,what ,works ,,schools ,,without ,,drugs ,united ,states ,department of ,education ,william ,j4 ,bennett1 ,secretary #aihf ,,the ,,white ,,house ,,washington ,august #d1 #aihf ,drug and alcohol abuse touches all ,americans in one form or another1 but it is our children who are most vulnerable to its influence4 ,as parents and teachers1 we need to educate ourselves about the dangers of drugs so that we can then teach our children4 ,and we must go further still by convincing them that drugs are morally wrong4 ,now1 as more and more individuals and groups are speaking out1 young people are finding it easier to say no to drugs4 ,encouraged by a growing public outcry and their own strength of conviction1 students are forming peer support groups in opposition to drug use4 ,it has been encouraging to see how willingly young people take healthy attitudes and ideas to heart when they are exposed to an environment that fosters those values4 ,outside the home1 the school is the most influential environment for our children4 ,this means that schools must protect children from the presence of drugs1 and nurture values that help them reject drugs4 ,schools ,without ,drugs provides the kind of practical knowledge parents1 educators1 students and communities can use to keep their schools drug-free4 ,only if our schools are free from drugs can we protect our children and insure that they can get on with the enterprise of learning4 ,illustration3 ,signature of ,nancy ,reagan ,,introduction ,it is a sad and sobering reality that trying drugs is no longer the exception among high school students4 ,it is the norm4 --,california ,attorney ,general ,john ,van ,de ,kemp ,los ,angeles ,times1 ,april #cj1 #aihf ,when #ac- to #ah-year-olds were asked to name the biggest problems facing young people today1 drugs led their list4 ,the proportion of teens with this perception has risen steadily in recent years4 ,no other issue approaches this level of concern4 ,four out of five teens believe current laws against both the sale and the use of drugs 7including marijuana7 are not strict enough4 --,the ,gallup ,youth ,surveys1 #aihe and #aihf ,policy is useless without action6 ,drugs do not have to be tolerated on our school campuses4 ,policy to that effect is almost universally on the books4 ,drugs remain on campus because consistent1 equitable and committed enforcement is lacking4 --,bill ,rudolph1 ,principal1 ,northside ,high ,school1 ,atlanta1 ,georgia ,testimony submitted to the ,u4,s4 ,senate ,committee on ,special ,investigations1 ,july #aihd 444 ,we have a right to be protected from drugs4 --,cicely ,senior1 a seventh-grader1 ,mc,farland ,junior ,high1 ,washington1 ,d4,c4 ,william ,j4 ,bennett ,secretary of ,education ,the foremost responsibility of any society is to nurture and protect its children4 ,in ,america today1 the most serious threat to the health and well-being of our children is drug use4 ,for the past year and a half1 ,i have had the privilege of teaching our children in the classrooms of this country4 ,i have met some outstanding teachers and administrators and many wonderful children4 ,i have taken time during these visits to discuss the problem of drug use with educators and with police officers working in drug enforcement across the country4 ,their experience confirms the information reported in major national studies3 drug use by children is at alarming levels4 ,use of some of the most harmful drugs is increasing4 ,even more troubling is the fact that children are using drugs at younger ages4 ,students today identify drugs as a major problem among their schoolmates as early as the fourth1 fifth1 and sixth grades4 ,drug use impairs memory1 alertness1 and achievement4 ,drugs erode the capacity of students to perform in school1 to think and act responsibly4 ,the consequences of using drugs can last a lifetime4 ,the student who cannot read at age #h can1 with effort1 be taught at #i4 ,but when a student clouds his mind with drugs1 he may become a lifelong casualty4 ,research tells us that students who use marijuana regularly are twice as likely as their classmates to average ,d's and ,f's1 and we know that drop-outs are twice as likely to be frequent drug users as graduates4 ,in addition1 drug use disrupts the entire school4 ,when drug use and drug dealing are rampant--when many students often do not show up for class and teachers cannot control them when they do--education throughout the school suffers4 ,drug use is found among students in the city and country1 among the rich1 the poor1 and the middle class4 ,many schools have yet