Beyond the chains rtf evidence base curriculum common core and az standards june 4 2013

releasethefear.org

Charles Flanagan has said, “The Arizona Department of Juvenile Corrections (ADJC) has a longstanding and positive working relationship with Release the Fear. The youth adjudicated to us often have a range of issues to address, including delinquency, substance abuse and dependence, mental health, and trauma. Release the Fear workshops, held at ADJC several times per year, provide a safe place where the youth can be honest and open about their behavioral problems. The workshops take place over a number of days and a large number of youth have been served for several years through this program. Dedicated facilitators assist youth in developing the life skills needed to address the life issues they face, including peer pressure, gang involvement, bullying, abuse, and violence. The value of this powerful program is that it reinforces, in a relaxed and non-judgmental fashion, the treatment interventions that our youth receive while they are with us in secure care. Consequently, all interventions, including those provided by Release the Fear, add to a youth’s ability to successfully transition to the community with transferable skills. ADJC is appreciative of this program and hope that our youth continue to benefit from the workshops.�

Charles Flanagan, Director Arizona Department of Juvenile Corrections

Inspiring & empowering kids with the tools to make better life choices . . .

W

hat: Release the Fear, a non-profit health and human services

organization, exists to counter the effects of violence in our society.

Release the Fear (RTF) has worked with thousands of at-risk youth and adults in Arizona and around the world, offering experiential programs that help reverse the paralyzing effects of fear and diminished self-worth.

H

ow: These programs stimulate whole-brain thinking & develop

metacognitive thought processing. In other words, these programs demonstrate options which awaken a creative consciousness and expose the unlimited potential of critical thinking and problem solving. Our facilitators guide participants through interactive creative activities and analytically explore the connectedness to their lives. Without these essential life skills, the still-maturing minds of detained youth view their future as bleak with no hope for a “normal� life.

A

pproach: Through experiential programs we encourage participants to

develop invaluable core life skills and better critical problem solving and a healthy sense of understanding self and others. Through the RTF programs, participants discover that anything is possible, that they have a purpose in life and why they matter to the world, to community and most of all to themselves.

T

ransformation: Money spent on intervention for detained youth results

in dramatically fewer dollars spent later on incarceration of adults. The Maricopa County Juvenile Probation Office study Release the Fear programming in 2010 the release the report demonstrating its value.

Reporting that 30% of incarcerated youth recidivate. A study of 352 youth participating in one IOBP workshop recidivate only 22.8% of the time, and those participating in multiple IOBP workshops recidivate at only 16.2%. nearly in half The cost imposed by a typical career criminal is estimated to be upwards of 2.6 to 5.3 million dollars. A $100.00 contribution from compassionate, concerned donors allows one detained youth to begin the process of becoming a productive community member rather than entering a world of adult prison, permanent criminal records and life as a social liability.

Release the Fear is a 501(c) 3 non-profit organization, & your donations are 100% tax deductible. Also RTF is a qualifying organization to receive tax credit. Thanks to your foresight and generosity Youth can transform their Pain into Possibilities, So they are able to find their Purpose in a more meaningful productive life and a brighter tomorrow.info@releasethefear.org ~ 602.818.6959

O

ur programs provide and demonstrate endless possibilities and options

for the individual through the experiential creative process of whole-brain thinking. This awakens a creative consciousness and exposes the individual to the unlimited potential of critical thinking, problem solving, and selfempowerment, awakening the individual to new possibilities and a new purpose that leads to improved life skills and becoming a productive community member. Without these critical life skills, the still-maturing minds of detained youth view their future as bleak and set in stone with no hope for a “normal” life.

More than 5,000 youth worldwide have benefited from Release the Fear’s programs. In the past two years more than 800 Arizona youth have participated in one of RTF’s four programs that use self-exploration as a peaceful alternative to violence. Our facilitators guide participants through interactive creative activities to analytically explore the connectedness of those activities to their lives.

I

nside-Out, Bridging Possibilities, program meets many Arizona State

Standards and utilizes Best Practice methodologies. Utilizing research base strategies, with evidence based results. This program, engages individuals to explore safe and healthy lifestyles and to overcome their disabilities through, insight into cultural diversity, leadership and social skills development. It exposes the participants to creative problem solving and creates the opportunity to shift a life to a more effective and peaceful outlet.

Description of the program, including the goals, expected outcome: Our programs provide and demonstrate endless possibilities and options for the individual through the experiential creative process of whole-brain thinking. This awakens a creative consciousness and exposes the individual to the unlimited potential of critical thinking, problem solving, and selfempowerment, awakening the individual to new possibilities and a new purpose that leads to improved life skills and becoming a productive community member. Without these critical life skills, the still-maturing minds of detained youth view their future as bleak and set in stone with no hope for a “normal” life.

G

oals:

1 To present educational programs and workshops in detention facilities.

2 To teach youth valuable life skills focusing on dealing with conflicts and anger.

3 To share with the community a message stressing decreased violence of all types.

4 To introduce new and fresh perspectives thought the creative process.

5 To enlighten participants about their purpose in life.

Description of the program, including the goals, expected outcome: Inside-Out Bridging Possibilities program engages individuals to explore safe and healthy lifestyles, to overcome their disabilities through leadership and social skills development. It exposes the participants to creative problem solving and creates the opportunity to shift a life to a more effective and peaceful outlet. Between Pre & Post surveys the participants engage in team reflective surveys, after each exercise.

During the Workshop participants are broken up into four teams. The participants remain in these same teams throughout the workshop. Each session they take turns being a team leader and are responsible for extracting inquiry from their team and reporting to the entire group their findings. How would this activity help you in your day life in school or out, and why? This engages the participants in a whole-brain thinking process of the creative activities they just experienced. Also introduces them to teamwork, listening skills and the confidence of public speaking.

