GOALS

1. Safe and Supportive Schools Grant Logic Model GOALS • Improve conditions for learning in eligible schools by utilizing valid & reliable data to drive the use of research-based prevention & intervention strategies • Reduce high-risk student behaviors that present barriers to learning in eligible schools by using valid & reliable data to drive prevention & intervention strategies ACTIVITIES OUTPUTS OUTCOMES OBJECTIVES • By September 30th, 2014 • intervention schools will • experience: • A decrease in the percentage of students who report personal harassment or bullying on school property • An improvement in their school safety score • A decrease in the number of suspensions for violent incidents without physical injury • A decrease in the percentage of students who are offered, sold or given an illegal substance on campus 2. LONG-TERM OUTCOMES Percent of students reporting: A decrease in incidences of personal harassment/bullying on school property An improvement in school safety score A decrease in the number of suspensions for violent incidents without physical injury A decrease in incidences of being offered/sold/given an illegal substance on campus A decrease in current (30 day) alcohol use An increase in student referrals for appropriate interventions for substance use Leadership training/Action planning/ Trainings • Number of schools: • Developing a leadership core team • Attending team professional development meetings • Participating in monthly meetings with assigned coach • Engaging in resource mapping, action planning and selecting interventions • Developing program implementation committees • Attending intervention development trainings (75% attendance) • Implementing student, staff and parent surveys (60% response rate) • Participating in intervention assessments 1. SHORT-TERM / INTERMEDIATE OUTCOMES Percent of schools reporting: a decrease in office referrals an increase in attendance rates Percent of staff reporting: a. Increase ability to respond to student behavior b. An increase in administrative support Percent of studentsreporting: An increased perception of safety Decreased offender prevalence Decreased victim prevalence An increase in school connectedness An increase in positive student-teacher relationships An increase in positive academic support An increase in order and discipline in the classroom and school An increase in positive perception of school physical environment Attend intervention based trainings • Select and implement evidence based interventions: • Positive Behavior Intervention Supports (PBIS) • Student Assistance Programs (SAP)/Project Success • BreakAway • Community Development Model (CDM) • Method of Shared Concern (MSC) • Other: Class Action, BARR etc. • By September 30th, 2014 • intervention schools will: • Experience a decrease in the percentage of students who report current (30 day) alcohol use • Identify and refer more students for appropriate interventions for substance use • Low & high level Incident data (AzSAFE) • Attendance (SAIS) • Student survey • Staff survey • Action Plans/LCT checklist • Coaches notes • BoQ: PBIS, SAP & BA • Action Plans • Intervention matrix Tools *Intervention specific activities and corresponding outputs & outcomes are detailed in their specific logic models

2. School Wide PBIS Logic Model GOALS Enhance adoption and implementation of continuum of evidence based interventions to achieve academically and behaviorally important outcomes for all students (systems change approach) S3 Goal 1 OBJECTIVES ACTIVITIES OUTPUTS OUTCOMES To create and implement systematic and Individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students • Number of schools: • Forming a PBIS Team • Engaging faculty commitment • Implementing effective processes for dealing with discipline • Establishing data entry and analysis plan(s) • Developing expectations and rules • Establishing of a reward/recognition program • Engaged in effective implementation • Completing PBIS assessments • Decrease in office referrals • Increase in attendance rates • Increase in positive interactions between • adults and students SW-PBIS action planning • Implementation of PBIS, including: • 3-5 school-wide expectations (e.g. respect self, respect others, respect learning, expect success) • A behavior matrix (rules that define the expectations) • A system for addressing problem behavior • A system for acknowledging positive behaviors • Training for staff and students • Incident data collection and data driven decision making • PBIS artifacts • PBIS assessments (e.g. SET and BoQ) S3 • S3 SHORT-TERM/INTERMEDIATE OUTCOMES • Schools: a & b • Staff: a & b • Students: g • AzSAFE/SMS • SAIS • Student survey • SET • BoQ • Action Plans • TBD Tools

