safe and drug-free schools & communities planning for success!

Safe and Drug-Free Schools Safe and Drug-Free Schools &&

CommunitiesCommunities

Planning for Success!Planning for Success!

Region One ESCRegion One ESCClara Cáceres ContrerasClara Cáceres Contreras

956-984-6125956-984-6125clara.contreras@[email protected]

IntroductionIntroduction

•Prevention is…Prevention is…

““The active process The active process of creating conditions and of creating conditions and attributes that promote attributes that promote the well-being of people.”the well-being of people.”

-SAMSHA and OJJDP-SAMSHA and OJJDP

Continuum of CareContinuum of Care

ContinuumIntervention Spectrum

Universal -General Population

Selective -Health Risk Groups

Indicated -Diagnosed

CaseIdentification

StandardTreatmentfor KnownDisorders

Compliancewith Long-TermTreatment(reduce relapseand recurrence)

Aftercare(includingrehabilitation)

Treatment

Why Prevention Is Why Prevention Is Important?Important?• According to a According to a

recently published recently published RAND study, the RAND study, the cost benefits of cost benefits of model prevention model prevention programs far programs far outweigh the outweigh the actual cost of the actual cost of the programs. programs.

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Best estimate ConservativeEstimate

Cost Estimate

Estimate of Social Benefits versus cost of School-based Drug Prevention

Prevention is important Prevention is important because…because…

• Youth who experiment with, and use, cigarettes at an Youth who experiment with, and use, cigarettes at an early age are more likely than nonsmokers to early age are more likely than nonsmokers to experience a variety of behavior problems by the experience a variety of behavior problems by the time they reach 12time they reach 12thth grade. grade.

• Youth at highest risk often are not only frequent and Youth at highest risk often are not only frequent and heavy users of tobacco and alcohol, but also are heavy users of tobacco and alcohol, but also are polysubstance users and have high levels of problems polysubstance users and have high levels of problems in social functioning, criminal activity, physical health, in social functioning, criminal activity, physical health, psychological distress, and substance dependence.psychological distress, and substance dependence.

• Poor school performance, absenteeism, prior dropout Poor school performance, absenteeism, prior dropout status predict future truancy, dropout, and drug use. status predict future truancy, dropout, and drug use.

[Science-based Prevention Programs and Principles, 2002 SAMHSA]

Prevention is important…Prevention is important…

• Half of all teens—about Half of all teens—about 60% report that drugs 60% report that drugs are used, kept, or sold are used, kept, or sold at their schoolsat their schools

• Students at these Students at these schools are 3 times schools are 3 times more likely to use ATODmore likely to use ATOD

• Of those who have tried Of those who have tried cigarettes, 86% still cigarettes, 86% still smoke as seniorssmoke as seniors

• 83% continue to get 83% continue to get drunk as seniorsdrunk as seniors

Prevention is important…Prevention is important…

• The more a student uses The more a student uses ATOD, the lower his/her GPAATOD, the lower his/her GPA

• Alcohol abuse can reduce Alcohol abuse can reduce brain size --the brain size --the hippocampus– (responsible hippocampus– (responsible for learning and memory) for learning and memory) shrinks 10%shrinks 10%

• 3 drinks for a teenager take a 3 drinks for a teenager take a far higher toll than an older far higher toll than an older drinker (25% greater drinker (25% greater impairment) impairment)

[Prevention Alert CSAP]

The Tie to Academic The Tie to Academic AchievementAchievement

• The level of peer substance use in The level of peer substance use in schools has a substantial impact on schools has a substantial impact on the academic performance of the academic performance of studentsstudents

• Peer substance use is an important Peer substance use is an important predictor of math and reading test predictor of math and reading test scores. Thus, the higher the level of scores. Thus, the higher the level of peer substance use, the lower the peer substance use, the lower the math and reading test scores of all math and reading test scores of all students– not just the substance usersstudents– not just the substance users

A recent study by the Human Services Policy Center, University of Washington, concluded that:

The Tie to Academic The Tie to Academic AchievementAchievement• Students whose peers have Students whose peers have

little or no involvement with little or no involvement with drinking and drug use score drinking and drug use score higher than students whose higher than students whose peers had low level drinking peers had low level drinking or drug useor drug use

• On average, students On average, students whose peers had little or no whose peers had little or no involvement with drinking involvement with drinking or drug use score higher.or drug use score higher.