to implement effective drug enforcement measures4 ,in some schools1 drug deals at lunch are common4 ,in others1 intruders regularly enter the building to sell drugs to students4 ,even schools with strict drug policies on paper do not always enforce them effectively4 ,schools ,without ,drugs provides a practical synthesis of the most reliable and significant findings available on drug use by school-age youth4 ,it tells how extensive drug use is and how dangerous it is4 ,it tells how drug use starts1 how it progresses1 and how it can be identified4 ,most important1 it tells how it can be stopped4 ,it recommends strategies--and describes particular communities--that have succeeded in beating drugs4 ,it concludes with a list of resources and organizations that parents1 students1 and educators can turn to for help4 ,this book is designed to be used by parents1 teachers1 principals1 religious and community leaders1 and all other adults--and students--who want to know what works in drug use prevention4 ,it emphasizes concrete and practical information4 ,an earlier book1 a summary of research findings on teaching and learning called ,what ,works1 has already proved useful to parents1 teachers1 and administrators4 ,i hope this book will be as useful to the ,american people4 ,this book focuses on preventing drug use4 ,it should be emphasized that the term drug use1 as contained in the recommendations in the book1 includes the use of alcohol by children4 ,alcohol is an illegal drug for minors and should be treated as such4 ,this book does not discuss techniques for treating drug users4 ,treatment usually requires professional help2 treatment services are included in the resources section at the end of the book4 ,but the purpose of the book is to help prevent drug use in the first place4 ,the information in this book is based on the research of drug prevention experts1 and on interviews with parent organizations and school officials working in drug prevention in all #ej ,states and the ,district of ,columbia4 ,although this volume is a product of the ,u4,s4 ,department of ,education1 ,i am grateful for the assistance the ,department received from groups and individuals across the country4 ,it was not possible to include all the information we gathered1 but ,i wish to thank the many groups that offered their help4 ,no one can be a good citizen alone1 as ,plato tells us4 ,no one is going to solve our drug problem alone1 either4 ,but when parents1 schools1 and communities pull together1 drugs can be stopped4 ,drugs have been beaten in schools like ,northside ,high ,school in ,atlanta1 profiled in this book4 ,preventing drug experimentation is the key4 ,it requires drug education starting in the first grades of elementary school4 ,it requires clear policies against drug use and consistent enforcement of those policies4 ,and it requires the cooperation of school boards1 principals1 teachers1 law enforcement personnel1 parents1 and students4 ,schools are uniquely situated to be part of the solution to student drug use4 ,children spend much of their time in school4 ,furthermore1 schools1 along with families and religious institutions1 are major influences in transmitting ideals and standards of right and wrong4 ,thus1 although the problems of drug use extend far beyond the schools1 it is critical that our offensive on drugs center in the schools4 ,my purpose in releasing this handbook1 therefore1 is to help all of us--parents and children1 teachers and principals1 legislators and taxpayers--work more effectively in combating drug use4 ,knowing the dangers of drugs is not enough4 ,each of us must also act to prevent the sale and use of drugs4 ,we must work to see that drug use is not tolerated in our homes1 in our schools1 or in our communities4 ,because of drugs1 children are failing1 suffering1 and dying4 ,we have to get tough1 and we have to do it now4 ,,what ,,can ,,we ,,do8 ,a ,plan for ,achieving ,schools ,without ,drugs ,,parents3 #a4 ,teach standards of right and wrong1 and demonstrate these standards through personal example4 #b4 ,help children to resist peer pressure to use drugs by supervising their activities1 knowing who their friends are1 and talking with them about their interests and problems4 #c4 ,be knowledgeable about drugs and signs of drug use4 ,when symptoms are observed1 respond promptly4 ,,schools3 #d4 ,determine the extent and character of drug use and establish a means of monitoring that use regularly4 #e4 ,establish clear and specific rules regarding drug use that include strong corrective actions4 #f4 ,enforce