E. Community-Specific Criteria (25 Points) 

1. Identifying and matching district-specific criteria with the curriculum allows for greater
     likelihood of success. This list is not comprehensive; it is a starting point for the
     curriculum evaluation team.  There are undoubtedly many other factors that can and
     should be identified.

2. Use the blank lines provided at the bottom of this page to include any additional criteria
    which have been identified as needs in your community. 

(3) - a. Does the curriculum include materials that are relevant to ethnic groups
            represented in the district? 
(3) - b. Does the cost of thecurriculum fit within the funds available? 
(1) - c. Does the program provide for annual content evaluation? 
(2) - d. Does the program match the time frame available for development and
            implementation? 
(3) - e. Is there availability of trainer and/or technical assistance to implement the
            program? 
(3) - f. Is there availability of trainer and/or technical assistance to update the program? 
(2) - g. Does the curriculum respond to the drug(s) of choice identified in the district? 
(1) - h. Has the curriculum been evaluated on a readability scale and is it grade
            appropriate? 
(3) - i. Does the curriculum have a parental involvement component? 
(2) - j. Does the curriculum address the identification and utilization of community
            resources? 
(2) - k. Does the curriculum provide an avenue for student involvement which encourages
            bonding  with the community through service?

3. Additional Community Specific Criteria: 

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F. Evaluation (10 Points) 

Validation of curriculum which deals with drug education/prevention is becoming the most 
demanded area in drug education. The US Department of Education along with many other organizations are requiring that programs be evaluated for effectiveness in preventing and/or reducing drug use in the community. The following is a list of criteria that should be made available to the consumer prior to the purchase of any curriculum (Goodstadt, 1986, and Bruvold, 1988). Even though ft curriculum may be accompanied by evaluative data, it is best to have an independent resource examine and verify the information. If your organization does not have an in-house resource, your state department of education, a university or college can be of assistance in locating an expert in your area to help with this component. 

2. Check evaluation components present in the curriculum. 

(2) - a. The program was thoroughly evaluated for both validity and reliability prior to
            dissemination 
(1) - b. The evaluation was clearly linked to program objectives 
(3) - c. The evaluation shows evidence of changes in attitudes, behaviors, and beliefs
            toward drug  use 
(1) - d. The evaluation shows evidence of reduction in drug use 
(1) - e. The program provides for an on-going evaluation by program implementors 
(1) - f. The program provides an analysis model for the implementors to follow 
(1) - g. The statistical method used to evaluate the studies was reliable 

II. GRADE SPECIFIC CRITERIA 

A. Pre-Kindergarten Through Second Grade 

The most important part of the curriculum is the content. Using the checklist provided below, evaluate each criteria using a numerical value up to and including the possible total points designated in the parentheses preceding each criteria. These will be weighted and added on the summary sheet at the end of this instrument.

1. GENERAL (5 POINTS) 

(3) - a. Meets district-specific objectives 
(2) - b. Contains clearly stated, no-use philosophy and supports a total abstinence
            approach to alcohol, tobacco and other drugs (DOE, 1988) 

2. DRUG INFORMATION (15 POINTS) 

(1) - a. Includes definition of drugs and teaches children to distinguish between foods,
            poisons, 
            medicines, and drugs 
(1) - b. Provides age-appropriate inflation on alcohol, tobacco and other drugs 
(1) - c. Addresses issues of following instructions and other safety rules pertaining to
            prescribed as over the counter medicines 
(1) - d. Identifies person(s) appropriate to administer medicines 
(1) - e. Provides information that medicines can be misused and harmful 
(1) - f. Stresses the avoidance of unknown and possibly poisonous and dangerous
           objects 
(2) - g. Emphasizes the importance of having good health habits - nutrition, hygiene, sleep 
            and exercise 
(1) - h. Helps child to identify "safe" responsible adults - both in and out of school
(2) - i. Discusses dangers of harmful substances 
(2) - j. Discusses issue that a child is not responsible for another person's use of alcohol
          and  other drugs 
(2) - k. Addresses how a problem with drugs affects everyone in the family 

3. PERSONAL/SOCIAL RESPONSIBILITY (15 POINTS) 

(3) - a. Stresses that every individual is unique and valuable 
(1) - b. Emphasizes that the child is an important member of the family
(3) - c. Stresses that the individual is responsible for his/her well-being and that parent and
            child share this responsibility 
(2) - d. Stresses that rules and laws are meant to help people to cooperate and that
            without them, life would be difficult 
(1) - e. Teaches concepts of sharing and relationship building 
(1) - f. Facilitates understanding of how one person's action affects others
(1) - g. Demonstrates ways to protect children from strangers 
(2) - h. Builds assertiveness skills to assist children in saying "no" to things they have been
            taught are wrong 
(1) - i. Teaches children responsibility to tell appropriate adults about strangers, episodes 
           and problems 

4. SKILL BUILDING (15 PIOINTS) 

(4) - a. Self-esteem 
(4) - b. Developing healthy relationships 
(3) - c. Assertiveness skills/Peer refusal 
(4) - d. Decision making/Critical thinking

B. Third Through Fifth Grade 

The content of the curriculum and its learning objectives should focus on the development issues that children are facing during this period. Consequently, although family is still an important influence, peers like on a greater role and exert a significant influence. Often, risk-taking behaviors such as experimentation with tobacco, alcohol and other drugs may begin during this developmental period. 

