Reproductions supplied by EDRS are the best that can be ... · ED 445 310. AUTHOR TITLE....
69
ED 445 310 AUTHOR TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME CG 030 377 Bosworth, Kris Protective Schools: Linking Drug Abuse Prevention with Student Success. A Guide for Educators, Policy Makers, and Families. Arizona Univ., Tucson. Coll. of Education. 2000-00-00 135p. This document is available on the World Wide Web at http://www.drugstats.org. Guides Non-Classroom (055) MF01/PC06 Plus Postage. At Risk Persons; Cooperation; Educational Change; Elementary Secondary Education; *Health Education; Illegal Drug Use; *Improvement Programs; Integrated Services; Pregnant Students; *Prevention; *Resilience (Personality); Student Empowerment; Success This guide is written from the perspective of school-based efforts to help address social problems and drug use among children. Although schools are not solely responsible for the nation's drug problems, the solution will require collaborative efforts among schools, families, communities, and social institutions. No longer are schools just a setting to deliver prevention; they have the potential to act as powerful protective influences in students' lives. This is the concept behind a protective school. The physical and psychological atmosphere serves to promote healthy youth development in protective schools. The ten principles that foster a creation of such a school are outlined in this guide, and can be applied by educators, school administrators, policy makers, community leaders, and parents. The principles are: (1) forging a vision of success; (2) building a protective school culture; (3) increasing leadership commitment; (4) supporting a strong academic program; (5) implementing research-based prevention; (6) providing a continuum of services; (7) providing professional development; (8) strengthening home-school-community relationships; (9) leveraging funding and resources; and (10) using data to guide decision making. Additional resources are listed throughout the guide. (Contains 55 references.) (JDM) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that can be ... · ED 445 310. AUTHOR TITLE....
ED 445 310
AUTHORTITLE
INSTITUTIONPUB DATENOTEAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
CG 030 377
Bosworth, KrisProtective Schools: Linking Drug Abuse Prevention withStudent Success. A Guide for Educators, Policy Makers, andFamilies.Arizona Univ., Tucson. Coll. of Education.2000-00-00135p.This document is available on the World Wide Web athttp://www.drugstats.org.Guides Non-Classroom (055)MF01/PC06 Plus Postage.At Risk Persons; Cooperation; Educational Change; ElementarySecondary Education; *Health Education; Illegal Drug Use;*Improvement Programs; Integrated Services; PregnantStudents; *Prevention; *Resilience (Personality); StudentEmpowerment; Success
This guide is written from the perspective of school-basedefforts to help address social problems and drug use among children. Althoughschools are not solely responsible for the nation's drug problems, thesolution will require collaborative efforts among schools, families,communities, and social institutions. No longer are schools just a setting todeliver prevention; they have the potential to act as powerful protectiveinfluences in students' lives. This is the concept behind a protectiveschool. The physical and psychological atmosphere serves to promote healthyyouth development in protective schools. The ten principles that foster acreation of such a school are outlined in this guide, and can be applied byeducators, school administrators, policy makers, community leaders, andparents. The principles are: (1) forging a vision of success; (2) building aprotective school culture; (3) increasing leadership commitment; (4)
supporting a strong academic program; (5) implementing research-basedprevention; (6) providing a continuum of services; (7) providing professionaldevelopment; (8) strengthening home-school-community relationships; (9)
leveraging funding and resources; and (10) using data to guide decisionmaking. Additional resources are listed throughout the guide. (Contains 55references.) (JDM)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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45 49 51
Lin
king
Dru
g A
buse
Prev
entio
n w
ith
Stud
ent S
ucce
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Kri
s B
osw
orth
, Ph.
D.
Thi
s m
ater
ial m
ay b
e ph
otoc
opie
dfo
r pe
rson
al o
r pr
ofes
sion
al u
se.
Smith
Ini
tiativ
es f
or P
reve
ntio
n an
d E
duca
tion
Col
lege
of
Edu
catio
nT
he U
nive
rsity
of
Ari
zona
P.O
. Box
210
069
Tuc
son,
AZ
857
21-0
069
54I
(520
) 62
6-49
64
e-m
ail:
bosw
ortk
@u.
ariz
ona.
edu
Web
site
: ww
w.d
rugs
tats
.org
© 2
000
The
Ariz
ona
Boa
rd o
f Reg
ents
0 U
se D
ata
to G
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Sug
gest
ions
for
Usi
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to G
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Dec
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akin
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57 61
4
JEST
CO
PY A
VA
ILA
BL
E
Ach
nlle
dgK
IDen
ftC
onlf
eren
ce P
artic
ipan
ts(le
ft to
rig
ht)
Con
stan
ce G
oode
, Ph.
D.,
Nor
ther
n Ill
inoi
s U
nive
rsity
Den
nis
Em
bry,
Ph.
D.,
PA
XIS
Inst
itute
Fel
ipe
Cas
tro,
Ph.
D.,
Ariz
ona
Sta
te U
nive
rsity
Ant
hony
Big
lan,
Ph.
D.,
Ore
gon
Res
earc
h In
stitu
te
Luan
ne 1
Roh
rbac
h, P
h.D
., U
nive
rsity
of S
outh
ern
Cal
iforn
ia
Kris
Bos
wor
th, P
h.D
., U
nive
rsity
of A
rizon
a,
Con
fere
nce
Con
vene
r
Che
ri B
luda
u, M
.M.E
d., T
ucso
n U
nifie
d S
choo
l
Dis
tric
t, A
Z
Phy
llis
Gin
giss
, Ph.
D.,
Uni
vers
ity o
f Hou
ston
How
ard
Ade
lman
, Ph.
D.,
Uni
vers
ity o
f Cal
iforn
ia,
Los
Ang
eles
W. R
odne
y H
amm
ond,
Ph.
D.,
Cen
ters
for
Dis
ease
Con
trol
and
Pre
vent
ion
Not
Pic
ture
d:
Mar
cia
Cap
uano
, Ph.
D.,
Indi
anap
olis
Pub
lic S
choo
ls, I
N
Joyc
e E
. Phe
lps,
M.S
., In
tern
atio
nal Y
outh
Fou
ndat
ion
John
L. T
aylo
r, E
d.D
., U
nive
rsity
of A
rizon
a
CO
Ndr
ibut
ing
&M
ars
Jean
Boa
rdm
an, M
.S.W
., N
orth
field
Sch
ool D
istr
ict,
MN
Lind
a D
usen
bury
, Ph.
D.,
Cor
nell
Uni
vers
ity
Add
ition
al R
evie
wer
s an
d C
ontr
ibut
ors
Lind
a A
ugen
stei
n, E
d.D
., T
ucso
n U
nifie
d S
choo
l Dis
tric
t, A
Z
Judy
Bow
ers,
Am
eric
an S
choo
l Cou
nsel
ors
Ass
ocia
tion
Ear
l Bric
ker,
Mar
quet
te U
nive
rsity
Will
iam
Buk
owsk
i, P
h.D
., N
atio
nal I
nstit
ute
for
Dru
g A
buse
Don
Cla
rk, E
d.D
., U
nive
rsity
of A
rizon
a
Roy
Cla
rk, T
ucso
n U
rban
Lea
gue
Phy
llis
Elli
ckso
n, P
h.D
., R
and
Cor
pora
tion
Jam
es E
msh
off,
Ph.
D.,
Geo
rgia
Sta
te U
nive
rsity
Bre
nda
Eve
n, P
h.D
., S
alud
Par
a T
odo
Sue
For
a, In
dian
a D
epar
tmen
t of E
duca
tion
Kat
ie F
rey,
Ph.
D.,
Am
phith
eate
r S
choo
l Dis
tric
t, A
Z
Don
na G
rand
e, F
ull C
ourt
Pre
ss
Pau
l Hec
kman
, Ph.
D.,
Uni
vers
ity o
f Ariz
ona
J. R
ober
t Hen
dric
ks, E
d.D
., U
nive
rsity
of A
rizon
a
Has
san
Hija
zi, A
rizon
a O
ffice
of U
.S. R
epre
sent
ativ
e Ji
m K
olbe
Kim
Hol
law
ay, M
aran
a U
nifie
d S
choo
l Dis
tric
t, A
Z
Bar
bara
Hol
m, M
.A.,
Brid
gew
ater
Sch
ool
Ros
alie
Lop
ez, T
ucso
n U
nifie
d S
choo
l Dis
tric
t, A
Z
Lind
a M
abry
, Ph.
D.,
Indi
ana
Uni
vers
ity
BE
ST C
OPY
AV
AIL
AB
LE
Wad
e M
cLea
n, E
d.D
., M
aran
a U
nifie
d S
choo
l Dis
tric
t, A
Z
San
dra
McM
illia
n, G
irls,
Inc.
Will
iam
Mod
zele
ski,
U.S
. Dep
artm
ent o
f Edu
catio
n
Ste
phan
ie P
arke
r, P
h.D
., C
hang
e A
ssoc
iate
s
John
Ped
icon
e, P
h.D
., F
low
ing
Wel
ls S
choo
l Dis
tric
t, A
Z
Ken
neth
Pow
ell,
M.D
., M
.P.H
., G
eorg
ia D
ivis
ion
of P
ublic
Hea
lth
Deb
ra P
urse
ll, U
nive
rsity
of A
rizon
a
Alic
ia R
amire
z, S
unny
side
Sch
ool D
istr
ict,
AZ
LeR
oy R
eese
, Ph.
D.,
Cen
ters
for
Dis
ease
Con
trol
and
Pre
vent
ion
Mar
ilyn
Ric
hen,
Por
tland
Sch
ool D
istr
ict,
OR
Chr
is R
ingw
alt,
Ph.
D.,
Res
earc
h T
riang
le In
stitu
te
Eric
Sch
aps,
Ph.
D.,
Dev
elop
men
tal S
tudi
es C
ente
r
Tho
mas
Sim
on, P
h.D
., C
ente
rs fo
r D
isea
se C
ontr
ol a
nd P
reve
ntio
n
John
Sw
ishe
r, P
h.D
., P
enn
Sta
te U
nive
rsity
Nei
l The
abol
d, P
h.D
., In
dian
a U
nive
rsity
Tim
othy
Tilt
on, P
h.D
., In
dian
a U
nive
rsity
June
Web
b-V
igne
ry, P
h.D
., M
etro
polit
an E
duca
tion
Com
mis
sion
Ric
hard
Yoa
st, P
h.D
., A
mer
ican
Med
ical
Ass
ocia
tion 7
l int
rodu
ctio
n
.peo
ple
look
at d
rug
prev
entio
n as
just
one
mor
e th
ing
to d
o,bu
t kid
s ca
nnot
be
succ
essf
ul in
sch
ool i
f th
ev a
re h
igh
on d
rugs
.I
see
drug
use
as
the
num
ber-
one
caus
e of
abs
ence
s, tc
irdi
es,
and
acad
emic
und
erac
hiev
emen
t in
scho
ols
--Ju
dyB
ower
s. a
Vic
e P
resi
dent
,
Am
eric
an S
choo
l Cou
nsel
ors
Ass
ocia
tion
Intr
oduc
tion
8
Scho
ols
are
incr
easi
ngly
fac
ing
publ
ic p
ress
ure
to s
prea
dpr
ecio
us r
esou
rces
thin
ner
and
thin
ner.
Giv
en th
e co
mpe
ting
pres
sure
s fo
r sc
arce
res
ourc
es, w
hat a
re th
e pa
yoff
s of
sub
stan
ceab
use
prev
entio
n? C
onsi
der
this
:
Eve
ry y
ear
one
can
dela
y th
e on
set o
f al
coho
l use
in a
teen
ager
redu
ces
by 1
5% th
e ch
ance
that
this
teen
will
dev
elop
sub
stan
ceab
use
prob
lem
s.
O T
he r
ate
at w
hich
teen
ager
s in
itiat
e sm
okin
g in
crea
sed
ever
y ye
arbe
twee
n 19
88 a
nd 1
996.
If
prev
entio
n ef
fort
s ha
d do
ne n
o m
ore
than
hol
d te
enag
e sm
okin
g ra
tes
stea
dy a
t 198
8 le
vels
, the
re w
ould
be 1
.5 m
illio
n fe
wer
sm
oker
s in
the
Uni
ted
Stat
es to
day.
Stud
ents
who
use
dru
gs a
re m
ore
likel
y to
dro
p ou
t of
scho
ol,
be v
ictim
s or
per
petr
ator
s of
vio
lenc
e, a
nd e
ngag
e in
ris
kyse
xual
beh
avio
r.
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ools
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the
natio
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pro
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lutio
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illre
quir
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llabo
rativ
e ef
fort
s am
ong
scho
ols,
fam
ilies
, com
mun
ities
, and
soc
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nstit
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ns.
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pow
erfu
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tors
in p
reve
ntin
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hool
fai
lure
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stan
ce a
buse
, vio
lenc
e, a
nd te
enpr
egna
ncy
can
be in
flue
nced
with
in th
e sc
hool
set
ting.
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y ar
e:
a po
sitiv
e ph
ysic
al a
nd p
sych
olog
ical
env
iron
men
t0
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sch
ool i
s a
cari
ng a
nd s
uppo
rtiv
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ace
to w
ork
in th
e sc
hool
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d le
arn.
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e pr
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ce o
f st
rong
adu
lt ro
le m
odel
sT
he s
choo
l com
mun
ity, w
ith in
put f
rom
fam
ilies
,in
a s
tude
nt's
life
;st
uden
ts, a
nd c
omm
unity
mem
bers
, has
dev
elop
eda
clea
r vi
sion
of
com
mon
bel
iefs
and
goa
ls.
resp
ectf
ul a
nd n
urtu
ring
inte
ract
ions
bet
wee
nad
ults
and
stu
dent
s in
the
scho
ol; a
ndT
he u
nder
lyin
g as
sum
ptio
ns o
f a
prot
ectiv
e sc
hool
a hi
gh le
vel o
f st
uden
t bon
ding
to th
e sc
hool
.ef
fort
are
thre
efol
d:
Eve
ryda
y in
tera
ctio
ns a
nd a
ctiv
ities
in a
sch
ool m
ayC
onsi
dera
ble
over
lap
exis
ts a
mon
g th
e ri
sk f
acto
rs
have
at l
east
as
muc
h ef
fect
as
the
best
-des
igne
dth
at p
redi
spos
e yo
uth
to s
ubst
ance
abu
se, v
iole
nce,
prev
entio
n pr
ogra
m o
n ch
ildre
n's
futu
res.
No
long
erte
en p
regn
ancy
, and
sch
ool f
ailu
re. T
he s
ame
is
are
scho
ols
just
a s
ettin
g to
del
iver
pre
vent
ion;
they
true
for
pro
tect
ive
fact
ors
that
buf
fer
them
aga
inst
have
pot
entia
l to
act a
s po
wer
ful p
rote
ctiv
e in
flue
nces
nega
tive
life
outc
omes
.
in s
tude
nts'
live
s. T
his
is th
e co
ncep
t beh
ind
aE
ffec
tive
inte
rven
tions
for
sub
stan
ce a
buse
, vio
lenc
e,
prot
ectiv
e sc
hool
.sc
hool
fai
lure
, and
teen
pre
gnan
cy s
hare
man
y
In a
pro
tect
ive
scho
ol, t
he p
hysi
cal a
nd p
sych
olog
ical
com
mon
fea
ture
s.
atm
osph
ere
prom
otes
hea
lthy
yout
h de
velo
pmen
t:, E
ffec
tive
prev
entio
n st
rate
gies
are
con
sist
ent w
ith
- A
sses
smen
t of
stud
ents
' str
engt
hs a
nd a
sset
s gu
ides
best
pra
ctic
e in
edu
catio
n (f
or e
xam
ple,
pro
ject
-
thei
r ed
ucat
iona
l pro
gram
s.ba
sed
lear
ning
, int
erac
tive
teac
hing
).
Stud
ents
hav
e m
ultip
le o
ppor
tuni
ties
to e
xper
ienc
eR
isk
and
prot
ectiv
e fa
ctor
s fo
r su
bsta
nce
abus
e an
d0
succ
ess
and
be r
ecog
nize
d fo
r co
mpe
tenc
e an
dot
her
risk
beh
avio
rs e
xist
(1)
with
in th
e co
mm
unity
pros
ocia
l act
ions
.or
soc
ial c
onte
xt (
for
exam
ple,
law
s an
d so
cial
nor
ms
rega
rdin
g su
bsta
nce
use)
, (2)
with
in th
e fa
mily
(fa
mily
O A
cade
mic
exp
ecta
tions
are
hig
h, a
nd s
tude
nts
man
agem
ent p
ract
ices
, fam
ily d
rug
use)
, (3)
with
inar
e en
cour
aged
to d
o th
eir
best
wor
k.th
e sc
hool
(ac
adem
ic f
ailu
re o
r su
cces
s, b
ondi
ng to
Adm
inis
trat
ors
crea
tivel
y le
vera
ge r
esou
rces
scho
ol, p
eer
acce
ptan
ce o
r re
ject
ion)
, and
(4)
with
into
sup
port
inno
vatio
ns th
at b
enef
it st
uden
ts.
the
indi
vidu
al a
nd p
eer
grou
p (i
nclu
ding
suc
h fa
ctor
s
A c
ultu
re o
f in
vita
tion
enco
urag
es f
amili
es a
ndas
tem
pera
men
t and
mem
bers
hip
in a
pee
r gr
oup
com
mun
ity m
embe
rs to
bec
ome
clos
ely
conn
ecte
dth
at u
ses
drug
s).
and
to c
ontr
ibut
e to
the
scho
ol c
omm
unity
.
1 T
hrou
ghou
t the
text
dru
gs is
use
d to
ref
er to
alc
ohol
and
toba
cco,
as
wel
l as
illic
it dr
ugs.
11B
EST
CO
PYA
VA
ILA
BL
E
intr
oduc
tion
Edu
cato
rs m
ay n
ot b
e ab
le to
infl
uenc
e th
e so
cial
cont
ext i
n a
child
's f
amily
or
peer
gro
up. H
owev
er,
in a
pro
tect
ive
scho
ol th
ey h
ave
trem
endo
us p
ower
to in
flue
nce
whe
ther
stu
dent
s:
set g
oals
for
thei
r fu
ture
;
c, f
eel a
cade
mic
ally
suc
cess
ful a
nd s
ocia
lly a
ccep
ted;
and
loca
te c
arin
g an
d su
ppor
tive
adul
t rol
e m
odel
s.
Edu
cato
rs c
an ta
ke s
peci
fic
step
s w
ithin
the
scho
olse
tting
, but
cre
atin
g a
prot
ectiv
e en
viro
nmen
t for
stud
ents
is a
com
mun
ity r
espo
nsib
ility
. Fam
ily a
ndco
mm
unity
mem
bers
als
o ha
ve r
oles
in s
uppo
rtin
ghe
alth
y yo
uth
deve
lopm
ent.
Thi
s br
ochu
re is
wri
tten
from
the
pers
pect
ive
of s
choo
l-ba
sed
effo
rts,
but
this
in n
o w
ay im
plie
s th
at s
choo
ls b
ear
the
sole
resp
onsi
bilit
y fo
r ad
dres
sing
dru
g us
e an
d ot
her
soci
al p
robl
ems
in y
outh
.
In th
ese
page
s ar
e ou
tline
d te
n pr
inci
ples
that
fos
ter
a pr
otec
tive
scho
ol. T
hey
are
liste
d in
an
orde
r th
atm
ight
mat
ch a
sch
ool's
pri
oriti
es f
or im
plem
enta
tion,
but t
his
does
not
ref
lect
on
thei
r re
lativ
e im
port
ance
.T
he in
form
atio
n w
ill b
e of
inte
rest
to e
duca
tors
,sc
hool
adm
inis
trat
ors,
pol
icy
mak
ers,
com
mun
ityle
ader
s, b
usin
ess
lead
ers,
par
ent g
roup
s, a
ndre
sear
cher
s se
ekin
g:
to c
once
ptua
lize
an e
nvir
onm
enta
l app
roac
hto
pre
vent
ion;
to m
ake
prev
entio
n a
seam
less
par
t of
wha
t all
mem
bers
of
a sc
hool
com
mun
ity d
o ev
ery
day;
to id
entif
y th
e st
reng
ths
of in
divi
dual
sch
ools
and
targ
et a
reas
for
fut
ure
grow
th;
to f
orm
ulat
e go
als
for
linki
ng p
reve
ntio
n w
ithth
e ac
adem
ic m
anda
te o
f th
e sc
hool
sys
tem
; and
12
to in
tegr
ate
conc
epts
they
may
hav
e re
ad a
bout
in d
iffe
rent
pla
ces
at d
iffe
rent
tim
es in
to a
com
-pr
ehen
sive
vis
ion
of p
reve
ntio
n.
The
pro
tect
ive
scho
ols
appr
oach
has
the
adva
ntag
e of
over
com
ing
seve
ral c
halle
nges
that
sch
ool p
erso
nnel
have
fac
ed:
The
"tr
ade-
off"
dile
mm
athe
con
cern
that
pre
ven-
tion
activ
ities
will
div
ert t
ime
and
ener
gy a
way
fro
mac
adem
ics.
In
fact
, a s
choo
l com
mun
ity th
at p
rom
otes
man
y an
d va
ried
lear
ning
opp
ortu
nitie
s an
d se
ts h
igh
expe
ctat
ions
for
suc
cess
cre
ates
a s
tron
g pr
otec
tive
envi
ronm
ent f
or s
tude
nts.
One
of
the
prin
cipl
es o
fa
prot
ectiv
e sc
hool
is id
entif
ying
and
str
engt
heni
ngth
e po
sitiv
e th
ings
sch
ool s
taff
alr
eady
are
doi
ng.
The
"ba
ndw
agon
" di
lem
mat
he p
reva
lenc
e of
fad
sin
edu
catio
n th
at le
ave
educ
ator
s co
nsta
ntly
shi
ftin
gst
rate
gies
and
pro
cedu
res
in r
espo
nse
to c
hang
es in
publ
ic p
olic
y. M
ost o
f th
e st
rate
gies
in th
is r
epor
t will
enha
nce
the
effe
ctiv
enes
s of
any
pre
vent
ion
curr
icul
um.
The
y ca
n re
mai
n in
pla
ce to
pro
vide
sta
bilit
y th
roug
hbe
twee
n-cu
rric
ulum
tran
sitio
ns o
r sh
ifts
in th
e co
reis
sues
the
scho
ol is
add
ress
ing.
The
"w
hat y
ou s
ee is
not
alw
ays
wha
t you
get
"di
lem
mat
he r
ealit
y th
at s
choo
ls a
re in
unda
ted
with
com
petin
g pr
opos
als
for
prog
ram
s. T
hey
have
to f
ilter
thos
e pr
opos
als
and
mak
e ch
oice
s ab
out t
he s
choo
l'sdi
rect
ion,
usu
ally
with
out s
ucci
nct a
nd e
asy-
to-u
nder
-st
and
info
rmat
ion
that
wou
ld e
nabl
e th
em to
cho
ose
trul
y ne
eded
and
eff
ectiv
e pr
ogra
ms
or in
nova
tions
.
Com
bini
ng th
e be
st in
edu
catio
n w
ith th
e be
st in
prev
entio
n ca
n he
lp c
hild
ren
avoi
d su
bsta
nce
abus
ean
d re
late
d so
cial
pro
blem
s w
hile
ove
rcom
ing
barr
iers
that
pre
vent
them
fro
m a
chie
ving
thei
r po
tent
ial.
Eve
ry c
hild
des
erve
s th
e be
st p
ossi
ble
chan
ce a
tm
akin
g it
in li
fe, d
espi
te w
hate
ver
chal
leng
es h
eor
she
fac
es o
utsi
de th
e sc
hool
doo
rs.
'BE
ST C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
Iht
tp://
ww
w.d
rugs
tats
iorA
(520
) 62
6-49
643
1
I int
rodu
ctio
n
Cha
vacW
fisU
cs o
g
a R
es O
m S
c ho
NM
---
The
sch
ool h
as a
vis
ion
of s
ucce
ss
with
bro
ad s
uppo
rt in
the
scho
ol
and
com
mun
ity.
S"
A h
ealth
y sc
hool
cul
ture
pro
mot
esst
uden
t bon
ding
to s
choo
l.
a S
choo
l lea
ders
are
eng
aged
and
com
mitt
ed to
pre
vent
ion.
0 A
str
ong
acad
emic
pro
gram
pro
mot
essu
cces
s fo
r st
uden
ts o
f all
abili
ty
leve
ls.
0 A
n ef
fect
ive
prev
entio
n cu
rric
ulum
or p
rogr
am is
faith
fully
impl
emen
ted
with
all
stud
ents
.
An
inte
grat
ed c
ontin
uum
of s
trat
egie
s
serv
es s
tude
nts
and
fam
ilies
with
mul
tiple
leve
ls o
f nee
d.
Ong
oing
pro
fess
iona
l dev
elop
men
t
supp
orts
effe
ctiv
e an
d em
pow
ered
facu
lty a
nd s
taff.
The
sch
ool h
as s
tron
g an
d m
utua
lly
supp
ortiv
e re
latio
nshi
ps w
ith fa
mili
es,
neig
hbor
s, a
nd c
omm
unity
lead
ers.
0 F
undi
ng a
nd r
esou
rces
are
leve
rage
dto
sup
port
pre
vent
ion
and
educ
atio
nal
refo
rm.
Reg
ular
col
lect
ion
and
anal
ysis
of
data
abo
ut th
e sc
hool
gui
des
deci
sion
mak
ing.
4P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
143E
ST C
OPY
AV
AIL
AB
LE
15
visi
on I
cultu
re! l
eade
rshi
p I a
cade
mic
pro
gram
1 p
reve
ntio
n cu
rric
ulum
! con
tinuu
m o
f ser
vice
s! p
rofe
ssio
nal d
evel
opm
ent '
com
mun
ity r
elat
ions
hips
1 fu
ndin
g &
res
ourc
es' d
ata
colle
ctio
n
Ia
7116
I0 J
r 16
a vi
sion
with
bro
ad c
omm
unity
sup
port
prov
ides
an
anch
or f
or c
hang
e
Forg
e a
Vis
ion
of S
ucce
ss
sch
(D'O
t,5ki
loC
@{,
1is
a c
omm
only
hel
d be
lief
syst
em th
at:
O p
rovi
des
a fr
amew
ork
with
in w
hich
to e
valu
ate
new
idea
s or
prog
ram
s an
d de
term
ine
whi
ch to
impl
emen
t, re
vise
, or
reje
ct;
O p
rovi
des
a ge
nera
l con
sens
us a
bout
way
s to
res
pond
to th
e ch
alle
nges
faci
ng y
outh
and
the
role
of
the
scho
ol c
omm
unity
in p
rom
otin
gst
uden
t suc
cess
and
hea
lthy
deve
lopm
ent;
is o
ften
ref
lect
ed in
mis
sion
sta
tem
ents
;
is c
lear
, coh
eren
t, si
mpl
y st
ated
, and
pos
itive
in o
utlo
ok;
is w
idel
y co
mm
unic
ated
so
that
par
ticip
ants
thro
ugho
ut th
e sc
hool
and
com
mun
ity u
nder
stan
d th
e vi
sion
and
rec
ogni
ze h
ow th
eir
actio
ns c
ontr
ibut
e to
bri
ngin
g it
abou
t;
help
s un
ite p
eopl
e to
mov
e in
the
sam
e ge
nera
l dir
ectio
n; a
nd
is a
n an
chor
for
cha
nge
that
buf
fers
the
scho
ol a
gain
st c
onfl
ictin
g
pres
sure
s fr
om p
ublic
opi
nion
and
polit
ical
cha
nges
.
JES
T C
OP
YA
VA
ILA
BLE
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
5
visi
on)
cultu
re)
lead
ersh
ip 1
aca
dem
ic p
rogr
am 1
pre
vent
ion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s 1
prof
essi
onal
dev
elop
men
t) c
omm
unity
rel
atio
nshi
ps)
fund
ing
& r
esou
rces
) da
ta c
olle
ctio
n
Rol
es a
nd R
espo
nsib
ilitie
s
CO
NC
ER
NE
D P
AR
TIE
S,i
nclu
ding
pare
nts,
stu
dent
s, f
acul
ty, s
taff
, and
com
mun
ity m
embe
rs, b
egin
by
hone
stly
exam
inin
g th
eir
assu
mpt
ions
abo
utsc
hool
s an
d st
uden
ts. T
hey
cont
ribu
teto
dra
ftin
g a
visi
on f
or th
e fu
ture
of
the
scho
ol. T
his
ensu
res
wid
espr
ead
com
mun
ity s
uppo
rt f
or a
ctio
ns ta
ken
to im
plem
ent t
he v
isio
n.
PR
INC
IPA
LSex
amin
ean
d ar
ticul
ate
thei
r ow
npe
rson
al v
isio
n an
d sh
are
it w
idel
y in
the
scho
ol.
The
y in
itiat
e th
e pr
oces
s of
forg
ing
a co
mm
unity
vis
ion
and
prov
ide
lead
ersh
ipth
roug
hout
the
proc
ess.
Rew
ards
fA
vis
ion
of th
e fu
ture
is th
e an
chor
for
chan
ge. I
t ens
ures
that
effo
rts
tow
ard
chan
ge a
re c
olla
bora
tive
rath
er th
an b
ecom
ing
pow
er s
trug
gles
whe
re v
ario
us
part
ies
argu
e ov
er w
hat n
eeds
to c
hang
e an
d ho
w.
Whe
n sc
hool
lead
ers
enlis
t the
sup
port
of p
eopl
e w
ho w
ill b
e af
fect
ed b
y
a ch
ange
, cha
nge
occu
rs m
ore
rapi
dly
and
caus
es le
ss e
mot
iona
l uph
eava
l.
By
seek
ing
pare
nt a
nd s
tude
nt in
put i
nto
new
pol
icie
s an
d pr
oced
ures
, sch
ool
offic
ials
dem
onst
rate
thei
r re
spon
sive
ness
to th
e ne
eds
of th
ose
they
ser
ve.
A s
hare
d vi
sion
enl
arge
s th
e ba
se o
f sup
port
for
a sc
hool
and
ena
bles
sch
ool
lead
ers
to le
vera
ge a
var
iety
of r
esou
rces
to u
nder
writ
e ac
tiviti
es th
at a
re n
ot
dire
ctly
sup
port
ed b
y st
ate
fund
s.
Rea
chin
g S
ucce
ss
Forg
ing
a co
mm
onvi
sion
is n
o si
mpl
em
atte
r. I
t req
uire
s:
6
effo
rt to
elic
it th
e pa
rtic
ipat
ion
of a
bro
ad s
pect
rum
Mof
fam
ilies
, stu
dent
s, a
nd c
omm
unity
mem
bers
,so
me
of w
hom
may
hav
e ha
d ne
gativ
e ed
ucat
iona
lex
peri
ence
s th
emse
lves
and
wan
t to
avoi
d th
eed
ucat
iona
l sys
tem
;
patie
nce
to b
uild
con
sens
us;
M°
tact
ful n
egot
iatio
n to
ens
ure
that
the
resu
lt co
n-ta
ins
elem
ents
of
all t
he v
oice
s th
at m
ake
upth
e co
mm
unity
;
M. s
ensi
tivity
to in
corp
orat
e an
d re
spon
d to
the
conc
erns
of
min
ority
or
dise
nfra
nchi
sed
grou
psw
hose
voi
ces
and
conc
erns
may
be
mut
ed b
yth
e m
ajor
ity o
pini
on;
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1 (
520)
626
-496
4
18
a pl
anne
d di
ssem
inat
ion
stra
tegy
car
eful
ly d
esig
ned
to g
ain
supp
ort o
f st
akeh
olde
rs; a
nd
a co
mm
itmen
t to
revi
sit t
he v
isio
n pe
riod
ical
ly,
to m
ake
sure
the
initi
al v
isio
n w
as o
n tr
ack
and
to r
efin
e it
over
tim
e.
Sign
s th
at a
sch
ool h
as b
een
succ
essf
ul in
for
ging
a vi
sion
incl
ude:
stat
emen
ts o
f th
e vi
sion
are
wid
ely
disp
laye
din
the
scho
ol a
nd s
choo
l-pu
blis
hed
mat
eria
ls;
all m
embe
rs o
f th
e sc
hool
com
mun
ity c
an d
escr
ibe
the
visi
on a
nd h
ow th
ey a
re c
ontr
ibut
ing
to it
; and
key
elem
ents
of
the
visi
on a
re r
efle
cted
in th
esc
hool
's a
ctio
n pl
an.
BE
ST C
OPY
AV
AIL
AB
LE
19
visi
oncu
lture
! lea
ders
hip
1 ac
adem
ic p
rogr
am 1
pre
vent
ion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s 1
prof
essi
onal
dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps 1
fund
ing
& r
esou
rces
1 d
ata
colle
ctio
n
Too
ls
Form
ulat
ing
a vi
sion
, ach
ievi
ng c
onse
nsus
, and
sha
ring
it w
ith s
take
hold
ers
are
step
s th
at m
ust b
e ta
ken
care
fully
.A
ny s
impl
e st
atem
ent m
ay s
ound
sup
erfi
cial
and
pro
babl
y w
ill n
ot c
onve
y th
e fu
ll m
eani
ng o
r un
derl
ying
bel
iefs
of th
e vi
sion
. If
stak
ehol
ders
per
ceiv
e th
at s
choo
l lea
ders
are
impo
sing
a v
isio
n on
them
, the
eff
ort m
ay b
ackf
ire.
Her
e is
how
one
pri
ncip
al a
ppro
ache
d th
e vi
sion
pro
cess
:1
o T
he p
rinc
ipal
app
oint
ed a
"th
ink
tank
" of
16
hand
-pic
ked
facu
ltym
embe
rs a
nd tw
o pr
omin
ent c
omm
unity
lead
ers
who
se o
rgan
i-za
tions
wer
e lo
cate
d w
ithin
the
scho
ol's
cat
chm
ent a
rea.
The
gro
upm
et r
egul
arly
, dis
trib
uted
and
rea
d m
ater
ials
on
scho
ol im
prov
e-m
ent,
and
disc
usse
d w
hat c
ould
be
done
to im
prov
e th
at s
choo
l.
o A
t the
end
of
the
year
, a w
eek-
long
ret
reat
was
hel
d of
f-si
te.
Add
ition
al c
omm
unity
lead
ers
and
pare
nt le
ader
s w
ere
adde
dto
the
grou
p. N
umer
ous
brai
nsto
rmin
g se
ssio
ns w
ere
held
to(1
) es
tabl
ish
a m
issi
on s
tate
men
t and
sha
red
visi
on f
or th
e sc
hool
and
(2)
form
ulat
e st
rate
gies
for
invo
lvin
g th
e re
st o
f th
e fa
culty
and
pare
nts
in th
e vi
sion
.
