School Safety – Using a Comprehensive Formula for Success

School Safety – Using a Comprehensive Formula for Success

Keeping our schools safe is an escalating challenge that requires a comprehensive plan. Learn the school safety formula for solutions to help prevent future school safety challenges. Use the 10 point check list to assess your current level for pro-action and prevention. Prioritize 3 things you can do now or are currently doing and how to develop an expanded approach for your school community.

School Safety Presentation [PDF] 1MB

School Safety – Using a Comprehensive Formula for Success

AOCC 2018 Conference Hyatt Regency Columbus (Downtown) November 9, 2018 Session 1:15 – 2:45

Contact information for additional questions:

Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant

Phone: 614-607-1373; email: [email protected]; web site: www.allsucceed.com

Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. – Tommie R. Radd, PhD

School Safety – Using a Comprehensive Formula for Success

Agenda

  1. Introduction
  2. School Safety 14 Point Self-Assessment and GWG Checklist
  3. An Overview of System School Safety Formula
  4. An Overview of Guidance System Components and Checklist:
    1. Behavior Management (extrinsic)
    2. Self-Talk/Self Pictures (intrinsic)
    3. Curriculum (student skills)
    4. Implementation (staff skills)
    5. Family Involvement
    6. Observation/Evaluation
  5. An Overview of School Counseling Program Components and Life Lab Information
  6. Formula Applications and Identify 3 ideas/resources to use as a beginning plan and determine ways of expanding the plan for prevention
  7. Questions & Closing

Self-Assessment for School Safety – Prevention and Intervention

Check Yourself Out. See how many YES responses you have. The greater number of YES responses, the greater your level of pro-action and prevention.

  • Do you teach basic personal, emotional, behavioral, and social skills (PEBS) to all students K-12?
  • Do your students learn the 21st Century Skill scaffolding developmentally, K-12.
  • Does staff support, participate, and implement those skills taught?
  • Do you include self-talk, self-picture, relaxation, brain integration, and sensory activities for all students?
  • Do you have a positive behavior plan for all students?
  • Does your staff participate in personal and professional growth plans?
  • Do you include family involvement in the process?
  • Do you have an inviting school climate plan?
  • Do you evaluate and use diagnostic assessments to guide your student (PEBS) skill progress every year?
  • Do you prioritize working with the Whole student?
  • Do you avoid being focused on academics and testing to the detriment of empowering the whole student?
  • Do you prioritize your professional time working with all students, staff, and families?
  • Do you have a reasonable ratio of school ADM to professionals in your school district and school?
  • Do you have an identified resource network for community connections and support?
  • Check yourself out. The Classroom Group Guidance System Checklist is another way you can assess and evaluate your program for pro-action and prevention.

    Both Checklists are found at www.allsucceed.com

    Classroom Group Guidance System Checklist

      • Positive Behavior Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Behavior
        3. Five Star Class Meetings
        4. Class Responsibilities and Guidelines
        5. Problem Solving – “Help” vs “Hurt”
        6. Effective Behavior Interactions
        7. Problem Ownership
        8. Cooperative Strategies
        9. Contracts
        10. Peer Group Work
        11. The Five C’s for Maintaining Conflict
        12. Performance Observation/Evaluation
        13. Increase Component Implementation Annually
      • Self-Talk/Self-Pictures Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
        3. Activity Process General Self-Talk
        4. Activity Process Specific Self-Talk
        5. Activity Process General Self-Pictures
        6. Activity Process Specific Self-Pictures
        7. Incorporate Relaxation
        8. Performance Observation/Evaluation
        9. Increase Component Implementation Annually
      • Curriculum Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Student Skills
        3. Begin Core Activities
        4. CANA (Children’s Affect Needs Assessment) Administered
        5. ITS (Invitational Teaching Survey) Administered
        6. Florida Key Administered
        7. CANA Pre Report
        8. ITS Pre Report
        9. Florida Key Pre Report
        10. Selective Activities
        11. Format Implemented for all Activities
        12. Performance Observation/Evaluation
        13. Post CANA, Post ITS, and Post Florida Key Tests Administered
        14. CANA, ITS, and Florida Key Post Reports
        15. Report summary written including all year-end performance Observation/Evaluation information
        16. Increase Component Implementation Annually
      • Staff Improvement Skills
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Staff
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Curriculum Component
        8. Conduct Staff Needs Assessment
        9. Prioritize Staff Skills
        10. Encouragement Strategies
        11. Prioritize Group Techniques
        12. Prioritize Other Needs Based on the ITS and Needs Assessment
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually
      • Family Involvement
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Family
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Student Curriculum Component
        8. Conduct Family Needs Assessment
        9. Prioritize Skills from Behavior Management Component
        10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
        11. Prioritize Skills from Staff Implementation Skills
        12. Prioritize Skills from Curricular Core and Other Skills
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually

    It is recommended that all system information be included for families when possible.

      .

      What Did You Discover From Your Self-Assessments?

