Guidance

Wacoochee Elementary School

Comprehensive Guidance and Counseling Program

 

The mission of the Wacoochee Elementary School Comprehensive Guidance and Counseling Program is to provide a structured delivery of services to ensure that all students (Grades K-6), regardless of their individual differences, acquire the skills, knowledge, and attitudes needed to become effective students, responsible citizens, productive workers, and lifelong learners. Our comprehensive program seeks to address the educational, career, and personal/social competencies necessary for all students to function and contribute in a changing society.

Keeping in mind the beliefs outlined in the Lee County Schools’ Comprehensive Developmental Guidance and Counseling Program, it is also our belief that:

  • All children are unique and can benefit from the counseling and guidance services described in the Comprehensive Counseling and Guidance Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89.

 

  • Every student has the right to participate in activities that promote self-direction and self-development.
  • Every student has the right to make choices and accept responsibility for choices made.
  • Every student has the right to participate in a comprehensive school counseling and guidance program designed to assist all students in attaining their maximum potential in academic, career, and personal/social development.

The Wacoochee Elementary School Comprehensive Guidance and Counseling Program is an integral part of the school’s overall educational program and serves as a critical link to our instructional program and the community. The program -

  • is data-driven to meet the specific needs of the students goals and developmental student competencies,
  • involves planning and coordination with other representatives of the school and community with a purposeful and sequential program of activities,
  • utilizes many combined resources of the community,
  • is evaluated on specific goals and agreed upon student competencies,
  • actively involves students and others.

 

Benefits for Students

·      Ensures every student access to the school counseling and guidance program

·      Monitors and interprets data to facilitate student improvement and school success

·      Provides strategies for closing the achievement gap

·      Promotes the most challenging and appropriate academic curriculum for each student

·      Advocates for students and promotes equitable access to educational opportunities

 

Benefits for Parents/Guardians

·      Supports active partnerships for student learning and career planning

·      Invites and coordinates access to school and community resources

·      Advocates for student academic, career, and personal development

·      Provides training and informational workshops

·      Provides data for information on student progress

 

Benefits for Teachers

·      Promotes an interdisciplinary team approach to address student needs and educational goals

·      Increases collaboration with school counselors and teachers

·      Supports development of classroom management skills

·      Analyzes data to improve school climate and student achievement

 

Benefits for Administrators

·      Develops and implements a school counseling and guidance plan to promote student success

·      Utilizes data for school improvement

·      Uses data for implementation of the EDUCATEAlabama evaluation system

·      Provides a proactive school guidance curriculum that addresses student needs and enhances school climate

 

Benefits for School Counselors

·      Defines responsibilities within the context of a school counseling and guidance program

·      Eliminates non-school counseling program activities

·      Supports access to every student

·      Provides a tool for program management, implementation, and accountability

·      Recognizes school counselors as leaders, advocates, and agents of change

·      Ensures the school counseling and guidance program contributes to the school’s mission

·      Provides evidence of ongoing activities for the implementation of the EDUCATEAlabama evaluation system

 

 

Benefits for Communities

·         Builds collaboration with businesses and industries and enhances the potential for every student’s postsecondary success

·         Provides a workforce with a stronger academic foundation

·         Promotes equity and access to the workforce

 

 

The Guidance and Counseling Program at Waccochee Elementary School (WES) plays a vital role in the growth process and experiences of our students especially in the areas of personal/social/emotional development, academic development and foundation of career development. Keeping in mind the four program delivery components of the Alabama Comprehensive Guidance and Counseling Plan, the following are the components of the WES Guidance and Counseling Services.

 

WES School Guidance Curriculum includes structured experiences delivered through classroom guidance classes and small group counseling sessions. Each homeroom has a 45- minute classroom guidance class twice a month. Small group counseling sessions are held in the Guidance Center as needs arise. Students for small groups are referred by teachers and/or parents. Topics discussed in the classroom guidance classes and small group sessions include developing positive self-concept, communication skills, peer relationships, study and test-taking skills, career awareness, decision-making skills and personal safety.

