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Drug Education and Early Intervention
in Nottingham City Schools
Efficient Needs Assessment
into
Effective Curriculum Plan...
Content
Context
Data to Inform Curriculum Planning - Mainstream
Dvibe data
Case Study
Benefits and Outcomes
Targeted...
The DrugAware Programme?
A complete, multi-component standard-based quality mark
and response for the school / YP setting...
Resources and Tools
Implementation Support
•Web support
•Member area for downloads and tools
•Unique login
•News and share...
EfficiEnt nEEds AssEssmEnt into
EffEctivE curriculum PlAnning
usuAl PAstorAl ProcEssEs
d-vibE
PlAnnEd mAinstrEAm
ProgrAmmE...
D-Vibe Survey
Coverage
• Risk behaviours / prevalence
• Normative environment
• Preference and experiences
• Key knowledge
• Skill perce...
Normative Environment / Prevalence
Perceptual / Skills
D-Vibe Reports
• DownloaDable spreaDsheet Data
• specialist mini reports
e.G. healthy schools, all schools, brief curricul...
D-Vibe Case Study
• Data collecteD in all years
• reports hiGhliGht curriculum anD
pastoral/safeGuarDinG concerns
( c lic ...
D-Vibe Case Study
• DownloaDeD anD put into Graphs to ‘persuaDe’ hoy anD Governors
to reinstate ks4 DruG eDucation proGram...
D-Vibe Case Study
• DownloaDeD anD put into graphs to ‘persuaDe’ hoY anD governors
to reinstate Ks4 Drug eDucation program...
D-Vibe Case Study
N e e d s r e d r e s s Q u e s t i o n r e fM e a n i n g o f r e s p o n s e : S t a t % A c t io n : ...
D-Vibe Case Study
outcomes:
•useD to reDevelop pshe anD pastoral / referral pathwaY linKing
to sexual health
•re-boot of s...
Case Study – Targeted and Specialist
D-vibe
assessment
usual pastoral processes
planneD mainstream
programme
ngage assessm...
The Ngage Assessment Toolkit
Easy Engagement for Early Identification and Referral for those considered vulnerable
For wor...
Ngage Assessment Toolkit: Benefits
 To identify content for target education programmes
 To identify request for service...
 Inclusion of a targeted sessions for identified individuals?
 Separate target programmes for small groups?
 Appropriat...
 Over 500 Staff trained around their understanding and teaching
practice for drug issues
 Over 80 school staff trained t...
Snapshot –KS3 Learning Centre Over 2 years
• Number of young people assessed with the NGage Assessment Toolkit
Risen from ...
Pre-delivery stage:
 Pre-programme training and preparation with staff –
 Provide preparation and follow up materials/re...
Evaluation Stage:
 Ensure follow up data is collected after programme implementation
 Ensure that individuals who requir...
For more information
Anna Power, DrugAware Programme Lead
Nottingham City Council Early Intervention Team
Loxley House, St...
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Efficient needs assessment into effective curriculum planning - ADEPIS seminar

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This presentation outlines how data collected through an efficient needs assessment can be used to inform programme planning in alcohol and drug education

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Efficient needs assessment into effective curriculum planning - ADEPIS seminar

  1. 1. Drug Education and Early Intervention in Nottingham City Schools Efficient Needs Assessment into Effective Curriculum Planning Karen Smith The DrugAware Award Programme Early Intervention Team Nottingham City Council karen@thdrugawareaward.co.uk 07855074471 0115 8764797 The DrugAware Award Programme
  2. 2. Content Context Data to Inform Curriculum Planning - Mainstream Dvibe data Case Study Benefits and Outcomes Targeted Intervention Ngage Case Study – Targeted and Specialist Implications for Curriculum Planning Summary
  3. 3. The DrugAware Programme? A complete, multi-component standard-based quality mark and response for the school / YP setting All the resources to meet that standard aligned to all markers for best practice and existing standards (Ofsted, PSHE assoc, Healthy Schools) to give confidence in practice An approach that covers both mainstream and vulnerable pupils. (Primary/Secondary/Academy/PRU). Combines the workforce training, data, resources and structural implementation necessary to bring relevance and effective focus to the task of tackling substance misuse through early intervention and prevention. A bespoke in-school education link worker drug and alcohol support and advisory service Flexibility of approach and ‘distance travelled’ implementation .