established policies against drug use fairly and consistently4 ,implement security measures to eliminate drugs on school premises and at school functions4 #g4 ,implement a comprehensive drug prevention curriculum for kindergarten through grade #ab1 teaching that drug use is wrong and harmful and supporting and strengthening resistance to drugs4 #h4 ,reach out to the community for support and assistance in making the school's antidrug policy and program work4 ,develop collaborative arrangements in which school personnel1 parents1 school boards1 law enforcement officers1 treatment organizations1 and private groups can work together to provide necessary resources4 ,,students3 #i4 ,learn about the effects of drug use1 the reasons why drugs are harmful1 and ways to resist pressures to try drugs4 #aj4 ,use an understanding of the danger posed by drugs to help other students avoid them4 ,encourage other students to resist drugs1 persuade those using drugs to seek help1 and report those selling drugs to parents and the school principal4 ,,communities3 #aa4 ,help schools fight drugs by providing them with the expertise and financial resources of community groups and agencies4 #ab4 ,involve local law enforcement agencies in all aspects of drug prevention3 assessment1 enforcement1 and education4 ,the police and courts should have well-established and mutually supportive relationships with the schools4 ,,contents ,page ,,introduction iv ,,what ,,can ,,we ,,do8 vii ,,children ,,and ,,drugs #a ,extent of ,drug ,use #e ,fact ,sheet3 ,drugs and ,dependence #f ,how ,drug ,use ,develops #g ,fact ,sheet3 ,cocaine3 ,crack #h ,effects of ,drug ,use #i ,drug ,use and ,learning #aj ,a ,,plan ,,for ,,action #aa ,what ,parents ,can ,do ,instilling ,responsibility #ac ,supervision #ae ,fact ,sheet3 ,signs of ,drug ,use #af ,recognizing ,drug ,use #ag ,what ,schools ,can ,do ,assessing the ,problem #ai ,setting ,policy #ba ,enforcing ,policy #bc ,fact ,sheet3 ,legal ,questions on ,search and ,seizure #bd ,fact ,sheet3 ,legal ,questions on ,suspension and ,expulsion #be ,fact ,sheet3 ,tips for ,selecting ,drug ,prevention ,materials #bf ,teaching ,about ,drug ,prevention #bg ,enlisting the ,community #bi ,what ,students ,can ,do ,learning the ,facts #ca ,helping ,fight ,drug ,use #cc ,what ,communities ,can ,do ,providing ,support #cg ,tough ,law ,enforcement #ci ,,conclusion #dj ,,special ,,sections ,teaching ,about ,drug ,prevention #dd ,how the ,law ,can ,help #di ,resources #ei ,specific ,drugs and ,their ,effects #ei ,sources of ,information #fg ,references #gd ,acknowledgments #gh ,ordering ,information ,i felt depressed and hurt all the time4 ,i hated myself for the way ,i hurt my parents and treated them so cruelly1 and for the way ,i treated others4 ,i hated myself the most1 though1 for the way ,i treated myself4 ,i would take drugs until ,i overdosed1 and fell further and further in school and work and relationships with others4 ,i just didn't care anymore whether ,i lived or died4 ,i stopped going to school altogether4444 ,i felt constantly depressed and began having thoughts of suicide1 which scared me a lot6 ,i didn't know where to turn4444 --,stewart1 a high school student ,,children ,,and ,,drugs ,illustration3 ,chart #a ,percentage of #ac-,year-,olds ,who ,have ,used ,marijuana1 #aiec-aihb ,source3 ,national ,institute on ,drug ,abuse ,household ,survey #aihb ,children and ,drugs ,americans have consistently identified drug use among the top problems confronting the ,nation's schools4 ,yet many do not recognize the degree to which their own children1 their own schools1 and their own communities are at risk4 ,research shows that drug use among children is #aj times more prevalent than parents suspect4 ,in addition1 many students know that their parents do not recognize the extent of drug use1 and this leads them to believe that they can use drugs with impunity4 ,school administrators and teachers often are unaware that their students are using and selling drugs1 frequently on school property4 ,school officials who are aware of the situation in their schools admit1 as has ,ralph ,egers1 superintendent of schools in ,south ,portland1 ,maine1 that ,we'd like to think that our kids don't have this problem1 but the brightest kid from the best family in the community could have the problem4 ,the facts are3 4 ,drug use is not confined to certain population groups or to certain economic levels in our society2 it affects our entire ,nation4 4 ,drugs are a serious problem not only in high schools1 but now in middle and elementary schools as