      Overview of the System School Safety Formula

    • Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
    • Guidance System is the Foundation of the School Counseling Program
    • Crisis Plan
    • School Safety

      Schools, families, and communities can break the cycle and help students develop their spirit, purpose, and potential when:

    • they feel connected with the schooling process
    • they feel comfortable being in a classroom
    • student–teacher and student–student relationships are viewed as a major factor in student safety
    • students see peers as someone to help and not someone to “beat”
    • students have learned the personal, social, emotional, and behavioral skills needed to communicate and belong
    • The whole is equal to more than the sum of its parts. — Tommie R. Radd, Ph.D.

      School Safety

      An Overview of a Guidance System

    • Behavior Management (extrinsic)
    • Self-Talk/Self Pictures (intrinsic)
    • Curriculum (student skills)
    • Implementation (staff skills)
    • Family Involvement
    • Observation/Evaluation
    • System Components Implemented

    • Congruent
    • Systemic – identify all components of the System or whole and understand the relationship between components
    • Slowly and simultaneously
    • 3-5 year process
    • The Whole is larger than the sum of the parts
    • School Safety

      Classroom Group Guidance System Checklist

        • Positive Behavior Plan
          1. Share Benchmarks, Standards, and Indicators
          2. Self Concept Series/Weave as it relates to Behavior
          3. Five Star Class Meetings
          4. Class Responsibilities and Guidelines
          5. Problem Solving – “Help” vs “Hurt”
          6. Effective Behavior Interactions
          7. Problem Ownership
          8. Cooperative Strategies
          9. Contracts
          10. Peer Group Work
          11. The Five C’s for Maintaining Conflict
          12. Performance Observation/Evaluation
          13. Increase Component Implementation Annually
        • Self-Talk/Self-Pictures Plan
          1. Share Benchmarks, Standards, and Indicators
          2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
          3. Activity Process General Self-Talk
          4. Activity Process Specific Self-Talk
          5. Activity Process General Self-Pictures
          6. Activity Process Specific Self-Pictures
          7. Incorporate Relaxation
          8. Performance Observation/Evaluation
          9. Increase Component Implementation Annually
        • Curriculum Plan
          1. Share Benchmarks, Standards, and Indicators
          2. Self Concept Series/Weave as it relates to Student Skills
          3. Begin Core Activities
          4. CANA (Children’s Affect Needs Assessment) Administered
          5. ITS (Invitational Teaching Survey) Administered
          6. Florida Key Administered
          7. CANA Pre Report
          8. ITS Pre Report
          9. Florida Key Pre Report
          10. Selective Activities
          11. Format Implemented for all Activities
          12. Performance Observation/Evaluation
          13. Post CANA, Post ITS, and Post Florida Key Tests Administered
          14. CANA, ITS, and Florida Key Post Reports
          15. Report summary written including all year-end performance Observation/Evaluation information
          16. Increase Component Implementation Annually
        • Staff Improvement Skills
          1. Share Benchmarks, Standards, and Indicators
          2. Self Concept Series/Weave as it relates to Staff
          3. Overview of the System
          4. Overview of Behavior Management Component
          5. Overview of Self-Talk/Self-Pictures Component
          6. Overview of Staff Implementation Skills
          7. Overview of Curriculum Component
          8. Conduct Staff Needs Assessment
          9. Prioritize Staff Skills
          10. Encouragement Strategies
          11. Prioritize Group Techniques
          12. Prioritize Other Needs Based on the ITS and Needs Assessment
          13. Performance Observation/Evaluation
          14. Increase Component Implementation Annually
        • Family Involvement
          1. Share Benchmarks, Standards, and Indicators
          2. Self Concept Series/Weave as it relates to Family
          3. Overview of the System
          4. Overview of Behavior Management Component
          5. Overview of Self-Talk/Self-Pictures Component
          6. Overview of Staff Implementation Skills
          7. Overview of Student Curriculum Component
          8. Conduct Family Needs Assessment
          9. Prioritize Skills from Behavior Management Component
          10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
          11. Prioritize Skills from Staff Implementation Skills
          12. Prioritize Skills from Curricular Core and Other Skills
          13. Performance Observation/Evaluation
          14. Increase Component Implementation Annually

      It is recommended that all system information be included for families when possible.

      Preventing Heroin Addiction

      Preventing Heroin Addiction

      Life Lab

      A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

      Heroin Prevention

      Heroin Prevention

      Heroin Prevention Page 6

      Suggested Elementary Counselor Time Allocations

      1. Foundation: 40%
      2. Counseling Groups: 30%
      3. Individual Counseling: 10%
      4. All Others: 20%

      Suggested Middle/JR. High School Counselor Time Allocations

      1. Foundation: 35-30%
      2. Counseling Groups: 30-35%
      3. Individual Counseling: 10%
      4. All Others: 25%

      Suggested High School Counselor Time Allocations

      1. Foundation: 30-25%
      2. Counseling Groups: 30-35%
      3. Individual Counseling: 10%
      4. All Others: 25-35%

      APPLICATION QUESTIONS

    • What Is The Impact on Students of Implementing A Developmental School Counseling System and Program?
    • What Are Three Things You Can Do Now To Integrate Ideas Discussed Today?
    • Additional Resources for Consideration That May Support Your Enrichment Programs for Students, Staff, and Families

      International Alliance for Invitational Education (IAIE)
      The comprehensive systems formula for school safety prevention is integrated with the concepts of invitational education. The system includes two online surveys. The Invitational Teaching Survey and the Children’s Affect Needs Assessment, both found in the Grow With Guidance System Manual. For more information and materials about IAIE visit their website at http://invitationaleducation.net.

