Southeast Comprehensive Assistance Center (SECAC) Resources

Note: These resources were produced by the Southeast Comprehensive Assistance Center, which was operated by SEDL from 1995-2005.

Accountability | Language Education | No Child Left Behind | Safe and Drug Free Schools | Reading Success Network

Accountability

Templates for Tracking Trends - Title IV UMIRS Trends - Accountability Reports

Parish school districts in Louisiana have been documenting substance use and violent behaviors using a student survey - Communities That Care (CTC) and discipline data in order to comply with the the U.S. Department of Education's No Child Left Behind Act. Parish CTC survey reports may be downloaded from the Department of Health and Hospitals Web site: http://www.dhh.state.la.us/offices/reports.asp?ID=23&Detail=49). CTC surveys were completed - 1998-1999, 2000-2001 and 2002-2003. Students in Grades 6, 8, 10 and 12 were surveyed. Discipline data is available from Louisiana Department of Education reports submitted to Student Information Systems (http://www.doe.state.la.us/lde/pair/1208.html). However, for many identifying trends becomes an intensive, sometimes complicated data analysis project.

In September 2002, the Louisiana Department of Education, with technical assistance provided by the Southeast Comprehensive Assistance Center (SECAC), identified data measures, benchmarks and performance indicators addressing fifteen required measures within a Uniform Management Information Reporting System (UMIRS). All local educational agencies (LEAs), Title IV - Safe and Drug-free Schools and Communities grantees are to address these performance indicators. The performance measures were to be addressed in each annual Consolidated Application for Federal Programs submitted to the Louisiana Department of Education.

The Louisiana Title IV performance indicators include:

Drunk or High at School
Alcohol, Marijuana or Cigarette Use in the Past 30 Days
Age of First Use: Perceived Health Risk of Drug Use
Attitudes Unfavorable to Drug Use
Carried a Handgun
Attacked at School
Average Age of Involvement in Antisocial Behavior, etc.

As an outcome of technical assistance provided to parishes, the SECAC created a Microsoft PowerPoint© presentation file that allows a school district to track trends for each of the stated performance measures. Two versions of the file were created, one compatible with Windows operating systems and one for MacIntosh. Each file provides bar and line graphs that are animated during a presentation. State data has been inserted for the three survey years. The templates allow local districts to insert district data that can be quickly compared to state data.

Although these graphs depicting trends in substance use and violent behaviors have been designed to track changes for Louisiana public schools, the presentation format is transferable to reporting systems used in other states. Template versions of these files are available for downloading. There is one file for each of the Microsoft PowerPoint platforms - Macintosh and standard Windows platform. Choose the version of the file platform that you wish to use.

Download the Presentation Files

Macintosh	Windows
LA_PI_MACTemplate03_data.ppt	LA_PI_WinTemplate03_data.ppt

Dropout Prevention Template for Writing a Plan Mississippi Education Department, Office of Compulsory School Attendance

All school districts in Mississippi are being asked to write Dropout Prevention Plan by December 15, 2004.

SECAC provided technical assistance to the Office of Compulsory School Attendance, Mississippi Department of Education to support the completion of this activity. Two outcomes of this collaboration have been the development of a Dropout Prevention Plan template document and presentation for the series of five regional training workshops completed September 14-29, 2004. The workshops provided information useful to local educational agencies (LEAs) in the writing their initial district plan.

Two files that were distributed during these workshops are available for downloading:

DO_PrevPlan 091404.pdf - The packet distributed to participants includes copies of presentation slides.
MS_DOPlanp_0904.doc - The template for writing the plan. It is a protected Word document permitting word processing in only identified sections of the document.

For further information related to this activity contact

Templates for Tracking Trends - Louisiana School Accountability Reports

Parish school districts and schools in Louisiana have received Accountability Reports in two forms: School Report Cards for Parents and Principals (Louisiana Department of Education Web site: http://www.doe.state.la.us/lde/ssa/testhome.html). The data contained in these summaries include:

School Performance Score
LEAP 21 Test Performance by Achievement Level for Grades 4 and 8 in English-Language Arts, Mathematics, Science and Social Studies
Spring Grade 10 GEE 21 Test Performance by Achievement level in English-Language Arts, Mathematics, Science and Social Studies

As an outcome of technical assistance provided to Sabine Parish Public Schools in the 2002-2004 school years, the Southeast Comprehensive Assistance Center created two Microsoft PowerPoint© files that allow the district to track trends for LEAP 21 and GEE 21 achievement levels. Each file provides bar graphs that are animated during a presentation. A section summarizing the achievement levels adjoins each graph.