 

The Individual Student Planning includes counseling activities that help students understand the results of their district and state level tests. Classroom guidance classes, small group counseling sessions and individual counseling sessions focus on helping students identify their areas of strengths and areas of improvement, discuss strategies for improvement (goal setting), identifying positive role models and role playing.

 

Our Responsive Services include individual counseling sessions (personal counseling) or referral services that meet the immediate needs and concerns of the students. Individual counseling sessions focus on issues related to improving self-concept, peer relationships, being able to handle anger in a positive manner and family issues such as parents’ divorce/separation, blended families, loss of a loved one, etc. Students may be referred to outside programs such as Clothed-A-Child through the Lee County Schools Social Worker, Mrs. Gina Ivey, who can be reached at (334) 705-6000. Parents and/or teachers may refer a student for individual counseling sessions.

 

System Support includes activities related to professional development and in-service training that the counselor participates in to help enhance the total counseling and guidance program. Parent conferences, teacher consultation, community outreach, public relations, curriculum development support and formation of the school counseling and guidance advisory committee are services rendered by the counselor under this component of counseling and guidance services.

 

The following standards, competencies and indicators are being implemented in the delivery of the Wacoochee Elementary School’s Comprehensive Guidance and Counseling Program. For a complete review of the document, please refer to the Lee County School’s Comprehensive Guidance and Counseling Program at www.lee.k12.al.us or the Comprehensive Counseling and Guidance Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89 at www.alsde.edu.

 

The Alabama Grade-Cluster Standards, Competencies, and Indicators

Alabama Guidance Curriculum Scope and Sequence (K-8th)*

 

The following competencies are linked directly to the nine national standards as presented in The ASCA National Model: A Framework for School Counseling Programs. *The competencies are divided into grade clusters through 9-12, however, for elementary school purposes, the competencies included in this document are only for grades K – 8. The competencies describe the attitudes, knowledge, and skills that students should be able to demonstrate as a result of participating in an effective school counseling and guidance program.

 

The competency indicator under each grade cluster designates the grade-cluster level where it is introduced. The competency indicators are intended to be cumulative; hence, they should be expanded or reinforced in the succeeding grade clusters.

 

 

ACADEMIC DEVELOPMENT DOMAIN

 

Standard

Competency

Indicators

K-2

3-5

6-8

A. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across life span.

 

A:A1

Improve Academic Self-concept

Display a positive interest in learning.

 

Take pride in work and achievement.

Articulate feelings of competence and confidence as learners.

 

Accept mistakes as essential to the learning process.

Identify attitudes and behaviors leading to successful learning.

 

 

A:A2

Acquire Skills for Improving Learning

Use communication skills to know when and how to ask for help when needed.

Demonstrate how effort and persistence positively affect learning.

Apply time-management and task-management skills.

 

Apply knowledge and learning styles to positively influence school performance.

 

 

 

A:A3

Achieve School Success

Take responsibility for their actions.

Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students.

 

Demonstrate depend- ability, productivity, and initiative.

 

Share knowledge.

Develop a broad range of interests and abilities.

B. Students will complete school with the academic preparation essential to choose from a wide range of substantial post- secondary options, including college

 

 

 

 

A:B1

Improve Learning

Apply the study skills necessary for academic success at each level.

Demonstrate the motivation to achieve individual potential.

 

Learn and apply critical thinking skills.

 

Become a self-directed and independent learner.

Seek information and support from faculty, staff, family and peers.

 

Organize and apply academic information from a variety of sources.

 

Use knowledge of learning styles to positively influence school performance.

 

 

 

 

 

 

 

A:B2

Plan to Achieve

Goals

Understand the relation-ship between classroom performance and success in school.

Establish challenging academic goals in elementary, middle/ junior high and high school.

Establish challenging academic goals in elementary, middle/ junior high and high school.

 

Use assessment results in educational planning.

 

Develop and implement annual plan of study to maximize academic ability and achievement.

 

Apply knowledge of aptitudes and interests to goal-setting.

 

Use problem-solving and decision-making skills to assess progress toward educational goals.

