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Home My WebLink About841269.tiff n RESOLUTION RE: APPROVAL OF WELD COUNTY TO SPONSOR WELD COUNTY SCHOOL DIS- TRICT #6 IN THEIR APPLICATION FOR A DELINQUENCY PREVENTION GRANT AND AUTHORIZATION FOR CHAIRMAN PRO-TEM TO SIGN WHEREAS, the Board of County Commissioners of Weld County, Colorado, pursuant to Colorado statute and the Weld County Home Rule Charter, is vested with the authority of administering the affairs of Weld County, Colorado, and WHEREAS, Federal funds are now available from the Division of Criminal Justice concerning juveniles, and WHEREAS , Weld County School District #6 desires to submit an application for said Federal funds to be used to aid in the prevention of juvenile delinquency in Weld County, and WHEREAS, said application must be filed by a local govern- mental entity and School District #6 has requested that Weld County, Colorado act as its sponsor in submitting said grant application, a copy of which is attached hereto and incorporated herein by reference, and WHEREAS , after due consideration, the Board deems it appro- priate that Weld County sponsor School District #6 in submitting said grant application, and WHEREAS, no County monies will be required for this project. NOW, THEREFORE, BE IT RESOLVED by the Board of County Com- missioners of Weld County, Colorado that the request that Weld County, Colorado act as sponsor for Weld County School District #6 in submitting a grant application for Delinquency Prevention Grant, with no County monies being used for this project, be, and hereby is, approved. BE IT FURTHER RESOLVED by the Board that the Chairman Pro- Tem be, and hereby is , authorized to sign said grant application. 7 r,�,41 , - 841269 /,///C siv 7 riN Page 2 RE: SPONSOR SCHOOL DIST. #6 - DELINQUENCY PREVENTION GRANT The above and foregoing Resolution was, on motion duly made and seconded, adopted by the following vote on the 2nd day of May, A.D. , 1984. BOARD OF COUNTY COMMISSIONERS ATTEST: a__ yt WELD COUNTY, COLORADO ylvWeld County Clerk and Recorder EXCUSED and Clerk to the Board ) Norman Carlson, Chairman BY• c C�_ c"v . \ ru / se D putt' County Cl Clerk J cq line o' nson, Pro-Tem APPROVED AS TO FORM: EXCUSED Gene R. Brantner EXCUSED DATE OF SIGNING - AYE County Attorne Chuck Carlson W!/ c J 7 )).7p-4Xeu. J T. Martin 050784 DC.1 Form S n n State of Colorado Division of Criminal Justice APPLICATION FOR OJJOP FUNDS 419 State Centennial Building Page 1 D ,Colorado 80203 I^`\ 1. Date Submitted for A-SS Review tp State CI ear Ingnousef Division of Local knee.Application is hereby made for a grant State.Sac 1: under Section 301 of the Omnibus Crime Control Act of 1968(Public Law 90.3511, as amended, in the amount and for the • purposes set forth in this application. LEAVE BLANK FOR DIVISION OP CRIMINAL JUSTICE USE ONLY. DCJ PROJECT NO. 7. DCI Central Number E. Data Officially Received: 9. Oats of Review by Stag Council an 10. Council Actiom Criminal Junior: ❑ Aooreved, C Denied 11. A,noanef Punch Afeeroed: °tuation of Project: to 12. Signature of Authorization: • • Director.Division of Criminal Justice 13. Short Title of Project:(Do not exceed tarty cnarac en.) Weld Delinquency Prevention 14. Type of Application:(Cheek OM7 tY Original ❑ Continuation of Grant Numbest): ❑ Supplemental to Grant Number: 15. Comprehensive Plan Under Whim Proposal Is Submitted: Juvenile Well nq u en c 1' YXJf7rY'1kWsX nVYstrailaf K7 Juvenile Justice 1984-85 Year Pe p. man,Area 15. conetionat Oisift: 4th 17. Project Duration: 12 Months 19. Federal Aid Repeat:S 39,920.00 fast 19. State Agar .Local 20. Project Director Co Person: Agency: Weld �'ounty cflool Dist. #6 wen.: Kaay en`to"`t1i Street: 811 Fifteenth St. 11t1•: Special Programs Administrator citv.State.zio: Greeley. CO. 80631 Agency: t ]d County School District r6 Telephone: i 303 ) 352-1543 Street: 011 Fifteenth St. C.tv.state.itp: Greeley, CO. 80631 Telephone:I 3031 3 52-154 3 21. Financial Officer. 22. Authorized Goverment Official: Name: Mel Foxhoven Name: Jackie Johnson Title: Director of Finanre Tide, Weld County Commissioner Agency: Weld County School Dist. #6 Agency: Weld County Government street: 811 Fifteenth St. street: 915 10th Citv.Sub,zia: Greeley CO R0631 aw.State.Zlp: Greeley. CO 80631 • Telephone:I 303 ) Teleonone: I 303 ) 356-4000 THE APPLICANT, through the following signatories,understands and agrees that any grant received through the Division of Criminal Justice as a result of this project proposal shall be subject to and incorporate the statements made herein. 'The signatories certify War we have read instructional items?0.21 and 22.and are fully cognizant of our duties and responsibilities for;h;s project"II 23. Project Director: Date (Signature) 24. Financial Officer: Date (Signature) \tore... 25. Au[Mrited Goomm e\ Cfliebl: tate ICnifYfH d'es, n DCJ Form 5 J Sate of Colorado I APPLICATION FOR OJJOP FUNDS Division of Criminal Justice Page 3 PROJECT TITLE: Weld Delinquency Prevention X FIRST YEAR CONTINUATION OF GRANT(S) NUMBER: II, SPONSG OFGOVEING UNIT IMPLEWeld County Commissioner AGENCY: County School Dist. #6 OF GOVERNMENT: AGENCY: 27. Project Summary:(See Instructions) NOTE:For a continuation application,provide a summary of progress toward accomplishment of project goals and objectives. There is a significant increase in numbers of juvenile offenders at age 10 and continuing through age 17. • The goals and objectives of our program are to decrease absenteeism, improve school achievement and attitude, thereby increasing the bonding of the student to the school . We will use the Keys to Excellence for Youth TM published by the Pacific Institute in Seattle, Washington. Students will view video tape modules followed by interactive discussion facilitated by persons trained to facilitate• these groups. Parents will be involved in a concurrent program facilitated by school social workers. Weld_ County School District 6 will operate the project. The project will employ 1 person part-time and will contract for consultant service from 3 persons. Three additional persons Will be funded by the school district. The project will be located in Greeley, Weld County, Colorado. The project will serve 6th and 7th graders in the four middle schools in our district. 28. Budget Summary and Source of Funds: a. Personnel land Fringe Benefits) 5 3,546.00 h. Total Percent by Source: I w b. Supplies and Operating 18,560.00 Federal Funds S 39,976.00 . 100 a, e. Travel 8,519.00 Subgrantee Match a % d. Equipment 4.796.00 i axxJ(XX - o Ysd(d(X `JXXQ,yty<YX� Other(List:) � I f. Professional Services 4,500.00 ro g. TOTAL: 522.1.215.41._. ; TOTAL: S 39,976.00 , 100 3 1 r1 r•Nj DCJ Form 5 4 State of Colorado APPLICATION FOR OJJOP FUNDS Division of Criminal Justice Page 4 29. Detailed Project Budget: Include the estimated cost of all resources needed to undertake the project. Round off ell figures to the nearest dollar.Show the total budget including federal funds,subgrantee match,buy-in and other funds. CATEGORY TOTAL TOTAL a. Personnel (Employees) U) Salaries(list each position with salary rate and percentage of time devoted) Trainer/Facilitator - I rail 20 %l 3,136.00 i Marilyn Minors • I /YR' % I /YRI %I I /YRI %I 1 /YRI %I Subtotal of Personnel I S 3,136.00 I (2) FICA, Retirement, Fringe.Benefits,etc. %I 410.on PFM�Mp Total Personnel Costs l$3.546.00 IS 3,546.00 b. Supplies and Other Operating Expenses (communications,reoroduction) • 4 Keys to Excellence TM Curriculum 3100.@ level 113,200.00 Pkg./400 4 Tuit. 775 (a/parent stir). 40 @ 35. office supplies' 5,360.00 Total Supplies and Cosratmg Expense 70 mo.postage 10.mo./ 4 '$ 18.560.00 $ 18,560.00 conf. registrations 125.@ e. Travel (itemize transportation and subsistence) • . Training:out-of-state; 4 pers. ;airfare 400.@ lodging' 3,668.UU I . • 7 days 50.per davfmeals 7 days 21 . ground transp. 20L Conferences: nut-of-state:3 pers. :airfare:airfare 400. l0 .I 2,751 .00 7 rimy co per ri meals 7 da. x 21 . ; ground trans.20.I 1 ,800.00. Meetings/Conf. in-state 4 pers. : mileage 500 x 4 t 300.00 /'-N rorairraveNcosts lndg 7 da x 32 Meals 7 x 18. In-distLS 8.519.00 IS 8,519.'00 mileage 5pers. 20 x 300 mi . d. Equipment(itemize) 4 Sony SL 5200 799 @ vtr. I 3,196.UU I 4 Sonv KV 1515 400 @ monitors I 1 ,600.00 I . Total Equipment Costs Is 4.796.00 Is 4,796:00 • XXXX KatxJeX'Af(X akXOtX MATCH • I I i I .0P+WI(Rli IRIV*71R'X FR R I S I S S f. Professional Services(itemize individuals and organizations) ' 9 social workers: Joe Manzanares & Rob Stern MSSW I 2.025.00 prngqram avaluatnr• Ann flhrntt MA I . 2-5i0 00 rota/Proresmonal Services Costs 's 4.555.00 s 4,555.00 g. TOTALPROJECTCOST S 39,976.00 ' h. Total Percent by Source 39,976.00 100 (1) Federal Funds 5 % 121 Subgrantee Match S a d, raxxzMXXafX $ d, (J) Other State Funds S - d, ' TOTAL S 100% rt. 30. Budget N ive: Explain and justify the project budget and relate the item budgeted to project activities (use continuation sheets). See attached 30.1 A. Personnel : f^ The trainer/facilitator is to be employed part-time and will be responsible for coordinating and training support personnel from the -- cooperating middle schools. Her yearly salary if $25,680.00 . She will provide 20% of her time to the project. The school district will $3,546.00 pay fringes (health, dental and life insurance) . The project will pay $410. Public Employees Retirement Association. The project director, Kay Fenton, the four school principals, and four learning facilitators at the middle schools will be provided for None by the school district. B. Supplies and Other Operating Expenditures: The school district will provide supplies, facilities, utilities, and secretarial services to the project. None Keys to Excellence for Youth TM consists of 11 units with 18 video modules for youth and 3 modules designed for parents. Because of the $12,800.00 recommendation to re-use video modules occasionally to review or re- teach a concept, we need to purchase 4 programs to enable each of the four middle schools to have a program. The price includes 1 day of facilitation from the Pacific Institute. This occurs early in the implementation to insure quality instruction. 4 x 3200. = $12,800.00. The evaluation package consists of 30 application guides, 2 facilitator manuals, 2 audio kits and 1 set of (38) transparencies. $400.00 Tuition for training in Seattle at the Pacific Institute is scheduled for the project director, the trainer/facilitator and the two implementing teachers. They, in turn, will provide on-site $3,100.00 training during the project year and in succeeding years to school personnel who are to be involved. Tuition is $775 each and consists of a week-long training in Seattle. The parent stipend will enable us to reimburse parents for time spent in and transportation to the parent group. This group will be $1 ,400.00 held during the evening hours and will be facilitated by (2) school social workers. It is felt that a small stipend will encourage parents to complete the total number of groups. We estimate 40 parents at $35 each. Office supplies include general items such as stationery, thermal $240.00 copies, paper and test protocols. Estimate is for $20 a month. Postage is estimated at $10 a month and includes postage for $120.00 600 mailings. Conference registrations will enable participation in the Juvenile Justice Convention or other appropriate conferences. $500.00 Registration is $125 per person for 4 persons. C. Travel : Trainina will take place in Seattle during the summer months of $1 ,600.00 1984. Airfare for 4 persons is estimated at $400 each. Lodging will be at a hotel as arranged by the Institute. We are $1 ,400.00 allowing $50 per person per night for 7 nights for 4 persons. Meals are allowed for 7 days at $21 a day for 4 persons . $588.00 Ground Transportation is estimated for airport parking and transportation to and from hotel in Seattle to be $20 per person for $80.00 r-N 4 persons. Travel also includes attendance at the National Juvenile Justice Conference. Costs are estimated at: $400 airfare for 3 persons; lodg- ing $50 per night for 7 nights for 3 persons; meals at $21 a day for $2,751 .00 7 days for 3 persons; around transportation at-12D—per person for 3 persons. 30.2 n In-state travel to meetings and conferences is estimated at: mileage of 500 miles at .20 a mile for 4 persons; lod in for 7 days $1 ,800.00 days at $32 per day for 4 persons; meals for 7 days at 18 a day for 4 persons. In-district mileage is estimated at 300 miles during 12 months at .20 a mile for the two teachers, the program evaluator, the trainer/ $300.00 facilitator and the project director. D. Equipment: Each middle school site (4) will have a video tape recorder and monitor for the project. The district standard for purchase is the Sony SL 5200 video recorder available to us at $799 each and the Sony $3,196.00 KV 1515 color mo in for ava lable at $400 each. $1 ,600.00 E. Professional Services: (2) school social workers will be hired as consultants to conduct parent groups in the evening. Parents of students in the project will be asked to participate in a concurrent evening group to provide home support for the school project. The parent groups will occur for the four middle schools for 6 weeks each meeting one night a week for 21 hours each session. In order to insure a good evaluation design, the $2,025.00 2 social workers will share responsibility and be present at all meet- ings. 2.5 hrs. x 16.87 = $42.18 per session, 42.18 x 6 sessions = $253.08 $253.08 x 4 middle schools = $1012.32 for each social worker. The school district will provide crisis service, if needed, to the identified students and parents. This service will be provided None by school social workers and school psychologists. A program evaluator, Ann 0brzut, will be contracted to provide $2,530.00 a detailed statistical evaluation of the program outcomes. She will spend 150 hours at 16.87 per hour. n ttDCJ Form 5 5 State of Colorado I APPLICATION FOR oJJ0P FUNDS Division of Criminal Justin I Page 5 feve\ 31. Multi-Jurisdictional Grantees:Are other agencies or local governments included as grantees? IF APPLICABLE No Ilf yes,please complete the following.Use continuation sheets if necessary.) STATE AGENCY IS)OR LOCAL CHIEF EXECUTIVE STATE AGENCYISI GOVERNMENT(SI PARTICIPATING OR LOCAL GOVERNMENT(S) a. MATCH:5 SIGNATURE/DATE: b. MATCH:9 SIGNATURE/DATE: C. MATCH:$ SIGNATURE/DATE: d MATCH:S SIGNATURE/OATE: The chief executive of the agencyls)or local govemmentlsl,by his signature hereby agrees,"there Is a raesonabie agreement and concurrence by local • Political subdivisions or units of government to participate in this project.This participation implies that said units of government may be willing ro contribute to this project." 32. Intent to Appropriate Cain Match: IF APPLICABLE ,Intends to appropriate the required cash match for this program in the amount of • (State Agency or Unit of Local Government, S ,upon approval of the program by the State Council on Criminal Justice. (Signature of Chief Executive) (Title Date) 33. Other Private or Public Agents Support:Have other private or public agencies been contacted for financial assistants on this project? Yes. No ill yes,identify and explain.) 34. Federal Support:Will other federal support be available 35. Federal Submissions: Have other federal agencies been contacted for any part of this project? for assistance on this or similar projects? Yes, —No(If yes,identify and explain:) Yes, —No(If yes,identify and indicate status:) 39. Certification of Non•Suppssnting:This section is intended to fulfill the requirement that federal funds Cannot supplant state Or local funds punts- ant to Section 303 Is t)of the Crime Control Act of 1973.The state or local authorizing official INamel hereby certifies for • (State Agency or Local Government—Page 1.Item 19) (Check One) a. That the grantee's expenditures ler law enforcement for the annual period are as great as for the preceding year plus the average annual increment in such expenditures for the past two,three, four or five veers (the length of the averaging period to be left to the grantee's cptionl;or b. Where the certification (a.) cannot be made and there ie a reduced Or unchanged local investment.then the grantee shall give an excitant- nation demonstrating that the grantee's reputed or unchanged commitment would have been necessitated even if federal financial support under Title I hap not been made available.Please define the explanation in the space below. f DG Form 5 8 State of Colorado APPLICATION FOR OJJCP FUNDS Division of Criminal Justice I Page 6 37. Budget Summary and Projections of Federal Monies: f I Prior Current i Budget Protect Year Successive I Successive I 1 Categories Phases I (See Page Si I Phase I Phase I TOTAL Personnel ;Salaries and Benefits) 3546.00 3900.00 0 Supplies and • other operating 1$,560.00 20,416.00 0 Expenses I .. 