The LEAP 21 file provides four sample slides each for Grades 4 and 8 and the GEE 21 file provides four sample slides for Grade 10 that track achievement levels in English - Language Arts, Mathematics, Science and Social Studies. The slides have been designed to track achievement level trends during the past five years.

Although these graphs depicting trends in achievement levels have been designed to track performance for Louisiana schools, the presentation format is transferable to reporting systems used in other states. Template versions of these files are now available for downloading. There are four files - two versions of each the Microsoft PowerPoint" files - Macintosh and standard PC platform. Choose the version of the file and platform that you wish to use.

Download the Presentation Files

	Macintosh	Windows
GEE 21	LA_GEE21_Mac_0804.ppt	LA_GEE21_0804.ppt
LEAP 21	LA_LEAP_Mac_0804.ppt	LA_LEAP_0804.ppt

Download this MS Word file for helpful hints in revising the templates.

Language Education

"Instructional Strategies for Educating Limited English Proficient Students in Secondary Schools"

This workshop provides teachers with instructional strategies and other information regarding the education of limited English proficient students in the mainstream classroom.

Workshop Handout (portable document format)

Workshop Transparencies

No Child Left Behind

No Child Left Behind (NCLB) Update

Georgia Fall September 24, 2002 Safe and Drug-Free Schools and Communities Meeting

The participant packet in this PDF file was used during a presentation reviewing the latest information related to Title IV addressed by PL 107-110, No Child Left Behind, recent guidance and information from the United States Departmant of Education (ED).

Included in this review is the status of the FY 2003 and 2004 Budget, Uniform Information Management System - Performance Indicators, Unsafe School Choice Option - LEA Policy and Procedure, SDFSC Surveys - Parental Notification, Scientifically-Based Programs and Strategies and a review of two ED publications, Wide Scope, Questionable Quality and Threat Assessment in Schools.

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NCLB Update - Georgia Fall September 24, 2002 Safe and Drug-Free Schools and Communities Meeting

No Child Left Behind (NCLB) - Title IV - Part A. Safe and Drug-Free Schools.

No Child Left Behind (NCLB) - Title IV - Part A. Safe and Drug-Free Schools was developed in collaboration with the Georgia Department of Education. It was presented to Georgia local education agency (LEA) Title IV coordinators attending the Spring Meeting, May 2, 2002, Callaway Gardens, Pine Mountain, Georgia.

The presentation organizes the contents of Public Law 107-110 for LEAs using seven themes: Assurances, Budget Changes and Transferability, Collecting Data and Reporting, Consultation During Development and Design of the Program, Parental Choice, Flexibility of Authorized Activities that are Scientifically-based and "Greatest Needs" Schools. Resource pages list the US Department of Education's Performance Indicators for 2002-2005.

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PowerPoint Presentation

Safe and Drug Free Schools

School Safety Assessments
Analysis of Second Step Implementation - Natchitoches, Louisiana
Four Principles of Effectiveness (US Department of Education, July 1, 1998)
26 Scientifically Based Programs (Revised 11/19/2003)
Louisiana Title IV Benchmarks and Performance Indicators (11/06/03)
Preventing Drug Use Among Children and Adolescents (revised August 1997)
Selected Substance Abuse Data Indicators (1996)
Selected Substance Abuse Data Indicators (1997)
What is an Effective Safe, Drug-Free School and Community Program?

School Safety Assessments

From 2000-2005, SECAC provided regional technical assistance to districts requesting school safety assessments. Over 150 have been completed. A School Safety Assessment is an examination of the school environment for safe and secure conditions. It is but one part of what has been identified as a Comprehensive School Safety Plan. School Safety Assessments involve gathering information about safety and security conditions in the school. The process surfaces information that is critical to school personnel responsible for designing and maintaining a safe, healthy environment for student learning.

Prior to the visit by one or more trained professionals, a school is asked to assist the process by: (1.) Collecting existing documents to be reviewed by the assessors, (2.) Scheduling identified staff, parents and students to be interviewed by the school safety assessment team, and (3.) Identifying a contact person at the school to coordinate activities with the assessment team.

During the assessment, members of the school safety assessment team will interview personnel, complete a walkthrough of the building and grounds and review all written documents related to school safety and security. The assessment is designed to gather information about safety conditions, safety procedures, or safety problems in the school. The walk-through reviews the physical plant, grounds and transportation patterns of the school. At the end of the visit a brief meeting is scheduled to review initial findings with principal.

Approximately two weeks following the visit a eight-part, written report reviewing: (1.) The school location, age and size, (2.) Positive Factors Contributing to Safety and Security, (3.) Lists of Equipment, Procedures, Factors or Conditions that may limit school's ability to provide safety and security, (4.) Summary of Schools Positive and Negative Safety and Security Factors, (5.) List of Recommendations for equipment, technology, procedures and training to help improve safety and security, (6.) List of school safety-related documents that were submitted for review, (7.) Results of the interviews and (8.) Maintenance List Items will be submitted to the principal for review and revision. Following revision the final document will be available for dissemination within the system if desirable.