 

Identify postsecondary options consistent with interests, achievement, aptitude and abilities.

 

C. Students will understand the relationship of aca- demics to the world of work and to life at home and in the community.

 

 

 

A:C1

Relate

School to Life Experience

Understand the relationship between learning and work.

Demonstrate the ability to balance school, leisure time and family life.

 

Understand how school success and academic achievement enhance future career and vocational opportunities.

Seek co-curricular and community experiences to enhance school experience.

 

Demonstrate an under- standing of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals.

 

Understand how school success and academic achievement enhance future career and vocational opportunities.

 

 

CAREER DEVELOPMENT DOMAIN

 

Standard

Competency

Indicators

K-2

3-5

6-8

A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.

 

 

 

C:A1

Develop Career Awareness

Learn about the variety of traditional and non-traditional occupations.

 

Develop an awareness of personal abilities, skills, interests, and motivations.

 

Develop hobbies and vocational interests.

Learn how to interact and work cooperatively in teams.

 

Learn to make decisions.

 

Learn how to set goals.

 

Balance between work and leisure time.

Develop skills to locate, evaluate and interpret career information.

 

Understand the importance of planning.

 

Pursue and develop competency in the areas of interest.

 

 

C:A2

Develop Employment Readiness

Develop a positive attitude toward work and learning.

 

Utilize time- and task-management skills.

 

Acquire employability skills such as working on a team and problem-solving and organization skills.

Understand the importance of responsibility, dependability, punctuality, integrity and effort in the work place.

B. Students will employ strategies to achieve future career goals with success and satisfaction

B. Students will employ strategies to achieve future career goals with success and satisfaction

 

 

 

 

 

C:B1

Acquire Career Information

Identify personal skills, interests, and abilities and relate them to current career choice

Know the various ways in which occupations can be classified.

 

Describe traditional and nontraditional career choices and how they relate to career choice.

Apply decision-making skills to career planning, course selection and career transition.

 

Demonstrate knowledge of career planning process.

Use research and information resources to obtain career information.

 

Understand how changing economic and societal needs influence employment trends and future training.

 

 

 

 

C:B2

Identify Career Goals

Demonstrate awareness of the education and training needed to achieve career goals.

 

Use employability and job readiness skills in internship, mentoring, shadowing, and/or other work experience.

 

Select course work that is related to career interests.

 

 

Maintain a career-planning portfolio.

C. Students will understand the relationship between personal qualities, education, training and the world of work.

 

 

 

C:C1

Acquire Knowledge to Achieve Career Goals.

Understand the relation-ship between educa- tional achievement and career success.

 

Understand that work is an important and satisfying means of personal expression.

Explain how work can help achieve personal success and satisfaction.

 

Understand the importance of equity and access in career choice.

Identify personal preferences and interests influencing career choice and success.

 

Understand that the changing workplace requires lifelong learning and acquiring new skills.

 

Describe the effect of work on lifestyle.

 

 

C:C2

Apply Skills to Achieve Career Goals

Learn how to use conflict management skills with peers and adults.

Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals.

Apply academic and employment readiness; skills in work-based learning situations such as internships, shadowing and/or mentoring experiences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PERSONAL/SOCIAL DEVELOPMENT DOMAIN

 

Standard

Competency

Indicators

K-2

3-5

6-8

A. Students will acquire the know-ledge, attitudes and interpersonal skills to help them under- stand and respect self and others.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A. Students will acquire the know-ledge, attitudes and interpersonal skills to help them under- stand and respect self and others.

 

 

PS:A1

Acquire Self-knowledge

Develop positive attitudes toward self as a unique and worthy person.

 

Identify values, attitudes, and beliefs.

Understand change is a part of growth.

 

Identify and express feelings.

 

Distinguish between appropriate and inappropriate behavior.

 

Recognize personal boundaries, rights and privacy needs

 

Understand the need for self control and practice it.

 

Identify and recognize changing family roles.

 

Learn the goal- setting process.

 

Demonstrate cooperative behaviors in groups.