well4 4 ,all illegal drugs are dangerous2 there is no such thing as safe or responsible use of illegal drugs4 4 ,although drug trafficking is controlled by adults1 the immediate source of drugs for most students is other students4 ,continuing misconceptions about the drug problem stand in the way of corrective action4 ,the following section outlines the nature and extent of the problem and summarizes the latest research on the effects of drugs on students and schools4 ,illustration3 ,chart #b ,percentage of ,high ,school ,seniors ,who ,have ,used ,cocaine ,source3 ,institute for ,social ,research #aihf ,extent of ,drug ,use ,drug use is widespread among ,american schoolchildren4 ,the ,united ,states has the highest rate of teenage drug use of any industrialized nation4 ,the drug problem in this country is #aj times greater than in ,japan1 for example4 ,sixty-one percent of high school seniors have used drugs4 ,marijuana use remains at an unacceptably high level2 #da percent of #aihe seniors reported using it in the last year1 and #bf percent said they had used it at least once in the previous month4 ,thirteen percent of seniors indicated that they had used cocaine in the past year4 ,this is the highest level ever observed1 more than twice the proportion in #aige4 ,many students purchase and use drugs at school4 ,a recent study of teenagers contacting a cocaine hotline revealed that #eg percent of the respondents bought most of their drugs at school4 ,among #aihe high school seniors1 one-third of the marijuana users reported that they had smoked marijuana at school4 ,of the seniors who used amphetamines during the past year1 two-thirds reported having taken them at school4 ,the drug problem affects all types of students4 ,all regions and all types of communities show high levels of drug use4 ,forty-three percent of #aihe high school seniors in nonmetropolitan areas reported illicit drug use in the previous year1 while the rate for seniors in large metropolitan areas was #ej percent4 ,although higher proportions of males are involved in illicit drug use1 especially heavy drug use1 the gap between the sexes is lessening4 ,the extent to which high school seniors reported having used marijuana is about the same for blacks and whites2 for other types of drugs reported1 use is slightly higher among whites4 ,initial drug use occurs at an increasingly early age4 ,the percentage of students using drugs by the sixth grade has tripled over the last decade4 ,in the early #aifj's1 marijuana use was virtually nonexistent among #ac-year-olds1 but now about one in six #ac-year-olds has used marijuana4 ,fact ,sheet ,drugs and ,dependence ,drugs cause physical and emotional dependence4 ,users may develop an overwhelming craving for specific drugs1 and their bodies may respond to the presence of drugs in ways that lead to increased drug use4 4 ,regular users of drugs develop tolerance1 a need to take larger doses to get the same initial effect4 ,they may respond by combining drugs--frequently with devastating results4 ,many teenage drug users calling a national cocaine hotline report that they take other drugs just to counteract the unpleasant effects of cocaine4 4 ,certain drugs1 such as opiates and barbiturates1 create physical dependence4 ,with prolonged use1 these drugs become part of the body chemistry4 ,when a regular user stops taking the drug1 the body experiences the physiological trauma known as withdrawal4 4 ,psychological dependence occurs when drug taking becomes the center of the user's life4 ,among children1 psychological dependence erodes school performance and can destroy ties to family1 friendships1 outside interests1 values1 and goals4 ,the child goes from taking drugs to feel good1 to taking them to keep from feeling bad4 ,over time1 drug use itself heightens the bad feelings and can leave the user suicidal4 ,more than half of all adolescent suicides are drug-related4 4 ,drugs and their harmful side effects can remain in the body long after use has stopped4 ,the extent to which a drug is retained in the body depends on the drug's chemical composition1 that is1 whether or not it is fat-soluble4 ,fat-soluble drugs such as marijuana1 phencyclidine 7,,pcp71 and lysergic acid 7,,lsd7 seek out and settle in the fatty tissues4 ,as a result1 they build up in the fatty parts of the body such as the brain4 ,such accumulations of drugs and their slow release over time may cause delayed effects 7flashbacks7 weeks and even months after drug use has stopped4 ,how ,drug ,use ,develops ,social influences play a key role in making drug use