0 A
com
preh
ensi
ve s
trat
egy
was
pla
nned
and
impl
emen
ted
tosp
read
the
visi
on th
roug
h m
eetin
gs, n
etw
orki
ng, a
nd s
mal
l-gr
oup
disc
ussi
ons.
EIK
Em
pte
Pro
blem
:Eco
nom
ic d
ispa
ritie
s am
ong
stud
ents
are
a c
omm
onso
urce
of
conf
lict.
Act
ion:
Seve
ral s
choo
ls h
ad a
vis
ion
of p
rom
otin
g a
sens
e of
equa
lity
amon
g st
uden
ts a
nd e
limin
atin
g ec
onom
ical
ly b
ased
disc
rim
inat
ion.
The
refo
re, s
tude
nts
and
pare
nts
requ
este
dsc
hoO
l uni
form
s.
Res
ult:
The
uni
form
pol
icy
was
rea
dily
impl
emen
ted
and
crea
ted
a si
ghif
ican
tly m
ore
posi
tive
scho
ol e
nvir
onm
ent b
ecau
se it
rein
forc
ed th
e sc
hool
vis
ion
of e
qual
ity.
0 In
divi
dual
com
pone
nts
of th
e sc
hool
vis
ion
wer
e id
entif
ied.
Ata
sk f
orce
com
pris
ed o
f fa
culty
, com
mun
ity le
ader
s, p
aren
ts, a
ndst
uden
t rep
rese
ntat
ives
was
for
med
to f
ocus
on
each
com
pone
nt.
An
adm
inis
trat
or s
erve
d on
eac
h ta
sk f
orce
, but
was
not
elig
ible
to b
e el
ecte
d ch
airp
erso
n.
o M
onth
ly, t
he g
roup
cha
irs
met
to p
rese
nt th
eir
task
for
ce's
reco
mm
enda
tions
to th
e pr
inci
pal.
Rec
omm
enda
tions
that
achi
eved
con
sens
us in
this
gro
up w
ere
impl
emen
ted.
Thi
s pr
oces
s of
beg
inni
ng d
iscu
ssio
n of
the
visi
on in
sm
all g
roup
san
d gr
adua
lly e
xpan
ding
the
stak
ehol
ders
invo
lved
allo
wed
the
visi
on to
be
expl
ored
in d
epth
and
con
sens
us r
each
ed a
bout
the
chan
ges
nece
ssar
y to
sup
port
it.
Fol
low
-up:
Seei
ng th
e su
cces
s of
uni
form
pol
icie
s in
thes
e sc
hool
s,
the
stat
e le
gisl
atur
e m
anda
ted
that
larg
e in
ner-
city
sch
ools
mus
tim
plem
ent u
nifo
rm p
olic
ies.
Whe
n a
unif
orm
pol
icy
was
impo
sed
from
out
side
rat
her
than
ari
sing
fro
m a
col
lect
ive
inte
rnal
vis
ion,
the
polic
y w
as w
idel
y re
sist
ed. T
here
fore
, it f
aile
d to
bri
ng a
bout
the
expe
cted
pos
itive
cha
nges
.
1 A
dapt
ed fr
om S
hort
, P. M
., &
J. T
. Gre
er. (
1997
). L
eade
rshi
p in
em
pow
ered
sch
ools
: The
mes
from
inno
vativ
e ef
fort
s. U
pper
Sad
dle
Riv
er, N
J: M
erril
l.
20B
ES
T C
OP
YA
VA
ILA
BLE
neso
urrc
esF
orrV
ngl U
sfio
nB
enni
s, W
. G.,
& N
anus
, B. (
1985
).
Lead
ers:
The
str
ateg
ies
for
taki
ng
char
ge. N
ew Y
ork:
Har
per
and
Row
.
Car
lson
, R. V
. (19
96).
Ref
ram
ing
and
refo
rm: P
ersp
ectiv
es o
n or
gani
za-
tiona
l lea
ders
hip
and
soci
al c
hang
e.
Whi
te P
lain
s, N
Y: L
ongm
an.
Cla
rk, S
. N.,
& C
lark
, D. C
. (19
94).
Res
truc
turin
g th
e m
iddl
e le
vel s
choo
l:
Impl
icat
ions
for
scho
ol le
ader
s.
Alb
any:
Sta
te U
nive
rsity
of N
ew
Yor
k P
ress
.
Pro
tect
ive
Sch
ools
1(52
0) 6
26-4
964
7
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent c
omm
unity
rel
atio
nshi
ps i
fund
ing
& r
esou
rces
Ida
ta c
olle
ctio
n
Sugg
estio
ns f
or F
orgi
ng a
Vis
ion
of S
ucce
ss
Wha
t sch
ool
Enc
oura
ge s
choo
l per
sonn
el to
exa
min
e an
d ar
ticul
ate
thei
r ow
n pe
rson
al v
isio
ns o
f a p
rote
ctiv
e sc
hool
. Bui
ld o
n th
ese
to
pers
onne
l can
do
begi
n es
tabl
ishi
ng a
com
mon
vis
ion
for
the
dire
ctio
n of
the
scho
ol.
Pro
vide
foru
ms
at w
hich
pol
icy
mak
ers,
bus
ines
s pe
ople
, tea
cher
s, s
tude
nts,
par
ents
, adm
inis
trat
ors,
res
earc
hers
, and
com
mun
ity m
embe
rs
can
expr
ess
thei
r vi
sion
s of
a p
rote
ctiv
e sc
hool
.
Look
for
area
s of
ove
rlap
amon
g th
e vi
sion
s of
all
the
part
icip
ants
. Use
the
com
mon
altie
s to
bui
ld a
com
mon
vis
ion
stat
emen
t, pr
iorit
ies
and
goal
s.
Act
ivel
y co
mm
unic
ate
the
visi
on to
all
stak
ehol
ders
in th
e sc
hool
and
enc
oura
ge th
eir
inpu
t. S
olic
it th
eir
part
icip
atio
n in
put
ting
it in
to a
ctio
n.
Sch
edul
e op
port
uniti
es to
rep
eat t
he v
isio
ning
pro
cess
reg
ular
ly, s
o th
e vi
sion
can
evo
lve
over
tim
e.
Exa
min
e ho
w c
urre
nt p
olic
ies
and
reso
urce
allo
catio
ns d
o or
do
not s
uppo
rt th
e sc
hool
wid
e vi
sion
of y
outh
and
sch
ool s
ucce
ss.
Car
eful
ly e
xam
ine
how
exi
stin
g po
licie
s an
d pr
oced
ures
may
res
ult i
n in
adve
rten
t dis
crim
inat
ion
on th
e ba
sis
of r
ace,
eth
nic
back
grou
nd,
econ
omic
sta
tus,
sex
ual o
rient
atio
n, e
tc.,
to id
entif
y gr
oups
that
mig
ht b
e si
lenc
ed in
the
curr
ent p
roce
ss.
Pro
vide
lead
ersh
ip tr
aini
ng fo
r st
uden
ts a
nd o
ther
dis
enfr
anch
ised
gro
ups
to in
crea
se th
eir
com
fort
with
par
ticip
atio
n.
Wha
t fam
ilies
and
com
mun
itym
embe
rs c
an d
o
Bui
ld o
n th
e sc
hool
s' le
ad to
cre
ate
a co
mpa
tible
com
mun
ity-w
ide
visi
on fo
r yo
uth
succ
ess.
Giv
e su
ppor
t and
pub
licity
to s
choo
ls th
at a
ctiv
ely
wor
k to
pro
mot
e ac
adem
ic s
ucce
ss a
nd h
ealth
y de
velo
pmen
t.
Par
ticip
ate
in s
choo
l eve
nts
and
scho
ol-c
omm
unity
cou
ncils
.
Org
aniz
e an
d ho
st c
oope
rativ
e sc
hool
-com
mun
ity fo
rum
s. S
uch
foru
ms
build
con
sens
us
and
supp
ort f
or e
duca
tiona
l inn
ovat
ions
and
sch
ool-b
ased
pre
vent
ion.
Sup
port
sch
ool s
taff
mem
bers
and
adm
inis
trat
ors
who
are
act
ive
in in
volv
ing
fam
ily
mem
bers
, stu
dent
s, a
nd c
omm
unity
mem
bers
by:
a fe
atur
ing
thei
r ac
com
plis
hmen
ts a
t sta
te a
nd lo
cal c
onfe
renc
es;
0 re
cogn
izin
g th
eir
effo
rts
in c
omm
unity
foru
ms;
0 no
min
atin
g th
em fo
r lo
cal c
ivic
aw
ards
; and
invi
ting
them
to s
peak
at e
vent
s, s
ervi
ce c
lubs
, tra
inin
g se
ssio
ns, e
tc.
10 bi
8P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
22
MT
CO
PY A
VA
ILA
BL
E
23
visi
on(
cultu
re J
lead
ersh
ip J
aca
dem
ic p
rogr
am J
pre
vent
ion
curr
icul
um! c
ontin
uum
of s
ervi
ces
J pr
ofes
sion
al d
evel
opm
ent J
com
mun
ity r
elat
ions
hips
( fu
ndin
g &
res
ourc
es/ d
ata
colle
ctio
n
Bui
lda
Prot
ectiv
eSc
hool
Cul
ture
bond
ing
to s
chO
ol is
a
maj
or p
rote
ctiv
e fa
ctor
*-41
1x
.r A
V
Och
m e
B C
UB
hO[f
a re
fers
to th
e ov
eral
l phy
sica
l and
psy
chol
ogic
al
atm
osph
ere
in a
sch
ool:
the
beha
vior
s, a
ttitu
des,
and
bel
iefs
that
hav
e
wor
ked
wel
l in
the
past
and
are
taug
ht to
new
mem
bers
of
the
com
mun
ity.
In a
pro
tect
ive
scho
ol c
ultu
re, a
dults
and
stu
dent
s pr
actic
e pr
osoc
ial
beha
vior
s so
stu
dent
s bo
nd to
thei
r sc
hool
. Cul
ture
ope
rate
s at
thre
e le
vels
:
1. A
rtif
acts
visi
ble
orga
niza
tiona
l str
uctu
res
and
mat
eria
ls (
such
as d
rug-
free
sch
ool p
oste
rs, p
aren
t vol
unte
er s
yste
m, d
ispl
ays
ofst
uden
t wor
k, s
tude
nt h
andb
ooks
);
2. E
xpre
ssed
val
uese
xplic
itly
wri
tten
or s
tate
d be
liefs
and
pol
icie
s,su
ch a
s vi
sion
, mis
sion
sta
tem
ents
, and
per
sonn
el p
olic
ies;
and
3. U
nder
lyin
g as
sum
ptio
nsun
spok
en a
ttitu
des
and
belie
fs a
bout
"the
way
thin
gs a
re in
this
sch
ool."
Cul
ture
is th
e m
ost p
erva
sive
infl
uenc
e in
a s
choo
l, an
d ev
en s
eem
ingl
ym
inor
ste
ps to
cre
ate
a po
sitiv
e cu
lture
can
hav
e pr
ofou
nd e
ffec
ts o
nst
uden
ts' l
ives
. Yet
, it i
s fr
eque
ntly
ove
rloo
ked
or ta
ken
for
gran
ted.
A p
rote
ctiv
e cu
lture
is a
ccep
ting
and
incl
usiv
e, w
ith o
ppor
tuni
ties
for
all m
embe
rs to
lear
n.
BY
ST(G
OV
AV
AIL
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
9
2425
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
umco
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I da
ta c
olle
ctio
n
Rol
es a
nd R
espo
nsib
ilitie
s
ST
UD
EN
TS
have
res
pons
ibili
ties
in c
ontr
ibut
ing
to th
e sc
hool
, to
build
thei
rpr
ide
in a
nd c
onne
ctio
n to
the
scho
ol:
Stud
ents
nee
d de
velo
pmen
tally
app
ropr
iate
opp
ortu
nitie
s to
ass
ume
posi
tive
role
s, m
ake
use
of th
eir
asse
ts, a
nd r
ecei
ve p
rais
e fo
r co
mpe
tenc
e an
d po
sitiv
eac
tions
if th
ey a
re to
bec
ome
resp
onsi
ble,
sel
f-co
nfid
ent a
dults
. (E
xam
ples
mig
htbe
ass
istin
g ad
ults
, com
plet
ing
serv
ice
lear
ning
pro
ject
s, b
eing
tour
gui
des,
pick
ing
up s
choo
lyar
d or
nei
ghbo
rhoo
d tr
ash.
)0
Posi
tive
beha
vior
s an
d co
mpl
ianc
e w
ith r
ules
are
incr
ease
d w
hen
stud
ents
have
inpu
t in
esta
blis
hing
rul
es a
nd e
xpec
tatio
ns.
ALL
ST
AF
F M
EM
BE
RS
are
role
mod
els
of p
ositi
ve b
ehav
ior.
The
y al
so h
ave
the
resp
onsi
bilit
y to
rea
ch o
ut to
ant
isoc
ial,
reje
cted
, or
appa
rent
ly tr
oubl
edst
uden
ts b
y cr
eatin
g op
port
uniti
es f
or th
ese
stud
ents
to in
crea
se th
eir
part
icip
atio
nin
the
cultu
re a
nd a
ctiv
ities
of
the
scho
ol.
TE
AC
HE
RS
rein
forc
e th
e va
lues
of
the
scho
ol c
ultu
re b
y in
corp
orat
ing
thos
e
mes
sage
s in
thei
r cl
assr
oom
inst
ruct
ion.
PR
INC
IPA
LSes
tabl
ish
way
s of
doi
ng th
ings
in th
e sc
hool
that
mai
ntai
n an
d
supp
ort a
pos
itive
, pro
tect
ive
cultu
re.
Rea
chin
g S
ucce
ss
In a
pro
tect
ive
scho
ol c
ultu
re,
scho
ol p
erso
nnel
crea
te p
olic
ies
and
expe
ctat
ions
that
:
are
base
d on
stu
dent
, fam
ily, a
nd n
eigh
borh
ood
stre
ngth
s an
d as
sets
;
prom
ote
stud
ents
' pos
itive
cog
nitiv
e,em
otio
nal,
phys
ical
, and
soc
ial d
evel
opm
ent;
min
imiz
e ba
rrie
rs to
lear
ning
and
teac
hing
;
incr
ease
bon
ding
with
sch
ool t
hrou
gh e
mpa
thy,
mut
ual r
espe
ct, a
nd e
xten
sive
soc
ial s
uppo
rts;
crea
te o
ppor
tuni
ties
for
all m
embe
rs o
f th
e sc
hool
com
mun
ity to
ass
ume
posi
tive
role
s, s
hare
res
pon-
sibi
lity
and
deci
sion
mak
ing,
and
inno
vate
;
M tu
rn m
ista
kes
into
lear
ning
opp
ortu
nitie
s ra
ther
than
fai
lure
s m
eriti
ng p
unis
hmen
t;
NO
hav
e m
echa
nism
s to
ack
now
ledg
e an
d ho
nor
acco
mpl
ishm
ents
and
all
type
s of
psy
chos
ocia
lco
mpe
tenc
ies
(suc
h as
hel
pful
ness
, goo
d ci
tizen
ship
,
10P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg I
(520
) 62
6-49
64
26
mos
t im
prov
ed p
erfo
rman
ce, v
olun
teer
ism
, par
tici-
patio
n in
dec
isio
n m
akin
g, a
nd c
essa
tion
of n
egat
ive
beha
vior
);
rein
forc
e ex
plic
it ex
pect
atio
ns f
or p
ositi
ve b
ehav
ior
and
acad
emic
suc
cess
;
esta
blis
h re
gula
r ri
tual
s to
rei
nfor
ce p
ositi
ve n
orm
s(f
or e
xam
ple,
one
sch
ool h
as a
kin
dnes
s pl
edge
that
is r
ecite
d da
ily);
Mhe
lp s
tude
nts
deve
lop
the
skill
s an
d su
ppor
ts th
eyne
ed to
res
ist p
ress
ures
to e
ngag
e in
beh
avio
rs th
atpl
ace
them
at r
isk
for
nega
tive
life
outc
omes
;
feat
ure
wid
espr
ead
mod
elin
g of
hea
lthy
beha
vior
sby
bot
h st
uden
ts a
nd a
dults
; and
faci
litat
e th
e ea
rly
iden
tific
atio
n of
stu
dent
s w
ithpr
oble
ms
or a
ntis
ocia
l beh
avio
r, b
ecau
se th
eyst
and
out f
rom
the
norm
.
BE
ST
CO
PY
AV
AIL
AB
LE
27
visi
on I
cultu
rele
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I da
ta c
olle
ctio
n
Too
ls
Tea
cher
s an
d st
uden
ts c
an u
se s
trat
egie
s su
ch a
s th
e fo
llow
ing
to r
einf
orce
a p
ositi
ve c
ultu
re in
the
clas
sroo
m:'
TE
AC
NE
ES
Hel
p ch
ildre
n ge
t to
know
eac
h ot
her's
(an
d yo
ur)
stre
ngth
sth
roug
h ac
tiviti
es in
whi
ch th
ey s
hare
or
wri
te a
bout
mea
ning
ful
item
s or
exp
erie
nces
fro
m h
ome.
0 B
ase
curr
icul
um a
nd le
sson
s on
stu
dent
s' s
tren
gths
and
ass
ets.
0 In
volv
e st
uden
ts in
pla
nnin
g, p
robl
em s
olvi
ng, i
dent
ifyi
ngis
sues
, ass
essi
ng p
rogr
ess,
etc
. (fo
r ex
ampl
e, th
roug
h pe
riod
iccl
ass
mee
tings
).
Prom
ote
coop
erat
ion
over
com
petit
ion.
Pos
t eve
ryon
e's
best
wor
k,in
stea
d of
ack
now
ledg
ing
only
the
mos
t adv
ance
dst
uden
ts. R
athe
r th
an m
otiv
atin
g th
roug
hif
/ .4,
com
petit
ion,
off
er o
ppor
tuni
ties
for
the
clas
sto
wor
k to
geth
er to
hel
p ev
eryo
ne a
chie
vea
min
imum
sta
ndar
d an
d ea
rn a
rew
ard.
o Sy
stem
atic
ally
bui
ld r
elat
ions
hips
with
stu
dent
s(f
or e
xam
ple,
by
eatin
g lu
nch
with
them
per
iod-
ical
ly, c
eleb
ratin
g th
eir
succ
esse
s, s
endi
ngpo
sitiv
e no
tes
hom
e).
o In
terj
ect p
erso
nal a
necd
otes
or
expe
rien
ces
tom
ake-
inst
ruct
ion
mor
e in
tere
stin
g an
d m
eani
ngfu
l.
Use
the
firs
t per
son
plur
al (
we,
us,
let's
, etc
.) w
hen
pres
entin
g cl
assr
oom
act
iviti
es.
SY
UD
EM
TS
Nia
Prai
se a
nd s
uppo
rt e
ach
othe
r.
O E
ncou
rage
and
hel
p ea
ch o
ther
ans
wer
que
stio
ns o
r co
mpl
ete
task
s.
Adv
ise
each
oth
er a
bout
cla
ssro
om s
ocia
l beh
avio
r an
d as
sist
in r
esol
ving
con
flic
ts.
Hel
p ne
wco
mer
s an
d cl
assr
oom
vis
itors
bec
ome
part
of
the
grou
p.
O C
onve
y at
tent
iven
ess
to s
tude
nts
and
exci
tem
ent a
bout
lear
ning
thro
ugh
nonv
erba
l ges
ture
s, g
ettin
g do
wn
on th
e ch
ild's
leve
l,an
d us
e of
dra
mat
ic in
flec
tion.
O B
egin
eac
h ye
ar b
y di
scus
sing
wha
t kin
d of
cla
ss e
very
one
wan
ts to
hav
e an
d se
tting
nor
ms
and
goal
s ac
cord
ingl
y.
O S
elec
t mat
eria
ls, e
xam
ples
, or
activ
ities
that
ref
lect
stu
dent
s'ag
e, e
thni
city
, cul
ture
, and
com
mun
ity
O I
nvol
ve a
ll st
uden
ts in
cho
res
and
resp
onsi
bilit
ies
in th
e cl
assr
oom
.
O I
nteg
rate
con
cept
s of
dis
cipl
ine
and
resp
ect f
or c
lass
mat
esth
roug
hout
inst
ruct
ion;
use
dis
rupt
ions
or
beha
vior
al p
robl
ems
asop
port
uniti
es f
or m
ini-
less
ons
on r
espe
ct a
nd s
elf-
resp
onsi
bilit
y.
Prov
ide
mea
ning
ful p
rais
e ra
ther
than
pra
ise
that
sou
nds
auto
-m
atic
or
gene
ric.
Aft
er r
edir
ectin
g a
stud
ent,
give
that
stu
dent
an
oppo
rtun
ityto
rec
eive
pra
ise
for
doin
g so
met
hing
rig
ht.
O T
o in
crea
se e
nthu
sias
m f
or le
arni
ng, g
ive
stud
ents
mor
e sa
yin
wha
t the
y w
ill le
arn.
O I
nvol
ve s
tude
nts
in d
evel
opin
g th
e cr
iteri
a by
whi
ch th
eir
wor
k w
ill b
e as
sess
ed, a
nd p
rovi
de g
uide
lines
so
they
cle
arly
unde
rsta
nd w
hat's
exp
ecte
d of
them
.
O P
artic
ipat
e in
dai
ly o
r w
eekl
y ri
tual
act
iviti
es th
at r
einf
orce
the
posi
tive
grou
p no
rms
set f
or th
e cl
assr
oom
(fo
r ex
ampl
e,a
shar
ing
circ
le o
r cl
ass
mee
ting)
.
Rel
ate
anec
dote
s an
d us
e hu
mor
whe
n re
leva
nt to
the
task
at h
and.
1 A
dapt
ed fr
om C
abel
lo, B
., &
Ter
rell,
R. (
1994
). M
akin
g st
uden
ts fe
el li
ke fa
mily
: How
teac
hers
cre
ate
war
m a
nd c
arin
g cl
assr
oom
clim
ates
. Jou
rnal
of C
lass
room
Inst
ruct
ion,
29(
1), 1
7-23
;
Sch
aps,
E.,
Lew
is, C
., &
Wat
son,
M. (
1996
). B
uild
ing
com
mun
ity in
sch
ool.
Prin
cipa
l, 76
(2),
29-
31; a
nd G
ood
thin
gs h
appe
n w
hen
educ
ator
s lis
ten.
(W
inte
r 19
98).
The
Link
(A
EL
new
slet
ter)
, 17(
4), 1
.
28E
ST C
OPY
AV
AII
AB
LE
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
11
visi
on 1
cul
ture
l le
ader
ship
! aca
dem
ic p
rogr
am 1
pre
vent
ion
curr
icul
um! c
ontin
uum
of s
ervi
ces
1 pr
ofes
sion
al d
evel
opm
ent 1
com
mun
ity r
elat
ions
hips
1 fu
ndin
g &
res
ourc
es 1
dat
aco
llect
ion
Pcm
Eni
mM
o
Pro
blem
:A m
iddl
e-sc
hool
stu
dent
who
had
emig
rate
d fr
om V
ietn
am d
urin
g th
e el
emen
tary
grad
es r
epea
tedl
y go
t int
o fi
ghts
, fai
led
to c
ompl
ete
assi
gnm
ents
, and
was
wid
ely
disl
iked
by
teac
hers
and
his
peer
s.
Act
ion:
Aft
er a
ser
ies
of s
uch
prob
lem
s, th
e st
u-
dent
sel
f-re
ferr
ed to
the
scho
ol's
teen
cou
rt, a
s an
alte
rnat
ive
to tr
aditi
onal
dis
cipl
inar
y ac
tion
by
scho
ol a
dmin
istr
ator
s. T
he s
tude
nt ju
rors
wer
e
shoc
ked
to r
ealiz
e th
at, a
lthou
gh th
e st
uden
t's
Eng
lish
appe
ared
flu
ent i
n ev
eryd
ay c
onve
rsat
ion,
he h
ad d
iffi
culty
und
erst
andi
ng th
e co
urt p
roce
edin
gs
and
rare
ly u
nder
stoo
d hi
s sc
hool
wor
k or
hom
ewor
k.
The
y "s
ente
nced
" hi
m to
rec
eive
reg
ular
tuto
ring
from
an
adul
t Vie
tnam
ese-
Am
eric
an m
ento
r.
Res
ult:
The
adu
lt m
ento
r he
lped
not
onl
y w
ith
scho
olw
ork,
but
with
cle
arin
g up
cul
tura
l mis
unde
r-
stan
ding
s. H
e he
lped
the
stud
ent n
egot
iate
cul
tura
l
diff
eren
ces
that
had
hin
dere
d hi
s fi
tting
in a
t sch
ool.
He
expl
aine
d to
teac
hers
that
Asi
an-b
orn
stud
ents
wou
ld b
e un
likel
y to
ask
for
hel
p,
brin
g up
dif
ficu
lties
, or
defe
nd th
em-
selv
es w
hen
fals
ely
accu
sed
by a
n ad
ult
beca
use
such
beh
avio
r is
con
side
red
high
ly d
isre
spec
tful
in th
eir
nativ
e
cultu
res.
Aft
er a
yea
r of
tuto
ring
and
men
tori
ng, t
his
stud
ent p
asse
d al
l
his
clas
ses
and
rece
ived
a s
tand
ing
ovat
ion
from
the
stud
ent b
ody
at
grad
uatio
n.
Rew
ards
fO
ne o
f the
mos
t sig
nific
ant f
acto
rs in
fluen
cing
stu
dent
s' c
hoic
es to
use
or
avoi
d m
ood-
alte
ring
subs
tanc
es is
thei
r pe
rcep
tion
of w
hat o
ther
s do
and
bel
ieve
. If t
he s
choo
l nor
m is
'peo
ple
in
this
sch
ool c
hoos
e no
t to
use
drug
s an
d do
not
thin
k dr
ugs
are
cool
: the
n th
e pe
rson
al c
hoic
es
of m
ost s
tude
nts
will
ref
lect
this
nor
m.
A n
egat
ive,
thre
aten
ing
envi
ronm
ent l
ow in
rei
nfor
cem
ent f
or p
ositi
ve b
ehav
ior
caus
es s
tude
nts
to fe
el a
liena
ted
and
nega
tive.
The
y ar
e th
en m
ore
susc
eptib
le to
the
moo
d-en
hanc
ing
qual
ities
of a
lcoh
ol, t
obac
co, a
nd o
ther
dru
gs.
Invo
lvin
g st
uden
ts in
dec
isio
n m
akin
g bu
ilds
a st
rong
sch
ool c
omm
unity
in w
hich
stu
dent
s fe
el
a se
nse
of b
elon
ging
and
par
ticip
atio
n. T
his
help
s di
min
ish
the
devi
ant o
r ne
gativ
e su
bcul
ture
that
sur
roun
ds a
nd r
einf
orce
s su
bsta
nce
use.
Pos
itive
cha
nges
in th
e sc
hool
cul
ture
can
rip
ple
out t
o th
e w
ider
con
text
s of
dis
tric
t, ne
ighb
or-
hood
, and
fam
ily c
ultu
res.
12P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
30B
EST
CO
PYA
VA
ILA
BL
E
NO
SCA
NC
OZ
fop
[30
0(1I
nga
PguR
ecth
ge S
choo
0 C
ullh
ure
Cha
skin
, R. J
., &
Rau
ner,
D. M
. (E
ds.)
. (19
95).
You
th a
nd c
arin
g. P
hi D
elta
Kap
pan,
76(
May
), s
peci
al s
ectio
n.
Dev
elop
men
tal S
tudi
es C
ente
r. (
1996
). W
ays
we
wan
t our
cla
ss to
be.
Oak
land
,
CA
: Dev
elop
men
tal S
tudi
es C
ente
r.
Fin
e, M
., et
al.
(199
7). C
omm
uniti
es o
f diff
eren
ce: A
crit
ical
look
at d
eseg
rega
ted
spac
es c
reat
ed fo
r an
d by
you
th. H
arva
rd E
duca
tiona
l Rev
iew
, 67(
2), 2
47-2
84.
Mei
er, D
. W. (
1993
). T
rans
form
ing
scho
ols
into
pow
erfu
l com
mun
ities
. Tea
cher
s
Col
lege
Rec
ord,
94(
3), 5
4-58
.
Nod
ding
s, N
. 199
2. T
he c
halle
nge
to c
are
in s
choo
ls. N
ew Y
ork:
Tea
cher
s
Col
lege
Pre
ss.
Pet
erso
n, A
. M. (
1997
). A
spec
ts o
f sch
ool c
limat
e: A
rev
iew
of t
he li
tera
ture
.
ER
S S
pect
rum
, 15(
1), 3
6-42
.
Sch
aps,
E.,
& L
ewis
, C. (
1999
). P
erils
on
an e
ssen
tial j
ourn
ey: B
uild
ing
scho
ol
com
mun
ity. P
hi D
ella
Kap
pan,
81(
Nov
.), 2
15-2
18.
.31
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Sugg
estio
ns f
or B
uild
ing
a Pr
otec
tive
Scho
ol C
ultu
re
Wha
t sch
uoR
egul
arly
and
con
sist
ently
ack
now
ledg
e ad
ults
and
stu
dent
s at
sch
ool f
or e
ngag
ing
in a
ltrui
stic
and
coo
pera
tive
beha
vior
s.
pols
onne
Bra
inst
orm
with
stu
dent
s, fa
culty
/sta
ff, a
nd p
aren
ts s
impl
e ch
ange
s th
at c
ould
mak
e th
e sc
hool
a m
ore
plea
sant
pla
ce to
be.
can
doE
stab
lish
and
supp
ort a
sch
ool n
orm
that
doe
s no
t tol
erat
e in
sults
, tea
sing
, or
any
othe
r fo
rms
of v
erba
l and
non
verb
al
bully
ing
by a
dults
or
stud
ents
.
Sup
port
all
mem
bers
of t
he s
choo
l com
mun
ity in
lear
ning
and
usi
ng s
kills
for
nonv
iole
nt r
esol
utio
n of
con
flict
s, o
wni
ng
resp
onsi
bilit
y fo
r pe
rson
al b
ehav
ior,
sho
win
g em
path
y fo
r ot
hers
, and
mak
ing
heal
thy
choi
ces.
Cle
arly
exp
ress
the
scho
ol's
pos
ition
abo
ut n
onus
e of
alc
ohol
, tob
acco
, and
oth
er d
rugs
. Dis
cour
age
both
stu
dent
s an
d
staf
f fro
m w
earin
g or
usi
ng it
ems
that
pro
mot
e al
coho
l or
toba
cco
com
pani
es. (
The
sam
e is
true
for
sex,
vio
lenc
e, e
tc.)
Mod
el in
cent
ives
and
rew
ards
afte
r su
cces
sful
pra
ctic
es in
indu
stry
to in
crea
se a
sch
ool's
cap
acity
for
rapi
d ch
ange
.
Rew
ard,
sup
port
, and
cel
ebra
te fa
culty
and
sta
ff fo
r ac
com
plis
hmen
ts a
nd in
nova
tion.
Ass
ign
"bud
dies
" to
stu
dent
s w
ho tr
ansf
er in
to th
e sc
hool
, to
help
them
mak
e th
e tr
ansi
tion
into
the
scho
ol c
ultu
re.
Dis
cipl
ine
and
Stu
dent
Inte
ract
ions
Est
ablis
h an
d en
forc
e a
"goo
d sc
hool
citi
zen"
cod
e of
con
duct
that
app
lies
to a
ll ad
ults
and
stu
dent
s w
ithin
the
scho
ol.
Phr
ase
rule
s po
sitiv
ely
to te
ll st
uden
ts w
hat t
o do
inst
ead
of w
hat n
ot to
do
(suc
h as
, "W
alk
in th
e ha
llway
s"
inst
ead
of "
No
runn
ing
in th
e ha
llway
s").
Con
vey
an e
xpec
tatio
n th
at a
ll st
uden
ts c
an a
nd w
ill b
e su
cces
sful
.
Foc
us o
n gi
ving
stu
dent
s co
ncre
te r
ewar
ds a
nd a
ckno
wle
dgm
ent f
or c
ompl
ying
with
the
rule
s of
con
duct
,
rath
er th
an fo
cusi
ng p
rimar
ily o
n m
isbe
havi
or.
Bui
ldin
g F
amily
and
Com
mun
ity R
elat
ions
hips
Pro
mot
e po
sitiv
e in
tera
ctio
ns b
etw
een
hom
e an
d sc
hool
(fo
r ex
ampl
e, c
onta
ct th
e pa
rent
whe
n a
stud
ent
does
som
ethi
ng w
ell,
part
icul
arly
for
stud
ents
who
are
freq
uent
ly in
trou
ble)
.
Enc
oura
ge fa
mily
par
ticip
atio
n in
the
cultu
re o
f the
sch
ool;
enlis
t par
ents
to g
et o
ther
par
ents
invo
lved
.
Exa
min
e ho
w p
aren
ts a
nd c
omm
unity
mem
bers
are
invo
lved
in y
our
scho
ol a
nd w
heth
er th
ere
are
appr
opria
te w
ays
to in
crea
se th
at in
volv
emen
t.
Cel
ebra
te d
iver
sity
! Inc
lude
cul
tura
l sen
sitiv
ity a
s an
ess
entia
l com
pone
nt o
f sta
ff tr
aini
ng.
BE
ST C
OPY
A:0
010L
S32
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
13
33
visi
on 1
cul
ture
1 le
ader
ship
1 a
cade
mic
pro
gram
1 p
reve
ntio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces!
pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps 1
fund
ing
& r
esou
rces
1da
ta c
olle
ctio
n
b'U
nzi i
arnM
esE
ncou
rage
peo
ple
in th
e co
mm
unity
to v
olun
teer
and
par
ticip
ate
at th
eir
loca
l sch
ools
.
and
com
mun
Kv
Org
aniz
e co
mm
unity
eve
nts
held
at l
ocal
sch
ools
and
pro
mot
e di
spla
ys o
f stu
dent
s' b
est
trne
mbe
vs c
an d
raw
ork
on th
ose
occa
sion
s.
Be
a m
odel
of r
espe
ctfu
l, co
oper
ativ
e, p
ositi
ve b
ehav
ior
in y
our
ever
yday
inte
ract
ions
.
Par
ticip
ate
in s
choo
l eve
nts
and
scho
ol-c
omm
unity
task
forc
es o
r co
unci
ls.
