Description of Group

Please join us, GRREC's Counselor Connection, created specifically for school counselors in our region.  This group plans to meet four times annually to give you the opportunity to receive counselor specific professional learning opportunities with EILA credit available.  You will also have time to share ideas with your colleagues from other schools in one location.  

GRREC’s Counselor Connection Meeting Dates 2016-17

      GRREC’s Counselor Connection (GCC)                                      College Career Ready Counselors

GCC/CCR Counselors Session Topics





Mental Health Strategies & Data Tools for Tier 2/3 Students





Thurs., Sept. 29, 2016

MS/HS 8:30-11:30

Elem. 12:30-3:30

GRREC, 230  Technology Way, Bowling Green, KY 42101

Rooms 1A & 2B

Innovations in Counseling 



Thurs., Dec. 8,2016

GRREC, 230  Technology Way, Bowling Green, KY 42101

Rooms 1A & 2B


Life and Career Ready Strategies



    Thurs., Feb.9, 2017GRREC, 230  Technology Way, Bowling Green, KY 42101


EILA credit will be given for each session.


Other important upcoming events




OPGES Counselors' Tools and Resources, 9-1-15


Click HERE to view resources.

 OPGES Samples for domains GRREC Counselor Connection 9-2015.docx

 GRREC Counselor Connection Lessons Learned 9.1.2015.docx

GRREC's Counselor Connection Meeting Resources

Oct. 16, 2012

Recommended Websites

The Leader in Me

Developing leaders with 21st century skills. The Leader in Me is an innovative, schoolwide model that enables educators to unleash each child's full potential.
Presentational Resources

OPGES Samples for domains GRREC Counselor Connection 9-2015.docxPossible Strategies mentioned by Dr. Bertuleit;

  • Draw first feeling
  • Use of puzzles and metaphors
  • Feelings Wheel
  • inside/Outside 
  • If you were an animal what would it be?

Games mentioned that day include:

  • "Bully Free island"
  • "Card Game"
Description of Group

Networking Group Memebership

  • Allen County - Trevor Carver
  • Barren County - Melissa Moss, Jeanelle McGuire, Melinda Owens, and Valerie Stokes
  • Bowling Green Independent - Allen Martin and Robert Paugh
  • Campbellsville Independent - Terry Brewer
  • Clinton County - Lonnie Brown, Julie Daniels, and Doug Spears
  • Cumberland County - Ginger Garmon
  • Daviess County - Catherine Shelton 
  • Hardin County - Paula Hildabrand, Michelle Hale, and Shelee Clark
  • Hart County - Elaine Barrett, Alicia Estes, Carri Goodman, Jan Isaacs, and Lisa Willian
  • Meade County - Amy Berry
  • Metcalfe County - John Strode and Anita Love
  • Monroe County - Veronica Reecer
  • Ohio County - Chris Westerfield
  • Owensboro Independent - Matthew Constant and Paula Roberts
  • Simpson County - Pam Rowland
  • Warren County - Katie McAfee and Brenda Bitner
  • Western Kentucky University - Marge Maxwell


The Green River Regional Educational Cooperative TRT Networking group meets the 4th Monday of each month.  The meetings begin at 9:00 (central time) and usually wrap up around noon. 

Discovery Education Day with Matt Monjan (November 2, 2012)

Presentation by Matt Monjan

2011-2012 - Instructional Technology Professional Development Opportunities

Internet Safety Resources 

 Internet Safety Presentation by John Strode, Metcalfe County Schools

Media Clips

A Very Powerful Ad

Anti-Bullying Ad

AT & T Don't Text Whilte Driving Documentary

Claire Thought She Knew

One Father's Mission to End Bullying

Dangers of Sexting

Facebook an Unchecked Threat

Matt Thought He Knew

Megan's Story

Once Posted You Loose It

Ryan Halligan Story

Ryan Halligan Story Frontline

Sexting PSA

Smartphone Pictures Pose Risks

Special Report Things Not to Post on Facebook

Think Before You Post


Digital Citizenship Narrated Presentation


Preventing Cyberbullying: A Guide to Safe and Responsible Internet Use in the Digital Age
Download the white paper


The digital age has brought many advances that have connected us globally like never before. Among the many advantages to educators are the expansive resources now available that can enrich the learning environment, engage and motivate students, and offer more convenient modes of communication such as social media sites. However, social media sites also have an ominous side in the form of cyberbullying—an old problem wrapped in new technology.

According to recent data compiled by the website, Internet Safety 101, 43% of teens aged 13 to 17 say they have experienced some sort of cyberbullying in the past year. Read an in-depth examination into the darker side of student online behavior and explore efforts being made to counter it.

Discover what you need to know about cyberbullying including:

  • The different types of cyberbullying
  • How cyberbullying can cause lasting damage and can result in lawsuits for schools
  • What states are passing laws to address cyberbullying and what those laws entail
  • Four steps schools can take to combat cyberbullying
  • Why blocking social media is not the answer

Download and explore the different measures you can take to protect your students from cyberbullying.

T.H.E. Journal and Edgewave



Apple Learning Tour Apps 1

Apple Learning Tour Apps 2

Apple Learning Tour Apps 3

Apple Learning Tour Apps 4

Apple Learning Tour Apps 5

Apple Learning Tour Apps 6

Apple Learning Tour Apps 7

Apple Learning Tour Apps 8

Introuction to iBooks

Resources for iPads

iTunes U Collections

iTunes Steps Sheet

Itunes U

Volume Purchase Program:

Volume Purchase Program and other iOS Weblnars:



Description of Group

Contact Sandra Baker - for access to the private discussion group specficially design to meet the needs of GRREC Title 1 Supervisors. 



