ERIC ED363835: Criteria for the Selection of Drug Abuse Prevention Curricula: A Workbook. [Updated].

20 Pages·1991·0.35 MB·English

by  ERIC

DOCUMENT RESUME
CG 026 018
ED 363 835
AUTHOR English, Jill; Sancho, Anthony
Criteria for the Selection of Drug Abuse Prevention
TITLE
Curricula: A Workbook. [Updated).
Western Regional Center for Drug-Free Schools and
INSTITUTION
Communities, Portland, OR.
Department of Education, Washington, DC.
SPONS AGENCY
PUB DATE
91
S188AA00001
CONTRACT
20p.; Supersedes ED 319 148.
NOTE
Guides Non-Classroom Use (055)
PUB TYPE
EDRS PRICE
MF01/PC01 Plus Postage.
*Curriculum Evaluation; Decision Making; *Drug Abuse;
DESCRIPTORS
*Drug Education; Elementary Secondary Education;
*Evaluation Criteria; *Prevention; School
Districts
ABSTRACT
This workbook was created to enable a school district
or school to select a drug abuse prevention curriculum that is
educationally sound and effective. It was produced to assist in the
selection of pre-developed curricula, but the criteria may be easily
adapted for use in developing curricula.. Criteria for selecting a
drug abuse prevention curriculum, based on educational theory,
research of effective drug prevention programs, and the practical
application of those programs, are listed under these headings: goals
and objectives; content; instructional methodologies; learning
opportunities; materials, time; evaluation; cultural equity; sex
equity; and district-specific criteria. Steps in forming a selection
committee and preparing for curriculum selection are given and use of
the selection criteria is explained. Because most available curricula
do not cover all grades from kindergarten through grade 12, it is
suggested that the criteria be used to evaluate one curriculum at
each grade level rather than using one form to evaluate all the
grades within a curriculum. Worksheets are provided to rate the
curriculum on each of the criteria by determinins to what degree each
criterion is met. The final worksheet consists of a summary of
curricula analyses. The workbook concludes with a list of further
reading. (Author/NB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
W\
estern Regional Center
4
DRUG -FREE SCHOOLS AND COMMUNITIES
Criteria for the Selection of
Drug Abuse Prevention Curricula:
A Workbook
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
ED CATIONAL RESOURCES INFORMATION
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it
7 Minor changes have been made to improe
reproduction quality
Points of wew or ()pawns stated in this docu-
official
ment do not necessarily represent
OERI position or policy
Northwest Regional Educational Laboratory
101 S.W. Main Street, Suite 500
Portland, Oregon 97204
The Southwest Regional
Far West Laboratory for Educational
Educational Laboratory
Research and Development
4665 Lampson Avenue
730 Harrison Street
Los Alamitos, California 90720
San Francisco, California 94107-1242
2
BEST COPY AVAILABLE
1
© 1991 NWREL, Portland, Oregon
the stipulation that the
Permission to reproduce this document in whole or in part is granted with
Regional
Western Regional Center for Drug-Free Schools and Communities and Northwest
copies.
Educational Laboratory be acknowledged as the source on all
Number
The contents of this publication were developed under Cooperative Agreement
do not necessarily
S188AA00001 with the U.S. Department of Education. However, the contents
Education, and endorsement of the contents by the federal
represent the policy of the Department of
government should not be assumed.
3
BEST COPY AVAILABLE
Criteria for the Selection of
Drug Abuse Prevention Curricula:
A Workbook
Jill English and Anthony Sancho
Southwest Regional Laboratory
1991
Developed under a subcontract from:
Northwest Regional Educational Laboratcry
Western Regional Center for Drug-Free Schools and Communities
4
What Is the Western Regional Center
for Drug-Free Schools and Communities?
