Teacher Survey on Safe, Disciplined, and Drug-Free Schools. TAB: Teacher Survey on Safe. Prevention programs and policies for both. A Guide to Safe, Disciplined, and Drug-Free Schools. Public School Principal Survey on Safe, Disciplined, and Drug-Free Schools Contractor. Principal Survey on Safe. Exemplary and Promising Safe, Disciplined, and Drug-Free Schools Programs 2001. Compare Model Programs ED Sites: US. USDE’s Safe, Disciplined, and Drug Free Schools Promising Program The Incredible Years : Teacher. Promising Practices Network . The primarily multiethnic mentors also act as role models to participating youths and meet with them on a weekly basis at the youths' school for sessions lasting 1. Top Program Reviews. The Let Each One Teach One Mentor Program has not yet been thoroughly reviewed by PPN, but preliminary review suggests it may be effective at improving outcomes for the indicators listed above. This program is highly regarded by other credible organizations and reviews of the program can be found online at the websites listed below: USDOE: Exemplary and Promising Safe, Disciplined, and Drug Free Schools Programs 2. NEISD, North East Independent School District. Exemplary and Promising Safe, Disciplined, and Drug- Free Schools Programs, 2. Pg 9. Safe, Disciplined, and Drug- Free Schools Expert Panel. Positive Action. Positive Action is recommended as a promising Safe, Disciplined, and Drug- Free Schools program. Program Description. Positive Action (PA) was first developed in 1. It consists of integrated K- 8 classroom curricula, school preparation, and teacher training, plus a schoolwide climate- change program, a family program, and a community involvement program. Although a high school component is also offered, adequate high school evidence of efficacy was not available. The goals of PA are to improve individuals, families, schools, and communities by teaching that acting positively helps them develop positive identities. Each goal has individual objectives: decreasing drug, alcohol, and tobacco use and decreasing incidents of violent behavior or misconduct. PA is a systematic, comprehensive program that uses active learning, positive classroom management, and a detailed curriculum. The grades K- 6 portion of the curriculum consists of 1,2. Activities include stories, role- playing, modeling, games, and questions/answers. As a holistic program, PA incorporates life skills into its curriculum and includes most subject areas, such as social studies, math, and science. The middle school curriculum continues with the same concepts as the elementary curriculum and focuses on middle school students' independence and emerging recognition of their responsibility for themselves. Lessons are taught two or three days a week. The implementing school principal can also refer to the Implementation Plan. Also available is a PA Family Kit. Program Quality. Reviewers found that PA set clear, appropriate, and comprehensive goals for the intended population and setting and that it was reasonable to expect the program to achieve its goals. Reviewers noted that the program cited a great deal of research and that the rationale was based on a strong theoretical foundation. The program activities were found to align with the goals and the rationale. Reviewers stated that there was a high probability that if the activities were implemented with fidelity, the program's depth and quality would be likely to produce systemic changes in schools and communities. They concluded that the cumulative effects of several of the studies showing statistically significant distal outcomes on discipline problems and self- concept confirmed the efficacy of the program. However, they agreed that no single recent evaluation of the program involved a rigorous study with well- defined, reliable, and valid measures, or had adequate controls for threats to internal validity. Reviewers cited one methodologically sound study that showed an impact on the protective factor of self- concept associated with some of the behavioral outcome variables of interest. They underscored that the evaluation studies involved elementary and middle school students only. PA was extensively researched and evaluated in diverse schools and sites. Evaluations included a quasi- experimental matched comparison group, a pre- post- only case study, long- term follow- up, a time series, and percentile ranking comparison designs. Measures included self- concept scales, standardized tests, and reviews of official school and police records. The program reported favorable outcomes for PA students in the areas of substance use, violence, other crimes, truancy/absenteeism, academic achievement, and self- concept. Reviewers determined that there was sufficient evidence of program effects, primarily on self- concept and on some outcomes related to discipline problems. Professional Development Resources and Program Costs. A three- hour orientation and implementation workshop is available through PA, but schools may also purchase training and professional development materials and use their own trainers. Several other workshops are offered through PA: a two- hour workshop for school personnel on how they can raise awareness of PA; a seven- series workshop that explores program components in depth; and a seven- part workshop that teaches how to apply PA concepts in all curriculum areas. Trainers from PA cost $6. The maximum group size is 3. Training and professional development workshop materials cost $3. Materials required in the full implementation of PA vary according to school size (i. Costs for materials are as follows: Kindergarten Teacher's Kit, $4. Teacher's Kit, $3. Drug- Education Supplement Teacher's Kit, $1. Drug- Education Supplement Teacher's Kit, $3. Principal's Kits, $3. Family Kit, $5. 