8519.00 9371 .00 0 Travel F I. ^ Equipment 4796.00 5276.00 0 / XXWtxr7+Yo'f xxx 1 Professional Services/ 4555.00 5010.00 0 k Consultants 1 I E II ' TOTAL 39,976.00 I 43,973.00 1 0 1^ I I I DCJ Form 5 7 Sate of Colorado APPLICATION FOR OJJOP FUNDS Division of Criminal Justice Page 7 rIN 38. Certification of Appropriation of Cash Match: Mate) IF APPLICABLE Division of Criminal Justice 419 State Centennial Building 1313 Sherman Street • Denver,Colorado 80203 Dear Sir: SUBJECT:Certification of Appropriation of Cash Match • • Please be advised that ,has appropriated new funds in the amount of S ,to match OJJOP funds for the project, number • • Execution of this document represents a certification that said funds have been earmarked within the appropriation of budget /'s process,which by state or local government law or practice, binds the state or local unit to use such funds for OJJOP purposes, or permits such uses and the funds are actually provided for such purposes. Sincerely, • (Signature) (Title) • • • DCJ Form 5 State of Colorado . APPLICATION FOR OJJOP FUNDS Division of Criminal Justice Page 8 39. A..9.5 Review: NON-STATE ASSISTANCE I.2 STATE IOENTIFIER }131 CARD TYPE; COLORADO ,CLEARINGHOUSE I.0.15320ATE RECD., 01 I la , 7.126 ...:_t APPLICANT 28;2 Weld County ILO. 73-ac ADDRESS 915 10th St. . Grprlay. COI 80631 CCNTAC1 PERSON&PHONE Kay Fenton, Protect Director (303) 3b2-Ib43, Ext. ibb PROJECT TITLE IS-8O 02 CIreld Delinouencv Prevention PROJECT OE I ION ' See attachment. • IMPAc'LOCATION uree I_ey"'--nT'6'----------I ASSISTANCE (FUNDS— IN-KIND — ETC.) g FEDERAL 1532{STATE 23.30 LOCAL GOVT. 3138.IOTHER 39A4ITOTAL 47 54 • _I $39,976.00 m 03 �_ - CAT 56.59 IRE PROGRAM AMOUNT 6TIT E 6067 ``'-- I $39,976.00 0JUDP A-NE ru- E. 8-RENEWAL —681 CAT 15.19 FED PROGRAM AM0uNT&TITLE 7330 C-REVISION L.--J A I 0-CONTINUATION 04 E-AUGMENTATION 2 F-NOTICE OF INTENT CAT 3135,FI PIS a AM—OrinTITLE Steil G-PRE APPLICATION { 3 —.—• __ .---� ' REVISION REQUESTED r 69^ m cAt ant'i•EDPROG.aAMAMOURT 6 TITLE 5567 A-INCREASE DOLLARS ' ' i a -DECREASE DOLLARS . �, I C-INCREASE DURATION , 70 ; U H IN LI 0-DECREASE DURATION .44 E -CANCELLATION ga- ; F -OTHER t.._1 FEDERAL AGENCY TO RECEIVE REQUEST ;STATE GRANTOR IIF APPLICABLE) I.• REQUIRED MATCHING PERCENTAGES STARTING DATE LI FEDERAL. 15.17 STATE 18.201LOCAL 2123 YEAR 4243 MCNTHAA.A5.0AY 44 47 t OS FIRST YEAR -$39,976.00 a ----- .--'^-...FEDERAL 2t26'STATE " - 2739iLCCAL .--.10.IT ENDING DATE SECOND YEAR '$43j973.00 i YEAR 4849MONTH50510AY 5253 ;FEDERAL 33-35 STATE 36.38iLGCAL 39-a1.INOIRECT COSTS 64-59 THIRD YEAR '. (— i ' • NOTICE.APPLICATION SUBMITTED TO: - 0vERHEASCi~STS --Mt STATE LEVEL: • REGIONAL'METROPOLITAN CLEARINGHOUSES): .5oLLAR MATCH 6673 1- i 2_ ,IN•KIND MATCH --" ' - Pair 3 . ._ IS ENVIRONMENTAL IMPACT INFO REQUIRED? YES ___NO __;TRUE AND COMPLETE TO THE 5EST OF.MY DATE OF APPLICATION TO GRANTOR KNOWLEDGE AND BELIEF IS PROJECT UNDER A.95 REQUIREMENTS' YES —NO — ' WILL ADDITIONAL EMPLOYEES BE NEEDED? YES ._NO Kay Fenton 4/30/84 HAVE MATCHING FUNDS BEEN APPROVED' YES ...—NO __.-I CERTiF`WIVG REPRESENTATIVE DATE. AUTO I REGION COUN TV CITY 23-33.CITY 3439 C:rY 40A5. U `.5 I. J ..)-i77 15 !1617,18.19 2021;1223 24252627 JRA7 4R-19 5051 c 06 I I em.o SE`+-DIStt010 S•auSE DUST 'YVaEOT.MERI --3RAnNTOR COOS OTn_ QF_C5`APH.`33c_- a 2 3 54.55 56 7-5 57 5359 60-61 6253 FUNOS 5769 170/2 7375 7675 u.10'J'•T' 4 64 66 r^ J EI :ICRU 15 al KE I *WORD 32 t56c I .VORD +9 oa Ka. ....., oa li 07 SOC-1 DEC. 76 rte. fl Problem Statement The Community Juvenile Justice Profile for January 1 , 1983 to December 31 , 1983, (see Appendix B) shows that 1 ,478 juveniles were referred to the District Attorney's office for person crimes, property crimes, incohate crimes, status offenses and a variety of other crimes. Of this number, 732 were in the middle school age group of 12-15 years of age. An interview with the juvenile administra- tor in that office indicates that these young people are characterized by poor school attendance, poor school achievement, poor attitude toward school , lack of self-esteem and an inability to cooperate with authority figures. These characteristics also describe a population known to us in the public schools in Greeley. These are the students who have not established a bond with the school or the community,-who are failing most or all classes and are being referred by us to the court for chronic absenteeism. As a result of our communica- tion with community agencies involved with these students, we see a need to intervene with a plan to decrease absenteeism, to improve achievement, to promote a positive attitude about school and thereby prevent- the pre-delinquent behavior that ultimately leads to involvement with the criminal justice system. This will benefit our school and community by improving the quality of life for our citizens, by decreasing time and monies spent on juvenile crime, and by helping us to provide a better quality education for students who are otherwise likely to be alienated from the school . We have previewed the curriculum offered through the Pacific Institute in Seattle, titled, Keys to Excellence for Youth TM. We included persons from various local law enforcement agencies in the preview process and we have their enthusiastic support for the materials. The program format will provide for viewing a video module. This is followed by a structured discussion and student interaction with facilitators and later peer interactive discussion. Parents will be asked to participate in a concurrent program of video module and discussion. These groups will be held in the evening and will provide a small stipend for those parents who complete all the sessions. Our population will be limited to the four middle schools. Since 75% of juvenile offenders are male (see Appendix B) , our target population will be all males. The ethnic origin of the groups will reflect the ethnic composition of the school . Minorities will not be represented to a greater extent in the group than they are represented in the individual school population. DCJ Forms State of Colorado APPLICATION FOR OJJOP FUNDS Division of Criminal Justin. Page 9a 40. Civil Rights Compliance: • DCJ FORM 15a DIVISION OF CRIMINAL JUSTICE CIVIL RIGHTS COMPLIANCE CERTIFICATE FOR.APPLICANTS REQUIRED TO POSSESS AN EQUAL EMPLOYMENT OPPORTUNITY PROGRAM subgrameeName: Weld County Government • Address: • P.O. Box 758 • Greeley, Colorado ProlectTitle: Weld Delinquency Prevention • May 1 , 1984 • (date) • Linda L. Perez and Jacqueline Johnson (person filing application),certify that n • Weld County Government (the criminal justice agency or other unit actually performing the grant activities.i.e.,implementing agency).has: 1. Fifty employees or more:and 2. Received S23.000 or more in OJJOP funds. • The implementing agency meets both the above criteria and has formulated an equal employment opportunity program for women which is either enclosed or currently on file with the Division of Criminal Justice. In addition,the implementing agency (does/does not) have: 3. A service population with a minority representation of three Certart or more. If so. that agency has formulated an equal employment opportunity program for both women and minorities which is either enclosed or currently on file at the Division of Criminal Justice. The undersigned hereby certifies that the above mentioned equal employment opportunity program is in compliance with LEAA regulations contained in 29 CFRR42.42.33001.subpart E. �gn morel \• a . ign. u e (SiAffirmative Action/Equal Employment Opportunity • Chair Pro /" Officer l�Ile! Title• Linda L. Perez Jacqueline Johnson (Name of EEO Officer) Name of County Commissioner eTh OCJ Form 5 9a State of Colorado APPLICATION FOR OJJOP FUNDS Division of Criminal Justice Page 9b 40. Civil Rights Compliance:continued - DCJ FORM 15b DIVISION OF CRIMINAL JUSTICE CIVIL RIGHTS COMPLIANCE CERTIFICATE FOR APPLICANTS NOT REQUIRED TO POSSESS AN EQUAL EMPLOYMENT OPPORTUNITY PROGRAM Subgrantee Name: Address: Project Title: (date) r• I (person filing application).certify that (the criminal justice agency or other unit actually performing the grant activities, i.e., implementing agency), is not required to possess an equal employment opportunity because: (Check One or Both) C There are fewer than 50 employees within the implementing agency:andlor C OJJOP subgrants to that agency total less than $25.000. Enclosed is a statement outlining the recruitment and selection procedures and criteria to be used in employing personnel funded through this grant. I i (Signature) (Title) en\ I ' n n 41 . Problem Statement The Community Juvenile Justice Profile (see appendix B ) for January 1 , 1983, to December 31 , 1984, shows that 1 ,478 juveniles were referred to the District Attorney's office for person crimes, property crimes, incohate crimes, status offenses and a variety of other crimes. Of this number, 732 were in the middle school age group of 12-15 years of age. An interview with the juvenile administra- torin that office indicates that these young people are characterized by poor school attendance, poor school achievement, poor attitude toward school , lack of self-esteem and an inability to cooperate with authority figures. These characteristics also describe a population known to us in the public schools in Greeley. These are the students who have not established a bond with the school or the community, who are failing most or all classes and are being referred by us to the court for chronic absenteeism. As a result of our communica- tion with community agencies involved with these students, we see a need to intervene with a plan to decrease absenteeism, to improve achievement, to promote a positive attitude about school and thereby prevent the pre-delinquent behavior that ultimately leads to involvement with the criminal justice system. This will benefit our school and community by improving the quality of life for our citizens, by decreasing time and monies spent on juvenile crime, and by helping us to provide a better quality education for students who are otherwise likely to be alienated from the school . We have previewed the curriculum offered through the Pacific Institute in Seattle, titled, Keys to Excellence for Youth TM. We included persons from various r.% local law enforcement agencies in the preview process and we have their enthusiastic support for the materials. The program format will provide for viewing a video module. This is followed by a structured discussion and student interaction with facilitators and later peer interactive discussion. Parents will be asked to participate in a concurrent program of video module and discussion. These groups will be held in the evening and will provide a small stipend for those parents who complete all the sessions. Our population will be limited to the four middle schools. Since 75% of juvenile offenders are male (see appendix B ) , our target population will be all males. The ethnic origin of the groups will reflect the ethnic composition of the school . Minorities will not be represented to a greater extent in the group than they are represented in the individual school population. 42. Project Goals and Objectives: The objectives of the Weld Delinquency Prevention Project are: 1 . To identify target population to be served. 2. To train project staff in the implementation of Keys to Excellence for Youth TM. 3. To establish a parent participation group to facilitate school and family communication and interaction. 4. To utilize a small group instructional format in order to provide opportunities for increased student/teacher bonding. 5. To provide effective teaching through the implementation of success based instructional programming. 6. To ensure a cooperative educational environment which encourages team learning and peer support. 7. To improve student performance and increase achievement in basic academic skill areas. 8. To develop socially acceptable behavior and appropriate student/teacher relation- ships. /- 9. To increase student commitment to education and school involvement. 10. To develop positive student attitude and self-concept. 11 . To implement a program to educate students in their legal rights and responsi- bilities. 12. To disseminate information and provide training to other agencies. { ! n 43. \ Project Description and Work Plan: Objective #1 : To identify target population to be served. The project staff will review school records and interview school principals to determine the pre-delinquent students to be served. Objective #2: To train project staff in the implementation of Keys to Excellence for Youth TM. We will send the Project Director, the Trainer/Facilitator, and the two implemen- ting teachers to Seattle for a week-long training session. These persons will be certified to implement the program with youth populations and to train other adults to be implementors so that we can increase the use of the program in the school and community. Objective #3: To establish a parent participation group to facilitate school and family communication and interaction. The parent(s) of each identified student will be asked to attend 6 two-and-one- half-hour sessions in the evening. The sessions will be facilitated by (2) school social workers, Joseph Manzanares and Robert Stern. Parent interaction with other parents and the facilitators will be encouraged. One social worker is bilingual in English/Spanish and can translate, if necessary. Parents will be instructed in the same concepts as their children are receiving in the school program. Those parents who complete all 6 sessions will receive a $35 stipend upon completion. The teachers, Dr. Barbara Fowler and Renee Jaccaud, will attend the initial parent session to introduce themselves, answer questions and f/-` establish a plan for home/school communication. Objective #4: To utilize a small group instructional format in order to provide opportunities for increased student/teacher bonding. The number of participants in each group will be limited to 10. The professional qualifications and personal characteristics of the teachers , Dr. Barbara Fowler and Renee Jaccaud, have proven to promote strong, positive relationships with behaviorally disordered students assigned to them in District #6. Objective #5: To provide effective teaching through the implementation of success based instructional programming. The implementing teachers are trained and practice the educational strategies of Madelyn Hunter. These "success based" techniques are research backed and will be used in each group. Objective #6: To ensure a cooperative educational environment which encourages team learning and peer support. The groups will number only ten students during instructional time. This low teacher/pupil ratio will encourage team learning and encourage peer support. Objective #7: To improve student performance and increase achievement in basic academic skill areas. In addition to the time spent in the Keys to Excellence for Youth TM group, �.