Walnut Elementary School in Newbury Park, California, submitted the following proposal and was selected for inclusion in the Safe and Drug-Free Schools Recognition Program:
"CONTEXT STATEMENT
Walnut Elementary School, one of 26 schools in the Conejo Valley Unified School District, is located in Conejo Valley, a suburban area with an overall population of approximately 100,000 in the southeast portion of Ventura County, California. The immediate community is approximately 50 miles northwest of the Los Angeles Civic Center. Walnut's attendance area includes homes with prices in the low to moderately expensive ranges, apartments and condominiums. Much of the available employment in the immediate vicinity is in the areas of technology, assembly work, medical/biological/pharmaceutical research, warehousing, and consumer sales. It is close to neighborhood shopping centers; parks; an intermediate school; a high school; private, co-op and church preschools; an industrial park and a recently completed Civic Arts Center within 7 miles. Additionally, California Lutheran University, a four year university with graduate schools and Moorpark Community College are both within the community at large.
Walnut has a population of 497 students in grades K through sixth with a significant student mobility rate due to the large number of rental units available in the area and the need by many parents to commute for employment reasons. The Walnut School community is 68.7% white, 17.7% Hispanic, 6.4% Asian and 8.6% others including African American, Native American, Filipino and Pacific Islander individuals. Approximately, 9% of the students are limited- or non-English speaking. The school serves approximately 77 free and 43 reduced lunches daily. As of fall 1992, Walnut was designated as a Chapter I school, with approximately 25% of its population participating in the program by attending an 'extended day' five days/week that includes breakfast.
Walnut was constructed in 1961 with a traditional architectural design. The school consists of an administrative unit, a library, 2 portable buildings for a Special Day Class (SDC) and the District-run Child Care Program, and a cafetorium. Openings between most classrooms have been made to facilitate team teaching.
The school's staff is composed of 15 Classroom Teachers and three Special Education Teachers (Learning Handicapped). The support staff includes a half-day Miller Unruh K-3 Reading Teacher, a full-time Resource Specialist, a part-time Speech and Language Specialist, a 2 hours/day Chapter I Specialist and a part-time School Psychologist. Other staff members include instructional assistants for the special education classes, two 3 hours/day Primary Intervention Program Child Guidance Assistants for Grades K-3, a School Nurse 2 days per month, a 3.5 hours/day Health Clerk, a 3.5 hours/day SIP/Chapter I clerk, a half-day Science Support Teacher and a School Secretary. The certificated and classified staff are experienced, competent and creative individuals.
Today, a majority of parents in the Walnut community have a strong, enthusiastic and supportive commitment to the school's educational program and services. While the population maintains a high rate of single-parent and two-parent working families, a small core of available and dedicated parents supply many hours of volunteer help in the classrooms, for PTA activities and School Site Council participation. These dedicated parents have supported and provided for the Library Program, Parent Education Programs, School Assemblies, Field Trips, Class Parties, Red Ribbon Week, Curriculum Enrichment Programs and many other programs that contribute positively to the overall environment as an active center for learning throughout the entire day, extending beyond actual school hours. The school has become an integrated part of the community and the community more and more a part of the school.
NOMINATION ABSTRACT
The mission of the Conejo Valley Unified School District and of Walnut School is to meet the academic, cultural and individual needs of students in order to prepare them to make a meaningful contribution to a democratic society. The Board of Education believes that this mission can be best achieved through the uniform application of a standard of higher expectations in all areas for students, district employees and parents of students.
The goals embodied in this mission statement are only enhanced by striving towards the National Education Goal of providing a safe, disciplined and drug-free school. Walnut's vision for accomplishing these goals include: increasing technology as a learning tool in all areas of the educational process; a committed staff providing a rich and diverse meaning-centered curriculum for students; involved parents who are partners in the decision making process; actively engaged students in school learning; and community support through the use of the many resources and talents available. Staff, parents and students are aware, however, that these goals can only be accomplished in a setting that is safe for all, conducive to learning and free of drugs, violence, firearms and alcohol.
For a number of years, Walnut has always encouraged staff to use positive values and approaches in interacting with students and the community. However, approximately 7 years ago, they became very concerned about increases in the numbers of discipline problems, more violent/acting out behavior, less caring attitude about others, attendance problems and apparent TAOD involvement/experimentation among its students. It seemed that students were always in fights, teachers had more disruptions from students in the classroom, and parents often were defensive when contacted about student behavior problems. Walnut dedicated itself to reassessing changing climate of the school and neighborhood and making changes in their programs to address the issues that surfaced.
