Title IV Safe ad Drug Free School and Communities Grant

Having safe and drug-free schools is one of our nation’s highest priorities. Title IV funds are used in ways that preserve State and Local flexibility, but are most likely to reduce drug use and violence among youth. A recipient shall coordinate its Safe and Drug-Free Schools and Communities Program (SDFSCA) funded programs with other available prevention efforts to maximize the impact of all the drug and violence prevention programs and resources available to its State, School district, or community.

Kyrene School District is utilizing a regional model for the needs assessment and implementation of prevention programs. Principals, Assistant Principals/Teachers On Special Assignment, SIT Communicators, School Psychologists, etc., are encouraged to work together to assess their school community’s prevention needs and submit a regional proposal. School representatives within the region may choose instead to submit a proposal based on their individual school needs.

The goal of our Title IV program is to “create a comprehensive and integrated system of prevention, focusing on resiliency and asset development for students, staff, parents and community members.” The Arizona Department of Education approved 2003-04 Title IV outcome objectives are listed below. These outcome objectives and activities should serve as the foundation for all proposed regional/school programs.

Objective 1: By the end of the 2003-04 school year, there will be a 5% decrease of discipline referrals in bullying, conflict issues, name-calling, cultural diversity conflicts and other like behaviors at a minimum of five schools.

Objective 2: By the end of the 2003-04 school year, there will be a 5% increase in the number of students who feel safe at school.

Kyrene Akimel A-al Region:

Kyrene Akimel A-al Middle School
The Akimel A-al Learning Team, along with the Site Based Council, analyzed Social Probation data from the 2002-03 and first quarter of 2003-04 school years. The areas of achievement motivation, school engagement, homework completion, positive view of personal future, and bonding to school were chosen for improvement. Saturday School Prevention Program sessions will be increased to allow staff to provide mentoring support to students and increase interaction/communication with parents.

Kyrene de la Estrella Elementary School
The Estrella Site Based Team, analyzed student need's by gathering data across many settings. Lunchtime recess was identified as an avenue to establish an alternate recess program. A playground Supervisor will structure activities designed to promote conflict resolution and behavior management strategies to express feelings appropriately.

Kyrene del Milenio Elementary School
Milenio's Administrative Team along with the Resource Team and Site Based Council, analyzed existing data for trends and patterns regarding appropriate expression of feelings, conflict resolution, bullying, cooperation and problem solving. Resource teachers researched an effective alternative recess program to address the identified behaviors, and plan to implement at Milenio.

Kyrene Altadeña Region:

Kyrene Altadeña Middle School
Feedback from Teachers, Parents, Administrators and Students who participate in the Mini-Town program, indicate the program had a profound impact on the individuals whom attended. The students desire a means by which they can pass on to their peers what they have learned from their Mini-town experience. A Unity Club will present skits with training from One Voice (ANYTOWN USA/NCCJ). Discussions, will follow the skits, and enable students to spread the spirit of tolerance and diversity on campus.

Kyrene de los Cerritos Elementary School
Teachers, Administrators, Site Council members, and Parents met to discuss the progress of The Six Pillars of Character's long-term goals. Consensus was to continue building upon these goals by encouraging and positively reinforcing the Character Counts! model with grade appropriate activities, school wide activities, spirit assemblies, and recognition awards (Roadrunner raves) for students that exhibit the character traits in school hallways and at lunch.

Kyrene de la Sierra Elementary School
Information gathered from Teachers, Site Council, Staff, Parents, and Character Counts committee recommended a Drama Club/Social Skill groups that will incorporate skits based on the Character Counts! traits. Assemblies and recognition opportunities will be utilized to improve student interactions and for demonstrating character traits and appropriate social skills.

Kyrene Monte Vista Elementary School
A team at Monte Vista analyzed data from parent and student surveys. They determined a need to reduce inappropriate student behaviors while on the playground. To address these behaviors, a lunchtime supervisor will teach and supervise organized games and structured activities during recess. This Supervisor also will collaborate with the PE teacher to in planning games and activities that reinforce the PE curriculum during recess.

Kyrene Aprende Region:

Kyrene Aprende Middle School
Kyrene de las Brisas Elementary School
Kyrene del Cielo Elementary School
Kyrene del Sureño Elementary School

As a region Aprende MS, Brisas, Cielo and Sureño schools analyzed data to determine a need in the area of empathy, impulse control, problem solving and conflict resolution. The Second Step Intervention Program will be implemented in an effort to address inappropriate behavior in these areas. Trained teachers will present the Second Step curriculum lessons to the students.

Kyrene Centennial Region:

Kyrene Centennial Middle School

Kyrene de las Lomas Elementary School
Through staff and parent surveys, Centennial and Lomas schools determined the need for a character education program to address inappropriate behaviors and disciplinary challenges. The Character Counts! Program will be implemented and introduced to the students to help them use the six traits of character: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.

Kyrene de la Colina Elementary School
The population of students is undergoing a change in diversity and student mobility. Data obtained from parents, staff, and students addressed areas of respect and conflict resolution. Resiliency/Cultural Diversity programs teaching students to work with others in a respectful environment will be continued at the school.

Kyrene de la Esperanza Elementary School
The student survey showed that students in general feel safe at school. Data from several sources identified the need to be proactive by giving students additional structure and facilitation during recess that will help them to play together with more respectful behaviors. A lunchtime supervisor will implement a lunchtime games program in conjunction with the PE specialist. The Second Step program will be utilized to give reinforce strategies helpful in getting along with other students.

Kyrene de las Manitas Elementary School
Updating the Character Education Program will help address areas of behavioral and emotional challenges to bring about benefits to students school-wide. The Character Counts! program will be implemented via examples in classrooms and thru school newsletters to address the areas of Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.

Kyrene Middle School Region:

Kyrene de los Niños Elementary School
School data reveals that referrals for playground behavior issues is an area of concern. Implementation of the Peaceful Playgrounds program and Focus on Character are the school plans chosen to reduce the number of referrals. Character Counts! will be utilized along with these programs to provide all staff and students with a common language and set of behaviors that are part of the positive, healthy, safe environments in which students can enjoy learning.

Kyrene del Pueblo Region:

Kyrene del Pueblo Middle School
Kyrene de la Paloma Elementary School
Kyrene de la Mirada Elementary School
Kyrene de la Mariposa Elementary School

Pueblo MS, Paloma, Mirada and Mariposa parent, staff and student surveys reflected the need for work in the areas or respectful problem solving strategies, positive reinforcement of respectful behavior and emphasis of ‘considering others’ among the students. Character education and LIFESKILLS implementation will be used to help students obtain the necessary skills to improve their interaction skills with other students.