� target students will be scheduled in for a tutorial session with the facilita- tors to address their academic needs. n 43. Project Description and Work Plan: Objective #8: To develop socially acceptable behavior and appropriate student/ teacher relationships. Keys to Excellence for Youth TM provides within it, content for the formation and acquisition of the tools necessary to initiate and maintain appropriate relationships at school . It reinforces personal accountability leading to objectives, rational decision-making. We believe strongly that the identified students want to behave appropriately, but as a result of the inability to make rational decisions, they become alienated from teachers and many peers. Objective #9: To increase student commitment to education and school involvement. When basic skills are improved, achievement improves. When achievement improves, attendance improves. The tutorial session will address these needs. When students have the skills to make rational decisions for themselves, they become involved with school governance. The Keys to Excellence for Youth TM program will teach these critical decision-making skills. Objective #10: To develop positive student attitude and self-concept. Students will be taught how people think and process information on the con- scious and subconscious levels. They will be taught how self-talk controls performance levels and instructed how to change a negative self-talk cycle into one that provides positive power. Students will be given guides for goal-setting. They will be instructed in how to make positive affirmations and visualizations about themselves. By teaching them the tools for change and /` helping them practice using these tools, they will be able to begin to change negative habits and attitudes and move toward successful goal accomplishment. It is our hypothesis that this will dramatically improve self-concept in a significant number of the identified students. Objective #11 : To implement a program to educate students in their legal rights and responsibilities. We will use "You and the Law," a paperback book written by a juvenile court judge, to apprise students of their rights and responsibilities in our judicial system. Objective #12: To disseminate information and provide training to other agencies. The project staff will provide a detailed account of the project to interested persons or agencies. We will offer training in the use of the program whenever feasible to do so. n eTh 43. Work Plan: Calendar Months Person(s) or to be Spent Working Objective Position(s) on Each Task or Responsible Activity #1 - To identify target population to be served Task 1 : to review attendance Project Director August records, grade reports, CTBS Trainer Facilitator achievement test scores. Teachers Task 2: to interview princi- Project Director August pals and learning facilita- Trainer/Facilitator tors re: disciplinary Teachers referrals. Task 3: to notify students & Project Director August-September parents of selection and Social Workers obtain permission. Teachers #2 - To train project staff in the implementation of Keys to Excellence for Youth TM. Task 1 : to participate in Project Director June-August training to implement Keys Trainer/Facilitator to Excellence for Youth TM. Teachers r-` Task 2: to train support Project Director August-Septmeber persons in program implemen- Trainer/Facilitator tation Teachers #3 - To establish a parent participation group to facilitate school and family communication and interaction. Task 1 : to invite and meet Project Director September with parents to ask for their Trainer/Facilitator participation. Teachers, Social Workers Evaluator #4 - To utilize a small group instructional format in order to provide opportunities for increased student/teacher bonding. Task 1 : assign 10 students to Project Director September each of 4 experimental groups Evaluator and 10 students to each of 4 control groups. Task 2: to design the time Project Director August table for administration Evaluator of evaluation measures. I #5 - To provide effective teaching through the implementation of success based instructional programming. d^ Task 1 : to conduct clinical Project Director September-November observations of teachers (2) Trainer/Facilitator February-May to ascertain ability to use essential elements of teaching a lesson. 43. n Work Plan: Calendar Months - Person(s) or to be Spent Working Objective Position(s) on Each Task or Responsible Activity #6 - To ensure a cooperative educational environment which encourages team learning and peer support. Task 1 : to check on attendance, Project Director October grades and disciplinary Teachers December-February referrals for experimental April-June and control students. #7 - To improve student performance and increase achievement in basic academic skill areas. Task 1 : to schedule experi- Project Director August mental group students for 1 Principal period of tutorial help Teachers daily. Task 2: to assess instruction- Teachers September al levels of students in the area of reading and math and written language. #8 - To develop socially acceptable behavior and appropriate student/teacher relationships. tes,\ Task 1 : to measure student Evaluator September-January- attitude and behaviors. May #9 - To increase student commitment to education and school involvement. Task 1 : to teach concepts of Teachers September-October Keys to Excellence for Youth November-December- to identified students. January-February- March-April-May #10 - To develop positive student attitude and self-concept. Task 1 : to measure self- Evaluator September-January- concept of identified May students. Task 2: to teach concepts Teachers September-October- related to improving self- November-December- esteem. January-February- March-April-May #11 - To implement a program to educate students in their legal rights and responsibilities. Task 1 : to order necessary Project Director August copies of "You and the Law" Task 2: to teach concepts Teachers January-February contained in "You and the Law" r 43. ^ h Work Plan: Calendar Months Es"• Person(s) or to be Spent Working Objective Position(s) on Each Task or Responsible Activity #12 - To disseminate information and provide training to other agencies. Task 1 : to maintain ongoing Project Director August-September- data collection for the October-November- project. December-January- February-March-April May-June-July Task 2: to distribute program Project Director August-September- information and conduct Trainer/Facilitator October-November- training to interested Teachers December-January- persons. February-March-April May-June-July-August n pm P.M Weld County School District 6 provides quality education to young people in Greeley. The community has consistently given their approval and support to our administration when it has been necessary to solicit taxpayer support at the polls for increasing mill levies and construction of new facilities. Our fiscal policy has been one of conservatism in order to maintain a balanced budget and to be accountable to our constituents. We are interested in innovation when it is research-based. Currently, we are embarking on a long-range plan to implement success-based education practices in our schools. Madelyn Hunter, a noted authority in the field of education, provides on-site training to teachers and administrators . in preparation for fall implementation of these techniques. Our school board is active and supportive in the educational process. They maintain a high level of awareness of program development and spend considerable time with administrators and with personnel in the schools. The Special Programs Department directs all programs for the handicapped, supervises the program for gifted and talented, oversees the Chapter I and Migrant Education Programs. In addition, the Director of this department serves as atten- dance officer for the district. The project staff are all members of the Special Programs Department. Because of our long involvement with students who are not successful in school and as a result of our specialized training and experience working with parents, we are in an excellent position to address the needs of the high-risk students we will serve in this project. We are accustomed to accountability require- ments/"` and the use of behavioral objectives as they apply to the learning environment. In addition to the Project Director, a Trainer/Facilitator, an Evaluator, 2 teachers, and 2 school social workers, will be needed. Coordinator for Special Programs - Administration Kay Fenton has held this position since 1975. She has a BS from the University of Northern Colorado and an MS from the University of Kansas. She has worked in public school education in excess of 20 years and has been responsible for super- vision and evaluation of psychologists, social workers and teachers. She is responsible for budget preparation in the Special Programs Department under the direction of the Director. She is well acquainted with legal due process as it applies to students and parents. Staff and other Project Resources: Coordinator of Special Programs/Learning Resource Specialist This position is held by Marilyn Minors. She started with Weld County School District Six in 1980. She has had 16 years of public school experience in the field of special education with emphasis in the areas of emotional and/or behavioral disorders, severe learning disabilities and parent education. Mrs. Minors holds BS.Ed. and MS.Ed. degrees from the University of Kansas and has attained post graduate credit in special education administration. Coordinator of Special Programs/Program Evaluation r.. This position is held by Ann 0brzut. She has been employed by the Special Programs Department of School District Six for ten years. Ann coordinates the educational programs for handicapped students in the elementary and middle schools. In addition, she directs the research and evaluation of special education programs for the school district. Mrs. Obrzut is currently a doctoral candidate in Statistics at the University of Northern Colorado. She is a certified school psychologist and has a BA from the University of Wyoming and an MA from the University of N. Arizona. Social Worker This position is held by Robert Stern. He has been a school social worker for Weld County School District Six for one year. Prior to his affiliation with District Six, Rob has had four years of experience in the social services field in Madison, Wisconsin. He is particularly knowledgeable in the areas of family therapy, child protective services, and chemical dependency issues. Mr. Stern received his M.S.S.W. from the University of Wisconsin at Madison. Social Worker This position is held by Joseph Manzanares. Mr. Manzanares has been employed by Weld County School District Six for ten years. He is specifically interested in supporting the needs of educationally and/or environmentally disadvantaged youth. He has also worked as an advocate for the culturally different student. Mr. Joseph Manzanares participates as an active member of the Weld County Child Abuse and Intervention Team. In addition, he is on the editorial staff of the Journal of School Social Work. Mr. Manzanares is bilingual in English/Spanish. He received his M.S.S.W. from the University of Michigan. Special Education Teacher This position is held by Barbara Fowler. Barbara has been employed by Weld County School District Six for three years. Barbara has several years of public education experience. She is especially competent in academic remediation and designing and modifying materials to meet student needs. She has published numerous educational articles and books and has authored several computer programs for students which are commercially available. She has consulted with many school districts providing inservice training to staff. Ms. Fowler has an Ed.D. in Special Education from the University of Northern Colorado. Special Education Teacher This position is held by Renee Jaccaud. Renee has been employed by Weld County School District Six for 6 years. She has worked as an inservice trainer for the Colorado State Department of Education. Mrs. Jaccaud's expertise is in the area of counseling and advocating for emotional and behaviorally disordered adolescents. Mrs. Jaccaud has an M.A. in Special Education from the University of Northern Colorado. She is currently working towards certification in the area of Special Education Administration. n, ORGANIZATIONAL CHART Project Director Kay Fenton Evaluator Ann Obrzut Social Workers Trainer/Facilitator Teachers Joseph Manzanares Marilyn Minors Barbara Fowler Renee Jaccaud and Robert Stern n t1 Effects and Impact: The Weld Delinquency Prevention Project will impact positively on the identi- fied students, their parents, the school , local law enforcement agencies and the community. We expect to show: 1 . improved attendance at school as measured by a check of school attendance records at three intervals during the school year when compared to the control group. 2. improved grades and school achievement as measured by a check of report cards at each grading period and achievement test scores when compared to the control group. 3. improved self-esteem as measured by a self-concept inventory given three times during the school year when compared to the control group. 4. evidence of increased bonding with the school as measured by checks on disci- plinary referrals to the principal when compared to the control group. 5. evidence of increased ability to make rational decisions for behavior as measured by a check with the District Attorney's office to determine involve- ment with the justice system subsequent to the project intervention. In long-term planning, we hope to expand the program to our junior and senior high schools. We would hope to reach more students since the materials, equipment and personnel would be in place in each school and feel it will benefit young people on a broad scale. We intend to publicize the program to gain involvement of community groups to assist in tutoring and other volunteer services in the school . We will offer to train other school districts in Weld County as well as law enforcement personnel in Weld County, so that implementation may develop into a county-wide effort. A written summary of the project, from its inception to conclusion, will be completed so that other interested persons may utilize our experiment and techniques in dealing with prevention of delinquency in the public schools. -e1 44. Evaluation Design: a. Project Objectives 1) To identify target population to be served. 2) To train project staff in the implementation of Keys to Excellence for Youth TM. 3) To establish a parent participation group to facilitate school and family communication and interaction. 4) To utilize a small group instructional format in order to provide oppor- tunities for increased student/teacher bonding. 5) To provide effective teaching through the implementation of success based instructional programming. 6) To ensure a cooperative educational environment which encourages team learn- ing and peer support. 7) To improve student performance and increase achievement in basic academic skill areas. 8) To develop socially acceptable behavior and appropriate student/teacher relationships. 9) To increase student commitment to education and school involvement. 10) To develop positive student attitude and self-concept. 11) To implement a program to educate students in their legal rights and respon- sibilities. 12) To disseminate information and provide training to other agencies. b. Relationship of Project Objectives to State Program Objectives. The goals and objectives of the application were developed in accordance with the goals and objectives as stated in the 1984 Juvenile Justice and Delinquency Plan. c. Evaluation Measures 1 ) Effectiveness measures determine the impact of this project in our system. Measurements will be recorded at three equally spaced time intervals throughout the 1984-85 school year for both groups of students. Formalized instruments are exhibited in Appendix E. (a) Cumulative records will be reviewed to record attendance, disciplinary referrals and grades. This will address the effectiveness of objectives 1 , 2, 4, and 6. (b) Student's social-emotional functioning level will be with the Develop- mental Therapy Objective Rating Form. This measure takes a combined report from parent(s) and teacher(s) . In addition, the Burk's Behavior Rating Scale will be gathered on all students. These measures will tap the students' ability to function appropriately with peers and teachers. These measures will address objectives 3, 4, and 7. (c) Each student's feeling of positive self-regard will be assessed via the Tennessee Self-Concept Scale or Piers-Harris Children's Self-Concept Scale. This measure will address objective 7. (d) Each student's feeling of inclusion/exclusion and perception of teacher sensitivity will be measured via the Firo-B and Student Perception of As", Teacher Style. This measure will assess objectives 1 , 3 , 4, 5, and 6. 1 n 44. ) Parent participation and growth will be measured via attendance at l' parent meetings and general support of the school . They will be administered the Personal Orientation Inventory. This measure will address objective 9. 2) Efficiency Measures The teachers identified to participate in the project will be interviewed via the "Levels of Use Innovation: A framework for Analyzing Innovation Adoption" as developed by the Research and Development Center for Teacher Education, University of Texas. This will simultaneously assess implemen- tation of the project and on-going staff needs. This measure will address objectives 1 , 8, 9, 10, and 12. 