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.

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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.



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



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.





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.







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.