For Information about the Western Regional Center
The U. S. Department of Education has a cooperative
for Drug-Free Schools and Communities, please
agreement with the Northwost Regional Educational Laboratory
contact:
in Portland, OR, to operate the Western Regional Center for
Drug-Free Schools and Communities. The purpose of the
Judith A. Johnson, Director
Center is to develop and improve the capacity of state educa-
Western Regional Center tor Drug-Free
tion agencies, local education agencies, and institutions of
Schools and Communities
higher education to prevent and eliminate alcohol and other
Northwest Regional Educational
Laboratory
drug abuse in schools. The Center provides services to the
101 S. Main Street, Suite 500
Western region, including Oregon, Washington, Montana,
Portland, OR 97204
Idaho, Wyoming, California, Nevada, Alaska, Hawaii, and the
[phone]
Pacific Islands.
Southwest Regional Laboratory (SWRL) and Far West
For information about services in Southern
Regional Laboratory for Educational Research and Develop-
California and Southern Nevada, please contact:
ment (FWL) have subcontracts with the Northwest Regional
Educational Laboratory to operate regional centers for the
Carol F. Thomas
Western Regional Center for Drug-Free Schools and Communi-
Area Service Coordinator
Western Regional Center tor Drug-Free
ties.
Schools and Communities
Southwest Regional Laboratory
4665 Lampson Avenue
Los Alamitos, CA 90720
[phone]
For information about services in Washington,
Oregon, Montana, Wyoming, Alaska, Hawaii, and
the Trust Territories, please contact:
Carlos Sunderman
Area Service Coordinator
Western Regional Center tor Drug-Free
Schools and Communities
Northwest Regional Educationai
Laboratory
101 S.W. Main Street, Suite 500
Portland, OR 97204
[phone]
For information about services in Northern
California and the Northern Nevada region, please
contact:
Ralph Baker
Area Service Coordinator
Western Regional Center tor Drug-Free
Schools and Communities
Far West Laboratory for Educational Research
and Development
730 Harrison Street
San Francisco, CA 94107-1242
[phone]
5
1
(introducii;)
available
The number of drug abuse prevention curricula
with
is overwhelming. One can become so inundated
well-
these classroom instructional materials that a
when the
reasoned selecfion process never occurs. Then,
be
deadline is near, the curriculum that gets selected may
marketing strategies
one from the company with the best
rather than the one
or the one that is best-packaged,
based on sound prevention education strategies.
district or
The purpose of this workbook is to enable a
cuniculum that is
school to select a drug abuse prevention
educationally sound and effective. It was produced to
How-
assist in the selection of pre-developed curricula
adapted for use in devel-
ever, the criteria may be easily
oping curricula.
6
2
(HOW WORKBOOK)
TO USE THE
that degree of impact alone, without the
Criteria Organization
support of other school and community
programs. The goals that the curriculum
The following criteria for selecting a drug abuse
itsetf may attain must be within reason,
prevention curriculum are based on educational
given the school's resources and level of
theory, research of effective drug prevention pro-
commitment, for it to be successful.
grams, and the practical application of those pro-
grams. The criteria are expressed in terms of the
Agree on the definition of a drug. Not
2.
optimum and are organized into the following
everyone agrees on what a drug is and what
categories:
isn't. These varying definitions make it
it
difficult to select curricula. The drug on
A. Goals and Objectives
which the curriculum will focus and the
B. Content
definition of that drug must be done prior to
C. Instructional Methodologies
the selection of any curriculum.
D. Learning Opportunities
E. Materials
Come to a consensus on what drug abuse
3.
F. Time
is, especially as it relates to alcohol. The
G. Eva luat'on
definition of drug abuse is even more varied
H. Cultural Equity
than that of a drug. Some people feel
I. Sex Equity
"responsible" drinking is acceptable. Others
J. District-specific Criteria
believe any drug use is abuse. These
issues need to be discussed at length so
Preparation for Curriculum Selection
that the messages delivered throughout the
curriculum are consistently ones of "no use."
The first step in selecting a drug abuse prevention
curriculum is to form a district selection team.