5; Community Kit, $3. Implementation Plan, $1. Rejuvenation Plan, $1. Counselor's Kit, $6. Additional kits range from $1. The cost for consumables in subsequent years is approximately 2. South. Twin Falls, ID 8. Telephone: 2. 08- 7. Fax: 2. 08- 7. 33- 1. E- mail: info@positiveaction. Web site: http: //www. Primary Mental Health Project. Primary Mental Health Project is recommended as a promising Safe, Disciplined, and Drug- Free Schools program. Program Description. Primary Mental Health Project (PMHP) is a school- based early- intervention program for young children who show evidence of school adjustment difficulties. As an indicated prevention program, PMHP targets children deemed . Through therapeutic interventions in a one- to- one setting, the program aims to address risk and protective factors of children in preschool through grade 3. The program endeavors to detect, reduce, and/or prevent social, emotional, and school adjustment difficulties. It also seeks to enhance learning and adjustment skills and other school- related competencies. PMHP accomplishes these goals through five structural components: a focus on young children (preschool through third- grade children are the primary recipients of services); early and systemic screening and selection; use of paraprofessionals for direct services; role change of school- based mental health professionals; and ongoing program evaluation. A growing body of research strongly suggests the critical importance of providing fortifying school experiences at an early age. A rigorous screening procedure is first implemented to determine those children who would most benefit from PMHP services. Once children have been identified, the classroom teacher, in collaboration with parents and school counselors, completes an adjustment profile for each child. This profile is used to establish intervention goals before the children begin one- on- one counseling. Counseling sessions occur for 3. Program materials include a variety of informational booklets and manuals such as: School Based Prevention for Children at Risk; Primary Mental Health Project: Program Development Manual; The Primer: A Handbook for Establishing a PMHP Program; Behind These Young Faces: The Primary Mental Health Project; Screening and Evaluation Measures and Forms: Guidelines; and Supervision of Paraprofessionals: Guidelines for Mental Health Professionals. They also noted a consistency among the rationale, the goals, and the way each aspect of the program was measured. Students received the level of intervention appropriate to their risk factors, according to reviewers. The five structural components of the program drove the program to enhance learning and adjustment skills in a clear and organized way. Reviewers noted that the program materials were well developed and well utilized. Reviewers found that the program was well researched and addressed risk and protective factors for young children who were identified with school adjustment difficulties. Reviewers agreed that the outcome measures showed positive short- and long- term outcomes. They noted that the evaluation instruments were reliable and valid and that the data analyses were appropriate. Another wait control group design, which employed a three- month follow- up measure, demonstrated a decline in teacher ratings of learning problems and shy- anxious behaviors and an increase in task orientation and peer social skills in favor of the treatment group. One of the matched comparison group evaluations showed a decrease in adjustment problems and an increase in adaptive competencies after one school year in favor of the treatment group. Long- term effects were found in a follow- up study of fourth- through sixth- graders two to five years after the intervention. Post- only results showed treatment children to be statistically significantly better adjusted than a demographically comparable group of current problem children based on teacher identifications and ratings. Professional Development Resources and Program Costs. Support to districts and sites interested in implementing PMHP is available through multiple venues: consultation, training, program materials, and internship opportunities. Program consultants provide on- site consultation and support. Training videos are available on loan from the developer. Developers estimate that program costs annually per child can be less than $2. Johnson. Primary Mental Health Project. Children's Institute. N. Goodman, Suite D1. Rochester, NY 1. 46. Telephone: 7. 16- 2. Fax: 7. 16- 2. 95- 1. E- mail: djohnson@childrensinstitute. Web site: http: //www. Project STARProject STAR is recommended as a promising Safe, Disciplined, and Drug- Free Schools program. Program Description. Project STAR, also called the Midwestern Prevention Project, is a comprehensive, community- based program to prevent or reduce adolescent substance abuse. Its primary goal is to prevent or reduce gateway substance use. The following program components are introduced in sequence to communities: school, parent, community organization, and health policy, with utilization of the mass media to publicize positive efforts for drug prevention. Early, middle, and late adolescence each have distinct developmental tasks and needs. Project STAR is geared primarily toward the early- adolescent period (ages 1.
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