attractive to children4 ,the first temptations to use drugs may come in social situations in the form of pressures to act grown up and have a good time by smoking cigarettes or using alcohol or marijuana4 ,a #aihc ,weekly ,reader survey found that television and movies had the greatest influence on fourth graders in making drugs and alcohol seem attractive2 other children had the second greatest influence4 ,from the fifth grade on1 peers played an increasingly important role1 while television and movies consistently had the second greatest influence4 ,the survey offers insights into why students take drugs4 ,for all children1 the most important reason for taking marijuana is to fit in with others4 ,to feel older is the second main reason for children in grades four and five1 and to have a good time for those in grades six to twelve4 ,this finding reinforces the need for prevention programs beginning in the early grades--programs that focus on teaching children to resist peer pressure and on making worthwhile and enjoyable drug-free activities available to them4 ,students who turn to more potent drugs usually do so after first using cigarettes and alcohol1 and then marijuana4 ,initial attempts may not produce a high2 however1 students who continue to use drugs learn that drugs can alter their thoughts and feelings4 ,the greater a student's involvement with marijuana1 the more likely it is the student will begin to use other drugs in conjunction with marijuana4 ,drug use frequently progresses in stages--from occasional use1 to regular use1 to multiple drug use1 and ultimately to total dependency4 ,with each successive stage1 drug use intensifies1 becomes more varied1 and results in increasingly debilitating effects4 ,but this progression is not inevitable4 ,drug use can be stopped at any stage4 ,however1 the more involved children are with drugs1 the more difficult it is for them to stop4 ,the best way to fight drug use is to begin prevention efforts before children start using drugs4 ,prevention efforts that focus on young children are the most effective means to fight drug use4 ,fact ,sheet ,cocaine3 ,crack ,cocaine use is the fastest growing drug problem in ,america4 ,most alarming is the recent availability of cocaine in a cheap but potent form called crack or rock4 ,crack is a purified form of cocaine that is smoked4 4 ,crack is inexpensive to try4 ,crack is available for as little as #aj4 ,as a result1 the drug is affordable to many new users1 including high school and even elementary school students4 4 ,crack is easy to use4 ,it is sold in pieces resembling small white gravel or soap chips and is sometimes pressed into small pellets4 ,crack can be smoked in a pipe or put into a cigarette4 ,because the visible effects disappear within minutes after smoking1 it can be used at almost any time during the day4 4 ,crack is extremely addictive4 ,crack is far more addictive than heroin or barbiturates4 ,because crack is smoked1 it is quickly absorbed into the blood stream4 ,it produces a feeling of extreme euphoria1 peaking within seconds4 ,the desire to repeat this sensation can cause addiction within a few days4 4 ,crack leads to crime and severe psychological disorders4 ,many youths1 once addicted1 have turned to stealing1 prostitution1 and drug dealing in order to support their habit4 ,continued use can produce violent behavior and psychotic states similar to schizophrenia4 4 ,crack is deadly4 ,cocaine in any form can cause cardiac arrest and death by interrupting the brain's control over the heart and respiratory system4 ,effects of ,drug ,use ,the drugs students are taking today are more potent1 more dangerous1 and more addictive than ever4 ,adolescents are particularly vulnerable to the effects of drugs4 ,drugs threaten normal development in a number of ways3 4 ,drugs can interfere with memory1 sensation1 and perception4 ,they distort experiences and cause a loss of self-control that can lead users to harm themselves and others4 4 ,drugs interfere with the brain's ability to take in1 sort1 and synthesize information4 ,as a result1 sensory information runs together1 providing new sensations while blocking normal ability to understand the information received4 4 ,drugs can have an insidious effect on perception2 for example1 cocaine and amphetamines often give users a false sense of functioning at their best while on the drug4 ,drug suppliers have responded to the increasing demand for drugs by developing new strains1 producing reprocessed1 purified drugs1 and using underground laboratories to create more powerful