Month: November 2018

School Safety – Using a Comprehensive Formula for Success

Tommie Radd Destructive Behaviors Toward Others – School Safety , , , , , , , , , ,

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.

    What is the School Counselors Role in PBIS/RTI in the School Counseling Program?

    Tommie Radd Academic Achievement and Academic Success, Emotional Intelligence, Invitational Education, Sensitivity to and Understanding of Persons with Disabilities, Social Skills

    What Is the School Counselor’s Role in PBIS/RTI in the School Counseling Program?

    School Counselors need a comprehensive plan and a systematic process for understanding their role and responsibilities within our school community. School counselors and the school counseling program are key in this process because of their focus on personal, social, emotional, behavioral, academic, and career skills needed for success. School Counselors need to understand how to prioritize their time so they can reach the student-centered standards that only they can offer all students while being a member of the PBIS/RTI support team.

    AOCC PBIS/RTI Presentation [PDF] 1MB

    What Is the School Counselor’s Role in PBIS/RTI in the School Counseling Program?

    AOCC 2018 Conference Hyatt Regency Columbus (Downtown) November 8, 2018 Session 11:15 – 12:15

    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

    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

    What Is the School Counselor’s Role in PBIS/RTI in the School Counseling Program?

    Agenda

    1. Introduction
    2. Definition – Positive Behavior Interventions and Support and Response to Intervention
    3. An Overview of Guidance System Components
    4. System Components
    5. Life Labs – The Heart of the Real Classroom
    6. The School Counseling Program School House
    7. Integration with PBIS/RTI Pyramid
    8. Student Impact with Developmental Approach
    9. Challenges and ideas for integration
    10. Questions & Closing

    PBIS Definition:
    PBIS is a prevention general education framework that works for all students. Positive Behavioral Interventions and Supports (PBIS) is a general term that refers to positive behavioral interventions and systems used to achieve important behavior changes. PBIS was developed as an alternative to aversive interventions used with students with significant disabilities who engaged in extreme forms of self injury and aggression.
    PBIS is not a new theory of behavior, but a behaviorally based systems approach to enhancing the school’s ability to design effective environments that are conducive to quality teaching and learning. The National Education Association (NEA) views PBIS as a general education initiative, though its impetus is derived from the special education law, the Individuals with Disabilities Education Act (IDEA).

    RTI Definition
    Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavioral needs. Response To Intervention 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.

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

    PBIS/RTI

    PBIS/RTI

    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

    PBIS/RTI

    Traditional Classroom

    Preventing Heroin Addiction

    Real Classroom

    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 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%

    PBIS/RTI

    PBIS/RTI

    PBIS/RTI

    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

    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.

  • 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?

    • Joel A. Barker, Futurist

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

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

    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

    • GWG Assessments Self-Concept Series Resources

  • ITS
  • CANA
  • Florida Key
  • Self-Concept Series
  • ISS (see IAIE Web Site)
  • Other System Assessment

    • Invitational Teaching Survey (ITS)
    A 43-question diagnostic class climate assessment, taken by students, which gives student input about their classroom experiences 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.

    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.

    The Florida Key
    Many in education, psychology, sociology, and related fields have recognized the significant relationship between self-concept 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.

    The Self-Concept Series is taught to all students.

  • All are important and valuable no matter what they think, say, feel, and do.
  • 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.
  • All are responsible for their choices. This accountability empowers all to make improvements because of their worth.

    • NOTE: See Pod Cast at www. allsucceed.com

    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.

    Anxiety: Practices and Strategies for a Systemic Solution

    Tommie Radd Anger Management, Self-Concept Development, Social Skills, Your Personalized System Topic Here , , , , , ,

    Anxiety: Practices and Strategies for a Systemic Solution
    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.

    AOCC Anxiety Presentation Color Poem 1MB

    Anxiety: Practices and Strategies for a Systemic Solution

    AOCC 2017 Conference Hilton Columbus at Easton Town Center November 10, 2017 Lunch and Learn Session 12:15 – 1:15

    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]

    The internal environment people create has a dramatic impact on their ability to become and stay encouraged, optimistic and focused on growth and learning beyond any immediate success or challenge.
    – Tommie R. Radd, PhD

    Anxiety: Practices and Strategies for a Systemic Solution

    Agenda

    1. Introduction – Self-Talk/Self-Pictures/Relaxation/Mindfulness Defined/Explained
    2. An Overview of System Anxiety 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. Activity and Ideas for Implementation
    6. Questions & Closing

      7. Anxiety

      Merriam-Webster:
      Medical :an abnormal and overwhelming sense of apprehension and fear often marked by physical signs (such as tension, sweating, and increased pulse rate), by doubt concerning the reality and nature of the threat, and by self doubt about one’s capacity to cope with it.

      Overview of the System Anxiety Formula

      • Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
      • Guidance System is the Foundation of the School Counseling Program
      • the skills needed to handle anxiety are taught
      • personal, social, emotional, and behavioral skills are viewed as a priority
      • the educational community sees the importance of including personal, social, emotional, and behavioral skills as part of the core curriculum
      • the relationship between academic learning and anxiety is taught and explained
      • families receive the support and help they need
      • classrooms are viewed as life labs for student support and belonging
      • students receive ongoing assistance for anxiety management as opportunities occur

      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%

      Anxiety

      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
      • 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

      Anxiety
      Anxiety

      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.

      Theoretical Framework

      A few of the theories that Include Self-Talk/SelfPictures in addressing in the treatment process:

      1. Rational Emotive Therapy
      2. Adlerian Therapy
      3. Reality Therapy
      4. Cognitive Behavioral Therapy

      Practices and Strategies

      1. Self-Talk – Positive Internal Messages
      2. Self-Pictures – Positive Internal Pictures
      3. Relaxation – The State of Being Free From Tension and Anxiety (Oxford Dictionary)
      4. Mindfulness – Calm Body – Focus Mind

      Remember:

      • Feel ALL as if the Truth!
      • Think It! See It! Feel It! Be It!
      • Become your Potential!!

      General – Universal Specific – Personal – Relevant To An Individual

      Self-Concept Series Talk Self-Concept Series Self-Pictures
      Step 1 "I am important and special." A self-picture that could accompany this Step 1 statement is a time or place that reminds the person of one’s personal worth just for being a unique person. It could be a picture of the person sitting peacefully, etc. Each person can choose a picture, which can be changed as desired.
      Step 2 "I help myself." A self-picture that could accompany this Step 3 statement is of a time or situation that represents a person helping him or herself. It could be an image of the person smiling in the mirror, acting in a helpful way, etc. Each person can choose a picture, which can be changed as desired.
      Step 3 "I am responsible for me." A self-picture that could accompany this Step 3 statement is of a time or situation that represents a person being responsible and accountable for his or her own actions. It could be the person following through on an assignment, apologizing for a mistake, etc. Each person can choose a picture, which can be changed as desired.

      My Personal Self-Talk/Self-Picture Plan Self-Talk/Self-Picture Plan Activity

      Completing the Self-Talk/Self-Picture Plan incorporates the process for addressing anxiety:
      My Personal Self-Talk/Self-Picture Plan
      The Plan includes all components and is to be adjusted based on feedback and progress.

      Your Action Plan

      • List 3 ways you can implement the strategies for yourself! Starting with YOU helps you to
        feel more comfortable with helping others!
      • Brainstorm 3 ways you can incorporate a plan for your school based on the System and
        Schoolhouse Information
      • Explain how the practices and strategies address anxiety for you, your school community

      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.