3) The number of parents attending parent groups, the number of agencies receiving information regarding the project will be recorded to further establish program effectiveness. d. Data Needs Pre-delinquent male students will be identified at each of four middle schools on the basis of substandard school achievement, attendance, grades and adjust- ment to school rules (evidenced by disciplinary referrals) . Subjects will be randomly selected from this population, then to a treatment or control group. Ethnicity will be proportionally represented according to the individual school census data. Each group will consist of 15 students. No effort will be made to examine gender differences during the first implementation of the intervention project. All subjects will receive the evaluation measures representing their ('` level of functioning at three equally spaced time intervals (September, mid-Jan. , May) . This will provide a baseline for comparative purposes for each student in the control and experimental group. Data will be collected under the supervision of the program evaluator. Every effort will be made to ensure standardization of data collecting and interven- tion to eliminate potential biasing effects. An intake form recording demo- graphic data and the repeated measurements will be kept for each student. e. Method of Analysis An analysis of variance (ANOVA) with repeated measures will be conducted to examine group differences and potential interactions that may effect groups. A multiple regression will be conducted to examine variables that may effect or predict success. Success (criterion variable) in this instance will be defined as achievement gain and improved behavior rating. An analysis of co-variance will be conducted on the parent inventory to assess change. Descriptive data will be provided from measures collected in the project. n r'1 DCJ Form 5 State of Colorado APPLICATION FOR 0JJCP FUNDS Page 11 —CRITERIA FOR PROJECT Division of Criminal Justice ACCEPTANCE AND INSTRUCTIONS eaN 46. Criteria for Project Acceptance: The following are the criteria which the Division of Criminal Justice has established for formal acceptance of applications.This checklist should be filled out by the regional planner or state agency. These criteria • will be used by the Grant Administrator in formally accepting or rejecting project applications for review and ultimate con- sideration by the StateJuveni to Just ice Cowie';.The criteria is as follows: a. Original and proper signature is affixed. C Yes, C No b. All sections are complete. C Yes. C No c. .The Equal Employment Opportunity form is included. C Yes, ❑ No d. A local A-95 review has been initiated(applies to local proposals unless ❑ Yes. C No otherwise indicated). Date Initiated: e. The state A-95 SOC-1 form has been initiated (applies to all C Yes, C No applications). Date Initiated: • t. Intent to match is included. IF APPLICABLE C Yes. C No g. A control copy of the application is included. C Yes. ❑ No IXXXXfachriXXXXd(11XXOGraXif3EIM6163ti(UNDI3SXYdEXXIC I01XX XEXMXXXXXXtX XXXDff7UNE.XXrXIdf HtXIXiYd(dFltaSlia(XA iKY SMAYAMIXRGSttiliX QWrXiXa YX*XX:OHOLIANICETATeUXXAS$EGal6X • xxxXXXXXXXXX h. Project Synopsis _ Yes, Ho • The items below are for Division of Criminal Justice information and are not part of the acceptance criteria: j. Does this require an Environmental Impact Statement? If so, is it attached? ❑ Yes. C No It. Has the unit of government been convicted of violating the Clean Air and Water Pollution Act? - C Yes, C No I. Is there a need to check with the Historical Site Preservation agency? C Yes, C No in. Is there any relocation of people under the Relocation Assistance Policy Act? ❑ Yes, C No rx)00XXXXX:IAXOSXXJ( IKXX-)3(4t)(3XJdeS))C(rfaa(YiirKli eiPaCGOI aX0(til)41eXatYmxxxx XXXWXVMS n APPENDIX A ,-� LETTERS OF SUPPORT •c �d DEPARTMENT OF PROBATION SERVICES c Nineteenth Judicial District: Serving Weld County JOHN T. COPPOM, PH.D. Creel,Probation Services * * Weld County Courthouse, 9th Streetl9th Avenue LEE STEELE <41, : * Post Office Box C Greeley, Colorado 80632 Supervisor,Juvenile Division a Ta JERRY L.WOMMACK Supervisor,APO Division April 26 , 1984 Mr . Peter Simons Div. of Criminal Justice 419 State Centennial Bldg. 1313 Sherman Street Denver , Co 80203 Dear Mr . Simons : This office supports the grant application of School District 6 in their efforts to fund the Keys to Excellence To Success program. As a matter of fact , this office has review the program, and would like to participate in a cooperative effort with the School District in both being trained and conducting such a project . We encourage your office to review favorably the application for District 6 . ery Truly Yours, • John T. Coppom, Ph .D . Telephone: 356-4010, Ext. 581 Office flours: 8:(01 a.m. to 5:00 p.m. Monday through Friday Closed Holidays n pm Support letter to be submitted from Stan Peak, District Attorney. I pm r Support letter to be submitted from Judge Behrman, Weld County Court. APPENDIX B JUVENILE PROFILE PROBATION DEPARTMENT NINETEENTH JUDICIAL DISTRICT r e'N efts' JUVENILE PROFILE • PROBATION DEPARTMENT NINETEENTH JUDICIAL DISTRICT JANUARY 1, 1983 TO DECEMBER 31, 1983 PART I GROSS COMPLAINTS 1. JUVENILE OFFENDERS BY MONTH • Month Number January - 170 . February - 114 March - 129 April - • 126 May - 136 June - 106 July - 154 August - 119 September - B9 October - 148 November - 91 December - 96 TOTAL - 1,478 s ,.� em f 2. AGE NUMBER 4 1 5 3 6 9 7 14 g 13 9 30 10 52 11 • 69 12 102 13 , 183 • 14 209 15 238 16 272 17 254 18 10 19 2 20 1 Age Unknown 16 TOTAL: 1,478 • • 3. SEX_ Male 1,118 = 75.6% Female 360 = 24.4% TOTAL: 1,478 • 4. ETHNIC ORIGIN Anglo Male 593 Spanish Male 525 Anglo Female 175 Spanish Female 185 TOTAL: 768 = 52% TOTAL: 710 = 48% 5. REFERRING AGENCIES NUMBER Ault 17 Colorado State Patrol 2 Dacono 4 li Eaton 5 Erie 6 Evans 38 Firestone 6 Fort Lupton 45 Frederick 16 Gilcrest 1 Greeley Police Department 1,089 Johnstown 4 Kersey 3 elk LaSalle 9 Lochbuie 7 Milliken 9 Pierce 2 Platteville 14-- Transfer to Weld County 33 University of Northern Colorado-D.P.S. 8 Weld County Sheriff's Office 154 Windsor 16 TOTAL: J.1,478 6. OFFENSES . Person crimes Other Crimes • Assault 137 Abuse of Public Records 3 O Sexual Assault 29 Attempted Escape 4 Attempted Murder 1 Contempt of Court 2 Cruelty to Animals 4 ' , Criminal Impeosonation 5 Disorderly•Conduct 51 Harassment 52 Indecent Driving Violation 6 Exposure 2 False Reporting 5 Menacing 37 Obstructing a Police Fireworks Violation 24 • 5' Intro. of Contraband 1 Officer • Miscellaneous Crime 1 Reckless Endangerment 3 Littering 7 Robbery 7 Open Fire Violation 7 Vehicular Homicide 1 Possession of Explosives 3 TOTAL: 279 Possession of Weapons 17' Probation Violation 21 Property Crimes Resisting Arrest 8 Suspicious Activity 2 Arson 16 Violation of Park Hours 6 Burglary 137 TOTAL: 217 Criminal Extortion 2 Criminal Mischief 178 Criminal Trespass 138 Forgery & Fraud 16 Motor Vehicle Theft 58 Possession of Burglary Tools 5 Theft 623 TOTAL: 1,173 Incohate Crimes Accessory to Crime 8 Criminal Attempt 17 Concealment 1 TOTAL: 32 Status Offenses Liquor Violations 70 Protective Custory 1 Runaway 9 Contributing to Delin • - quency of Minor 2 41 TOTAL: 123 A i 9. 7. Dispositions (1478) • 1. Admitted to Fort Logan 1 2. Anti Shoplifting Program 173 3. ARRC 39 I 4. Diversion 311 5. Insufficient Evidence 151 , 6. intake/Restitution 17 I 7. Intake/Warning 176 8. Letters to Victims 11 II, 9. Transfers to or from Weld County 19 TOTAL: 898 1. Police Reports to Weld County Department of Social Services 77 ) 2. Police Reports to Probation 6 3. Police Reports Duplicates 3 4. Police Reports to District ATtorney 2 5. Police Reports for information only 2 TOTAL: 90 1. Pending Cases 26 1. Petitions Filed 336 elk 2. Probation Revocations 74 j 3. Amended Petitions 54 . TOTAL: 464 . TOTAL: 1,478 I file • /'s, PART II !"'1 REFERRED FOR COURT ACTION '1. Ate. Number 10 6 11 9 12 23 13 34 14 53 15 66 16 74 17 80 18 7 19 1 21 1 TOTAL: 354 2. Sex jj Male 285 Female 69 tt TOTAL: 354 3. Ethnic Origin Anglo Male 136 Spanish Male 149 Anglo Female 26 Spanish Female 43 TOTAL: 162 TOTAL: 192 • TOTAL: 354 etia 4. Offenses (6,..) • Person Crimes Assault 43 "Sexual Assault 9 Attempted Murder 1 Criminal Impersonation 6 Harassment 11 Obstructing a Police ., Officer 1 Reckless Endangerment 4 Robbery 3 Menacing 14 Vehicular Homicide 2 TOTAL: 92 • Property Crimes Arson 4 Burglary 91 Criminal Mischief 91 Criminal Extortion 1 Criminal Trespass 57 Fraud or Forgery 15 Motor Vehicle Theft 22 Theft 219 TOTAL: 500 Incohate Crimes Accessory to Crime 2 Conspiracy 3 Criminal Attempt 25 TOTAL: 30 Status Crimes Liquor Violation 15 TOTAL: 15 Other Driving Violation 2 Drug Violation 9 Disorderly Conduct 11 Fire Misuse 1 Fireworks Violation 1 Possession of Explosives 1 Resisting Arrest 3 Probation Violation 6 TOTAL: 34 GRAND TOTAL: 673 ,,.4s, 9. Re-Arrests Number One 31 elk -,Two 5 Three 1 • Four 2 TOTAL: 39 • • • Re-Arrests (by age) Number 12 3 13 2 14 11 15 4 • 16 8 10 17 1 18 TOTAL: 39 Re-arrests (Ethnic Orgin & Sex) • Anglo Male 16 Spanish Male 16 Anglo Female 2 Spanish Female 5 TOTAL: 18 TOTAL: 21 GRAND TOTAL: 39 S I' 5. Dispositions • f"'N r1 Decreed Deli..,uent 108 A. With Probation supervision 90 B. Without Probation supervision 11 IIi C. Committed to Department of Institutions 7 - 108 • • Continued Petition A. With Probation Supervision 53 61 B. Without Probation Supervision 8 • 61 Probation revoked and reinstated 5 Transfer to.Adult Court 4 Transfer to another county 10 Dismissed 41 • Pending 188 TOTAL: 406 (This figure includes re-arrests) • Weld County Department of Social Services for Placement 18 • Mental health evaluations and counseling 21 Alcohol counseling 13 Partners 4 Job Corps 2 Shape Up 18 Community Service 6 hours assigned 1 offender 6 hours total 8 hours assigned 4 offenders 32 hours total 10 hours assigned 1 offender 10 hours total 11 hours assigned 1 offender 11 hours total 12 hours assigned 2 offenders 24 hours total 15 hours assigned 1 offender 15 hours total 16 hours assigned 4 offenders 64 hours total 20 hours assigned 1 offender 20 hours total 25 hours assigned 1 offender 25 hours total 30 hours assigned 1 offender 30 hours total 237 total hours • Fines $23.93 1 offender $23.93 $25.00 6 offenders :'$150.00 $50.00 9 offenders $450.00 $100.00 4 offenders $400.00 $1,023.93 n 6. Dispositions (65) -ft Restitution (amount) $ 1.33 $ 113.37 4.66 116.99 5.00 118.43 9.55 119.42 8.37 122.30 12.46 138.25 24.71 143.43 23.00 155.32 20.00 165.33 25.00 176.75 26.50 183.01 26.75 188.17 31.50 200.00 36.80 212.24 45.20 213.24 42.59 275.16 42.43 278.08 47.12 250.00 43.27 271.36 40.18 305.40 50.00 348.66 50.00 •368.00 64.91 332.89 66.25 434.13 62.50 444.50 79.01 422.20 77.50 623.34 100.00 865.82 100.00 1028.55 110.00 1783.00 3565.00 TOTAL: $15,592.83 0 Ii s I 7. Dispositions etention (77) (days sentenc, , days served) Adams District Detention Center Weld County Jail Ir 10/5 . , 8/8 90/5 .15/5 45/15 45/10 I 10/5 14/14 45/15 • 45/0 10/0 5/5 45/0 15/2 30/30 10/5 180/180 45/5 10/0. 5/0 260/70 TOTAL 45/16 20/0 5/5 25/3 15/1 10/0 45/5 25/2 5/0 45/0 58/0 45/10 30/15 10/2 5/0 45/7 . 5/0 15/5 , 2/0 45/5 15/7 10/0 45/10 30/30 15/0 15/0 • 20/0 45/5 5/0 15/5 45/30 45/10 15/0 45/35 10/2 45/20 10/0 30/0 10/0 15/0 15/0 5/0 10/0 5/0 4 0/5 10/0 1 45/45 15/0 y 45/0 10/3 45/10 5/0 15/5 10/0 45/0 10/0 10/0 10/0 10/2 10/0 10/2 20/0 1,812/556 TOTAL A 8'. AD( DISTRICT DETENTION CENTER • LARIMER/WELD (rimer County JAN FEB MAR APR MAY JUNE JULY AUG SEP OCT NOV DEC TOTAL - Total Juveniles: 17 19 20 24 21 30 15 17 21 15 15 19 233 Males: 16 . 18 18 22 21 27 6 12 19 14 15 17 205 Females: 1 1 2 2 0 3 9 5 2 1 0 2 28 Committed: 2 2 2 4 5 3 0 3 2 4 0 3 30 Males: 2 2 2 4 .5 3 3 1 3 3 28 Females: 0 0 0 ' 0 0 0 1 1 0 2 Predisposi- tional Evals: 0 0 1 0 0 0 0 •0 0 0 0 0 1 Males: 0 0 Females: 1 1 Weld County Total Juveniles: 9 11 21 16 18 16 18 27 7 18 14 13 188 Males: - 7 10 15 12 14 16 15 22 5 16 14 9 155 fillbS Females: 2 1 6 4 , • 4 0 3 5 2 2 0 4 33 committed: 0 1 1 0 1 1 0 0 0 2 1 1 8 Males: 1 1 1 1 1 1 1 7 • Females: 0 0 0 0 1 0 0 1 Predisposi- tional Evals. : 0 0 0 0 0 0 . 0 0 0 0 0 Males: Females: S n i ill APPENDIX C Ii �-, KEYS TO EXCELLENCE FOR YOUTH TM ; The Pacific Institute Incorporated • a corporation dedicated to human fulfillment 100 West Harrison Plaza • North Tower, Suite 500 • Seattle, WA 98119 / (206) 282-9840 KEYS TO EXCELLENCE FOR YOUTH • This dynamic new video series is designed to assist young people in their independent development by expanding their personal growth and self-awareness. 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Young people struggling to meet their goals will discover easy-to-learn techniques to help them become self-directed and personally accountable, to raise their self-esteem, to set and achieve their goals. KEYS' powerful concepts and tools are easily applied to diverse groups. KEYS has been used with gifted students, sports teams, community and religious groups, businesses, underachievers, and in extra-curricular programs. Schools, corporations, foundations, alternative sentencing programs and civic organizations have all experienced the dramatic, positive change KEYS makes possible. BENEFITS TO YOUTH - Improves achievement in school, job, athletics, extra-curricular activities - Sets a foundation for critical thinking and a positive self-image decreasing reliance on peer pressure - Reinforces personal accountability leading to objective, rational decision-making - guilds strong leadership characteristics such as self-confidence, possibility thinking and focusing nn result,; �"'�� - I leightons sulf-osteum reducing, drug and alcohol abuse reN r TTI KEYS TO EXCELLENCE FOR YOUTH 111 Page Two r - Provides direction for focusing on solutions rather than problems - Creates "want to" attitude fostering better school and work attendance - Increases self-motivation; "If it's going to be, it's up to me" replaces "It's not my fault" attitude BENEFITS TO ADULTS - Improves family, school, work communication and relationships - Reduces constant, costly supervision by developing self-motivation and personal accountability - Saves money spent on hiring and training youth by reducing job turnover and absenteeism - Reduces disciplinary measures necessary for drug and alcohol abuse - Enhances effective teaching by reducing class disruption and absenteeism - Saves money spent for on-site replacement and repairs by reducing theft and vandalism - Improves community image for schools and businesses by building a positive, goal-oriented school or group spirit WHAT IS KEYS? Keys to Excellence for Youth consists of 11 units with 18 video modules totalling 51 hours; in addition, Unit 12, specially designed for parents and adults, consists of three 20-minute video modules by Louis Tice. Developed by Louis Tice and presented by Ron Kuhn, the series is designed for youths, ages 12-19. The eleven units contain the following concepts: Unit 1 Identifies challenges that junior and senior high school age youth face on a daily and weekly basis. Also demonstrates that many of these challenges such as drugs, parents, school and peer pressure can be successfully dealt with if one has the right awareness and tools. Unit 2 Teaches how people think and process information on the conscious and 3 and subconscious levels. Shows how these thought processes must change before successful behavior alteration can take place. Unit 4 Teaches how self—talk controls performance levels. Instructs how to change a negative self-talk cycle into one that provides positive power. r Discussion with individual students on "that' s like me, that's not like me" concept , how to copy the self-talk of winners and how self-talk may keep a person from tackling new skills and opportunities. r / 1'\ t�. I KEYS TO EXCELLENCE FOR YOUTHTM Page Three r Unit 4 Discussion with group on problems identified in Unit 1 and how (cont.) to begin to solve those problems using the materials in Units 2-4. Instructs the correct way to write self-talk statements that help project pictures of success. Unit 5 Identifies habits and attitudes and how they are built through the repetition of events or repetition of thinking about the events. Possibility thinking through seeing how to avoid "lock on/lock out" in dealing with changing habits and attitudes. Unit 6 Teaches the concept of comfort zones, how to recognize them and how to expand or narrow comfort zones without stress. Discussion with individuals who have used the techniques contained in KEYS to successfully change comfort zones. Unit 7 Identifies the reticular activating system and its role in goal achievement. Conditioning and how it hinders growth, belief without evidence, and being one's own Wizard of Oz to overcome the negative effects of conditioning. Unit 8 Guides for goal-setting, affirmations and visualization. The thru 10 tools for change and successful goal accomplishment. Unit 11 Discusses accountability, the intent and true spirit of one's word to yourself and to others. Restrictive or "have to" motivation in contrast to constructive or "want to" motivation. KEYS TO EXCELLENCE FOR YOUTH r "As a direct result of the concepts from this program, my (Rhythmic Gymnastics) team won the Australian National Championships in 1982." Susan M. Wiener, 1982 Coach Australian Natl. Rhythmic Gymnastics Team "First, the tangible rewards were that we had more wins in football than we have had in several years. There were less arguments, unrest, and disciplinary referrals among our football team and leadership groups than in past years. Secondly, and in a more intangible sense, there was a real feeling of together- ness, of self-confidence, and general good feeling among our leaders and even- tually throughout our student body. Teachers who previously had pessimistic or "resigned to the situation" attitudes, seemed able to solve student-teacher problems without nearly as much administrative intervention." Sam Willsey, Principal Leavenworth School District "Lisa's response to inquiries regarding her participation in the. . .seminar were very positive. She feels that she has gained new insights into her motivation, behavior, feelings, and relationships with others. As an example, she is becom- ing involved in school activities such as being on the track team, she has stopped smoking and is feeling more healthy. Her physical appearance is much more robust. She also feels that her more positive approach and understanding has improved her interpersonal relationships with others---especially in her group home." Eileen Kelly, Program Administrator Foster Child Program ". . .The attitude of the entire school seemed to change. 