forms of illegal drugs4 ,consequently1 users are exposed to heightened or unknown levels of risk4 4 ,the marijuana produced today is from five to #bj times stronger than that available as recently as #aj years ago4 ,regular use by adolescents has been associated with an a motivational syndrome1 characterized by apathy and loss of goals4 ,research has shown that severe psychological damage1 including paranoia and psychosis1 can occur when marijuana contains #b percent ,,thc1 its major psychoactive ingredient4 ,since the early #aihjs1 most marijuana has contained from #d to #f percent ,,thc--two to three times the amount capable of causing serious damage4 4 ,crack1 now becoming widely available1 is a purified and highly addictive form of cocaine4 4 ,phencyclidine 7,,pcp71 first developed as an animal tranquilizer1 has unpredictable and often violent effects4 ,often children do not even know that they are using this drug when ,,pcp-laced parsley in cigarette form is passed off as marijuana1 or when ,,pcp in crystal form is sold as lysergic acid 7,,lsd74 4 ,some of the new designer drugs1 slight chemical variations of existing illegal drugs1 have been known to cause permanent brain damage with a single dose4 ,drug ,use and ,learning ,drugs erode the self-discipline and motivation necessary for learning4 ,pervasive drug use among students creates a climate in the schools that is destructive to learning4 ,research shows that drug use can cause a decline in academic performance4 ,this has been found to be true for students who excelled in school prior to drug use as well as for those with academic or behavioral problems prior to use4 ,according to one study1 students using marijuana were twice as likely to average ,d's and ,f's as other students4 ,the decline in grades often reverses when drug use is stopped4 ,drug use is closely tied to truancy and dropping out of school4 ,high school seniors who are heavy drug users are more than three times as likely to skip school as nonusers4 ,about one-fifth of heavy users skipped #c or more schooldays a month1 more than six times the truancy rate of nonusers4 ,in a ,philadelphia study1 dropouts were almost twice as likely to be frequent drug users as were high school graduates2 four in five dropouts used drugs regularly4 ,drug use is associated with crime and misconduct that disrupt the maintenance of an orderly and safe school conducive to learning4 ,drugs not only transform schools into marketplaces for dope deals1 they also lead to the destruction of property and to classroom disorder4 ,among high school seniors1 heavy drug users were two-and-one-half times as likely to vandalize school property and almost three times as likely to have been involved in a fight at school as nonusers4 ,students on drugs create a climate of apathy1 disruption1 and disrespect for others4 ,for example1 among teenage callers to a national cocaine hotline1 #dd percent reported that they sold drugs and #ca percent said that they stole from family1 friends1 or employers to buy drugs4 ,a drug-ridden environment is a strong deterrent to learning not only for drug users1 but for other students as well4 ,a ,,plan ,,for ,,action ,in order to combat student drug use most effectively1 the entire community must be involved3 parents1 schools1 students1 law enforcement authorities1 religious groups1 social service agencies1 and the media4 ,they all must transmit a single consistent message that drug use is wrong1 dangerous1 and will not be tolerated4 ,this message must be reinforced through strong1 consistent law enforcement and disciplinary measures4 ,the following recommendations and examples describe actions that can be taken by parents1 schools1 students1 and communities to stop drug use4 ,these recommendations are derived from research and from the experiences of schools throughout the country4 ,they show that the drug problem can be overcome4 ,,what ,,parents ,,can ,,do ,parents ,instilling ,responsibility ,recommendation #a3 ,teach standards of right and wrong and demonstrate these standards through personal example4 ,children who are brought up to value individual responsibility and self-discipline and to have a clear sense of right and wrong are less likely to try drugs than those who are not4 ,parents can help to instill these ideals by3 4 ,setting a good example for children and not using drugs themselves4 4 ,explaining to their children at an early age that drug use is wrong1 harmful1 and unlawful1 and reinforcing this teaching throughout adolescence4 4 ,encouraging self-discipline through giving children