Other related information assisted Walnut staff in evaluating the need for change. The Skager Report on the Substance Use Survey, conducted randomly among 7th, 9th, and 11th grade students in the district on odd-numbered years indicated that some of the TOAD activity and experimentation begins at least as early as the age of 11. National research indicated that at least 25% of students could be negatively affected by the substance use of others. Further, local statistics supported the notion of an increase in social problems in the community such as gang and gang-like behavior, domestic and other violence, drinking, and drive-by shootings. Thus, the staff dedicated itself to addressing issues within the purview of the school and to making the school a more safe, secure and TAOD free environment conducive to learning.
Walnut has implemented a number of changes in several areas to meet this goal including: (1) Discipline: For example, students are taught how to play games on the playground, parents are asked to conference with the principal on the child's first fight; parenting skills classes are offered; numerous recognition and awards programs were developed and implemented; the Student Council is more involved in decision making areas, etc.; (2) Curriculum: Increased student participation was enhanced to encourage them in taking ownership in their own learning process; QUEST International Programs were implemented at each grade level, to increase self responsibility for actions and behavior and to build the underlying message of 'no tolerance' for TAOD use; etc.; (3) Staff Development: Increased teacher and other staff training in areas of TAOD use, violence, conflict resolution, etc.; (4) Parent Training and Involvement: Development of parenting skills classes, providing incentives for parents to attend special events/meetings, providing training to parents while seated with their child in assemblies, etc.: (5) Additional Support Programs: Enhancement of the Student Study Team process for assessment of individual student needs and implementation of interventions and strategies to meet those needs; PIP for Grades K-3, an intervention program for at-risk students for later problems, etc.; SARB, with better follow-up with attendance situations; Child Care Program for before and after school care for working parents and to reduce 'latch key' situations; etc.; (6) Community Involvement: Obtaining sponsors for different recognition and curricular programs from Car's Jr., Pizza Hut, California Lutheran University, the high school and intermediate schools, Amgen, the City for Red Ribbon Week, the Sheriff's Department, Mental Health.
The results of these efforts have been outstanding. For instance, parents' attendance at most of the evening and after school events is at a rate of 70-80%. The student-run Student Council of over 50, handle, direct and involve others in the Red Ribbon Week which is a huge activity at Walnut. They are involved in decisions about their school's discipline policies, activities, and general functioning. The campus is a closed campus, and legitimate entry can only be gained through the front gate adjacent to the school office. The availability of community and local school assistance has multiplied providing models and support for Walnut students. All of this has happened because the campus is a safe place to learn and to be. . . .
DEVELOPING AND IMPLEMENTING THE DRUG EDUCATION AND PREVENTION PROGRAM
Please describe the specific components of your program, and state how long each component has been in operation.
1. Primary prevention curricula:
a. How was the drug prevention curriculum selected?
Originally, a program developed earlier by several teachers throughout the district was revised and implemented during 1987-88. Concomitantly, the QUEST International 'Skills for Adolescents' was piloted at the intermediate school in the area with such success, that it was reviewed by Walnut staff, district curriculum committee and eventually adopted as the curriculum best suited to deal with TAOD, violence, behavior problems, problem solving, etc. It contained the strong underlying messages for appropriate social skills, building self-esteem and 'no use/no tolerance' for TAOD. SSC and PTA also reviewed the program and supported its use. Walnut staff was trained and has implemented the program throughout the grades.
b. How is drug prevention taught at all grade levels and integrated into specific content areas?
The QUEST Curriculum Programs of Skills for Growing for grades K-5 and Skills for Adolescents for grade 6 are taught throughout the year. The programs have age appropriate instruction and activities for students with follow-up assignments, projects and community service that involve parents, the community, other adults and peers. Follow-up activities are easily integrated into other curricular areas such as social studies, reading, language and science, not to mention the daily routines of being in school. The curriculum can be 'lived' as it is 'learned.' Broad goals and objectives for Grades K-5 which are operationalized for different age groups include: 'Feeling comfortable and valued as a member of the classroom and the school community,' 'Using interpersonal skills in relating to others,' 'Learning how to make positive and responsible decisions and say no to harmful ones (such as TAOD use),' 'Promoting healthy lifestyles free of the harmful effects of tobacco, alcohol and other drugs,' and 'Valuing and respecting ourselves and others.' For Grade 6, the goals and objectives are further expanded, appropriate for students entering teen-age years, and include increased learning of skills and strategies for handling conflicts, decision making, and living health and TAOD free. As with the other grades, the units involve assignments, projects and activities that ask the students to implement what they have learned with others, their parents and the community at large. The consistent message throughout the curriculum for TAOD is 'no tolerance, no use.'
