Integrating GRAA into the Core Curriculum

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Integrating GRAA intothe Core Curriculum

• Presented by
• Jeffrey S. Rain, PhD
• Tracy A. Lewis, BSW, MA Elementary Ed
• Brevard County School District
• Brevard County, Florida

GRAA National Training and TA Meeting Atlanta,
Georgia January 9 12, 2007
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Establishing Buy-In

• Overcoming teacher concerns/fears by using
  teachers who participated before to help in
  training new implementing teachers
• Correlation of Sunshine State Standards to
  lessons
• Clear identification of what is in it for them
  Not more work, but a replacement to what is
  already in place
• Correlation to A requirements for health
  education under which SFDS falls and the District
  Superintendents goals for Brevard County
• Use of top-down recruiting approach
  district-principals-curriculum coordinators-indivi
  dual teachers
• Use of evaluation data

3
Making the Connection Between Prevention and the
Curriculum

• Identification of where Lions Quest fit within
  the existing curriculum
• Glencoe Health book was not a prevention
  curriculum, it held only one chapter of drug
  education --- Now there is a substance abuse
  prevention lessons with a service learning
  component.

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Teacher Training/Professional Staff Development

• Used experienced teachers as a resource to help
  train new implementing teachers (Peer to peer
  training)
• Training provided teachers with inservice credits
  towards recertification (similar to CEUs)
• Teachers are trained 2x per year (Spring for
  benefits and core Fall for re-iteration and
  logistics)

5
Working with Program Developers on Fidelity Issues

• Program staff, evaluators and program developers
  worked together to adapt program, while
  maintaining fidelity, to the curriculum window
• Program adaptations to match target population
  (middle to high school students)
• Adaptations were made prior to program inception

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Evaluations

• Feedback Loop Use of evaluation data in
  recruiting and buy-in
• Preliminary results and learning points
• Planned adaptations, minimizing unplanned
  modifications
• Carefully balanced process between fidelity and
  reality to break into the high schools students
  elect class schedule (core and elective), block
  scheduling, no prior comprehensive prevention
  program
• From process and prevention standpoint, our
  initial opinion of why this has been successful
  thus far (in health ed and fitness classes)
  teachers have health and fitness as part of their
  professional careers, and have prior exposure to
  health-related, risk-reduction theory. Less time
  is required to bring these teachers up to speed
  with prevention theory, risk and resiliency,
  healthy choices, etc.

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Reinforcing the Message in Other Activities

• Program components, service learning projects
  which exposed students school-wide
• Other grant elements SADD Clubs gained exposure
  as well and completed many projects school-wide
• Red Ribbon Week
• Prom Promise
• Speakers/Demonstrations
• Poster contests
• Holiday Safety Campaigns
• After completing initial grant requirements for
  implementation, all teachers have continued to
  teach the curriculum without Federal funding
  (sustainability)
• Some teachers have expanded the program to
  include all components of the curriculum and have
  increased the scope of service learning projects

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Measures Used

• Process Evaluation
• Focused on (1) fidelity to the intervention, (2)
  time resources, (3) readiness qualifications
  of staff, and (4) fidelity to management plan.
• Tools used Key Informant Interview, classroom
  observation, and Fidelity Assessment
• Outcome Evaluation
• Self-report surveys (19 scales, including GPRA
  measures Binge drinking, Disapproval of use, and
  Perception of Harm)

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Supportive Data

• Results from 6-month Follow-up Posttest
• Trends for Binge Drinking and Disapproval of Use
• Significant change in Best Friends Use
• Comparison of program adaptations support
  fidelity
• Attrition as process cue for posttest

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Connection with Key Stakeholders Outside of the
School Setting

• Local Lions Quest Involvement
• Continued contact with Lions Quest International
• Service Learning at some of our schools
  Students interviewed community members and also
  created community resource guides
• Building social capital
• For students in the community through service
  learning projects
• For community members connecting with students
  through service learning projects
• For schools as a result of students making the
  connections with community members