  4. 4. Resources and Tools Implementation Support •Web support •Member area for downloads and tools •Unique login •News and shares •Step by step guidance
  5. 5. EfficiEnt nEEds AssEssmEnt into EffEctivE curriculum PlAnning usuAl PAstorAl ProcEssEs d-vibE PlAnnEd mAinstrEAm ProgrAmmE AssEssmEnt ngAgE AssEssmEnt tArgEtEd ProgrAmmE individuAl intErvEntion
  6. 6. D-Vibe Survey
  7. 7. Coverage • Risk behaviours / prevalence • Normative environment • Preference and experiences • Key knowledge • Skill perceptions and skills • Attitudes • Tests for common misinformation • Built in, fidelity check questions • Built in risk prompts with customisable local service information
  8. 8. Normative Environment / Prevalence
  9. 9. Perceptual / Skills
  10. 10. D-Vibe Reports • DownloaDable spreaDsheet Data • specialist mini reports e.G. healthy schools, all schools, brief curriculum check, resilience score • DetaileD Drill-Down functions for all questions by ethnicity, vulnerability, GenDer etc..
  11. 11. D-Vibe Case Study • Data collecteD in all years • reports hiGhliGht curriculum anD pastoral/safeGuarDinG concerns ( c lic k o n a n a n s w e r f o r d r ill d o w n b y g e n d e r , e t h n ic it y , v u ln e r a b ilit y a n d p o s t c o d e ) D a n a x 3 / 9 0 : 3 % N o n e 2 5 / 9 0 : 2 8 % 2 : I ' v e t r i e d / u s e d i t [ 9 ] A l c o h o l 6 2 / 8 7 : 7 1 % A m p h e t a m i n e 0 / 8 7 : 0 % C a n n a b i s 1 4 / 8 7 : 1 6 % C a f f e i n e 4 6 / 8 7 : 5 3 % C o c a i n e 1 / 8 7 : 1 % C r a c k 0 / 8 7 : 0 % E c s t a c y 1 / 8 7 : 1 % G H B 1 / 8 7 : 1 % H e r o i n 0 / 8 7 : 0 % K e t a m i n e 0 / 8 7 : 0 % L S D 0 / 8 7 : 0 % M e p h a d r o n e 1 / 8 7 : 1 % M a g i c M u s h r o o m s 0 / 8 7 : 0 % P o p p e r s 0 / 8 7 : 0 % T o b a c c o / C i g a r e t t e s 2 8 / 8 7 : 3 2 % S o l v e n t s 2 / 8 7 : 2 % P a g e 6 o f 5 9d - V i b e O n l i n e S u r v e y 3 0 / 0 4 / 2 0 1 2h t t p : / / c i t y .d - v i b e .c o m / a d m i n / c u r r i c u l u m _ r e p o r t .p h p ? c i d = 1 7 4 K n o w l e d g e o f s e r v i c e s a n d s u p p o r t 3 9 : P i c k o u t t h e p e o p l e i n y o u r s c h o o l w h o c a n h e l p y o u w i t h y o u r w o r r i e s a n d q u e s t i o n s a b o u t d r u g s o r a lc o h o l [ 7 2 ] S c h o o l n u r s e 7 0 / 8 7 : 8 0 % 0 / 0 : 0 % M e n t o r 2 5 / 8 7 : 2 9 % 0 / 0 : 0 % A n y t e a c h e r s 2 5 / 8 7 : 2 9 % 0 / 0 : 0 % T u t o r 5 0 / 8 7 : 5 7 % 0 / 0 : 0 % S c h o o l D r u g W o r k e r 3 3 / 8 7 : 3 8 % 0 / 0 : 0 % P S H E t e a c h e r 2 6 / 8 7 : 3 0 % 0 / 0 : 0 % S c h o o l C o u n s e ll o r 2 1 / 8 7 : 2 4 % 0 / 0 : 0 % N o b o d y i n s c h o o l 1 3 / 8 7 : 1 5 % 0 / 0 : 0 % 4 0 : C o m p a s s [ 7 3 ] I ' v e h e a r d o f t h e m 9 / 8 7 : 1 0 % 0 / 0 : 0 % I ' v e b e e n t h e r e / c o n t a c t e d t h e m 1 / 8 7 : 1 % 0 / 0 : 0 % I h a v e n ' t h e a r d o f t h e m 7 7 / 8 7 : 8 9 % 3 0 / 0 4 / 2 0 1 2h t t p : / / c i t y .d - v i b e .c o m / a d m i n / c u r r i c u l u m _ r e p o r t .p h p ? c i d = 1 7 4 R e a l l i f e s i t u a t i o n s - s k i l l s a n d a t t i t u d e s 9 0 : I f s o m e o n e y o u k n o w o f f e r e d y o u a l c o h o l h o w c o n f i d e n t w o u l d y o u f e e l t o r e f u s e [ 1 1 1 ] ( c l i c k o n a n a n s