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Number of Risk Factors

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Six State Student Survey of 6th-12th Graders, Public School Students

Prevalence of Academic Success by Number of Risk and Protective Factors

Comprehensive Prevention Comprehensive Prevention ProgramsPrograms

• Prevention education is developmentally- Prevention education is developmentally- based instruction for all children and youth based instruction for all children and youth from early childhood to 12from early childhood to 12thth grade that: grade that:– Teaches important skills, such as social Teaches important skills, such as social

skills, conflict management skills, skills, conflict management skills, problem-solving skills;problem-solving skills;

– Promotes a sense of individual Promotes a sense of individual responsibility, and provides information responsibility, and provides information and effective techniques for resisting and effective techniques for resisting peer pressurepeer pressure

– Addresses the legal, personal, and Addresses the legal, personal, and social consequences of violent and social consequences of violent and disruptive behavior, such as bullying disruptive behavior, such as bullying and harassment, and/or the legal, and harassment, and/or the legal, social, and health consequences of social, and health consequences of ATOD use.ATOD use.

A Comprehensive ApproachA Comprehensive Approach

• Information dissemination: Information dissemination: Newsletter for parents/ all Newsletter for parents/ all school assemblyschool assembly

• Prevention Education: Prevention Education: Classroom lessons, booster Classroom lessons, booster sessions, integration into sessions, integration into school improvement school improvement activitiesactivities

• Alternatives: Reinforcement Alternatives: Reinforcement of skills in afterschool of skills in afterschool programprogram

A Comprehensive ApproachA Comprehensive Approach• Problem Problem

Identification/Referral: Identification/Referral: Individual intervention Individual intervention system system

• Community: School- Community: School- Community leadership Community leadership team and all school team and all school involvementinvolvement

• Environmental Environmental Strategies: Schoolwide Strategies: Schoolwide expectations, common expectations, common area expectations, area expectations, system of consequencessystem of consequences

The Context of Prevention The Context of Prevention TodayToday• Increased emphasis Increased emphasis

on resultson results• Data-driven needs Data-driven needs

assessment and assessment and decision-makingdecision-making

• Use of scientifically Use of scientifically researched based researched based programsprograms

• Unifying predictive Unifying predictive frameworkframework

Public Health: Prevention Public Health: Prevention ModelModel

Risks includeRisks include

• SmokingSmoking

• High fat dietHigh fat diet

• High High cholesterolcholesterol

Protection Protection includesincludes

• ExerciseExercise

• Diet high in Diet high in fruits and fruits and vegetablesvegetables

The prevention of heart disease is an example of risk and protection focused prevention.

Risk and Protective FactorsRisk and Protective Factors

• Risk factorsRisk factors are are conditions for a conditions for a group, individual, or group, individual, or defined geographic defined geographic area that increase area that increase the likelihood of a the likelihood of a substance substance use/abuse or other use/abuse or other problems occurringproblems occurring

Risk and Protective FactorsRisk and Protective Factors

• Protective Protective factorsfactors are are conditions that conditions that build resilience to build resilience to substance abuse substance abuse and other problems and other problems and can serve to and can serve to buffer the negative buffer the negative effects of risk effects of risk

Prevention Theory: Prevention Theory: Risk and Protection Focused Risk and Protection Focused PreventionPrevention• There is a link between There is a link between

risk and protective risk and protective factors and youth factors and youth behavior. Youth high in behavior. Youth high in risk or low in protection risk or low in protection are more likely to engage are more likely to engage in problem behaviors.in problem behaviors.