Giv
e su
ppor
t and
pub
licity
to s
choo
ls th
at a
ctiv
ely
wor
k to
dev
elop
a p
ositi
ve c
ultu
re.
14P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
34
BE
ST C
OPY
AV
AIL
AB
LE
35
I
rl
visi
oncu
lture
I le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t com
mun
ity r
elat
ions
hips
1 fu
ndin
g &
res
ourc
es I
data
col
lect
ion
the
prin
cipa
l'ssu
ppor
t is
a pr
ereq
uisi
te f
orim
plem
enta
tion
of s
ucce
ssfu
l pre
vent
ion
and
educ
atio
nal
refo
rm
Incr
ease
Lea
ders
hip
Com
mitm
ent
1 AN
-
36
The
prin
cipa
lsh
apes
, enh
ance
s, a
nd m
aint
ains
the
tone
,
cultu
re, a
nd v
isio
n of
a s
choo
l, de
term
ines
pri
oriti
es,
and
ensu
res
that
sch
ool p
olic
ies
conf
orm
with
sta
te a
nd f
eder
al
guid
elin
es. I
n a
prot
ectiv
e sc
hool
, lea
ders
hip
is s
hare
d an
d
exis
ts a
t man
y le
vels
. Thi
s tr
ansa
ctio
nal l
eade
rshi
p st
yle
prom
otes
a p
ositi
vecu
lture
of
empo
wer
men
t and
res
pect
.
Thr
ough
sha
red
deci
sion
mak
ing,
the
prin
cipa
l gai
ns m
ore
pow
erbe
caus
e m
ore
peop
le a
re in
volv
ed in
an
effo
rt to
mov
e in
the
sam
e di
rect
ion.
BE
ST C
OPY
ME
AN
IEP
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
6415
37
visi
on I
cultu
re 1
lead
ersh
ip I
acad
emic
pro
gram
1 p
reve
ntio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
1 pr
ofes
sion
al d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Rol
es a
nd R
espo
nsib
ilitie
s
ST
UD
EN
TS
have
lead
ersh
ip in
mak
ing
choi
ces
abou
t wha
t and
how
they
will
lear
n.
TE
AC
HE
RS
have
lead
ersh
ip in
mak
ing
choi
ces
abou
t how
they
will
per
form
thei
r jo
bs; f
or e
xam
ple,
cur
ricu
lum
, dis
cipl
ine,
inst
ruct
iona
l tec
hniq
ues.
PR
INC
IPA
LSse
rve
as th
e sc
hool
's c
onsc
ienc
e, m
ain
reso
urce
fin
der,
inno
vativ
eth
inke
r, a
nd s
tude
nt a
dvoc
ate.
The
y ca
refu
lly d
esig
n le
ader
ship
str
uctu
res
that
will
ser
ve th
eir
scho
ol w
ell i
n th
e fu
ture
, eve
n af
ter
thei
r te
nure
.
SU
PE
RIN
TE
ND
EN
TS
have
lead
ersh
ip in
bui
ldin
g re
latio
nshi
ps o
f tr
ust w
ithsc
hool
s in
thei
r di
stri
ct. B
y su
ppor
ting
appr
opri
ate
leve
ls o
f si
te-b
ased
man
agem
ent,
they
ena
ble
scho
ols
to b
e in
nova
tive
and
expe
rim
ent.
The
y ac
tivel
y pr
omot
epr
even
tion
and
educ
atio
nal r
efor
m a
ctiv
ities
in th
eir
dist
rict
.
SC
HO
OL
BO
AR
DS
have
lead
ersh
ip in
re-
eval
uatin
g re
stri
ctiv
e po
licie
s th
at f
orce
teac
hers
and
sch
ools
into
a c
omm
on m
old
of p
rogr
ams,
text
book
s, a
nd in
stru
ctio
nan
d pr
even
t the
m f
rom
see
king
cre
ativ
e w
ays
to m
eet t
he n
eeds
of
each
indi
vidu
alst
uden
t bod
y an
d co
mm
unity
. The
y ac
tivel
y pr
omot
e pr
even
tion
and
educ
atio
nal
refo
rm a
ctiv
ities
in th
eir
dist
rict
.
ST
AT
E A
ND
FE
DE
RA
L P
OLI
TIC
IAN
Spr
opos
e an
d su
ppor
t leg
isla
tion
that
allo
cate
sst
ate
and
fede
ral r
esou
rces
for
pre
vent
ion
and
prov
ides
sup
port
for
edu
catio
n.
Rea
chin
g S
ucce
ss
Scho
ol le
ader
sdo
the
follo
win
g:
Beg
in v
isib
ly, e
nthu
sias
tical
ly, a
nd p
ersi
sten
tly p
artic
i-pa
ting
in in
nova
tions
the
scho
ol c
omm
unity
agr
ees
to a
dopt
, esp
ecia
lly id
eas
that
com
e fr
omfa
culty
or
staf
f. F
or a
n in
nova
tion
to b
e su
cces
sful
it m
ust b
efu
lly s
uppo
rted
by
the
inst
itutio
n's
lead
ersh
ip, t
ode
mon
stra
te th
at it
is n
ot a
fad
that
will
go
away
.
a W
ork
to id
entif
y pr
oble
ms
and
plan
t the
see
ds o
fch
ange
, but
em
pow
er th
e st
aff
clos
est t
o th
e pr
oble
mto
iden
tify
and
prop
ose
solu
tions
.
Wor
k "i
n th
e tr
ench
es"
alon
g w
ith e
very
one
else
,ra
ther
than
allo
win
g th
eir
stat
us to
inte
rfer
e w
ithbu
ildin
g re
latio
nshi
ps w
ith s
taff
.
Exa
min
e th
e m
odel
on
whi
ch th
e sc
hool
ope
rate
s.E
nsur
e th
at it
pro
vide
s op
port
uniti
es f
or in
divi
dual
sto
dev
elop
and
mat
ure
as in
depe
nden
tle
arne
rs.
Enc
oura
ge a
ll sc
hool
per
sonn
el to
cre
ate
oppo
rtun
ities
for
com
pete
nce
to b
e de
velo
ped
and
disp
laye
d.
Ado
pt a
n or
gani
zatio
nal p
hilo
soph
y of
par
ticip
ant
deci
sion
mak
ing
at a
ll le
vels
(th
at is
, tea
cher
s em
pow
er
stud
ents
to m
ake
age-
appr
opri
ate
deci
sion
s; th
epr
inci
pal e
mpo
wer
s st
aff
to m
ake
deci
sion
s re
gard
ing
thei
r w
ork
resp
onsi
bilit
ies;
with
in s
tate
req
uire
men
ts,
supe
rint
ende
nts
empo
wer
pri
ncip
als
to m
ake
deci
sion
s re
gard
ing
the
oper
atio
n of
thei
r sc
hool
;sc
hool
boa
rds
rela
x re
gula
tions
and
ove
rsig
ht to
enab
le p
artic
ipan
t dec
isio
n m
akin
g at
all
leve
ls).
Min
imiz
e on
e-w
ay c
omm
unic
atio
n th
roug
h m
emos
and
anno
unce
men
ts a
nd r
epla
ce w
ith c
omm
unic
a-tio
n av
enue
s th
at f
low
in a
ll di
rect
ions
and
are
fre
eof
dis
tort
ion.
El F
orm
ulat
e cl
ear
and
com
mon
goa
ls, a
nd g
ain
the
supp
ort o
f al
l mem
bers
of
the
scho
ol c
omm
unity
.
el E
xam
ine
way
s to
mak
e th
e m
ost e
ffec
tive
poss
ible
use
of h
uman
res
ourc
es.
ai E
nsur
e th
at in
nova
tions
are
ful
ly im
plem
ente
dbe
fore
judg
ing
thei
r ef
fect
iven
ess.
The
fir
st c
rite
rion
for
judg
ing
succ
ess
of a
n in
nova
tion
is it
s de
gree
of d
isse
min
atio
n.
16P
rote
ctiv
e 91
8Is
I http
://w
ww
.dru
gsta
ls.o
rg 1
(520
) 62
6-49
64
BE
ST C
OPY
AV
AII
IAB
LE
39
1_1
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s j p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Rew
ards
Exc
elle
nt m
anag
emen
t and
lead
ersh
ip
skill
s ar
e vi
tal t
o th
e ef
fect
ive
func
tioni
ng
of a
sch
ool,
its o
vera
ll cu
lture
, and
the
optim
al h
ealth
of i
ts e
mpl
oyee
s. It
rem
oves
the
barr
iers
to le
arni
ng th
at in
crea
se
stud
ents
' ris
k of
neg
ativ
e ou
tcom
es.
Lead
ers
prov
ide
supp
ort f
or a
con
tinuu
m
of s
ervi
ces,
impl
emen
tatio
n of
effe
ctiv
e
prev
entio
n cu
rric
ula
and
prog
ram
s,
staf
f dev
elop
men
t, an
d on
goin
g da
ta
colle
ctio
n.
Lead
ers
are
role
mod
els
for
posi
tive
norm
s,
heal
thy
beha
vior
, and
pro
blem
sol
ving
.
Cha
nges
feat
urin
g pa
rtic
ipan
t inv
olve
men
t
are
mos
t lik
ely
to s
ucce
ed. C
hang
es
plan
ned
outs
ide
the
scho
ol o
r by
the
prin
cipa
l alo
ne a
re o
ften
perc
eive
d as
an in
trus
ion
and
impo
sitio
n.
By
dem
onst
ratin
g tr
ustw
orth
ines
s in
his
or h
er p
erso
nal b
ehav
ior
and
plac
ing
trus
t in
othe
rs, t
he p
rinci
pal c
ondi
tions
the
leve
l of t
rust
that
can
occ
ur in
the
scho
ol
setti
ng. A
n en
viro
nmen
t of t
rust
is th
e
key
to c
reat
ing
empo
wer
ed a
nd e
ffect
ive
empl
oyee
s at
all
leve
ls.
Em
pow
ered
sta
ff m
odel
sel
f-em
pow
erm
ent
to s
tude
nts,
incr
easi
ng th
eir
resi
lienc
y.
40
Too
ls
An
assi
stan
t sup
erin
tend
ent b
egan
see
king
a n
ew a
ppro
ach
whe
n sh
e w
as a
ssig
ned
the
divi
sion
in th
e di
stri
ct th
at h
ad th
e lo
wes
t mor
ale
and
grea
test
num
ber
of u
nion
grie
vanc
es. T
o be
gin
focu
sing
on
chan
ge, s
he a
sked
all
mem
bers
of
the
divi
sion
to
answ
er th
ese
five
que
stio
ns, a
dapt
ed f
rom
Oak
ley
and
Kru
g's
"Fra
mew
ork
for
Con
tinuo
us R
enew
al":
'
o W
hat i
s al
read
y w
orki
ng?
o W
hat m
akes
it w
ork?
o W
hat a
re o
ur o
bjec
tives
?o
Wha
t are
the
bene
fits
of
achi
evin
g th
ese
obje
ctiv
es?
o W
hat c
an w
e do
to m
ove
clos
er to
our
obj
ectiv
es?
Focu
sing
on
the
divi
sion
's s
tren
gths
and
goa
ls le
d to
cha
nges
\th
at im
prov
ed b
oth
mor
ale
and
prod
uctiv
ity.
1O
akle
y, E
., &
Kru
g, D
. (19
91).
Enl
ight
ened
lead
ersh
ip: G
ettin
g to
the
hear
t of c
hang
e. N
ew Y
ork:
Sim
on &
Sch
uste
r.
VC
IP E
HE
rapD
s
Pro
blem
:T
he p
rinc
ipal
in a
n el
emen
tary
sch
ool h
ad a
vis
ion
of im
prov
ing
scho
ol c
limat
e, e
nhan
cing
stu
dent
res
ilien
cy, a
ndim
plem
entin
g th
e m
ost c
urre
nt te
achi
ng p
ract
ices
in h
er s
choo
l.L
imite
d fu
nds
and
time
prev
ente
d w
ides
prea
d fo
rmal
sta
ff tr
aini
ngin
thes
e is
sues
.
Act
ion:
The
pri
ncip
al r
evie
wed
sev
eral
cur
rent
boo
ks o
n th
ese
topi
cs a
nd c
reat
ed a
rea
ding
list
. She
org
aniz
ed a
vol
unta
ry b
ook
grou
p in
whi
ch s
he p
artic
ipat
ed. T
he g
roup
rea
d on
e ch
apte
r a
wee
k, th
en m
et to
dis
cuss
the
cont
ent a
nd it
s ap
plic
atio
n to
thei
rsc
hool
. Gro
up m
embe
rshi
p ch
ange
d as
sta
ff p
artic
ipat
ed w
hen
the
book
s th
at in
tere
sted
them
mos
t wer
e un
der
disc
ussi
on o
r w
hen
time
perm
itted
.
Res
ult:
The
pri
ncip
al c
lear
ly c
omm
unic
ated
her
vis
ion
for
chan
gean
d co
mm
itmen
t to
posi
tive
yout
h de
velo
pmen
t. Sh
e bu
ilt s
taff
and
facu
lty s
uppo
rt f
or c
hang
e an
d cr
eate
d an
info
rmal
and
enj
oyab
lefo
rum
for
dis
cuss
ion
of is
sues
aff
ectin
g th
e sc
hool
.
3EsT
CO
PY A
VA
ILA
R1
F
R@
SID
UIT
C@
S fi
n O
ncga
asko
g
Lea
dmhi
p C
omm
irR
omeo
flC
arls
on, R
. V. (
1996
). R
efra
min
g an
d re
form
: Per
spec
tives
on
orga
ni-
zatio
nal l
eade
rshi
p an
d so
cial
cha
nge.
Whi
te P
lain
s, N
Y: L
ongm
an.
Mur
phy,
J.,
& L
ouis
, K. S
. (19
94).
Res
hapi
ng th
e pr
inci
pals
hip:
Insi
ghts
from
tran
sfor
mat
iona
l ref
orm
effo
rts.
Tho
usan
d O
aks,
CA
: Cor
win
Pre
ss.
Sch
aps,
E.,
& L
ewis
, C. C
. (19
98).
Ris
ks a
nd r
ewar
ds o
f com
mun
ity
build
ing.
Edu
catio
nal L
eade
rshi
p, 2
8, 6
-9.
Sho
rt, P
. M.,
& J
. T. G
reer
. (19
97).
Lea
ders
hip
in e
mpo
wer
ed s
choo
ls:
The
mes
from
inno
vativ
e ef
fort
s. U
pper
Sad
dle
Riv
er, N
J: M
erril
l.
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
I (5
20)
626-
4964
17
41
visi
on 1
cul
ture
/ lea
ders
hip
l aca
dem
ic p
rogr
am 1
pre
vent
ion
curr
icul
um !c
ontin
uum
of s
ervi
ces
1 pr
ofes
sion
al d
evel
opm
ent 1
com
mun
ity r
elat
ions
hips
' fun
ding
& r
esou
rces
1 d
ata
colle
ctio
n
Sugg
estio
ns f
or I
ncre
asin
g L
eade
rshi
p C
omm
itmen
t
Uhe
sch
oog
Wha
t Prin
cipa
ls C
an D
o
perr
sonn
oll c
an d
oT
alk
abou
t you
r co
mm
itmen
t and
vis
ion
with
sta
ff, fa
culty
, stu
dent
s, p
aren
ts, a
nd c
omm
unity
mem
bers
. Ack
now
ledg
e pe
ople
who
se a
ctio
ns m
ove
the
scho
ol to
war
d yo
ur v
isio
n.
See
k st
aff i
nput
abo
ut w
hat i
s an
d is
not
wor
king
and
whe
re c
hang
es a
re n
eede
d. Im
plem
ent s
ugge
stio
ns th
at h
ave
broa
d-ba
sed
supp
ort.
Rel
ate
new
pol
icie
s an
d pr
oced
ures
to s
igni
fican
t fac
ulty
/sta
ff co
ncer
ns.
Foc
us o
n th
e st
reng
ths
in y
our
staf
f. S
yste
mat
ical
ly p
rais
e an
d pr
ovid
e in
cent
ives
for
pers
onne
l to
incr
ease
thos
e be
havi
ors.
Sta
y cu
rren
t abo
ut r
esea
rch-
base
d st
rate
gies
to p
rom
ote
acad
emic
suc
cess
and
hea
lthy
deve
lopm
ent.
See
k tr
aini
ng in
are
as o
f wea
knes
s.
Act
ivel
y ho
nor
the
past
by
anal
yzin
g th
e po
licie
s an
d pr
oced
ures
alre
ady
in p
lace
and
iden
tifyi
ng th
ose
that
are
effe
ctiv
e an
d co
nsis
tent
with
you
r vi
sion
. Ret
ain
thos
e pr
actic
es a
nd u
se th
em to
cre
ate
a br
idge
bet
wee
n
the
old
and
the
new
.
Ass
ign
spec
ific
resp
onsi
bilit
ies
for
prog
ram
sup
ervi
sion
and
mon
itorin
g, s
o th
at p
rogr
ams
are
not l
eft
to "
run
them
selv
es."
Est
ablis
h ad
viso
ry c
omm
ittee
s, c
ounc
ils, e
tc.,
for
disc
ussi
on a
nd r
ecom
men
datio
n of
sch
oolw
ide
polic
ies.
Invo
lve
stud
ent c
ounc
ils in
age
-app
ropr
iate
con
trib
utio
ns to
dec
isio
n m
akin
g.
How
Sta
ff an
d A
dmin
istr
ator
s C
an C
olla
bora
te
Col
labo
rativ
ely
gene
rate
and
cle
arly
def
ine
your
vis
ion,
obj
ectiv
es, r
oles
and
res
pons
ibili
ties,
and
tim
e lin
es
in a
writ
ten
plan
. Ens
ure
that
eve
ryon
e in
the
scho
ol c
omm
unity
has
a c
lear
rol
e to
pla
y in
con
trib
utin
g to
a pr
otec
tive
scho
ol c
ultu
re.
Wor
k w
ith a
ll sc
hool
adu
lts, f
rom
the
prin
cipa
l on
dow
n, to
add
writ
ten
item
s to
thei
r jo
b de
scrip
tions
that
spec
ify th
eir
cont
ribut
ion
to a
pro
tect
ive
envi
ronm
ent.
Rev
iew
sta
ff an
d fa
culty
on
thos
e ite
ms
durin
g
perf
orm
ance
rev
iew
s.
Pro
vide
all
scho
ol p
erso
nnel
with
spe
cific
trai
ning
and
sta
ff de
velo
pmen
t opp
ortu
nitie
s to
ena
ble
them
to m
eet t
he
writ
ten
expe
ctat
ions
.
Sch
edul
e te
n m
inut
es in
eve
ry fa
culty
and
sta
ff m
eetin
g to
cel
ebra
te s
ucce
sses
and
bra
inst
orm
sol
utio
ns to
cha
lleng
es
Tar
get p
ersi
sten
t cha
lleng
es fo
r st
aff t
rain
ing.
Incr
ease
day
-to-
day
inte
ract
ions
bet
wee
n sc
hool
lead
ers
and
facu
lty, s
taff,
and
stu
dent
s. B
e vi
sibl
e. H
ave
an o
pen-
door
pol
icy
Sch
edul
e op
port
uniti
es fo
r di
alog
ue.
Cre
ate
mec
hani
sms
for
team
dec
isio
n m
akin
g an
d so
lutio
n se
ekin
g so
that
facu
lty a
nd s
taff
are
enco
urag
ed to
pro
pose
inno
vatio
ns
18P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
42B
EST
CO
PY A
VA
ILA
BL
E43
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
How
to D
raw
Itin
eran
t Per
sonn
el in
to th
e S
choo
l Cul
ture
Con
fer
with
itin
eran
t sta
ff to
edu
cate
you
rsel
f abo
ut w
hat t
hese
var
ious
peo
ple
do, c
ould
do,
and
oug
ht to
do.
Fam
iliar
ize
itine
rant
sta
ff w
ith y
our
scho
ol a
nd it
s cu
lture
.
Wor
k to
geth
er w
ith it
iner
ant p
erso
nnel
to e
stab
lish
prio
ritie
s an
d de
term
ine
how
bes
t to
inte
grat
e th
ose
job
role
s
into
the
cultu
re o
f the
sch
ool.
Wha
t Dis
tric
t Adm
inis
trat
ors
Can
Do
Mak
e a
com
mitm
ent t
o br
ing
abou
t sch
oolw
ide,
dis
tric
t-w
ide,
and
com
mun
ity-w
ide
visi
ons
of p
rom
otin
g st
uden
ts'
heal
thy
and
succ
essf
ul d
evel
opm
ent.
Avo
id a
top-
dow
n m
anag
emen
t sty
le th
at s
huts
out
the
inpu
t of p
aren
ts, t
each
ers,
and
stu
dent
s.
Use
col
labo
rativ
e as
sess
men
t and
pla
nnin
g te
chni
ques
to id
entif
y an
d ad
dres
s st
uden
t and
sch
ool p
robl
ems.
Wha
l lia
nOes
and
com
mun
Hv
mem
bers
can
de
Nom
inat
e ef
fect
ive
scho
ol le
ader
s to
rec
eive
com
mun
ity
awar
ds a
nd r
ecog
nitio
n.
Incl
ude
educ
ator
s in
com
mun
ity-b
ased
lead
ersh
ip tr
aini
ng.
Invi
te e
duca
tors
to ta
ke le
ader
ship
rol
es in
the
com
mun
ity.
Ask
sch
ool l
eade
rs w
hat y
ou c
an d
o to
sup
port
them
.
Mai
uni
uers
Hie
san
d ra
sean
ners
can
do
44
Iden
tify
loca
l sch
ool l
eade
rs' n
eeds
for
prev
entio
n in
form
atio
n.
Dis
sem
inat
e tim
ely
and
prac
tical
info
rmat
ion
abou
t pre
vent
ion
and
educ
atio
nal i
nnov
atio
ns.
rB
ES
T C
OP
Y A
VA
ILA
BLE
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
19
45
visi
on I
cultu
re I
lead
ersh
ip i
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
20P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg I
(520
) 62
6-49
64
46_
47
I
dot
ib
visi
on 1
cul
ture
I le
ader
ship
I ac
adem
ic p
rogr
ampr
even
tion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es I
data
col
lect
ion
a fe
elin
g of
mas
tery
and
com
pete
nce
is a
buf
fer
agai
nst s
ubst
anee
i°!.
t.Se.
.;
Supp
orta
Stro
ng A
cade
mic
Pro
gram
48
A s
tron
g ac
adem
ic p
rogr
am is
the
hear
t of
a pr
otec
tive
scho
ol.
The
goa
l is
not t
o tu
rn a
ll st
uden
ts in
to m
agna
cum
laud
e sc
hola
rs, b
ut to
enco
urag
e ea
ch o
ne to
bec
ome
exci
ted
abou
tle
arni
ng, e
xplo
re th
eir
tale
nts,
set p
ositi
ve c
aree
r an
d lif
e go
als,
gai
n th
e se
lf-c
onfi
denc
e to
per
seve
rein
reac
hing
thos
e go
als,
and
par
ticip
ate
activ
ely
as c
itize
ns in
a d
emoc
racy
.
A s
tron
g ac
adem
ic p
rogr
am h
as:
a ri
goro
us a
cade
mic
cur
ricu
lum
bas
ed o
nte
achi
ng p
ract
ices
pro
ven
effe
ctiv
e in
con
trol
led
eval
uatio
n st
udie
s;
cele
brat
ion,
dis
play
, and
hig
h vi
sibi
lity
of th
e pr
oces
ses
and
prod
ucts
of le
arni
ng in
volv
ing
all s
tude
nts,
not
just
the
high
ach
ieve
rs;
a st
rong
em
phas
is o
n ba
sic
skill
sof
rea
ding
, wri
ting,
and
mat
he-
mat
ics,
as
wel
l as
guid
ed o
ppor
tuni
ties
to p
ract
ice
and
stre
ngth
enth
ese
skill
s th
roug
h pr
ojec
ts, e
xper
imen
ts, r
esea
rch,
and
inve
stig
atio
n;
inte
grat
ion
of p
reve
ntio
n co
ncep
ts in
to a
cade
mic
con
tent
tore
info
rce
conc
epts
taug
ht in
the
prev
entio
n cu
rric
ulum
(fo
r ex
ampl
e,m
ater
ials
fro
m th
e D
evel
opm
enta
l Stu
dies
Cen
ter'
utili
ze c
lass
ic w
orks
of c
hild
ren'
s lit
erat
ure
to f
acili
tate
dis
cuss
ion
of p
roso
cial
val
ues)
; and
wel
l-or
gani
zed
clas
sroo
ms
that
hav
e fr
eque
nt o
ppor
tuni
ties
for
stud
ent i
nvol
vem
ent;
clea
r pr
oced
ures
for
atte
ndan
ce, p
artic
ipat
ion
in c
lass
, and
hom
ewor
k co
mpl
etio
n; a
nd c
lear
rul
es w
ith a
ppro
pria
teco
nseq
uenc
es f
or th
eir
viol
atio
n.
1 S
ee 'T
ools
' sec
tion
for
addr
ess
and
mor
e in
form
atio
n.
BE
ST C
OPY
AV
AIL
AIB
LE
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
21
J
visi
on I
cultu
re 1
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es'd
ata
colle
ctio
n
Rol
es a
nd R
espo
nsib
ilitie
s
ST
UD
EN
TS
activ
ely
part
icip
ate
in th
eir
lear
ning
as
wel
las
in e
stab
lishi
ng e
xpec
tatio
ns f
or s
choo
l and
cla
ssro
omco
nduc
t and
con
sequ
ence
s fo
r in
frac
tions
.
TE
AC
HE
RS
are
know
ledg
eabl
e ab
out t
he c
onte
nt th
eyte
ach,
inte
ract
ive
and
grou
p in
stru
ctio
nal s
trat
egie
s, a
ndcl
assr
oom
man
agem
ent s
trat
egie
s to
max
imiz
e in
stru
ctio
ntim
e. T
hey
esta
blis
h an
ord
erly
cla
ssro
om e
nvir
onm
ent
with
cle
ar n
orm
s an
d co
nsis
tent
enf
orce
men
t of
expe
ctat
ions
for
cond
uct.
PR
INC
IPA
LSac
tivel
y pr
ovid
e su
ppor
t, in
form
atio
n, a
ndm
anag
emen
t to
supp
ort t
he c
urri
culu
m, t
each
ing,
and
lear
ning
base
d on
eff
ectiv
e cu
rric
ulum
and
pra
ctic
es.
PA
RE
NT
Sar
e in
volv
ed in
stu
dent
s' le
arni
ng a
t hom
e an
dpa
rtic
ipat
e at
the
scho
ol.
CO
MM
UN
ITY
ME
MB
ER
Spr
ovid
e st
uden
ts w
ith o
ppor
tu-
nitie
s fo
r m
eani
ngfu
l lea
rnin
g th
roug
h m
ento
ring
and
sch
ool-
to-w
ork
prog
ram
s.
Rea
chin
g S
ucce
ssa
Set h
igh
stan
dard
s an
d ch
alle
nge
stud
ents
to m
eet t
hem
.
Publ
iciz
e an
d ce
lebr
ate
acad
emic
suc
cess
on
a va
riet
y of
mea
sure
s. I
n ad
ditio
nto
hig
h sc
ores
on
stan
dard
ized
test
s, s
uch
succ
esse
s in
clud
e in
volv
emen
t in
afte
r-sc
hool
clu
bs, g
radu
ates
' acc
epta
nce
rate
to p
ost-
seco
ndar
y ed
ucat
iona
lin
stitu
tions
, com
mun
ity s
ervi
ce, a
nd s
ocia
l com
pete
nce.
M B
alan
ce f
orm
al te
stin
g w
ith p
ortf
olio
ass
essm
ent a
nd o
ppor
tuni
ties
for
stud
ents
to d
ispl
ay th
eir
best
wor
k.
Prai
se s
tude
nts
for
wor
king
har
d on
ass
ignm
ents
, not
sim
ply
for
getti
nggo
od g
rade
s.
Hol
d fr
eque
nt f
orm
al c
eleb
ratio
ns (
such
as
scho
lars
' ass
embl
ies)
to h
onor
grou
p an
d in
divi
dual
ach
ieve
men
ts.
a B
alan
ce te
ache
r-ce
nter
ed d
idac
tic in
stru
ctio
n (l
ectu
re)
with
opp
ortu
nitie
sfo
r pr
ojec
t-ba
sed
lear
ning
, ser
vice
lear
ning
, coo
pera
tive
lear
ning
, and
gro
upw
ork,
so
stud
ents
act
ivel
y pa
rtic
ipat
e in
lear
ning
. Use
a v
arie
ty o
f te
achi
ngte
chni
ques
to a
ccom
mod
ate
a ra
nge
of le
arni
ng s
tyle
s an
d in
tere
sts,
allo
win
gm
ost s
tude
nts
to s
ucce
ed in
the
regu
lar
clas
sroo
m.
""
22
f
BE
ST C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1 (
520)
626
-496
4
50
;B
ondi
ng to
sch
ool a
nd h
avin
g 'p
ositi
ve,
06al
s fo
r th
e fid
urea
re m
ajor
inite
ctiv
et
fact
ors
agai
nst s
ubst
ance
use
Stu
dent
s
who
feel
suc
cess
ful i
n sc
hool
are
less
likel
y to
hav
e pr
oble
ms
with
dru
gs.
Sch
ool f
ailu
re b
y th
ird g
rade
is a
str
ong:
:
fl pr
edic
tor
of a
dole
scen
t sub
stan
ce u
se
and
othe
r ne
gativ
e ou
tcom
es. S
tude
nts
t who
dev
elop
str
ong
liter
acy
skill
s ea
rly t.
:;are
wel
l pre
pare
d to
suc
ceed
whe
n
acad
emic
exp
ecta
tions
are
incr
ease
d
in m
iddl
e sc
hool
and
hig
h sc
hool
:
,,lea
sprin
gisu
cces
s in
a v
arie
ty o
f vra
y
":'s
uch
is b
alan
cing
form
al".
T,,p
ortfo
lie a
sses
smen
t, re
cogn
izin
g a
varie
ty..
tale
nts,
and
pra
isin
g st
uden
ts fo
r'
4, r:N
Ork
i ng
hird
not
sim
ply
getti
ng g
ood
grad
es-
help
s st
uden
ts d
evel
op s
elf=
-;-.
.
.>
-con
fiden
ce a
nd s
elf-
effi
cacy
. The
y fe
el 0
._so
cial
ly.c
ompe
tent
and
abl
e to
sol
ve_
prob
lem
s, in
clud
ing
mak
ing
wis
e ch
oice
s:
abou
t iuk
ance
use
sex
ual a
ctiv
ity, a
nd:',
othe
r lif
e de
cisi
ons.
-7,W
hen
stud
ents
are
bus
jlkith
'prO
diic
tive:
activ
ities
; the
y ar
e le
ss li
kely
to e
xper
i.
men
t with
add
ictiv
e su
bsta
nces
out
of
-:. b
ored
om o
r a
feel
ing
that
the
futu
re h
olds
,.
'.::,n
othi
ng p
ositi
ve fo
r th
em.
51
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s 1
prof
essi
onal
dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I dat
a co
llect
ion
Too
ls
The
fol
low
ing
cent
ers
and
orga
niza
tions
are
use
ful r
esou
rces
for
info
rmat
ion
abou
t edu
catio
nal i
nnov
atio
ns b
est p
ract
ices
, and
aca
dem
ic c
urri
cula
:2
Acc
eler
ated
Sch
ools
Ker
i Mar
ble
Nat
iona
l Cen
ter
for
the
Acc
eler
ated
Sch
ools
Pro
ject
Sta
nfor
d U
nive
rsity
, CE
RA
S 1
09
Sta
nfor
d, C
A 9
4305
-308
4
Pho
ne: (
650)
725
-167
6
Web
site
: ww
w.S
TA
NF
OR
D.e
du/g
roup
/AS
P
The
Acc
eler
ated
Sch
ools
app
roac
h to
sch
ool
refo
rm b
uilt
arou
nd th
ree
prin
cipl
es o
f "un
ity o
f
purp
ose,
" "e
mpo
wer
men
t cou
pled
with
res
pons
i-
bilit
y,"
and
"bui
ldin
g on
str
engt
hs."
Its
prem
ise
is th
at a
t-ris
k st
uden
ts s
houl
d be
acc
eler
ated
and
give
n th
e sa
me
type
of h
igh-
expe
ctat
ions
cur
ri-
culu
m p
rovi
ded
to g
ifted
and
tale
nted
stu
dent
s.
AT
LAS
Com
mun
ities
Reg
gie
Silb
erbe
rg
Edu
catio
n D
evel
opm
ent C
ente
r
55 C
hape
l St.
New
ton,
MA
024
58-1
060
Pho
ne: (
617)
969
-710
0, e
xt. 2
401
Tol
l-fre
e: (
800)
225
-427
6, e
xt. 2
401
Fax
: (61
7) 9
69-3
440
E-m
ail:
rsilb
erbe
rg@
edc.
org
Web
site
: ww
w.e
dc.o
rg/F
SC
/AT
LAS
AT
LAS
is a
syn
thes
is o
f fou
r sc
hool
ref
orm
org
ani-
zatio
ns le
d by
Jam
es C
orne
r, H
owar
d G
ardn
er,
The
odor
e S
izer
, and
Jan
e W
hitla
. A fo
cus
is
crea
ting
feed
er p
athw
ays
from
ele
men
tary
to m
iddl
e
to h
igh
scho
ols
thro
ugh
prov
idin
g st
uden
ts w
ith
coor
dina
ted
and
cont
inuo
us e
xper
ienc
es. S
tude
nts
beco
me
activ
e pa
rtic
ipan
ts in
thei
r ow
n le
arni
ng,
with
the
teac
her
serv
ing
as c
oach
.
52
Col
labo
rativ
e to
Adv
ance
Soc
ial
and
Em
otio
nal L
earn
ing
(CA
SE
L)
Dep
artm
ent o
f Psy
chol
ogy
(M/C
285)
Uni
vers
ity o
f Illi
nois
at C
hica
go10
07 W
. Har
rison
St.
Chi
cago
, IL
6060
7-71
37
Pho
ne: (
312)
413
-100
8
Fax
: (31
2) 3
55-0
559
Web
site
: ww
w.c
asel
.org
CA
SE
L fo
ster
s th
e ex
chan
ge o
f ide
as a
nd p
ract
ices
that
pro
mot
e th
e cr
eatio
n of
saf
e, c
arin
g, a
nd
chal
leng
ing
lear
ning
env
ironm
ents
. Mem
bers
have
pub
lishe
d se
vera
l boo
ks a
nd a
rtic
les,
whi
ch
are
liste
d on
the
Web
site
alo
ng w
ith s
ugge
sted
reso
urce
s fo
r so
cial
and
em
otio
nal l
earn
ing,
Co-
NE
CT
Sch
ools
Hea
ther
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bitt
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awce
tt S
t.