2. No-Use Philosophy
a. How is a clear 'no-use' message promoted in the TAOD curriculum, supplemental materials, and in teaching?
As outlined in 1.b above, the 'no-use' message permeates the QUEST and other curriculum throughout the day, in and out of the classroom. Reminders are presented through assemblies, parent involvement, review of school rules and visuals spread around school. For instance, a significant opportunity to reinforce the 'no use' message occurs during Red Ribbon Week, which is run by the Student Council. Students obtain signed pledges for 'no use' from others, including adults, display signs and posters throughout the campus and plan assemblies.
b. What measures are taken to help students counter the influence of advertising of alcohol and tobacco products and understand ways in which marketeers seek to increase product consumption through targeting youth?
Teachers provide in-class activities to counter the effects of advertising and targeting of youth for TAOD use. QUEST provides instruction and hands-on experiences with decision making and critical thinking skills for countering advertising. Media techniques and analyzing specific messages of advertising is discussed with 5th and 6th graders. . . .
EDUCATING AND TRAINING STAFF
1. What is being done to ensure that staff understand their roles and responsibilities in the application of the TAOD and discipline policies and that staff can address TAOD prevention and school safety needs of students at school and school-sponsored activities?
All teachers, the principal and several other staff members have received an initial three days of training for implementation of the QUEST curriculum with follow-up Energizer Sessions, discussions and planning sessions scheduled to review/renew skills, develop appropriate activities, network ideas for program improvement, etc. Regularly scheduled staff meetings address one or more issues about meeting student needs and activities to be implemented. Additionally, the SST develops a plan of action for each student referred which is shared with those who will be involved in working with the student including the teacher, nurse, special ed teacher, PIP staff, etc. Involvement in the SST is an ongoing inservice training forum as new ideas are continually discussed. All staff are trained in the purpose of the SST and the process for referring students. Additionally, Walnut has assessed all primary grade students using the Learning Styles Inventory, another strategy for helping teachers to work with students in their best mode of learning and work. The principal and staff alike are committed to prevention/intervention for TAOD and behavior problems. Thus, there is a willingness to enhance their skills and knowledge.
2. What specific drug, safety, and anti-violence prevention education and training have administrators, teachers, and support staff received in the past 1-3 years?
Along with being trained in QUEST Curriculum, staff have participated in Energizer sessions to enhance their skills and knowledge in these areas. A team of three, including the principal, participated in a 2-day Conflict Resolution training. All teachers have recently received 8 days of inservice training from Amgen for science and working with students to enhance their learning with one more day to go. As mentioned before, the Department of Alcohol and Tobacco, the Sheriff's Department and other agencies have been called upon to provide information and training in the areas of violence, gang involvement and TAOD.
3. Who conducts staff training?
The principal, Sheriff's Department, Department of Alcohol and Tobacco, district staff/specialists, PIP Director and Consultant, Ventura County Superintendent of Schools Office and other agencies as Interface, American Lung Association, etc., provide staff training.
4. What provisions are made at the school or district level for training new employees?
As part of district policy, CVUSD's Personnel Department provides general inservice training for new employees in district TAOD use policies and procedures for staff and students. Although many teachers have knowledge or training in QUEST Curriculum, training and support is offered by the District's DATA Office staff, Walnut School and at the County level. PIP staff are trained through the program's Director and Consultant. The training for PIP occurs at least every two weeks for all PIP staff including new members. Teaming/buddy system between teachers is utilized also for all new staff so that the new person has at least one contact person for assistance.
5. How have staff used this training in the classroom and/or in school programming?
QUEST, PIP, SST, Amgen, Conflict Resolution, Energizer and other training are used to enhance listening skills, awareness of the scope of student problems, parent conferences, recognition of risk factors, and personal growth for staff. These programs are fully implemented."
