Georgia Department of Education
Safe and Drug Free Schools and Communities (SDFSC)
2007 End of the Year Report
System: 660  Fulton County
Consortium Member:
RESA: 856  Metro Georgia RESA
N
PURPOSE: Title IV-A Safe and Drug-Free Schools and Communities Program (SDFSCP) is to establish, operate, support and/or improve programs that prevent violence in and around schools; that prevent the illegal use of alcohol, tobacco, and drugs; that involve parents and communities; and that are coordinated with related Federal, State, school and community efforts and resources to foster a safe and drug-free learning environment that supports student academic achievement.

Services Provided

Please indicate the services provided to students, teachers, and others involved in your SDFSC Program.

Please Respond
Yes No  After-School Programs
Yes No  Alternative Education
Yes No  Before-School Programs
Yes No  Character Education
Yes No  Classroom Management
Yes No  Community Service Projects
Yes No  Conflict Resolution
Yes No  Curriculum Development or Acquisition
Yes No  Drug Prevention Instruction
Yes No  Drug Testing
Yes No  EBIS - Effective Behavioral & Instructional Support: Elementary School
Yes No  EBIS - Effective Behavioral & Instructional Support: Middle School
Yes No  Parent Education Involvement
Yes No  Peer Mediation
Yes No  Student Services (Counseling, mentoring, identification and referral)
Yes No  Safe and Drug-Free Schools and Communties Advisory Committee
Yes No  School Discipline
Yes No  Security Equipment
Yes No  Security Personnel
Yes No  Special (one-time) Events
Yes No  Services for Out-of-School Youth
Yes No  Teacher Training
Yes No  Violence Prevention
Yes No  Walk-Through Metal Detectors: Elementary School
Yes No  Walk-Through Metal Detectors: Middle School
Yes No  Walk-Through Metal Detectors: High School
Yes No  Other

List Additional Services Provided:

Drug and Violence Prevention Initiatives (i.e., Health M Powers) Persistently Safe Schools

Services Comments:

 

Populations Targeted

       Please Respond
      Yes No    Juveniles in detention facilities
Yes No    Out-of-school youth
Yes No    Students in general
Yes No    Teachers and other school staff
Yes No    Other
Community Involvement with:
Yes No    fund raising
Yes No    joint/cooperative service delivery
Yes No    parent involvement
Yes No    planning/consultation
Yes No    public awareness
Yes No    referrals
Yes No    student participation
Yes No    teachers/staff training

If Other is selected above, please specify.

 

Program Curricula

Please indicate how alcohol and drug abuse prevention instruction is implemented and any specific curricula used to supplement drug and violence prevention instruction.

       Please Respond
                                         Yes No    A sequential K-12 drug education curriculum is implemented.
Yes No    Program(s) have been initiated to prevent violence
Yes No    Program(s) have been initiated to address illegal gang activity

Elementary(K-5)

Yes No    At least one science based program
Yes No    At least one science based strategy
Yes No    LifeSkills Training
Yes No    Get Real About Violence
Yes No    Growing Healthy
Yes No    I Can Problem Solve
Yes No    Olweus Bullying Prevention
Yes No    PATHS (Promoting Alternative THinking Strategies)
Yes No    Project ALERT
Yes No    Project Towards No Tobacco Use (TNT)
Yes No    Second Step
Yes No    Strengthening Families Program
Yes No    Strengthening Families Program: For Parents and Youth 10-14
Yes No    Too Good For Drugs
Yes No    Too Good For Violence
Yes No    Other:   (Other activities must be included in Title IV SDFSC Legislation under Section II Authorized Activities unless a waiver has been approved.)

Middle (6-8)

 Yes No    At least one science based program
Yes No    At least one science based strategy
Yes No    All Stars
Yes No    Get Real About Violence
Yes No    I Can Problem Solve
Yes No   LifeSkills Training
Yes No   Lions-Quest Skills for Adolescence
Yes No    Olweus Bullying Prevention
Yes No    PATHS (Promoting Alternative THinking Strategies)
Yes No    Project ALERT
Yes No    Project Towards No Tobacco Use (TNT)
Yes No    Second Step
Yes No    Strengthening Families Program
Yes No    Strengthening Families Program: For Parents and Youth 10-14
Yes No    Too Good For Drugs
Yes No    Too Good For Violence
Yes No    Other:   (Other activities must be included in Title IV SDFSC Legislation under Section II Authorized Activities unless a waiver has been approved.)

High (9-12)

Yes No    ADAP (Alcohol & Drug Awareness Program)
Yes No    Get Real About Violence Program
Yes No    Olweus Bullying Prevention
Yes No    Project Towards No Tobacco Use (TNT)
Yes No    Reconnecting Youth
Yes No    Too Good For Drugs and Violence
Yes No    Other:   (Other activities must be included in Title IV SDFSC Legislation under Section II Authorized Activities unless a waiver has been approved.)
Get Real About Tobacco

Program Comments:

Salaries and Other Funds Provided
       Please Respond

  

 Yes No   Audit cost
Yes No   Counselors
Yes No   Indirect cost
Yes No   Nurse
Yes No   Program or Clerical Assistant
Yes No   School Resource Officer  
      (If yes, complete next section)(if no, go to Driver's ED)
Yes No   School social worker
Yes No   System SDFSC program specialist
Yes No   Teachers
Yes No   Other  List Other Salaries

 

School Resource Officers (SRO)

Please respond if the system employs School Resource Officers and provide the requested information. Please explain if officers are other than School Resource Officers.

Elementary  (K-5)

   Number of schools with SROs?
Yes No    Are SROs allowed to carry weapons on campus?  
Yes No     Is drug and violence prevention instruction provided?

Middle (6-8)

   Number of schools with SROs?
Yes No    Are SROs allowed to carry weapons on campus?
Yes No    Is drug and violence prevention instruction provided?

High (9-12)

   Number of schools with SROs?
Yes No    Are SROs allowed to carry weapons on campus?
Yes No    Is drug and violence prevention instruction provided?

Comments:

SRO's are not permanently assigned to elementary schools. However, services are provided to elementary schools by most SROs.

 

Driver's Education

       Please Respond
                Driver's Education is:
Yes No     offered by the system
Yes No     offered during the school day
Yes No     offered after school hours
Yes No     offered in the summer

 

Technical Assistance Received

Please indicate the assistance received for planning, implementing, and evaluating the substance use and violence prevention efforts through SDFSC programs and activities. Check all that apply.

Regional Educational Service Agency
(RESA)

Yes No   Budgeting
Yes No   Consolidated applications
Yes No   Evaluation
Yes No   Individual consultation
Yes No   Needs assessment
Yes No   Network meeting
Yes No   Planning
Yes No   Professional learning
Yes No   Program specific needs
Yes No  Other    List Other Assistance
N/A

Georgia Department of Education
(GDOE)

Yes No   Budgeting
Yes No   Consolidated applications
Yes No   Evaluation
Yes No   Individual consultation
Yes No   Needs assessment
Yes No   Network meeting
Yes No   Planning
Yes No   Professional learning
Yes No   Program specific needs
Yes No  Other    List Other Assistance
N/A

Outside Sources

Yes No   Budgeting
Yes No   Consolidated applications
Yes No   Evaluation
Yes No   Individual consultation
Yes No   Needs assessment
Yes No   Network meeting
Yes No   Planning
Yes No   Professional learning
Yes No   Program specific needs
Yes No  Other    List Other Assistance

Evaluation

       Please Respond
Needs Assessments Utilities Yes No  FY07 Locally Developed Survey
Yes No    FY07 GA Student Health Survey II
Yes No    FY07 Outside Vendor
Other:

Explain how the LEA assessed progress towards its performance measures.

The Safe and Drug-Free Schools/Communities Program was evaluated at the central office and the local school levels. Data outlining the nature of service delivery and context were analyzed to create process evaluation reports. These reports captured the extent of activity, sequence of events, and level of participation of all SDFS programs and activities. These reports also included, but were not limited to: archival data on number and frequency of trainings, participants trained, meetings attended, presentations requested and provided, support group sessions, materials distributed and sponsored/co-sponsored activities. Observational data noting changes in the attitudes, knowledge, and problem behaviors were used to create outcome evaluation reports. These data were also used to determine short-range impact from activities documented by process evaluation measures. Data included baseline information on the number of programs and activities generated, pre/post test knowledge measures from program and training curricula, and the number of individuals served by these programs. Participant perceptions of program effects and changes in problem incidences were also recorded. Impact evaluation measures were used to determine the overall effectiveness of all program and activities. Data sets received from PRIDE Parent surveys and GDOE Student surveys will be used to determine the impact of our education, prevention and intervention activities. Data sets captured from surveys and program evaluations were reviewed and used to determine short and long-term impact. Programs were refined, modified, and replaced to increase effectiveness with students. Year end data was also used to determine if/when programs and activities should be eliminated.