 

Identify personal strengths and assets.

 

Identify and discuss changing personal and social roles.

 

 

 

 

 

PS:A2

Acquire Interpersonal Skills.

Recognize that everyone has rights and responsibilities.

 

 

Recognize, accept, respect and appreciate individual differences.

 

 

Recognize, accept and respect ethnic and cultural diversity.

 

 

Recognize and respect differences in family configurations.

 

 

Use effective communication skills.

 

 

Know that communication involves speaking, listening, and nonverbal behavior.

 

Learn how to make and keep friends.

 

 

 

Respect alternative view points.

.

B. Students will make decisions, set goals and take necessary action to achieve goals.

 

 

 

 

PS:B1

Self-knowledge

Application

Understand conse-quences of decisions and choices.

 

Identify alternative solutions to a problem.

 

Develop effective coping skills for dealing with problems.

 

Demonstrate when, where and how to seek help for solving problems and making decisions.

 

Know how to apply conflict resolution skills.

 

Demonstrate a respect and appreciation for individual and cultural differences.

 

Know when peer pressure is influencing a decision.

Use a decision-making and problem-solving model.

 

Use persistence and perseverance in acquiring knowledge and skills.

Identify long- and short-term goals.

 

Identify alternative ways of achieving goals.

 

Develop an action plan to set and achieve realistic goals.

C. Students will understand safety and survival skills.

 

 

 

 

PS:C1

Acquire Personal Safety Skills

Demonstrate knowledge of personal information (telephone number, home address, emergency contact).

 

Learn about the relationship between rules, laws, safety and the protection of rights of the individual.

 

Learn about the differences between appropriate and inappropriate physical contact.

 

Identify resource people in the school and community, and know how to seek their help.

 

Apply effective problem-solving and decision-making skills to make safe and healthy choices.

 

Learn techniques of managing stress and conflict.

Demonstrate the ability to set boundaries, rights and personal privacy.

 

Differentiate between situations requiring peer support and situations requiring adult professional help.

 

Learn how to cope with peer pressure.

Learn coping skills for managing life events.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHOOL GUIDANCE & COUNSELING CALENDAR OF ACTIVITIES

 

AUGUST

School Guidance Curriculum

Individual Student Planning

Responsive Services

System Support

Introduction of the Guidance and Counseling Services

Responsibilities of a school counselor; when to see your school counselor

 

Identifying students with low achievement in the GLOBAL Scholar & Benchmark Assessment K – 6th

Teacher conferences on students with special needs

Parent conferences

Character Education Word of the Week

RTI planning

Individual counseling

Open House

District Teachers’ Orientation

Faculty meetings

Counselors’ District Meeting

Professional development on interpreting Global Scholar test results; areas of strengths and areas of improvement

SEPTEMBER

Building self-esteem

Personal strengths and positive attributes (individually and group)

Celebrating our uniqueness and differences

Identify areas of need for small group counseling

Identify students for small group counseling

Permission slips for small groups sent to parents

DIBELS testing – Beginning

GLOBAL Scholar Benchmark assessment (cont.)

Data meeting per grade level

Student Government

 

Individual Counseling

Students of the Month and breakfast treat

Character Education Word of the Week morning announce- ment

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO)

DARE

Faculty meetings

LEA Rep training

Professional development

504 Plans

ELL Plans

Review new students’ RtI documentation

OCTOBER – Anti Bullying Month/Parents Visitation Month

School Guidance Curriculum

Individual Student Planning

Responsive Services

System Support

Learning skills in handling bullying

Decision-making and problem solving

Making healthy choices

Understanding need for self-

Control

Friendships

Appropriate communication

RED RIBBON WEEK

Small group sessions

Identifying at-risk students based on DIBELS results

Work with the Reading Coach in understanding student weaknesses in reading

Student Government with Red Ribbon Week

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer and social worker re: attendance problems and other issues, as needed

Muffins for Moms – Mothers school visit

Donuts for Dads – Fathers school visit

Faculty Meetings

Professional development

Can-Food Drive

RtI documentation reporting

504

ELL

Guidance Advisory Committee meeting

NOVEMBER - Thanksgiving

Learning skills in handling bullying (Cont.)