w e r f o r d r i l l d o w n b y g e n d e r , e t h n i c i t y , v u l n e r a b i l i t y a n d p o s t c o d e ) N o t a t a l l 1 6 / 8 1 : 2 0 % 0 / 0 : 0 % A b i t 1 7 / 8 1 : 2 1 % 0 / 0 : 0 % Q u i t e 1 8 / 8 1 : 2 2 % 0 / 0 : 0 % V e r y 3 0 / 8 1 : 3 7 % 0 / 0 : 0 % 9 1 : I f s o m e o n e y o u k n o w o f f e r e d y o u d r u g s h o w c o n f i d e n t w o u l d y o u f e e l t o r e f u s e [ 1 1 0 ] N o t a t a l l 9 / 8 1 : 1 1 % 0 / 0 : 0 % A b i t 5 / 8 1 : 6 % 0 / 0 : 0 % P a g e 4 8 o f 5 9d - V i b e O n l i n e S u r v e y
  12. 12. D-Vibe Case Study • DownloaDeD anD put into Graphs to ‘persuaDe’ hoy anD Governors to reinstate ks4 DruG eDucation proGramme Alcohol 0 10 20 30 40 50 60 70 80 Y7 Y8 Y9 Y10 Used Alcohol Drunk in last 4 weeks Heard of the Compass school drug worker? Confidence to Refuse 0 10 20 30 40 50 60 70 80 90 Y7 Y8 Y9 Y10 Very confident to refuse alcohol Very confident to refuse drugs Linear (Very confident to refuse alcohol) Linear (Very confident to refuse drugs)
  13. 13. D-Vibe Case Study • DownloaDeD anD put into graphs to ‘persuaDe’ hoY anD governors to reinstate Ks4 Drug eDucation programme Cannabis 0 10 20 30 40 50 60 70 80 90 100 Y7 Y8 Y9 Y10 Year % Come across cannabis Used Cannabis Very confident to refuse drugs Chart Title 0 5 10 15 20 25 30 35 40 45 50 Y7 Y8 Y9 Y10 Heard of the Compass school drug worker? Linear (Heard of the Compass school drug worker?) current Drug programme haD been run in lower Ks3 onlY for last 2 Years anD DroppeD at Ks4. content for ‘who helps’ is onlY in Y8
  14. 14. D-Vibe Case Study N e e d s r e d r e s s Q u e s t i o n r e fM e a n i n g o f r e s p o n s e : S t a t % A c t io n : r a i s e / r e d u c e D r u g u s e n e e d s a t t e n t io n A lc o h o l u s e h ig h n e e d s a t t e n t io n c a n n a b is u s e h ig h n e e d s a t t e n t io n c a f f e in e u s e h ig h A d d r e s s in p r o g r a m m e n e e d s a t t e n t io n s m o k in g r a t e h ig h n e e d s a t t e n t io n I 'v e b e e n d r u n k a t le a s t o n c e in la s t m o n t h n o N o t lik e ly t o s m o k e in f u t u r e A t t i t u d e s / r e s p e c t n o I 'll g e t n o r e s p e c t f r o m m a t e s if I if I s m o k e I n c r e a s e p e r c e n t a g e n e e d s a t t e n t io n w ill g e t n o r e s p e c t f r o m m a t e s if I u s e a lc o h o l I n c r e a s e p e r c e n t a g e n o w ill g e t n o r e s p e c t f r o m m a t e s if I u s e c a n n a b is I n c r e a s e p e r c e n t a g e n o W ill g e t n o r e s p e c t f r o m m a t e s if I d e a l d r u g s R e f u s a l / s a f e t y S k i l l s n o I a m v e r y c o n f id e n t t o r e f u s e c ig a r e t t e s n e e d s a t t e n t io n I a m v e r y c o n f id e n t t o r e f u s e a lc o h o l A d d r e s s in p r o g r a m m e n e e d s a t t e n t io n I a m v e r y c o n f id e n t t o r e f u s e d r u g s n e e d s a t t e n t io n C o n s id e r s t h e ir d r u g a d v ic e t o b e g o o d e n o u g h I n c r e a s e p e r c e n t a g e n e e d s a t t e n t io n c o n s id e r s d r u g a d v ic e t o b e g o o d e n o u g h I n c r e a s e p e r c e n t a g e n e e d s a t t e n t io n I k n o w if s o m e o n e p a s s e s o u t t o lie t h e m o n t h e ir s id e ( r e c o v e r y p o