'We had a complete flip-flop in spirit, ' says school secretary Susan McCarthy. 'The enthusiasm rubbed off on everyone, including the teachers. '" Carol Barnard, reporting on , Leavenworth High School "The addition of 'Keys to Excellence For Youth' to our tutoring program brings to our students and staff an increase in self-image, self-esteem, and constructive self-motivation. The value of goal achievement adds a priceless level of awareness for each participant. After viewing the program, one member of the parent- teacher association commented, 'This program is just great ! '" Max and Mary Carter Achieve Learning Support Center "Students of great diversity---social, educational, economic and ethnic---have demonstrated continual growth as the school has used both 'Discovery' and 'Keys to Excellence For Youth' to complement its other programs. School CAT scores have risen from the low 50s percentile to averaging between the 71st and 77th percentile: St . Edward students score significantly above average on high school entrance tests, and 85% going to private high schools. KEYS TO EXCELLENCE FOR YOUTHTM Testimonials Page Two The TPI programs fostering self-esteem and self-worth show good correlation • with Christian values of self-dignity and self-responsibility and with programs of academic excellence." Jim Bemis, Principal St. Edward's School "As a result of taking the program, changes have taken place in my life; I've joined the church, I received a promotion at work, and I've made plans to go to college next fall." James Kline, age 19 "Because of what I learned, my grades have gone up. With basketball, my free throw percentage has gone up, I jump higher and I made the two-handed dunk! I MADE THE VARSITY TEAM!" Dave Barnes, age 15 High School Freshman "It has helped me to understand the negative attitude I always had. Now I feel much better about myself and I read my affirmations every night and every morning." Lien High School Junior "We feel this may be one of the most important educational programs we have/ • s` ever encountered for youngsters going through Diversion." Don Crosby, Special Projects Coordinator King County Juvenile Court "I am excited about the (youth) series and its appropriateness for our wards. I have included evaluation comments from wards who have recently taken the series. Their comments should convince you of the potential of this series to change lives." David Crosson, Reading Specialist California Youth Authority "If I had known these things a few years ago, I would've been a lot better off. I hated myself for many years. and I thought I could never be anything; now I know different. I was extremely surprised by the powerful content of the training and, althought I was sceptical at first, I am using what I've learned and I' ll keep using it. Because it makes too much sense for it not to be true. Look out World, here I come, and I 'KNOW THAT I CAN'" — Joe — • �+ KEYS TO EXCELLENCE FOR `_.THT Testimonials Page Three "Before I attended the (seminar) , I had a very negative attitude towards it. I felt like I had to go and it was extra punishment, and so did the rest of the kids that attended. Sometimes, us 'juveniles' need to be pushed into doing things we perceive as dumb and a waste of time. All I can say is: 'Thank you for pushing me! ! ' The course was (to say the least) extremely beneficial and will be a big help to me in the future." Karyn, age 18 High School Senior "Prior to the program, my stepson's behavior was erratic and irresponsible. After only one week, I can see that his decision-making is more responsible and clearcut." Sharon Cope, Mother of a 12 yr. old "David is more assertive now. He used to be good at putting things off, but now he does them right away. There has been a real improvement in the way he takes care of his clothes and possessions. He has more adult ideas and goals and will talk them over with us." Mrs. Chilcost, Mother of a 16 yr. old "This program puts you in control of your life and gives you the tools to properly handle that control." Hank Sosinski, Probation Officer "In all my years of graduate school, nothing has helped me understand human behavior better, nor help me help others to change to become the person they want to be." Bob Younglove, Psychologist n n ,ROFILE OF THE PACIFIC INSTITUTE, INC. A profile of The Pacific Institute adds "We interpret information so that people „� up to a phenomenal success story of a can better run their banks, their tele- ► - . , company devoted to teaching others how phone companies,their high-tech corpo- -fie to succeed. The guiding principle of this rations, their small businesses, and ifr. :` private educational firm is stated on its enhance their personal lives as well. We S it',:,. , - letterhead: "A corporation dedicated to teach people to be more productive in ,I: Nice; human fulfillment." anything they wish to do."Founded in July, 1971, the Seattle- Lou Tice is a former high school edu t t- based corporation has grown to world- cator, administrator and athletic coach rw.x' wide stature in little more than a decade. He spent many years researching and '_ , r The company is headed by Lou Tice, applying the advanced teaching methods , -, - . .a1 )an internationally-known lecturer and now so much in demand in a world of a teacher. His accomplishments in private rapid social, economic, informational I"e "' `�a'"h_ N!r education, structured to promote per- and technological change. x 4/9 sonal and corporate goal-setting, have Because of heavy demands on his . Yid f,` caught the attention of both the business time,Tice left the public sector of teach- rimy world and many branches of federal, ing to devote his full time to private edu- i - state and city government. His educa- cation. With his wife, Diane, also a for- tional seminars attract companies and mer teacher, he founded The Pacific individuals from all over the world. Institute 12 years ago. He now travels Louis E. Tice Lou Tice has devoted his entire profes- some 225,000 miles a year, lecturing, Chairman and Founder sional life to education and has refined his consulting and implementing the com- advanced methoth of instruction to a pany's video education materials. Pacific Institute's Clients Include: ,,point that makes his seminars, both live With the advent of The Pacific Aetna Life& anaroty•Alasng State(ABC-TV)Troop-r • •AmeWar ican lees •American Broadcasting Co. •American and on video tape, unique and unrivaled. Institute's video programs in 1976, the Telephone&Telegraph IAT&T)•ARA Services•Arby's Inc. •Atlantic Richfield Corp.(ARCO) Bank of America Tice's pragmatic, forceful instruction is company has literally exploded. Its client Beckman Instruments • Bell Laboratories • Bendix Corp. • used to immense advantage in fields list increased dramatically when com- Caesars Rceency HoteVCasino •Celanese Cncmieal Co. • g Chicago Title Insurance Control Duta Corp. •Crocker ranging from law enforcement to public panies found that, by using video and National Bank•Crown Zellerbach•Digital Equipment Corp. bureacracies to many of America's their own Pacific Institute-trained facili- Eastman ndak Co. •F. estone it Ncmubb &cir • Erwin Dow o Co.,Inc• E. Firestone Tire&Rubber•Fiat largest and most sophisticated corpora- tators, they are able to conduct on-prem- Narial Bank of Denver•John Fluke Manufacturing Co • find World •Garret AiRcsearch Mfg.Cu.of California• tions. ises seminars for employees with a mini- General Motors Corp. •General Telephone Directories • Through its video teaching programs, mum of lost work time. Gramme Furniture H•Hughes Aircraft Cards IBM•Hewlett p •Lard•Huh- Through P g day Inns,Inc. •Hughes Aircraft •IBM Corp. •Informatics The Pacific Institute focuses on in-house Client companies without exception General•Internal Revenue Service•International Telephone &Telegraph I I.T T.I •Levi Strauss •Lippert Br others Con- instruction for client firms. Its premise is report positive results in the enhance- svact n,n•arms Industrees•Logan cnuegg„r cno-,tpmgue that people have an unlimited capacity for ment of employee morale, creativity and L°`A^gel°.Children's Hu piwl •Muck Truck. Inc. Mc Donalds Corp. •McDonnell Douglas Aeronuti ..•Met: growth and change;that people can adapt production, not to mention a dramatic ropolitan Savings&Loan •Montana Power•Montana High- readil in our rapidly changing tech- drop in work-day absenteeism. was Patrol 'Momg"n'ran ward •e Nordstrom.Pane. •Carat Y P Y g g American Phillips •Orange Police Dept •Panama canal nological age. Commission•Peoples National Rank•Physlo Control•Rock sell International•Ron TurnerReally In Sonic Industries• Each week at least 20,000 people in Sprouse R to C,., In ty Cre ,t n Syhron-Kerr Kerr the U.S. and abroad use The Pacific Corp •T ktr nics• r s Imp.Dept ol Health•Univer- sit of Texas •The Nought Corp. •Vesuvius Crucibles Co. • Institute's video teaching programs. Washington Natural Gas • Western Het irk • Winnebago Industries.Inc. •W.R.Grace.Inc • These programs are carefully integrated into any organization's existing structure. For Further Information, contact: Lou Tice sees his role and that of The Pacific Institute as interpretive in nature. o l ) / )) 'r The Pacific Institute. Inc. I0UNo h limestit Harrison Plaza r..N North 'fmcrr, Suite 5UU Seattle, \,A 9till') 1286) 2K2-98-111 n WARD COMMENTS* Juvenile Prison, Stockton, CA California Youth Authority Ray • To my opinion this New Age Thinking for Youth training has helped me in all different kinds of ways. I strongly suggests that the training should be passed on to the students all over the institution, but not just the institution but all the schools in the world. I feel unhappy of being locked up right now, but since this training has come into my presence I no longer have that feeling. -If they had this training when I was in junior and high school , believe me I wouldn't have known this place. I suggest that the board of education should make up a class that has something to do with New Age Thinking for Youth. If this training that I just had is passed on to the entire school , believe me there will be more succesful people in this world. The New Age Thinking for Youth has helped and change my life. It has made me know what kind of person I really am and the truth about myself. Since I had this training I am making my own decisions and I know that all my decision is right because this training has build up my confidence of my- self. I have learn why people get very upset and how to control it. My favorite unit of this training was unit #7. It was about comfort zones. When I 'm out of my confort zone I feel very depress and don't know what to do, but this training has solved all that problem I had. This training has made me visualize my goals and how to reach it, which is really nice thing to do. I could go on saying alot of things about this training but it would take alot of paper to do it so I 'll end it right here. I hope that this training that I just experienced will be heard about it in the future because I would like my kids to know about it. Anthony From the beginning I was skeptical about the New Age Thinking For Youths program. I didn' t expect that I would get much out of the films and class discussions. To really tell you the truth I thought the training program was something just to help keep the Aide Corps. in training. When we got under way with the program. The Aides and I were took by suprise on how interesting and good this training program was going to be to us , as a-matter-a-fact we' re eager to see what was in-store for us in the next film and discussion. To whom it may concern. I really encourage that this new program New Age Thinking For Youths be standardized in all of the Northern Calif. Youth Authority. I my self have changed (for the good) from the inspiration that the programs has to offer. Try it, I know you' ll like it! *Typed exactly as written by wards I , VFW Ward Comments Page 2 September 16, 1982 Loren The self-awareness program has given me a complete different perspective towards myself, I feel I have benefited from this program a great deal . I believe it can be extreamly effective and beneficial to the wards of 0. H. Close. or any other person who wishes a complete different outlook. I strongly recommend this program. Joe In my opinion the training course we've gone through is excellent. Not only does it help one to discover his potentials but it teaches how to use them also. I wish I had known before, what I learned from this training program. I think it should be made availiable to all juveniles in institutional settings, for that matter I think it should be incorperated in public school systems too. If I had known these things a few years ago, I would've been a lot better off. I hated myself for many years, and I thought I could never be any- thing, now I know different. I was extremely surprized by the powerful content of the training and, although I was skeptical at first, I am using what I 've learned and I 'll keep using it. Because it makes too much sense for it not to be true. Look out World, here I come, and I "KNOW THAT I CAN" J. C. The training will benefit me for alot of things. Super natural is most what counts for me. The training will help many, many, others. I think--wait a minute, I don' t think, "In fact I know that the New Age Thinking for Youths will help all of the other wards in 0. H. Close. and I feel that they should get to know about what we have all learned. Even though I haven't been in the program "long," I was and still am, very eager to learn about things that will help me. and further more, I 'm quite sure it will help others. Thank you, " Ed Collins, for your time and effort of helping out all of us. r r1 • Ward Comments Page 3 Tim This training is completely priceless. For without it I would have a hard time feeding myself for the rest of my life. Justin "I feel this training is really Great!" I myself have learned much. This training deals very much with-reality itself. To me this training has open new doors in my life. I feel a person can only get what he wants out of this training. I feel it is really up to date and can help people, that desire help. I will use this new knowlege I dicovered to help me succeed. Also I will share with those that are interested. I am just thankful that I got the chance to receive this vauble training. Robin Well I feel that the training I have had for the last two weeks or so did or have or going to benfit me in the long run. Because the time I spent in room 18teen looking & listing, it all went in an their. Where I started to think and observe myself. I started feeling good about myself. And I feel when I get out I won't have any doubts about doing good out their in the communitily. And I feel heavenly that the training I have had is going to help me help others. And share the training I have had in the past, why I say this is Because in the furture I want to be a Person who helps youngsters and went through the chanages that I have & gone through, and I feel that I can help peoples who are going through chanages , why I feel like that is Because I went And I think I Can do it 2 My opinion about the new age thinking for youth, is even thowe I 've been here for about three or four session's its been the best training that I 've ever had on the streets or any were. I ain't just saying this because I 'am writeing this to you I really mean it and I think this kind of training should be all over the institution' s not only in the Institution but all over the public Junior and high school 's. I learnd alot from this training, I learned to make my own d and most of all I lreaned alot about my self even thowe I wasent here the hole training. And I like to say if I had this kind of training when I was out I wouldn' t be here right know. Well I like to thank you for the training and I hope it goes on to help other people befor it' s to late, because this kind of training could help alot of people. ' es Comments Page 4 "I am excited about the New Age Thinking for Youth series and its appropriateness for our wards. I have. included evaluation comments from wards who have recently taken the series. Their