Conflict resolution

Learning and expressing gratitude

Manners

Respecting personal space

Small group sessions

 

GLOBAL Scholar Formative Assessment 1st - 6th

Data meeting per grade level

Continue to identify and assist at-risk students

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer and social worker on attendance problems and other issues.

 

Can-Food Drive (cont.)

Faculty Meetings

Professional development

RtI documentation reporting

504

ELL

DECEMBER

School Guidance Curriculum

Individual Student Planning

Responsive Services

System Support

Learning and expressing generosity (I Am a Gift)

Recognizing and appreciating cultural and ethnic diversity

Respecting differing view-points

Small groups sessions

DIBELS testing – Midyear administration

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer and social worker re: attendance problems and other issues, as needed

Can-Food Drive (cont.)

Faculty Meetings

Professional development

RTI documentation reporting

Christmas Giving

Dispense canned goods collected to food pantries

504

ELL

JANUARY

Goal Setting (Long- and short-term goals)

Career exploration (Myers-Briggs for 6th graders; Learning styles for 5th graders)

Learning styles and career awareness for 4th grade

Career awareness (K-3rd)

 

Data meeting per grade level

Continue to identify and assist at-risk students

Identify areas of need for small group counseling

Identify students for small group counseling

Permission slips for small groups sent to parents

 

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer/social worker re: attendance problems and other issues, as needed

 

 

 

Faculty Meetings

Professional development

RTI documentation reporting

504

ELL

Guidance Advisory Committee meeting

FEBRUARY

School Guidance Curriculum

Individual Student Planning

Responsive Services

System Support

Working cooperatively as a team (teamwork and cooperation)

Taking responsibility for own actions

Learning from mistakes

Career exploration for 6th graders (cont.)

Test-taking skills

Small group counseling sessions

Continue to identify and assist at-risk students

GLOBAL Scholar Formative assessments (1st – 6th)

ELL ACCESS testing

Career exploration for 6th graders (cont.)

Peer mentoring – SGO (Student Government Officers)

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer and social worker re: attendance problems and other issues, as needed

Faculty Meetings

Professional development

RTI documentation reporting

504

ELL

MARCH

Career Day

Test-taking skills

Personal Safety

Small group counseling

Data meeting per grade level

Continue to identify and assist at-risk students

Peer mentoring – SGO (Student Government Officers)

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer and social worker re: attendance problems and other issues.

 

 

 

Faculty Meetings

Professional development

RTI documentation reporting

504

ELL

Parent resources for Career Day (speakers or facilitate activities related to their career)

APRIL

School Guidance Curriculum

Individual Student Planning

Responsive Services

System Support

Test taking skills

School success and hard work

Small group sessions

Transition activities for the next grade level

6th graders visit SSJHS

GLOBAL Scholar Benchmark assessment (1st – 6th)

Peer mentoring – SGO (Student Government Officers)

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with the district attendance officer and social worker re: attendance problems and other issues, as needed

Faculty Meetings

Professional development

RTI documentation reporting

504

ELL

 

MAY

Test prep for 3rd – 6th

Summer prep for K- 2nd

DIBELS End-of-Year administration

Awards

Individual counseling

Students of the Month and breakfast treat

Character Education Word of the Week a.m. announcement

Teacher-Parent Conferences

Contact outside agency resources (DHR, Family and Children Services, EAMH, SRO) as needed

Work with district social worker for student concerns as needed.

 

Faculty Meetings

Professional development

RTI documentation reporting

504

ELL

 

 

 

 

Monthly Classroom Guidance Topics

(Topics cover different grade levels and may change according to

immediate needs of students)

 

August            Welcoming one another

                        Introduction of the WES Guidance and Counseling Program/School Counselor

                        Using “I Care” language (Recognizing appropriate & inappropriate behaviors)

 

September      Positive self-esteem (Everyone is special and unique.; Values, attitudes and

beliefs)

                        Personal strengths/assets

                        Listening skills

                        Expression of feelings

                        Respecting personal space

                        Tattling (When is peer support or adult help needed?)

