Summary of the Week

Thank you all for another great event! Below is a brief summary of your comments -- though it doesn't do justice to the insight and depth of knowledge that you brought to the discussion. We, at the Training Center, are proud to be a part of the amazing work that you do every day. Thanks!

The week-long discussion generated many excellent suggestions for helping schools and individual teachers implement programs with fidelity. Here are just a few:

• Talk to them! Ask them why they are not implementing the program with fidelity. As one MSC wrote, "Open communication makes it easier to get your points across while allowing the other person the same opportunity."

• Take a "what can I do to help" approach. Find out what teacher's need to improve implementation, then do what you can to make sure these needs are met.

• Continually stress the importance of implementation with fidelity.

• Have educators brainstorm and explore ways to make program activities work for them and the students. Remind them of the outcomes you are hoping for and get input on what would best make this happen.

• Have "new" teachers network with teachers who have more experience delivering prevention programs.

• Keep going back to the original buy-in for the program. Reemphasize the problems that the program is to address, how it has worked in other places because of adherence to the core components, and the need to be consistent.

Many of you also highlighted the importance of generating enthusiasm and buy-in for your program long before implementation ever begins. Here are some of your suggestions for doing so:

• Sell yourself - your knowledge and expertise - as well as the programs you want to implement.

• Involve faculty in prevention planning and program selection.

• Schedule informational sessions to pique staff interest.

• Get the support of the school principal/superintendent. If they are strong leaders, and they believe in your product, getting the teachers to go along may be as simple as the principal superintendent saying "You will" to the teachers.

• Try and model the first lesson or two. This helps put staff at ease and shows them, in the class, how to have discussions and lead activities around topics with which they may not be comfortable.

• Demonstrate how implementing these prevention programs will build on and enhance their current efforts and programs.

• Pilot the program with a couple of willing teachers.

Many of you also discussed the importance of providing ongoing support as a way to keep staff excited, motivated, and on target.

Earlier in the week, there was a lively discussion of where to "put" prevention programs. These are some of benefits and drawback you identified for integrating prevention programs across a variety of subject areas:

Benefits

• The program will last. Chances are the lessons will be taught year after year, regardless of changes. This is our ultimate goal.

• Prevention lessons often involve the development of critical thinking skills, such as problem solving, analysis, and how to apply these skills across situations. Many reform efforts also focus on the development of these skills. As one MSC wrote, "In some ways what [educators] need to add to their old lesson plans already exist in the new prevention programs."

• Students would have many opportunities to absorb the material.

• Integrating prevention programs into core subjects assures you that all students will receive the information. While not all students elect to take consumer science, all students must take social studies.

• When different topics are taught in relation to one another, learning can be enhanced in both subject areas. According to one MSC, "Any time you can transfer knowledge from one subject to another is great."

Drawbacks

• Already overworked teachers may resist taking more on. Teachers are already overwhelmed by the pressures they feel to improve test scores.

• Integrating the lessons would be more work initially.

• Other job duties may compete for class time.

• "Academic" teachers may not feel comfortable teaching prevention.

Finally, a discussion of pre-implementation training generated a number of great suggestions for how to motivate educators to attend. These are some of your suggestions:

• Accommodate as many staff members as you can, then offer follow-up trainings at different times of the day.

• Schedule trainings during staff meeting or staff development days.

• Offers incentives such as stipends, snacks, and classroom materials.

• Provide transportation. According to one MSC, "When you can provide transportation, you walk on water!"

Thanks again for your participation in Implementing Research-Based Prevention Programs in Schools!