At the end of the 3-day workshop, as the culmination and pinnacle of their experiences drawn from the program, participants create a group painting to present to the public; an expression created by persons from multiple perspectives can be harmonious and unifying. Thus, this is not only a healing experience for the group but also a community awareness campaign, sharing a message of decreased violence of all types.

Our findings from Pre & Post results, majority realize that they are not alone in their fears and that their dreams can become reality. By introducing new and fresh perspectives through the power of the creative process, our participants learn to embrace life and fully realize its endless possibilities.

Shifting awareness turns Pain into the means of Bridging their Possibilities, so participants can become enlightened about their Purpose and lead a productive life.

T

here are no other programs with similar methodology of teaching

valuable life skills, enhance participants’ sense of self and surroundings, and allow them to experience alternative ways of dealing with conflict and anger.

The need for our program & popular demand; each potential participant is required to read and fill out a form that details the program and why they feel they deserve to participate. Due to class size restraints only 20 of 60 that applied were selected by the staff at The Durango Facility, as well as SEF. As you can see, the program and its life changing experience and results are becoming very popular amongst the kids at both facilities, through word of mouth.

Anna’s Story Incarcerated youth usually participate once in Bridging Possibilities workshop.

Anna was different, third-generation gang member, hardened and angry. Her mother told her if she got in trouble again she didn’t want to see or talk to her, – Fear held Anna back during that first workshop.

Boldly, she applied to attend a second workshop. Anna began to open to some exercises she’d feared the first time. During a hero exercise she realized what mother did was, FOR her. At the suggestion of the group leader, Anna wrote a letter to her mother. Next day she wanted shared with the group; thanking mom, calling her a hero, writing about her dreams and plans for the future –many opened-up with tears, including her. The letter was sent.

Attending third workshop, She expressed with a smile, that her Mom came to visit her.

Happily reconnected, Anna now believes SHE HAS A FUTURE.

A therapist recently approached me at one of the juvenile detention facilities, saying

that she had several clients who had gone through the RTF workshop. She said that she was amazed at what we were accomplishing in three days work and just had to see what we were doing first hand. “I met with these kids, two days before they participated in the RTF workshop,” she shared. “And then I met with them one day after that workshop. The transformation was incredible. Your Program did what I been trying to do for two years.”

I replied to her that RTF “shakes up the snow globe,” enabling these youth to move forward, and that we all work together in rescuing these youth from a crime-filled life.

The releasing of fear is truly a partnership.

There are no other programs in Maricopa County with methodologies similar to RTF: teaching valuable life skills that enhance participants’ sense of self and surroundings, allowing them to experience alternative ways of dealing with conflict and anger.

Pre and post program assessment surveys confirm that program outcomes have consistently outperformed expectations:

Inspiring & empowering kids with the tools to make better life choices . . .

Comparison of Recidivism Rates for Detention RTF and Overall Juvenile and Probation Recidivism Rates 88%

83.78%

84%

80% 77.19% 76% 74.0% 72.0% 72% 70.0%

68%

64%

60% RTF, Overall Not RTF participants Recidivating Overall Not Recidivating

RTF, Multiple Sessions Not RTF participants Recidivating Multiple Sessions Not Recidivating

All Juveniles Not All Juveniles Recidivating, FY08 Not Recidivating FY 2008

Juveniles Completing Detention Overall Recidivism Juveniles Detention Probation, Not FY2008 Recidivating Completing Probation Overall FY08 Not Recidivating Not Recidivating

The above graph was provided by Maricopa County statistics office, and reflect youth Not Recidivating. The effectiveness of Release the Fear’s workshops on the reduction of recidivism rate for the period of March 2009 thru March 2010 Statistics from Maricopa County’s Juvenile Probation Department demonstrate that, while the overall recidivism of incarcerated youth hovers around 30%, A study of 352 youth participating in one IOBP workshop recidivate only 22.8% of the time, and those participating in multiple IOBP workshops recidivate at only 16.2%. nearly in half .

Due to the rippling effects of IOBP and similar workshops, we have learned that seven times the number of participants realizes positive impact because of the workshops.

