The tragedy that traumatized our country, the shooting at Sandy Hook Elementary School, left us overwhelmed. As many of us have said – ENOUGH! We recently experienced the tragedy at Chardon and just this week there was another shooting. The list goes on and keeps growing! Seeing continued school violence, abuse, and death is a call to action. It is important to remember the critical part we play. No program or approach can claim to be the answer to this problem, but based on my research and experience, I am convinced that there is a great deal more that can and needs to be done. I CHALLENGE YOU TO JOIN ME NOW TO DO IT!
Are you relieved that we are finally having the broader conversation about this challenge as a country? Many factors contribute to this multilayered and complex issue. Instead of listing what needs to be done by other, my choice is to contribute to the dialogue while working to support change within my profession.
Meeting this challenge needs to be more than a crisis plan, crisis counseling, and memorial services. They are essential, but not enough to realistically meet this issue head-on. I am convinced that we need to focus on what Grow With Guidance offers now more than ever.
The Grow With Guidance System offers over 24 formulas to address dynamics at play in the layers of this crisis including:
General Challenges
Student Skill Development
Student Self-Destructive Behaviors
Student Destructive Behaviors Toward Others
The foundation of each formula includes the Grow With Guidance System. This System focuses on teaching and developing the personal, emotional, behavioral, and social skills (PEBS) in an inviting environment with positive relationships. Accountability, assessment, and evaluation are woven throughout based on specific standards, benchmarks, and indicators. When a comprehensive, developmental guidance system is in place, we are proactive in laying the components necessary for prevention while establishing our ability to respond and not just react when a tragedy occurs.
Check Yourself Out. See how many YES responses you have. The greater number or 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 professional 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.
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 the Role of Self-Concept in School Climate and Career Readiness?
The role of self-concept is often overlooked or ignored as positive school climate and career readiness programs are developed. Learn about the essential missing link of self-concept in this workshop. The self-concept series and weave process is explained in detail with implications and implementation for your school counseling community. You can count on us to help you put everything in this PPT in place within your school counseling program!
AOCC 2015 Conference Hilton Columbus at Easton Town Center November 5, 2015
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]
The self-concept a person develops becomes the guiding light to show him and others the way he sees himseif. All people need to understand that they are worth working for, growing for, and developing their spirit, purpose and potential for. – Tommie R. Radd, PhD
What’s the Role of Self-Concept in School Climate and Career Readiness?
Agenda
Introduction
The Overview of ASCA Standards, NCDA Crosswalk, and School Counseling Program
An Overview of the Guidance System and System Components
The Heart of the Real Classroom, Life Lab, and Career Readiness Discussed
The Role of Self-Concept and the Self-Concept Energizer
The Self-Concept Series and Weave
Ways of using the SCS in the Guidance System and School Counseling Program
The Impact of the Self-Concept Process on Climate and Career Readiness
Participant Brainstorm for Implementation of SCS.
Questions & Closing
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
Post CANA, Post ITS, and Post Florida Key Tests Administered
CANA, ITS, and Florida Key Post Reports
Report summary written including all year-end performance Observation/Evaluation information
Increase Component Implementation Annually
Staff Improvement Skills
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Staff
Overview of the System
Overview of Behavior Management Component
Overview of Self-Talk/Self-Pictures Component
Overview of Staff Implementation Skills
Overview of Curriculum Component
Conduct Staff Needs Assessment
Prioritize Staff Skills
Encouragement Strategies
Prioritize Group Techniques
Prioritize Other Needs Based on the ITS and Needs Assessment
Performance Observation/Evaluation
Increase Component Implementation Annually
Family Involvement
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Family
Overview of the System
Overview of Behavior Management Component
Overview of Self-Talk/Self-Pictures Component
Overview of Staff Implementation Skills
Overview of Student Curriculum Component
Conduct Family Needs Assessment
Prioritize Skills from Behavior Management Component
Prioritize Skills from Self-Talk/Self-Pictures Management Component
Prioritize Skills from Staff Implementation Skills
Prioritize Skills from Curricular Core and Other Skills
Performance Observation/Evaluation
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
Behavior Management
Self-Talk/Self-Pictures
Curriculum
Implementation Skills
Family Involvement
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
Foundation: 40%
Counseling Groups: 30%
Individual Counseling: 10%
All Others: 20%
Suggested Middle/JR. High School Counselor Time Allocations
Foundation: 35-30%
Counseling Groups: 30-35%
Individual Counseling: 10%
All Others: 25%
Suggested High School Counselor Time Allocations
Foundation: 30-25%
Counseling Groups: 30-35%
Individual Counseling: 10%
All Others: 25-35%
Self-Concept Series Energizer
Hi. My name is _______________.
I am valuable because there is no one else like me in the world.
One thing about me is ________________________.
Self-Concept Series
All are special and valuable no matter what they think, say, do, or feel. TRUTH
All show they are remembering that all are valuable by making helpful vs. hurtful choices toward self and others. BEHAVIOR
I am responsible. ACCOUNTABILITY
Also included in Counseling Children, 11th Edition by Henderson and Thompson, Chapter 6
Weave
Use of Language – help & hurt in place of: good, bad, should, right, wrong, ought, must
Relate to behaviors as you see them
Reframe language into helpful and hurtful
Integrate into music
Inviting Yourself With Self Talk and Self Pictures
Get Started – Start Now
List 3 ways you can begin the SCS-Weave in your program and school.