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brid
ge, M
A 0
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Pho
ne: (
617)
234
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5 or
(617
) 23
4-59
97
Tol
l-fre
e nu
mbe
r fo
r sc
hool
s: (
877)
726
-632
8
Fax
: (61
7) 8
68-4
798
E-m
ail:
info
©co
- ne
ct.c
om
Web
site
: ww
w.c
o-ne
ct.c
om/
Cre
ated
by
a M
assa
chus
etts
con
sulti
ng fi
rm,
Co-
NE
CT
invo
lves
stu
dent
s in
com
plex
inte
rdis
-
cipl
inar
y pr
ojec
ts th
at in
corp
orat
e te
chno
logy
and
conn
ect s
tude
nts
with
ong
oing
sci
entif
ic
inve
stig
atio
ns, i
nfor
mat
ion
sour
ces,
and
stu
dent
s
in o
ther
par
ticip
atin
g sc
hool
s.
BE
ST C
OPY
AV
AIR
AB
LIE
Cor
e K
now
ledg
e
Dr.
Con
nie
Jone
s
Cor
e K
now
ledg
e Fo
unda
tion
801
E. H
igh
St.
Cha
rlotte
svill
e, V
A 2
2902
Pho
ne: (
804)
977
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0T
oll-f
ree:
(80
0) 2
38-3
233
Fax
: (80
4) 9
77-0
021
Web
site
: ww
w.c
orek
now
ledg
e.or
g
Cor
e K
now
ledg
e is
a s
et o
f cur
ricul
um s
tand
ards
base
d on
the
wor
k of
E. D
. Hirs
h, J
r. T
each
ers
are
prov
ided
with
a s
peci
fic g
rade
-by-
grad
e cu
rric
ulum
sequ
ence
, gui
delin
es, a
nd e
xam
ples
of h
ow to
teac
h th
e to
pics
in th
ecu
rric
ulum
.
Dev
elop
men
tal S
tudi
es C
ente
r
2000
Em
barc
ader
o, S
uite
305
Oak
land
, CA
946
06-5
300
Pho
ne: (
800)
666
-727
0
Web
site
: http
://w
ww
.dev
stu.
org
Dev
elop
men
tal S
tudi
es C
ente
r is
an
educ
atio
nal
nonp
rofit
org
aniz
atio
n th
at d
evel
ops,
eva
luat
es, a
nd
diss
emin
ates
pro
gram
s to
fost
er c
hild
ren'
s so
cial
,
emot
iona
l, et
hica
l, an
d ac
adem
ic g
row
th. T
hey
publ
ish
an e
xten
sive
cat
alog
of m
ater
ials
and
a
subs
tanc
e ab
use
prev
entio
n pr
ogra
m fo
r el
emen
-
tary
gra
des.
Exp
editi
onar
y Le
arni
ng/
Out
war
d B
ound
Mar
gare
t M. C
ampb
ell
122
Mou
nt A
ubur
n S
t.C
ambr
idge
, MA
021
38
Pho
ne: (
617)
576
-126
0
Tol
l-fre
e: (
877)
285
-301
9
Fax
: (61
7) 5
76-1
340
E-m
ail:
info
©el
ob.o
rgW
eb s
ite: w
ww
.elo
b.or
g
Affi
liate
d w
ith O
utw
ard
Bou
nd, E
xped
ition
ary
Lear
ning
is d
esig
ned
arou
nd le
arni
ng e
xped
ition
s
beyo
nd th
e sc
hool
wal
ls. I
t inc
orpo
rate
s pr
inci
ples
of a
ctiv
e le
arni
ng, c
halle
nge,
and
team
wor
k th
roug
h
exte
nsiv
e us
e of
pro
ject
-bas
ed le
arni
ng, c
oope
ra-
tive
lear
ning
, and
per
form
ance
ass
essm
ents
.
Nat
iona
l Cen
ter
for
Res
truc
turin
gE
duca
tion,
Sch
ools
, and
Tea
chin
g(N
CR
ES
T)
Tea
cher
s co
llege
525
W. 1
20th
St.,
Box
110
New
Yor
k, N
Y 1
0027
Pho
ne: (
212)
678
-343
2
Web
site
: ww
w.tc
.col
umbi
a.ed
u / n
cres
t/
NC
RE
ST
sup
port
s re
stru
ctur
ing
effo
rts
by d
ocu-
men
ting
succ
essf
ul in
itiat
ives
, cre
atin
g re
form
netw
orks
to s
hare
new
res
earc
h fin
ding
s w
ith
prac
titio
ners
, and
link
ing
polic
y to
pra
ctic
e.
Cur
rent
NC
RE
ST
pro
ject
s in
clud
e P
rofe
ssio
nal
Dev
elop
men
t Sch
ools
, tea
cher
lear
ning
, ass
ess-
men
t, th
e do
cum
enta
tion
of s
ucce
ssfu
l sch
ool
refo
rm e
ffort
s in
ele
men
tary
and
sec
onda
ry
scho
ols,
edu
catio
nal t
echn
olog
y in
sch
ools
,
and
the
deve
lopm
ent o
f loc
al, s
tate
, and
nat
iona
l
polic
ies
base
d on
pra
ctic
e.
Pro
tect
ive
Sch
ools
I ht
tp: /
1(52
0) 6
26-4
964
23
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
prog
ram
I pre
vent
ion
curr
icul
um j
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es I
data
col
lect
ion
Nat
iona
l Cen
ter
onE
duca
tion
and
the
Eco
nom
y
Dr.
Mar
y A
nne
May
s
700
11th
St.
N.W
., S
uite
750
Was
hing
ton,
D.C
. 200
01
Pho
ne: (
202)
783
-366
8
Fax
: (20
2) 7
83-3
672
E-m
ail:
info
©nc
ee.o
rg
Web
site
: ww
w.n
cee.
org
The
Cen
ter
is a
nat
iona
l alli
ance
of s
tate
s, s
choo
l
dist
ricts
, and
nat
iona
l org
aniz
atio
ns a
ffilia
ted
with
the
Nat
iona
l Sta
ndar
ds P
roje
ct. I
ts e
mph
asis
is o
n sy
stem
ic r
efor
m r
athe
r th
an s
choo
l-by-
scho
ol
rest
ruct
urin
g. It
wor
ks w
ith s
tate
s an
d di
stric
ts to
esta
blis
h st
anda
rds,
per
form
ance
ass
essm
ents
,
and
acco
unta
bilit
y m
etho
ds.
Nat
iona
l Cen
ter
to Im
prov
eT
ools
of E
duca
tors
(N
CIT
E)
8U5
Linc
oln
St.
Eug
ene,
OR
, 974
01
Web
site
: ide
a.uo
rego
n.ed
u/nc
ite
NC
ITE
's p
urpo
se is
to a
dvan
ce th
e qu
ality
and
effe
ctiv
enes
s of
tech
nolo
gy, m
edia
, and
mat
eria
ls
for
indi
vidu
als
with
dis
abili
ties.
It c
reat
es a
mar
ket-
plac
e de
man
d fo
r th
e se
lect
ion
and
appr
opria
te u
se
of r
esea
rch-
base
d te
chno
logy
, med
ia, a
nd m
ater
ials
.
Nat
iona
l Ser
vice
-Lea
rnin
gC
lear
ingh
ouse
Uni
vers
ity o
f Min
neso
ta
1954
Buf
ord
Ave
., R
oom
R46
0
St.
Pau
l, M
N 5
5110
8
Pho
ne: (
800)
808
-SE
RV
(73
78)
Web
site
: ww
w.n
icsl
.col
ed.u
mn.
edu
The
cle
arin
ghou
se c
olle
cts
and
diss
emin
ates
info
rmat
ion
for
Lear
n &
Ser
ve A
mer
ica
prog
ram
s
and
othe
r K
-12,
hig
her
educ
atio
n, c
omm
unity
-
base
d, a
nd n
atio
nal s
ervi
ce p
rogr
ams.
Sch
ool D
evel
opm
ent P
rogr
am (
SD
P)
Ed
Joyn
er
Chi
ld S
tudy
Pro
gram
230
Sou
th F
ront
age
Rd.
P.O
. Box
207
90
New
Hav
en, C
T 0
6520
-790
0
Pho
ne: (
203)
785
-254
8 or
(20
3) 7
37-1
020
Fax
: (20
3) 7
85-3
359
or (
203)
737
-400
1
Web
site
: http
://in
fo.m
ed.y
ale.
edu/
com
er
SD
P is
a c
ompr
ehen
sive
app
roac
h to
sch
ool
refo
rm in
ele
men
tary
and
mid
dle
scho
ols.
It
was
des
igne
d sp
ecifi
cally
to m
eet t
he n
eeds
of
Afr
ican
Am
eric
an s
tude
nts,
but
has
bee
n us
ed
in s
choo
ls w
ith d
iver
se p
opul
atio
ns.
Suc
cess
for
All/
Roo
ts a
nd W
ings
Rob
ert E
. Sla
vin
Cen
ter
for
Res
earc
h on
the
Edu
catio
n
of S
tude
nts
Pla
ced
at R
isk
John
s H
opki
ns U
nive
rsity
200
W. T
owso
n T
own
Blv
d.
Bal
timor
e, M
D 2
1204
Tol
l-fre
e: (
800)
548
-499
8F
ax: (
410)
324
-444
0
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site
: ww
w.s
ucce
ssfo
rall.
net
Suc
cess
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ides
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ricul
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d
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ruct
iona
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hods
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eadi
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ritin
g,
lang
uage
art
s, m
athe
mat
ics,
soc
ial s
tudi
es,
and
scie
nce.
Its
effe
cts
are
mos
t pos
itive
for
lang
uage
-min
ority
stu
dent
s. R
oots
and
Win
gs is
a c
ompr
ehen
sive
ele
men
tary
-
leve
l ref
orm
des
ign
that
sup
plem
ents
Suc
cess
for
All.
2 T
he s
choo
l ref
orm
org
aniz
atio
ns a
re r
evie
wed
in m
ore
deta
il in
Fas
hola
, 0. S
., &
Sla
vin,
R. E
. (19
98).
Sch
oolw
ide
refo
rm
mod
els:
Wha
t wor
ks?
Phi
Del
ta K
appa
n, 7
9(5)
, 370
-379
. Con
tact
info
rmat
ion
was
ver
ified
and
upd
ated
in N
ovem
ber
1999
.
24P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg I
(520
) 62
6-49
64
54
For
Exa
mpl
e
Pro
blem
:O
ne u
rban
ele
men
tary
sch
ool h
ad th
e lo
wes
t rea
ding
sco
res
in th
e ar
ea.
Act
ion:
The
pri
ncip
al in
vite
d in
tere
sted
fac
ulty
and
sta
ff to
mee
t with
her
duri
ng lu
nch
on T
uesd
ays
to ta
lk a
bout
way
s to
impr
ove
stud
ents
' rea
ding
abili
ties.
Ove
r th
e co
urse
of
the
year
, abo
ut 8
0% o
f th
e te
ache
rs, s
ever
alpa
rent
vol
unte
ers,
the
libra
rian
, the
soc
ial w
orke
r, s
ever
al s
ecre
tari
es, a
nda
secu
rity
gua
rd a
ttend
ed th
e di
scus
sion
s. T
he g
roup
stu
died
suc
cess
ful
prog
ram
s in
oth
er s
choo
ls a
nd v
isite
d so
me
area
sch
ools
that
wer
e us
ing
inno
vativ
e pr
ogra
ms.
The
pri
ncip
al w
as a
ble
to lo
cate
fun
ding
to e
nabl
esi
x te
ache
rs to
take
cou
rses
at t
he lo
cal u
nive
rsity
and
hel
d tw
o in
-ser
vice
days
on
the
topi
c at
whi
ch th
ese
teac
hers
sha
red
wha
t the
y ha
d le
arne
d.T
he g
roup
app
lied
for
a gr
ant t
o es
tabl
ish
a le
ndin
g lib
rary
for
a f
amily
read
ing
prog
ram
. Sev
eral
ince
ntiv
e sy
stem
s w
ere
esta
blis
hed
to r
ewar
dst
uden
ts f
or r
eadi
ng a
nd r
elat
ed a
ctiv
ities
.
Res
ult:
Scor
es o
n st
anda
rdiz
edte
sts
bega
n im
prov
ing,
and
both
the
stud
ent
tran
sfer
and
teac
her
turn
over
rat
es d
ecre
ased
.
Res
ourc
es fo
r S
uppo
rtin
g th
e A
cade
mic
Pro
gram
Elia
s, M
. J.,
Zin
s, J
. E.,
Wei
ssbe
rg, R
. P.,
Fre
y, K
. S.,
Gre
enbe
rg, M
. T.,
Hay
nes,
N. M
., K
essl
er, R
., S
chw
ab-S
tone
, M. E
.,
& S
hriv
el.,
T. P
. (19
97).
Pro
mot
ing
soci
al a
nd e
mot
iona
l lea
rnin
g: G
uide
lines
for
educ
ator
s. A
lexa
ndria
, VA
: Ass
ocia
tion
for
Sup
ervi
sion
and
Cur
ricul
um D
evel
opm
ent.
Gar
dner
, R.,
Ill, H
ewar
d, W
. L.,
& G
ross
i, T
. A. (
1994
). E
ffect
s of
res
pons
e ca
rds
on s
tude
nt p
artic
ipat
ion
and
acad
emic
achi
evem
ent:
A s
yste
mat
ic r
eplic
atio
n w
ith in
ner-
city
stu
dent
s du
ring
who
le-c
lass
sci
ence
inst
ruct
ion.
Jou
rnal
of A
pplie
d
Beh
avio
r A
naly
sis,
27,
63-
71.
Lew
is, C
., S
chap
s, E
., &
Wat
son,
M. (
1996
). T
he c
arin
g cl
assr
oom
's a
cade
mic
edg
e. E
duca
tiona
l Lea
ders
hip,
53(S
epte
mbe
r), 1
6-21
.
Nar
ayan
, J. S
., H
ewar
d, W
. L.,
Gar
dner
, R.,
Ill, C
ours
on, F
. H.,
& O
mne
ss, C
. K. (
1990
). U
sing
res
pons
e ca
rds
to in
crea
se
stud
ent p
artic
ipat
ion
in a
n el
emen
tary
cla
ssro
om. J
ourn
al o
f App
lied
Beh
avio
r A
naly
sis,
23,
483
-490
.
ZE
STC
OPY
kYA
IIA
BL
E
55
visi
on I
cultu
rele
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
! con
tinuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es I
data
col
lect
ion
Sugg
estio
ns f
or S
uppo
rtin
g a
Stro
ng A
cade
mic
Pro
gram
Wha
t sch
ool
pers
onne
l can
do
Pla
ce a
"V
.'" b
y, th
e ite
ms
alre
ady
bein
g,o
imei
rrei
itei
Pla
ce a
'" by
thre
er.
fouY
ite17
1(.
1'11
1,?
e-tO
st
ien
Sta
y cu
rren
t on
rese
arch
-bas
ed b
est p
ract
ices
usi
ng p
rofe
ssio
nal l
itera
ture
, mee
tings
, con
fere
nces
, and
uni
vers
ity r
esou
rces
.
Inco
rpor
ate
rese
arch
-bas
ed in
form
atio
n on
feat
ures
of e
ffect
ive
lear
ning
mat
eria
ls in
the
stan
dard
s fo
r cu
rric
ulum
ado
ptio
n.
Use
res
earc
h-ba
sed
best
pra
ctic
es to
gui
de s
elec
tion
of c
onte
nt a
nd te
achi
ng p
ract
ices
.
Impl
emen
t a v
arie
ty o
f ins
truc
tiona
l tec
hniq
ues
(suc
h as
pro
ject
-bas
ed le
arni
ng, s
ervi
ce le
arni
ng, c
oope
rativ
e le
arni
ng,
and
grou
p w
ork)
to a
ccom
mod
ate
a ra
nge
of le
arni
ng s
tyle
s an
d in
tere
sts.
Pro
vide
opp
ortu
nitie
s fo
r st
uden
ts to
iden
tify
prob
lem
s th
at a
ffect
them
and
use
cla
ssro
om le
arni
ng to
dev
elop
pla
ns fo
r
solv
ing
them
, so
that
they
see
rea
l-wor
ld a
pplic
atio
ns o
f the
aca
dem
ic c
onte
nt th
ey a
re le
arni
ng.
Hav
e st
uden
ts s
et w
eekl
y or
mon
thly
goa
ls fo
r ac
adem
ic a
chie
vem
ent,
revi
ew th
em r
egul
arly
, and
cel
ebra
te p
rogr
ess.
Inst
itute
gro
up-b
ased
con
tinge
ncie
s fo
r su
cces
s: if
all
stud
ents
com
plet
e th
eir
hom
ewor
k to
a m
inim
um s
tand
ard
of e
ffort
,
then
the
who
le c
lass
get
s ex
tra
cred
it. T
he s
tand
ard
shou
ld r
efle
ct e
ffort
, not
str
ictly
aca
dem
ic o
utco
mef
or e
xam
ple,
"atte
mpt
s to
sol
ve e
very
mat
h pr
oble
m,"
or
"writ
es a
t lea
st a
one
-pag
e es
say.
"
Set
hig
h ac
adem
ic s
tand
ards
and
pro
vide
stu
dent
s w
ith s
uppo
rt a
nd a
ssis
tanc
e to
ris
e to
that
leve
l.
Pro
mot
e a
cultu
re w
here
aca
dem
ic s
ucce
ss is
hon
ored
, so
good
stu
dent
s do
not
feel
pee
r pr
essu
re to
per
form
bel
ow th
eir
abili
ty.
Act
ivel
y id
entif
y st
uden
ts w
ho a
re a
t ris
k fo
r de
velo
pmen
tal f
ailu
re a
nd p
rovi
de th
em w
ith a
dditi
onal
sup
port
to e
nsur
e th
ey a
re
prep
ared
to m
ake
succ
essf
ul tr
ansi
tions
to th
e ne
xt g
rade
or
acad
emic
set
ting
(suc
h as
cro
ss-a
ge tu
tors
, a "
budd
y" in
the
new
scho
ol, a
n ad
ult a
cade
mic
mon
itor
and
men
tor)
.
Pro
vide
str
uctu
red
rem
edia
l tut
orin
g in
stea
d of
ret
aini
ng s
tude
nts
who
are
per
form
ing
belo
w g
rade
leve
l. R
eten
tion
isol
ates
stu
dent
s fr
om th
eir
peer
s, la
bels
them
as
failu
res,
and
sign
ifica
ntly
incr
ease
s th
eir
likel
ihoo
d of
dro
ppin
g ou
t.
Wha
t fam
ilies
Lobb
y fo
r fu
ndin
g to
sup
port
a r
igor
ous
acad
emic
pro
gram
.
and
com
mun
ityS
how
inte
rest
and
be
invo
lved
in y
our
child
's a
cade
mic
act
iviti
es. M
aint
ain
mem
bers
can
do
regu
lar
cont
act w
ith y
our
child
's te
ache
r re
gard
ing
his
or h
er s
ucce
ss in
sch
ool.
Mon
itor
your
chi
ldre
n's
hom
ewor
k co
mpl
etio
n an
d w
ork
with
them
on
hom
ewor
k
assi
gnm
ents
that
invo
lve
fam
ily p
artic
ipat
ion.
Bec
ome
role
mod
els
and
men
tors
for
scho
olch
ildre
n (n
ot ju
st y
our
own)
.
Rec
ogni
ze a
nd c
eleb
rate
you
ng p
eopl
e's
crea
tive
and
acad
emic
effo
rts
and
prog
ress
.
Pub
liciz
e lit
erac
y pr
ogra
ms
and
oppo
rtun
ities
for
com
mun
ity m
embe
rs to
vol
unte
er a
s
tuto
rs a
nd r
eade
rs in
sch
ools
. Lea
rn h
ow to
rea
d in
tera
ctiv
ely
with
beg
inni
ng r
eade
rs.
56B
ES
T C
OP
Y A
NA
LL
EP
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
6425
57
visi
on 1
cul
ture
1 le
ader
ship
! aca
dem
ic p
rogr
am 1
pre
vent
ion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s' p
rofe
ssio
nal d
evel
opm
ent 1
com
mun
ity r
elat
ions
hips
1 fu
ndin
g &
res
ourc
es/ d
ata
colle
ctio
n
Tap
loca
l bus
ines
s pe
ople
to s
uppo
rt s
choo
l-to-
wor
k tr
ansi
tion
prog
ram
s, s
umm
er in
tern
ship
s,
etc.
, to
bette
r pr
epar
e st
uden
ts to
ent
er th
e w
orkf
orce
.
Spo
nsor
com
mun
ity fo
rum
s fo
r di
scus
sion
of b
est p
ract
ices
in e
duca
tion.
End
orse
sta
te p
olic
ies
and
legi
slat
ion
that
allo
w in
divi
dual
sch
ools
and
dis
tric
ts fl
exib
ility
in s
elec
tion
of le
arni
ng m
ater
ials
, ass
essm
ent p
roce
dure
s, a
nd c
lass
room
man
agem
ent.
Vol
unte
er to
pro
vide
ser
vice
s th
at e
nric
h th
e cu
rric
ulum
; for
exa
mpl
e, b
y co
ordi
natin
g af
ter-
scho
ol c
lubs
, spe
akin
g at
sch
ool e
vent
s, g
ivin
g st
uden
ts c
aree
r in
form
atio
n an
d w
orkp
lace
tour
s.
haA
uni
ue[r
sHip
asO
ffer
wor
ksho
ps o
n re
sear
ch-b
ased
edu
catio
nal p
ract
ices
.
and
rose
avch
ays
Est
ablis
h, fu
nd, a
nd p
ublic
ize
a sp
eake
rs' b
urea
u of
peo
ple
will
ing
to s
peak
to s
choo
ls a
nd c
omm
unity
gro
ups
can
daon
edu
catio
nal i
nnov
atio
ns.
Mak
e in
form
atio
n ab
out r
esea
rch-
base
d pr
actic
es a
vaila
ble
to lo
cal s
choo
ls v
ia th
e In
tern
et, n
ewsl
ette
rs, e
tc.
26P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
6459
a4
roe
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
umco
ntin
uum
of s
ervi
ces'
pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
data
col
lect
ion
no p
reve
ntio
n pr
ogra
ni C
ari.
be. 4
f.%
:t:,
unle
ss it
is im
plem
ent4
1 as
deS
'
Impl
emen
ta
Res
earc
h-B
ased
Pre
vent
ion
Prog
ram
BE
ST C
OPY
AV
AI
60A
LE
Prev
entio
n cu
rric
ula
prov
ide
stud
ents
with
:
info
rmat
ion
abou
t var
ious
dru
gs a
nd th
e co
nseq
uenc
esof
thei
r us
e;
beha
vior
al s
kills
incl
udin
g de
cisi
on m
akin
g, v
alue
scl
arif
icat
ion,
ass
ertiv
enes
s, a
nd s
tres
s m
anag
emen
t;
norm
ativ
e ed
ucat
ion
to d
ebun
k th
e m
yths
that
"eve
ryon
e do
es d
rugs
" or
that
usi
ng d
rugs
incr
ease
son
e's
stat
us a
mon
g pe
ers;
supp
ort i
n re
sist
ing
pres
sure
s to
exp
erim
ent w
ithri
sk-t
akin
g be
havi
ors;
and
soci
al s
kills
to d
ecre
ase
isol
atio
n an
d as
sist
stu
dent
sin
est
ablis
hing
pos
itive
fri
ends
hips
and
soc
ial s
uppo
rtne
twor
ks.
Beh
avio
r ch
ange
is m
ost l
ikel
y w
hen
prev
entio
n co
nten
tis
rei
nfor
ced
thro
ugho
ut o
ther
aca
dem
ic c
onte
nt a
reas
.
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
27
61
visi
oncu
lture
I le
ader
ship
!aca
dem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces/
pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps! f
undi
ng &
res
ourc
es I
data
col
lect
ion
Rol
es a
nd R
espo
nsib
ilitie
s
ALL
ST
AF
F M
EM
BE
RS
are
posi
tive
role
mod
els
who
pro
mot
e a
prot
ectiv
esc
hool
cul
ture
and
act
iviti
es th
at r
einf
orce
pos
itive
mes
sage
s.
TE
AC
HE
RS
activ
ely
part
icip
ate
in s
elec
ting
rese
arch
-bas
ed c
urri
cula
and
lear
ning
to im
plem
ent e
ach
curr
icul
um a
s it
is d
esig
ned.
PR
INC
IPA
LSle
arn
abou
t pri
ncip
les
of p
reve
ntio
n an
d m
ake
scho
ol r
esou
rces
avai
labl
e to
sup
port
eff
ectiv
e pr
even
tion
activ
ities
. The
y or
gani
ze a
pro
cess
for
sele
ctin
g ef
fect
ive
curr
icul
a th
at m
eet t
heir
sch
ool's
nee
ds a
nd p
repa
re a
ll fa
culty
to im
plem
ent i
t fai
thfu
lly.
SU
PE
RIN
TE
ND
EN
TS
AN
D S
CH
OO
L B
OA
RD
Sm
ake
prev
entio
n an
exp
licit
goal
and
pri
ority
and
pro
vide
fun
ding
to b
ack
prev
entio
n ef
fort
s. T
hey
prov
ide
scho
ols
with
dir
ectio
n an
d su
ppor
t in
impl
emen
ting
rese
arch
-bas
ed c
urri
cula
.
Rea
chin
g S
ucce
ss
Sele
ct a
ndim
plem
ent a
nef
fect
ive
prev
entio
npr
ogra
m o
rcu
rric
ulum
that
:
ST
AT
E A
ND
FE
DE
RA
L P
OLI
TIC
IAN
Sle
arn
abou
t pri
ncip
les
of p
reve
ntio
n.T
hey
prop
ose
and
endo
rse
curr
icul
um a
dopt
ion
stan
dard
s an
d fu
ndin
g al
loca
tions
that
enc
oura
ge s
choo
ls to
ado
pt r
esea
rch-
base
d cu
rric
ula.
PA
RE
NT
Sse
ek a
ccur
ate
info
rmat
ion
abou
t alc
ohol
, tob
acco
, and
oth
er d
rugs
.T
hey
talk
to c
hild
ren
in th
e fa
mily
abo
ut s
ubst
ance
use
and
thei
r pe
rson
al v
alue
s.
CO
MM
UN
ITY
ME
MB
ER
Sw
ork
with
sch
ools
and
com
mun
ity c
oalit
ions
toid
entif
y an
d el
imin
ate
mix
ed m
essa
ges
abou
t sub
stan
ce u
se th
at a
ppea
r in
the
com
mun
ity (
for
exam
ple,
sel
ling
beer
at t
he c
once
ssio
n st
and
duri
ng te
en n
ight
at th
e ba
ll pa
rk).
El i
s ba
sed
on s
ound
sci
entif
ic p
rinc
iple
s an
d st
rate
gies
valid
ated
by
rese
arch
;
El p
rese
nts
rele
vant
and
dev
elop
men
tally
app
ropr
iate
info
rmat
ion
and
skill
s at
eac
h gr
ade
leve
l;
uses
hig
hly
inte
ract
ive
teac
hing
str
ateg
ies
(suc
h
as r
ole
play
ing,
bra
inst
orm
ing,
smal
l-gr
oup
wor
k,
serv
ice
lear
ning
);
El r
eson
ates
with
the
cultu
ral v
alue
s of
the
targ
etau
dien
ce, i
n te
rms
of a
ge, e
thni
city
, sch
ool
situ
atio
n, e
tc.;
addr
esse
s th
e co
ntex
ts in
whi
ch m
embe
rs o
f th
eta
rget
aud
ienc
e ar
e lik
ely
to e
ncou
nter
drug
s (o
rco
nflic
ts o
r de
cisi
ons
abou
t sex
ual a
ctiv
ity);
is ta
ught
by
educ
ator
s w
ell t
rain
ed in
the
curr
icul
uman
d pr
even
tion
conc
epts
, so
they
can
pre
sent
the
prog
ram
fai
thfu
lly b
ut m
ake
adap
tatio
ns w
here
appr
opri
ate
for
the
targ
et a
udie
nce;
Et i
s ba
sed
on b
ehav
iora
l or
cogn
itive
-beh
avio
ral
prin
cipl
es, s
uch
as m
odel
ing,
beh
avio
ral a
ndco
gniti
ve r
ehea
rsal
, coa
chin
g an
d fe
edba
ck, c
uein
g,an
d go
al s
ettin
g an
d co
mm
itmen
t mak
ing;
and
0- p
rovi
des
ampl
e op
port
unity
for
pra
ctic
e an
dre
hear
sal o
f sk
ills
in r
ealis
tic s
ituat
ions
..
The
eff
ect o
f a
prev
entio
n cu
rric
ulum
can
not b
eas
sess
ed e
ntir
ely
by tr
aditi
onal
mea
ns o
f ed
ucat
iona
las
sess
men
t. G
ains
in k
now
ledg
e ab
out
drug
s, w
hich
may
show
up
on p
enci
l-an
d-pa
per
test
s, a
re n
ot s
uffi
cien
tto
cha
nge
attit
udes
and
beh
avio
r.
28P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(52
0) 6
26-4
964
62
BU
TC
OPY
AV
AIL
&L
E
63
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
1 p
reve
ntio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I dat
a co
llect
ion
Rew
ards
_!_
A p
rote
ctiv
e en
viro
nmen
t sup
port
s he
alth
y
yout
h de
velo
pmen
t but
may
not
pro
vide
stud
ents
with
spe
cific
info
rmat
ion
abou
t
the
risks
and
con
sequ
ence
s of
dru
g us
e no
r
the
skill
s th
ey n
eed
to r
efus
e dr
ugs
whi
le
mai
ntai
ning
frie
ndsh
ips
(for
exa
mpl
e, h
ow
to r
espo
nd if
a jo
int i
s be
ing
pass
ed a
roun
d
at a
par
ty).
All
stud
ents
nee
d th
e in
form
atio
n an
d sk
ills
to m
ake
heal
thy
deci
sion
s ab
out u
sing
alc
o-
hol,
toba
cco,
or
othe
r dr
ugs
at s
ome
time
durin
g th
eir
teen
age
year
s. N
o sc
hool
, soc
io-
econ
omic
cla
ss, r
ace,
or
loca
tion
mak
es
child
ren
imm
une
to d
rugs
. In
fact
, cou
nter
to c
omm
on s
tere
otyp
es, a
lcoh
ol u
se is
hig
her
amon
g su
burb
an c
hild
ren
in r
elat
ivel
y
wea
lthy
scho
ols.
It is
cos
t-ef
fect
ive.
The
sch
ool c
an im
plem
ent
effe
ctiv
e, p
rove
n st
rate
gies
for
prev
entio
n,
rath
er th
an s
pend
ing
mon
ey a
nd e
ffort
on
dubi
ous
prog
ram
s th
at m
ay h
ave
little
effe
ct o
r in
fact
bac
kfire
.
Stu
dent
s ac
quire
the
skill
s an
d
info
rmat
ion
to m
ake
heal
thy
lifes
tyle
deci
sion
s, in
clud
ing
thos
e ab
out a
lcoh
ol,
toba
cco,
and
oth
er d
rugs
.
64
Too
ls
Dur
ing
the
past
dec
ade,
res
earc
h ha
s id
entif
ied
a nu
mbe
r of
cur
ricu
la th
at h
ave
docu
-m
ente
d ef
fica
cy in
red
ucin
g th
e us
e of
alc
ohol
, tob
acco
, and
oth
er d
rugs
, as
wel
l as
othe
rri
sk-t
akin
g be
havi
or. T
hese
are
not
nec
essa
rily
the
mos
t wid
ely
know
n, h
eavi
ly m
arke
ted,
or e
xpen
sive
pro
gram
s, b
ut th
ey h
ave
eval
uatio
n an
d th
eore
tical
und
erpi
nnin
gs to
supp
ort t
heir
eff
ectiv
enes
s. C
onsu
lt th
e fo
llow
ing
guid
es b
efor
e m
akin
g de
cisi
ons
abou
tcu
rric
ulum
sel
ectio
n:
Blu
eprin
ts fo
r V
iole
nce
Pre
vent
ion
(199
8)
iden
tifie
s te
n m
odel
pro
gram
s fo
r vi
olen
cean
d su
bsta
nce
abus
e pr
even
tion.
Cen
ter
for
the
Stu
dy a
nd
Pre
vent
ion
of V
iole
nce
Uni
vers
ity o
f Col
orad
oB
ould
er, C
O 8
0309
-044
2
Pho
ne: (
303)
492
-846
5F
ax: (
303)
443
-329
7
Web
site
: ww
w.c
olor
ado.
edu/
cspv
/
blue
prin
ts/in
dex.
htm
l
Her
e's
Pro
of P
reve
ntio
n W
orks
and
Und
erst
andi
ng S
ubst
ance
Abu
seP
reve
ntio
n: T
owar
d th
e 21
stC
entu
ry: A
Prim
er o
n E
ffect
ive
Pro
gram
s (1
999)
are
two
sour
ces
that
pro
vide
info
rmat
ion
abou
t eig
ht p
rogr
ams
mee
ting
high
sta
n-
dard
s fo
r pr
oven
effi
cacy
.
Nat
iona
l Cle
arin
ghou
se fo
rA
lcoh
ol a
nd D
rug
Info
rmat
ion
(NC
AD
I)
P.O
. Box
234
5
Roc
kvill
e, M
D 2
0847
-234
5
Pho
ne: (
800)
729
-668
6
Web
site
: ww
w.h
ealth
.org
BE
ST C
OPY
AV
AIL
AB
LE
Mak
ing
the
Gra
de: A
Gui
deto
Sch
ool D
rug
Pre
vent
ion
Pro
gram
s (1
999)
eval
uate
s an
d de
scrib
es c
omm
erci
ally
avai
labl
e dr
ug p
reve
ntio
n cu
rric
ula.
and
Saf
e S
choo
ls, S
afe
Stu
dent
s:A
Gui
de to
Vio
lenc
e P
reve
ntio
nS
trat
egie
s (1
998)
eval
uate
s an
d de
scrib
es c
omm
erci
ally
avai
labl
e vi
olen
ce p
reve
ntio
n cu
rric
ula.