      For additional information about the two online surveys visit http://allsucceed.com/instrumentsreports/

      References

      Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

      Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

      Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

      Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

      Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

      Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

      Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

      Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

      Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

      Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

      Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

      Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References

      Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

      Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

      Radd, T. R. (2006). Classroom Activiites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

      Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

      Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

      Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

      Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

      Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

      Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317- 52-0 (1-878317-52-0).

      A complete Research Report is available here.

    Creating the Climate and Culture Needed for Successful Response to Intervention – A Systems Approach

    Creating the Climate and Culture Needed for Successful Response to Intervention – A Systems Approach.

    This presentation demonstrates ways that a Guidance Systems approach creates an inviting school climate while effectively meeting the learning needs for all students with an RTI process that works. Participants will learn about the System and RTI while exploring ways the System supports the whole child’s development in an inviting climate and culture. The impact of Social Emotional Learning Programs is documented by recent research to increase academic achievement test scores by up to 11 percentile points. Contact us with questions and comments.

    Grow With Guidance RTI Presentation [.pdf] 17.3MB

    Creating the Climate and Culture Needed for Successful Response to Intervention – A Systems Approach

    Agenda

    1. Introduction
    2. An Overview of Guidance System Components – Key to an Inviting Classroom
    3. System Components
      1. Behavior Management (extrinsic)
      2. Self-Talk/Self Pictures (intrinsic)
      3. Curriculum (student skills)
      4. Implementation (staff skills)
      5. Family Involvement
      6. Observation/Evaluation
    4. Life Labs – The Heart of the Real Classroom
    5. The Invitational Education Formula
    6. RTI Definition and Pyramid
    7. Questions & Closing

    We can create true democratic classrooms that insist ALL students be accountable and responsible. School environments need to be examples of democracy in action. – Tommie R. Radd, PhD

    Remember: The impact of Social Emotional Learning Programs is documented by recent research to increase academic achievement test scores by up to 11 percentile points. The Systems approach demonstrates ways to create an inviting school climate while effectively meeting the learning needs for all students with an RTI process that addresses the needs of the whole child.

    Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. —Tommie R. Radd, PhD

    core skills for all components and essential learning domain standards

    The whole is equal to more than the sum of its parts. ~ Tommie R. Radd, PhD

    observation evaluation family involvement

    A comprehensive, developmental guidance system for classrooms and schools with the necessary components for success. Each component is implemented slowly and simultaneously with a 3- to 5-year plan until all system components are in place.

    observation evaluation family-involvement

    The interactive, interrelated, and interdependent movement between system components.

    Overview of a Guidance System

    • Behavior Management – Extrinsic – what we say and do
    • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
    • Curriculum – Student Skills
    • Implementation – Staff Skills
    • Family Involvement – Family Skills
    • Observation/Evaluation

    System Components Implemented

    • Congruent
    • Systemic – identify all components of the system or whole and understand the relationship between components
    • Slowly and simultaneously
    • 3-5 year process
    • The Whole is larger than the sum of the parts

    Classroom Group Guidance System Checklist

      • Positive Behavior Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Behavior
        3. Five Star Class Meetings
        4. Class Responsibilities and Guidelines
        5. Problem Solving – “Help” vs “Hurt”
        6. Effective Behavior Interactions
        7. Problem Ownership
        8. Cooperative Strategies
        9. Contracts
        10. Peer Group Work
        11. The Five C’s for Maintaining Conflict
        12. Performance Observation/Evaluation
        13. Increase Component Implementation Annually
      • Self-Talk/Self-Pictures Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
        3. Activity Process General Self-Talk
        4. Activity Process Specific Self-Talk
        5. Activity Process General Self-Pictures
        6. Activity Process Specific Self-Pictures
        7. Incorporate Relaxation
        8. Performance Observation/Evaluation
        9. Increase Component Implementation Annually
      • Curriculum Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Student Skills
        3. Begin Core Activities
        4. CANA (Children’s Affect Needs Assessment) Administered
        5. ITS (Invitational Teaching Survey) Administered
        6. Florida Key Administered
        7. CANA Pre Report
        8. ITS Pre Report
        9. Florida Key Pre Report
        10. Selective Activities
        11. Format Implemented for all Activities
        12. Performance Observation/Evaluation
        13. Post CANA, Post ITS, and Post Florida Key Tests Administered
        14. CANA, ITS, and Florida Key Post Reports
        15. Report summary written including all year-end performance Observation/Evaluation information
        16. Increase Component Implementation Annually
      • Staff Improvement Skills
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Staff
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Curriculum Component
        8. Conduct Staff Needs Assessment
        9. Prioritize Staff Skills
        10. Encouragement Strategies
        11. Prioritize Group Techniques
        12. Prioritize Other Needs Based on the ITS and Needs Assessment
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually
      • Family Involvement
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Family
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Student Curriculum Component
        8. Conduct Family Needs Assessment
        9. Prioritize Skills from Behavior Management Component
        10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
        11. Prioritize Skills from Staff Implementation Skills
        12. Prioritize Skills from Curricular Core and Other Skills
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually

    It is recommended that all system information be included for families when possible.