Decide on additional criteria the team thinks
Suggested members for this team include: 3.
are important. There may be criteria other
than those given in this workbook that the
district prevention specialist
team may want to consider. These criteria
curriculum specialist
will be specific to the district or school.
teacher
principal
Determine budget constraints. The prices of
4.
parent
existing curricula vary. To expedite and
community drug abuse prevention
simplify the selection process, districts need
professional
to determine how much money may realisti-
student
cally be spent on curricula. Many curricula
may be eliminated quite easily, regardless of
The selection team needs to accomplish the follow-
their quality, because of budget constraints.
ing tasks:
Once these tasks are completed, the team is ready
Develop a realistic, attainable goal for the
1.
to begin the selection process.
curriculum. One of the main reasons past
prevention efforts have failed is because
Using the Selection Criteria
goals were so ambitious that they were
virtually impossible to achieve. If the goal of
The criteria that follow are meant to be used as a
a curriculum is meant to imply eradication,
guide to systematically simplify the selection pro-
then it is unrealistic. The prevention of all
cess, while making it more educationally sound. The
drug abuse could be ac^,omplished only
guide has not, however, been scientifically tested
through the elimination of drugs from
with all available curricula.
society. In addition, it is unrealistic to expect
that a school-based curriculum would have
WORKBOOK)
(HOW
TO USE THE
each category is tallied and transferred to page 15
Because most available curricula do not cover all K-
for easier analysis of all curricula.
12 grades, it is suggested the criteria be used to
evaluate one curriculum at each grade level rather
After that task has been completed, the committee
than using one form to evaluate all the grades within
may discuss any large discrepancies, coming to a
a curriculum.
consensus about the best curriculum for the district.
Curriculum may be selected using one of the follow-
Initially, each team member should rate each
ing processes:
curric;:lum independently. The curriculum is to be
analyzed according to the degree that it meets the
Select one curriculum from an array of
1.
criterion: completely, to some degree, not at all. In
products.
addition, if the curriculum meets the criterion to
Select one curriculum based on its own
2.
some degree, the percentage to which it is met is
merits, without comparing it to others.
noted: 75%, 50%, 25%. The score for each crite-
Develop a list of acceptable curricula from
3.
rion should be circled, based on the analysis. There
which policymakers may select.
is space next to the rating of each criterion for
comments and to note specifically what is lacking or
is exceptionally good. Finally, the total score for
8
4
(GOALS AND OBJECTIVES)
Goals are the long-range results toward which the curdculum is directed. Objectives are a listing of what the
students will be able to do at the conclusion of the curricular program.
Degree criterion Is met
Needs/Comments
Not at all
To some degree
Completely
Criteria
25%
75%
50%
0
4 3
2
1. Goals and objectives
1
are realistically attain-
able.
0
4 3
2. Goals and objectives
1
.
are related to the
district's identified
needs.
0
2
3
4
1
3. Objectives are well-
defined, behavioral,
and measurable.
0
4
2
3
4. Objectives describe
1
both long-term and
short-term outcomes.
3
2 0
1
5. Objectives include a
strong focus on
prevention.
2
4 3
1
6. Program includes both
cognitive and affective
objectives.
4 3
2 0
7. Goals and objectives
1
promote a clear and
consistent no-use
message.
4
2 0
8. Objectives reflect an
3
1
appropriate and
comprehensive scope
and sequence for the
grade level.
of 32
TOTAL SCORE:
9
5
(CONTENT)
curriculum.
Content refers to the subject matter included in the
Degree criterion Is met
Needs/Comments
Not at all
To some degree
Criteria
Completely
,
25°
50%
75%
3
4
2
1. Curriculum contains
1
appropriate continuity,
scope, and sequence
for the grade level.
0
3
2
4
1
2. Content is comprehen-
sive in nature.
0
3
2
4
3. Content may be inte-
1
grated into a variety of
other subject matter.
0
3
2
4
1
4. Content is part of a
comprehensive health
promotion curriculum.
0
4
3
2
5. Content is accurate,
1
valid, and current.
0
3
4
2
1
6. Content promotes a
clear "no-use" message.
0
3
2
4
7. Content is based on the
1
.
needs and interests of
all students.
0
3 2
4
1
8. Content addresses the
perspectives of various
ethnic and cultural
groups.
0
3
2
4
1
9. Curriculum contains
content of effective drug
prevention programs,
such as short-term,
social consequences of
use; clarification of
normative beliefs; stress
reduction; communica-
tion skills; dedsion-
making process influ-
ences to use drugs; and
friendship development.
of 36
1 0
TOTAL SCORE: