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Exemplary
Programs
- Athletes Training and
Learning to Avoid Steroids (ATLAS)
- CASASTART
- Life Skills Training
- OSLC Treatment Foster Care
- Project Alert
- Project Northland—Alcohol
Prevention Curriculum
- Project T.N.T.—Towards
No Tobacco Use
- Second Step: A Violence
Prevention Curriculum
- Strengthening Families
Program: For Parents and Youth 10-14
Promising Programs
- Aggression Replacement
Training
- Aggressors, Victims, and
Bystanders: Thinking and
Acting to Prevent Violence
- Al's Pals: Kids Making
Healthy Choices
- All Stars (Core Program)
- Child Development Project
- Community of Caring
- Connections
- Creating Lasting Family
- Facing History and Ourselves
- Growing Healthy
- I Can Problem Solve
- Let Each One Teach One
Mentor Program
- Linking the Interests of
Families and Teachers (LIFT)
- Lions-Quest Skills for Adolescence
- Lions-Quest Working
Toward Peace
- Michigan Model for
Comprehensive School Health Education
- Minnesota Smoking
Prevention Program
- Open Circle Curriculum
- Peace
- Peacebuilders
- Peacemakers Program
- Peers Making Peace
- Positive Action Program
- Preparing for the Drug-
Free Years
- Primary Mental Health
Project
- Project STAR
- Promoting Alternative Thinking Strategies (PATHS)
Curriculum
- Responding in Peaceful and Positive Ways (RIPP)
- Say It Straight Training
- SCARE Program
- Seattle Social Development
Project
- SMART Team
- Social Decision Making/
Problem Solving
- Teenage Health Teaching
Modules
- The Think Time Strategy
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The exemplary programs meet the highest standards of quality and
the promising programs show strong but preliminary evidence that
they too can serve students well. However, schools should not view
the expert panel findings as an "approved list" of programs
that may be supported with Safe and Drug-Free Schools and Communities
grant funds. Expert panel findings are merely examples of effective
and promising programs.
"Our intention is to demonstrate a process that will help educators
make informed decisions about their prevention efforts, not to prescribe
which programs or strategies they should use," said Modzeleski.
"There are many schools across the country that have been extremely
creative in developing their own programs to meet the needs of their
students and communities. They should feel free to continue their
efforts and use the work of the expert panel as a model for how
they can assess the effectiveness of their own local activities."
Panel findings can serve as a tool to assist educators in making
appropriate choices. For example:
- Local schools or school district
prevention committees can use the expert panel criteria and review
process as a basis for analyzing prevention programs under consideration
for selection;
- Local schools or school district prevention
committees can contact program developers and ask similar questions
about what evidence is available to show program claims are valid;
- State education agencies can host conferences
to highlight the programs so that schools and communities can
have a better sense of what they offer;
- Local schools, school districts, or state
boards of education can use the expert panel criteria and review
process as a point of comparison for developing or updating their
own program assessment processes; or
- Individual schools or community groups
that have developed their own programs can use the selection criteria
as a guideline for analyzing and testing the effectiveness of
their own local efforts.
The expert panel findings are not, of course, the
only resource available to assist schools in assessing the effectiveness
of programs and strategies. But the expert panel findings should add
to the growing body of knowledge about what works in the field of
school-based drug abuse and violence prevention.
Contact information for these programs can be found on the SDFS
Web site. A report summarizing the programs will be published
soon. |
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