    • Developed a 3-to-5 year plan in the components for simultaneous, slow implementation
    1. Behavior Management
    2. Self-Talk/Self-Pictures
    3. Curriculum
    4. Implementation Skills
    5. Family Involvement

    Suggested Counselor Time Allocations

    Suggested Counselor Time Allocations

    Elementary

    1. Foundation: 40%
    2. Counseling Groups: 30%
    3. Individual Counseling: 10%
    4. All Others: 20%

    Middle/JR. High

    1. I. Foundation: 35-30%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25%

    High School

    1. I. Foundation: 30-25%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25-35%

    Traditional Classroom

    Traditional Classroom

    The Real Classroom

    The Real Classroom

    Life Lab

    A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional from of reference that can be applied throughout life.

    Joel A. Barker, Futurist

    • School is a place that is a “life preparation center.”
    • Real live collaboration is 50% of all work in the real world.

    Keynote address – Battelle for Kids Value-Added Conference, October 2006

    Invitational Education Formula

    The Guidance System, Staff Involvement & Professional Teams or Committees

    A Conscious and Intentional Plan with the skills and processes needed for a winning invitational education program. A Life Lab of experiences needed for post-school success.

    Invitational Education

    Invitational Education

    Invitational Education Formula

    Students can develop their spirit, purpose and potential when . . .

    • there is a plan for change that is an integral part of the day-to-day operation of a school.
    • there is a conscious plan to support the self-concept development of all within a school.
    • the perception of students, staff, and families regarding school relationships, procedures, and policies is communicated and modified when it is destructive.
    • personal, social, emotional, and behavioral skills are taught.
    • students provide ongoing feedback to educators as to their day-to-day experiences in school.
    • there is an intentional process for consciously creating an inviting environment for all students.

    Response To Intervention (RTI) Definition

    Response To Intervention (RTI) is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals, and applying child response data to important educational decisions.

    Individual Student Triangle

    80-90% ALL STUDENTS

    Grow With Guidance System

    +

    School House

    Individual Students

    5-10% SOME STUDENTS

    Small Groups & Individual Counseling

    • Targeted academic, personal, emotional, social, behavioral programming
    • Targeted resources • Targeted family involvement
    • Targeted staff involvement
    • Assessments to target student growth

    Individual Student

    1-5% INDIVIDUAL STUDENTS

    Increased Individual, Family, Staff Interventions

    • Increased academic, personal, emotional, behavorial, social programming.
    • Increased targeted individual resources and counseling.
    • Assessments to target individual growth and determine options based on results and data.

    Assessments

    A 43-question diagnostic class climate assessment, taken by students, which gives student input about their classroom experience and whether they have a feeling of being “invited”; a diagnostic tool to involve students and get their input on ways to improve climate and school relationships; one indicator of ways to support staff growth experiences and plans; one way to observe and evaluate change at the end of a school year through pre-post assessment; the school climate assessment included in The Grow With Guidance® System.

    A 42-question diagnostic curriculum assessment taken by students that provides student input into their classroom guidance curriculum activity selection; a diagnostic tool to involve students and create a sense of student ownership for guidance skill implementation and change (Note: ownership occurs when students “own” a problem and admit, recognize, and acknowledge personal needs and challenges that support assuming responsibility and commitment for change); assessment questions asked in the five essential learning strands of the curriculum of The Grow With Guidance® System; one way to observe and evaluate change at the end of the school year through pre-post assessment; the student curriculum assessment included in The Grow With Guidance® System.

    Many in education, psychology, sociology, and related fields have recognized the significant relationship between selfconcept and school achievement. On the basis of available research, it now appears that students who doubt their ability to learn in school carry with them a tremendous educational handicap. The purpose of The Florida Key is to provide teachers, counselors, and related professionals with a relatively simple instrument designed to measure both inferred and professed student self-concept-as-learner. It provides teachers and related professionals insight into students’ perceptions of themselves as learners. The Florida Key identifies and measures selected student behaviors that are believed by classroom teachers to correlate with positive realistic student self-concepts in the area of school success.

    1. All are important and valuable no matter what they think, say, feel, and do.

    2. All show they are remembering their worth by making helpful choices toward themselves and others. They are responsible for helping not hurting self and others.

    3.All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

    NOTE: See Podcast here.

    References

    Radd, T. R. (2007). The Grow With Guidance® System Manual. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-53-7 (1-878317-53-9).

    Radd, T. R. (2007). The Grow With Guidance® System Primary Level. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-54-4 (1-878317-54-7).

    Radd, T. R. (2007). The Grow With Guidance® System Intermediate Level. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-55-1 (1-878317-55-5).

    Radd, T. R. (2007). The Grow With Guidance® System Middle School Level. Third Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-56-8 (1-878317-56-3).

    Radd, T. R. (2007). The Grow With Guidance® System High School Level. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-57-5 (1-878317-57-1).

    Radd, T. R. (2007). The Grow With Guidance® System Fun Game. Second Edition. Revised. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-49-0 (1-878317-49-0).

    Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

    Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-52-0 (1-878317-52-0).

    Radd, T. R. (2003). Teaching and Counseling for Today’s World Pre-K–12 & Beyond. Omaha, Nebraska: Grow With Guidance. isbn: 1-878317-48-2.