comments should convince you of the potential of this series to change lives. "At the present time, we are using the video series in two of our insti- tutions. Because of their successes, I am planning to recommend expan- sion of this program into many of our other facilities. "As you can see, we are a satisfied user of the New Age Thinking for Youth series." David P. Crosson Reading Specialist California Youth Authority A i T n APPENDIX D r^\ JOB DESCRIPTIONS r ;A. -r ^ '- 0-7 • JOB DESCRIPTION CERTIFICATED Job Pay Teacher Salary Title: Special Education Teacher Range: Schedule Dept: Special Programs • SCOPE OF WORK: To lead students toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation. Is responsible to the building principal where assigned, and to the Director of Special Programs. EXAMPLES OF WORK: (Only representative duties are described. Additional related details and miscellaneous duties will be required in the performance of this job.) Pe Special education teachers (precision teachers) serve specific categorized types of children. The categories that exist are: Ii fi Significant Limited Intellectual Capacity (SLIC) Perceptual and Communicative Disorders (PC/D) Significant Identifiable Emotional or Behavioral Disorder (E.B.D.) Physically and Otherwise Health Impaired (pOHI) Hearing Handicap Visual Handicap Speech Handicap Teacher competencies are required for each respective category specifically involving knowledge of traits, characteristics, and precision remediation techniques used. Primary responsibility emphasizes individualizing each student's school experience, to effectively change or alter psychoeducational deficits within the cognitive affect and/or psychomotor areas. Analytically processes and designs each child' s program with written behav— ioral goals and objectives to effectively promote the child's school experience. PREPARATION FOR WORK: Must hold a valid Colorado Teaching Certificate with state approved endorse- ment as a teacher of the category of handicap being taught. Page 1 of 2_ SPECIAL EDUCATION TEACHER 0-8 If the teacher does not have an endorsement, temporary teacher eligibility may be granted if a valid certificate or letter of authorization is held. • WORK YEAR: 185 days — when school is in session a . • • Approved by/04 �41 Date Revised ) I fps 3 Page 2 of 2 �ryG ^ n P-9 • JOB DESCRIPTION PROFESSIONAL Job Non—Teaching Title: Social Worker Professional. Pay Salary Dept: Special Programs Range: Schedule SCOPE OF WORK: To assist the school in identifying and helping those students whose emo— tional and social problems interfere with their adjustment to school and their capacity to enjoy the fullest benefits of the education offered them. Is responsible to the Director of Special Programs. EXAMPLES OF WORK: (Only representative duties are described. Additional related details' and miscellaneous duties will be required in the performance of this job.) Participates with other members of the student referral team in case con- ferences and attends regular staff meetings. Serves as liaison between the school and outside agencies such as the Welfare Department, Child Placement Bureau, and, on occasion, the Children's Court. Makes home visits for the purpose of gathering helpful information on a student's background. Serves as direct liaison between home and school when services are necessary, as in special education welfare cases, foster home children, and disadvan- taged students. Helps families better understand the school and its special education program. Counsels with parents toward improving home situations whereby more favorable conditions will be attained in regard to school work, behavior, attendance, and interest. Helps families make appropriate social agency contacts, when needed. Assists students directly toward adjustment to school. Keeps sufficient records of cases for use by school staff members and outside agencies when appropriate. Page 1 of 2 ' eTh (— SOCIAL WORKER P-10 PREPARATION FOR WORK: A master's degree in social work (MSW) from an institution approved by the State Department of Education. A valid Colorado Teacher's Certificate type "E" with school social worker endorsement. WORK YEAR: 91h months - l week before school begins in the fall, 1 week after school is out in the spring. • Approved by R, 1U tilk . J( Date Revised .2 Li _ Pape 2 of 2 N-3 JOB DESCRIPTION ADMINISTRATIVE Job Pay Coordinator Title: Coordinator of Special Programs Range: J Dept: Special Programs SCOPE OF WORK: Coordinates educational programs for those students who have been identified as handicapped. Is responsible to the Director of Special Programs. EXAMPLES OF WORK: (Only representative duties are described. Additional related details and miscellaneous duties will be required in the performance of this job.) Provides leadership and coordination to all special education staff/programs, including the Significantly Limited Intellectual Capacity, Emotional/ Behavioral Disordered, Perceptual/Communicative Disordered, Speech/Language, Hearing Impaired, Visually Impaired, Physical and other health impaired. Designs and implements inservice training programs for special education teachers and regular classroom teachers and principals. Works with parent organizations and advisory gorups. Assists regular classroom teachers and principals in developing special edu- cation services for students who can be served in the regular school program. Chairs all staffing committee meetings for special education programs in his/her assigned area. Establishes procedures for individual pupil progress assessment. Establishes procedures for evaluating effectiveness of special education programs. May evaluate with building principals, special education teachers and ancillary personnel. (The Special Help School staff will be evaluated by the Coordinator/Principal assigned.) Provides for maximum utilization and guidelines for outside consultants. Page 1 of 2 • n COORDINATOR OF SPECIAL PROGRAMS N-4 Establishes standardized written procedures for staffings, referrals, follow- up and program changes. • Supports communication with community, family, mental health agencies, and community medical practitioners. Assists Director of Special Programs in recruitment, selection, and assign- ment of qualified special education teachers and ancillary personnel. Assists in total budget preparation, expenditure of funds in assigned programs and proposal applications and reports. May provide curriculum development and coordination. PREPARATION FOR WORK: A Master's Degree in Special Education and a valid Colorado Teacher's Certificate endorsed in special education. At least three years of teaching experience in the field of special educa- tion. Full approval as a teacher, consultant, and/or school psychologist. WORK YEAR: 10 months - 2 weeks before school begins in the fall and 2 weeks after school is out in the spring. 'il I Approved by jaik Date Revised Dh 163 Page 2 of 2 n APPENDIX E A EVALU TION MEASURES I#� EM, r Levels of Use of the Innovation : 5 N ' A Framework for Analyzing Innovation Adoption \NN, ',� - Change and the tendency to embrace or to makers. However, we and others have found that resist it seem always to have been a part of the regardless of the character of the outside variables, human condition. Change leads to consternation what actually happens in the individual applica- ', Gene E. Hall for some, indignation for others, shock for still tion of an innovation is open to tremendous Susan F. Loucks others, and hope for a few.Because of this inherent variation. William L. potential for trauma, defining concepts and devel- Rutherford aping measurement procedures for assessing what is Levels of Innovation Use Beulah W. actually accomplished by change is difficult and • New/ove challenging work. All too frequently the affective So that we can account for the individual varia- t Research and dimension of change draws a veil that obscures tion in use of an innovation, we have attempted to 1 Development what the innovation users are actually doing. In articulate the Levels of Use of the Innovation, a I Center for this paper,we would like to describe a hypothesized concept described in the Concerns-Based Adoption Teacher dimension of innovation adoption that we have Model (CBAM) (3). Eight discrete levels of use Education defined and are measuring, which attempts to of an innovation that an individual may dem- I assess what the individual innovation user actually onstrate are proposed. These levels range from lack does in using an innovation (1, 2). The dimension of knowing that the innovation exists to an active, ( seems to have power for practitioners, researchers, sophisticated and highly effective use of it and, • and theoreticians alike—particularly in education, further, to active searching for a superseding inno- where innovation adoption is so widespread, and vation. It is further hypothesized that growth in ( ef'''', where the public interest in change is so intense. quality of use of an innovation (movement toward Based on our experiences in the field as prac- higher levels) by most individuals is developmental. titioners and adoption agents and on our past re- Normally, individuals do not use an innovation for search efforts, we have found that "change" or the first or even the second time as effectively and innovation adoption is not accomplished in fact efficiently as they do after four or five cycles of use. just because a decision maker has announced it. The Levels of Use (LoU) dimension describes 1 Instead, the various members of a user system, such the various behaviors of the innovation user as teachers and professors, demonstrate a wide through various stages—from spending most ef- t variation in the type and degree of their use of an forts in orienting, to managing, and finally to inte- innovation. One of the reasons for this variation is grating use of the innovation. Before actual use, the commonly overlooked fact that innovation the individual becomes familiar with and increas- I adoption is a process rather than a decision-point— ingly knowledgeable about the innovation. First use a process that each innovation user experiences is typically disjointed, with management problems iindividually. A basic assumption of our present quite common. With continued use management Iresearch is that this variation in use by each becomes routine, and the user (teacher or profes- s individual innovation user must be behaviorally sor) is able to direct more effort toward increased described and systematically accounted for if inno- effectiveness for the clients (learners) and integrate vations are to be used with maximum effectiveness. what (s)he is doing with what others are doing. We recognize that other variables need to be Obviously, these advanced levels of use are not I considered, such as organizational climate, inter- attained merely by use of the innovation through vention strategies, and characteristics of decision several cycles, Experience is essential but not suffi- . cient to insure that a given individual will develop ! All of the authors participate in the Procedures for high-quality use of an innovation. 'i Adopting Educational Innovations Project, one of It should be noted that the LoU dimension is four research projects of The Research and Develop-• targeted toward describing behaviors of innovation meat Center for Teacher Education,The University users and does not at all focus on attitudinal, mo- ot Texas at Austin. Gene E. Hall is project director, tivational, or other affective aspects of the user. The Susan P. Louckc, William L. Rutherford, and Beulah dimension does not attempt to explain causality. W. Neodore arc ,dl research associates with the Instead, the Lodi dimension is an attempt to define Project. Rutherford is also associate professor of curriculum and instruction. operationally various state, of innovation user be- i Spring 1975 Volume XXVI Number 1 I 1 tell\ 6 r iiavior, i.e., what the user is doing. The reason the about an innovation, giving them as high as Level P innovation user does certain things (the why) is a II Knowledge,but still have no intention of using it. reasonable question only after how the user he- This stresses: the importance of measuring Level of ihaves can be systematically described and measured. Use for each category independently and not as- suming all category scores will be the same. People with different "profiles" across the categories, al- The Loll Chart though they have the same Level of Use fur the majority of categories, may termite wholly different In order to organize in a manageable way the interventions. In this example, someone with a Ii various behaviors characteristic of each level, a high level of knowledge about an innovation would framework of indices and decision points has been not require the same initial information as one ,M developed. Operationally defining the concept of with Lou O Knowledge. .,LoU in this way greatly increases the probability , ,."change"or 1 that the phenomenon of use can he understood and To continue with this example through one innovation adop- measured validly and reliably. This framework, the more Level of Use, a return visit six months later lion is not accom- f "LoU Chart;' is presented in its fully defined form may find this professor orienting herself to instruc- pushed just be- s as Figure 1. We have found this full articulation to tional modules. Sample modules are stacked on her cause a decision 1 be very helpful for work in the field as well as vital desk. She has a file of letters she has written for maker has an- for research, since it provides many indices and more information about modules, and she plans to pounced it... . data points that can be tapped to determine pre- attend a session on modules at an upcoming pro- the members of a F cisely where an innovation user is. fessional meeting. She can explain the characteris- user system.. , tics of modules and the advantages and disadvan- demonstrate a r sln studying the LoU Chart, note that in addi- tages of their possible use in her situation. Since wide variation in lion to defining the eight Levels of Use, each level ,.their use of an is further defined in terms of seven subparts or sloe has begun to explore the po ibiIities for using innovation. categories. These categories represent the key Tune- modules, but has not yet made a decision, this indi- vidual is at overall LoU I. There is also enough tions that users carry out when they are using an information to put her at this Level for the Knowl- innovation. At each level, the category descriptions edge, Acquiring Information, Assessing, Planning, represent the typical behaviors that users at that Status Reporting, and Performing categories. By re- level arc engaged in. However, an individual may visiting this individual, the developmental nature not be on the same level in all seven categories, as of Levels of Use is illustrated. The Levels of Use is illustrated in the following description. When (LoU) dimension I such variations occur, they become further clues Several other examples might be useful in un- describes the vari- derstanding Levels of Use. An innovation user re- ous behaviors of for interpretation by the adoption agent and the - ports spending an inordinate amount of time get- the innovation • researcher. ting materials together and that the best he can do user through sari- . Although the concept of LoU represents a de- is plan and prepare for student needs on a day-to- ous stages—from velopmental growth continuum, there are key day basis. Much time is involved in correcting pre- ••.orienting,to '- points that distinguish each of the eight Levels of managing,and and post-tests, crisis management of resources and Use. These Decision Points are also described in facilities that he thought he had organized, but finally to integrat- f; the LoU Chart. By checking out these points, it is unforeseen problems continue to arise The students ing use of the possible to quickly assign an overall LoU to a innovation. seem to spend a lot of time waiting for the teacher given individual. The fuller complexity of what the or for materials needed to proceed. This is a very user is doing can be assessed by probing further obvious case of LoU III. Another user states that I;• in each of the categories. the materials and facilities needed to use the inno- vation arc well organized, requiring much less time Examining Levels of Use on this. No changes are contemplated. You observe none of the confusion or disjointedness of the Level An interesting approach to further examina- Ill user. These arc typical Level IV A behaviors, Zion of Levels of Use is to describe users as they particularly in terms of Knowledge, Planning, Sta- progress from familiarization with to increased tus Reporting, and Performing. sophistication in using an innovation. As an illus- It is frequently