• Risk and protective Risk and protective factors predict future factors predict future youth behaviors– both youth behaviors– both positive and problem positive and problem behaviorsbehaviors

Risk FactorsRisk Factors

• Are characteristics of four Are characteristics of four areas in a young person’s areas in a young person’s life:life:

1. Community1. Community

2. Family2. Family

3. School3. School

4. Peer groups and the 4. Peer groups and the characteristics of the characteristics of the young personyoung person

Risk factorsRisk factors

1.1. Alcohol and Alcohol and other drug useother drug use

2.2. DelinquencyDelinquency

3.3. School dropoutSchool dropout

4.4. Teen pregnancyTeen pregnancy

5.5. Violent behaviorViolent behavior

Predict increased likelihood of five problem behaviors:

Protective FactorsProtective Factors

1.1. Buffer the effects of Buffer the effects of risk exposurerisk exposure

2.2. Demonstrate results Demonstrate results in multiple studiesin multiple studies

3.3. Demonstrate results Demonstrate results in longitudinal in longitudinal studiesstudies

Protective factors must:

Protective FactorsProtective Factors

• Healthy beliefs and Healthy beliefs and clear standardsclear standards

• BondingBonding

• Prosocial opportunitiesProsocial opportunities

• Competencies and skillsCompetencies and skills

• Reinforcement for Reinforcement for prosocial involvementprosocial involvement

• Individual Individual characteristics characteristics (intelligence and (intelligence and temperament)temperament)

School Risk FactorsSchool Risk Factors

• Academic failure: beginning in late Academic failure: beginning in late elementary grades (4-6), academic elementary grades (4-6), academic failure increases the risk of both drug failure increases the risk of both drug use and delinquencyuse and delinquency

• Lack of commitment to school: Lack of commitment to school: Surveys of high school seniors have Surveys of high school seniors have shown that substance use is shown that substance use is significantly lower among those who significantly lower among those who expect to attend college than among expect to attend college than among those who do not. Factors such as those who do not. Factors such as liking school, spending time on liking school, spending time on homework, and perceiving their homework, and perceiving their coursework as relevant are also coursework as relevant are also negatively related to drug use.negatively related to drug use.

School Protective FactorsSchool Protective Factors

• Opportunities for positive Opportunities for positive involvement: When young people are involvement: When young people are given more opportunities to given more opportunities to participate meaningfully in important participate meaningfully in important school activities, they are less likely school activities, they are less likely to engage in problem behaviorto engage in problem behavior

• Rewards for Conventional Rewards for Conventional Involvement: When young people are Involvement: When young people are recognized and rewarded for their recognized and rewarded for their contributions to school, they are less contributions to school, they are less likely to be involved in substance likely to be involved in substance abuse and other problem behaviorsabuse and other problem behaviors

Effective Prevention Effective Prevention Programming: NIDA Programming: NIDA PrinciplesPrinciples

• Principles for School-based programs:Principles for School-based programs:– Do the school-based programs Do the school-based programs

reach children from kindergarten reach children from kindergarten through high school? If not, do they through high school? If not, do they at least reach children during the at least reach children during the critical middle school or junior critical middle school or junior school years?school years?

– Do the programs contain multiple Do the programs contain multiple years of intervention?years of intervention?

– Do the programs use a well-tested, Do the programs use a well-tested, standardized intervention with standardized intervention with detailed lesson plans and student detailed lesson plans and student material?material?


• Do the programs Do the programs teach resistance skills teach resistance skills through interactive through interactive methods (modeling, methods (modeling, role-playing, role-playing, discussion, group discussion, group feedback, feedback, reinforcement)reinforcement)

Principles for School-based programs:


– Do the programs Do the programs foster prosocial foster prosocial bonding to the school bonding to the school and community?and community?