Percentage of Juveniles Not Recidivating After Attending RTF 95% SEF

DUR

Both Facilities

84.00%

83.33%

83.78%

80.93%

80% 77.19%

71.43%

65%

50% Attending One Session

Attending Multiple Sessions

Average Days RFT Participants to Recidivate

by Facility 150 SEF

DUR

131.8 125

100

121

94.37

75

50

28.75 25

0 Attending One Session

Attending Multiple Sessions

Juveniles in RTF by Ethnicity 50%

41%

40%

40% 36% SEF

33%

DUR

30%

20% 20%

13%

10% 7%

7%

2% 0% 0% African American

Anglo

Latino

Native American

Juveniles in RTF by Gender 90%

73.30%

75%

60%

72.85%

SEF

DUR

45%

30%

26.70%

27.15%

15%

0% Females

Males

Asian/Other

SEF

Attending One Session Attending Multiple Sessions Total Juveniles

SEF Facility 126

AVG Days to Recidivate 131.8

New Offenses 36

RTF Not Recidivating 71.43%

25 151

28.75 122.03

4 40

84.00% 73.51%

DUR Facility 194

AVG Days to Recidivate 94.37

New Offenses 37

RTF Not Recidivating 80.93%

12 206

121 122.03

2 39

83.33% 81.07%

55 151 206

Percent 26.70% 73.30% 100.00%

41 67 83 15 0 206

Percent 20% 33% 40% 7% 0% 100%

Durango

Attending One Session Attending Multiple Sessions Total Juveniles

Gender Juveniles Females Males Total

SEF 41 110 151

Percent 27.15% 72.85% 100.00%

DUR

Ethnicity Race African American Anglo Latino Native American Asian/Other Total

Facility SEF DUR Both Facilities

SEF 20 62 55 11 3 151

Percent 13% 41% 36% 7% 2% 100%

DUR

RTF, Overall Not Recidivating

RTF, Multiple Sessions Not Recidivating

All Juveniles Not Recidivating, FY08

Juveniles Completing Probation, Not Recidivating FY08

73.5% 81.1% 77.19%

84.0% 83.3% 83.78%

74.0% 74.0% 74.0%

72.0% 72.0% 72.0%

Detention Overall Recidivism 72.4% 64.4% 70.0%

AVG Days to Recidivate Attending One Session Attending Multiple Sessions

SEF 131.8

DUR 94.37

28.75

121

Recidivism by Facilities Percent Not Recidivating Attending One Session Attending Multiple Sessions Overall

SEF 71.43%

DUR 80.93%

Both Facilities 77.19%

84.00% 73.51%

83.33% 81.07%

83.78% 77.87%

Durango and SEF Facilities Overall Recidivism Attending One Session Attending Multiple Sessions Overall

Juveniles 320

New Offenses 73

RTF Not Recidivating 77.19%

37 357

6 79

83.78% 77.87%

FIVE KEY SURVEY QUESTION PERCENTAGES & TOTAL SERVED - SIX YEARS RUNNING RELEASE THE FEAR, Inc. RELEASE THE FEAR 2007 ~ 2012 .

RELEASE THE FEAR 2012 OVERALL PERCENTAGES Pre/Post Survey Results 790 Students (38 PB Workshops, 3 Discover U Summer Camps, 6 PRC Cultural Workshops) Male 62.7% Female 37.3% – Youth Ages 9-20 84.32% discovered something new about themselves 89.76% discovered something new about classmates and friends.

Pre 61.73% compared to Post 77.85% realized that they are not alone in their fears.

Pre 88.49% compared to Post 96.46% realized that they can make their dreams a reality.

83.56% learned something to help them deal with bullying.

86.95% stated that they would do something if they saw someone being bullied.

Lower Buckeye – 109 students Adobe Mountain – 118 Students Florence Crittenton – 72 Students New Leaf – 59 Students Black Canyon – 55 Students Larry Kennedy Elementary – 42 Students ADJC Transition Program – 42 Students Genesis Academy – 49 Students U-Turn – 39 Students Heard Elementary School – 36 Students Excelencia Elementary School – 33 Students Discover U Summer Camp – 89 Students PRC Cultural Diversity – 47 Students

RELEASE THE FEAR 2011 Served 583 Students RTF Pre/Post Survey Results of 32 Bridging Possibilities Workshops Male 68.3% Female 31.7% – Youth Ages 9-17 85.3% discovered something new about themselves 93.7% discovered something new about classmates and friends.

Pre 59.4% compared to Post 78.6% realized that they are not alone in their fears.

Pre 84.9% compared to Post 97.5% realized that they can make their dreams a reality .

RELEASE THE FEAR 2010 Served 540 2010 RTF Pre/Post Survey Results of (29 IO-PB Workshops) Female 31.5% – Male 68.5% – Youth Ages 11-17 92.5% discovered something new about themselves 93.5% discovered something new about classmates and friends.

Pre 57.6% compared to Post 73.2% realized that they are not alone in their fears.

Pre 91.8% compared to Post 99.6% realized that they can make their dreams a reality.

RELEASE THE FEAR 2009 Served 615 2009 RTF Pre/Post Results 36% Female – 64% Male – Youth Ages 10 – 17 and 15 Adults 95% discovered something new about themselves.

93% discovered something new about their classmates and friends.

Pre 58% compared to Post 76% realized that they are not alone in their fears.

Pre 54% compared to Post 71% realized their dreams can be a part of their reality.

RELEASE THE FEAR 2008 Served 488 2008 RTF Pre/Post Survey Results 53% Female - 47% Males -Youth Ages 10 - 21 89% Discovered something new about themselves 90% Discovered something new about their classmates and friends.

Pre 53% compared to Post 70 % Realized that they are not alone in their fears.

Pre 44 % compared to Post 75 % Participants realized their dreams are part of their reality.

RELEASE THE FEAR 2007 Served 400 2007 RTF Pre/Post Survey Results 63% Female - 37% Males -Youth Ages10 - 21 78% Discovered something new in the workshop.

81% Discovered something new about classmates/friends.

Pre 44.9% compared to Post 75.1% Realized that they are not alone in their fears.

Pre 64 % compared to Post 97.1% Participants realized their dreams are part of their reality

Common Core National Standards Release the Fear’s program, Bridging Possibilities, addresses the following Common Core National Standards adopted by the state of Arizona on July 28th, 2010

. . ®

6TH GRADE ELA Standards Writing

W.6.1. Write arguments to support claims with clear reasons and relevant evidence W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Reading

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Speaking and Listening

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Language

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Inspiring & empowering kids with the tools to make better life choices . . .

TURNING PAIN INTO POSSIBILITIES, POSSIBILITIES INTO PURPOSE . . . OPENING YOUNG MINDS FOR A BRIGHTER TOMORROW©

Common Core National Standards 8TH GRADE ELA Standards Writing

W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Reading

RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Speaking and Listening

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Inspiring & empowering kids with the tools to make better life choices . . .

TURNING PAIN INTO POSSIBILITIES, POSSIBILITIES INTO PURPOSE . . . OPENING YOUNG MINDS FOR A BRIGHTER TOMORROW©

College and Career Readiness ~ Common Core National Standard

®

   

These workshops help to develop practices which can be transferred into the Math classroom according to the Standards for Mathematical Practices of the Common Core Standards: Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Attend to precision.