the case that innovation users I tration, consider a college professor and the use of never reach Level IV B. Many reasons for this can I instructional modules. In an initial observation, no he postulated, but it is nonetheless found that often trace of modules is observed in her instruction and individuals who have used an innovation for many • she reports that she has never heard of them, is not years have never evaluated their use tit it, and have actively looking for any information about them, never made significant changes Likewise, it is and has no intention of using them. She is at found that many innovation Owls never proceed LoU U with respect to every category. Often, how- to Level V. At this level, the users begin to coordi- ever, individuals arc found to know quite a bit nate ettiuts with others who may be sharing the i I loll: A FRAMEWORK FOR ANA1.V1ING INNOVATION ADOPTION [ ^, ^ 7 same students, with the intent to collectively in- combined into "one" innovation. In our research, tel'e crease student outcomes. we find it necessary to assess a given user's LoU for • The rare LoU VI individuals arc those who arc each innovation within the "bundle." These spc- l; searching above and beyond the present innovation cific LoU's may or may not be the same for all of l for ways to increase student learning. This is an the component innovations. Managing and study- nteresting Level of Use, since as soon as another ing the adoption of these innovation bundles be- ' comes much more difficult and complicated than innovation is explored, the user recycles to LoU I or II with respect to the new innovation. Thus, a it is for single innovations such as changing from full cycle is created. one textbook to another (which isn't always easy). E 5. One of the key reasons, we think, that so Discussion and Implications many "evaluation" reports conclude with no sig- • nificant differences between experimental inno- .in the... The Concerns-Based Adoption Model and its vative efforts and comparison efforts is attributable future it will be LoU dimension are currently the subjects of inten- to LoU. In most evaluation studies, the summative possible to assess sive research. How many of our ideas will subse- (outcome) data are collected during the first cycle individuals...in quently be demonstrated to be true will have to of use of the innovation when most of the users terms of their await the results of our studies and the tests of real- are probably at LoU III and are not yet using the Levels of Use... world practice.However,even now we have enough innovation effectively. Thus, it is unreasonable to and to faeili- data to support the following implications of the anticipate significant achievement gains. We sus- the Late their growth fan innovation are v use of the inno- LoU dimension. pect that the effects of use o different depending on the LoU of the user. This vation while 1. First of all, if different LoU exist, and adopt- P g minimizing the ing an innovation is a developmental phenomenon has some interesting implications for evaluation trauma of change. that each user experiences individually, then it studies. must be acknowledged that some individuals will 6. LoU represents one part of the complex at times be at less efficient levels such as III or IV process of innovation adoption. Another critical A. Once acknowledged, these levels need to be part is the affective dimension of innovation users; accepted as legitimate steps in growth toward this dimension is included in the Concerns-Based sophisticated use. Strategies must then be developed Adoption Model as the concept of innovation user /", that deal with a user's present LoU and facilitate "concerns." In our present research we are explor- growth. For example, support for innovation adop- ing the interrelationship of concerns with LoU and tion needs to be extended across several cycles of how these relate to other critical change variables. use rather than consisting mainly of no support or We envision a time in the not-too-distant f u- an initial two-day "hit and run" workshop. It also ture when it will be possible to assess individuals seems likely that the same interventions will not within a school or college in terms of their Levels be appropriate or relevant for all levels. of Use and concerns about a particular innovation, 2. Related to the above point is the fact emerg- and to select appropriate intervention strategies and !� I ing from our LoU research that after three cycles of tactics to facilitate their growth in use of the inno- ',I use, 30-40 percent of an innovation's users are vation while minimizing the trauma of change. stable at LoU IV A. If further dynamic increases in sophistication are desired, special interventions .tt appear to be needed,probably during the third cycle. References ill appear 3. The concept of LoU also applies to groups 1 The work reported here has been conducted with the •i and entire institutions. Analysis of the underlying support of National Institute of Education contract I dynamics of a particular group or institutional LoU OEC 6-10-108. The opinions expressed herein, how- is a very challenging multivariate area for study. ever, are those of the authors and no endorsement Development of easily applied tools is vitally by the National Institute of Education is implied. needed in this area for use by researchers and prat- 2 The authors wish to make special acknowledgement of their other coworkers on the Procedures for Adopt- toners. ing Educational Innovations Project who have also 4. In our research we have encountered prob- been involved in the development of the Levels of lems in attempting to specify exactly what com- Use Chart. prises a single innovation. One implication of this 3 Hall, G. E., It. C. Wallace, and W. E. Dossett. A De- g P velopmental Conceptualization of the Adoption Proc- problem relates to "innovation bundles" such as ass Within Educational Institutions. Austin: The Re- individually guided education or competency-based search and Development Center for Teacher Educa- teacher education, where several innovations are Lion, The University of Texas at Austin, 1973. journal of Teacher Education a N Ni O J c P p 13 L N 2 O C In' N U E U D j aNr o N L o u o ¢ E N to ry v c_ 10 UI Q O al co E O > 0 C N cn c ¢ a) C c C (n L N o ¢ N H N Z5 { E v v cm v N . o o E J m v d v ro c > v o ¢ a) m aa) c ¢ LL am v m e a ws .a oa > B L amUo �� v v c N m 05 0 0 cn 0 v E m a a a` 3 c Q 0)O O c — v m s 3 > rn y En E 0 v m u 6 L —co L«. 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U Fiao. aHn d a 3 :r .0Zc Hat os , m 'aa viomm , oa O ¢ ¢ cnUacc2c D1- a a — co 6 N Cl O N c0 n m Oi O N c O Lei c0 n W Oi a hl Cl V co N.: W Oi O N CON N N N N N N N N N m M m ir ___ _ _ _._______�__ -I _ c oTa is ,Q q� c c v co C �' �' E er O �S a Egg c'� aEi ^�� mcoc � udid g � a la - 20 > o c E H U o Q2SZ u z o U E m 8') H :0O io - 0° y g '''''6 a 3 .'c `s' ca oz...� � -. � Uw p� � o ca 0 ° 0 , L a a. `° a) `° E 5 o .N $y j �U C 7--'--' `_- coil ad d .7 Z E .,..0 0 Q U f, C O LL a E cm E C oE_ airm co_ `E, a' _Z C2 g 0 a) o Em m @ •° oa ag o E `') E m °? � 2co .8 C • O o C .E U E c0 .c u C U in c of So t. J J U)UJ — 17A01-115 •U d a) O ?. O 5 a 7 E C t"a m a IV >, rna � Sm E �� m ° vvam y _a� .0g1§. C7 0 o ma m 6O 'proB - ` 2v0 � m >, cva3 ; ? mta0a) Ea1ca0 `iw � Ed�` >, O O d N N 'p O N N L N J (0 J y y O N J J �j O X Vi f0 O y as f0 to ^• w0mcccca cr0aU _7 ¢ aaacs> 52c = on 52Z ¢ Uu) cn2 cn `' occcru» > • • M M � M M (r) M ii d V V V 4vav V vsi v) v`ii MIS) in SS s. 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Fitts, PhD. • Pub(;sF,c;d by Cowl! , :or r cord n"'s and Testis r x 6124 • .A,1J.:n ` i;;1;on N.oslni!i Tcin• ..:•e 37212 INSTRUCTIONS On the top line of the separate answer sheet, fill in your name and the other information except for the time information in the lost three boxes. You will fill these boxes in later. Write only on the answer sheet. Do not put any marks in this booklet. The statements in this booklet are to help you describe yourself as you see yourself. Please respond to them as if you were describing yourself to yourself. Do not omit any item! Read each statement carefully; then select ens of the five responses listed below. On your answer sheet, put a circle around the response you chose. If you want to change an answer after you have circled it, do not erase it but put an X mark through the response and then circle the response you want. When you are ready to start, find the box on your answer sheet marked time started and record the time. When you are finished, record the time finished in the box on your answer sheet marked time finished. As you start, be sure that your answer sheet and this booklet ore lined up evenly so that the Hem numbers match each other. Remember, put a circle around the response number you have chosen for each statement. Completely Mostly Partly false Mostly Completely Responses- false false end true true partly true 1 2 3 4 5 You will find these response numbers repeated at the bottom cf each page to help you remember them. ° William H. Fitts, 1964 r e Pogo I I . I l.c.:c- a healthy body 1 3. I am an attractive person 3 5. I consider myself a sloppy person 5 19. I om a decent sort of person 19 21 . I am an honest person 21 23. I cm a bad person 23 37. I am a cheerful person 37 39. I am a calm and easy going person 39 41 . I am a nobody 41 55. I hove o family that would always help me in any kind of trouble 55 57. I am a member of a happy family 57 59. My friends have no confidence in me 55 73. I am a friendly person 73 75. I am popular with men 75 77. I am not interested in what other people do 77 91 . I do not always tell the truth 91 93. I get angry sometimes 93 Completely Mostly Partly false Mostly Completely rttesponses- false false and true true portly true 1 2 3 4 5 n � I ,, P::,ye 2 No. 2. I like to look nice and neat all the time 3 SS � 4. I om full of aches and pains _. .1 .3 6. I am a sick person 1 6 1 ry 20. I am a religious person 22. I cm a moral failure L.2 .-,.I 24. I am a morally weak person 24; 38. I have a lot of self-control € _3QJ 40. I am a hateful person r7,67.1 42. I am losing my mind L42T tl 56. I am on important person to my friends and family r-53l 58. I am not loved by my family E58 60. I feel that my family doesn't trust me rib-3 74. I am popular with women 174. s 61 ' 76. I am mad at the whole world ��.7 ::a 78. I am hard to be friendly with 78 92. Once in a while I think of things too bad to talk about = 9 94. Sometimes, when I am not feeling well, I am cross F-947?, r", Completely Mostly Partly false Mostly Completely Responses- false false and true true portly true 1 2 3 4 5 ' l ` 1 T ; m r-1 Pone 3 No. 7 7. I am neither too fat nor too thin 9. I like my looks just the way they are 9 11 . I would like to change some ports of my body 11 25. I am satisfied with my moral behavior 25 27. I am satisfied with my relationship to God 27 29. I ought to go to church more 29 43. I am satisfied to be just what I am 43 45. I am just as nice as I should be 45 47. I despise myself 47 61 . I am satisfied with my family relationships 61 63. I understond my family as well as I should 63 65. I should trust my family more 65 79. I am as sociable as I want to be 79 81 . I try to please others, but I don't overdo it f'1 83. I am no good at all from a social standpoint 83 95. I do not like everyone I know 95 97. Once in a while, I laugh at a dirty joke 97 Completely Mostly Partly false Mostly Completely Ketponses- false false and true true partly true 1 2 3 4 5 / Tr . ;n Pogo 4 !;U, _ 1 8. I um neither too tall r.ur too short i t 10. I don't feel as well os I should 101 i... 1 12. I should have more sex appeal • 121 26. ( om as religious as I wont to be I 25 28. I wish I could be more trustworthy J 30. I shouldn't tell so many lies 44. I am as smart as I want to be F:Till 46. I am not the person I would like to be El3n 48. I wish I didn't give up as easily as I do [143 r^ 62. I treat my parents as well as I should (Use past tense if parents are not living): 62 64. I am too sensitive to things my family say E 64 66. I should love my family more Erbil 80. I am satisfied with the way I treat other people E.-16-2.1 82.82. I should be more polite to others 17-8-21 84. I ought to get along better with other peopleEr-fn 96. I gossip a little at times '"97 95 A 98. At times I feel like swearing 1T 9311 I /"\ Completely Mostly Partly false Mostly Completely Responses - false false and true true partly true 1 2 3 4 5 • I : r:r. Page 5 /1 13. I tale good care of myself physically 13 15. I try to be careful about my appearance 15 17 . I often act like 1 am "all thumbs" 17 31 . 1 am true to my religion in my everyday life 31 33. I try to change when I know I'm doing things that are wrong 33 35. I sometimes do very bad things 35 49. I can always take care of myself in any situation 49 { 51 . I take the blame for things without getting mad 51 53. I do things without thinking about them first 53 67. I try to play fair with my friends and family 67 69. I take c real interest in my family 69 71 . I give in to my parents. (Use post tense if parents are not living) 71 85. I try to understand the other fellow's point of view 85 87. I get along well with other people 87 89. I do not forgive others easily 89 99. I would rather win than lose in o game 99 Completely Mostly Portly false Mostly Completely Responses - false false and true true portly true 1 2 3 4 5 • n -1 Pone 6 Item No. 14. I feel good most of the time 1 'I4. ] 16. I do poorly in sports and games r 18. I am o poor sleeper `, 32. I do what is right most of the time FF 77 E...�._s2.3 34. I sometimes use unfair means to get aheod 36. I have trouble doing the things that ore right 50. " I solve my problems quite easily M 52. I change my mind a lot 52] 54. I try to run away from my problems 68. I do my share of work at home ?" 6-14 • 70. I quarrel with my family 7p 72. I do not act like my family thinks I should EYE f 86. I see good points in all the people I meet `_'fi6 88. I do not feel at ease with other people • r5.11 90. I find it hard to talk with strangers q 100. Once in a while I put off until tomorrow what I ought to do today 1703-1 Completely Mostly Partly false Mostly Completely Responses- ' false false and true true partly true 1 2 3 4 5 i • . ,n n THE PIERS - HARRIS CHILDREN ' S SELF CONCEPT SCALE (The Way I Feel About Myself) by ELLEN V. PIERS, Ph.D. I"1 and DALE B. HARRIS, Ph.D. Published by Counselor Recordings and Tests BOX 6184 ACKLEN STATION NASIIVILLI3, TFNNIiSSl 1. 37212 THE WAY I FEEL ABOUT MYSELF NAME AGE GIRL OR BOY GRADE SCHOOL DATE I I ©Ellen V. Piers and Dale B. Harris, 1969 1 Here are a set of stfnents. Some of them are true onu and so you will circle the yes. Some are not true of you and so you will circle the no. Answer every question even if some are hard to decide, but do not circle both yes and no. Remember, circle the yes if the statement is generally like you, or circle the no it the statement is generally not like you. There are no right or wrong answers. Only you can tell us how you feel about yourself, so we hope you will mark the way you really feel inside. 1. My classmates make fun of me yes no 2, I am a happy person yes no 3. It is hard for me to make friends yes no 4. I am often sad yes no 5. I am smart yes no 6. I am shy yes no 7. I get nervous when the teacher calls on me yes no 8. My looks bother me yes no 9. When I grow up, I will be an important person yes no 10. I get worried when we have tests in school yes no 11. 1 am unpopular yes no 12. I am well behaved in school yes no iIi 13. It is usually my fault when something goes wrong yes no 14. I cause trouble to my family yes no 15. I am strong yes no 16. I have good ideas yes no 17. I am an important member of my family yes no 18. I usually want my own way yes no 19. I am good at making things with my hands yes no 20. I give up easily yes no 1 es\ 2 21. I am good in my school work yes no 22. I do many bad things • yes no 23. I can draw well yes no 24. I am good in music yes no 25: I behave badly at home yes no 26. I am slow in finishing my school work yes no 27. I am an important member of my class yes no 28. I am nervous yes no 29. I have pretty eyes yes no .