Bot
h ar
e av
aila
ble
from
:
Dru
g S
trat
egie
s
1575
Eye
Str
eet,
NW
, Sui
te 2
10
Was
hing
ton,
DC
200
05
Pho
ne: (
202)
289
-907
0
Fax
: (20
2) 4
24-6
199
Web
site
: ww
w.d
rugs
trat
egie
s.or
g
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
29
65
visi
on 1
cul
ture
I le
ader
ship
I ac
adem
ic p
rogr
am j
prev
entio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps j
fund
ing
& r
esou
rces
j dat
a co
llect
ion
For
Exa
mpl
e
Pro
blem
:Pe
rson
nel i
n a
scho
ol d
istr
ict w
ith s
ev-
eral
sch
ools
at e
ach
leve
l and
a h
igh
mob
ility
rat
eac
ross
the
dist
rict
wan
ted
to c
oord
inat
e di
stri
ct
drug
abu
se p
reve
ntio
n ef
fort
s so
that
all
stud
ents
,re
gard
less
of
the
scho
ol o
r sc
hool
s th
ey a
ttend
ed,
wou
ld r
ecei
ve c
onsi
sten
t pre
vent
ion
prog
ram
min
g
in e
ach
grad
e. T
hey
reco
gniz
ed th
at h
ighl
y m
obile
stud
ents
hav
e in
crea
sed
risk
of
deve
lopm
enta
l
failu
re a
nd le
ss c
onsi
sten
t acc
ess
to p
reve
ntio
n
prog
ram
s be
caus
e of
thei
r fr
eque
nt s
choo
l cha
nges
.
Act
ion:
The
pre
vent
ion
coor
dina
tor
used
one
of
the
guid
es e
valu
atin
g cu
rren
t dru
g pr
even
tion
curr
icul
a to
sel
ect s
ever
al to
p-ra
ted
curr
icul
a,
whi
ch s
he o
rder
ed f
or r
evie
w. A
com
mitt
ee o
f re
pre-
sent
ativ
es f
rom
eac
h sc
hool
, par
ents
, and
sta
ff f
rom
com
mun
ity-b
ased
pre
vent
ion
agen
cies
rev
iew
ed
all t
he c
urri
cula
and
sel
ecte
d th
e on
e th
at b
est m
et
the
dist
rict
's n
eeds
. The
coo
rdin
ator
mad
e sp
ecia
l
arra
ngem
ents
for
dis
tric
t-w
ide
trai
ning
at a
redu
ced
cost
.
Res
ourc
es fo
r Im
plem
entin
g a
Pre
vent
ion
Pro
gram
Alb
ee, G
. W.,
& G
ullo
tta, T
. P.
(Eds
.). (
1997
). P
rimar
y pr
even
tion
wor
ks. T
hous
and
Oak
s, C
A: S
age.
Bat
tistic
h, V
., S
chap
s, E
., &
Bra
nden
-Mul
ler,
L. R
. (19
92).
Tw
o sc
hool
-bas
ed a
ppro
ache
s
to p
rom
otin
g ch
ildre
n's
soci
al
com
pete
nce.
In G
. W. A
lbee
, L. A
.
Bon
d, &
T.V
.C. M
onse
y (E
ds.)
, Im
prov
ing
child
ren'
s liv
es: G
loba
l per
spec
tives
on p
reve
ntio
n. N
ewbu
ry P
ark,
CA
: Sag
e.
Bos
wor
th, K
. (E
d.).
(19
98).
New
dire
ctio
ns in
dru
g ed
ucat
ion
prog
ram
s.
Blo
omin
gton
, IN
: Phi
Del
ta K
appa
Inte
rnat
iona
l. w
ww
.pdk
intl.
org
Cen
ters
for
Dis
ease
Con
trol
and
Pre
vent
ion.
(19
94).
Gui
delin
es fo
r sc
hool
prog
ram
s to
pre
vent
toba
cco
use
and
addi
ctio
n. M
orbi
dity
and
Mor
talit
y
Wee
kly
Rep
ort,
43(R
R-2
), 1
-18.
Div
isio
n of
Ado
lesc
ent a
nd S
choo
l Hea
lth. R
esea
rch
to C
lass
room
Pro
ject
.
Thi
s pr
ojec
t ide
ntifi
es h
ealth
cur
ricul
a th
at s
how
cre
dibl
e ev
iden
ce o
f pos
i-
30P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
1f
Res
ult:
The
cur
ricu
lum
was
wid
ely
impl
emen
ted,
at a
low
er c
ost t
han
if th
e sc
hool
s ha
d ac
ted
sepa
-
rate
ly. S
taff
wer
e un
iver
sally
trai
ned
to im
plem
ent
the
curr
icul
um, a
nd c
onsi
sten
t pro
gram
min
g w
as
achi
eved
.
tivel
y in
fluen
cing
spe
cific
ris
k be
havi
ors
amon
g sc
hool
-age
you
th. S
ee
thei
r W
eb s
ite a
t ww
w.e
dc.o
rg/N
TP
/PT
W/p
twre
sear
ch2c
lass
room
.htm
l.
Dus
enbu
ry, L
., &
Fal
co, M
. (19
95).
Ele
ven
com
pone
nts
of e
ffect
ive
drug
abus
e pr
even
tion
curr
icul
a. J
ourn
al o
f Sch
ool H
ealth
, 65(
10),
420
-425
.
Edu
catio
n D
evel
opm
ent C
ente
r, In
c. (
1995
). C
hoos
ing
the
tool
s: A
rev
iew
of s
elec
ted
K-1
2 he
alth
edu
catio
n cu
rric
ula.
New
ton,
MA
: Edu
catio
n
Dev
elop
men
t Cen
ter.
Enn
ett,
S. J
., F
lew
ellin
g, R
. L.,
Lind
root
h, R
. C.,
& N
orto
n, E
. C. (
1997
).
Sch
ool a
nd n
eigh
borh
ood
char
acte
ristic
s as
soci
ated
with
sch
ool r
ates
of
alco
hol,
ciga
rette
, and
mar
ijuan
a us
e. J
ourn
al o
f Hea
lth a
nd S
ocia
l Beh
avio
r,
38, 5
5-71
.
Gla
nz, K
., Le
wis
, F. M
., &
Rim
er, B
. K. (
1990
). H
ealth
beh
avio
r an
d he
alth
educ
atio
n: T
heor
y, r
esea
rch
and
prac
tice.
San
Fra
ncis
co, C
A: J
osse
y-B
ass.
Roh
rbac
h, L
. A.,
D'O
nofr
io, C
. N.,
Bac
ker,
T. E
., &
Mon
tgom
ery,
S. B
. (19
96).
Diff
usio
n of
sch
ool-b
ased
sub
stan
ce a
buse
pre
vent
ion
prog
ram
s. A
mer
ican
Beh
avio
ral S
cien
tist,
39(7
), 9
19-9
34.
BE
ST
CO
PY
AV
AF
LE
67
visi
on I
cultu
re' l
eade
rshi
p !a
cade
mic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s 1
prof
essi
onal
dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I da
taco
llect
ion
Sugg
estio
ns f
or I
mpl
emen
ting
Res
earc
h-B
ased
Pre
vent
ion
Wha
t sch
ool
pers
onne
l can
do
Wha
t fam
ilies
and
com
mun
itym
embe
rs c
an d
o
68
Con
duct
a n
eeds
ass
essm
ent t
o de
term
ine
stud
ent v
ulne
rabi
lity
and
requ
irem
ents
for
serv
ice.
Ens
ure
that
the
goal
s of
the
prev
entio
n pr
ogra
m a
re c
lear
ly s
peci
fied
and
are
tied
to th
e in
terv
entio
n pr
oced
ures
.
Ado
pt a
cur
ricul
um th
at is
bas
ed o
n pr
inci
ples
and
str
ateg
ies
that
hav
e be
en s
cien
tific
ally
val
idat
ed a
nd a
re te
stab
le
(see
the
"Too
ls"
sect
ion
for
guid
es to
cur
ricul
um s
elec
tion)
.
Util
ize
com
mun
ity s
ervi
ces
and
agen
cies
such
as
colle
ges
and
univ
ersi
ties,
trea
tmen
t cen
ters
, and
com
mun
ity
prev
entio
n co
aliti
onst
o as
sist
in id
entif
icat
ion
of e
ffect
ive
stra
tegi
es.
Sel
ect a
cur
ricul
um th
at s
eque
ntia
lly d
evel
ops
rele
vant
ski
lls a
nd k
now
ledg
e ge
ared
to d
iffer
ent g
rade
leve
ls.
See
k a
curr
icul
um w
ith th
e fle
xibi
lity
to b
e ad
apte
d to
stu
dent
s w
ith a
var
iety
of n
eeds
, cap
abili
ties,
inte
rest
s,
and
cultu
ral b
ackg
roun
ds.
Pro
vide
ade
quat
e tr
aini
ng to
ens
ure
scho
ol p
erso
nnel
can
impl
emen
t the
pro
gram
as
it is
des
igne
d.
Pro
vide
trai
ning
in th
e pr
inci
ples
of p
reve
ntio
n so
inst
ruct
ors
are
able
to a
dapt
the
pres
enta
tion
to b
e re
leva
nt
to th
eir
stud
ents
.
Inte
grat
e pr
even
tion
cont
ent i
nto
the
acad
emic
con
tent
stu
dent
s ar
e le
arni
ng to
rei
nfor
ce p
reve
ntio
n m
essa
ges.
Ask
that
thos
e w
ho m
arke
t pre
vent
ion
prog
ram
s pr
ovid
e in
form
atio
n su
ch a
s:
a cl
ear
dem
onst
ratio
ns o
f how
thei
r pr
ogra
m w
orks
;
expl
anat
ions
of h
ow it
mig
ht fi
t int
o th
e fr
amew
orks
that
are
alre
ady
in p
lace
in y
our
scho
ol; a
nd
0 co
ntac
ts fr
om s
imila
r sc
hool
s th
at h
ave
impl
emen
ted
the
prog
ram
, so
you
can
obta
in in
form
atio
n
abou
t how
the
prog
ram
has
wor
ked
for
them
.
Act
ivel
y te
ach
soci
al s
kills
to a
ll st
uden
ts b
egin
ning
at t
he p
resc
hool
or
elem
enta
ry s
choo
l lev
els
to e
ncou
rage
soc
ial b
ondi
ng.
Incr
ease
pub
lic k
now
ledg
e ab
out p
rinci
ples
of g
ood
prev
entio
n, in
clud
ing
wha
t fam
ilies
and
com
mun
ity a
genc
ies/
afte
r-sc
hool
prog
ram
s ca
n do
, by
spon
sorin
g co
mm
unity
foru
ms
or m
akin
g in
form
atio
n av
aila
ble
thro
ugh
PT
A/P
TO
and
sim
ilar
pare
nt g
roup
s.
Rei
nfor
ce y
our
pers
onal
val
ues
in y
our
daily
inte
ract
ions
with
chi
ldre
n an
d ex
pres
s yo
ur s
uppo
rt fo
r he
alth
y de
velo
pmen
t.
Lear
n th
e pr
inci
ples
of p
reve
ntio
n an
d th
e w
arni
ng s
igns
of s
ubst
ance
abu
se. R
einf
orce
mak
ing
heal
thy
choi
ces
in y
our
hom
e.
Invo
lve
child
ren
in a
ge-a
ppro
pria
te fa
mily
dec
isio
n m
akin
g an
d gi
ve th
em r
espo
nsib
ilitie
s at
hom
e.
BE
ST C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
31
69
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Wha
t pol
icy
mak
ers
can
doE
mph
asiz
e a
posi
tive
view
of p
reve
ntio
n as
pro
mot
ing
heal
thy
deve
lopm
ent a
nd e
nabl
ing
all s
tude
nts
not j
ust t
hose
at h
igh
risk
for
nega
tive
outc
omes
to a
chie
ve to
thei
r hi
ghes
t pot
entia
l.
Pro
vide
fina
ncia
l sup
port
for
prev
entio
n by
und
erw
ritin
g th
e co
sts
of c
urric
ula,
trai
ning
, com
mun
ity fo
rum
s, e
tc.
Pro
vide
ince
ntiv
es fo
r sc
hool
s to
use
res
earc
h-ba
sed
mat
eria
ls.
Wha
t uni
vers
ities
Cre
ate
colla
bora
tive
part
ners
hips
with
loca
l sch
ool d
istr
icts
to d
isse
min
ate
prev
entio
n in
form
atio
n in
to p
ract
ice
and
rese
arch
ers
and
lear
n m
ore
abou
t how
to d
esig
n pr
actic
al a
nd u
ser-
frie
ndly
mat
eria
ls th
at m
eet e
duca
tors
' nee
ds.
can
doIn
clud
e pr
even
tion
prin
cipl
es a
nd s
trat
egie
s in
pre
-ser
vice
trai
ning
pro
gram
s.
Tra
nsla
te th
e re
sults
of s
cien
tific
res
earc
h in
to g
uide
lines
that
can
be
used
to e
valu
ate
the
rela
tive
mer
its o
f var
ious
cur
ricul
a.
BE
N C
OPY
AN
TA
ILO
LS
32P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg I
(520
) 62
6-49
64
7071
i
visi
on 1
cul
ture
] le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t 'co
mm
unity
rel
atio
nshi
ps(
fund
ing
& r
esou
rces
' dat
a co
llect
ion
Prov
ide
aC
ontin
uum
of
Serv
ices
in a
con
tinuu
m o
f in
terv
entio
n., b
arri
ers
to le
arni
ngar
e ad
dres
sed
thro
ugh
a co
mpr
ehen
sive
, mul
tifac
eted
,an
d in
tegr
ated
spe
ctru
m o
f in
terv
entio
nse
rvic
es
72
Bec
ause
sub
stan
ce u
se a
nd r
elat
ed y
outh
prob
lem
s ar
e co
mpl
icat
ed a
nd m
ulti-
face
ted,
mul
tiple
leve
lsC
ifin
terv
entio
nm
ust b
e av
aila
ble
and
coor
dina
ted
so th
at s
tude
nts
can
rece
ive
timel
y as
sist
ance
app
ropr
iate
to th
eir
leve
l of
need
.
Thi
s pr
opos
ed c
ontin
uum
has
thre
e fa
cets
:
1. C
onte
nt a
nd s
trat
egie
s ar
e ge
ared
tobe
mea
ning
ful a
nd d
evel
opm
enta
llyse
quen
ced
at d
iffe
rent
age
and
gra
de le
vels
(fo
rexa
mpl
e, k
inde
rgar
tner
s
lear
n ab
out p
oiso
n sa
fety
, not
dru
g re
sist
ance
skill
s).
2. A
t eac
h gr
ade
leve
l, th
ere
are
at le
ast t
hree
diff
eren
t "do
ses"
or
stre
ngth
s of
inte
rven
tion
to m
eet s
tude
nts'
leve
ls o
f ne
ed:
univ
ersa
l, se
lect
ed, a
nd in
dica
ted.
univ
ersa
l: st
rate
gies
, suc
h as
ass
ertiv
enes
s tr
aini
ng a
ndde
cisi
on m
akin
g sk
ills,
that
are
pres
ente
d to
all
stud
ents
.W
hen
all s
tude
nts
are
taug
ht b
asic
ski
lls, t
his
redu
ces
the
num
ber
who
nee
d m
ore
inte
nsiv
e le
vels
of
inte
rven
tion.
sele
cted
: add
ition
al in
stru
ctio
n an
d su
ppor
t giv
en to
stud
ents
who
are
at h
igh
risk
but
have
not
yet
exh
ibite
d pr
oble
ms.
For
exa
mpl
e,ch
ildre
n of
alc
ohol
ics
may
hav
e a
phys
io-
logi
cal p
redi
spos
ition
tow
ard
subs
tanc
e ab
use,
and
stud
ents
who
are
not
bon
ded
to
scho
ol a
re a
t ver
y hi
gh r
isk
for
nega
tive
outc
omes
.
indi
cate
d: s
peci
al p
rogr
ams
desi
gned
to p
reve
nt th
e pr
ogre
ssio
nfr
om e
xper
imen
tatio
n
with
dru
gs to
hab
itual
use
. For
exa
mpl
e, s
tude
ntsw
ho h
ave
been
cau
ght w
ith c
igar
ette
s
on a
fie
ld tr
ip m
ight
get
an
inte
nsiv
esm
okin
g in
terv
entio
n.(c
ontin
ued)
BE
ST C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
33
73
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
34P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg I
(520
) 62
6-49
64
7 4
3. T
he le
vels
of
inte
rven
tion
are
coor
dina
ted,
so
stud
ents
can
mov
eam
ong
leve
ls w
ith m
inim
al d
isru
ptio
n to
thei
r ro
utin
e or
the
serv
ices
del
iver
ed to
them
.
Such
spe
cial
ized
ser
vice
s ar
e in
tegr
ated
in th
e lif
e of
a p
rote
ctiv
esc
hool
to p
rom
ote
a po
sitiv
e cu
lture
. Som
e ad
voca
te th
at im
plem
entin
ga
cont
inuu
m o
f in
terv
entio
n ul
timat
ely
requ
ires
a c
ompl
ete
rest
ruc-
turi
ng o
f th
e su
ppor
t ser
vice
s co
mpo
nent
in th
e U
.S. e
duca
tiona
lsy
stem
. Thi
s is
unl
ikel
y in
the
shor
t ter
m, b
ut th
ere
are
imm
edia
test
eps
scho
ol o
r di
stri
ct p
erso
nnel
can
take
to a
ddre
ss th
e co
ntin
uum
of s
ervi
ce d
eliv
ery.
Rol
es a
nd R
espo
nsib
ilitie
s
SP
EC
IALI
ZE
D S
ER
VIC
E P
RO
VID
ER
Ssu
chas
hea
lth e
duca
tors
, sch
ool
coun
selo
rs, s
choo
l nur
ses,
or
soci
al w
orke
rsof
ten
have
res
pons
ibili
ty f
orco
ordi
natin
g an
d pr
ovid
ing
prev
entio
n ef
fort
s.
PR
INC
IPA
LSev
alua
te w
hat s
uppo
rt s
ervi
ces
are
avai
labl
e in
thei
r sc
hool
and
how
to r
estr
uctu
re a
nd c
oord
inat
e th
em w
ith c
omm
unity
-bas
ed s
ervi
ces
to b
est m
eet s
tude
nts'
nee
ds a
nd a
void
dup
licat
ion
and
over
lap.
SU
PE
RIN
TE
ND
EN
TS
, SC
HO
OL
BO
AR
DS
, AN
D S
TA
TE
AN
D F
ED
ER
AL
PO
LIT
ICIA
NS
rela
x bu
reau
crat
ic r
egul
atio
ns o
n sc
hool
s an
d ou
tsid
e ag
enci
esto
fac
ilita
te c
oope
rativ
e ef
fort
s. T
hey
revi
ew p
reve
ntio
n ef
fort
s in
dis
tric
t sch
ools
to id
entif
y co
nflic
ting
stra
tegi
es th
at g
ive
stud
ents
mix
ed m
essa
ges
abou
t how
they
sho
uld
beha
ve (
for
exam
ple,
a d
esig
nate
d dr
iver
pro
gram
on
prom
nig
htin
con
junc
tion
with
an
abst
inen
ce-o
nly
alco
hol c
urri
culu
m).
I ,.'E
ST
CO
IPIT
AV
AIL
AB
LE
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esda
ta c
olle
ctio
n
Rea
chin
g S
ucce
ss
76
Coo
rdin
atio
n of
sch
ool-
base
d su
ppor
t ser
vice
s: T
he r
espo
nsib
ilitie
s fo
r pr
even
tion
in a
sch
ool m
ust b
ere
orga
nize
d an
d co
ordi
nate
d to
pre
vent
dup
licat
ion
in s
ervi
ces
or g
aps
in s
ervi
ce d
eliv
ery.
The
fol
low
ing
situ
atio
n is
an
exam
ple
of h
ow p
reve
ntio
n is
org
aniz
ed in
man
y sc
hool
s:
In M
ount
ain
Vie
w M
iddl
e Sc
hool
, the
soc
ial s
tudi
es te
ache
rsw
ere
pres
entin
g a
spec
ific
soc
ial s
kills
cur
ricu
lum
, the
sch
ool
nurs
e w
as te
achi
ng r
epro
duct
ive
heal
th u
sing
ano
ther
cur
ri-
culu
m, r
epre
sent
ativ
es o
f a
com
mun
ity a
genc
y w
ere
com
ing
to th
e sc
hool
to p
rese
nt a
dru
g pr
even
tion
prog
ram
, the
sch
ool
coun
selo
r w
as f
acili
tatin
g a
soci
al s
kills
gro
up f
or s
tude
nts
who
had
been
ref
erre
d fo
r di
scip
line
infr
actio
ns, a
nd th
e as
sist
ant
prin
cipa
l was
wri
ting
her
doct
oral
dis
sert
atio
n ab
out a
pee
r
med
iatio
n pr
ogra
m s
he h
ad o
rgan
ized
.T
o im
prov
e co
ordi
natio
n, th
e as
sist
ant p
rinc
ipal
for
med
apr
even
tion
coor
dina
tion
com
mitt
ee w
ith m
embe
rs o
f al
l the
segr
oups
. The
y co
mpl
eted
an
audi
t of
serv
ices
, whi
ch r
evea
led
both
dup
licat
ions
and
gap
s in
ser
vice
s. A
n ex
pert
fro
m th
eC
ount
y E
xten
sion
Off
ice
was
cal
led
in to
hel
p th
em d
evel
opa
plan
bas
ed o
n a
rese
arch
-bas
ed p
reve
ntio
n m
odel
. The
follo
win
g ch
ange
s w
ere
adop
ted:
1. W
ith s
tude
nt in
put,
the
vari
ous
effo
rts
wer
e ev
alua
ted
for
effe
ctiv
enes
s an
d th
e m
ost v
alua
ble
com
pone
nts
targ
eted
for
rete
ntio
n. R
edun
dant
and
con
flic
ting
com
pone
nts
ofth
e va
riou
s cu
rric
ula
wer
e id
entif
ied.
2. A
new
hea
lth s
tudi
es c
ours
e w
as d
esig
ned,
with
uni
tste
am-t
augh
t by
the
heal
th te
ache
r, a
soc
ial s
tudi
es te
ache
r,th
e nu
rse,
and
an
inst
ruct
or f
rom
the
com
mun
ity d
rug-
prev
entio
n ag
ency
. Thi
s be
cam
e th
e un
iver
sal p
reve
ntio
nal
l stu
dent
s re
ceiv
ed.
3. O
nce
the
basi
c co
nten
t was
des
igne
d, a
ge-a
ppro
pria
tem
odul
es w
ere
deve
lope
d fo
r ea
ch g
rade
leve
l.
4. T
he m
odul
e in
the
cour
se th
at p
rese
nted
hea
lth a
nd d
rug
info
rmat
ion
was
fol
low
ed b
y in
trod
uctio
n of
rel
evan
t soc
ial
skill
s. T
he r
ole
play
ing
com
pone
nt o
f th
e so
cial
ski
lls p
rac-
tice
was
rev
ised
to in
corp
orat
e dr
ug a
nd h
ealth
con
tent
.
5. B
asic
con
cept
s of
dis
pute
res
olut
ion
from
the
peer
med
iatio
npr
ogra
m w
ere
pres
ente
d du
ring
the
heal
th s
tudi
es c
ours
e
Inte
grat
ion
with
the
com
mun
ity: T
he s
choo
l exi
sts
with
in a
com
mun
ity, a
nd m
any
high
-ris
k st
uden
tsw
ill r
ecei
ve b
oth
com
mun
ity-b
ased
and
sch
ool-
base
dse
rvic
es. T
hese
ser
vice
s ar
e co
ordi
nate
d to
sup
port
and
supp
lem
ent e
ach
othe
r ra
ther
than
to c
onfl
ict o
rdu
plic
ate
effo
rt.
BE
§T
CO
PYM
ILO
(uni
vers
al in
terv
entio
n). A
sta
ndar
dize
d re
ferr
al s
yste
mw
as e
stab
lishe
d so
fac
ulty
, sta
ff, a
nd a
dmin
istr
ator
s co
uld
assi
gn s
peci
fic
pair
s of
stu
dent
s fo
r m
edia
tion
of d
ispu
tes
(ind
icat
ed in
terv
entio
n).
6. T
he s
choo
l soc
ial w
orke
r an
d sc
hool
cou
nsel
or w
orke
dw
ith a
dmin
istr
ator
s to
est
ablis
h a
conf
iden
tial r
efer
ral s
yste
mal
l sta
ff c
ould
use
to g
et m
ore
info
rmat
ion
abou
t par
ticul
aris
sues
or
to r
efer
stu
dent
s w
ith p
oten
tial p
robl
ems
for
spec
ial a
ssis
tanc
e (s
elec
tive/
indi
cate
d in
terv
entio
n).
7. D
urin
g a
day-
long
in-s
ervi
ce, a
ll st
aff
mem
bers
rec
eive
d ba
sic
trai
ning
in p
reve
ntio
n an
d in
war
ning
sig
ns th
at s
ugge
sta
stud
ent m
ight
be
in tr
oubl
e. I
ndiv
idua
l dep
artm
ents
sche
dule
d fo
llow
-up
mee
tings
whe
re f
acul
ty b
rain
stor
med
way
s to
inte
grat
e pr
even
tion
into
aca
dem
ic c
onte
nt.
8. A
t the
end
of
the
sem
este
r, s
tude
nts
com
plet
ed a
n an
ony-
mou
s co
urse
sur
vey
to p
rovi
de f
eedb
ack
on th
e he
alth
stud
ies
cour
se a
nd h
elp
iden
tify
unm
et n
eeds
.
GSc
hool
and
com
mun
ity c
apac
ity b
uild
ing:
Proc
edur
es, r
esou
rces
, per
sonn
el, a
nd o
ther
infr
a-st
ruct
ure
are
set u
p to
ens
ure
that
coo
rdin
atio
n an
din
tegr
atio
n of
ser
vice
s be
com
e in
stitu
tiona
lized
.
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
I (5
20)
626-
4964
35
77
visi
on 1
cul
ture
1 le
ader
ship
1 a
cade
mic
pro
gram
1 p
reve
ntio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps 1
fund
ing
& r
esou
rces
1 da
ta c
olle
ctio
n
Rew
ards
fM
any
prob
lem
s ha
ve th
e sa
me
or s
imila
r un
derly
ing
caus
es.
Ens
urin
g th
at a
ll st
uden
ts
rece
ive
com
preh
ensi
ve g
ener
al
appr
oach
es c
uts
dow
n on
the
num
ber
who
nee
d in
tens
ive
inte
rven
tion.
Thi
s av
oids
the
prol
ifera
tion
of s
epar
ate,
narr
owly
focu
sed,
spe
cial
ist-
inte
nsiv
e pr
ogra
ms
for
each
obse
rved
pro
blem
.
A c
ompr
ehen
sive
, int
egra
ted
spec
trum
of i
nter
vent
ions
en-
sure
s th
at s
choo
l per
sonn
el c
an:
prov
ide
supp
ort f
or h
ealth
y
deve
lopm
ent;
prev
ent t
he o
nset
of p
rob-
lem
s; in
terv
ene
early
afte
r
onse
t of p
robl
ems;
and
prov
ide
ongo
ing
assi
stan
ce
as n
eede
d.
Hav
ing
spec
ializ
ed in
terv
entio
n
as w
ell a
s un
iver
sal p
reve
ntio
n
stra
tegi
es a
vaila
ble
help
s a
scho
ol m
eet t
he n
eeds
of s
tu-
dent
s w
ith h
igh
or s
peci
aliz
ed
risk
fact
ors.
Mor
e st
uden
ts w
ill h
ave
a
supp
ort s
yste
m, s
kills
, and
reso
urce
s av
aila
ble
whe
n th
ey
need
to m
ake
deci
sion
s.
Too
ls
Seve
ral r
esea
rche
rs h
ave
prop
osed
way
s to
max
imiz
e re
sour
ces
and
incr
ease
the
effi
cacy
of
scho
ol s
ervi
ce d
eliv
ery.
How
ard
Ade
lman
and
col
leag
ues'
hav
e pr
opos
ed th
e fo
llow
ing:
O T
o ad
equa
tely
pre
pare
stu
dent
s fo
r ac
adem
ic s
ucce
ss, t
heir
phys
ical
, em
otio
nal,
and
men
tal-
heal
th n
eeds
mus
t be
met
fir
st.
o Pr
ovid
ing
com
preh
ensi
ve, m
ultif
acet
ed, a
nd c
oord
inat
ed r
e-so
urce
s th
at e
limin
ate
barr
iers
to le
arni
ng c
an a
llow
all
stud
ents
to r
each
thei
r fu
llest
pot
entia
l with
out c
ostin
g an
y m
ore
than
the
curr
ent,
disr
uptiv
e sy
stem
of
indi
vidu
aliz
ed p
ullo
ut s
ervi
ces.
o T
he s
ocia
l-se
rvic
e co
mpo
nent
sho
uld
be r
estr
uctu
red
as a
thir
d co
mpo
nent
of
educ
atio
n, a
s im
port
ant a
s in
stru
ctio
nan
d ad
min
istr
atio
n.
O I
nste
ad o
f a
"one
siz
e fi
ts a
ll" in
terv
entio
n, s
choo
l per
sonn
elsh
ould
hav
e av
aila
ble
a ch
oice
of
stra
tegi
es a
nd te
chni
ques
at
diff
eren
t "do
se le
vels
," in
ord
er to
eff
ectiv
ely
serv
e st
uden
ts w
itha
wid
e ra
nge
of n
eeds
(a
conc
ept o
ften
cal
led
wra
p-ar
ound
ser
vice
s).
Joy
Dry
foos
and
oth
ers2
hav
e de
scri
bed
full-
serv
ice
scho
ols,
inw
hich
fam
ilies
are
abl
e to
acc
ess
heal
th, s
ocia
l ser
vice
s, a
nd e
du-
catio
nal a
ssis
tanc
e at
the
scho
ol s
ite, t
hrou
gh c
olla
bora
tive
and
coop
erat
ive
arra
ngem
ents
bet
wee
n sc
hool
-ow
ned
and
com
mun
ity-
36P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(52
0) 6
26-4
964
78
-111
1-...
.11.
1111
1111
1111
-
owne
d re
sour
ces.
Sch
ool-
owne
d se
rvic
es a
re r
estr
uctu
red
tosu
pple
men
t and
fill
gap
s in
ava
ilabl
e co
mm
unity
-ow
ned
serv
ices
.
In s
tude
nt a
ssis
tanc
e pr
ogra
ms
(SA
Ps)3
a te
am, t
ypic
ally
incl
udin
gsc
hool
per
sonn
el a
nd s
tude
nts,
is tr
aine
d to
do
initi
al a
sses
smen
tsof
trou
bled
stu
dent
s an
d pr
ovid
e ap
prop
riat
e re
ferr
als.
The
y co
n-du
ct in
form
al a
sses
smen
t of
the
sour
ces
of th
e st
uden
t's p
robl
ems
and
prov
ide
refe
rral
s to
app
ropr
iate
com
mun
ity-b
ased
age
ncie
s,so
met
imes
as
an a
djun
ct o
r al
tern
ativ
e to
dis
cipl
inar
y ac
tion.
Stud
ent a
ssis
tanc
e pr
ogra
ms
inco
rpor
ate
man
y of
the
sam
est
rate
gies
list
ed a
bove
to p
rom
ote
stud
ents
' suc
cess
and
pro
mpt
lyad
dres
s ba
rrie
rs to
lear
ning
.
1F
or a
n ov
ervi
ew, s
ee A
delm
an, H
. S.,
& T
aylo
r, L
. (19
97).
Add
ress
ing
barr
iers
to le
arni
ng. B
eyon
d
scho
ol-li
nked
ser
vice
s an
d fu
ll-se
rvic
e sc
hool
s. A
mer
ican
Jou
rnal
of O
rtho
psyc
hiat
ry, 6
7, 4
08-4
21.
2 S
ee, f
or e
xam
ple,
Dry
foos
, J. G
. (19
94).
Ful
l-ser
vice
sch
ools
: A r
evol
utio
n in
hea
lth a
nd s
ocia
l ser
vice
s
for
child
ren,
you
th, a
nd fa
mili
es. S
an F
ranc
isco
: Jos
sey-
Bas
s.
3 F
or m
ore
info
rmat
ion
abou
t stu
dent
ass
ista
nce
prog
ram
s, s
ee R
aine
y, L
. M.,
Hen
sley
, F. A
., &
Cru
tchf
ield
, L. B
. (19
97).
Impl
emen
tatio
n of
sup
port
gro
ups
in e
lem
enta
ry a
nd m
iddl
e sc
hool
ass
ista
nce
prog
ram
s. P
rofe
ssio
nal S
choo
l Cou
nsel
ing,
1(2
), 3
6-40
; Moo
re, D
. D.,
& F
orst
er, J
. R. (
1993
). S
tude
nt
assi
stan
ce p
rogr
ams:
New
app
roac
hes
for
redu
cing
ado
lesc
ent s
ubst
ance
abu
se. J
ourn
al o
f Cou
nsel
ing
and
Dev
elop
men
t, 71
(3),
326
-29.
If J111
,
79
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
umco
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I da
ta c
olle
ctio
n
For
Exa
mpl
e
Pro
blem
:In
a m
iddl
e sc
hool
loca
ted
in th
e ce
nter
of a
maj
or u
rban
are
a, il
lnes
s an
d di
ffic
ultie
s ac
cess
-
ing
heal
th c
are
wer
e id
entif
ied
as a
maj
or c
ause
of a
bsen
ces,
as
wel
l as
a co
ntri
buto
r to
stu
dent
s'
perf
orm
ing
belo
w th
eir
pote
ntia
l. T
he it
iner
ant
scho
ol n
urse
was
on
site
onl
y on
e da
y a
wee
k,so
littl
e co
uld
be d
one
with
sch
ool r
esou
rces
toim
prov
e th
e pr
oble
m.
Act
ion:
The
pri
ncip
al n
egot
iate
d w
ith v
ario
us
com
mun
ity a
genc
ies
to lo
cate
on
cam
pus
a m
edic
al
and
dent
al c
linic
acc
eptin
g bo
th in
sura
nce
reim
burs
e-
men
t and
Med
icai
d. S
choo
l sup
port
per
sonn
el, s
uch
as th
e co
unse
lor
and
soci
al w
orke
r, lo
cate
d th
eir
offi
ces
in th
e cl
inic
are
a to
fac
ilita
te r
efer
rals
and
team
eff
orts
at f
amily
ass
ista
nce.
Res
ult:
Bot
h sc
hool
fac
ulty
and
fam
ilies
per
ceiv
ed
the
clin
ic a
s th
e si
ngle
mos
t im
port
ant i
nnov
atio
n
this
sch
ool h
ad m
ade.