The activities in the program, Bridging Possibilities, will prepare students to meet the following College and Career Readiness Anchor Standards for Reading: Craft and Structure R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyze how specific word choices shape meaning and tone.

R.CCR.6 Assess how point of view and purpose shapes the content and syle of a text.

Integration of Knowledge and Ideas R.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

R.CCR.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

In addition: Throughout the course of the Bridging Possibilities program, Howard Gardner’s theory of Multiple Intelligence is met on the following levels:  Interpersonal  Intrapersonal  Kinesthetic  Linguistic  Logical/Mathematical TURNING PAIN INTO POSSIBILITIES, POSSIBILITIES INTO PURPOSE .

. . OPENING YOUNG MINDS FOR A BRIGHTER TOMORROW©

MISSION: To counter the effects of violence in our communities by turning fear, anger, and hate into acceptance, hope, and self empowerment by bridging endless possibilities through education using the creative process. www.releasethefear.org

DREAM CATCHER PROGRAM = Why it is important to let others know your dreams? ”You never know who’s listening”.

"It opened up a lot of areas I thought were closed,, Thank you for securing my future", Devin Devin's Story:

Release the Fear recently started transition workshops with Arizona State Parole.

Through the support of Maricopa County Atty.'s Office, helping kids in the transition out of Arizona Department Juvenile Corrections back into the community. Having them realize that they can turn their pain into possibilities and find a productive purpose for their life. Our evidence-based program uses the creative processes of art, music, and communication. We teach kids cognitive behavioral skills, they learn tools to help them in school and with peer pressure and bullying, conflict resolution, while building their self-esteem.

One recent Saturday, while working on the East side of Maricopa County with kids on parole, we came across a student in the workshop -Devin, a smart kid, although challenging at times in the workshop. At the end of the first day he said he didn't want to come back because he didn't like group therapy.

He challenge himself and came back the second day. His attitude seemed to change. In one of the exercises, the kids get to draw their memory, their fear, and their hope or dream and then share with the group. Devin stated that he wanted to be a photo journalists.

The interesting part of the story is that a friend of mine, Jacquie from the gym had just given me a bag that a friend of hers, Maggie donated to us just in case we came across a kid that was interested in photography. The bizarre part about this is I heard about this bag for a few weeks. How stars align, Tuesday night before the workshop I was given the bag and in the trunk of my car it sat.

When Devin mentioned he wanted to be a photojournalist I asked what was getting in his way. He said "a camera."

I immediately asked his parole officer to talk to me outside and told him of the camera that was sitting in my trunk and asked what he thought.

He said he's been really good on parole and he is serious about this photography.

He thought it would be a good move.

So I went to the car and got the gift bag and asked Devin if I could talk to him.

I had the bag behind my back and asked what is the obstacles in the way of your dream he said "my mom just said to me this morning if I sign up for this photography course we can possibly put aside a couple dollars a week and buy a cheap camera.

I asked "what would you do with the camera right now."

He very enthusiastically began telling about his dream of taking photographs and being a photojournalist and what he would like to do. I pulled the camera from behind my back and said someone gave this to me Tuesday night to give to you today.

He opened up the bag and it was like a Disney commercial, the light pouring out of the bag, he looked up and said are you serious.

"Yes" I responded.

At this year's Governors Arts Awards I was telling the story to somebody and the former staff photographer for the City of Phoenix, Bob Rink overheard the story. He Said he was working on a show with a homeless shelter and if it would work out for Devin and with his parole officer he would like to have him take part in the show.

Recently I saw Devin in another workshop and I asked him to tell others why it is important to let others know your dreams? He responded, " You never know who's listening."

Release the Fear vows to let these kids know that they matter and their dreams are possible. www.releasethefear.org

Comments from Detention Staff Regarding the “Inside-Out Bridging Possibilities” Program.

“Release the Fear has done workshops where the kids have been able to see the futility of hanging on to grief and resentment and moving past it to accomplish more without the burdens of grief and resentment. The group does an activity where the children are asked about grudges they hold. As they add a grudge they add an empty box to hold and try to walk around the room. Surprisingly enough grudges against absent parents or family members who helped raise the kids but are no longer around kept coming up. Through this activity the kids expressed their feelings and often understood the metaphor for letting go and moving on. This worked for instances when parents were absent in death, imprisonment or just lost in substance abuse.”

Brigid Jastrzebski Programming Coordinator SEF Detention Center “Art is a great tool in controlling anger and aggression and by having this program, we have helped many youth see they can vent in positive ways. They also see that they can add to their community.

Our youth were trained in dealing with emotion and fear through art…”

Dr. Derrick Platt, Former SEF Detention Manager, MCJP, AZ “We had a detainee that was very quiet and reserved. He was also on suicide watch. I didn’t believe he was going to complete the first day. After the first project he became more engaged and more self-confident. As the program went on he became more assertive and comfortable in expressing himself. This is an excellent program for the kids. It allows them to express themselves, to become more self-confident.”

Lisa Frey, JPO Program Coordinator This expresses our support and interest in working with Release the Fear (RTF) on the Bridging Possibilities project for participants at the Mesa SEF Juvenile Detention Centers. We have been impressed with the work of RTF in the past, as our youth are taught new ways of dealing with conflict and anger – healthy ways of expressing themselves such that they do not re-offend, and can lead productive lives, contributing to their communities. Through the creative process, our youth have seen that art can be wonderful tool for them, and they have gained a better understanding of themselves and their peers. We are eager to continue work with RTF so that our youth can turn their pain into possibilities and purpose!

