The following self-assessment instrument was developed by the Western Regional Center for Drug-Free Schools and Communities (Yen & Brinkerhoff, 1992, pp. 7-15 - 7-19) to assist schools in identifying areas that need additional development in their drug and alcohol education programs:
| I. SCHOOL TEAM INVOLVEMENT | Not at all like our program <-- |
A lot like our our program --> |
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| 1 . The school team has a range of representation from school leadership to community members. | 1 | 2 | 3 | 4 | 5 |
| 2 . The school administration has given the team the time and resources to complete the planning process. | 1 | 2 | 3 | 4 | 5 |
| 3 . A school team leader has been selected and understands his/her role. | 1 | 2 | 3 | 4 | 5 |
| 4 . The school team leader is able to access team interests and abilities and make effective and efficient assignments. | 1 | 2 | 3 | 4 | 5 |
| 5 . School team members feel comfortable in working through the process with other team members. | 1 | 2 | 3 | 4 | 5 |
| II. PARENT/COMMUNITY INVOLVEMENT | |||||
| 1 . Parents are included in the needs assessment and planning process. | 1 | 2 | 3 | 4 | 5 |
| 2 . Community members are included in the planning and implementation. | 1 | 2 | 3 | 4 | 5 |
| 3 . Parent education is available for parents at all grade levels. | 1 | 2 | 3 | 4 | 5 |
| 4 . Special programs to involve parents of high-risk students are included. | 1 | 2 | 3 | 4 | 5 |
| 5 . Parents see themselves as integrally involved in the drug and alcohol prevention programming. | 1 | 2 | 3 | 4 | 5 |
| III. NEEDS ASSESSMENT | |||||
| 1 . Needs assessment information is gathered on an ongoing basis. | 1 | 2 | 3 | 4 | 5 |
| 2 . A survey of student drug and alcohol use had been conducted. | 1 | 2 | 3 | 4 | 5 |
| 3 . Data collected are used in planning a comprehensive drug and alcohol education program. | 1 | 2 | 3 | 4 | 5 |
| IV. PROGRAM PLANNING | |||||
| 1 . Clear goals and objectives have been established for all elements of a comprehensive drug-free schools plan | 1 | 2 | 3 | 4 | 5 |
| 2 . Goals and objectives have been presented to and approved by school/district administration. | 1 | 2 | 3 | 4 | 5 |
| 3 . Staff assignments to carry out the objectives have been approved by the school/district administration. | 1 | 2 | 3 | 4 | 5 |
| 4 . Goals and objectives have been shared with the entire school staff and supported by them. | 1 | 2 | 3 | 4 | 5 |
| V. POLICY DEVELOPMENT | |||||
| 1 . Clear and consistent policies related to drug and alcohol use exist at school and district levels. | 1 | 2 | 3 | 4 | 5 |
| 2 . Existing policies deal with all important issues relating to drug and alcohol prevention. | 1 | 2 | 3 | 4 | 5 |
| 3 . Policies are known by staff and students. | 1 | 2 | 3 | 4 | 5 |
| VI. IMPLEMENTATION OF PREVENTION CURRICULUM | |||||
| 1 . Prevention goals and objectives include curriculum from K- 1 2 as well as other prevention activities. | 1 | 2 | 3 | 4 | 5 |
| 2 . Teachers and staff involved in programming have ample opportunity for and participate in initial and ongoing training. | 1 | 2 | 3 | 4 | 5 |
| 3 . Training opportunities are taken as a sequence of related activities for a comprehensive program and are not viewed as "one shot" offerings. | 1 | 2 | 3 | 4 | 5 |
| 4 . The curriculum and program activities are being implemented as intended. | 1 | 2 | 3 | 4 | 5 |
| 5 . There are sufficient numbers of instructional materials and program kits available. | 1 | 2 | 3 | 4 | 5 |
| VI. IMPLEMENTATION OF ASSISTANCE PROGRAMS | |||||
| 1 . A Student assistance program is in place in elementary, middle, and secondary schools. | 1 | 2 | 3 | 4 | 5 |
| 2 . Expectations of school staff in the area of intervention are clear. | 1 | 2 | 3 | 4 | 5 |
| 3 . Ongoing supervision and feedback is provided to teachers and staff in the school. | 1 | 2 | 3 | 4 | 5 |
| VIII. EVALUATION | |||||
| 1 . An ongoing system of collection of evaluation information is in place. | 1 | 2 | 3 | 4 | 5 |
| 2 . Both implementation and impact data are being collected. | 1 | 2 | 3 | 4 | 5 |
| 3 . Data are used to modify or focus programs. | 1 | 2 | 3 | 4 | 5 |
| IX. DISSEMINATION | |||||
| 1 . Key elements of the program are communicated to parents, community members, and the general public. | 1 | 2 | 3 | 4 | 5 |
| 2 . These audiences get periodic reports or announcements of important program activities. | 1 | 2 | 3 | 4 | 5 |
| 3 . Evaluation and needs assessment information is provided to the administration and the public. | 1 | 2 | 3 | 4 | 5 |
|
Total Score for Area | ||||
| I. | SCHOOL TEAM INVOLVEMENT | ____ | /5= | ____ |
| II. | PARENT/COMMUNITY INVOLVEMENT | ____ | /5= | ____ |
| III. | NEEDS ASSESSMENT | ____ | /3= | ____ |
| IV. | PROGRAM PLANNING | ____ | /4= | ____ |
| V. | POLICY DEVELOPMENT | ____ | /3= | ____ |
| VI. | IMPLEMENTATION OF PREVENTION CURRICULUM | ____ | /5= | ____ |
| VII. | IMPLEMENTATION OF ASSISTANCE PROGRAMS | ____ | /3= | ____ |
| VIII. | EVALUATION | ____ | /3= | ____ |
| IX. | DISSEMINATION | ____ | /3= | ____ |
Priority rank the above components of a school program based on the numbers in the final column. Priority rank #1 is assigned to the lowest number. #2 is assigned to the next lowest number, etc.
CATEGORY:
____TEACHER
____ADMINISTRATION
____COUNSELOR
____OTHER
References