Using & checklist provided below, evaluate each criteria using a numerical value up to and including the possible total points designated in the parentheses preceding each criteria. 

1. GENERAL (5 POINTS)

(2) - a. Meets district-specific objectives 
(1) - b. Contains a clearly stated no-use philosophy and supports an abstinence approach
            to tobacco, 
            alcohol, marijuana, crack and other drugs 
(1) - c. Includes strategies to involve parents, family members and the community in the
            effort to prevent the use of tobacco, alcohol and other drugs 
(1) - d. Promotes healthy, safe and responsible attitudes and behavior both in and out of
            the school environment (Glynn, in press) 

2. DRUG INFORMATION (15 POINTS)

(2) - a. Contains alcohol, tobacco, marijuana and other drug specific factual information 
(2) - b. Stress the unhealthy and harmful effects of drugs 
(1) - c. Demonstrates ways to identify specific drugs, (e.g., alcohol, tobacco, crack,
            inhalants, wine coolers and other drugs) 
(3) - d. Educates why various drugs should not be used and the consequences of their use 
(2) - e. Stresses the fact that alcohol, tobacco and other drugs are illegal,  for minors
            and adults, drugs are against state law and/or school policy
(1) - f. Teaches specifically that tobacco, alcohol and other drugs am illegal for minors to
           possess, use and/or distribute 
(2) - g. Promotes healthy, safe and responsible attitudes and behavior 
(2) - h. Helps students to identify persons and institutions who can assist them in time of
            trouble

3. SKILL BUILDING (15 POINTS) 

(3) - a. Self-esteem/Self-concept 
(3) - b. Healthy relationship building 
(3) - c. Assertiveness/Refusal 
(3) - d. Decision making/Critical thinking
(3) - e. Cooperative team processes 

4. PERSONAL/SOCIAL RESPONSIBILITY (15 POINTS) 

(3) - a. Stresses the importance of obeying laws and the consequences of breaking them -
            especially those governing onset of legal use of alcohol 
(2) - b. Supports and emphasizes the value of positive role models 
(3) - e. Teaches students how to recognize and respond to social influences, such as peer
            pressure, advertising and other environmental messages which promote drug use 
(2) - d. Educates about the concept of addiction, what it is and how it affects others,
            including family members 
(2) - c. Teaches the importance of getting help for someone (family, friends, self) who has
            a drug  problem 
(2) - f. Demonstrates and teaches good citizenship practices 
(1) - g. Stresses the need for maintaining good health practices and the consequences of
             bad habits 

C. Sixth Through Eighth Grade 

The content of the prevention curriculum and its learning objectives should address the development issues facing children who are in this age range. Their rapid physical development often leaves them feeling uncomfortable, unattractive and uncoordinated. These factors, coupled with the changes which are occurring cognitively and socially, often place the child in situations which are conducive to risk-
taking and experimenting behaviors. 

Using the checklist provided below, evaluate each criteria using a numerical value up to and including the possible total points designated in the parentheses preceding each criteria. These numbers will be transferred to the last page of this instrument under grade specific category. 

1. GENERAL (5 POINTS)

(3) - a. Meets district-specific objectives 
(2) - b. Contains a clearly stated no-use philosophy and supports an abstinence approach
             to alcohol (including wine coolers) tobacco, marijuana and other drugs 

2. DRUG INFORMATION (15 POINTS)

(2) - a. Includes knowledge of the characteristics and chemical nature of specific drugs
           and drug  interactions, including but not limited to, alcohol, marijuana, tobacco,
           cocaine, crick and  other drugs 
(2) - b. Describes the physiology of drug effects on the circulatory, respiratory, nervous,
            reproductive and immune systems 
(2) - c. Creates an awareness of the stages of drug addiction and the lack of predictability
            from one person to another 
(2) - d. Discusses how heredity and other factors impact a person's susceptibility to
            addiction 
(1) - e. Incorporates an awareness of the short-term and long-term effects of drugs on
            appearance and physical, mental and social functioning 
(2) - f. Creates an understanding of how using drugs affects activities requiring motor
            coordination, such as operating vehicles or playing sports 
(1) - g. Examines the issues of the drug problem faced by society, the tactics society has
            adopted to fight the problem and the responsibilities individual citizens have in
            overcoming the problem  on the local level 
(1) - h. Identifies the relationship between drug use and HIV -Acquired Immune
            Deficiency Syndrome (ADDS) 
(1) - i. Includes knowledge of local, state, and federal laws and policies regarding drug use
           including school policy 
(1) - j. Identifies local resources which assist the community in eliminating drug problems 