Not
onl
y di
d m
ore
stud
ents
rece
ive
regu
lar
basi
c he
alth
car
e, b
ut f
amili
es f
re-
quen
tly c
ame
to th
e sc
hool
to a
cces
s he
alth
ser
vice
s.
Dur
ing
thes
e vi
sits
man
y st
oppe
d by
thei
r ch
ild's
clas
sroo
m o
r de
velo
ped
rela
tions
hips
with
oth
er
scho
ol p
erso
nnel
, im
prov
ing
hom
e-sc
hool
rel
atio
ns.
Res
ourc
es fo
r a
rA
dler
, L.,
& G
ardn
er, S
. (E
ds.)
. (19
94).
The
pol
itics
of l
inki
ng s
choo
ls a
nd
soci
al s
ervi
ces.
Was
hing
ton,
D.C
.:
Fal
mer
Pre
ss.
The
Cen
ter
for
Men
tal H
ealth
in
Sch
ools
, Dep
artm
ent o
f Psy
chol
ogy,
Uni
vers
ity o
f Cal
iforn
ia L
os A
ngel
es,
Los
Ang
eles
, CA
900
95-1
563;
http
://sm
hp.p
sych
.ucl
a.ed
u. T
he
Cen
ter
has
a va
riety
of p
ublic
atio
ns a
vaila
ble
and
publ
ishe
s a
quar
terly
new
slet
ter,
Add
ress
ing
Bar
riers
to L
earn
ing,
whi
ch a
ddre
sses
a v
arie
ty o
f
topi
cs r
elat
ed to
sch
ool c
ultu
re a
nd w
ays
to e
nabl
e st
uden
t lea
rnin
g. It
als
o
80
Con
tinuu
m o
f Ser
vice
s
publ
ishe
s a
mon
thly
ele
ctro
nic
new
slet
ter;
to s
ubsc
ribe
at n
o ch
arge
,
send
an
e-m
ail t
o: m
aise
r@bu
lletin
.psy
ch.u
cla.
edu.
Cor
ner,
J. P
., H
ayne
s, N
. M.,
Joyn
er, E
., B
en-A
vie,
M. 1
996.
Ral
lyin
g th
e
who
le v
illag
e: T
he C
orne
r pr
oces
s fo
r re
form
ing
educ
atio
n. N
ew Y
ork:
Tea
cher
s C
olle
ge P
ress
.
Kirs
t, M
. W. (
1991
). Im
prov
ing
child
ren'
s se
rvic
es: O
verc
omin
g ba
rrie
rs,
crea
ting
new
opp
ortu
nitie
s. P
hi D
elta
Kap
pan,
72,
615
-618
.
Rob
erts
, M.,
& T
ask
For
ce o
n M
odel
Pro
gram
s in
Ser
vice
Del
iver
y. (
1996
).
Mod
el p
rogr
ams
in c
hild
and
fam
ily m
enta
l hea
lth. H
illsd
ale,
NJ:
Law
renc
e
Erlb
aum
& A
ssoc
iate
s.
BE
N C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.ort
5f)
626-
4964
37
visi
on 1
cul
ture
j le
ader
ship
1 a
cade
mic
pro
gram
J p
reve
ntio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces
prof
essi
onal
dev
elop
men
t
Sugg
estio
ns f
arPr
ovid
ing
a C
ontin
uum
Wha
t sch
ool
pers
onne
l can
do
Wha
t fam
ilies
and
com
mun
ity
mem
bers
can
do
Wha
t uni
vers
ities
and
rese
arch
ers
can
do
I com
mun
ity r
elat
ions
hips
1 fu
ndin
g &
res
ourc
es 1
dat
a co
llect
ion
of S
ervi
ces
Plac
e a
by th
e ite
ms
alre
ady
bein
g im
plem
ente
d:Pl
ace
a ":
7';',
7,"
>th
rce
or f
our
item
s yo
u -w
(ni.l
e,1
like
tc.)
nTov
e or
str
engt
hen:
Whe
neve
r po
ssib
le, b
lend
pre
vent
ion
and
inte
rven
tion
into
the
cont
ext o
f reg
ular
sch
ool a
ctiv
ities
, rat
her
than
labe
ling
stud
ents
and
pul
ling
them
out
for
spec
ial p
rogr
ams.
Use
the
leas
t res
tric
tive
and
intr
usiv
e fo
rms
of in
terv
entio
n ne
cess
ary
to a
ddre
ss p
robl
ems
and
acco
mm
odat
e di
ffere
nces
.
Use
nee
ds a
sses
smen
ts to
mat
ch u
nive
rsal
, sel
ectiv
e, o
r in
dica
ted
stra
tegi
es to
indi
vidu
al s
tude
nts'
nee
ds.
Ass
ign
one
pers
on th
e re
spon
sibi
lity
of c
oord
inat
ing
serv
ices
and
wor
king
with
spe
cial
ized
ser
vice
pro
vide
rs
to e
nsur
e co
ntin
uity
and
effi
cien
cy o
f ser
vice
del
iver
y. A
lloca
te th
e tim
e an
d re
sour
ces
to a
llow
them
to d
o th
ese
task
s.
Arr
ange
for
scho
ol-b
ased
ser
vice
pro
vide
rs to
mee
t reg
ular
ly to
impr
ove
coor
dina
tion
of s
ervi
ces.
For
m c
olla
bora
tive
rela
tions
hips
with
com
mun
ity-b
ased
ser
vice
s to
mee
t nee
ds in
you
r sc
hool
.
Pro
vide
ade
quat
e sp
ace
with
in th
e sc
hool
for
both
sch
ool-
and
com
mun
ity-b
ased
ser
vice
pro
vide
rs.
Edu
cate
facu
lty a
nd s
taff
abou
t ser
vice
s av
aila
ble
in th
e co
mm
unity
.
Pro
mot
e re
form
effo
rts
dire
cted
at c
olla
bora
tion
and
coor
dina
tion
betw
een
scho
ol-b
ased
and
com
mun
ity-b
ased
soci
al s
ervi
ces,
to s
trea
mlin
e se
rvic
e de
liver
y an
d m
inim
ize
dupl
icat
ion
of e
ffort
s.
Incr
ease
pub
lic s
uppo
rt fo
r pr
even
tion
prog
ram
s by
pre
sent
ing
prev
entio
n po
sitiv
ely,
as
build
ing
on s
tren
gths
,
rath
er th
an fi
som
ethi
ng w
rong
with
stu
dent
s.
Pro
vide
per
sonn
el a
nd fi
nanc
ial r
esou
rces
for
plan
ning
and
coo
rdin
atin
g a
cont
inuu
m o
f res
ourc
es.
Incr
ease
ince
ntiv
es fo
r co
mm
unity
age
ncie
s to
act
ivel
y co
ordi
nate
with
the
scho
ol s
yste
m.
Link
com
mun
ity-b
ased
hea
lth a
nd s
ocia
l ser
vice
s to
sch
ools
in o
rder
to c
oord
inat
e se
rvic
e an
d en
hanc
e ac
cess
.
Inst
itute
mul
tidis
cipl
inar
y co
urse
wor
k an
d cr
oss-
trai
ning
opp
ortu
nitie
s fo
r se
rvic
e pr
ovid
ers
and
prof
essi
onal
s w
ho
will
wor
k w
ith y
oung
peo
ple;
for
exam
ple,
soc
ial w
orke
rs, s
choo
l cou
nsel
ors,
teac
hers
, nur
ses,
or
polic
e of
ficer
s.
Dis
sem
inat
e sc
ient
ifica
lly v
alid
ated
info
rmat
ion
abou
t wha
t wor
ks fo
r th
e va
rious
leve
ls o
f pre
vent
ion.
Incl
ude
trai
ning
in th
e pr
oces
s of
sys
tem
atic
org
aniz
atio
nal c
hang
e as
par
t of t
each
er p
repa
ratio
n an
d ed
ucat
iona
l
lead
ersh
ip c
ours
es.
BE
ST C
OPY
AV
AIL
AB
LE
38P
rote
ctiv
e S
choo
ls i
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
8283
a.
a
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s 1
prof
essi
onal
dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
j dat
a co
llect
ion
a pr
otec
tive
scho
ol h
as in
form
edan
d em
pow
ered
fac
ulty
and
staf
f
Prov
ide
Ong
oing
Prof
essi
onal
Dev
elop
men
t
84B
EST
CO
PY A
V
Prof
essi
onal
dev
elop
men
t is
not a
n ac
tivity
but
a w
ay o
f
bein
g w
here
lear
ning
is s
uffu
sed
thro
ugho
ut te
ache
rs' l
ives
. It c
over
s
a ra
nge
of o
ptio
ns f
or u
pdat
ing
and
deve
lopi
ng th
e sh
ills
of f
acul
ty a
nd
supp
ort s
taff
bey
ond
thei
r un
iver
sity
trai
ning
, inc
ludi
ng in
-ser
vice
s,co
nfer
ence
s, w
orks
hops
, con
tinui
ng e
duca
tion,
coa
chin
g, a
nd o
n-th
e-
job
trai
ning
. Eff
ectiv
e pr
even
tion
prac
titio
ners
and
edu
cato
rs n
eed
info
rmat
ion
and
shill
s in
sev
eral
dom
ains
rel
ated
to b
oth
teac
hing
and
prev
entio
n: k
now
ledg
e ba
se, s
kills
bas
e, a
nd s
hills
for
str
uctu
ral
and
orga
niza
tiona
l cha
nge.
Kno
wle
dge
base
Acc
urat
e in
form
atio
n ab
out v
ario
us d
rugs
, tre
nds
of u
se, a
nd r
isk
and
prot
ectiv
e fa
ctor
s fo
r dr
ug u
se, v
iole
nt b
ehav
ior,
and
pre
gnan
cy/
sexu
ally
tran
smitt
ed d
isea
ses
Info
rmat
ion
abou
t eff
ectiv
e m
odel
s of
pre
vent
ion
Met
hods
for
dev
elop
men
tally
seq
uenc
ing
the
pres
enta
tion
of c
once
pts
to s
tude
nts
Info
rmat
ion
abou
t edu
catio
nal a
nd in
stru
ctio
nal i
nnov
atio
ns,
incl
udin
g in
tera
ctiv
e le
arni
ng te
chni
ques
and
met
hods
of
proa
ctiv
e cl
assr
oom
man
agem
ent
(con
tinue
d)
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
496/
85
visi
on 1
cul
ture
I le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es I
data
col
lect
ion
Inst
ruct
iona
l ski
lls
Tea
chin
g an
d be
havi
or m
anag
emen
t str
ateg
ies
that
incr
ease
des
ired
beh
avio
r an
d co
nstr
ain
unde
sire
dbe
havi
or
Eff
ectiv
e pa
cing
and
tem
po f
or in
stru
ctio
n
Spec
ific
str
ateg
ies
(rol
e-pl
ayin
g, s
ervi
ce le
arni
ng,
guid
ed d
iscu
ssio
n, e
tc.)
use
d in
pre
vent
ion
curr
icul
a
Way
s to
str
uctu
re b
ehav
iora
l ins
truc
tion
so s
tude
nts
can
appl
y th
eir
lear
ning
to r
eal-
life
situ
atio
ns
Org
aniz
atio
nal c
hang
e sk
ills
Mod
els
of c
hang
e
Info
rmat
ion
and
supp
ort t
hrou
ghou
t the
cha
nge
proc
ess
O I
nfor
mat
ion
on h
ow to
impl
emen
t new
pro
cess
es,
prog
ram
s, a
nd p
roce
dure
s
Rol
es a
nd R
espo
nsib
ilitie
s
TE
AC
HE
RS
desi
gn a
nd s
truc
ture
thei
r ow
n pr
ofes
sion
al d
evel
op-
men
t. T
hey
seek
out
trai
ning
opp
ortu
nitie
s th
at m
eet t
heir
goa
lsan
d ap
ply
for
rele
ase
time
and
reim
burs
emen
t to
atte
nd.
PR
INC
IPA
LSsu
ppor
t a c
ultu
re o
f va
luin
g pr
ofes
sion
al d
evel
opm
ent
and
part
icip
ate
them
selv
es in
pro
fess
iona
l dev
elop
men
t opp
ortu
-ni
ties.
The
y se
t pro
fess
iona
l dev
elop
men
t goa
ls f
or th
eir
scho
ol.
SU
PE
RIN
TE
ND
EN
TS
AN
D S
CH
OO
L B
OA
RD
Spr
ovid
e ad
min
i-st
rativ
e su
ppor
t for
pro
fess
iona
l dev
elop
men
t, in
clud
ing
fund
ing
and
rele
ase
time.
CO
MM
UN
ITY
ME
MB
ER
Spu
blic
ize
com
mun
ity p
reve
ntio
n an
ded
ucat
iona
l for
ums
and
sem
inar
s at
sch
ools
and
invi
te p
artic
ipa-
tion
by e
duca
tors
.
Rea
chin
g S
ucce
ssE
stab
lish
a ta
ngib
le v
isio
n of
wha
t eff
ectiv
e pr
ofes
-si
onal
dev
elop
men
t can
acc
ompl
ish
in y
our
scho
ol.
a L
ook
at s
yste
ms
and
stru
ctur
es in
the
scho
ol, a
ndho
w th
ey c
an b
e m
odif
ied
to s
uppo
rt a
cul
ture
of
adva
ncin
g pr
ofes
sion
al d
evel
opm
ent.
Col
labo
rativ
ely
iden
tify
the
grea
test
pro
blem
s an
dne
eds
in th
e sc
hool
, and
the
skill
s ne
eded
toim
plem
ent d
esir
ed c
hang
es.
Iden
tify
wha
t typ
es a
nd a
reas
of
prof
essi
onal
dev
elop
-m
ent a
re th
e m
ost c
ritic
al f
or c
reat
ing
thes
e sk
illca
paci
ties
in s
taff
.
.0 I
dent
ify
optio
ns f
or a
lloca
ting
time
and
reso
urce
sto
ena
ble
on-s
ite p
rofe
ssio
nal d
evel
opm
ents
uch
as
40P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
86
an e
xten
ded-
year
con
trac
t, fl
exib
le s
ched
ulin
g w
ithla
te-s
tart
or
earl
y-re
leas
e da
ys, s
tudy
gro
ups,
a w
eek-
long
ret
reat
in th
e su
mm
er, a
fter
-sch
ool m
eetin
gs,
reso
urce
sha
ring
with
com
mun
ity o
rgan
izat
ions
,an
d po
olin
g of
dis
tric
t res
ourc
es.
Bui
ld in
fle
xibi
lity
so s
taff
can
ass
ume
resp
onsi
bilit
yfo
r th
eir
own
prof
essi
onal
dev
elop
men
t and
sel
ect
com
pone
nts
mos
t rel
evan
t to
them
(fo
r ex
ampl
e,in
one
sch
ool,
ever
y te
ache
r co
uld
appl
y fo
r a
prof
essi
onal
dev
elop
men
t stip
end
by d
ocum
entin
gho
w th
e pr
opos
al ti
ed in
to th
e sc
hool
act
ion
plan
).
Use
ong
oing
col
labo
rativ
e pr
oble
m s
olvi
ng to
iden
tify
prog
ress
and
nee
ds f
or f
utur
e de
velo
pmen
t.
3EST
CO
PY A
VA
ILA
BL
E87
visi
on I
cultu
re I
lead
ersh
ip 1
aca
dem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
prof
essi
onal
dev
elop
men
t com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es 1
dat
a co
llect
ion
Rew
ards
Tak
ing
actio
n in
any
of t
he a
reas
sug
gest
ed in
this
doc
umen
t
may
req
uire
facu
lty a
nd s
taff
to m
ake
sign
ifica
nt c
hang
es in
ever
ythi
ng fr
om te
achi
ng s
trat
egie
s to
beh
avio
r m
anag
emen
t
to d
aily
inte
ract
ions
with
stu
dent
s. P
rovi
ding
info
rmat
ion
and
supp
ort w
ill h
elp
mak
e th
e ch
ange
pro
cess
mor
e ef
ficie
nt a
nd
less
str
essf
ul.
Sch
ools
can
not b
ecom
e ex
citin
g pl
aces
for
child
ren
to le
arn
unle
ss th
ey fi
rst b
ecom
e ex
citin
g le
arni
ng p
lace
s fo
r th
e
adul
ts w
ho w
ork
ther
e as
wel
l.
Whe
n te
ache
rs w
ork
in is
olat
ion
and
feel
a "
sink
or
swim
"
men
talit
y, th
ey m
ay fe
el le
ss s
ecur
e ab
out t
heir
own
abili
ties
and
fall
into
teac
hing
as
they
wer
e ta
ught
.
Whe
n pe
ople
are
pla
ced
in s
ituat
ions
with
hig
h in
trin
sic
mot
ivat
ion,
they
pro
duce
mor
e in
nova
tive
wor
k. H
igh
extr
insi
c
cons
trai
nts
may
lead
to m
ore
effic
ienc
y, b
ut p
rodu
ce le
ss
inno
vativ
e an
d or
igin
al w
ork.
With
effe
ctiv
e pr
ofes
sion
al d
evel
opm
ent,
all s
choo
l per
sonn
el
will
hav
e ba
sic
know
ledg
e an
d sk
ills
to c
ontr
ibut
e to
the
scho
ol p
reve
ntio
n ef
fort
. The
y w
ill fe
el m
ore
conf
iden
t and
com
pete
nt in
car
ryin
g ou
t pre
vent
ion
activ
ities
, in
supp
ortin
g
and
coac
hing
eac
h ot
her,
and
in fu
lfilli
ng th
eir
prim
ary
job
resp
onsi
bilit
ies.
Sch
ool p
erso
nnel
will
be
mor
e lik
ely
to r
ecog
nize
the
stud
ents
who
ofte
n "f
all t
hrou
gh th
e cr
acks
" (s
uch
as s
tude
nts
who
do n
ot h
ave
beha
vior
or
acad
emic
diff
icul
ties
but a
re s
ocia
lly
isol
ated
or
depr
esse
d) a
nd p
rovi
de ti
mel
y ad
ult s
uppo
rt
befo
re th
ey d
evel
op s
erio
us p
robl
ems.
Whe
n sc
hool
per
sonn
el h
ave
posi
tive
appr
oach
es to
hel
p th
em
deal
with
pro
blem
s pr
oact
ivel
y, m
oral
e im
prov
es a
nd s
tres
s
decr
ease
s, r
educ
ing
turn
over
.
Too
ls
Seve
ral f
eatu
res
of e
ffec
tive
trai
ning
hav
e be
en s
ugge
sted
.A
ccor
ding
to L
inda
Dar
ling-
Ham
mon
d, e
ffec
tive
prof
essi
onal
dev
elop
men
t str
ateg
ies
are:
'
O e
xper
ient
ial,
so te
ache
rs le
arn
abou
t the
pro
cess
esof
lear
ning
and
dev
elop
men
t thr
ough
con
cret
e ta
sks
of te
achi
ng, a
sses
smen
t, an
d ob
serv
atio
n;
o gr
ound
ed in
par
ticip
ants
' que
stio
ns, b
ased
on
thei
r in
quir
y, e
xper
imen
tatio
n, a
nd p
rofe
ssio
nal
rese
arch
;
O c
olla
bora
tive,
so
teac
hers
hav
e op
port
uniti
es to
netw
ork
and
shar
e kn
owle
dge;
O r
elev
ant a
nd c
onne
cted
to te
ache
rs' w
ork
with
stud
ents
, tea
chin
g m
etho
ds, a
nd s
ubje
ct m
atte
r;
O s
usta
ined
and
inte
nsiv
e, in
corp
orat
ing
mod
elin
g,co
achi
ng, a
nd p
robl
em s
olvi
ng f
or s
peci
fic
prob
lem
sof
pra
ctic
e; a
nd
O in
terc
onne
cted
with
oth
er a
spec
ts o
f sc
hool
ref
orm
and
inno
vatio
n.
Prof
essi
onal
dev
elop
men
t can
incr
ease
teac
her
com
plia
nce
with
impl
emen
tatio
nof
a p
reve
ntio
n pr
ogra
m.
Phyl
lis G
ingi
ss a
nd c
olle
ague
s su
gges
t the
fol
low
ing:
2
1. P
lan
an in
-ser
vice
wor
ksho
p fo
r al
l sta
ff in
ord
erto
dem
onst
rate
the
scho
ol's
com
mitm
ent t
o th
epr
even
tion
prog
ram
. Pro
vide
ski
lls tr
aini
ng a
sw
ell a
s op
port
uniti
es to
dev
elop
an
inte
rper
sona
lsu
ppor
t sys
tem
, sha
red
com
mitm
ent,
and
initi
atio
nof
cam
pus-
leve
l pla
nnin
g. D
urin
g th
is w
orks
hop,
iden
tify
thos
e te
ache
rs w
ho a
re h
ighl
y re
cept
ive
to p
reve
ntio
n ed
ucat
ion
and
the
prop
osed
pre
-ve
ntio
n pr
ogra
m.
2. I
nvol
ve th
ese
natu
ral l
eade
rs in
rec
ruiti
ng a
ndtr
aini
ng le
ss e
nthu
sias
tic c
olle
ague
s. P
rovi
de s
ocia
lan
d st
atus
ince
ntiv
es to
the
rece
ptiv
e te
ache
rs f
orth
eir
invo
lvem
ent i
n th
e pr
ogra
m.
3. I
dent
ify
teac
hers
with
low
leve
ls o
f re
cept
ivity
and
pers
onal
invo
lvem
ent i
n th
e pr
ogra
m. T
hey
are
unlik
ely
to in
itiat
e or
mai
ntai
n im
plem
enta
tion
ofth
e pr
even
tion
prog
ram
. For
thes
e te
ache
rs,
sche
dule
fol
low
-up
prog
ram
s to
fos
ter
soci
alsu
ppor
t. A
lso
sche
dule
sch
ool-
, dis
tric
t-,
or r
egio
n-w
ide
boos
ter
wor
ksho
ps to
stre
ngth
en th
eir
rece
ptiv
ity to
and
per
sona
lin
volv
emen
t in
prev
entio
n ed
ucat
ion.
4. U
se e
xper
ienc
ed, e
nthu
sias
tic te
ache
rsas
coa
ches
who
pro
vide
soc
ial s
uppo
rt,
mod
elin
g, a
nd g
uide
d pr
actic
e.
1 D
arlin
g-H
amm
ond,
L (
1998
). T
each
er le
arni
ng th
at s
uppo
rts
stud
ent l
earn
ing.
Edu
catio
nal L
eade
rshi
p, 5
5(5)
, 6-1
0.
2 G
ingi
ss, P
. L.,
Got
tlieb
, N. H
., &
Brin
k, S
. G. (
1994
). In
crea
sing
teac
her
rece
ptiv
ity to
war
d us
e of
toba
cco
prev
entio
n ed
ucat
ion
prog
ram
s. J
ourn
al o
f Dru
g E
duca
tion,
24(
2), 1
63-1
75.
88B
I N
T C
OPY
AV
AIT
AB
LE
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
41
89
visi
on I
cultu
re! l
eade
rshi
p 1
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esda
ta c
olle
ctio
n
FOT
EH
M[®
[10
Pro
blem
:A
pri
ncip
al a
nd tw
o te
ache
rs in
a la
rge
mid
dle
scho
ol w
ent t
o a
stat
ewid
e tr
aini
ng o
n
serv
ice
lear
ning
. The
y ca
me
back
exc
ited
abou
t
2
1
the
poss
ibili
ties
but d
ecid
ed
1th
ey n
eede
d m
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Pvai
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ll@po
rman
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arlin
g-H
amm
ond,
L. (
1997
). T
he r
ight
to le
arn.
San
Fra
ncis
co: J
osse
y-B
ass.
Kill
ion,
J. (
1999
). W
hat w
orks
in th
e m
iddl
e: R
esul
ts-b
ased
sta
ff de
velo
pmen
t.
Oxf
ord,
OH
: Nat
iona
l Sta
ff D
evel
opm
ent C
ounc
il.
Mak
ibbi
n, S
. S. (
1997
). T
he in
stru
ctio
nal c
oach
: A n
ew r
ole
in in
stru
ctio
nal
impr
ovem
ent.
NA
SS
P B
ulle
tin, 8
1(F
ebru
ary)
, 94-
100.
Nat
iona
l Edu
catio
n C
omm
issi
on o
n T
ime
and
Lear
ning
. (19
94).
Pris
oner
s of
tim
e. W
ashi
ngto
n, D
.C.:
U.S
. Gov
ernm
ent P
rintin
g O
ffice
.
Sho
wer
s, B
. (19
96).
The
evo
lutio
n of
pee
r co
achi
ng. E
duca
tiona
l Lea
ders
hip,
53(6
), 1
2-16
.
Sol
omon
, D.,
Sch
aps,
E.,
Wat
son,
M.,
& B
attis
tich,
V. (
1992
). C
reat
ing
carin
g
scho
ol a
nd c
lass
room
com
mun
ities
for
all s
tude
nts.
In R
. Vill
a, J
. Tho
usan
d,
W. S
tain
back
, & S
. Sta
inba
ck (
Eds
.). R
estr
uctu
ring
for
carin
g an
d ef
fect
ive
educ
atio
n: A
n ad
min
istr
ativ
e gu
ide
to c
reat
ing
hete
roge
neou
s sc
hool
s.
Bal
timor
e: P
aul H
. Bro
okes
.
Spa
rks,
D. (
1997
). A
new
vis
ion
for
staf
f dev
elop
men
t. P
rinci
pal,
77(1
), 2
0-22
.
Wat
son,
M.,
Ken
dzio
r, S
., D
asho
, S.,
Rut
herf
ord,
S.,
& S
olom
on, D
. (In
pre
ss.)
A s
ocia
l con
stru
ctiv
ist a
ppro
ach
to c
oope
rativ
e le
arni
ng a
nd s
taff
deve
lopm
ent:
Idea
s fr
om th
e C
hild
Dev
elop
men
t Pro
ject
. In
C. M
. Bro
dy &
N. D
avid
son
(Eds
.),
Pro
fess
iona
l dev
elop
men
t for
coo
pera
tive
lear
ning
: Iss
ues
and
appr
oach
es.
Alb
any:
Sta
te U
nive
rsity
of N
ew Y
ork
Pre
ss.
42P
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e S
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http
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(520
) 62
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64
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Act
ion:
The
y de
cide
d to
mee
t for
an
hour
bef
ore
scho
ol e
very
oth
er T
uesd
ay to
bra
inst
orm
and
coac
h ea
ch o
ther
in im
plem
entin
g se
rvic
e le
arni
ng.
All
facu
lty w
ere
sent
info
rmat
ion
abou
t ser
vice
lear
ning
and
invi
ted
to a
ttend
. Mem
bers
sha
red
expe
rien
ces,
info
rmat
ion
on b
ooks
and
oth
er
reso
urce
s, a
nd f
eedb
ack
on p
ropo
sed
proj
ects
.
Res
ult:
By
the
end
of th
e fi
rst s
emes
ter,
ten
facu
lty
mem
bers
wer
e re
gula
rly
atte
ndin
g. B
y th
e en
d of
the
year
, nea
rly
a th
ird
of th
e fa
culty
and
sev
eral
othe
r st
aff
mem
bers
(in
clud
ing
the
libra
rian
, a
coun
selo
r, a
nd a
n as
sist
ant p
rinc
ipal
) w
ere
part
i-
cipa
ting
regu
larl
y.
BE
ST C
OPY
AV
AIL
AB
LE
91
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
i fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Sugg
estio
ns f
or P
rovi
ding
Pro
fess
iona
l Dev
elop
men
t
Wha
t sch
ooll
Est
ablis
h a
dist
rict-
wid
e no
rm o
f val
uing
par
ticip
atio
n in
per
sona
l and
pro
fess
iona
l dev
elop
men
t exp
erie
nces
.
povs
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(I ©
En
lS
tren
gthe
n th
e on
goin
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stem
of p
rofe
ssio
nal d
evel
opm
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nd th
e in
fras
truc
ture
to s
uppo
rt it
.
Link
pro
fess
iona
l dev
elop
men
t to
the
scho
ol v
isio
n an
d in
divi
dual
str
engt
hs a
nd w
eakn
esse
s.
Pro
vide
all
staf
ffrom
teac
hers
to s
peci
al s
ervi
ce p
rovi
ders
to c
afet
eria
wor
kers
, cus
todi
ans,
and
bus
driv
ers
with
bas
ic in
form
atio
n ab
out t
he p
rinci
ples
of e
ffect
ive
prev
entio
n (b
oth
mod
els
and
cont
ent)
.
Inve
stig
ate
a va
riety
of s
taff
trai
ning
opp
ortu
nitie
s (s
uch
as fo
rmal
in-s
ervi
ces,
rei
mbu
rsem
ent f
or o
utsi
de c
ours
es
or c
onfe
renc
es, p
eer
refle
ctio
n, w
orki
ng in
gro
ups
on s
peci
fic p
robl
ems,
etc
.).
Con
duct
nee
ds a
sses
smen
ts to
cre
ate
a sc
hool
wid
e st
aff d
evel
opm
ent p
lan
that
ref
lect
s sc
hool
goa
ls a
nd
ensu
res
com
preh
ensi
ve tr
aini
ng r
athe
r th
an p
atch
wor
ks o
f exp
ertis
e.
Hire
teac
hers
and
oth
er s
taff
who
hav
e tr
aini
ng o
r ex
perie
nce
in p
reve
ntio
n.
Impl
emen
t inf
orm
al le
arni
ng o
ppor
tuni
ties
for
teac
hers
. For
exa
mpl
e, s
ched
ule
a se
gmen
t in
facu
lty m
eetin
gs
whe
re te
ache
rs s
hare
insi
ghts
and
wha
t wor
ks fo
r th
em w
ith o
ne a
noth
er.
Pro
vide
opp
ortu
nitie
s fo
r fa
culty
and
sta
ff w
ho a
ttend
spe
cial
ized
trai
ning
to s
hare
wha
t the
y ha
ve le
arne
d w
ith o
ther
s.
Util
ize
the
trai
n-th
e-tr
aine
r m
odel
.
Set
up
in-s
choo
l tea
cher
-to-
teac
her
lear
ning
par
tner
ship
s so
teac
hers
can
sup
port
and
lear
n fr
om e
ach
othe
r.
Sch
edul
e tr
aini
ng e
xper
ienc
es a
llow
ing
prof
essi
onal
sta
ff to
dev
elop
ski
lls in
stu
dent
-cen
tere
d le
arni
ng, r
ole-
play
ing,
serv
ice
lear
ning
, pro
ject
-bas
ed le
arni
ng, a
nd o
ther
met
hods
use
d in
pre
vent
ion
curr
icul
a.
See
k ou
t com
mun
ity-o
pera
ted
trai
ning
opp
ortu
nitie
s, in
stea
d of
focu
sing
sol
ely
on s
choo
l-spo
nsor
ed a
ctiv
ities
.
Enc
oura
ge te
achi
ng s
taff
to u
se th
e In
tern
et to
see
k in
nova
tive
stra
tegi
es, p
artic
ipat
e in
edu
catio
n ch
at g
roup
s, e
tc.
Cre
ate
a "J
ourn
al C
lub,
" in
whi
ch s
taff
and
facu
lty m
eet m
onth
ly to
dis
cuss
pro
fess
iona
l jou
rnal
art
icle
s ab
out
prev
entio
n an
d ed
ucat
iona
l pra
ctic
e.
Cre
ate
a ci
rcul
atin
g lib
rary
of a
rtic
les,
boo
ks, a
nd ta
pes
on r
esea
rch-
base
d pr
even
tion
and
teac
hing
tech
niqu
es.
See
k fu
ndin
g fr
om d
rug-
free
sch
ools
initi
ativ
es, l
ocal
foun
datio
ns, s
ervi
ce g
roup
s, e
tc.,
to p
ay fo
r st
aff d
evel
opm
ent.
Incl
ude
prev
entio
n m
essa
ges
with
atte
ndan
ce li
sts
and
othe
r re
gula
r co
mm
unic
atio
ns.
Use
the
dist
rict-
wid
e pr
ofes
sion
al d
evel
opm
ent o
ffice
to p
ublic
ize
trai
ning
opp
ortu
nitie
s an
d as
sist
indi
vidu
als
in id
entif
ying
res
ourc
es to
mee
t spe
cific
nee
ds.
BE
ST C
OPY
AV
AIL
AB
LE
92P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
6443
,93
visi
on I
cultu
re f
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent c
omm
unity
rel
atio
nshi
ps {
fund
ing
& r
esou
rces
Ida
ta c
olle
ctio
n
ilarA
ies
Set
up
prev
entio
n tr
aini
ng o
pen
to th
e pu
blic
and
enc
oura
ge c
omm
unity
par
ticip
atio
n.
and
conl
l nun
Ky
Pub
liciz
e ed
ucat
iona
l eve
nts
in th
e co
mm
unity
that
are
rel
evan
t for
facu
lty a
nd s
taff,
suc
h as
lect
ures
,
nrus
nevs
cen
do
spea
kers
or
pane
l dis
cuss
ions
.
Sup
port
bud
gets
that
pro
vide
fund
s fo
r tr
aini
ng te
ache
rs a
nd o
ther
adu
lts w
ho w
ork
with
you
th.
Whe
n fu
nds
are
bein
g al
loca
ted,
lobb
y fo
r a
sala
ry s
truc
ture
that
ref
lect
s pr
even
tion
trai
ning
and
cre
dent
ials
.
Fin
anci
ally
sup
port
org
aniz
atio
ns th
at p
rovi
de p
reve
ntio
n tr
aini
ng to
the
gene
ral p
ublic
.
Pro
vide
fund
ing
for
Web
site
s an
d ot
her
com
mun
icat
ion
chan
nels
that
can
pro
vide
info
rmat
ion
and
trai
ning
to a
bro
ad s
egm
ent o
f the
pop
ulat
ion.
Wha
uni
vers
Mos
Spo
nsor
and
org
aniz
e pr
even
tion
trai
ning
opp
ortu
nitie
s op
en to
pub
lic p
artic
ipat
ion.
afid
vos
earr
chsT
sP
rovi
de p
rogr
am-s
peci
fic tr
aini
ng s
o te
ache
rs c
an le
arn
to im
plem
ent a
spe
cific
, effe
ctiv
e pr
ogra
m.
can
doO
ffer
adva
nced
cou
rses
at t
imes
whe
n w
orki
ng p
rofe
ssio
nals
can
take
them
.
See
k ou
t mat
eria
ls th
at p
rese
nt b
oth
theo
ry a
nd a
pplie
d ex
ampl
es.