– Do the programs :Do the programs :•teach social competency teach social competency

(community, self-efficacy, (community, self-efficacy, assertiveness) and resistance assertiveness) and resistance skills that are culturally and skills that are culturally and developmentally appropriatedevelopmentally appropriate

•promote positive peer promote positive peer influenceinfluence

•promote anti-drug social promote anti-drug social normsnorms

• include adequate number of include adequate number of sessionssessions


What Works… What Works… Substance Abuse PreventionSubstance Abuse Prevention

• Help students recognize Help students recognize internal and external pressures internal and external pressures that influence them to use that influence them to use ATODATOD

• Develop personal, social, and Develop personal, social, and refusal skills to resist these refusal skills to resist these pressurespressures

• Teach that using ATOD is not Teach that using ATOD is not the norm even if students think the norm even if students think “everyone is doing it”“everyone is doing it”

Key elements of effective substance abuse programs include:

What Works… What Works… Substance Abuse Prevention Substance Abuse Prevention

• Provide developmentally Provide developmentally appropriate material and activitiesappropriate material and activities

• Use interactive teaching techniquesUse interactive teaching techniques

• Actively involve the family and Actively involve the family and communitycommunity

• Include teacher training and Include teacher training and support; contain material that is support; contain material that is easy for teachers to implement and easy for teachers to implement and culturally relevant for studentsculturally relevant for students

Key elements of effective substance abuse programs include:

What Works… What Works… Violence Prevention Violence Prevention • Key elements of violence Key elements of violence

prevention programs include:prevention programs include:– Activities designed to foster Activities designed to foster

school norms against violence, school norms against violence, aggression, and bullyingaggression, and bullying

– Skills training based on a strong Skills training based on a strong theoretical foundationtheoretical foundation

– A comprehensive, multi-faceted A comprehensive, multi-faceted approach, including family, approach, including family, peer, media, and communitypeer, media, and community

What Works… What Works… Violence Prevention Violence Prevention

• Key elements include:Key elements include:– Physical and administrative Physical and administrative

changes to promote positive changes to promote positive school climateschool climate

– Interactive teachingInteractive teaching– Developmentally appropriate Developmentally appropriate

interventionsinterventions– Teacher trainingTeacher training

What Does Not Work…What Does Not Work…

• Scare tacticsScare tactics• Instructional programs that Instructional programs that

are too brief and not are too brief and not supported by a positive supported by a positive school administrationschool administration

• Programs that focus Programs that focus exclusively on self-esteemexclusively on self-esteem

• Programs providing only Programs providing only didactic information without didactic information without helping students to develop helping students to develop the necessary refusal skills the necessary refusal skills

NCLB PrinciplesNCLB Principles

•Principles of Principles of EffectivenessEffectiveness

•Comprehensive Comprehensive ApproachApproach

•Science Based Science Based ProgrammingProgramming

•CollaborationCollaboration

Principles of EffectivenessPrinciples of Effectiveness

• Assessment of objective data Assessment of objective data regarding violent behavior and regarding violent behavior and illegal drug use and conditions illegal drug use and conditions that produce them.that produce them.

• Based on established set of Based on established set of performance measures performance measures designed to ensure a safe, designed to ensure a safe, orderly drug-free learning orderly drug-free learning environment.environment.

• Based on scientifically-based Based on scientifically-based research with evidence that the research with evidence that the program will reduce violence program will reduce violence and substance abuse.and substance abuse.

Principles of EffectivenessPrinciples of Effectiveness

• Based on an analysis Based on an analysis of the prevalence of of the prevalence of risk and protective risk and protective factors/buffers/assets.factors/buffers/assets.

• Based on meaningful, Based on meaningful, ongoing input and ongoing input and consultation from consultation from parents in the parents in the development and development and implementation of implementation of the plan.the plan.