everyday duties and holding them accountable for their actions4 4 ,establishing standards of behavior concerning drugs1 drinking1 dating1 curfews1 and unsupervised activities1 and enforcing them consistently and fairly4 4 ,encouraging their children to stand by their convictions when pressured to use drugs4 ,northside ,high ,school1 ,atlanta1 ,georgia ,northside ,high ,school enrolls #a1djj students from #eb neighborhoods4 ,in #aigg1 drug use was so prevalent that the school was known as ,fantasy ,island4 ,students smoked marijuana openly at school1 and police were called to the school regularly4 ,the combined efforts of a highly committed group of parents and an effective new principal succeeded in solving ,northside's drug problem4 ,determined to stop drug use both inside and outside the school1 parents organized and took the following actions3 4 ,formed parent-peer groups to learn about the drug problem and agreed to set curfews1 to chaperone parties1 and to monitor their children's whereabouts4 ,they held community meetings to discuss teenage drug use with law enforcement agents1 judges1 clergy1 and physicians4 4 ,established a coalition that lobbied successfully for ,state antidrug and antiparaphernalia laws4 4 ,offered assistance to the schools4 ,the school acted on the parents' recommendations to provide drug prevention education to teachers1 update its prevention curriculum1 and establish a new behavior code4 ,parents also helped design a system for monitoring tardiness and provided volunteer help to teachers4 ,the new principal1 ,bill ,rudolph1 also committed his energy and expertise to fighting the drug problem4 ,rudolph established a tough policy for students who were caught possessing or dealing drugs4 ,illegal drug offenses do not lead to detention hall but to court1 he stated4 ,when students were caught1 he immediately called the police and then notified their parents4 ,families were given the names of drug education programs and were urged to participate4 ,one option available to parents was drug education offered by other parents4 ,today1 ,northside is a different school4 ,in #aihd-he1 only three drug-related incidents were reported4 ,academic achievement has improved dramatically2 student test scores have risen every year since the #aigg-gh school year4 ,scores on standardized achievement tests rose to well above the national average1 placing ,northside among the top schools in the district for the #aihd-he school year4 ,parents ,supervision ,recommendation #b3 ,help children to resist peer pressure to use drugs by supervising their activities1 knowing who their friends are1 and talking with them about their interests and problems4 ,when parents take an active interest in their children's behavior1 they provide the guidance and support children need to resist drugs4 ,parents can do this by3 4 ,knowing their children's whereabouts1 activities1 and friends4 4 ,working to maintain and improve family communications and listening to their children4 4 ,being able to discuss drugs knowledgeably4 ,it is far better for children to obtain their information from their parents than from their peers or on the street4 4 ,communicating regularly with the parents of their children's friends and sharing their knowledge about drugs with other parents4 4 ,being selective about their children's viewing of television and movies that portray drug use as glamorous or exciting4 ,in addition1 parents can work with the school in its efforts to fight drugs by3 4 ,encouraging the development of a school policy with a clear no-drug message4 4 ,supporting administrators who are tough on drugs4 4 ,assisting the school in monitoring students' attendance and planning and chaperoning school-sponsored activities4 4 ,communicating regularly with the school regarding their children's behavior4 ,fact ,sheet ,signs of ,drug ,use ,changing patterns of performance1 appearance1 and behavior may signal use of drugs4 ,the items in the first category listed below provide direct evidence of drug use2 the items in the other categories offer signs that may indicate drug use4 ,for this reason1 adults should look for extreme changes in children's behavior1 changes that together form a pattern associated with drug use4 ,signs of ,drugs and ,drug ,paraphernalia 4 ,possession of drug-related paraphernalia such as pipes1 rolling papers1 small decongestant bottles1 or small butane torches4 4 ,possession of drugs or evidence of drugs1 peculiar plants1 or butts1 seeds1 or leaves in ashtrays or clothing pockets4 4 ,odor of drugs1 smell of incense or other cover-up