Pro
mot
e an
d su
ppor
t exc
hang
e of
idea
s an
d ex
pert
ise
betw
een
acad
emic
and
pra
ctic
al s
ettin
gs.
Est
ablis
h on
goin
g, lo
w-c
ost,
and
conv
enie
nt p
rogr
ams,
lect
ures
, and
wor
ksho
ps th
at e
nabl
e pr
actic
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teac
hers
to u
pdat
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d re
fres
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eir
skill
s.
Cre
ate
Web
-bas
ed tr
aini
ng in
new
teac
hing
met
hods
and
pre
vent
ion
stra
tegi
es.
Set
up
a co
oper
ativ
e pr
ogra
m in
whi
ch u
nive
rsity
stu
dent
s ca
n ea
rn c
redi
t
for
inte
rnsh
ips
or v
olun
teer
wor
k in
loca
l sch
ools
.
Arr
ange
with
loca
l sch
ool d
istr
icts
to s
ched
ule
sele
cted
cou
rses
or
min
i-cou
rses
in th
e co
mm
unity
or
at th
e sc
hool
dur
ing
even
ing
hour
s.
Wor
k w
ith te
ache
rs' o
rgan
izat
ions
to e
stab
lish
expe
ctat
ions
, inc
entiv
es,
and
cour
se o
fferin
gs fo
r co
ntin
uing
edu
catio
n.
Wor
k w
ith te
ache
rs' o
rgan
izat
ions
to o
ffer
teac
her
cert
ifica
tion
prog
ram
s,
incl
udin
g cr
eden
tials
in p
reve
ntio
n.
univ
ersi
ty c
ours
es a
vaila
ble
to p
erso
nnel
in r
ural
or
isol
ated
sch
ools
.
Org
aniz
e fle
xibl
e co
urse
str
uctu
res
that
ena
ble
educ
atio
n pr
ofes
sion
als
Inte
grat
e pr
even
tion
conc
epts
and
mul
tidis
cipl
inar
y tr
aini
ng o
ppor
tuni
ties
into
teac
her
prep
arat
ion
cour
ses.
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ear
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edit
for
prac
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res
earc
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dev
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ater
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Exp
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nitie
s fo
r di
stan
ce le
arni
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ia c
able
or
Inte
rnet
to m
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e S
choo
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gsta
ts.o
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(520
) 62
6-49
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scho
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fam
ilies
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com
mun
ities
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Stre
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mak
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wis
e ch
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sco
llabo
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to s
uppo
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abou
t ris
ky b
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viol
s
Hom
e-Sc
hool
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Rel
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engt
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Ing
[rM
efio
neM
ps w
ith f
amili
es a
nd o
ther
com
mun
ity
mem
bers
in a
pro
tect
ive
scho
ol:
give
s pa
rent
s in
put a
nd in
volv
emen
t in
the
educ
atio
n of
thei
rch
ildre
n;
incr
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s to
tal s
choo
l-co
mm
unity
col
labo
ratio
n an
d co
oper
atio
non
issu
es o
f co
mm
on c
once
rn;
O in
crea
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stak
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in o
ur e
duca
tiona
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tem
; and
broa
dens
pub
lic s
uppo
rt f
or e
duca
tion.
Stud
ents
' ris
k-ta
king
beh
avio
rs, s
uch
as d
rug
use,
sex
ual a
ctiv
ity,
and
delin
quen
cy ty
pica
lly o
ccur
at h
ome
or in
the
com
mun
ity.
Alth
ough
they
may
not
be
high
ly v
isib
le in
the
scho
ol s
ettin
g, th
eym
ay d
ram
atic
ally
aff
ect a
stu
dent
's e
duca
tion.
E§T
CO
PY A
VA
ILA
BL
EP
rote
ctiv
e S
choo
ls I
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://w
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gsta
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rg 1
(52
0) 6
26-4
964
45
_
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
fund
ing
& r
esou
rces
I da
ta c
olle
ctio
n
Rol
es a
nd R
espo
nsib
ilitie
s
ALL
ST
AF
F M
EM
BE
RS
regu
larl
y co
mm
unic
ate
with
fam
ilies
abo
ut p
rogr
ams
and
activ
ities
, sol
icit
fam
ily p
artic
ipat
ion
in c
lass
room
act
iviti
es, a
nd in
clud
e fa
mili
esin
pla
nnin
g an
d ca
rryi
ng o
ut s
choo
l eve
nts.
The
y be
com
e in
volv
ed in
com
mun
ityor
gani
zatio
ns to
incr
ease
thei
r pa
rtic
ipat
ion
and
visi
bilit
y in
the
com
mun
ity.
PA
RE
NT
Sbe
com
e ac
tivel
y in
volv
ed in
the
scho
ol, p
artic
ipat
e in
dev
elop
ing
and
impl
emen
ting
the
scho
ol v
isio
n an
d m
issi
on s
tate
men
t, su
ppor
t sch
ool e
vent
s,an
d su
ppor
t the
ir o
wn
child
ren'
s ac
adem
ic w
ork.
CO
MM
UN
ITY
ME
MB
ER
Sm
odel
, sup
port
,an
d ex
pect
hea
lthy
beha
vior
s, a
fea
ture
str
ongl
yco
rrel
ated
with
mor
e po
sitiv
e he
alth
beh
avio
rsam
ong
adol
esce
nts.
Com
mun
ity m
embe
rsre
info
rce
and
exte
nd s
choo
l-ba
sed
prev
entio
nef
fort
s.
Rea
chin
g S
ucce
ss
Scho
ol f
acul
tyan
d st
aff:
Me-
cre
ate
a w
elco
min
g ca
mpu
s en
viro
nmen
t for
vis
itors
;
Me-
ass
ist p
aren
ts in
mon
itori
ng th
eir
child
ren
(an
impo
rtan
t pro
tect
ive
fact
or)
by c
omm
unic
atin
gre
gula
rly
with
par
ents
reg
ardi
ng th
eir
child
'sed
ucat
ion,
act
ions
at s
choo
l, an
d in
volv
emen
t in
scho
ol a
nd c
omm
unity
act
iviti
es;
prov
ide
fam
ilies
with
info
rmat
ion
abou
t pre
vent
ion
and
assi
st th
em in
loca
ting
reso
urce
s to
sol
vech
alle
nges
;
take
the
lead
in in
itiat
ing
oppo
rtun
ities
for
com
mu-
nica
tion
and
colla
bora
tion
amon
g fa
mili
es, s
choo
ls,
loca
l soc
ial s
ervi
ce a
genc
ies,
com
mun
ity le
ader
s,ne
ighb
ors,
and
oth
er c
once
rned
com
mun
ity m
embe
rs;
M-
reac
h ou
t to
the
peop
le in
stu
dent
s' c
omm
unity
supp
ort s
yste
ms,
incl
udin
g ex
tend
ed f
amily
mem
bers
,co
ache
s, r
elig
ious
teac
hers
, nei
ghbo
rs, b
usin
ess
owne
rs, e
tc.;
a es
tabl
ish
clea
r av
enue
s fo
r fa
mili
es a
nd c
omm
unity
mem
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to c
omm
unic
ate
with
the
scho
ol;
M. a
re r
espo
nsiv
e to
com
mun
ity f
eedb
ack;
46P
rote
ctiv
e S
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ls I
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://w
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gsta
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(520
) 62
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98
aco
ntri
bute
to th
e qu
ality
of
life
in th
e w
ider
com
-m
unity
by
volu
ntee
ring
in th
eir
com
mun
ity a
ndin
volv
ing
stud
ents
in c
omm
unity
ser
vice
pro
ject
s;
Ew
ork
with
com
mun
ity o
rgan
izat
ions
to c
ount
erne
gativ
e m
edia
and
soc
ieta
l inf
luen
ces
on s
tude
nts,
both
indi
rect
ly th
roug
h m
odel
ing
and
dire
ctly
thro
ugh
open
dis
cuss
ion
and
educ
atio
n;
M-
publ
iciz
e sc
hool
and
stu
dent
suc
cess
es in
the
loca
lm
edia
to in
crea
se p
ublic
com
mitm
ent a
nd s
uppo
rtfo
r ed
ucat
ion,
fac
ilita
te s
peci
fic
prog
ram
s, a
nd a
ttrac
tre
sour
ces
to th
e sc
hool
;
M in
vite
fam
ily a
nd c
omm
unity
mem
bers
to ta
keac
tive
and
regu
lar
role
s in
the
daily
ope
ratio
n of
the
scho
ol; a
nd
crea
te o
ppor
tuni
ties
for
the
scho
ol c
omm
unity
tom
eet i
n in
form
al s
ocia
l set
tings
; for
exa
mpl
e, in
one
scho
ol, s
taff
org
aniz
ed a
tailg
ate
part
y be
fore
all h
ome
foot
ball
gam
es, a
nd p
artic
ipat
ing
fam
ilies
cont
ribu
ted
to c
over
the
cost
s of
foo
d an
d so
da.
BE
ST C
OPY
MIN
AB
LE
99
visi
oncu
lture
I le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I da
taco
llect
ion
Too
ls
Scho
ol p
erso
nnel
nee
d fr
amew
orks
for
sel
ectin
g pr
actic
es th
at a
ddre
ssth
eir
hom
e-sc
hool
com
mun
icat
ion
goal
s an
d m
eet t
he .n
eeds
of
thei
rst
uden
ts a
nd f
amili
es.
Joyc
e E
pste
in a
nd c
olle
ague
s ha
ve o
utlin
ed a
six
-pro
nged
mod
el o
f fa
mily
invo
lvem
ent.'
Par
entin
g:ac
tiviti
es th
at a
ssis
t par
ents
with
par
entin
g an
d ch
ild-r
eari
ng s
kills
,kn
owle
dge
abou
t chi
ld a
nd a
dole
scen
t dev
elop
men
t, an
d es
tabl
ishi
ng h
ome
cond
ition
s th
at s
uppo
rt h
ealth
y gr
owth
in c
hild
ren.
Com
mun
icat
ing:
effe
ctiv
e av
enue
s fo
r ho
me-
to-s
choo
l and
sch
ool-
to-h
ome
com
mun
icat
ion
abou
t sch
ool p
rogr
ams
and
stud
ent p
rogr
ess.
Vol
unte
erin
g:st
rate
gies
to im
prov
e fa
mily
atte
ndan
ce a
t sch
ool e
vent
s an
dre
crui
t vol
unte
ers
to ta
ke th
e lo
ad o
ff te
ache
rs, b
e ro
le m
odel
s fo
r st
uden
ts,
be a
pre
senc
e in
the
scho
ol, a
nd p
rovi
de c
aree
r an
d sc
hool
-to-
wor
k gu
idan
ce.
Lear
ning
at h
ome:
way
s to
invo
lve
stud
ents
and
fam
ilies
in le
arni
ng a
ctiv
ities
at
hom
e, in
clud
ing
hom
ewor
k an
d ot
her
curr
icul
um-r
elat
ed a
ctiv
ities
and
dec
isio
ns.
Dec
isio
n m
akin
g:in
clus
ion
of f
amili
es a
spa
rtic
ipan
ts in
sch
ool d
ecis
ions
, gov
erna
nce,
and
advo
cacy
thro
ugh
site
cou
ncils
and
oth
erpa
rent
org
aniz
atio
ns.
Col
labo
ratin
g w
ith th
e co
mm
unity
:w
ays
the
scho
ol c
an p
rovi
de s
ervi
ces
to th
e co
mm
unity
and
serv
e as
a li
aiso
n be
twee
n fa
mili
es a
ndco
mm
unity
bus
ines
ses
and
agen
cies
to e
nsur
efa
mili
es r
ecei
ve n
eede
d se
rvic
es.
1 A
dapt
ed fr
om E
pste
in, J
. L.,
Coa
tes,
L.,
Sal
inas
, K. C
., S
ande
rs, M
. G.,
& S
imon
, B. S
. (19
97).
Sch
ool,
fam
ily, a
nd c
omm
unity
par
tner
ship
s: Y
our
hand
book
for
actio
n. T
hous
and
Oak
s, C
A: C
orw
in P
ress
. See
als
o th
e
Cen
ter
for
Soc
ial O
rgan
izat
ion
of S
choo
ls (
CS
OS
) W
eb s
ite a
t
ww
w.c
sosj
hu.e
du/p
2000
/inde
x.ht
m.
two.
Col
labo
ratio
n am
ong
thei
mpe
rtan
t Peo
ple
in v
ario
us a
reas
of s
tude
nts'
live
s le
ads
to m
ore
cons
iste
nt m
essa
ges
abou
t
valu
es a
nd e
xpec
tatio
ns.
The
mor
e th
at a
dults
mod
el h
ealth
y, p
rcis
ocia
l beh
avio
r
'. (e
ven
if th
ey n
ever
add
ress
pre
vent
ion
dire
ctly
), th
e m
ore
1.lik
ely
stud
ents
are
to in
tern
aliz
e th
ese
beha
vior
s.
Sch
ool-c
omm
unity
col
labo
ratio
ns c
an ta
rget
dru
g, v
iole
nce,
--,.
and
preg
nanc
y pr
even
tion
in th
e co
ntex
ts w
here
you
ng p
eopl
e
are
mos
t lik
ely
to b
e en
gage
d in
thos
e be
havi
ors.
Par
ents
:Who
them
selv
es h
ad n
egat
ive
scho
ol e
xper
ienc
es,
i(mai
:cffs
frU
stth
e sc
hool
'sys
tem
and
be
relu
ctan
t to
beco
me
Sin
volV
ed: A
Wel
com
ing
scho
ol th
at s
erve
s as
a s
uppo
rt
`:-.
'sys
tem
for
fam
ilies
can
' tur
n ne
gativ
e at
titud
es a
roun
d an
d
help
par
ents
:giv
e th
eir
child
ren
a sc
hool
exp
erie
nce
diffe
rent
'Aro
in th
eirs
:.
pare
nti,V
ieW
icho
ol!P
erso
nnel
as
a=S
uppo
rtiv
e re
sour
ce
''-fo
r-in
form
atio
n; a
nd s
choo
l per
sonn
el a
re k
now
ledg
eabl
e
abou
t ser
vice
s av
aila
ble
to h
elp
fam
ilies
and
chi
ldre
n fa
cing
.-
;cha
lleng
es, e
arly
inte
rven
tion
for
prob
lem
s is
mor
e lik
ely:
The
wor
kers
of t
hetu
ture
will
be
expe
cted
to w
ork
in.c
olla
iora
tiVe
Pro
tiler
n4lv
ing
team
s. O
ppor
tuni
ties
to m
ake
,};d
ecis
ions
abo
ut th
eir
lives
at s
choo
l and
thei
r le
arni
ng
;.! e
xper
ienc
es w
ill h
elp
stud
ents
dev
elop
thes
e sk
ills.
100
BE
ST C
OPY
AV
ttr;;.
iP
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg I
(520
) 62
6-49
6447
101
visi
on j
cultu
re 1
lead
ersh
ip 1
aca
dem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces
1 pr
ofes
sion
al d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es!
data
col
lect
ion
For
Exa
mpl
e
Prob
lem
: Van
dalis
m a
nd s
hopl
iftin
g by
sch
ool-
age
yout
h w
ere
hurt
ing
busi
ness
ow
ners
in a
low
-inc
ome
neig
hbor
hood
and
cre
atin
g te
nsio
nbe
twee
n th
e sc
hool
and
the
surr
ound
ing
neig
h-bo
rhoo
d.
Act
ion:
Sev
eral
cla
sses
at t
he s
choo
l ado
pted
a lo
cal
conv
enie
nce
stor
e, w
ith s
tude
nts
help
ing
to r
epai
r
vand
alis
m d
amag
e an
d cr
eatin
g po
ster
s th
at p
ro-
mot
ed p
roso
cial
beh
avio
r fo
r di
spla
y in
the
stor
e.
48P
rote
ctiv
e S
choo
ls I
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://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
102
Res
ult:
Prob
lem
s w
ith v
anda
lism
and
sho
plif
ting
dram
atic
ally
dec
reas
ed. T
he s
choo
l
beca
me
a ca
taly
st f
or c
hang
e
in th
e ne
ighb
orho
od.
Res
ourc
es fo
rS
tren
gthe
ning
Hom
e-S
choo
l-Coi
milu
ility
Rel
atio
nshi
psB
arth
, R. S
. (19
90).
Impr
ovin
g sc
hool
s fr
om w
ithin
. Tea
cher
s, p
aren
ts a
nd
prin
cipl
es c
an m
ake
a di
ffere
nce.
San
Fra
ncis
co: J
osse
y-B
ass.
Cah
ill, M
. (19
94).
Sch
ools
and
com
mun
ities
: A c
ontin
uum
of r
elat
ions
hips
.
New
Yor
k T
he Y
outh
Dev
elop
men
t Ins
titut
e, T
he F
und
of th
e C
ity o
f New
Yor
k.
Dev
elop
men
tal S
tudi
es C
ente
r. (
1994
). A
t hom
e in
our
sch
ools
. Oak
land
, CA
:
Dev
elop
men
tal S
tudi
es C
ente
r.
Dev
elop
men
tal S
tudi
es C
ente
r. (
1995
). H
omes
ide
activ
ities
. Oak
land
, CA
:
Dev
elop
men
tal S
tudi
es C
ente
r.
Fow
ler,
R. C
., &
Cor
ley,
K. K
. (19
96).
Lin
king
fam
ilies
, bui
ldin
g co
mm
uniti
es.
Edu
catio
nal L
eade
rshi
p, 5
3,24
-26.
Sto
ner,
C. R
. (19
95).
Sch
ool/c
omm
unity
col
labo
ratio
n: C
ompa
ring
thre
e
initi
ativ
es. P
hi D
elta
Kap
pan
76, 7
94-8
00.
103
visi
on j
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s j p
rofe
ssio
nal d
evel
opm
ent j
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Sugg
estio
ns f
or S
tren
gthe
ning
Hom
e-Sc
hool
-Com
mun
ity R
elat
ions
hips
scho
fApo
rson
noll
can
do
104
Cre
ate
a cu
lture
of i
nvita
tion
to v
isito
rs (
for
exam
ple,
by
appo
intin
g a
volu
ntee
r or
stu
dent
to w
elco
me
and
assi
st th
em).
Giv
e fa
mili
es a
cha
nnel
to b
ring
thei
r ne
eds
to th
e sc
hool
and
loca
te a
sup
port
net
wor
k. P
rese
nt th
e sc
hool
as
prov
idin
g
a se
rvic
e to
fam
ilies
, rat
her
than
bei
ng o
ne m
ore
inst
itutio
n th
ey h
ave
to c
ope
with
.
Vis
it fa
mili
es in
thei
r ho
mes
.
Hol
d so
me
pare
nt-t
each
er m
eetin
gs o
r pa
rent
nig
hts
off s
choo
l gro
unds
(su
ch a
s at
a n
eigh
borh
ood
cent
er)
to in
crea
se
part
icip
atio
n of
har
d-to
-rea
ch p
aren
ts, w
ho m
ay fe
el u
ncom
fort
able
in th
e sc
hool
env
ironm
ent.
Enc
oura
ge fa
culty
and
sta
ff to
bec
ome
invo
lved
in h
ealth
-pro
mot
ing
activ
ities
in th
e co
mm
unity
, suc
h as
the
Gre
at A
mer
ican
Sm
oke-
Out
, Mot
hers
Aga
inst
Dru
nk D
rivin
g, o
r R
ace
for
the
Cur
e.
Est
ablis
h an
ong
oing
pro
cess
for
solic
iting
feed
back
from
stu
dent
s, fa
mili
es, a
nd th
e co
mm
unity
.
Mak
e st
rong
out
reac
h ef
fort
s to
the
com
mun
ity (
such
as
publ
iciz
ing
the
good
thin
gs th
at a
re h
appe
ning
at y
our
scho
ol in
loca
l med
ia; k
eepi
ng in
con
tact
with
par
ents
thro
ugh
note
s, p
hone
cal
ls, e
tc.;
and
givi
ng
scho
ol n
eigh
bors
a m
eans
to c
onta
ct s
choo
l per
sonn
el w
ith c
once
rns
or c
ompl
imen
ts).
Offe
r m
any
and
varie
d op
port
uniti
es fo
r fa
mili
es a
nd c
omm
unity
mem
bers
to c
ontr
ibut
e to
the
scho
ol,
and
ackn
owle
dge
man
y di
ffere
nt ty
pes
of c
ontr
ibut
ions
in n
ewsl
ette
rs, p
ress
rel
ease
s, a
nd a
ppre
ciat
ion
days
.
Be
crea
tive
in id
entif
ying
vol
unte
er o
ppor
tuni
ties:
O A
sk te
ache
rs, l
ibra
rians
, caf
eter
ia w
orke
rs, e
tc.,
to s
tate
wha
t hel
p th
ey n
eed.
O M
ake
thes
e ne
eds
know
n at
par
ent n
ight
s, fa
mily
con
fere
nces
, etc
., an
d as
k fa
mily
mem
bers
if th
ey c
an a
nd w
ould
like
to h
elp.
O C
reat
e jo
b de
scrip
tions
and
wan
t ads
and
mai
l the
m to
stu
dent
s' h
omes
.
Est
ablis
h st
ruct
ured
sch
ool-
and
com
mun
ity-b
ased
act
iviti
es th
at g
ive
adul
ts o
ppor
tuni
ties
to b
e in
mea
ning
ful r
elat
ions
hips
with
chi
ldre
n no
t the
ir ow
n. F
oste
r co
llabo
ratio
n w
ith
com
mun
ity m
ento
ring
prog
ram
s to
incr
ease
the
pres
ence
of m
ento
rs in
sch
ools
.
Wor
k to
bui
ld s
choo
l-nei
ghbo
rhoo
d co
llabo
ratio
ns (
such
as
an a
fter-
scho
ol c
lub
whe
re s
tude
nts
visi
t
elde
rly p
eopl
e or
shu
t-in
s, h
elp
with
err
ands
or
chor
es, e
tc.)
.
Wor
k w
ith b
usin
esse
s to
est
ablis
h sc
hool
-to-
wor
k an
d in
tern
ship
opp
ortu
nitie
s fo
r st
uden
ts.
Cre
ate
scho
ol p
aren
t boo
ster
clu
bs, m
odel
ed a
fter
athl
etic
boo
ster
clu
bs, i
n w
hich
par
ent m
embe
rs w
ork
to r
aise
fund
s
and
supp
ort t
he s
choo
l.
Est
ablis
h an
d pr
omot
e ac
tive
scho
ol a
lum
ni g
roup
s to
fost
er g
radu
ates
' ong
oing
con
nect
ions
with
the
scho
ol.
Exp
erim
ent w
ith h
avin
g st
uden
ts le
ad p
aren
t-te
ache
r co
nfer
ence
s an
d pa
rent
nig
hts,
to d
ram
atic
ally
incr
ease
fam
ily p
artic
ipat
ion.
BE
ST C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
1 h
ttp://
ww
w.d
rugs
tats
.org
1 (
520)
626
-496
4 49
105
visi
on 1
cul
ture
1 le
ader
ship
' aca
dem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces!
pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
! dat
a co
llect
ion
Wha
t fam
ilies
anti
com
mun
itym
embe
rs c
an d
o
Cre
ate
a pa
rent
res
ourc
e ce
nter
with
pai
d or
vol
unte
er s
taff.
Iden
tify
staf
f who
cou
ld a
ssum
e re
spon
sibi
litie
s fo
r sc
hool
-hom
e
coor
dina
tion,
or
idea
lly c
reat
e su
ch a
pos
ition
.
Mak
e sc
hool
res
ourc
es a
vaila
ble
afte
r sc
hool
hou
rs to
fam
ilies
and
com
mun
ity m
embe
rs w
ho v
olun
teer
for
the
scho
ol
(for
exa
mpl
e, r
ecre
atio
nal f
acili
ties,
com
pute
r la
b).
Inst
itute
act
iviti
es fo
r sp
ecia
l aud
ienc
es (
for
exam
ple,
one
sch
ool h
ad a
pro
gram
spe
cific
ally
for
fath
ers,
to p
rom
ote
thei
r
invo
lvem
ent i
n ed
ucat
ion)
.
Act
ivel
y pa
rtic
ipat
e in
dev
elop
ing
mis
sion
sta
tem
ents
, prio
ritie
s, a
nd g
oals
for
a sc
hool
.
Enc
oura
ge in
volv
emen
t of s
choo
l per
sonn
el in
com
mun
ity p
reve
ntio
n ev
ents
or
activ
ities
.
Fos
ter
ongo
ing
inte
ract
ion
betw
een
the
scho
ol s
yste
m a
nd o
ther
age
ncie
s or
res
ourc
es th
at s
erve
chi
ldre
n in
the
com
mun
ity.
Org
aniz
e or
par
ticip
ate
in c
omm
unity
-wid
e ev
ents
and
act
iviti
es th
at s
uppo
rt y
outh
and
sch
ools
, suc
h as
a c
ityw
ide
teac
her
appr
ecia
tion
wee
k, y
outh
citi
zens
hip
awar
ds, c
ityw
ide
teen
cou
ncils
, and
you
th r
epre
sent
ativ
es o
n bo
ards
, tas
k fo
rces
,
and
stud
y co
mm
ittee
s.
Invi
te te
ache
rs, a
dmin
istr
ator
s an
d ot
her
scho
ol p
erso
nnel
to m
ake
pres
enta
tions
abo
ut e
duca
tion
and
prev
entio
n
at c
ivic
gro
up m
eetin
gs a
nd o
ther
foru
ms.
Incl
ude
scho
ol p
erso
nnel
on
com
mun
ity b
oard
s, ta
sk fo
rces
, com
mun
ity le
ader
ship
eve
nts,
ret
reat
s,
and
trai
ning
pro
gram
s.
Sch
edul
e co
mm
unity
foru
ms
to b
egin
est
ablis
hing
a s
hare
d vi
sion
am
ong
vario
us c
onst
ituen
cies
in w
hat t
hey
wan
t for
chi
ldre
n's
futu
res.
Cre
ate
spec
ial t
ask
forc
es to
sup
port
sch
ools
in d
ealin
g w
ith p
reve
ntio
n an
d ot
her
rela
ted
educ
atio
n is
sues
.
Iden
tify
natu
ral l
eade
rs in
the
com
mun
ity a
nd m
obili
ze th
em to
get
info
rmat
ion
abou
t pre
vent
ion
and
heal
thy
deve
lopm
ent t
o hi
gh-r
isk
or u
nder
serv
ed fa
mili
es
who
do
not a
cces
s th
e m
edia
.
Enc
oura
ge b
usin
esse
s, c
omm
unity
org
aniz
atio
ns, e
tc.,
to a
dopt
a s
choo
l
and
esta
blis
h on
goin
g re
latio
nshi
ps th
ere.
Vol
unte
er a
t a s
choo
l.
Cre
ate
a sy
stem
whe
reby
pol
ice
can
notif
y sc
hool
per
sonn
el w
hen
a ch
ild
witn
esse
s tr
aum
atic
eve
nts,
so
that
sch
ool p
erso
nnel
can
res
pond
app
ropr
iate
ly
and
supp
ortiv
ely
to c
hang
es in
the
child
's b
ehav
ior.
Pro
mot
e on
goin
g di
alog
ue to
dev
elop
sha
red
unde
rsta
ndin
g ab
out s
choo
l-
com
mun
ity c
olla
bora
tions
. Con
sens
us b
uild
ing
take
s tim
e an
d re
quire
s pa
tienc
e
and
com
mitm
ent,
but i
t is
nece
ssar
y in
ord
er to
ear
n br
oad-
base
d su
ppor
t.
50P
rote
ctiv
e S
choo
ls 1
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
106
BE
ST C
UM
?'A
VA
ILA
BL
E
I
r.
p
107
wr
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent)
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esda
ta c
olle
ctio
n
the
area
whe
n sc
hool
s ha
veis
mak
ing
the
mos
t eff
icie
nt a
ndef
fect
ive
use
of s
carc
e re
sour
ces
Lev
erag
e Fu
ndin
gan
d R
esou
rces
108
BE
ST C
OPY
AV
AIL
AB
LE
Func
iihm
is n
eces
sary
for
pro
vidi
ng e
ssen
tial c
ompo
nent
s
of p
reve
ntio
n, s
uch
as tr
aini
ng, m
ater
ials
, and
sal
arie
s.A
lthou
gh m
oney
is e
ssen
tial,
othe
r re
sour
ces
are
equa
lly
impo
rtan
t to
a pr
otec
tive
scho
ol:
peop
le, n
etw
orks
, and
phy
sica
l res
ourc
es th
at c
ould
be
leve
rage
d to
bri
ng a
bout
cha
nge;
c tim
e, w
hich
may
be
the
mos
t pre
ciou
s co
mm
odity
in a
sch
ool;
o ef
fect
ive
use
of th
e re
sour
ces
the
scho
ol d
oes
have
ava
ilabl
e;an
d
mea
ns o
f le
vera
ging
res
ourc
es f
or p
reve
ntio
n, in
clud
ing
recr
uitm
ent o
f vo
lunt
eers
, sol
icita
tion
of in
-kin
d do
natio
nsfr
om b
usin
esse
s, a
nd r
esou
rce
shar
ing.
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1(5
20)
626-
4964
51
109
visi
on I
cultu
re I
lead
ersh
ipac
adem
ic p
rogr
am j
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
data
col
lect
ion
Rol
es a
nd R
espo
nsib
ilitie
s
ALL
ST
AF
F M
EM
BE
RS
activ
ely
publ
iciz
e th
eir
succ
esse
s an
d ef
fort
s, th
roug
hpe
rson
al n
etw
orki
ng a
s w
ell a
s th
e m
edia
. The
se e
ffor
ts in
crea
se p
ublic
sup
port
for
educ
atio
n an
d at
trac
t res
ourc
es.
PR
INC
IPA
LSse
ek o
ut r
esou
rces
to s
uppo
rt a
ll co
mpo
nent
s of
a p
rote
ctiv
esc
hool
. The
y ac
tivel
y lo
bby
for
fund
ing,
res
earc
h al
tern
ativ
e fu
ndin
g so
urce
s,re
allo
cate
exi
stin
g re
sour
ces,
and
see
k in
expe
nsiv
e w
ays
to b
egin
mak
ing
chan
ges.
CO
MM
UN
ITY
ME
MB
ER
Spr
ovid
e fi
nanc
ial s
uppo
rt f
or th
e pu
rcha
se o
f m
ater
ials
and
equi
pmen
t, st
aff
deve
lopm
ent,
and
spec
ial l
earn
ing
oppo
rtun
ities
for
stu
dent
s.T
hey
supp
ort a
dequ
ate
and
equi
tabl
e fu
ndin
g fo
r ed
ucat
ion
in th
eir
com
mun
ity.
The
y le
arn
abou
t and
bec
ome
invo
lved
in th
e pu
blic
edu
catio
n sy
stem
, so
they
:
have
rea
listic
exp
ecta
tions
of
the
educ
atio
nal s
yste
m,
are
mor
e se
nsiti
ve to
the
educ
atio
nal m
issi
on a
nd c
once
rns
of s
choo
ls,
resi
st p
oliti
cal f
orce
s th
at e
valu
ate
and
indi
ct s
choo
ls o
n th
eba
sis
of u
nidi
men
sion
alm
easu
res
such
as
stan
dard
-iz
ed te
st s
core
s,
incr
ease
col
labo
rativ
e ef
fort
s w
ith lo
cal
scho
ols
to a
ddre
ss is
sues
of
mut
ual
conc
ern,
and
activ
ely
seek
to a
ddre
ss in
equi
ties
in th
e di
stri
butio
nof
fun
ding
and
res
ourc
es to
sch
ools
.
ST
AT
E A
ND
FE
DE
RA
L P
OLI
TIC
IAN
Sal
loca
te f
undi
ng to
pro
vide
opt
imal
,sa
fe, d
rug-
free
lear
ning
exp
erie
nces
for
eve
ry s
tude
nt.
Rea
chin
g S
ucce
ss0
Loc
ate
secu
re s
ourc
es o
f fu
ndin
g to
ens
ure
cont
i-nu
ity o
f co
re e
duca
tiona
l act
iviti
es a
nd s
ervi
ces.
0 A
lloca
te f
undi
ng to
sup
port
new
pro
gram
s or
serv
ices
for
thre
e to
fiv
e ye
ars,
to e
nsur
e th
e in
no-
vatio
n ca
n co
ntin
ue lo
ng e
noug
h to
ach
ieve
ful
lim
plem
enta
tion
and
adeq
uate
eva
luat
ion.
Lob
by in
adv
ance
of
prog
ram
dev
elop
men
t and
impl
emen
tatio
n to
incr
ease
pub
lic s
uppo
rt f
orsc
hool
-bas
ed p
reve
ntio
n ac
tiviti
es a
nd s
ecur
e th
ere
quir
ed r
esou
rces
.
`M. O
ffer
stu
dent
s an
d fa
mili
es r
oles
that
allo
w th
emto
con
trib
ute
to th
e sc
hool
in m
any
way
s.
At a
ll le
vels
, fro
m th
e cl
assr
oom
to th
e st
ate
depa
rt-
men
t of
educ
atio
n, s
eek
alte
rnat
ive
and
supp
lem
enta
l
52P
rote
ctiv
eI h
ttp://
ww
w.d
rugs
tats
.org
I (5
20)
626-
4964
sour
ces
of f
undi
ng to
sup
port
inno
vativ
e pr
ogra
ms
(suc
h as
sha
ring
res
ourc
es a
mon
g sc
hool
s, s
eeki
ngdo
natio
ns o
f m
ater
ials
fro
m lo
cal b
usin
ess
lead
ers,
and
appl
ying
for
gra
nts)
. For
exa
mpl
e, o
ne s
choo
lha
s an
inte
rnal
min
i-gr
ant p
rogr
am th
roug
h w
hich
facu
lty c
an a
pply
for
$1,
000
to im
plem
ent i
nnov
a-tiv
e pr
ogra
ms
or a
ctiv
ities
.
Avo
id d
uplic
atio
n of
ser
vice
s by
cre
atin
g m
any
aven
ues
for
colla
bora
tion
amon
g pe
ople
invo
lved
in s
imila
r ac
tiviti
es, b
oth
in th
e sc
hool
and
in th
eco
mm
unity
.
E-
Shar
e sc
hool
res
ourc
es w
ith o
ther
com
mun
ityor
gani
zatio
ns th
at h
ave
sim
ilar
mis
sion
s.
EST
CO
PYA
VA
ILA
BL
E11
1
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
esI d
ata
colle
ctio
n
Rew
ards
tS
ecur
e fu
ndin
g en
sure
s th
at a
con
tinui
ty o
f pro
gram
s is
avai
labl
e to
mee
t a r
ange
of s
tude
nt n
eeds
.