Needs Assessment and Objective Needs Assessment and Objective DataData

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

Needs Assessment and Objective Needs Assessment and Objective DataData

Analyze data collected:Analyze data collected:• What is the incidence and What is the incidence and

prevalence of violence and prevalence of violence and substance abuse in our substance abuse in our district and school?district and school?

• Does the student data Does the student data present a positive or present a positive or negative picture of the negative picture of the current situation?current situation?

• How are students doing How are students doing compared to students in compared to students in the state?the state?

• Are trends heading in the Are trends heading in the desired direction?desired direction?

Risk and Protective Factor Risk and Protective Factor DataData

• Are there risk factors Are there risk factors contributing to the current contributing to the current situation of our students?situation of our students?

• What protective factors What protective factors have potential to mitigate have potential to mitigate the risk factors present in the risk factors present in our current situation?our current situation?

• Are there sufficient Are there sufficient protective factors in the protective factors in the lives of our children to lives of our children to offset the risk factors?offset the risk factors?

Resource AssessmentResource Assessment

• What are the resources available to our school What are the resources available to our school and community to address deficiencies found and community to address deficiencies found in our needs assessment?in our needs assessment?– Which risk factor(s) does the program address?Which risk factor(s) does the program address?– How does the program increase protective factors?How does the program increase protective factors?– What age group(s) are served by the program?What age group(s) are served by the program?– Does the program address the needs of all students Does the program address the needs of all students

or a targeted group?or a targeted group?– Is the program of sufficient duration and intensity to Is the program of sufficient duration and intensity to

make a difference in the targeted behavior?make a difference in the targeted behavior?

Needs Assessment: Needs Assessment: How to Utilize DataHow to Utilize Data• Problem Observed: Conflicts Problem Observed: Conflicts

occurring among students occurring among students and between students and and between students and teachers at Anywhere Junior teachers at Anywhere Junior High School; current High School; current disciplinary responses are disciplinary responses are reactive, time-consuming, reactive, time-consuming, and seem only marginally and seem only marginally effective; too much teacher effective; too much teacher time spent on intervening time spent on intervening rather than on instructionrather than on instruction

Utilizing DataUtilizing Data

• Objective Data from the needs assessmentObjective Data from the needs assessment– 20% increase in number of fights this year 20% increase in number of fights this year

compared to lastcompared to last– More than twice as many weapons confiscated More than twice as many weapons confiscated

compared to last yearcompared to last year– 45% of students noted they did not feel safe at 45% of students noted they did not feel safe at

school as reported on the YRB surveyschool as reported on the YRB survey– Parent concerns about school safety are Parent concerns about school safety are

increasing as reflected on a PTA surveyincreasing as reflected on a PTA survey– 15% increase in assault cases in juvenile court15% increase in assault cases in juvenile court

Needs Assessment DataNeeds Assessment Data

• Risk factors targeted for Risk factors targeted for reductionreduction– Reduce alienation and Reduce alienation and

rebelliousnessrebelliousness– Reduce rewards for anti-Reduce rewards for anti-

social behaviorssocial behaviors


• Protective factors Protective factors targeted for targeted for enhancementenhancement– Increase opportunities Increase opportunities

and rewards for positive and rewards for positive involvement in schoolinvolvement in school

– Increase social and self Increase social and self competency skillscompetency skills

– Improve communication Improve communication skillsskills

– Enhance positive peer Enhance positive peer relationshipsrelationships

Setting Goals/Performance Setting Goals/Performance MeasuresMeasures

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

Needs Assessment: Needs Assessment: How to Utilize DataHow to Utilize Data• Problem observed: Problem observed:

Administrators and teachers Administrators and teachers at City High School have at City High School have seen an increase in the seen an increase in the number of students with number of students with school performance and school performance and attendance problems who attendance problems who have been found to have have been found to have alcohol and other drug alcohol and other drug problems, and who express a problems, and who express a lack of commitment to lack of commitment to schoolschool..