3. PERSONAL/SOCIAL RESPONSIBILITY (15 POINTS) 

(3) - a. Fosters developing sense of self-worth and appreciation of the positive aspects of
            growing up 
(3) - b. Encourages youth to think and behave as valued members of school, family and
            community 
(3) - c. Foster drug-free living 
(3) - d. Encourages youth to become involved in school and community-related activities
            such as sports, service clubs and other activities that promote drug-free lifestyles 
(3) - e. Develops awareness and resistance to messages which promote drug use
            especially music,   peers and media 

4. SKILL BUILDING (15 POINTS)

(3) - a. Self-esteem/Self-concept 
(3) - b. Assertiveness/Peer resistance 
(3) - c. Decision making/Critical thinking 
(3) - d. Healthy relationships 
(2) - e. Personal responsibility 
(1) - f. Healthy alternatives 

D. Ninth Through Twelfth Grade 

The focus of the prevention curriculum at this age level should encompass the idea that youth in this age range are quickly becoming adult citizens. They are primarily concerned with individual identity, financial independence, deepening relationships, independence from family and self rule. 

Using the checklist provided below, evaluate each criteria using a numerical value up to and including the possible total points designated in the parentheses preceding each criteria. At the conclusion of this section, transfer the numbers to the summary page. 

1. GENERAL (5 POINTS) 

(3) - a. Meets district-specific objectives 
(2) - b. Contains a clearly stated, no-use philosophy (DOE, 1988) and supports a total
            abstinence approach to alcohol, tobacco and other drugs (DOE, 1988)

2. DRUG INFORMATION (15 POINTS) 

(3) - a. Incorporates an understanding of both the long-term and short-term physical,
            mental and  social effects of drugs 
(3) - b. Explores the relationship of drug use to related diseases and disabilities, including 
            HIV/AIDS, teaming disorders, handicapping conditions, birth defects, and heart,
            lung and  liver diseases 
(3) - c. Demonstrates an understanding of how alcohol, tobacco, and other drugs can
            affect the  mother and fetus before, during and after pregnancy (including
             lactation) 
(2) - d. Provides information regarding legal, social, and economic consequences of drug
            use, both for self and others 
(2) - e. Discusses international, economic, political, and-social implications of drug use 
            (including tobacco) 
(2) - f. Provides information on role expectations as consumers, role models and partners
           in relationships 

3. PERSONAL SOCIAL RESPONSIBILITY (15 POINTS) 

(15)- a. Focuses on the fact that students are maturing young adults, and that, as such,
             they have a responsibility to be drug-free, well-educated, healthy, productive
             citizens

4. SKILL BUILDING (15 POINTS)

(3) - a. Self-concept 
(2) - b. Peer leadership 
(3) - C. Communication/assertiveness
(2) - d. Healthy relationships 
(2) - e. Decision making/Critical thinking
(2) - f. Personal responsibility 
(1) - g. Healthy alternatives 

CURRICULUM EVALUATION SUMMARY

To use the evaluation instrument to quantitatively assess the curriculum you are examining, use this page to add the points assigned to each section and divide the total by 250 (possible points). If you did not evaluate the curriculum using one of the grade specific components, divide the total points by 200 instead of 250. The resulting score will give you a percentage to use in comparing one curriculum with another. Also, calculate the grade specific percentage by dividing the total grade specific points by 50.


TOPIC ............................................................................................................. %

A. CONTENT 

1. General (15) ..........................................................................................................................___
2. Drug Information (30) ............................................................................................................___
3. Personal/Social Responsibility (25) .........................................................................................___
4. Skill Building (35) ..................................................................................................................___
5. Organization (15) ...................................................................................................................___

B. INSTRUCTIONAL STRATEGIES (25) ...............................................................................___ 

C. CURRICULUM MATERIALS (10) .....................................................................................___

D. COMMITMENT TO TIME (10) ..........................................................................................___ 

E. COMMUNITY SPECIFIC (25) ...........................................................................................___

F. EVALUATION (10) .............................................................................................................___ 

G. GRADE SPECIFIC (50) .......................................................................................................___ 

TOTAL: .....................................................................................................................................__*


*   This percentage represents a numerical value which can be used for comparing the strength of one curriculum versus another.