Explain how the LEA publicly reported progress towards its performance measures.

A draft copy of the Safe and Drug-Free Schools/Communities Program application for financial assistance was shared with the Consultation Committee members for their review and comments. A copy of the application will also be placed on the Fulton County School System SDFS Program web page. Access to the Safe and Drug-Free Schools/Communities Program progress towards its performance measures was provided through: - FCSS Employees Intranet - SDFS and Curriculum Website - Georgia Department of Education Annual Report - SDFS Consultation Committee Meetings.

Describe the drug and violence activities implemented, including how the prevention activities met the Principles of Effectiveness.

Drug and Violence Prevention Curricula: • Get Real About Tobacco is a Promising Program for grades 9-12 • Too Good for Drugs is Scientifically-Based for grades 6-8 • Second Step Violence Prevention is Scientifically-Based for grades K-8 • Botvins Life Skills is Scientifically-Based for grades K-12 (Greatest Needs Schools) • Stop Bullying is a Promising Program for grades 3-5 • Stand Up!Speak Out! is a Promising Program for grades 5-9 • G.R.E.A.T is an authorized activity for grades 3-8. • Out-of-School Alternative Suspension Programs (Title IV Waiver Form available): Community-based agencies were contracted to operate an alternative to suspension for Fulton County School System students. This program was designed to reduce repeated discipline referrals and suspensions among students in grades 6-12. • Professional Development (Title IV Waiver Form available): Professional development was offered using the Training of Trainers (TOT) model. Groups of school system employees, parents and community representatives participated in selected workshops, conferences, and trainings throughout the school year and summer. These individuals developed in-services for others in their local schools and communities.

Explain how these evaluations of effectiveness were used to refine, improve, and strengthen the program.

Data sets captured from surveys and program evaluations were reviewed and used to determine short and long-term impact. Programs were refined, modified, and replaced to increase effectiveness with students. Evaluation data was also used to determine if/when programs and activities should be eliminated.

How were services being targeted to the schools and students with the greatest needs? (Include information on Persistently Dangerous Schools.)

Students, programs and services were identified using "needs" information from: • Discipline Data • Suspension Records (ISS/OSS) • Campus Police Data • Unsafe Schools Choice Option (USCO) Data • Drug Use Data (PRIDE Student and Parent Survey) • Insight Drug Intervention Program Data • Stopping Acts of Violence Through Education (SAVTE) Data These data sets for at-risk youth populations were reviewed to establish the needs for programs and services. The Title IV Grant provided financial and technical assistance to support approved system and local school strategic planning goals with objectives in the following areas: Unsafe School Choice Options (USCO), FCBOE system priorities, safety and climate; discipline; parental involvement; drug and violence prevention for schools with the greatest needs. Based on the findings, programs were expanded, developed, and/or modified to meet the needs of these populations.

How were parents informed of, and how did they participate in violence and drug prevention efforts?

Parents were informed through their participation in: • SDFS Consultation Committee Meetings • PTA Council Presidents Meetings • Screening and review of the SDFS Application of Financial Assistance • SDFS information and updates on the Fulton County Schools' Curriculum website • Drug Use/Violence Prevention Survey • Collaborative programs, services and activities with community-based agencies.

How was the plan coordinated with other federal programs under NCLB and with other federal, state, and local programs for drug and violence prevention?

All "Title" program grant coordinators collaborated to complete the consolidated application. Coordinators used the system's data sets to determine "needs", common goals were identified and objectives developed to address system's priorities that included drug and violence free schools/communities. Collaborative support was provided from these program grants for use of best practices, strategies and activities to reach goals and objectives.

Exemplary Programs/Successful Activities

In order to provide others with information about programs or activities that really work, please use the space on this page to describe outstanding efforts during the last year (including outcomes).