3. SAP Logic Model GOALS Provide a safe place in which students are free to express their feelings and concerns as they develop positive relations with peers and adults and acquire knowledge, skills and attitude development leading to student success in a school setting (systems change approach) S3 Goal 2 OBJECTIVES ACTIVITIES OUTPUTS OUTCOMES • Identify issues which prevent students from learning and being successful in schools • To provide education, prevention, early identification, intervention, referral and support group for students • To foster risk reduction and positive asset development to provide a safe alcohol and drug free environment • Percent of students in SAP reporting: • Increased participation in peer and school activities • Increased knowledge of SAP topic (ATOD) • A decrease in problem behavior • Number of schools with: • A 0.5 FTE Coordinator • Prevention education trainings for staff (by topic) • Early identification and referral system(s) • Student support groups by topic • Prevention education trainings for students (by topic) • Creating or coordinating policies SAP/Project success action planning • Develop a SAP Team • Coordinate with school and community programs • Develop/enhance district policies, philosophy and procedures • Implement formal/informal prevention education for all staff • Create early identification and referral system(s) • Create student support groups • Develop/implement prevention activities • Enhance LEA SAP leadership/support • Percent of students school wide reporting: • Increase in referrals for SAP (ATOD) • An increase in school connectedness • An increase in positive student-teacher relationship • Percent of students in Project Success reporting: • Increased knowledge of ATOD • Decreased use of ATOD • Decreased association with peers engaged in ATOD use • Project Success • To prevent and reduce substance use among students 12-18 years of age S3 • S3 SHORT–TERM/INTERMEDIATE OUTCOMES • Student: d & e • S3 LONG TERM OUTCOMES: • b, e & f S3 Objectives 2, 5 & 6 • LCT checklist • SAP annual activity report • TBD • Action Plans • Student Survey • TBD (e.g. surveys for students in SAP?) Tools

4. BreakAway Logic Model GOALS Provide a framework that emphasizes youth involvement by actively engaging students as advocates for positive change on campus (systems change approach) S3 Goal 2 OBJECTIVES ACTIVITIES OUTPUTS OUTCOMES • Identify issues which prevent students from learning and being successful in schools • To equip adults and young people with knowledge, and skills that will allow them to create a healthier school culture on their campus. • Creation of a BLT • Selection of “champion” staff member • Engage in a collaborative process to identify issue(s) of concern on campus • Develop action plan and timeline to address issue of concern • Meet regularly to carry out the action plan • Percent of students reporting: • Increased participation in peer and school activities • Increased knowledge of BLT topic • An increase in school connectedness • An increase in positive student-teacher relationships • Number of schools where: • BLT is representative of student leaders/teacher diversity on campus • Issue of concern on campus is identified through a collaborative process with student leaders • Time-limited action plan is developed to address issue(s) of concern S3 • S3 SHORT –TERM/INTERMEDIATE OUTCOMES • Students: d&e • S3 LONG TERM OUTCOMES • b S3 Objectives: 2 • Student Survey • TBD (e.g. surveys for students in BA?) Tools • TBD

5. Community Development Model Logic Model GOALS Provide a safe and drug-free environment by reducing the availability of drugs on campus  S3 Goal 2 OBJECTIVES ACTIVITIES OUTPUTS OUTCOMES • Identify issues which prevent students from learning and being successful in schools • To provide education, prevention, early identification, intervention, referral and support group for students • Create an internal working group with staff (3-4 members) • Identify data sources • Analyze data sources to identify: • the seriousness of the drug problem • the type of drugs on campus • the source of drugs on campus • Conduct a political assessment to identify key community stakeholders • Create a community working group • Engage in an action planning process • Implement action plan • Internal working group created • Data sources identified • Seriousness, type and availability of drugs are identified • Key community stakeholders identified • Community working group established • Action plan established • Implement prevention programs • Percent of students reporting: • A decrease in incidences of being offered/sold/given an illegal substance on campus • An increase in school connectedness • An increase in order and discipline in the classroom and school • Percent of schools reporting…over-time • Decrease in the number of student referrals for drug use by type of drug S3 • S3 SHORT–TERM/INTERMEDIATE OUTCOMES • Students: d & e • S3 LONG TERM OUTCOMES • b & d S3 Objectives 2 & 4 • Action Plans • N/A • Action Plans • N/A • Student Survey • N/A Tools

6. Method of Shared Concern Logic Model GOALS Provide a non-punitive problem-solving approach to tackling cases of bullying of moderate severityS3 Goal 2 OBJECTIVES ACTIVITIES OUTPUTS OUTCOMES • To actively engage the offenders and target(s) to empower them with a heighted sense of responsibility and empathy towards each other and the school • Identify offenders and target(s) • Engage/interview both parties separately • Bring both parties together for resolution with a trained facilitator • Bullies and victim(s) are identified • Parties have been interviewed separately • Resolution is reached • Percent of students reporting: • A decrease in incidences of personal harassment/bullying on school property • An increase in school connectedness S3 S3 Objectives: 1& 2 • S3 SHORT –TERM/INTERMEDIATE OUTCOMES • Students: b, c & d • S3 LONG TERM OUTCOMES • a & b • Student survey • TBD • TBD Tools