Utilizing DataUtilizing Data

• Objective data from needs assessment: Objective data from needs assessment: – 2005 YRB survey found increased levels of 2005 YRB survey found increased levels of

alcohol use among 10alcohol use among 10thth and 12 and 12thth graders (also graders (also higher than the state average)higher than the state average)

– The percent of 10The percent of 10thth graders who reported it is graders who reported it is OK to drink alcohol increased from 40% to OK to drink alcohol increased from 40% to 52% between 2001-200352% between 2001-2003

– 22% increase in the current school year of 22% increase in the current school year of alcohol-related offenses at school and school-alcohol-related offenses at school and school-sponsored eventssponsored events

– Increase of 20% over the last three years in Increase of 20% over the last three years in the number of drug-related suspensions and the number of drug-related suspensions and expulsionsexpulsions

– 25% increase in vandalism within the 25% increase in vandalism within the community (data from juvenile court referralscommunity (data from juvenile court referrals))


• Risk factors targeted Risk factors targeted for reduction:for reduction:– Delay initiation of Delay initiation of

alcohol use (age of alcohol use (age of onset)onset)

– Reduce the number of Reduce the number of friends who usefriends who use

– Decrease favorable Decrease favorable attitudes toward useattitudes toward use


• Protective factors Protective factors targeted for targeted for enhancement:enhancement:– Increase social skillsIncrease social skills– Increase Increase

opportunities and opportunities and

rewards for positiverewards for positive involvement in involvement in school and the school and the communitycommunity

Setting Goals/Performance Setting Goals/Performance MeasuresMeasures

• By June, 2007, students at By June, 2007, students at City High School will report City High School will report a 25% reduction in a 25% reduction in reported alcohol use by reported alcohol use by 1010thth graders, increase by graders, increase by 15% the 1215% the 12thth graders graders reporting that they have reporting that they have never used alcohol, and never used alcohol, and decrease by 15% the decrease by 15% the number of alcohol-related number of alcohol-related suspensions and suspensions and expulsions.expulsions.

Steps to Programming: Steps to Programming: Addressing Risk and Protective Addressing Risk and Protective FactorsFactors• Define a populationDefine a population

• Assess needs: assess Assess needs: assess levels of risk, protection, levels of risk, protection, and behavior for the and behavior for the targeted populationtargeted population– IndividualsIndividuals– FamiliesFamilies– PeersPeers– SchoolsSchools– CommunitiesCommunities

Steps to Programming: Steps to Programming: Addressing Risk and Protective Addressing Risk and Protective FactorsFactors

• Develop a comprehensive Develop a comprehensive program to address the program to address the district and school goals, district and school goals, using science-based using science-based programs and practicesprograms and practices

• Focus on all levels of risk Focus on all levels of risk with special attention to with special attention to those with high risk and those with high risk and low protectionlow protection

Steps to Programming: Steps to Programming: Addressing Risk and Protective Addressing Risk and Protective FactorsFactors• Address attitudes Address attitudes

and normsand norms

• Strengthen skills: Strengthen skills: critical thinking, critical thinking, communications, and communications, and social competencysocial competency

• Ensure the strategies Ensure the strategies are appropriate for are appropriate for the population the population addressedaddressed

Steps to Programming: Steps to Programming: Addressing Risk and Protective Addressing Risk and Protective FactorsFactors

• Strengthen social bonding: Strengthen social bonding: programs that strengthen programs that strengthen caring relationships, caring relationships, provide mentorsprovide mentors

• Reduce risk and enhance Reduce risk and enhance protection in families: protection in families: strengthen families to set strengthen families to set rules, clarify expectations, rules, clarify expectations, monitor behavior, provide monitor behavior, provide support and model positive support and model positive behaviorbehavior

safe and drug-free schools & communities planning for success!

Documents

substance abuse prevention

drug use score higher

substance dependence

prevention needs assessment

academic achievementstudents

prevalence of academic

substance usersa recent

higher toll