1. Safe and Drug-Free Schools & Communities Planning for Success! Region One ESC Clara Cáceres Contreras 956-984-6125 clara.contreras@esconett.org

2. Introduction Prevention is… Prevention is… “The active process of creating conditions and attributes that promote the well-being of people.” -SAMSHA and OJJDP

3. Continuum of Care

4. Why Prevention Is Important? According to a recently published RAND study, the cost benefits of model prevention programs far outweigh the actual cost of the programs. According to a recently published RAND study, the cost benefits of model prevention programs far outweigh the actual cost of the programs.

5. Prevention is important because… Youth who experiment with, and use, cigarettes at an early age are more likely than nonsmokers to experience a variety of behavior problems by the time they reach 12 th grade. Youth who experiment with, and use, cigarettes at an early age are more likely than nonsmokers to experience a variety of behavior problems by the time they reach 12 th grade. Youth at highest risk often are not only frequent and heavy users of tobacco and alcohol, but also are polysubstance users and have high levels of problems in social functioning, criminal activity, physical health, psychological distress, and substance dependence. Youth at highest risk often are not only frequent and heavy users of tobacco and alcohol, but also are polysubstance users and have high levels of problems in social functioning, criminal activity, physical health, psychological distress, and substance dependence. Poor school performance, absenteeism, prior dropout status predict future truancy, dropout, and drug use. Poor school performance, absenteeism, prior dropout status predict future truancy, dropout, and drug use. [Science-based Prevention Programs and Principles, 2002 SAMHSA]

6. Prevention is important… Half of all teens—about 60% report that drugs are used, kept, or sold at their schools Half of all teens—about 60% report that drugs are used, kept, or sold at their schools Students at these schools are 3 times more likely to use ATOD Students at these schools are 3 times more likely to use ATOD Of those who have tried cigarettes, 86% still smoke as seniors Of those who have tried cigarettes, 86% still smoke as seniors 83% continue to get drunk as seniors 83% continue to get drunk as seniors

7. Prevention is important… The more a student uses ATOD, the lower his/her GPA The more a student uses ATOD, the lower his/her GPA Alcohol abuse can reduce brain size --the hippocampus– (responsible for learning and memory) shrinks 10% Alcohol abuse can reduce brain size --the hippocampus– (responsible for learning and memory) shrinks 10% 3 drinks for a teenager take a far higher toll than an older drinker (25% greater impairment) 3 drinks for a teenager take a far higher toll than an older drinker (25% greater impairment) [Prevention Alert CSAP]

8. The Tie to Academic Achievement The level of peer substance use in schools has a substantial impact on the academic performance of students The level of peer substance use in schools has a substantial impact on the academic performance of students Peer substance use is an important predictor of math and reading test scores. Thus, the higher the level of peer substance use, the lower the math and reading test scores of all students– not just the substance users Peer substance use is an important predictor of math and reading test scores. Thus, the higher the level of peer substance use, the lower the math and reading test scores of all students– not just the substance users A recent study by the Human Services Policy Center, University of Washington, concluded that:

9. The Tie to Academic Achievement Students whose peers have little or no involvement with drinking and drug use score higher than students whose peers had low level drinking or drug use Students whose peers have little or no involvement with drinking and drug use score higher than students whose peers had low level drinking or drug use On average, students whose peers had little or no involvement with drinking or drug use score higher. On average, students whose peers had little or no involvement with drinking or drug use score higher.

10. Prevalence of Academic Success by Number of Risk and Protective Factors

11. Comprehensive Prevention Programs Prevention education is developmentally- based instruction for all children and youth from early childhood to 12 th grade that: Prevention education is developmentally- based instruction for all children and youth from early childhood to 12 th grade that: –Teaches important skills, such as social skills, conflict management skills, problem-solving skills; –Promotes a sense of individual responsibility, and provides information and effective techniques for resisting peer pressure –Addresses the legal, personal, and social consequences of violent and disruptive behavior, such as bullying and harassment, and/or the legal, social, and health consequences of ATOD use.

12. A Comprehensive Approach Information dissemination: Newsletter for parents/ all school assembly Information dissemination: Newsletter for parents/ all school assembly Prevention Education: Classroom lessons, booster sessions, integration into school improvement activities Prevention Education: Classroom lessons, booster sessions, integration into school improvement activities Alternatives: Reinforcement of skills in afterschool program Alternatives: Reinforcement of skills in afterschool program

13. A Comprehensive Approach Problem Identification/Referral: Individual intervention system Problem Identification/Referral: Individual intervention system Community: School- Community leadership team and all school involvement Community: School- Community leadership team and all school involvement Environmental Strategies: Schoolwide expectations, common area expectations, system of consequences Environmental Strategies: Schoolwide expectations, common area expectations, system of consequences

14. The Context of Prevention Today Increased emphasis on results Increased emphasis on results Data-driven needs assessment and decision-making Data-driven needs assessment and decision-making Use of scientifically researched based programs Use of scientifically researched based programs Unifying predictive framework Unifying predictive framework

15. Public Health: Prevention Model Risks include Smoking Smoking High fat diet High fat diet High cholesterol High cholesterol Protection includes Exercise Exercise Diet high in fruits and vegetables Diet high in fruits and vegetables The prevention of heart disease is an example of risk and protection focused prevention.