Description of Group

Contact Sandra Baker at for information on how to connect with the private discussion group specifically designed for GRREC Instructional Supervisors. 


Special Interest
Description of Group


The GRREC Crisis Response Team was orgnaized in Novemeber 2000. The Crisis Team services are focused with the intent in the event of a school crisis within the region involving death, natural disaster, on-site emergencies or other crisis situations and in the case where a School District requests the services of the Green River Regional Crisis Team, qualified team members will respond to the crisis to offer support to school personnel; assistance with the supervision and counseling of children; advice to the school and district as requested based on appropriate training and experience; and overall support in dealing with the aftermath of the incident.


Coming Soon!


Professional Support


Guidelines for Responding to the death of a Student or School Staff

This booklet is designed to help school administrators, teachers and crisis team members respond to the needs of students and staff after a loss such as the death of a student or staff member or when deaths occur that affect many people in the community.

Guidelines for Responding to death by Suicide

These guidelines are designed to help school administrators, teachers, and crisis team members respond to the needs of students and staff after a suicide has impacted the school environment as well as when an individual student’s life may be impacted by a suicide within the family


Sample Letters

To assist in times of need, the National Center for School Crisis and Bereavement at Cincinnati Children’s has created templates of letters so notification statements can be quickly and easily prepared during times of loss.

You can download these template letters in Microsoft Word format so they can be edited to suit your needs. They are also posted in portable document format (.pdf)

Suicide Related Letters:

Other Circumstance Letters 


Talking With Children About A Shooting

David Schonfeld, MD, Director, National Center for School Crisis and Bereavement at Cincinnati Children’s Hospital Medical Center provides the following tips to help adults talk with children about a shooting.


  • Talk about the event with your child. Silence isn’t comforting in crisis situations and suggests that what has occurred is too horrible to even speak of. After a major crisis, even very young children have likely already heard what has happened – but they may not understand what it means.
  • Start by asking your child what he or she has already heard about the events and what questions or concerns they have. Listen for misinformation, misconceptions and any underlying fears or concerns. If the child expresses worries, sadness or fears, tell them what adults are doing to keep them safe but don’t provide false reassurance or dismiss their concerns. Help them identify strategies to cope with difficult feelings.
  • Minimize your child’s exposure to media (television, radio, print, internet, social media) and if they do watch, consider recording, screening and watching with them. Remember children often overhear or see what you are watching on TV or listening to on the radio and may be exposed directly as the news evolves through the internet or social media. While children may seek and benefit from basic information about what happened so that they can understand what is happening in their world, they (and adults) don't benefit from graphic details or exposure to disturbing images or sounds. In the aftermath of a crisis is a good time to disconnect from all media and sit down together and talk as a family.
  • Encourage your child to ask questions now and in the future, and answer the questions directly. Like adults, children are better able to cope with a crisis if they feel they understand it. Question-and-answer exchanges provide you with the opportunity to offer support as your child begins to understand the crisis and the response to it.
  • Share your feelings about the shooting with your child and the strategies you have used to cope with your concerns, sadness, or other difficult feelings. If you feel overwhelmed and/or hopeless, look for some support from other adults before reaching out to your child.
  • Reassure the child that feeling sad, worried or angry is okay. Let your child know that it is all right to be upset about something bad that happened. Use the conversation to take the opportunity to talk about other troubling feelings your child may have.
  • Don’t feel obligated to give a reason for what happened. Although adults often feel the need to provide a reason for why someone committed such a crime, many times they
    don’t know. It is okay to tell your child that you don’t know why at this time such a crime was committed.
  • If you have concerns about your child’s behavior, contact his or her pediatrician, other primary care provider, or a qualified mental health care specialist.

Recommended Readings
Cullen, D. (March 2010). Columbine. 237 Park Avenue New York, NY 10017: Twelve Hatchette Book Group 

Schonfeld, D. J., Lichtenstein, R., Pruett, M. K., & Speese-Linehan, D. (2002). How to Prepare for 
     and Respond to a Crisis. 1703 N. Beauregard St. Alexandria, VA 22311-1714: Association for 
     Supervision & Curriculum Development. 

Schonfeld, D. J., & Quackenbush, M. (2010). The Grieving Student. Post Office Box #10624 Baltimore, 
     Maryland 21285-0624: Paul H. Brookes Publishing Co. 
Description of Group

What Is National Board Certification?

National Board Certification is an advanced teaching credential. It complements, but does not replace, a state’s teacher license. It is valid for 10 years, and renewal candidates must begin the renewal process during their eighth or ninth years as NBCTs.

National Board Certification is achieved upon successful completion of a voluntary assessment program designed to recognize effective and accomplished teachers who meet high standards based on what teachers should know and be able to do. National Board Certification is available nationwide for most preK–12 teachers.

As part of the certification process, candidates complete 10 assessments that are reviewed by trained teachers in their certificate areas. The assessments include four portfolio entries that feature teaching practice and six constructed response exercises that assess content knowledge.

For more information click the link below or contact Marsha Reddick at

National Board for Professional Teaching Standards