Amna Gilmore, JPO Supervisor, SEF & Sarah Murillo, Durango Programming Managers “Release the Fear is about unblocking previous personal barriers and becoming open to new possibilities, ones which have not been possible in the past. Participants gain new tools from RTF insights and as a result enter their future from a different perspective. As the participants move through the seminar, a release of energy occurs. From my experiences there is a heaviness lifted off from many. The kids seem to move from understanding their world as an individual to becoming part of a group of their peers. RTF is different than a typical therapeutic setting. The exercises of RTF walk the students through their personal world and lead them to distinguish insights as only they would understand. This is where the release occurs. The kids share their insights and become the stimulus for change for themselves and the others in the group. Participants leave RTF as different individuals then when they had entered.”

Dr.Michael A. Halpert, / RTF Facilitator

A few results in participants own words:

“To learn from my mistakes and move on. How to interact with others.”

James, age 17 “That I know a lot more than I thought. I’m intelligent. I can express my emotions” Jasmine,, age 16 “I Learned How to express myself positively, to keep my head up and follow my dreams.”

Juan, Age 17 “Learned how to approach and communicate with people and asking questions get you answers you may need or want.”

“You can be feeling something and label it with a hundred different words and call it different emotions” “Even if you don’t see/know what something is, you can logically figure it out by eliminating variables” “I learned to overcome my fears of speaking in front of others” “Learn to work together with other people while working on a job or a school project.”

“We learned that even if we have people to help us or not, we can accomplish our goals no matter what as long as we put our mind to it and stay focused.”

“Use imagination and to active listen” “I learned to listen to my inner voice. I was going to go to a birthday party and I told myself I should stay home and do my homework, I did and I passed my test because of it.”

Inspiring & empowering kids with the tools to make better life choices . . . www.releasethefear.org

"The amygdala is in charge of our brain during crisis.

Because the amygdala's role is survival, all stimuli passes through it.

Under times of stress, the amygdala takes over and the cortex (the reasoning part of our brain) is blocked.

The amygdala seizes control of all behaviors when the stimuli is perceived emotionally- hypersensitive."

Laughter, routine and social comfort impact brain activity and learning enhancement.

Music and movement help to regulate heart rate and blood flow and enhance learning, movement especially for boys.

Through experiential hands-on learning, Release the Fear’s programs stimulate Whole Brain Thinking = re-engaging the cortex, to encourage critical problem solving

Inspiring & empowering kids with the tools to make better life choices . . .

Research is property of Release the Fear Incorporated

~

www.releasethefear.org

State Standards Grades 5-12 As Applies to RTF Bridging Possibilities Workshops Mathematics Standards Strand 1 Concept 3: Estimation Use estimation strategies reasonably and fluently while integrating content from each of the other strands.

Grade 5 PO 1. Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals.

Grade 6 PO 2. Make estimates appropriate to a given situation and verify the reasonableness of the results.

Grade 7 PO 2. Make estimates appropriate to a given situation.

Grade 8 PO 1. Make estimates appropriate to a given situation.

Workshop Activities: Third Eye, Seeing Beyond, and Blindfold Drawing

Strand 4 Concept 1: Geometric Properties Analyze the attributes and properties of 2- and 3- dimensional figures and develop mathematical arguments about their relationships.

High School PO 2. Visualize solids and surfaces in 3-dimensional space when given 2-dimensional representations and create 2-dimensional representations for the surfaces of 3-dimensional objects.

Workshop Activities: Third Eye and Seeing Beyond

Strand 5 Concept 2: Logic, Reasoning, Problem Solving, and Proof Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications.

Grade 5 PO 1. Analyze a problem situation to determine the question(s) to be answered.

PO 3. Select and use one or more strategies to efficiently solve the problem and justify the selection.

PO 4. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.

Grade 6 PO 1. Analyze a problem situation to determine the question(s) to be answered.

PO 4. Apply a previously used problem-solving strategy in a new context.

Grade 7 PO 1. Analyze a problem situation to determine the question(s) to be answered.

PO 5. Apply a previously used problem-solving strategy in a new context.

Mathematics Standards cont.

Strand 5 Concept 2: Logic, Reasoning, Problem Solving, and Proof cont.

Grade 8 PO 1. Analyze a problem situation to determine the question(s) to be answered.

PO 5. Apply a previously used problem-solving strategy in a new context.

Workshop Activities: Group Reflection Activities and Individual Reflective Take Away Assignments

Writing Standards Strand 1: Writing Process Concept 1 Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

Grade 5 PO 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers, drawing, writer’s notebook, group discussion, printed material).

PO 6. Use time management strategies, when appropriate, to produce a writing product within a set time period.

Grade 6 PO 1. Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material or other sources).

PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

PO 7. Use time management strategies, when appropriate, to produce a writing product within a set time period.

Grade 7 PO 1. Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material or other sources).

PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

PO 3. Determine the intended audience of a writing piece.

PO 4. Establish a central idea appropriate to the type of writing.

Grade 8 PO 1. Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material or other sources).

PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

PO 3. Determine the intended audience of a writing piece PO 4. Establish a central idea appropriate to the type of writing.

High School PO 1. Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).

PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

PO 3. Determine the intended audience of a writing piece.

PO 4. Establish a controlling idea appropriate to the type of writing.

PO 7. Use time-management strategies, when appropriate, to produce a writing product within a set time period Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, and Drawing One’s Fears, Hopes, & Dreams

Writing Standards cont.

Strand 1: Writing Process cont.

Concept 3 Revising Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

Grade 5 PO 5. Modify word choice appropriate to the application in order to enhance the writing.

PO 7. Use resources and reference materials to select more precise vocabulary.

Grade 6 PO 4. Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing style.

PO 8. Use resources and reference materials to select more precise vocabulary.