RESOURCES FOR PROFESSIONALS P. O. Box 1952 Beaufort, SC 29901 (843) 838-7617 Dr. Terry Alderman, President Jordan Reeves, Associate Discipline Staff Development Training Meet with entire staff from 8:30 to 11:30 Presentation will include the De-Escalation Model; Strategies for Success in the Classroom, Hallway and School-wide; How We Lose Power; Accommodations to Make for Different Learners; and the First Day Check List. Meet with Teaching Assistants from 12:30-1:30 Presentation will include De-Escalation Model for Working with Another Adult; Strategies for Assistants, and Cafeteria Management of Students. Meet with K-2 Teachers from 1:30-2:30 Presentation will include specific strategies to use with younger students and format will include question and answer session. Meet with 3-5 Teachers from 2:30 -3:30 Presentation will include specific strategies for older students and format will include question and answer session. “Taking the School’s Temperature” • Watch how the students arrive and are greeted • Observe in the office and observe parent interaction • Evaluate hall and cafeteria behavior, as well as special areas such as art, music, PE and computer labs. • Visit as many classrooms as possible to get a feel for classroom management and time on instruction. • Stay for dismissal and watch the exit procedure. • Transitions will be observed in every area of the school and a climate report can be given to the faculty either orally at the end of the day, or a written report for administration to share at a later time • Plans can be made noting areas of strength and areas of improvement needs • Work with teachers that may have difficult to manage students or classroom management issues. • Observe in each classroom for 30 minutes and will hold a 20 minute conference with the teacher following the observation. • Meet with the teacher immediately following the observation, or do several observations in a row, and then several conferences in a row. Objective: Improve School Climate/Discipline Critical area: Discipline/Violence – Classroom Management Training Population Served: Entire school population at Spalding Drive Charter ES # of Participants approx. 90 staff members (impacts approx. 700 students) Strategies: Train certified and classified staff in Alderman“de-escalation” discipline model strategies. Monitor classrooms on a monthly basis for support and staff development purposes. Performance Measures 85% of the staff members (certified and classified will attend discipline management workshop 1. Decrease the number of office referrals by 15% 2. Decrease the number OSS days assigned per Fulton County Discipline Cycle consequences by 15% Resource Requirements 1. Jordan Reeves Walker Pre-Planning Workshop 2. The Discipline: A Total Approach Resource Book 3. Solving The Discipline Dilemma: How We Can Help 4. Successful Classroom Management Strategies Jordan Reeves Walker Monthly Visitation . The Discipline: A Total Approach Resource Book 3. Solving The Discipline Dilemma: How We Can Help 4. Successful Classroom Management Strategies Baseline Discipline Data 10% of staff have attended an Alderman DATA workshop 304 Office Referrals 41 OSS days Year End (Projected) Discipline Data 85% of staff will have attend workshop Tasks 1. ½ day workshop with certified staff during pre-planning to introduce model 2. Certified staff spend ½ during pre-planning “making’ strategies for their own classroom. 3. ½ day workshop with classified staff during pre-planning to introduce model 1. Visitation of each classroom to “take building temperature”. 2. General suggestions for entire school. 3. Specific suggestions for specific staff members or specific strategies to implement with specific students. Met/Unmet 90% of staff participated in pre-planning workshops. 239 Office Referrals (Met) 97 OSS(Unmet) Comments Some staff were hired after the beginning of the school year. Therefore they were not present at the initial training. More classroom referral interventions evident Ms. Reeves Walker meeting and following up with specific students and staff of “concern” to provide continual support (scheduled on a monthly basis). The AP was absent from the building due to military duty for extended periods of time throughout the school year. Of the 97 OSS days – 29 were related to Informal Hearing cases and 26 were assigned to special education students identified as EBD.

Private School Information

Federal legislation requires LEAs to provide opportunities for private schools to be included in SDFSC program activities, if they so choose. Be sure to keep on file a copy of the correspondence advising private schools of the opportunity for participation and be able to show proof (i.e., certified letter receipts) that the letter was sent and received by the private schools.

Yes No    Private Schools are in the area, if no, stop here.
Please respond

Yes No   Curriculum provided?
Yes No   Documentation of notification is on file?  
  Number Enrolled  
  Number Served  
Yes No   Private School students were served?
Yes No   Staff attended Professional Learning workshops/sessions  
Yes No   Technical assistance provided?  
Yes No   Training(s) were offered to staff?  
List the curriculum/curricula:

Unsafe School Choice Option (USCO)

In accordance with the State Board of Education's USCO rule (160-4-8-.16), please indicate the number of students who transferred to another school because they were a victim of a violent criminal offense. If none, please enter "0."  

Number of Students: 0

 

Transferability

Part of Title IV funds were transferred to another Federal Program. Yes No

Assurances

By checking this box, the Safe and Drug-Free Schools Program Specialist assures the Georgia Department of Education that the information included in this Annual End of the Year Report is accurate and complete. Yes No

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