• the immediate and long-term undesirable physiological, cosmetic, and social consequences of tobacco use
• the reasons that adolescents give for smoking or using tobacco
• peer norms and social influences that promote tobacco use
• refusal skills for resisting social influences that promote tobacco use.

Principles of Effectiveness
TUPE funded programs must:

• be based on an objective assessment of objective data regarding the incidence of violence and illegal drug use in the elementary and secondary schools and the communities to be served,
• be based on an established set of performances measures aimed at ensuring that elementary schools, secondary schools, and communities served by the program have a safe, orderly, and drug-free learning environment,
• be based on scientifically based research that provides evidence that the program to be used will reduce violence and illegal drug use,
• be based on an analysis of the data available, prevalence of risk factors, protective factors, or other variables identified through scientifically based research,
• include meaningful and ongoing consultation with and input from parents in the development of the application and administration of the program or activity.

be evaluated periodically against locally selected performance measures and modified over time (based on the evaluation) to refine, improve, and strengthen the program.

Title IV, Part A - Safe and Drug-Free Schools and Communities Act Fact Sheet

On January 8, 2002 , the President signed into law the No Child Left Behind Act of 2001 (NCLB), which reauthorizes the Elementary And Secondary Education Act (ESEA) of 1965. The Safe and Drug-Free Schools and Communities Act (SDFSC) as Title IV, Part A of the NCLB became effective on July 1, 2002 . The purpose of the SDFSC is to support 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.

Overview

Research-validated effective drug and violence prevention programs will both prevent risk behaviors and create safe, disciplined, and drug-free schools conducive to setting high academic standards for all students. Youth development is essential to ensure that all students achieve academically. Garvey School District  is required to develop, implement, and evaluate a comprehensive drug and violence prevention program, with age-appropriate and developmentally based activities, that is coordinated with other school and community-based services. The SDFSC allows local schools to use funds to support the following authorized activities:

• Addressing the consequences of violence and the illegal use of drugs, as appropriate
• Promoting a sense of individual responsibility
• Teaching students that most people do not illegally use drugs
• Teaching students to recognize social and peer pressure to use drugs illegally and the skills for resisting illegal drug use
• Teaching students about the dangers of emerging drugs
• Engaging students in the learning process
• Incorporating activities in secondary schools that reinforce prevention activities implemented in elementary schools

Principles of Effectiveness

Garvey school Districts receives SDFSC funds and must use such funds to carry out activities that comply with the Principles of Effectiveness. For a program or activity developed pursuant to this subpart to meet the Principles of Effectiveness, such program or activity shall meet the following criteria:

In General

• Be based on an assessment of objective data regarding the incidence of violence and illegal drug use in all schools and communities to be served, including an objective analysis of the current conditions and consequences regarding violence and illegal drug use, including delinquency and serious discipline problems, among students who attend such schools.
• Be based on an established set of performance measures aimed at ensuring that the elementary schools and secondary schools and communities to be served by the program have a safe, orderly, and drug-free learning environment.
• Be based on scientifically-based research that provides evidence that the program to be used will reduce violence and illegal drug use.
• Be based on an analysis of the data reasonably available at the time, of the prevalence of risk factors, including high or increasing rates of reported cases of child abuse and domestic violence; protective factors, buffers, assets; or other variables in schools and communities in the state identified through scientifically based research.
• Include meaningful and ongoing consultation with and input from parents in the development of the application and administration of the program or activity.

IDENTIFICATION OF NEEDS

A. The need for systematic plan for ensuring safe schools

B. The need to implement programs that build alternative behaviors to violence

C. The need to continue the district attendance improvement program

D. The need to work with stakeholders throughout the community to address drug, alcohol, tobacco and school violence issues