-� 30. I can give a good report in front of the class yes no 31. In school I am a dreamer yes no 32. I pick on my brother(s) and sister(s) yes no 33. My friends like my ideas yes no 34. I often get into trouble yes no 35. I am obedient at home yes no 36. I am lucky yes no 37. I worry a lot yes no 38. My parents expect too much of me yes no 39. I like being the way I am yes no 40. I feel left out of things yes no n 3 r 41. I have nice hair yes no 42. I often volunteer in school yes no 43. I wish I were different yes no 44. I sleep well at night yes no 45. I hate school yes no 46. I am among the last to be chosen for games yes no 47. I am sick a lot yes no 48. I am often mean to other people yes no 49. My classmates in school think I have good ideas yes no 50. lam unhappy yes no 51. I have many friends yes no 52. I am cheerful yes no 53. I am dumb about most things yes no 54. I am good looking yes no 55. I have lots of pep yes no 56. I get into a lot of fights yes no 57. I am popular with boys yes no 58. People pick on me yes no 59. My family is disappointed in me yes no 60. I have a pleasant face yes no e1 4 eTh .61. When I try to make something, everything seems to go wrong.yes no 62. :-I am picked on at home yes no 63. .I am a leader in games and sports yes no 64. I am clumsy yes no 65. In games and sports, I watch instead of play yes no 66. I forget what I learn yes no 67. I am easy to get along with yes no 68. I lose my temper easily yes no F 69. I am popular with girls yes no 70. I am a good reader yes no 71. I would rather work alone than with a group yes no 72. I like my brother(sister) yes no 73. I have a good figure yes no 74. I am often afraid yes no 75. 1 am always dropping or breaking things yes no 76. I can be trusted yes no 77. I am different from other people yes no 78. I think bad thoughts yes no 79. I cry easily yes no 80. I am a good person yes no 326 Personality 'In liiren arid 'teenagers • ' LOUISVILLE PEAR SURVEY FOR CHILDREN Factor structure of childhood fears. University of Lc-nsville School of Medicine, 1972. - - Miller, Lovick C., Barrett, Curtis L., Hampe, Edward, & Noble, Helen, 608 South Jackson Street, Louisville, KY 40202 r ' ' The Louisville Fear Survey for Children (LFSC) is an Instrument designed to measure fear in children. The instrument is intended for use with the parents of the child and is designed primarily to determine the basic structure of fear behavior S in children. The instrument contains 81 items, and the parent is asked to respond to one of three alternatives: "No fear f ' • • observed"; "Normal or reasonable fear"; "Unrealistic or excessive fear." Sample items are: "Dirt", "Dogs or cats"; "Thunder"; "People who are old"; "Strangers"; "Hell"; "Blots"; "Space creatures or monsters"; "Breaking a religious law"; "Entering a strange room"; "Being seen naked"; "Tests or examinations." The instrument was developed through research in adult phobia and child anxiety inventories. The instrument is self-administered. Split-half reliability is reported at . i .96, Factor analysis data in the source document revealed three primary dbmensions: "Fear of physical injury"; "Natural events"; and "Psychic stress." A copy of the instrument Is available from the author. t ) e THE NOWICKI-STRICKLAND LOCUS OF CONTROL SCALE FOR CHILDREN A locus of control scale for children. Journal of Consulting and Clinical Psycholo', , 1973; 90, 153-158. S Nowickl, Stephen, & Strickland, Bonnie R., Emory University, Department of Psychology, Atlanta, GA 30322 • The Nowicki-Strickland Locus of Control Scale for Children is a pencil and paper instrument designed to measure generalized locus of control of reinforcement in children. Locus of control theories propose two general reinforcement orientations, Internal (i.e., one is in control of one's fate, one's rewards, etc.), and external (i.e., others, • "outside forces," are in control of reinforcement and rewards). The present instrument consists of 40 items to which "yes" or "no" responses are given. The instrument is designed for use with children between grades 3 through 12 but may be used with younger and older children. The instrument was developed from an original pool of 102 items, • constructed on the basis of Rotter's definitions of external and internal locus of control. Item selection on the basis of 100 percent agreement between the responses of a group of clinical psychologists asked to answer the items in the external direction reduced the number of items to 59. The discriminative performance of items in a pretest administration of the scale to children resulted in the present 40-item scale. Sample items from the instrument are: "Are some kids just born lucky?": "Do you believe that most problems will solve themselves if you just don't fool e....\ with them?"; "Do you think that whether or not people like you depends on how you act?" The scale was administered to 1017 elementary and high school students. As expected, scale scores become more internal with age. Split-half internal consistency coefficients range from .63 to .81. Six week test-retest reliabilities ranged from .66 to .71. An experimental application of the scale is to appear shortly in the Journal of Consulting and Clinical Psychology, Further information and a copy of the scale may be obtained from the author. 1e. THE PIERS-HARRIS CHILDREN'S SELF-CONCEPT SCALE i eurnal of Educational Psychology, 1964, 55, 91-95. Piers, Ellen V., & Harris, Dale 11„ Department of Psychology, 417 Psychology Building, Pennsylvania j 1 State University, University Pork, PA 161102 • The Piers-Harris Children's Self-Concept Scale is a questionnaire designed in measure the way d;itriren fee! ahcet themselves. The instrument is intended far use with children in grades 3 to 12 and may he ad-oinlster:d individually or to classes, requiring IS to 20 minutes 'Cr crnlgll e.[io-.. racier anal' sing the instrument/cia of Cu, items tonne revealed six clusters of items: a) R hnvier: b) Intollnecial and schenl iltatiee • -i) Anxiety: e) PnpulnrltY and 0 liar Ilnesc and satisfaction, e.) Physical se appearance a;e; 1) "Ia attributes; i lino, 9an,,1 h• e" n,l from or MPH(' (icier n 1) "I n o, dien[ at home"; 2) 'l n b.-if-id in my ;r'h tl vor h."; 3) f Iv o, a 1[ f,r.r 11 - ,l) I worry a Iat 5) "I In among the last chosen for nom-. O "I 1';.11 being 11 e w / I a 1 ;. I Iii :,• r •. 1 � were compiled by 1^alnistr rin the ' I; se to elementary wale I , •e,s chosen ;cool several illf _r n. schen - represent -'nt l ;. trh of sI 'rncclC levels as welly Iny 1 r Inhl lr h[ IIi high lee, emitII,- 1 na / i' r(a ,ed on r,'- niII I1r 1-h ' j I ve:narY :i.lininistr:ilielis el I e se.ile Lentire,l the; Ilint swi,ifiednik. rl 1 i ,itcd n ' I ml low - c r n I u r.; II tl n I --e'l ly -lee II t I. I L o 1. ..I 1/ I,¢ it -r. .n•r .1 i,r ;le l preilesled direction l-y rseetine these cn1 -ri I r l -I. I0 t I test. Intel rrl r i' t. t 'ccy SI-IbII_1 ithe r IticharI r r ,I 1 ,I -hr ul1 d fl Tents; Ia•I Ices ,'I I,, ,-)lInc the dlffvmnt ' r I,yr9 . -i li,•I. Iwlr r a. _ , 1,,st— 1 ^.1 rI.. 1fI niIn of .,/ l; .,,,I • :.III. ,,e-1 I• II•., n .I,_i ,n.. .rl• � .� :,d'-Iil� r t .I' alit. ni _ ii 2. ' .,,i . I'll 172.12. ., i• caN I .1 a.(' l 't /41, JII •'i y-,. fr � rt ----- .� ' ,'•eF.^.'r`! ..Sr 1^vin, y."ti:�TTu��T..r.r.l'f,l•rm-ne-F^.�Tl�`�,!" -^I". �. ,.Sn r.._..-r-n I STUDENT PERCEPTION OF TEACHER STYLE • Name Date The following has been prepared to give you a chance to indicate how you feel about your educational situation. Be sure to answer in relation to your own feelings, not how you "think" someone else feels or expects you to respond.• (SPOTS) eN 1. Your teacher is mainly interested in 1 2 3 4 5 6 7 8 9 • How many facts you know If he gets an idea across to you Whether you can "think"for yourself 2. The teacher 1 2 3 4 5 6 7 8 9 r _ Makes you do what he wants you to Makes you do what he wants you to Lets you make your own decisions most most of the time sometimes of the time 3. The teacher 1 2 3 4 5 6 7 8 9 Doesn't like to talk about any subject Talks about your course subject a lot Likes to talk about different subjects that isn't part of your course but encourages the discussion of other and is interested in your personal opin- i matters ions 4. The students in our class 1 2 3 4 5 6 7 8 9 Only speak when the teacher asks them Feel free to ask the teacher questions Feel free to speak up at almost any a question time 5. When the teacher or another student says something you don't agree with 1 2 3 4 5 6 7 8 9 You try not to start an argument and You tell why you disagree when the You feel free to discuss and argue your feel that it's not your job to tell him teacher asks you to point of view whether the teacher asks he's wrong you or not r^ 6. The teacher 1 2 3 4 5 6 7 8 9 Usually bases his opinions on what the Usually gives you another point of view Tells you that books, teachers, princi- book says or what the principal says in addition to what the book says pals and customs are not always right f 7. If you were to call your teacher br first name, 1 2 3 4 5 6 'r 8 9 He wouldn't like it and would tell you He would tell you that it's alright to He wouldn't mind at all not to do it call him by his first name outside of e1 school but that he would prefer you to call him by his last name while he la teaching 8. - The teacher 1 2 3 4 5 6 7 8 9 Never tells jokes while he's teaching Sometimes tells a joke or a humorous Always tells funny stories and encour- and does not like it when the students story to get a point across ages the students to tell about funny joke around things that have happened to them 9. The teacher spends a lot of time 1 2 3 4 5 6 7 8 9 Telling you about tests, grades and Giving you an idea about tests,grades Asking you to make your own deci- about how the course is planned and the course but not too much time sins about tests, grades, the course giving you the details plan or group projects 10. When we are working on a group project or in a committee,the teacher 1 2 8 4 5 6 7 8 9 Tells us exactly what to do Suggests ways that the project might Lets the group members decide how be handled the project should be handled 11. The teacher usually 1 2 3 4 5 6 7 8 9 Makes all the students do the same Makes some students work on projects Lets the students do what they like as thing in class(working,studying) and some students study, depending long as they complete the number of on how far behind they are projects or chapters assigned by the end of the week eine\, 12. When you get angry at the teacher, 1 2 3 4 5 6 7 8 9 You usually hold it in because the You feel that you can tell the teacher You feel that you could show your teacher would punish any show of anger why you're angry anger without the teacher becoming angry 13. The teacher 1 2 3 4 5 6 7 8 9 Acts like a teacher all of the time Acts like a teacher most of the time but. Acts like a friend more than he acts sometimes seems more like a friend like a teacher 14. The first thing the teacher does when he comes into the room 1 2 3 4 5 6 7 8 9 Is to tell you to be quiet so that he can Is to take attendance and ask you why Is to let you start your projects or take attendance some students are absent (if they are studying and then takes attendance sick,etc.) while you're working 15. In this class homework 1 2 3 4 5 6 7 8 9 Is assigned every day and must be Is divided between work which is due Usually consists of long-term projects handed in the next day every day and a few long term projects each term 16. In our class pupils work together in a group or on a committee 1 2 3 4 5 6 7 8 9 Never Sometimes A great deal 17. When there is work which has to be done with another student we are 1 2 3 4 6 6 7 8 9 Usually told with whom to work Can sometimes choose our own work Can usually decide with whom we want partner to work CI a m „ J v > 'i -(0) V p L r ., o at y ; - Z en E• . _ i ai z o c v o c a < a a « o _c E 6 COI H v p d d ; _ a vs a d Nfit O"O r d ONE itg."4::III V ; N ONOO 'O .. y C d W ` o•ac c o of E Er iii w r E o v E u �. .� c ; •c f c d ' d r w (� E > O T OpG er ID L .43' Q LL 0 . 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C 9 a) 0C O 0 L E EQ P, E a `o - p v 0 E 0 0 0 'o .d„ a 0. y n T O o t E E S a y a.- u O c T VI v 0 `° a+i o o E c u O O` U O V' C U U as U O O Ti > a U 4 - O > ,� C p p° E 0 '> ... 6 C c a) ai n o. EO v C • .c C n U E T�• 4. O O E Q; o 0ti E C C 9 0 O 0 O _ G CO C a U U O • U 0 0 N DO r •CC 0 a) U U U O J • 0. E a o o E o c.= o a o c a ° a y ai a a v ac c e �i a aE o 0.n a os av C' N o a C. : ,coo a ab .o 0 -▪. .0 .0 .L.. .�'. •0 Y U Y. U 10 Y 0J 4.1 ae tie 0T 3 Y Z. .t. E ' Y Y > C X .> Y n T n u. 3 — . 5 - .-. n - •0 a L L as L L 3 u o ... `o -. .. - - : 3 - ci ... E .. TS ✓ 6 00 ci d •1 lV ..1 •? C ' N ..1 d le; .6 h u C $ N N M en M M. M A ' [{ d d d d d d • c 0 E oact 3 1 mo.2 a o a; o u u e c - a O 'u p. c u o .p u �' E c E u ° c '' aa, 8 04 o . T H a a O T 6 • T o E .o c g- E y 8 O W a C 6 of O a p U y ai o a O. Ny 6yi T W E C G 6 c z a C at L 0 a) c O W .. y ry 0 a—=S 6 Ntno 0 " o a 0 d a 'v `r. 3 o o Ti.0 o .o o = A a 73 9 71 E. 4. 444a 0 v c °0 b_ u a 0 mp 13 od. e 9 0 0 0. N .� a a O. O T O a bp e to m .. ?` `� L u y u L coi O • n o• E 0 O. u o L a c >' p E E °' c v o o 0 vi E ai 0 ao+ U E 3 U 0. W C ,T• D. U C E ` T C. ... E T 2 C E U — — — - — an C 3� N N N tin N N oL O. a,De ❑ ❑ ❑ ❑ ❑ ED 0Q6n ❑ ❑ ❑ ❑ l • O La d t C V C O 'C U C u -0 o u g o to •o0 " 3 a i o 0 E E ° " '^ 4. S ^' `° , :c La = E Ca u n a E = 0 E o ai '� . t c on T >. E u .c ° u >, ,On 3 0 o r u. C co u $, a oo 3 .c u o cn % _ CS a " u '' o '� c _ v u c n 7 V p 'c C) �, d C. u b 0 .0 O O U Cl Ln , f'1. a m a c o a D u .0 a n • o 6 a E C c L O� a u c c v a u -66 0 G U C o .U. a V c - ` .=5 c. =. 0 u 0. �E > O 0° 0i o Cui - u 0. E a `u ._7. r. ° z r c _� t z a E c. `u ° 'o r z u LI r U N t _ 9 O t o E n ? 0 ° a; n -- o 0 o c N o o u ° u o 7. n _ - O - L _ i - .4., .4 L N i. O - .S ..Co _ o 0 -, - ... ... ,- L u c.- 'Y, T H -. r l i PROFILE SHEET by Harold F. Burks, Ph.D. Published by IrN , "' '. : WESTERN PSYCHOLOGICAL SERVICES 12031 w, PUBL1WILSH RE BOULEVARD SHERS AND ORS II LOS ANGELES,CALIFORNIA 90025 I'I A DIVISION OF MANSON WESTERN CORPORATION Name Date • ' School Age Grade Rated by Relationship to Child INSTRUCTIONS: Category scores should be calculated according to directions in manual.Place an X at point along each category continuum where score and number coincide. Connect X's to make profile. TOTAL NOT SIGNIFICANT SIGNIFICANT VERY SIGNIFICANT SCORES EXCESSIVE SELF BLAME I I I i i I I I 1 I I I 1.___.__L I it t L I t I 5 6 1 8 9 10 11 12 13 14 IS 15 I7 18 19 20 21 22 23 24 25 EXCESSIVE ANXIETY 2 1 I 1 I ___, I I I I I I I I I I 1 I I I 1 I 5 6 7 8 9 10 II 12 13 14 15 15 17 18 19 20 21 22 23 24 25 EXCESSIVE WITHDRAWAL 3 1-t_ 1 I 1-_____1_ I 1 i 1 t I I I i I i t t I 1 I 1 6 7 6 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 25 27 28 29 30 EXCESSIVE DEPENDENCY 41 tit I_ I —I. _I , r t I 1 1 I I I t t I t 6 7 8 9 to 1i 12 13 14 15 16 17 I8 19 20 21 22 23 24 25 28 27 28 99330 POOR EGO STRENGTH 5 1 I t _Li_____i____J 1__1__1 �t I 1 I I t I I I tilt t L + I I 7 B 9 10 ii 12 13 14 15 18 11 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 OOR PHYSICAL STRENGTH 6 L t I 1 ___L____I ..J . t I i .1. L.... ________L r 1�_.____1__l_i 5 5 7 8 9 10 11 12 13 14 15 I6 17 18 19 20 21 22 23 24 25 POOR COORDINATION 7 I____1 1 I _ L--_1 I I I I I I I I 1 I I I I I I 5 8 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 POOR INTELLECTUALITY B I I 1 1 I 11 1 1 1 I t I I I_�l I t 8 1 t 1 1 I 1 1� 7 8 9 10 II 12 13 14 IS 16 17 18 19 20 21 22 L._23 24 25 25 27 28 29 30 31 32 33 34 35 POOR ACADEMICS .9 I I , 1 I 5 6 7 a 9 10 II 12 13 14 ITS IB 17 18 19 20 21 22 23 24 I i 25 I POOR ATTENTION 10 1 1 1 I I I L_i t 1 _I 1--___I 1.._I_1 I 1 1 J____L 5 6 7 8 9 10 11 12 13 14 IS IS 17 18 19 20 21 22 23 24 25 POOR IMPULSE CONTROL 11 1 1 I i____ .1______1. I_ 1 1 I I- 1 _ .1_-_.I---1_-__.1._-1---1.-1.5 5 1 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 POOR REALITY CONTACT 12 L L_J_L-_L_1__J__1 I__L _i_..3__L.IJJJ_1-LJ. L._L_L1-.LJJJ_1-1i. 8 9 10 Ii 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 3a 37 39 39 40 POCK SENSE OF IDENTITY 13 ��-.L.�1- .1_--t.-____.I J -1 i..J__ I 1__J I_-.I�I t J_L. ,_._J 5 B 7 8 9 10 II t2 13 14 15 18 17 18 19 29 21 22 23 24 25 EXCESSIVE SUFFERING 14 1__..1-__.-I..J._.__.I__i. - L___J. J___I--_L._I._J--I. .J_J__J-__I 1 _1__J_.t_1_J-.J_C I 7 8 9 10 11 12 13 14 15 I6 17 IB 1920 21 22 :3 24 25 28 27 28 29 30 31 32 3-15---14--35 POOR ANGER CONTROL 15 I - I--- L---. .i.____ L. .-..I___ I I..__.t____.L..___.I . _I _I____1 I. 1__.1 J_._J._-.-I-_--_1_ I. EXCESSIVE 5 6 1 a 9 10 II 12 13 14 15 16 17 18 10 29 21 22 23 24 25 SENSE OF PERSECUTION ---- le I .I 1. . 1 __ 1 I I 1 _._ I -.. I I .. I I J _.-.-I J..—1_ I__.__III 5 6 7 8 9 If) I1 I2 13 I4 I5 is 17 18 19 20 71 22 23 74 25 I EXCESSIVE AGGRESSIVENESS 17 I I I I t I 1 1 1 1 t._ 1 . 1 I I _1 ._ 1._ I I 1 .__I._. I 6 7 0 9 10 11 Il I3 11 15 It 17 10 11 2U 71 22 73 21 .5 26 27 20 73 .III E7CES 1'JE RESISTANCE 18 I I t I I II I 1 I I- . I I . _ I I _ I I I_ . 1 . I 5 6 7 a 9 10 I I 12 1.1 14 15 10 17 IU 19 2U 21 :2 23 24 75 POGO SOCIAL CONFORMITY _.__19 I 1 I I I I I I I IIIIII 1 1 1 , II 1111111 _ 1_ 1 .. 1 1 . I. 8 9 10 II I: 11 14 15 16 11 IO 1'1 20 ?I .2 23 24 15 26 2' 26 29 30 31 32 33 3.4 75 IQ 31 38 39 40 (.,p.c,eltl , Iv"I' WI S I I It♦ I".1 1 111)1 I lk.11 .,I SI R\t1 I S Not to Dr I,•p1,.,1Ik .t 11: ,�II.h' u1 in 1,III \„I I1,.II N,if', 1'11„L•I,nr of %%c.Il In 1'N1.U..l..e1.'.11 Set, 1.'V i 48A(21 A11 I On.I,?.r'1\c.I 1 Hello