Receipt of the School Safety Assessment report often provides schools justification for requests for building maintenance and improvements. Additional accountability procedures for emergency responses are also redefined as a result of the School Safety Assessment.

The document, School Safety Assessment Protocol, is used completing a school walkthrough and interviews. The format and contents combine 276 standards identified by Virginia and Mississippi Departments of Education and Safe Schools America, Inc., organized into twelve sections. The sections are: Safety and Security of Buildings and Grounds, Development and Enforcement of Policies, Procedures for Data Collection, Development of Intervention and Prevention Plans, Level of Staff Development, Opportunities for Student Involvement, Level of Parent and Community Involvement, Role of Law Enforcement, Development of Crisis Management Plans, Standards for Safety and Security Personnel, Americans with Disabilities Act and Emergency Response Plans. The downloadable file is an Acrobat Reader pdf that can be read with version 3.0 and above.

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School Safety Assessment Protocol

Analysis of Second Step Implementation - Natchitoches, Louisiana

During the 2002-2003 school year Natchitoches Public Schools, Natchitoches, Louisiana, expanded implementation of the scientifically-based research program, Second Step, into all remaining elementary schools. In order to evaluate the "fidelity" of implementation, SECAC developed a questionnaire and analysis procedure that was created in Microsoft Excel. This is a pdf file version of the work. For information about receiving the original file and how it can be revised to meet your implementation needs contact SECAC.

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Second Step

Four Principles of Effectiveness (US Department of Education, July 1, 1998)

On July 1, 1998 all recipients of Title IV moneys were obligated to comply with the requirements of the Four Principles of Effectiveness:

(1) Base program activities on thorough Needs Assessments.

(2) Identify program activities based on clearly written goals and objectives, in addition to previous requirements including indicators of performance.

(3) Select comprehensive programs, strategies and activities that are based on scientifically-based, effective prevention models.

(4) Complete systematic evaluation to determine the extent activities are meeting the identified needs of populations served.

In response to these identified principles of effective prevention planning, the Southeast Comprehensive Assistance Center (SECAC) has been in the process of providing professional development training and technical assistance using the resources contained below.

Each of the Four Principles of Effectiveness has been addressed using written resources, transparencies, participant resource materials and interactive activities.

Five Acrobat Reader file formats of all materials used by SECAC have been provided, allowing you to download and use the materials as required. All pages in these files are numbered sequentially so that separate modules for one or more of the Principles can be produced or a complete resource packet can be created using all files.

The six files are as follows:

Implementing the Principles of Effectiveness. The Introduction reviews the Four Principles of Effectiveness, including a summary page reviewing all principles and key points for each principle contained in the Guidance for Principles of Effectiveness.
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Implementing the Principles of Effectiveness
Guidance. This file reviews the summary document, produced by the U.S. Department of Education, providing guidance to Title IV grantees wishing to comply with the Principles of Effectiveness. The document uses a question-answer format to review each of the four Principles of Effectiveness.
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Guidance
Principle 1 - Conducting Needs Assessments. Contained in this module are Methods of Collection, Question Categories, Sources of Indicator Data, Analysis Applying the Communities That Care (Protective/Risk Factor Model).
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Principle 1 - Conducting Needs Assessments
Principle 2 - Setting Measurable Goals, Objectives. This module emphasizes the creation of performance indicators to identify program outcomes using a Logic Model. Examples of national and state indicators are included to be used for comparison. Activities encourage participants to write measurable indicators associated with sources of data that will be updated regularly.
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Principle 2 - Setting Measurable Goals, Objectives
Principle 3 - Effective, Research-based Programs. This fourth module includes information about the Social Development Program and Social Influences theoretical models. It summarizes general conclusions about "what works and does not" related to alcohol, tobacco, other drug and violence prevention practices. The findings of CDC, CSPV, Drug Strategies, IOM, NIDA and OJJDP summarizing promising and effective programs are included in this module. A sample format for reporting the review of promising and effective programs concludes Principle 3.
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Principle 3 - Effective, Research-based Programs
Principle 4 - Program Evaluation. The final module provides summary information about process, outcome and impact evaluations for Title IV programs. Sample evaluation questions related to stages of implementation of alcohol, tobacco and other drugs prevention strategies are provided in addition to specific process, outcome and impact evaluation questions that might be used to evaluate effectiveness of a violence prevention program. A Logic Model format is used to link evaluation questions to performance indicators and identified needs. Descriptions and examples of the three forms of evaluation--process, outcome and impact--are included.
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Principle 4 - Program Evaluation

26 Scientifically Based Programs (Revised 11/19/2003)

Since 1998 SECAC has provided a compilation of all reviews completed by governmental agencies or expert panels listing "exemplary," "model" or "promising" programs for Title IV - Safe and Drug-Free Schools and Communities clients. Any program or strategy appearing as an exemplary, model or effective program on three or more reviews has been listed by SECAC as one of 26 "scientifically based" programs. No attempt has been made to weight the criteria used by the original source.