Grade 7 PO 2. Add details to the draft to more effectively accomplish the purpose.

PO 8. Use resources and reference materials to select more precise vocabulary Grade 8 PO 2. Add details to the draft to more effectively accomplish the purpose.

PO 8. Use resources and reference materials to select more precise vocabulary.

High School PO 2. Add details to the draft to more effectively accomplish the purpose.

PO 8. Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond and Blindfold Drawing

Concept 5 Publishing Publishing involves formatting and presenting a final product for the intended audience.

Grade 5 PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.

PO 2. Share the writing with the intended audience.

Grade 6 PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.

PO 3. Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

Grade 7 PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.

Writing Standards cont.

Grade 8 PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose PO 3. Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

High School PO 1. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, or submitting to a publication).

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, Drawing One’s Fears, Hopes, & Dreams, and Creative Storytelling.

Strand 2: Writing Concepts Concept 1 Ideas and Content Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Grade 5 PO 1. Express ideas that are clear and directly related to the topic.

PO 2. Provide content and selected details that are well-suited to audience and purpose.

PO 3. Use relevant details to provide adequate support for the ideas.

Grade 6 PO 1. Use clear, focused ideas and details to support the topic.

PO 2. Provide content and selected details that are well suited to audience and purpose.

PO 3. Develop a sufficient explanation or exploration of the topic.

PO 4. Include ideas and details that show original perspective.

Grade 7 PO 1. Use clear, focused ideas and details to support the topic.

PO 2. Provide content and selected details that are well-suited to audience and purpose.

PO 3. Develop a sufficient explanation or exploration of the topic.

PO 4. Include ideas and details that show original perspective.

Grade 8 PO 1. Use clear, focused ideas and details to support the topic.

PO 2. Provide content and selected details that are well-suited to audience and purpose.

PO 3. Develop a sufficient explanation or exploration of the topic.

PO 4. Include ideas and details that show original perspective.

High School PO 1. Maintain a clear, narrow focus to support the topic.

PO 3. Provide sufficient, relevant and carefully selected details for support.

PO 5. Include ideas and details that show original perspective and insights.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, Blindfold Drawing and Creative Storytelling.

Writing Standards cont.

Strand 2: Writing Concepts cont.

Concept 2 Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together Grade 6 PO 3. Place details appropriately to support the main idea.

Grade 7 PO 3. Place details appropriately to support the main idea.

Grade 8 PO 3. Place details appropriately to support the main idea High School PO 3. Place details appropriately to support the main idea Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, Blindfold Drawing, and Creative Storytelling.

Concept 3 Voice Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Grade 5 PO1. Show awareness of the audience through word choice and style.

PO 2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and mode.

PO 3. Use language appropriate for topic and purpose.

Grade 6 PO 1. Show awareness of the audience through word choice and style.

PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing.

PO 3. Use language appropriate for the topic and purpose.

PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose.

Grade 7 PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.

PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing.

PO 3. Use language appropriate for the topic and purpose.

PO 4. Choose appropriate voice (e.g., formal, informal, academic discourse) for the audience and purpose.

Writing Standards cont.

Strand 2: Writing Concepts cont.

Concept 3 Voice cont.

Grade 8 PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.

PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing.

PO 3. Use language appropriate for the topic and purpose PO 4. Choose appropriate voice (e.g., formal, informal, academic discourse) for the audience and purpose.

High School PO 1. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.

PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

PO 3. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.

PO 4. Use engaging and expressive language that shows a commitment to the topic.

PO 5. Use language appropriate to purpose, topic, and audience.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, Blindfold Drawing,Yes/No, and Creative Storytelling.

Concept 4 Word Choice Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Grade 5 PO 1. Use a variety of specific and accurate words that effectively convey the intended message.

PO 2. Use descriptive words and phrases that energize the writing.

PO 3. Apply vocabulary and/or terminology appropriate to the type of writing.

PO 4. Use literal and figurative language where appropriate to purpose.

(See R05-S1C4-03, -04) Grade 6 PO 1. Use accurate, specific, powerful words that effectively convey the intended message PO 3. Use vocabulary that is original, varied, and natural.

PO 4. Use literal and figurative language where appropriate to purpose.

(See R06-S1C4-04) Grade 7 PO 1. Use accurate, specific, powerful words that effectively convey the intended message PO 3. Use vocabulary that is original, varied, and natural.

PO 4. Use literal and figurative language where appropriate to purpose.

(See R07-S1C4-04)

Writing Standards cont.

Strand 2: Writing Concepts cont.

Concept 4 Word Choice cont.

Grade 8 PO 1. Use accurate, specific, powerful words that effectively convey the intended message.

PO 3. Use vocabulary that is original, varied, and natural.

PO 4. Use literal and figurative language when appropriate to purpose.

(See R08-S1C4-04) High School PO 1. Use accurate, specific, powerful words and phrases that effectively convey the intended message PO 2. Use vocabulary that is original, varied, and natural.

PO 3. Use words that evoke clear images.

PO 4. Use literal and figurative language intentionally when appropriate.

(See R09-S2C1-02, R10-S2C1-02, R11-S2C1-02, R12-S2C1-02)

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, Drawing One’s Fears, Hopes, & Dreams, and Creative Storytelling.

Strand 3: Writing Applications Concept 1: Expressive Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces.

Writing may be based on real or imagined events.

Grade 5 PO 1. Write a narrative based on imagined or real events, observations, or memories that includes: a. characters b. setting c. plot d. sensory details e. clear language f. logical sequence of events Grade 6 PO 1. Write a narrative that includes: a. an engaging plot based on imagined or real ideas, observations, or memories of an event or experience b. effectively developed characters c. a clearly described setting d. dialogue, as appropriate e. figurative language, or descriptive words and phrases to enhance style and tone

Writing Standards cont.

