatives.
There will be three sections of the course offered throughout the year (Fall, Spring,
and Summer). Each semester is a repeat, so participants will only need to register
for one of the three semesters offered.
Section 1: September - December 2022 (Coursework deadline is December 31, 2022)
Section 2: January - April 2023 (Coursework deadline is April 30, 2023)
Section 3: May - August 2023 (Coursework deadline is August 31, 2023)
This course is designed for you to work at your own pace. However, you must have everything
submitted by the last day of the month for the section in which you are enrolled (December
31, 2022, April 30, 2023, or August 31, 2023). If this coursework is not completed
by the deadline, you will be required to re-enroll in a later course. Course registration
for each section will close 30 days prior to the deadline.
Instructions for Enrolling in Phase 2: Trauma-Responsive Learning Modules
To begin the Trauma-Responsive Learning Modules, you must self-enroll into the course
by completing the following steps. Note, Phase 1: Trauma-Informed Learning Modules is the prerequisite to Phase 2: Trauma-Responsive
Learning Modules. Successful completion of Phase 1 is required before enrolling in
Phase 2.
Complete the Student Sign Up Form. Checkthat you agree to the terms, and then click on Start Learning.
Phase 3: Trauma-Sensitive Schools Implementation and Maintenance Learning Modules
Phase 3 is designed specifically for local education agency (LEA) leaders and building
administrators. The purpose of this training is to assist administrators who want
to move towards implementing practices that foster a trauma-sensitive school environment.
This training is designed to give administrators the tools, knowledge, and framework
necessary to move towards a sustainable, systemic approach for trauma-sensitive school
practices.
Instructions for Enrolling in Phase 3: Trauma-Sensitive Schools Implementation and
Maintenance
To begin the Trauma-Sensitive Schools Implementation and Maintenance Learning Modules,
you must self-enroll into the course by completing the following steps. Note, this training is for local education agency (LEA) leaders and building administrators.