s it io n ) I n c r e a s e p e r c e n t a g e n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s A d d r e s s in p r o g r a m m e n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s A d d r e s s in p r o g r a m m e n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s n o N a m e s a p p r o p r ia t e r is k s / n a m e s r e a lis t ic s t r a t e g ie s A d d r e s s in p r o g r a m m e n o s h o w lo w k n o w le d g e a b o u t c o r r e c t u s e o f m e d ic in e s ? K n o w s w h o c a n h e l p n o h e a r d o f s c h o o l n u r s e a s s o u r c e o f h e lp a n d in f o r m a t io n r e d r u g s I n c r e a s e p e r c e n t a g e n e e d s a t t e n t io n h e a r d o f e d u c a t io n lin k w o r k e r a s s o u r c e o f h e lp a n d in f o r m a t io n r e d r u g s I n c r e a s e p e r c e n t a g e n e e d s a t t e n t io n H a v e h e a r d o f c o m p a s s I n c r e a s e p e r c e n t a g e n e e d s a t t e n t io n H a v e h e a r d o f W A M I n c r e a s e p e r c e n t a g e
  15. 15. D-Vibe Case Study outcomes: •useD to reDevelop pshe anD pastoral / referral pathwaY linKing to sexual health •re-boot of school Dug worKer service profile in school •reinstatement of focuseD Drug eDucation Year 10 •better focus with content on iDentifieD teaching anD learning weaKnesses •targets set at enD of Ks4 for longer term •surveY to be useD to evaluate success of changes 0 10 20 30 40 50 60 70 80 90 Used Alcohol Come across cannabis Used Cannabis Drunk in last 4 weeks Heard of the Compass school drug worker? Very confident to refuse alcohol Very confident to refuse drugs Aware unplanned sex - alcohol Aware of risk of alcohol assualt (boys) Aware of risk of alcohol assualt (girls) Prev Y10 Y10 Target post test Y11 in 2012
  16. 16. Case Study – Targeted and Specialist D-vibe assessment usual pastoral processes planneD mainstream programme ngage assessment targeteD programme inDiviDual intervention 24% vulnerable Due to: lac / fostereD excluDeD sen / DisabilitY police/Yot involvement of these 11% problematic substances use (alc/can) 1% class a exposure >10% parental use affecteD can Drill Down bY numbers of vulnerable (not inDiviDuals)
  17. 17. The Ngage Assessment Toolkit Easy Engagement for Early Identification and Referral for those considered vulnerable For working with young people aged 10 years upwards For staff in universal, targeted and specialist services to enable them to assess the needs of the children and young people To support workers to identify strengths, risks or additional needs To provide the young person with the opportunity to talk about issues they may be experiencing
  18. 18. Ngage Assessment Toolkit: Benefits  To identify content for target education programmes  To identify request for service to targeted and specialist services  To help identify if a CAF should be initiated or where a CAF has been initiated to support assessment and action planning  To identify if there are any safeguarding issues requiring access to social care