Strand 3: Writing Applications cont.

Concept 1: Expressive cont.

Grade 7 PO 1. Write a narrative that includes: a. an engaging plot based on imagined or real ideas, observations, or memories of an event or experience b. effectively developed characters c. a clearly described setting d. dialogue, as appropriate e. figurative language, or descriptive words and phrases to enhance style and tone Grade 8 PO 1. Write a narrative that includes: a. an engaging plot based on imagined or real ideas, observations, or memories of an event or experience b. effectively developed characters c. a clearly described setting d. dialogue, as appropriate e. figurative language, or descriptive words and phrases to enhance style and tone Grade 9 PO 1. Write a personal narrative that: a. describes a sequence of events, focusing on one incident experienced by the author b. sets scenes and incidents in specific times and places c. describes with specific details the sights, sounds, and smells of the scenes d. uses figurative language (e.g., simile, metaphor, personification) Example: Write an autobiographical account of a time when you had to make an important decision.

Grade 10 PO 1. Write a reflective personal narrative that: a. describes a sequence of events, communicating the significance of the events to the audience b. sets scenes and incidents in specific times and places c. describes with specific details the sights, sounds, and smells of the scenes d. describes with specific details the actions, movements, gestures, and feelings of the characters e. uses interior monologue f. uses figurative language (e.g., simile, metaphor, personification) Example: Select a quotation that is particularly meaningful to you. Explain the significance of the quotation to your life.

Grade 11 PO 1. Write in a variety of expressive forms (e.g. poetry, short story, drama) that: a. use voice and style appropriate to audience and purpose b. organize ideas in writing to ensure coherence, logical progression, and support c. employ literary devices (e.g., irony, conceit, foreshadowing, symbolism) to enhance style and voice

Writing Standards cont.

Strand 3: Writing Applications cont.

Concept 1: Expressive cont.

Grade 12 PO 1. Write in a variety of expressive forms (e.g. poetry, fiction, autobiography, narrative, drama) that: a. use voice and style appropriate to audience and purpose b. organize ideas in writing to ensure coherence, logical progression, and support c. employ literary devices (e.g., irony, conceit, flashback, foreshadowing, symbolism, allusion) to enhance style and voice Example: After reading from Geoffrey Chaucer’s The Canterbury Tales, write your own version of a traveler’s tale.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, Drawing One’s Fears, Hopes, & Dreams, Blindfold Drawing, Color Activity, Collective Painting.

Concept 2 Expository Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

Grade 5 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.

Grade 6 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.

Grade 7 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.

Grade 8 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignment, Pre and Post Surveys, and Who AM I?.

Reading Standards Strand 1: Reading Process Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.

Concept 4 Vocabulary Acquire and use new vocabulary in relevant contexts.

Grade 5 PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words.

PO 2. Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings (e.g., hatch, arm, boot).

PO 3. Determine the difference between figurative language and literal language.

PO 4. Determine the meaning of figurative language, including similes, personification, and idioms.

Grade 6 PO 2. Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).

PO 3. Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).

PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.

Grade 7 PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).

PO 3. Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).

PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.

Grade 8 PO 2. Use context to identify the intended meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).

PO 3. Use context to identify the meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).

PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, idioms, hyperbole, and technical language.

High School PO 2. Infer word meanings from context (e.g., definition, example, restatement, comparison/contrast, cause/effect).

PO 3. Determine how the meaning of the text is affected by the writer’s word choice (e.g., literal vs. figurative language, idioms, adages).

PO 4. Identify the meaning of metaphors based on common literary allusions.

PO 5. Determine the meanings, pronunciations, contextually appropriate synonyms and antonyms, replacement words and phrases, etymologies, and correct spellings of words by using resources such as general and specialized dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.

Workshop Activities: Group Reflection Activities, Third Eye, Seeing Beyond, Drawing One’s Fears, Hopes, & Dreams, and Collective Painting.

Reading Standards cont.

Strand 1: Reading Process cont.

Concept 6 Comprehension Strategies Employ strategies to comprehend text.

Grade 5 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

PO 2. Confirm predictions about text for accuracy.

PO 3. Generate clarifying questions in order to comprehend text.

PO 4. Use graphic organizers in order to clarify the meaning of the text.

PO 5. Connect information and events in text to experience and to related text and sources.

Grade 6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

PO 2. Confirm predictions about text for accuracy.

PO 3. Generate clarifying questions in order to comprehend text.

PO 4. Use graphic organizers in order to clarify the meaning of the text.

PO 5. Connect information and events in text to experience and to related text and sources.

Grade 7 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

PO 2. Confirm predictions about text for accuracy.

PO 3. Generate clarifying questions in order to comprehend text.

PO 4. Use graphic organizers in order to clarify the meaning of the text.

PO 5. Connect information and events in text to experience and to related text and sources.

Grade 8 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

PO 2. Confirm predictions about text for accuracy.

PO 3. Generate clarifying questions in order to comprehend text.

PO 4. Use graphic organizers in order to clarify the meaning of the text.

PO 5. Connect information and events in text to experience and to related text and sources.

High School PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

PO 2. Generate clarifying questions in order to comprehend text.

PO 3. Use graphic organizers in order to clarify the meaning of the text.

PO 4. Connect information and events in text to experience and to related text and sources.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Who AM I?, and Drawing One’s Fears, Hopes, & Dreams.

Reading Standards cont.

Strand 2: Comprehending Literary Text Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature Grade 7 PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters.

Grade 8 PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters.

High School PO 1. Analyze the author’s use of literary elements:  theme (moral, lesson, meaning, message, view or comment on life),  point of view (e.g., first vs. third, limited vs. omniscient),  characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),  setting (time of day or year, historical period, place, situation), and  plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).

