Summary of the Week's Discussion

Thank you all for making the discussion component of this online event so dynamic and informative! You asked important questions, shared valuable experiences, exchanged practical tips, and made many excellent points. Here is a brief overview of your rich discussion.

On Day 1, MSCs noted that Patty and her planning team had the support of the Principal and were well-prepared with data about student needs and research about prevention strategies and programs. Participants suggested the following strategies for Patty and other MSCs to consider as they proceed:

• Be aware of the goals of the school as a whole, as well as the goals of individual educators

• Familiarize administrators and educators with local data about student needs

• Demonstrate the connection between risk behaviors, such as substance use and violence, and poor school performance among students

• Use evaluation reports and examples from other communities to demonstrate the potential of prevention programs to reduce the risk behaviors displayed by students

• Explain the many benefits of research-based programs for students, classrooms, and teachers

• Present options for integrating prevention programs into the existing school curriculum and coordinating prevention activities with overall school reform efforts

On Days 1 and 2, the topic of prevention terminology emerged as an important issue for MSCs to address.

• Several MSCs suggested using different language to describe research-based programs:

  "I have used a few different strategies that are effective in approaching others about research-based prevention. One is to not call it "research-based" even though that's exactly what it is. Just by changing the language to say it's "proven effective, has proven positive results, or is evidence-based" doesn't scare people away."

  "One of the most challenging parts is getting people past the term "research-based." Some people assume these are canned packages with no flexibility to adapt to the school's needs. They also can be scared off by that word "research." I have used other terms like "evidence-based, proven effective or proven positive results" to help minimize their hesitation."

• Many MSCs acknowledged that various terms (e.g., prevention plan, strategies, program, curriculum) were often used interchangeably. They offered these suggestions for assigning consistent meaning to these terms:

  • Have everyone sit together and go over the meanings. This will help to ensure that all involved are "singing off the same sheet of music."
  • When you begin a new group, ask participants to share their definitions and perceptions of different terms. It will give you an idea of their perspective. Then work together to adopt a common language framework.
  • Make up a definition list and see if the group will agree to use the same terminology for planning purposes.
  • Whenever possible, use examples!
  • Be careful to use proper and agreed upon terminology in your own verbal and written communication with school personnel.

On Day 3, MSCs discussed different factors that affect their search for or selection of a research-based prevention program.

• Several MSCs stated that monetary issues factor heavily into their search for a research-based program due to budget constraints. In response, one participant mentioned that program costs can vary considerably:

  "I do agree that monetary issues can be a concern, but keep in mind that not all research-based programs have to cost an arm and a leg. One that comes to mind is Project Alert. Our district has paid $125.00/per teacher and this amount included a full day of training, the curriculum, support and updates. Our district is on a tight budget as well."

  Another participant highlighted the impact of politics on school finances:

  "Locally, we are faced with an election year and the politics of an election year will make financial issues even more critical. That just means that we must be more creative in our approaches."

• Other factors mentioned by MSCs as influencing the program selection process include the following:

  • Support from school administrators and teachers
  • Time required to implement the program
  • Parental opposition to coverage of certain topics in their child's curriculum (e.g., specific types of drugs)
  • The need to brainstorm with your planning team and weigh the different ideas/opinions that emerge
  • The potential of a program to fit into the mix of current projects taking place in both the middle schools and the district, including the school system's overall educational plan and school reform
  • Administrative changes and teacher turnover
  • Whether or not the program was found to be effective in the same type of area (e.g., inner-city)
  • The potential of a prevention program to affect academic outcomes
  • The potential for prevention lessons to be taught within the context of academic subject areas
  • Concern for the school's reputation: "If we offer a violence or drug prevention program, then we must have a problem."

Strategies used by MSCs to locate and learn about potential programs for their schools include the following:

• Contact the federal agency that lists the program as effective

• Contact other schools that are using different programs to get first hand accounts of how they work and how effective they seem to be

• Talk to the program developer(s)

• Talk to other prevention specialists

• Conduct research on the Internet

• Attend program trainings

• Network with other MSCs, as well as with school personnel and community leaders

• Obtain hard copies of printed materials and create an "in house" resource library for all area MSCs

Many MSCs found Patty's process to be both sensible and informative, as well as largely similar to their own approaches.

"I find the steps that Patty followed are very helpful. Although I did not use the same set of steps as she, I realize that I essentially filtered through available programs in much the same manner."

"I think that Patty's organization skills are superb!..... I do things the same way collecting, sorting, eliminating, and putting information in chart or graph form. It helps to 'picture' the information and bring clarity to the work."

One MSC commented on the case study or story approach of this training:

"I would just like to say how much I enjoyed the format of this training. Walking us through the process helps us to vicariously experience Patty' successes and the barriers that she encountered."