  19. 19.  Inclusion of a targeted sessions for identified individuals?  Separate target programmes for small groups?  Appropriate materials to reflect experiences of young people?  Staff confident to teach vulnerable students?  Differentiate young people ‘by need’ within mainstream classroom management and add additional support where required (and to avoid skewing mainstream learning)  Increase awareness of link between inclusion / SMART interventions and attainment/attendance Implications for Curriculum Planning…
  20. 20.  Over 500 Staff trained around their understanding and teaching practice for drug issues  Over 80 school staff trained to conduct needs assessments with vulnerable pupils – including 15 secondary / Learning Centres using the NGage toolkit  130+ referrals into Specialist YP Drug/Alcohol service annually / re- entry rate of 4% (compared to 48% in YOT) Length intervention 6 weeks average comparable to 12 weeks in other settings.  Citywide data collected from 82 (almost 79%) of all DrugAware schools (cohorts totalling 9,000 young people) Implications for the City…
  21. 21. Snapshot –KS3 Learning Centre Over 2 years • Number of young people assessed with the NGage Assessment Toolkit Risen from 5% to 98% • Referrals have risen initially by over 400% and remained active at level • Referrals exceed incidents in all DrugAware Schools (suggesting they do not wait for incidents to identify need) • Parental positive involvement in aspects of drugs programme Risen from 10% to 55% • Skills and confidence to refuse drugs/alcohol (illustration of safety skills) Risen from 45% to 75% • Knowledge of drug services Risen from 3% to 38% • Knowledge of recovery position (illustration of safety skills) Risen from 11% to 58% • Prevalence Cannabis use fallen from 41% to 37% by end Y9* • Comparison with group of early Y10 in KS4 PRU who have not yet had DrugAware implemented showed cannabis 57% * this is a time when cannabis use generally increases dramatically from 12-14 to approx 50% Data snapshots: Vulnerable Young People
  22. 22. Pre-delivery stage:  Pre-programme training and preparation with staff –  Provide preparation and follow up materials/resources/tools  Link baseline data, using interval measures where possible, to materials and SMART learning outcomes  Ensure it is done  Ensure your delivery (teaching and learning styles) meets expectations / needs of young people  Invite external specialists to monitor / observe and feedback on performance What Works: Summary
  23. 23. Evaluation Stage:  Ensure follow up data is collected after programme implementation  Ensure that individuals who require more specialist assessment of individual needs are referred (EG vulnerable young people – Ngage)  Process and qualitative evaluation can be useful but make it meaningful and invite criticism as well as praise  Avoid using only closed questions or ‘measurements of enjoyment’  Don’t rely on ‘broad comment’ to use as evaluation of a programme – Use measurements that prove efficacy in the field you provide (E.G. To what extent did it increase reported confidence against a baseline)  Do, Review, Renew, Do: constant cycle What Works: Summary
  24. 24. For more information Anna Power, DrugAware Programme Lead Nottingham City Council Early Intervention Team Loxley House, Station Street, Nottingham NG2 3NG telephone: 0115 8764797 email: anna.power@nottinghamcity.gov.uk       web: www.thedrugawareaward.co.uk Buy: www.earlyinterventionresources.co.uk

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