    Radd, T. R. (2003). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vols. I & II. Omaha, Nebraska: Grow With Guidance. isbn: 1-878317-45-8, 1-878317-46-6

    A complete Research Report is available here.

    What’s Working in School Counseling In Ohio? Clinical – Educational Implications for Success

    School Counseling Programs

    What’s Working in School Counseling In Ohio? Learn Clinical & Educational Implications for Success

    The impact of school counseling programs are significant, but often undocumented and under reported. This presentation explains how to organize school counseling programs based on priorities for greater results that benefit students both clinically and educationally. See the results of what one school counselor did last year to hit the issue head on with documented results for students when she used the Grow With Guidance System. Visit our website and see the PPT Presentation and important information for your school.

    OCA-OCSA Presentation 11-2013 [.pdf] 2.3 MB

    What’s Working in School Counseling In Ohio? Learn Clinical & Educational Implications for Success

    AOCC 2013 Conference Hilton Columbus at Easton Town Center

    November 7, 2013

    If you have additional questions:

    Dr. Tommie Radd, Counselor, Columbus City Schools, Columbus, OH, can be reached at her home office:
    Phone: 614-795-1373
    Email: [email protected] or [email protected]
    Web site: www.allsucceed.com

    Dr. Doris Coy, Consultant, can be reached via email at:
    Email: [email protected]

    Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. !!!! – Tommie R. Radd, PhD

    What’s Working in School Counseling in Ohio?

    Clinical and Educational Implications for Success.

    The Agenda :

    1. Introduction
    2. Framework of Standards, Benchmarks, Indicators, Evaluation Used: CANA, ITS, Student Survey
    3. An Overview of Guidance System Components and Assessment/Evaluation
    4. System Components:
      1. Behavior Management (extrinsic)
      2. Self-Talk/Self Pictures (intrinsic)
      3. Curriculum (student skills)
      4. Implementation (staff skills)
      5. Family Involvement
      6. Observation/Evaluation
    5. Guidance System Checklist and Place in the Classroom – Life Lab
    6. Pre/Post Instrument Information/Results and Student Feedback
    7. Educational and Clinical Implications
    8. Questions & Closing

    School Counseling Programs presentation 2011-2013 page 3

    How do standards, benchmarks, indicators, and performance observation/evaluation strategies become the foundation of a performance-based system?

    The standards, benchmarks, indicators, and performance observation/evaluation strategies provide the framework for developmental feedback and evidence. This framework is the base for accountability. After the framework is established, clarity of purpose can be communicated to all populations in the schooling process.

    School Counseling Programs presentation 2011-2013 page 5

    School Counseling Programs presentation 2011-2013 page 6

    Overview of a School Counseling Programs Guidance System

    • Behavior Management – Extrinsic – what we say and do
    • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
    • Curriculum – Student Skills
    • Implementation – Staff Skills
    • Family Involvement – Family Skills
    • Observation/Evaluation

    System Components Implemented

    • Congruent
    • Systemic – identify all components of the System or whole and understand the relationship between components
    • Slowly and simultaneously
    • 3-5 year process
    • The Whole is larger than the sum of the parts

    The whole is equal to more than the sum of its parts. —Tommie R. Radd, Ph.D.

    School Counseling Programs presentation 2011-2013 page 10

    School Counseling Programs presentation 2011-2013 page 11

    School Counseling Programs presentation 2011-2013 page 12

    School Counseling Programs presentation 2011-2013 page 13

    Life Lab

    A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

    Assessments Used

    1. Children’s Affect Needs Assessment (CANA) Pre/Post (self, other awareness, self control, decision making/problem solving, group cooperation)
    2. Invitational Teaching Survey (ITS) Pre/Post (personally inviting – commitment, consideration, professionally inviting – coordination, proficiency, expectation)
    3. Student Survey– Qualitative Post (Grow With Guidance System Manual page 186) Sixty-seven students from the program completed evaluations NOTE: Most “NO” responses stated that they knew the skill already

    Children’s Affect Needs Assessment (CANA)

    A 42-question diagnostic curriculum assessment taken by students that provides student input into their classroom guidance curriculum activity selection; a diagnostic tool to involve students and create a sense of student ownership for guidance skill implementation and change (Note: ownership occurs when students “own” a problem and admit, recognize, and acknowledge personal needs and challenges that support assuming responsibility and commitment for change); assessment questions asked in the five essential learning strands of the curriculum of The Grow With Guidance® System; one way to observe and evaluate change at the end of the school year through pre-post assessment; the student curriculum assessment included in The Grow With Guidance® System.

    Invitational Teaching Survey (ITS)

    A 43-question diagnostic class climate assessment, taken by students, which gives student input about their classroom experience and whether they have a feeling of being “invited”; a diagnostic tool to involve students and get their input on ways to improve climate and school relationships; one indicator of ways to support staff growth experiences and plans; one way to observe and evaluate change at the end of a school year through pre-post assessment; the school climate assessment included in The Grow With Guidance® System.

    School Counseling Programs presentation 2011-2013 page 18

    School Counseling Programs presentation 2011-2013 page 19

    School Counseling Programs presentation 2011-2013 page 20

    School Counseling Programs presentation 2011-2013 page 21

    School Counseling Programs presentation 2011-2013 page 22

    School Counseling Programs presentation 2011-2013 page 23

    School Counseling Programs presentation 2011-2013 page 24

    School Counseling Programs presentation 2011-2013 page 25

    School Counseling Programs presentation 2011-2013 page 26

    School Counseling Programs presentation 2011-2013 page 27

    Student Feedback

    GWG Student Self-Reflection Summary

    1. Have the GWG activities helped you? 100% yes Examples of feedback: People are nice to me and they like me; I liked it when Mrs. Overstreet came in and taught us. {MANY SAID}; I liked Grow With Guidance {MANY SAID}; I like I statements; I use self-talk. {MANY SAID}; I try to think before I say things. {MANY SAID}; Now we work in groups and help each other; Student _is nice to me now. She plays with me at recess.; Mrs._ tells us not to leave anyone out; They don’t call each other names or anything now; If somebody drops something somebody might help them pick it up.; My teacher calls on me; “I only see 1 student who does not (respect others) hardly ever.”
    2. Do you feel better about yourself? 93% (63 yes/ 4 no) Examples of feedback: I feel happy more. {MANY SAID}; I say how I feel; People like me; I want to be different; I don’t want to be the same as everybody.; Because I do good in math; Because people never come up and ask me to play.; Because my friends are mean to me on the bus.; I am comfortable in my class.; “I’m not scared to ask questions anymore because I’m only a kid so far.”; Because today a 5th grader was being mean to a kindergartener and I didn’t know what to do.
    3. Do you feel better about learning? 88% ( 59 yes/ 8 no) Examples of feedback: Learning is fun; I already liked to learn.; Like when we do games I don’t have fun sometimes.; I don’t like homework; I just want to play my video games.; It is important for me to learn so I can reach my goals.; Because teacher _ takes his/her time to help me.; Because sometimes we do things in groups; Now we work in groups and help each other.
    4. Do you get along better with others? 91% (61 yes/ 5 no) Examples of feedback: I got along with people before the same; I use selftalk before I make people mad. {MANY SAID}; I tell them good things and they tell me good things back.; They play with me and give me hugs.; Because I am kind to them like we are supposed to be.; They let me play with them at recess.; People share with me.; People are nice to me and they like me.; Student _is nice to me. She lets me sit by her on the bus.; We let each other use our stuff and I have friends.; People boss me around too much.; Student _ is mean to almost everyone all the time.; Sometimes they are mean and sometimes they are not.; Student _ is mean to me if I don’t play a game right.; “They like my friend and don’t want to have anything to do with me only her and they are mean to me.”; “Some people still don’t let me play at recess and are only kind when they want something.; They still boss me around and make fun of me.”; I just want people to have manners and ask people to do something.; Some people are still mean behind other people’s back.
    5. Can you handle problems better? 91% (61 yes/ 5 no) Examples of feedback: .I use self-talk before I do things to handle problems.; I think about how they feel first; I handled problems before the same except I didn’t think about it so much; I think about how they would feel first; I don’t just do the first thing I think.
    6. Do you get along better with your teacher? 55% (37 yes /30 no) Examples of feedback: I always like my teacher; I get along with all my teachers.; My teacher does things we can’t do; My teacher should do self talk before he/she yells so much.; All the teachers like kids; My teacher knows that I like: Baseball, Football, Video games; I know they care but they have lots of kids; A lot of students are nice to the teachers because the teachers are nice to them.; Because teacher _ takes his/her time to help me.; Because I don’t ever get a classroom job.; Because he is the one helping you so you can succeed.; No one talks back to her anymore.; Because teachers work hard; Because they let us do fun things.; Because they let us play games.; I have a great teacher! ; “Some people still whine or talk mad at the teacher, but not as much as they used to.”; Some people lie to the teachers.; If I’m proud of a paper, I put it in a bin and (s)he will hang it up.; Because sometimes we are slow and (s)he gets mad.; Because sometimes kids get checkmarks and (s)he is not happy.; (One student wrote the same thing and added, “and he blows his top!”)

    Implications – Educational and Clinical

    1. Students/professionals develop their foundation skills frame of reference in the personal, emotional, behavioral and social domains (PEBS)
    2. Students develop foundation skills needed to apply to areas of challenge such as bullying, academic achievement, career, etc.
    3. Behavioral and skill framework to determine those students with clinical needs from those students with behavioral issues.
    4. Prevention skills needed to keep students safe so they can respond and not react to life challenges in a positive way.
    5. School/classroom climate more inviting and consistent between the walk and talk expected for positive relationships- supports educators with self-concept theory and perceptual psychology framework.
    6. Core Skills needed in all areas of growth over the lifespan in the stands of self, other awareness, self-control, decision making/problem solving, group cooperation, academic and career.
    7. Relationships improved and empowered between Teacher – Student, Student-Student and Professional-Professional.
    8. Positive attitudes about personal growth, a willingness to use strategies needed to confront issues across the life span and an openness to mental health.

    References

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

    Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

    Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

    Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

    Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

    Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

    Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

    Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

    Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

    Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

    Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4

    Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

    Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

    Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

    Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

    Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

    Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

    Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-52-0 (1-878317-52-0).

    A complete Research Report is available here

     

    School Counseling Programs

    This presentation explains how to organize school counseling programs, prioritizing greater results that benefit students both clinically and educationally.

    Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success

    Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success

    Schools need a comprehensive plan to hit addictions head on through prevention and awareness.  This presentation provides a formula to combat addictions and has links to use with important brain information that documents the impact of heroin addition.  Use the presentation for strategic planning needed for prevention experiences.

    Heroin Prevention Version 1 2016 [PDF] 1MB

    Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success

    AOCC 2016 Conference Hilton Columbus at Easton Town Center November 3, 2016 Session 8:30 – 10:00

    Contact information for additional questions:

    Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant

    Phone: 614-607-1373; email: [email protected]; web site: www.allsucceed.com

    Doris Coy, PhD, LPCS, NCC, NCCC:: Consultant

     

    email: [email protected]

    Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. – Tommie R. Radd, PhD

    Preventing Heroin Addiction Among Youth Using a Comprehensive Systems Formula for Success

    Agenda

    1. Introduction
    2. An Overview of System Chemical Dependency Formula
    3. An Overview of School Counseling Program Components and Life Lab Information
    4. An Overview of Guidance System Components and Checklist:
      1. Behavior Management (extrinsic)
      2. Self-Talk/Self Pictures (intrinsic)
      3. Curriculum (student skills)
      4. Implementation (staff skills)
      5. Family Involvement
      6. Observation/Evaluation
    5. Formula Applications and Enrichment Program Resources
    6. Identify 3 ideas/resources to use as a beginning plan and determine ways of expanding the plan for prevention
    7. Questions & Closing

    The whole is equal to more than the sum of its parts. —Tommie R. Radd, Ph.D.

    Chemical Dependency

    Schools, communities, and families can break the cycle and help students develop their spirit, purpose, and potential when:

    • The education community and societal groups do not view drug-free school programs in isolation.
    • Schools have an environment in which students are expected to include everyone in activities and projects.
    • The educational community assesses and evaluates existing programs.
    • Educators place personal, social, emotional, and behavioral development at the heart of drug-free school programs.

    Overview of the System Chemical Dependency Formula

    • Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
    • Guidance System is the Foundation of the School Counseling Program
    • Crisis Plan

    Heroin Prevention Page 6

    Suggested Elementary Counselor Time Allocations

    1. Foundation: 40%
    2. Counseling Groups: 30%
    3. Individual Counseling: 10%
    4. All Others: 20%

    Suggested Middle/JR. High School Counselor Time Allocations

    1. Foundation: 35-30%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25%

    Suggested High School Counselor Time Allocations

    1. Foundation: 30-25%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25-35%

    Heroin Prevention

    Heroin Prevention

    Heroin Prevention

    Life Lab

    A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

    Heroin Prevention

    Overview of a Guidance System

    • Behavior Management – Extrinsic – what we say and do
    • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
    • Curriculum – Student Skills
    • Implementation – Staff Skills
    • Family Involvement – Family Skills
    • Observation/Evaluation

    System Components Implemented

    • Congruent
    • Systemic – identify all components of the System or whole and understand the relationship between components
    • Slowly and simultaneously
    • 3-5 year process
    • The Whole is larger than the sum of the parts

    Classroom Group Guidance System Checklist

      • Positive Behavior Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Behavior
        3. Five Star Class Meetings
        4. Class Responsibilities and Guidelines
        5. Problem Solving – “Help” vs “Hurt”
        6. Effective Behavior Interactions
        7. Problem Ownership
        8. Cooperative Strategies
        9. Contracts
        10. Peer Group Work
        11. The Five C’s for Maintaining Conflict
        12. Performance Observation/Evaluation
        13. Increase Component Implementation Annually
      • Self-Talk/Self-Pictures Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
        3. Activity Process General Self-Talk
        4. Activity Process Specific Self-Talk
        5. Activity Process General Self-Pictures
        6. Activity Process Specific Self-Pictures
        7. Incorporate Relaxation
        8. Performance Observation/Evaluation
        9. Increase Component Implementation Annually
      • Curriculum Plan
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Student Skills
        3. Begin Core Activities
        4. CANA (Children’s Affect Needs Assessment) Administered
        5. ITS (Invitational Teaching Survey) Administered
        6. Florida Key Administered
        7. CANA Pre Report
        8. ITS Pre Report
        9. Florida Key Pre Report
        10. Selective Activities
        11. Format Implemented for all Activities
        12. Performance Observation/Evaluation
        13. Post CANA, Post ITS, and Post Florida Key Tests Administered
        14. CANA, ITS, and Florida Key Post Reports
        15. Report summary written including all year-end performance Observation/Evaluation information
        16. Increase Component Implementation Annually
      • Staff Improvement Skills
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Staff
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Curriculum Component
        8. Conduct Staff Needs Assessment
        9. Prioritize Staff Skills
        10. Encouragement Strategies
        11. Prioritize Group Techniques
        12. Prioritize Other Needs Based on the ITS and Needs Assessment
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually
      • Family Involvement
        1. Share Benchmarks, Standards, and Indicators
        2. Self Concept Series/Weave as it relates to Family
        3. Overview of the System
        4. Overview of Behavior Management Component
        5. Overview of Self-Talk/Self-Pictures Component
        6. Overview of Staff Implementation Skills
        7. Overview of Student Curriculum Component
        8. Conduct Family Needs Assessment
        9. Prioritize Skills from Behavior Management Component
        10. Prioritize Skills from Self-Talk/Self-Pictures Management Component
        11. Prioritize Skills from Staff Implementation Skills
        12. Prioritize Skills from Curricular Core and Other Skills
        13. Performance Observation/Evaluation
        14. Increase Component Implementation Annually

    It is recommended that all system information be included for families when possible.

    • Developed a 3-to-5 year plan in the components for simultaneous, slow implementation
    1. Behavior Management
    2. Self-Talk/Self-Pictures
    3. Curriculum
    4. Implementation Skills
    5. Family Involvement

    Preventing Heroin Addiction

    Preventing Heroin Addiction

    Enrichment Programs – Student, Staff and Family Development Resources

    Heroin Defined

    Heroin: A substance derived from the plant, poppy flower. Found in most regions of the world, and created in Southeast and Southwest Asia, Central America and the Mideast.

    Heroin comes in two forms, tar and china. Tar is usually made in Mexico, while the china (hence, “fine china”) comes from the other sections of the world in many colors, shades, and cuts.

    There are many ways to use heroin, including intravenously- with a needle, smoking, using foil; “chasing the dragon”, and snorting the substance.

    Many users each year overdose and die, relapse, get arrested, or stay addicted. Heroin is displayed to be a highly fashionable drug, but is not.

    Slang terms for heroin are: junk, dope, smack, shot, shit, h, etc.

    The onset of a heroin “rush” from a needle is about 3-7 seconds, and lasts about 3 seconds. Heroin is horrible and deadly. Believe me, please. I know what I’m saying, don’t think that it’s cool.

    Addiction Information

    Articles/understanding-addiction: Addiction is a brain disease with some at higher risk – family predisposition is one important factor to teach our communities.

     

    Additional Resources for Consideration That May Support Your Enrichment Programs for Students, Staff, and Families

    Behavioral Symptoms

    Brain Imaging Potential

    Recent studies suggest that imaging has the potential to help clinicians determine the most appropriate level of treatment for individual patients and monitor their progress toward recovery. Paulus, Tapert, and Schuckit (2005) performed functional MRI on a group of men entering treatment for methamphetamine addiction while they made decisions during a psychological test.

    Effects of Treatment on the Brain

    Imaging researchers also have been documenting changes that appear to represent brain recovery in response to treatment. One group has applied MRS to evaluate the effects of methadone maintenance therapy on heroin-addicted individuals (Silveri et al., 2004).

    Brain and Behavioral Disorder

    Imaging studies, together with other research, overwhelmingly indicate that drug addiction must be viewed as both a disease of changed brain biology and a behavioral disorder. – NCBI Imaging and Addiction Information

    Investigating Drug Abuse: Brain Imaging

    Jun 25, 2014 … The National Institute on Drug Abuse’s (NIDA) Dr. Thomas Ross describes the use of brain imaging at the Neuroimaging Research … NIH: Brain Imaging Reveals What Causes Drug Addiction in Humans – Duration: 22:59.

    Imaging the Addicted Human Brain

    Modern imaging techniques enable researchers to observe drug actions and consequences as they occur and persist in the brains of abusing and addicted

    Ohio State psychologist  says drug addicts are no longer the person you love. Oct 26, 2014 … Dr. Brad Lander, clinical director of addiction psychiatry at Ohio State … Similarly, scans depicting overall brain activity show a significant drop .

    HBO: Addiction: The Film: Centerpiece Film: Brain Imaging

    Total Running Time: 6:15 min. The ability to look inside the brain through electronic imaging has yielded many advances in the study of addiction,

    Drugs and the Brain | National Institute on Drug Abuse

    The human brain is the most complex organ in the body—you need it to drive a car, to enjoy … functions and can drive the compulsive drug abuse that marks addiction. … New high resolution, non-invasive imaging techniques

    Opiate Addiction Information

    This article by Addiction Therapy Services (ATS) explains how opiate addiction works.

    Healthy Healing Nutrition Information

    This article discusses ways nutrition may help the brain heal from addiction.

    The MindBody Medicine Center has an article that may be of interest: NTR: Addiction Recovery Using Intravenous NAD and Amino Acids

    The Sovereign Health Group provides an informative article about NAD therapy and addiction treatment.

    International Alliance For Invitational Education (IAIE)

    The comprehensive systems formula for chemical dependency prevention is integrated with the concepts of invitational education. The System includes two online surveys. The Invitational Teaching Survey and the Children’s Affect Needs Assessment, both found in the Grow With Guidance Systems Manual. For more information and materials about IAIE visit their website.

    Preventing Heroin Addiction
    For additional information about the two online surveys visit The Grow With Guidance® Online Assessment Instruments & Report Service.

    References

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

    Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

    Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

    Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

    Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

    Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

    Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

    Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

    Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

    Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

    Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References

    Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

    Radd, T. R. (2006). Classroom Activiites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

    Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

    Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

    Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

    Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

    Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317- 52-0 (1-878317-52-0).

    A complete Research Report is available here.