Explain ways that addition supports an inviting climate and career readiness.
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 (Continued)
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.
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.
An Overview of Guidance System Components and Assessment/Evaluation
System Components:
Behavior Management (extrinsic)
Self-Talk/Self Pictures (intrinsic)
Curriculum (student skills)
Implementation (staff skills)
Family Involvement
Observation/Evaluation
Guidance System Checklist and Place in the Classroom – Life Lab
Pre/Post Instrument Information/Results and Student Feedback
Educational and Clinical Implications
Questions & Closing
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.
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.
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
Children’s Affect Needs Assessment (CANA) Pre/Post (self, other awareness, self control, decision making/problem solving, group cooperation)
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.
Student Feedback
GWG Student Self-Reflection Summary
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.”
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.
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.
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.
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.
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
Students/professionals develop their foundation skills frame of reference in the personal, emotional, behavioral and social domains (PEBS)
Students develop foundation skills needed to apply to areas of challenge such as bullying, academic achievement, career, etc.
Behavioral and skill framework to determine those students with clinical needs from those students with behavioral issues.
Prevention skills needed to keep students safe so they can respond and not react to life challenges in a positive way.
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.
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.
Relationships improved and empowered between Teacher – Student, Student-Student and Professional-Professional.
Positive attitudes about personal growth, a willingness to use strategies needed to confront issues across the life span and an openness to mental health.
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
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.
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
Introduction
An Overview of System Chemical Dependency Formula
An Overview of School Counseling Program Components and Life Lab Information
An Overview of Guidance System Components and Checklist:
Behavior Management (extrinsic)
Self-Talk/Self Pictures (intrinsic)
Curriculum (student skills)
Implementation (staff skills)
Family Involvement
Observation/Evaluation
Formula Applications and Enrichment Program Resources
Identify 3 ideas/resources to use as a beginning plan and determine ways of expanding the plan for prevention
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
Suggested Elementary Counselor Time Allocations
Foundation: 40%
Counseling Groups: 30%
Individual Counseling: 10%
All Others: 20%
Suggested Middle/JR. High School Counselor Time Allocations
Foundation: 35-30%
Counseling Groups: 30-35%
Individual Counseling: 10%
All Others: 25%
Suggested High School Counselor Time Allocations
Foundation: 30-25%
Counseling Groups: 30-35%
Individual Counseling: 10%
All Others: 25-35%
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.
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
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Behavior
Five Star Class Meetings
Class Responsibilities and Guidelines
Problem Solving – “Help” vs “Hurt”
Effective Behavior Interactions
Problem Ownership
Cooperative Strategies
Contracts
Peer Group Work
The Five C’s for Maintaining Conflict
Performance Observation/Evaluation
Increase Component Implementation Annually
Self-Talk/Self-Pictures Plan
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Self-Talk/Self-Pictures
Activity Process General Self-Talk
Activity Process Specific Self-Talk
Activity Process General Self-Pictures
Activity Process Specific Self-Pictures
Incorporate Relaxation
Performance Observation/Evaluation
Increase Component Implementation Annually
Curriculum Plan
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Student Skills
Post CANA, Post ITS, and Post Florida Key Tests Administered
CANA, ITS, and Florida Key Post Reports
Report summary written including all year-end performance Observation/Evaluation information
Increase Component Implementation Annually
Staff Improvement Skills
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Staff
Overview of the System
Overview of Behavior Management Component
Overview of Self-Talk/Self-Pictures Component
Overview of Staff Implementation Skills
Overview of Curriculum Component
Conduct Staff Needs Assessment
Prioritize Staff Skills
Encouragement Strategies
Prioritize Group Techniques
Prioritize Other Needs Based on the ITS and Needs Assessment
Performance Observation/Evaluation
Increase Component Implementation Annually
Family Involvement
Share Benchmarks, Standards, and Indicators
Self Concept Series/Weave as it relates to Family
Overview of the System
Overview of Behavior Management Component
Overview of Self-Talk/Self-Pictures Component
Overview of Staff Implementation Skills
Overview of Student Curriculum Component
Conduct Family Needs Assessment
Prioritize Skills from Behavior Management Component
Prioritize Skills from Self-Talk/Self-Pictures Management Component
Prioritize Skills from Staff Implementation Skills
Prioritize Skills from Curricular Core and Other Skills
Performance Observation/Evaluation
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
Behavior Management
Self-Talk/Self-Pictures
Curriculum
Implementation Skills
Family Involvement
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
The more appalling behavioral symptoms of heroin addiction entail how a person treats others as well as how one treats his or herself. Heroin’s effects in the brain essentially “fry” a person’s emotions causing mood swings, angry outbursts and hostility towards others in general. Someone addicted to heroin will also tend to neglect personal hygiene and grooming practices and may not bathe or change his or her clothes for days on end.
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 .
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
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.