Sec
ure
fund
ing
allo
ws
the
scho
ol c
omm
unity
to c
omm
it to
one
appr
oach
long
eno
ugh
to s
ee r
esul
ts, r
athe
r th
an b
eing
in c
onst
ant f
lux
as fu
ndin
g, a
nd c
onse
quen
tly p
rogr
ams,
com
e an
d go
, som
etim
es e
ven
befo
re fu
ll im
plem
enta
tion.
Too
ls
Som
e st
rate
gies
for
leve
ragi
ng r
esou
rces
are
:ge
tting
to k
now
rep
orte
rs a
nd e
dito
rs r
espo
nsib
lefo
r sc
hool
cov
erag
e;
lobb
ying
for
pos
itive
new
s co
vera
ge;
invo
lvin
g st
uden
ts in
wri
ting
pres
s re
leas
es, s
endi
ngin
vita
tions
to a
ttend
sch
ool e
vent
s, e
tc.;
and
stre
ngth
enin
g lin
ks a
mon
g sc
hool
s, f
amili
es, a
nd
com
mun
ity o
rgan
izat
ions
.
112
For
Exa
mpl
eP
robl
em:
A h
igh
scho
ol in
a s
mal
l tow
n ha
s a
spec
ial p
rogr
am f
or s
tude
nts
at r
isk
of d
ropp
ing
out.
Eac
h ye
ar, s
tude
nts
in th
ispr
ogra
m s
elec
t a
serv
ice-
lear
ning
pro
ject
to b
enef
it th
e sc
hool
and
com
mun
ity. O
ne y
ear
they
iden
tifie
d th
at n
eith
erth
e sc
hool
nor
com
mun
ity h
ad a
dequ
ate
faci
litie
sfo
r m
eetin
gs a
nd c
onfe
renc
es.
Act
ion:
The
pri
ncip
al g
aine
dpe
rmis
sion
to b
uild
a ca
bin
on la
nd o
wne
d by
the
dist
rict
. Thr
ough
a
com
bina
tion
of c
omm
unity
par
tner
ship
s an
d cl
ass
proj
ects
, the
stu
dent
s er
ecte
d th
e bu
ildin
g.
Res
ult:
The
cab
in is
use
d fo
r of
f-si
te r
etre
ats
and
is r
ente
d ou
t for
com
mun
ity f
unct
ions
. Stu
dent
s
in v
ocat
iona
l and
hos
pita
lity
cour
ses
do th
e
sche
dulin
g, m
aint
enan
ce, s
ervi
ng o
f m
eals
, etc
., as
serv
ice
lear
ning
and
sch
ool-
to-w
ork
prep
arat
ion.
Res
ourc
es fo
rLe
vera
ging
Fun
ding
and
Res
ourc
esA
delm
an, H
. S. (
1996
). R
estr
uctu
ring
supp
ort s
ervi
ces:
Tow
ard
a co
mpr
ehen
sive
appr
oach
Ken
t, O
H: A
mer
ican
Sch
ool H
ealth
Ass
ocia
tion.
Alle
nsw
orth
, D.,
Law
son,
E.,
Nic
hols
on, L
., &
Wyc
he, J
. (19
97).
Sch
ools
and
heal
th: O
ur n
atio
n's
inve
stm
ent W
ashi
ngto
n, D
.C.:
Nat
iona
l Aca
dem
y P
ress
.
Con
sort
ium
for
Pol
icy
Res
earc
h on
Edu
catio
n W
ebsi
te:
ww
w.w
cerw
isc.
edu/
cpre
itina
nce.
Add
ress
: Wis
cons
in C
ente
r fo
r E
duca
tion
Res
earc
h, U
nive
rsity
of W
isco
nsin
Mad
ison
, 102
5 W
. Joh
nson
Str
eet,
Roo
m
653,
Mad
ison
, WI 5
3706
. Pho
ne: (
608)
263
-426
0. F
ax: (
608)
263
-644
8.
Fow
ler,
W. J
. (19
97).
Sel
ecte
d pa
pers
in s
choo
l fin
ance
, 199
5. (
NC
ES
Pub
licat
ion
No.
975
36).
Was
hing
ton,
D.C
.: N
atio
nal C
ente
r fo
r E
duca
tiona
lS
tatis
tics.
Odd
en, A
., &
Bus
ch, C
. (19
98).
Fin
anci
ng s
choo
ls fo
r hi
gh p
erfo
rman
ce:
Str
ateg
ies
for
impr
ovin
g th
e us
e of
edu
catio
nal r
esou
rces
. San
Fra
ncis
co,
Joss
ey-B
ass.
Wen
glin
sky,
H. (
1997
). H
ow m
oney
mat
ters
: The
effe
ct o
f sch
ool d
istr
ict s
pend
-
ing
on a
cade
mic
ach
ieve
men
t. S
ocio
logy
of E
duca
tion,
70(
July
), 2
21-2
37.
3IE
ST
CO
PY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
i ht
tp://
ww
w.d
rugs
tats
.org
I (5
20)
626-
4964
53
113
visi
on I
cultu
re! l
eade
rshi
pac
adem
ic p
rogr
am j
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t !co
mm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
data
col
lect
ion
Sugg
estio
ns f
or L
ever
agin
g Fu
ndin
g an
d R
esou
rces
r-,
Plc
'ice
a
Pla
ce a
`.
b) (
heal
reac
iv 1
)eiri
g
)tit
ree
oroi
uIte
ms
you
Ivou
.c1
li.Iz
e .ia
ttnpi
o.vt
Wha
t sch
ooi
Ass
ess
the
publ
ic p
erce
ptio
n an
d le
vel o
f pub
lic s
uppo
rt fo
r yo
ur s
choo
l.
pers
onne
ll ca
n do
Invi
te p
ublic
offi
cial
s to
vis
it yo
ur s
choo
l, pa
rtic
ipat
e in
spe
cial
eve
nts,
or
hold
thei
r m
eetin
gs o
n ca
mpu
s.
Incr
ease
pub
lic s
uppo
rt fo
r yo
ur s
choo
l and
attr
act f
undi
ng b
y pu
blic
izin
g go
od th
ings
that
hap
pen
at th
e sc
hool
.
Invo
lve
stud
ents
in c
reat
ing
a sc
hool
Web
site
, sch
ool n
ewsl
ette
r, p
rogr
ams
to b
road
cast
on
loca
l pub
lic-a
cces
s ch
anne
ls, e
tc.,
as s
ervi
ce le
arni
ng p
roje
cts.
Hav
e so
cial
-ser
vice
and
sup
port
-ser
vice
per
sonn
el m
ake
pres
enta
tions
at s
taff/
facu
lty m
eetin
gs a
nd p
aren
t nig
hts.
The
y ca
n
expl
ain
wha
t the
y do
and
how
sch
ool p
erso
nnel
or
pare
nts
coul
d m
ake
use
of th
em fo
r th
eir
own
and
for
stud
ents
' ben
efit.
Cre
ate
a "S
choo
l Res
ourc
e H
andb
ook"
list
ing
the
reso
urce
s al
read
y pr
esen
t in
the
scho
ol, t
o en
sure
sch
ool p
erso
nnel
are
awar
e of
and
mak
e us
e of
them
.
Ens
ure
that
per
sonn
el h
ave
suffi
cien
t tim
e an
d m
ater
ial r
esou
rces
to b
e su
cces
sful
(in
clud
ing
equi
pmen
t, vo
lunt
eers
,
cler
ical
sup
port
).
Sol
icit
volu
ntee
rs to
fill
spec
ific
need
s at
the
scho
ol (
such
as
havi
ng s
taff
from
loca
l com
mun
ity-b
ased
pre
vent
ion
prog
ram
s pr
ovid
e tr
aini
ng fo
r fa
culty
and
sta
ff).
41i I
haf
fam
ilies
and
com
mun
ify
embe
rs c
an d
o
Dev
elop
mul
tidis
cipl
inar
y or
tran
sdis
cipl
inar
y te
ams
that
incl
ude
facu
lty, s
taff,
and
adm
inis
trat
ors
to a
ddre
ss
indi
vidu
al s
tude
nt a
nd s
yste
m-w
ide
conc
erns
.
Sup
port
sch
ool f
undi
ng a
nd b
ond
issu
es, s
o sc
hool
s do
not
hav
e to
gro
vel f
or m
oney
.
Lobb
y fo
r fu
ndin
g gu
idel
ines
/man
date
s th
at b
ette
r m
atch
stu
dent
s' n
eeds
as
wel
l as
for
grea
ter
scho
ol-le
vel c
ontr
ol o
ver
cont
inui
ty a
nd a
lloca
tion
of fu
ndin
g.
Con
sult
with
inno
vativ
e ed
ucat
ors
befo
re m
akin
g de
cisi
ons
abou
t edu
catio
n ex
pend
iture
s.
Pro
mot
e pe
r-pu
pil f
inan
cial
allo
catio
n sy
stem
s ov
er c
ompe
titiv
e fu
ndin
g.
Pro
vide
fund
s, r
esou
rces
, and
ince
ntiv
es fo
r co
llabo
ratio
n an
d co
ordi
natio
n am
ong
scho
ol-b
ased
and
com
mun
ity-b
ased
res
ourc
es, i
n or
der
to fi
ll ga
ps in
the
exis
ting
serv
ice
deliv
ery
syst
em.
Pro
vide
fund
ing
to s
uppo
rt c
olla
bora
tive
prob
lem
sol
ving
and
pla
nnin
g am
ong
agen
cies
and
betw
een
prof
essi
onal
s an
d th
e co
mm
unity
.
Enc
oura
ge b
usin
ess
and
indu
stry
con
trib
utio
ns to
pub
lic e
duca
tion
and
prev
entio
n th
roug
h ta
x
and
othe
r in
cent
ives
.
BE
ST C
OPY
AV
AIL
AB
LE
54P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
7/27
11.
ti
114
115
visi
on I
cultu
re' l
eade
rshi
p I a
cade
mic
pro
gram
I pr
even
tion
curr
icul
um I
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es I
data
col
lect
ion
Pro
vide
fina
ncia
l inc
entiv
es fo
r sc
hool
s w
ho p
rovi
de p
reve
ntio
n pr
ogra
mm
ing.
Enc
oura
ge s
ervi
ce g
roup
s to
lear
n ab
out u
nmet
nee
ds in
sch
ools
and
initi
ate
proj
ects
to s
olve
them
For
exa
mpl
e, in
one
tow
n a
club
arr
ange
d fo
r ne
edy
stud
ents
to r
ecei
ve fr
ee e
ye e
xam
s. A
noth
er
inne
r-ci
ty s
choo
l was
"ad
opte
d" b
y a
serv
ice
orga
niza
tion,
whi
ch p
rovi
ded:
O a
men
torin
g pr
ogra
m,
O fu
nds
for
min
i-gra
nts
to te
ache
rs to
fina
nce
inno
vativ
e pr
ojec
ts,
O m
embe
rs w
ho c
ould
spe
ak to
cla
sses
on
vario
us to
pics
,
O a
rep
rese
ntat
ive
on th
e sc
hool
's a
dvis
ory
coun
cil,
O m
atch
ing
fund
s w
hen
need
ed fo
r ex
tern
al g
rant
app
licat
ions
.
YA
M a
crfl
uovs
Mos
and
roso
uchs
ysca
n do
Lobb
y fo
r re
alis
tic ti
me
fram
es fo
r im
plem
enta
tion
and
eval
uatio
n of
pro
gram
s. T
he a
vera
ge ti
me
lag
from
intr
oduc
tion
to fu
ll im
plem
enta
tion
of a
new
pro
gram
is th
ree
year
s.
For
mal
ly e
valu
ate
the
effe
cts
of c
onso
lidat
ing
and
coor
dina
ting
stud
ent s
uppo
rt s
ervi
ces,
to p
rovi
de
a re
sear
ch b
asis
for
scho
ol r
efor
m e
ffort
s.
Pro
vide
sup
port
and
adv
ice
to s
choo
ls o
r co
llabo
rativ
e
grou
ps o
r pr
ojec
ts th
at a
re s
eeki
ng fu
ndin
g fr
om
publ
ic a
genc
ies.
116
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
I (5
20)
626-
4964
55
117
visi
on 1
cul
ture
I le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces)
pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
Ida
ta c
olle
ctio
n
56P
rote
ctiv
eS
lofs
gittp
://w
ww
.dru
gsta
ts.o
rg1
(520
) 62
6-49
6411
9
es*
':I
visi
on I
cultu
re I
lead
ersh
ipac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
data
col
lect
ion
by id
entif
ying
pro
mpt
ly h
ow w
ell s
trat
egie
s ar
e w
orki
ng;
.sc
hool
per
sonn
el c
an e
nsur
e th
ey s
pend
mon
ey a
nd r
esou
rces
tion
ly o
n ef
fect
ive:
inte
rven
tions
Use
Dat
a to
Gui
deD
ecis
ion
Mak
ing
120
The
pro
gram
s an
d ac
tiviti
es in
a p
rote
ctiv
e sc
hool
are
dri
ven
by
wah
lOon
Old
OM
E to
iden
tify
need
s, m
onito
r pr
ogra
ms,
and
docu
men
t suc
cess
:
Nee
ds a
sses
smen
t ens
ures
that
pla
nned
pro
gram
s m
atch
the
need
sof
the
targ
et a
udie
nce.
Mon
itori
ng e
nsur
es th
at p
rogr
ams
are
bein
g im
plem
ente
dsu
cces
sful
ly.
Eva
luat
ion
ensu
res
that
pro
gram
s ar
e ad
dres
sing
the
need
s of
the
scho
ol p
opul
atio
n an
d id
entif
ies
area
s w
here
they
nee
d to
be
stre
ngth
ened
.
The
U.S
. Dep
artm
ent o
f E
duca
tion
has
esta
blis
hed
four
Pri
ncip
les
of E
ffec
tiven
ess
that
out
line
a da
ta-d
rive
n pl
anni
ng p
roce
ss:
1. N
eeds
ass
essm
ent
2. S
ettin
g go
als
and
obje
ctiv
es
3. I
dent
ifyi
ng r
esea
rch-
base
d pr
ogra
ms
to m
eet t
he g
oals
and
obj
ectiv
es
4. E
valu
atio
n
BE
ST C
OPY
AV
AIL
AB
LE
Pro
tect
ive
Sch
ools
II (
520)
626
-496
457
visi
on 1
cul
ture
f le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
I co
ntin
uum
of s
ervi
ces
[ pro
fess
iona
l dev
elop
men
t f c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
data
col
lect
ion
Rol
es a
nd R
espo
nsib
ilitie
s
ALL
ST
AF
F M
EM
BE
RS
follo
w th
roug
h w
ith a
ssig
ned
data
col
lect
ion
and
keep
con
sist
ent a
nd a
ccur
ate
reco
rds.
PR
INC
IPA
LSal
loca
te r
esou
rces
and
set
up
syst
ems
and
expe
ctat
ions
for
data
col
lect
ion.
SU
PE
RIN
TE
ND
EN
TS
AN
D S
CH
OO
L B
OA
RD
Sob
tain
sch
ool-
leve
l dat
aan
d us
e th
em in
dis
tric
t-w
ide
man
agem
ent.
The
y ar
rang
e an
d co
ordi
nate
staf
f tr
aini
ng in
col
lect
ion,
ana
lysi
s an
d us
e of
dat
a.
ST
UD
EN
TS
AN
D C
OM
MU
NIT
Y M
EM
BE
RS
volu
ntee
r tim
e to
col
lect
and
man
age
data
.
ST
AT
E A
ND
FE
DE
RA
L P
OLI
TIC
IAN
Sdi
ssem
inat
e na
tiona
l dat
a in
atim
ely
man
ner.
OU
TS
IDE
CO
NS
ULT
AN
TS
desi
gn a
ccur
ate
and
effi
cien
tda
ta c
olle
ctio
n sy
stem
s.
Oir
Rea
chin
g S
ucce
ss
Scho
ol p
erso
nnel
use:
M a
nnua
l sur
veys
of
the
entir
e st
uden
t bod
y to
iden
tify
the
scho
ol's
ass
ets
and
need
s;
need
s as
sess
men
t to
gear
pro
pose
d pr
ogra
ms
toth
e co
ncer
ns a
nd v
alue
s of
the
targ
et a
udie
nce
for
exam
ple,
by
surv
eyin
g st
uden
ts a
nd p
aren
tsab
out t
heir
per
ceiv
ed n
eeds
;
natio
nal s
tatis
tics
as a
com
pari
son
agai
nst l
ocal
stat
istic
s to
ass
ess
whe
ther
the
targ
et s
choo
l dis
tric
tor
com
mun
ity s
how
s tr
ends
sim
ilar
to n
atio
nal o
nes,
rath
er th
an a
lloca
ting
scar
ce r
esou
rces
on
the
basi
sof
fro
nt-p
age
head
lines
;
eval
uatio
n m
easu
res
that
are
tigh
tly c
onne
cted
toth
e go
als
of th
e pr
ogra
m u
nder
eva
luat
ion,
rat
her
than
gen
eric
mea
sure
s of
suc
cess
; and
58P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
122
M.
data
col
lect
ed a
s a
regu
lar
com
pone
nt o
f sc
hool
busi
ness
such
as
rate
s of
abs
ence
s an
d ta
rdie
r,gr
ade
poin
t ave
rage
s, d
isci
plin
e re
cord
s, s
uspe
nsio
nra
tes,
and
stu
dent
mob
ility
in a
ret
rosp
ectiv
ere
view
of
file
s to
mon
itor
the
"hea
lth"
of a
sch
ool;
aver
age
grad
es a
nd te
st s
core
s in
var
ious
cur
ricu
lum
area
s m
ay in
dica
te a
reas
of
rela
tive
stre
ngth
and
wea
knes
s ac
adem
ical
ly.
The
res
ultin
g in
form
atio
n is
acc
urat
ely
repo
rted
to d
emon
stra
te to
the
publ
ic e
ither
the
succ
ess
ofex
istin
g ef
fort
s or
the
need
for
add
ition
al r
esou
rces
to e
xpan
d pr
ogra
ms.
Sig
ns o
f im
prov
emen
t bec
ome
oppo
rtun
ities
to c
eleb
rate
suc
cess
es a
nd m
otiv
ate
facu
lty a
nd s
taff
to c
ontin
ue th
eir
effo
rts.
EST
CO
PYA
VA
IDIA
BL
IE
123
visi
on I
cultu
re I
lead
ersh
ip 1
aca
dem
ic p
rogr
am 1
pre
vent
ion
curr
icul
um 1
con
tinuu
m o
f ser
vice
s 1
prof
essi
onal
dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
I dat
a co
llect
ion
Too
ls
The
fol
low
ing
sam
ple
wor
kshe
et p
rovi
des
a us
eful
fra
mew
ork
for
cond
uctin
g a
need
s as
sess
men
t and
usi
ng th
is a
sses
smen
tin
pla
nnin
g. T
he e
xam
ple
inse
rted
is d
eriv
ed f
rom
a s
ituat
ion
that
act
ually
occ
urre
d in
a s
ubur
ban
mid
dle
scho
ol:'
Nee
ds A
sses
smen
t
DE
M M
EE
DE
DO
R C
OLL
EC
TE
D
Num
ber
of v
erba
l or
phys
-
ical
alte
rcat
ions
occ
urrin
g
durin
g pa
ssin
g pe
riod
and
lunc
h br
eak
over
a tw
o-
wee
k pe
riod.
WH
ER
E W
lS
HO
ULD
BE
0 al
terc
atio
ns o
ccur
in a
two-
wee
k pe
riod.
WIN
IER
E W
&R
E
15 v
erba
l or
phys
ical
figh
ts
requ
iring
adu
lt in
terv
entio
n
occu
rred
in tw
o sc
hool
wee
ks.
Loca
tions
whe
re th
ose
tight
s oc
curr
ed.
All
loca
tions
of t
he s
choo
l
are
safe
and
free
of v
iole
nce.
80%
of d
ispu
tes
occu
rred
in
or im
med
iate
ly o
utsi
de th
e
cafe
teria
dur
ing
the
two
daily
lunc
h pe
riods
.
DO
SC
RE
IPM
CIf
15 a
lterc
atio
ns
in 1
0 sc
hool
day
s.
Stu
dent
s ar
e 4
times
mor
e
likel
y to
exp
erie
nce
phys
ical
viol
ence
in th
e ca
fete
ria th
an
any
othe
r ar
ea o
f the
sch
ool.
Ana
lysi
s an
d P
lann
ing
PO
SS
OB
LE R
EA
SO
MS
FO
R D
IISC
RE
RA
MC
V
Larg
e nu
mbe
rs o
f stu
dent
s
tryi
ng to
ent
er th
e ca
fete
ria
sim
ulta
neou
sly.
Bot
tlene
cks
crea
ted
by s
tu-
dent
s si
mul
tane
ousl
y en
terin
g
and
exiti
ng th
roug
h a
sing
le
door
way
.
Fru
stra
tion
and
bore
dom
as h
ungr
y st
uden
ts w
ait
in a
long
lunc
h lin
e.
PLA
MS
TO
ELO
WID
NI&
TE
DO
SC
RE
P&
MC
V
Sta
gger
lunc
h re
leas
e tim
es
by 2
min
utes
per
cla
ss to
redu
ce n
umbe
r of
stu
dent
s.
Unl
ock
the
fire
door
and
use
as th
e de
sign
ated
exi
t dur
ing
lunc
h pe
riods
, usi
ng th
e m
ain
door
as
an e
ntra
nce
only
.
Rea
rran
ge s
ervi
ng a
rea
so
two
lines
of s
tude
nts
can
be
serv
ed s
imul
tane
ousl
y.
Dis
play
stu
dent
art
wor
k in
the
cafe
teria
to c
reat
e a
mor
e
plea
sant
env
ironm
ent.
Ask
mon
itors
and
par
ent
volu
ntee
rs to
gre
et w
aitin
g
stud
ents
and
enc
oura
ge
plea
sant
inte
ract
ion
and
conv
ersa
tion
in li
ne.
1 T
he R
egio
n IV
Com
preh
ensi
ve C
ente
r at
the
App
alac
hian
Edu
catio
n La
bora
tory
(A
EL)
has
pub
lishe
d a
serie
s of
mod
ules
on
cons
olid
ated
pla
nnin
g an
d se
lect
ion
of r
esea
rch-
base
d
prog
ram
s an
d st
rate
gies
, ent
itled
Mak
ing
reso
urce
s m
atte
r: A
sys
tem
atic
app
roac
h to
dev
elop
ing
the
loca
l con
solid
ated
pla
n (1
999)
. The
nee
ds a
sses
smen
t mod
ule
focu
ses
on
proc
esse
s fo
r in
tegr
atin
g pi
eces
of i
nfor
mat
ion
to id
entit
y "r
oot c
ause
s of
the
iden
tifie
d pr
oble
ms,
mak
e co
nnec
tions
, and
est
ablis
h pr
iorit
ies.
' For
mor
e in
form
atio
n, c
onta
ct A
EL
at 1
-800
-624
-912
0. T
he fo
rmat
for
this
tabl
e ap
pear
s in
AE
L's
new
slet
ter,
The
Lin
k, 1
8(2)
, 5.
124
EST
CO
PYA
VA
ILA
Pro
tect
ive
Sch
ools
I ht
tp://
ww
w.d
rugs
tats
.org
1(5
20)6
26-4
964
59
125
visi
on 1
cul
ture
1 le
ader
ship
1 a
cade
mic
pro
gram
prev
entio
n cu
rric
ulum
1 c
ontin
uum
of s
ervi
ces!
pro
fess
iona
l dev
elop
men
t 1 c
omm
unity
rel
atio
nshi
ps i
fund
ing
& r
esou
rces
! dat
a co
llect
ion
Rew
ards
tT
hrou
gh a
sses
smen
t, pr
ogra
m p
lann
ers
can
iden
tify
unm
et
need
s an
d ta
rget
sca
rce
prev
entio
n do
llars
whe
re th
e gr
eat-
est n
eed
is.
Bec
ause
mon
itorin
g ke
eps
peop
le fo
cuse
d on
thei
r ob
ject
ives
,
thos
e ob
ject
ives
are
mor
e lik
ely
to b
e ac
hiev
ed.
The
sch
ool c
omm
unity
get
s tim
ely
feed
back
abo
ut w
hat
is n
ot w
orki
ng, s
o th
ey c
an fi
ne-t
une
and
impr
ove
thei
r
inno
vatio
ns.
For
Exa
mpl
eP
robl
em: A
mid
dle
scho
ol s
ough
t to
iden
tify
the
mos
t eff
ectiv
e st
eps
it co
uld
take
to in
crea
se th
e
educ
atio
nal a
ccom
plis
hmen
ts o
f its
stu
dent
s.
Act
ion:
The
Dev
elop
men
tal A
sset
s Su
rvey
2 w
as
adm
inis
tere
d to
iden
tify
stre
ngth
s in
the
stud
ent
body
. Upo
n re
view
ing
the
resu
lts, s
taff
agr
eed
that
the
area
of
educ
atio
nal c
omm
itmen
t nee
d-ed
str
engt
heni
ng.
Res
ult:
Goa
ls b
ased
on
this
sec
tion
of th
e su
rvey
wer
e in
corp
orat
ed in
to th
e sc
hool
's im
prov
emen
t
plan
. Tea
cher
s an
d ac
tion
team
s re
port
ed a
t
ever
y fa
culty
mee
ting
on th
eir
prog
ress
tow
ard
mee
ting
thes
e go
als.
The
sur
vey
will
be
read
-
min
iste
red
in 1
2 m
onth
s to
eva
luat
e pr
ogre
ss
and
prov
ide
a ba
sis
for
need
s as
sess
men
t for
the
follo
win
g ye
ar.
2 S
cale
s, P
. C.,
& L
efle
r!, N
. Dev
elop
men
tal a
sset
s: A
syn
thes
is o
f dev
elop
men
tal r
esea
rch
on a
dole
scen
t dev
elop
men
tM
inne
apol
is, M
N: S
earc
h In
stitu
te.
60P
rote
ctiv
e S
choo
ls If
pn.d
rugs
tats
.org
1(5
20)
626-
4964
8 E
STC
OPY
AV
AIL
AB
LE
Res
oanc
eshl
mr
OgR
a
Fet
term
an, D
. M.,
& K
atta
rian,
S. J
. (E
ds.)
. (19
96).
Em
pow
erm
ent
eval
uatio
n: K
now
ledg
e an
d to
ols
for
self-
asse
ssm
ent a
nd a
ccou
nt-
abili
ty. T
hous
and
Oak
s, C
A: S
age.
Pat
ton,
M. Q
. (19
96).
Util
izat
ion-
focu
sed
eval
uatio
n: T
he
new
cen
tury
text
. Tho
usan
d O
aks,
CA
: Sag
e.
Whi
tmor
e, E
. (E
d.).
(19
98).
Und
erst
andi
ng a
nd p
ract
icin
g
part
icip
ator
y ev
alua
tion.
San
Fra
ncis
co: J
osse
y-B
ass.
Wha
ley,
J. S
., H
atry
, H. P
., &
New
com
er, K
. E. (
Eds
.). (
1994
).
Han
dboo
k of
pra
ctic
al p
rogr
am e
valu
atio
n. S
an F
ranc
isco
:
Joss
ey-B
ass.
127
visi
on 1
cul
ture
I le
ader
ship
I ac
adem
ic p
rogr
am I
prev
entio
n cu
rric
ulum
j co
ntin
uum
of s
ervi
ces
I pro
fess
iona
l dev
elop
men
t I c
omm
unity
rel
atio
nshi
ps I
fund
ing
& r
esou
rces
j dat
a co
llect
ion
Sugg
estio
nsfo
rU
sing
Dat
a to
Gui
de D
ecis
ion
Mak
ing
Wha
i sch
ool
pers
tinne
l can
do
Iden
tify
how
dat
a co
llect
ed a
s a
regu
lar
com
pone
nt o
f sch
ool b
usin
ess
coul
d be
use
d to
mon
itor
the
scho
ol c
limat
e
and
iden
tify
succ
esse
s an
d pr
oble
ms.
As
part
of l
esso
ns in
aca
dem
ic c
onte
nt a
reas
, hav
e st
uden
ts r
esea
rch
scho
ol p
robl
ems
and
desi
gn s
urve
ys o
r ex
perim
ents
to id
entif
y ne
eds
and
mon
itor
prog
ress
tow
ard
scho
ol g
oals
.
A g
roup
of s
choo
ls im
plem
entin
g th
e sa
me
prog
ram
can
col
labo
rate
to c
reat
e W
eb s
ites,
a p
robl
em-s
olvi
ng "
hot l
ine,
" op
port
uniti
es
to m
eet a
nd s
hare
res
ults
of t
heir
ongo
ing
mon
itorin
g, e
tc.,
in o
rder
to id
entif
y co
mm
on p
robl
ems
and
shar
e ex
pert
ise
and
reso
urce
s.
Giv
e fa
culty
and
sta
ff in
put o
ver
the
issu
es th
at a
ffect
thei
r jo
b liv
es b
y in
clud
ing
them
in th
e ev
alua
tion,
ass
essm
ent,
and
mon
itorin
g pr
oces
s.
Avo
id p
uniti
ve a
ppro
ache
s to
mon
itorin
g an
d us
e re
sults
in c
onst
ruct
ive
way
s to
impr
ove
the
scho
ol.
Dev
elop
a s
yste
m to
not
ice
and
publ
iciz
e ch
ange
s to
sho
w s
choo
l per
sonn
el h
ow th
ey a
re m
akin
g a
diffe
renc
e.
Req
uest
that
cur
ricul
um p
ublis
hers
and
dev
elop
ers
prov
ide
eval
uatio
n m
ater
ials
as
part
of t
heir
curr
icul
um p
acka
ges.
Invo
lve
stak
ehol
ders
from
fund
ing
agen
cies
in th
e de
sign
of m
onito
ring
proc
edur
es, a
nd k
eep
them
info
rmed
abou
t the
pro
gres
s of
eva
luat
ion.
Pla
n fo
r on
goin
g da
ta c
olle
ctio
n an
d as
sess
men
t tha
t req
uire
s in
vest
men
t of s
mal
l am
ount
s of
tim
e, r
athe
r th
an s
udde
nly
dive
rtin
g st
aff t
o co
nduc
t a fl
urry
of a
ctiv
ity w
hen
requ
ired
by a
n ou
tsid
e fu
ndin
g so
urce
.
Rev
iew
wha
t ass
essm
ent,
mon
itorin
g, a
nd d
ata
colle
ctio
n ac
tiviti
es a
re c
urre
ntly
bei
ng c
ondu
cted
.
Mai
iam
illes
and
com
mun
illy
mem
bers
can
do
Wha
t uni
vers
iiile
san
d re
sear
cher
sca
n do
128
Lobb
y fo
r ad
equa
te ti
me
fram
es a
nd fu
ndin
g fo
r ev
alua
tion
by q
ualif
ied
pers
onne
l as
part
of a
lloca
tions
for
prev
entio
n pr
ogra
ms.
Per
iodi
cally
rev
isit
the
com
mun
ity v
isio
n, a
s w
ell a
s in
terv
entio
n an
d pr
even
tion
prog
ram
s, to
ref
lect
on
wha
t has
bee
n
acco
mpl
ishe
d, id
entif
y ar
eas
whe
re fi
ne tu
ning
may
be
need
ed, i
dent
ify n
ext s
teps
, and
giv
e ev
eryo
ne a
"re
char
ge"
of v
isio
n.
Con
duct
a s
tate
wid
e, a
nony
mou
s su
rvey
of e
ach
scho
ol to
dev
elop
a p
rofil
e: s
ize,
soc
ioec
onom
ic s
tatu
s, s
tand
ardi
zed
test
scor
es, s
tude
nts'
sel
f-re
port
ed s
ubst
ance
use
and
per
cept
ions
of s
afet
y, e
tc. T
hese
dat
a co
uld
be u
sed
to d
evel
op a
nony
mou
s
cont
rols
so
that
sch
ool l
eade
rs c
an c
ompa
re th
eir
scho
ol a
gain
st o
ther
sim
ilar
scho
ols
in th
e st
ate.
Dev
elop
mea
ns o
f col
lect
ing
long
itudi
nal d
ata,
so
adm
inis
trat
ors
and
polic
y m
aker
s ca
n pr
edic
t whe
n la
rge
grou
ps o
f stu
dent
s
with
spe
cial
nee
ds w
ill e
nter
the
scho
ol s
yste
m, a
nd p
lan
acco
rdin
gly
to m
eet t
heir
need
s (s
uch
as r
ando
m s
ampl
ing
of u
mbi
lical
cord
blo
od o
f all
new
born
s in
the
stat
e fo
r pr
enat
al d
rug
expo
sure
, dis
trib
utin
g da
ta o
n th
e nu
mbe
r of
pre
mat
ure
and
high
-ris
k
birt
hs in
diff
eren
t are
as, a
nd tr
acki
ng th
e nu
mbe
r of
chi
ldre
n w
ho q
ualif
y fo
r ea
rly in
terv
entio
n se
rvic
es).
EST
CO
PYA
VA
IIA
BL
EP
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
6461
129
visi
on I
cultu
re I
lead
ersh
ip I
acad
emic
pro
gram
1 p
reve
ntio
n cu
rric
ulum
cont
inuu
m o
f ser
vice
s I p
rofe
ssio
nal d
evel
opm
ent I
com
mun
ity r
elat
ions
hips
I fu
ndin
g &
res
ourc
es I
data
col
lect
ion
62P
rote
ctiv
e S
choo
ls I
http
://w
ww
.dru
gsta
ts.o
rg 1
(520
) 62
6-49
64
130
AM
.
131
Thi
s br
ochu
re is
mad
e po
ssib
le
thro
ugh
the
gene
rosi
ty a
nd c
once
rn
of L
este
r an
d R
ober
ta S
mith
, of
Tuc
son,
Ari
zona
, pic
ture
d he
re w
ith
John
L. T
aylo
r, D
ean
of th
e C
olle
ge
of E
duca
tion,
Uni
vers
ity o
f A
rizo
na.
Pho
tos
Cou
rtes
y of
Col
lege
of E
duca
tion,
Uni
vers
ity o
f Ariz
ona,
Tuc
son,
Ariz
ona:
pag
es 4
, 5, 9
, 19,
21,
26,
32,
39,
45,
60
Cou
rtes
y of
Mar
ana
Uni
fied
Sch
ool D
istr
ict,
Mar
ana,
Ariz
ona:
pag
es 1
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