16. Risk and Protective Factors Risk factors are conditions for a group, individual, or defined geographic area that increase the likelihood of a substance use/abuse or other problems occurring Risk factors are conditions for a group, individual, or defined geographic area that increase the likelihood of a substance use/abuse or other problems occurring

17. Risk and Protective Factors Protective factors are conditions that build resilience to substance abuse and other problems and can serve to buffer the negative effects of risk Protective factors are conditions that build resilience to substance abuse and other problems and can serve to buffer the negative effects of risk

18. Prevention Theory: Risk and Protection Focused Prevention There is a link between risk and protective factors and youth behavior. Youth high in risk or low in protection are more likely to engage in problem behaviors. There is a link between risk and protective factors and youth behavior. Youth high in risk or low in protection are more likely to engage in problem behaviors. Risk and protective factors predict future youth behaviors– both positive and problem behaviors Risk and protective factors predict future youth behaviors– both positive and problem behaviors

19. Risk Factors Are characteristics of four areas in a young person’s life: Are characteristics of four areas in a young person’s life: 1. Community 2. Family 3. School 4. Peer groups and the characteristics of the young person

20. Risk factors 1. Alcohol and other drug use 2. Delinquency 3. School dropout 4. Teen pregnancy 5. Violent behavior Predict increased likelihood of five problem behaviors:

21. Protective Factors 1. Buffer the effects of risk exposure 2. Demonstrate results in multiple studies 3. Demonstrate results in longitudinal studies Protective factors must:

22. Protective Factors Healthy beliefs and clear standards Healthy beliefs and clear standards Bonding Bonding Prosocial opportunities Prosocial opportunities Competencies and skills Competencies and skills Reinforcement for prosocial involvement Reinforcement for prosocial involvement Individual characteristics (intelligence and temperament) Individual characteristics (intelligence and temperament)

23. School Risk Factors Academic failure: beginning in late elementary grades (4-6), academic failure increases the risk of both drug use and delinquency Academic failure: beginning in late elementary grades (4-6), academic failure increases the risk of both drug use and delinquency Lack of commitment to school: Surveys of high school seniors have shown that substance use is significantly lower among those who expect to attend college than among those who do not. Factors such as liking school, spending time on homework, and perceiving their coursework as relevant are also negatively related to drug use. Lack of commitment to school: Surveys of high school seniors have shown that substance use is significantly lower among those who expect to attend college than among those who do not. Factors such as liking school, spending time on homework, and perceiving their coursework as relevant are also negatively related to drug use.

24. School Protective Factors Opportunities for positive involvement: When young people are given more opportunities to participate meaningfully in important school activities, they are less likely to engage in problem behavior Opportunities for positive involvement: When young people are given more opportunities to participate meaningfully in important school activities, they are less likely to engage in problem behavior Rewards for Conventional Involvement: When young people are recognized and rewarded for their contributions to school, they are less likely to be involved in substance abuse and other problem behaviors Rewards for Conventional Involvement: When young people are recognized and rewarded for their contributions to school, they are less likely to be involved in substance abuse and other problem behaviors

25. Effective Prevention Programming: NIDA Principles Principles for School-based programs: Principles for School-based programs: –Do the school-based programs reach children from kindergarten through high school? If not, do they at least reach children during the critical middle school or junior school years? –Do the programs contain multiple years of intervention? –Do the programs use a well- tested, standardized intervention with detailed lesson plans and student material?