PO 2. Analyze the author’s use of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection.

PO 4. Identify how an author's choice of words and imagery sets the tone and advances the work's theme.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Who AM I?, Seeing Beyond, Blindfold Drawing, Color, Scribble, and Collective Painting.

Strand 3: Comprehending Informational Text Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day to day experiences.

Concept 1 Expository Text Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

Grade 6 PO 1. Restate the main idea (explicit or implicit) and supporting details in expository text.

PO 2. Summarize the main idea and critical details of expository text, maintaining chronological or logical order.

Grade 7 PO 1. Restate the main idea (explicit or implicit) and supporting details in expository text.

PO 2. Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.

Reading Standards cont.

Strand 3: Comprehending Informational Text cont.

Grade 8 PO 1. Restate the main idea (explicit or implicit) and supporting details in expository text.

PO 2. Summarize the main idea (stated or implied) and critical details of expository text, maintaining chronological, sequential, or logical order.

High School PO 7. Make relevant inferences by synthesizing concepts and ideas from a single reading selection.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, and Third Eye.

Concept 2 Functional Text Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

Grade 6 PO 1. Use information from text and text features to determine the sequence of activities needed to carry out a procedure.

PO 2. Identify the text features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text.

PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).

Grade 7 PO 1. Use information from text and text features to determine the sequence of activities needed to carry out a procedure.

PO 2. Determine what information (e.g., steps in directions, legend, supplies needed, illustrations, diagram, sequence) is missing in functional text.

PO 3. Interpret details from a variety of functional text (e.g., warranties, product information, technical manuals, instructional manuals, consumer safety publications) for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions) Grade 8 PO 1. Use information from text and text features to determine the sequence of activities needed to carry out a procedure.

PO 2. Determine what information (e.g., steps in directions, legend, supplies needed, illustrations, diagram, sequence) is extraneous in functional text.

PO 3. Interpret details from a variety of functional text (e.g., warranties, product information, technical manuals, instructional manuals, consumer safety publications) for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions.

PO 4. Evaluate the adequacy of details and facts from functional text to achieve a specific purpose.

High School PO 1. Synthesize information from multiple sources (e.g., texts, maps, illustrations, workplace documents, schematic diagrams) to solve a problem.

PO 2. Synthesize information from multiple sources (e.g., texts, maps, illustrations, workplace documents, schematic diagrams) to draw conclusions.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Who AM I?, and Creative Storytelling.

Reading Standards cont.

Strand 3: Comprehending Informational Text cont.

Concept 3 Persuasive Text Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.

Grade 6 PO 2. Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object.

Grade 7 PO 2. Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object.

High School PO 1. Identify the central argument and its elements (e.g., argument by cause and effect, analogy, authority, emotion, logic) in persuasive text.

PO 2. Evaluate the appropriateness of an author’s word choice for an intended audience.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Seeing Beyond, and Yes/No.

Social Studies Standards Strand 3: Civics/Government Concept 4: Rights, Responsibilities, and Roles of Citizenship The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation’s history.

Grade 5 PO 1. Describe ways an individual can contribute to a school or community.

Grade 6 PO 1. Describe ways an individual can contribute to a school or community.

Grade 7 PO 1. Describe the benefits of community service.

Grade 8 PO 1. Describe the benefits of community service.

High School PO 4. Demonstrate the skills and knowledge (e.g., group problem solving, public speaking, petitioning and protesting) needed to accomplish public purposes.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Who AM I?, Through the Hoops, Drawing One’s Fears, Hopes, & Dreams, andCollective Painting.

Strand 4: Geography Concept 4 Human Systems Human culture, their nature, and distribution affect societies and the earth.

Grade 5 PO 5. Identify cultural norms that influence different social, political, and economic activities of men and women.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Ball Activity, and Who AM I?

Science Standards Strand 1: Inquiry Process Concept 3: Analysis and Conclusions Analyze and interpret data to explain correlations and results; formulate questions Grade 6 PO 6. Formulate new questions based on the results of a completed investigation .

Grade 7 PO 7. Formulate new questions based on the results of a previous investigation.

Grade 8 PO 8. Formulate new questions based on the results of a previous investigation.

High School PO 4. Demonstrate the skills and knowledge (e.g., group problem solving, public speaking, petitioning and protesting) needed to accomplish public purposes.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Who AM I?, and Seeing Beyond.

Strand 4: Geography Concept 4 Human Systems Human culture, their nature, and distribution affect societies and the earth.

Grade 5 PO 5. Identify cultural norms that influence different social, political, and economic activities of men and women.

Workshop Activities: Group Reflection Activities, Individual Reflective Take Away Assignments, Who AM I?, and Ball Activity.

Strand 5: Physical Science Concept 1: Structure and Properties of Matter Understand physical, chemical, and atomic properties of matter.

High School PO 1. Describe substances based on their physical properties.

PO 2. Describe substances based on their chemical properties.

Workshop Activities: Seeing Beyond.

Science Standards cont.

Strand 6: Earth and Space Science Concept 1: Structure of the Earth Describe the composition and interactions between the structure of the Earth and its atmosphere.

Grade 7 PO 1. Classify rocks and minerals by the following observable properties:  grain  color  texture  hardness

Concept 3: Earth in the Solar System Understand the relationships of the Earth and other objects in the solar system.

Grade 5 PO 2. Describe the distinguishing characteristics of the known planets in the solar system.

Workshop Activities: Seeing Beyond, Blindfold Drawing, and Drawing One’s Fears, Hopes, & Dreams.

Inspiring & empowering kids with the tools to make better life choices . . .

Research is property of Release the Fear Incorporated

~

www.releasethefear.org