Following the SECAC list is an alphabetical listing of 193 programs identified in one or more of the following ten reviews/expert panels: National Institute of Drug Abuse (2003 revisions); Institute of Medicine; Center for Study and Prevention of Violence; Educational Developmental Center; Drug Strategies, Inc.; Office of Juvenile Justice and Delinquency Prevention; Center for Substance Abuse Prevention (November 2003); Hamilton Fish Institute; Centers for Disease Prevention and Control; The Collaborative for Academic, Social, and Emotional Learning and United States Department of Education.

This document has been updated November 19, 2003 and replaces all previous lists distributed by SECAC.

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26 Scientifically Based Programs

Louisiana Title IV Benchmarks and Performance Indicators (11/06/03)

This PowerPoint presentation file consists of thirty-five pages of graphs used to summarize the Benchmark Measures and Performance Indicators related to the data collected by the Communities That Care (CTC) survey administered in Louisiana during three periods: 1998-1999, 2000-2001, 2002-2003 school years. Benchmarks were identified by the Louisiana Department of Education for all Title IV grantees using the data collected during the 2000-2001 school year. Performance Indicators were projected for the 2004-2005 school year. Five performance measures are listed for drug use behaviors and attitudes, seven are listed related to violent behaviors and attitudes. The presentation also includes five slides comparing drug use trends for Grade 6-8-10, 8-10-12 and 10-12 cohorts.

This file can be modified by local educational agencies (LEAs) to include local parish CTC data. This file can be viewed with Mac and PC systems running the Microsoft PowerPoint 98-X application.

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PowerPoint Presentation: Louisiana Title IV Benchmarks and Performance Indicators

Preventing Drug Use Among Children and Adolescents (revised August 1997)

This National Institute for Drug Abuse (NIDA), guide (Preventing Drug Use Among Children and Adolescents) is designed to provide important research-based concepts and information to further efforts to develop and carry out effective drug abuse prevention programs. The guide is organized in a question and answer format. The guide presents an overview of the research on the origins and progression of drug abuse, the basic principles derived from effective drug abuse prevention research, and the application of research results to the prevention of drug use among young people.

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Preventing Drug Use Among Children and Adolescents

Selected Substance Abuse Data Indicators (1996)

A compilation of primary sources of drug abuse data is provided on this 20-page resource. Primary sources are cited and listed under findings. The reference summarizes often quoted drug abuse survey data collected during 1996-1997. It provides an analysis of trends in changes of attitudes and behaviors related to drug use among adolescent young adults and adults.

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Selected Substance Abuse Data Indicators (1996)

Selected Substance Abuse Data Indicators (1997).

A compilation of drug survey data summaries from: 1997 Monitoring the Future, 1995 Youth Risk Behavior Surveillance System (YRBSS), 1996 National Household Survey on Drug Abuse, 1996 DAWN Results and 1996 Partnership for Drug-free America Survey are combined in this 28 page resource. Links to Web sites for each of these summaries is provided.

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Selected Substance Abuse Data Indicators (1997)

What is an Effective Safe, Drug-Free School and Community Program?

What is an Effective Safe, Drug-Free School and Community Program is divided into three sections that schools and parents can apply to their own prevention efforts. The first section describes effective organizational components and summarizes the 1997 U.S. Department of Education Principles of Effectiveness that is expected to be used to determine future funding priorities. The section, Is It a Comprehensive Program?, provides a check list to determine the degree to which the K-12 program is comprehensive. The final section (Model Primary Prevention, Substance Abuse Programs) lists effective, research-based substance abuse programs.

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What is an Effective Safe, Drug-Free School and Community Program

Reading Success Network

The Reading Success Network (RSN) was a SECAC professional development initiative to train experienced reading teachers to become reading coaches for K-3 classroom teachers.

The RSN goal was to improve the reading achievement of all students in kindergarten through third grade, especially those who are disadvantaged and at risk.

Participating coaches were trained to help teachers use ongoing diagnostic assessment, use data to modify instruction, and use peer coaching in order to focus instruction on children's learning needs.

SECAC provided support, training, and follow-up to coaches engaged in this reading initiative.

Related Readings

Participant Manual/Workshop Materials

PowerPoint Presentations

Additional Resources