26. Effective Prevention Programming: NIDA Principles Do the programs teach resistance skills through interactive methods (modeling, role-playing, discussion, group feedback, reinforcement) Do the programs teach resistance skills through interactive methods (modeling, role-playing, discussion, group feedback, reinforcement) Principles for School-based programs:

27. Effective Prevention Programming: NIDA Principles –Do the programs foster prosocial bonding to the school and community? Principles for School-based programs:

28. Effective Prevention Programming: NIDA Principles –Do the programs : teach social competency (community, self-efficacy, assertiveness) and resistance skills that are culturally and developmentally appropriate teach social competency (community, self-efficacy, assertiveness) and resistance skills that are culturally and developmentally appropriate promote positive peer influence promote positive peer influence promote anti-drug social norms promote anti-drug social norms include adequate number of sessions include adequate number of sessions Principles for School-based programs:

29. What Works… Substance Abuse Prevention Help students recognize internal and external pressures that influence them to use ATOD Help students recognize internal and external pressures that influence them to use ATOD Develop personal, social, and refusal skills to resist these pressures Develop personal, social, and refusal skills to resist these pressures Teach that using ATOD is not the norm even if students think “everyone is doing it” Teach that using ATOD is not the norm even if students think “everyone is doing it” Key elements of effective substance abuse programs include:

30. What Works… Substance Abuse Prevention Provide developmentally appropriate material and activities Provide developmentally appropriate material and activities Use interactive teaching techniques Use interactive teaching techniques Actively involve the family and community Actively involve the family and community Include teacher training and support; contain material that is easy for teachers to implement and culturally relevant for students Include teacher training and support; contain material that is easy for teachers to implement and culturally relevant for students Key elements of effective substance abuse programs include:

31. What Works… Violence Prevention Key elements of violence prevention programs include: Key elements of violence prevention programs include: –Activities designed to foster school norms against violence, aggression, and bullying –Skills training based on a strong theoretical foundation –A comprehensive, multi-faceted approach, including family, peer, media, and community

32. What Works… Violence Prevention Key elements include: Key elements include: –Physical and administrative changes to promote positive school climate –Interactive teaching –Developmentally appropriate interventions –Teacher training

33. What Does Not Work… Scare tactics Scare tactics Instructional programs that are too brief and not supported by a positive school administration Instructional programs that are too brief and not supported by a positive school administration Programs that focus exclusively on self-esteem Programs that focus exclusively on self-esteem Programs providing only didactic information without helping students to develop the necessary refusal skills Programs providing only didactic information without helping students to develop the necessary refusal skills

34. NCLB Principles Principles of Effectiveness Principles of Effectiveness Comprehensive Approach Comprehensive Approach Science Based Programming Science Based Programming Collaboration Collaboration

35. Principles of Effectiveness Assessment of objective data regarding violent behavior and illegal drug use and conditions that produce them. Assessment of objective data regarding violent behavior and illegal drug use and conditions that produce them. Based on established set of performance measures designed to ensure a safe, orderly drug-free learning environment. Based on established set of performance measures designed to ensure a safe, orderly drug-free learning environment. Based on scientifically-based research with evidence that the program will reduce violence and substance abuse. Based on scientifically-based research with evidence that the program will reduce violence and substance abuse.

36. Principles of Effectiveness Based on an analysis of the prevalence of risk and protective factors/buffers/assets. Based on an analysis of the prevalence of risk and protective factors/buffers/assets. Based on meaningful, ongoing input and consultation from parents in the development and implementation of the plan. Based on meaningful, ongoing input and consultation from parents in the development and implementation of the plan.

37. Needs Assessment and Objective Data Collect data: YRB incidence and prevalence, age of onset, perception of health risk, perception of social disapproval, violent-related and drug- related suspensions and expulsions, disciplinary referrals, etc.

38. Needs Assessment and Objective Data Analyze data collected: What is the incidence and prevalence of violence and substance abuse in our district and school? What is the incidence and prevalence of violence and substance abuse in our district and school? Does the student data present a positive or negative picture of the current situation? Does the student data present a positive or negative picture of the current situation? How are students doing compared to students in the state? How are students doing compared to students in the state? Are trends heading in the desired direction? Are trends heading in the desired direction?

39. Risk and Protective Factor Data Are there risk factors contributing to the current situation of our students? Are there risk factors contributing to the current situation of our students? What protective factors have potential to mitigate the risk factors present in our current situation? What protective factors have potential to mitigate the risk factors present in our current situation? Are there sufficient protective factors in the lives of our children to offset the risk factors? Are there sufficient protective factors in the lives of our children to offset the risk factors?

40. Resource Assessment What are the resources available to our school and community to address deficiencies found in our needs assessment? What are the resources available to our school and community to address deficiencies found in our needs assessment? –Which risk factor(s) does the program address? –How does the program increase protective factors? –What age group(s) are served by the program? –Does the program address the needs of all students or a targeted group? –Is the program of sufficient duration and intensity to make a difference in the targeted behavior?