 

October          Red Ribbon Week

                        Understanding need for self-control

                        Healthy choices and consequences

                        Making decisions

                        Problem-solving (alternative solutions to problems)

                        Changing personal and social roles (Friendships – qualities of a friend,

                                   maintaining friendships, setting boundaries, etc.)

Communication (Verbal/Non-verbal)

 

November/     Being grateful (Thanksgiving - appreciating the people and the world around us,

December                   our history and country)

                        Recognizing and appreciating individual differences, ethnic and cultural diversity

                                    (Each one is a gift. Gift-giving of ourselves)

                        Respecting alternative view points

 

January          Conflict resolution

                        Peer pressure and decision-making

                        Long and short term goals

                        Alternative ways to achieving a goal

                        Myers Briggs Inventory (Careers – 5th and 6th grades)

 

February        Personal safety (when and how to ask for help)

                        Taking responsibility for actions

                        Learning from mistakes

                        Working cooperatively in groups

                        Learning styles (5th and 6th grades)

 

March             Careers (Parents’ careers; traditional/non-traditional occupations; community

                                    helpers; what I want to be when I grow up?)

                        Classification of careers

                        Applying learning styles and Myers-Briggs personality profile to choice of

                                    interests/careers (5th and 6th grades)

April               School success and academic achievement (getting ready for the next grade level)

                        Relationship between hardwork and school success

                        Test-taking skills ACT Aspire Global Scholar Testing (Grades 3 – 6)

 

May                Grade level transition activities

                        ACT Aspire Global Scholar Testing (Grades 3 – 6)                     

 

                       

                       

 

 

 

 

 

 


                             

          Good Character Shapes Our World

Other Monthly Topics~
 

August - Welcoming/Friendliness
Friendship

September - Respect/Honesty
                      Courtesy/Loyalty- 4th Grade
Respect - Definition
Respect 
Honesty

Honesty - Definition

October - Commitment/Responsibility/
                  Dedication/Dependability  - 3rd Grade
Commitment
Responsibility

November - Appreciation/Gratitude/
                      Tolerance/Gratefulness - 5th Grade
Appreciation
Gratitude

December - Kindness/Generosity/
                      Hospitality/Charity - 2nd Grade
Kindness
Generosity


January - Courage/Integrity/
                  Endurance/Virtue - 6th Grade
Courage
Integrity
Virtue

February - Black History Month - Mrs. Reutebuch
                Love/Consideration/
                Empathy/Caring
Love
Caring
Empathy

March - Sportsmanship/Helpfulness/
               Cooperation/Teamwork - Kindergarten
Sportsmanship
Cooperation/Teamwork                               

April - Citizenship/Righteousness/
              Service/Industriousness - 6th Grade
Citizenship
Service/Helpfulness                                                                             

May - Determination/Joyful Celebration/
            
Persistence- 1st Grade                                      

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ADHD

ADHD Characteristics
Facts About ADHD
ADHD: Current Research and Teaching Strategies for Reading and Writing
How to Improve Reading Skills in Children with ADHD or Learning Disabilities
Working With ADHD Children

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Asperger's, HFA, NLD

Asperger's, High Functioning Autism, Nonverbal Learning Disorder - Webinar

Behavior Management

Intervention Central — Website
Mistaken Goals of Behavior
Working With Defiant Kids
Positive Reinforcements to Promote Desirable Behaviors
Breaking the Attention-Seeking Behavior

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Bullying

Bullying - Definition, Types, Frequency
Warning Signs
How to Talk About Bullying

Adults Responding to Bullying
Online Safety/Cyberbullying - Website

Stop Bullying - Website

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Careers for Kids
Career website

Red Ribbon Week Ideas

How Red Ribbon Week Started

RtI (Response to Instruction)

Learning Styles
Multiple Intelligences
Multiple Intelligences Inventory

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Youth Suicide Prevention
Well Aware Webinars