41. Needs Assessment: How to Utilize Data Problem Observed: Conflicts occurring among students and between students and teachers at Anywhere Junior High School; current disciplinary responses are reactive, time-consuming, and seem only marginally effective; too much teacher time spent on intervening rather than on instruction Problem Observed: Conflicts occurring among students and between students and teachers at Anywhere Junior High School; current disciplinary responses are reactive, time-consuming, and seem only marginally effective; too much teacher time spent on intervening rather than on instruction

42. Utilizing Data Objective Data from the needs assessment Objective Data from the needs assessment –20% increase in number of fights this year compared to last –More than twice as many weapons confiscated compared to last year –45% of students noted they did not feel safe at school as reported on the YRB survey –Parent concerns about school safety are increasing as reflected on a PTA survey –15% increase in assault cases in juvenile court

43. Needs Assessment Data Risk factors targeted for reduction Risk factors targeted for reduction –Reduce alienation and rebelliousness –Reduce rewards for anti-social behaviors

44. Needs Assessment Data Protective factors targeted for enhancement Protective factors targeted for enhancement –Increase opportunities and rewards for positive involvement in school –Increase social and self competency skills –Improve communication skills –Enhance positive peer relationships

45. Setting Goals/Performance Measures Students of Anywhere Junior High School will successfully manage and resolve conflict as evidenced by a 25% reduction in the number of fights and the number of weapons brought to school and by a 15% improvement in student, teacher, and parent perceptions of school safety as measured by the following: YRB survey, teacher survey, and parent school climate survey. Students of Anywhere Junior High School will successfully manage and resolve conflict as evidenced by a 25% reduction in the number of fights and the number of weapons brought to school and by a 15% improvement in student, teacher, and parent perceptions of school safety as measured by the following: YRB survey, teacher survey, and parent school climate survey.

46. Needs Assessment: How to Utilize Data Problem observed: Administrators and teachers at City High School have seen an increase in the number of students with school performance and attendance problems who have been found to have alcohol and other drug problems, and who express a lack of commitment to school. Problem observed: Administrators and teachers at City High School have seen an increase in the number of students with school performance and attendance problems who have been found to have alcohol and other drug problems, and who express a lack of commitment to school.

47. Utilizing Data Objective data from needs assessment: Objective data from needs assessment: –2005 YRB survey found increased levels of alcohol use among 10 th and 12 th graders (also higher than the state average) –The percent of 10 th graders who reported it is OK to drink alcohol increased from 40% to 52% between 2001-2003 – 22% increase in the current school year of alcohol-related offenses at school and school- sponsored events –Increase of 20% over the last three years in the number of drug-related suspensions and expulsions –25% increase in vandalism within the community (data from juvenile court referrals )

48. Needs Assessment Data Risk factors targeted for reduction: Risk factors targeted for reduction: –Delay initiation of alcohol use (age of onset) –Reduce the number of friends who use –Decrease favorable attitudes toward use

49. Needs Assessment Data Protective factors targeted for enhancement: Protective factors targeted for enhancement: –Increase social skills –Increase opportunities and rewards for positive involvement in school and the community

50. Setting Goals/Performance Measures By June, 2007, students at City High School will report a 25% reduction in reported alcohol use by 10 th graders, increase by 15% the 12 th graders reporting that they have never used alcohol, and decrease by 15% the number of alcohol- related suspensions and expulsions. By June, 2007, students at City High School will report a 25% reduction in reported alcohol use by 10 th graders, increase by 15% the 12 th graders reporting that they have never used alcohol, and decrease by 15% the number of alcohol- related suspensions and expulsions.

51. Steps to Programming: Addressing Risk and Protective Factors Define a population Define a population Assess needs: assess levels of risk, protection, and behavior for the targeted population Assess needs: assess levels of risk, protection, and behavior for the targeted population –Individuals –Families –Peers –Schools –Communities

52. Steps to Programming: Addressing Risk and Protective Factors Develop a comprehensive program to address the district and school goals, using science-based programs and practices Develop a comprehensive program to address the district and school goals, using science-based programs and practices Focus on all levels of risk with special attention to those with high risk and low protection Focus on all levels of risk with special attention to those with high risk and low protection

53. Steps to Programming: Addressing Risk and Protective Factors Address attitudes and norms Address attitudes and norms Strengthen skills: critical thinking, communications, and social competency Strengthen skills: critical thinking, communications, and social competency Ensure the strategies are appropriate for the population addressed Ensure the strategies are appropriate for the population addressed

54. Steps to Programming: Addressing Risk and Protective Factors Strengthen social bonding: programs that strengthen caring relationships, provide mentors Strengthen social bonding: programs that strengthen caring relationships, provide mentors Reduce risk and enhance protection in families: strengthen families to set rules, clarify expectations, monitor behavior, provide support and model positive behavior Reduce risk and enhance protection in families: strengthen families to set rules, clarify expectations, monitor behavior, provide support and model positive behavior