scents4 ,identification with ,drug ,culture 4 ,drug-related magazines1 slogans on clothing4 4 ,conversation and jokes that are preoccupied with drugs4 4 ,hostility in discussing drugs4 ,signs of ,physical ,deterioration 4 ,memory lapses1 short attention span1 difficulty in concentration4 4 ,poor physical coordination1 slurred or incoherent speech4 4 ,unhealthy appearance1 indifference to hygiene and grooming4 4 ,bloodshot eyes1 dilated pupils4 ,dramatic ,changes in ,school ,performance 4 ,distinct downward turns in student's grades--not just from ,c's to ,f's1 but from ,a's to ,b's and ,c's4 ,assignments not completed4 4 ,increased absenteeism or tardiness4 ,changes in ,behavior 4 ,chronic dishonesty 7lying1 stealing1 cheating74 ,trouble with the police4 4 ,changes in friends1 evasiveness in talking about new ones4 4 ,possession of large amounts of money4 4 ,increasing and inappropriate anger1 hostility1 irritability1 secretiveness4 4 ,reduced motivation1 energy1 self-discipline1 self-esteem4 4 ,diminished interest in extracurricular activities and hobbies4 ,parents ,recognizing ,drug ,use ,recommendation #c3 ,be knowledgeable about drugs and signs of drug use4 ,when symptoms are observed1 respond promptly4 ,parents are in the best position to recognize early signs of drug use in their children4 ,in order to prepare themselves1 they should3 4 ,learn about the extent of the drug problem in their community and in their children's schools4 4 ,be able to recognize signs of drug use4 4 ,meet with parents of their children's friends or classmates about the drug problem at their school4 ,establish a means of sharing information to determine which children are using drugs and who is supplying them4 ,parents who suspect their children are using drugs often must deal with their own emotions of anger1 resentment1 and guilt4 ,frequently they deny the evidence and postpone confronting their children4 ,yet the earlier a drug problem is found and faced1 the less difficult it is to overcome4 ,if parents suspect their children are using drugs1 they should3 4 ,devise a plan of action4 ,consult with school officials and other parents4 4 ,discuss their suspicions with their children in a calm1 objective manner4 ,do not confront a child while he is under the influence of drugs4 4 ,impose disciplinary measures that help remove the child from those circumstances where drug use might occur4 4 ,seek advice and assistance from drug treatment professionals and from a parent group4 7,for further information1 consult the resources section1 pages #ei-gc47 ,,what ,,schools ,,can ,,do ,schools ,assessing the ,problem ,recommendation #d3 ,determine the extent and character of drug use and establish a means of monitoring that use regularly4 ,school personnel should be informed about the extent of drugs in their school4 ,school boards1 superintendents1 and local public officials should support school administrators in their efforts to assess the extent of the drug problem and to combat it4 ,in order to guide and evaluate effective drug prevention efforts1 schools need to3 4 ,conduct anonymous surveys of students and school personnel and consult with local law enforcement officials to identify the extent of the drug problem4 4 ,bring together school personnel to identify areas where drugs are being used and sold4 4 ,meet with parents to help determine the nature and extent of drug use4 4 ,maintain records on drug use and sale in the school over time1 for use in evaluating and improving prevention efforts4 ,in addition to self-reported drug use patterns1 records may include information on drug-related arrests and school discipline problems4 4 ,inform the community1 in nontechnical language1 of the results of the school's assessment of the drug problem4 ,anne ,arundel ,county ,school ,district1 ,annapolis1 ,maryland ,in response to evidence of a serious drug problem in #aigi-hj1 the school district of ,anne ,arundel ,county implemented a strict new policy covering both elementary and secondary students4 ,it features notification of police1 involvement of parents1 and use of alternative education programs for offenders4 ,school officials take the following steps when students are found using or possessing drugs3 4 ,the school notifies the police1 calls the parents1 and suspends students for #a to #e school days4 4 ,the special assistant to the superintendent meets with the students and parents4 ,in order to return to school1 students must state where and how they obtained the drugs4 ,the students must also agree either to participate in the district's ,alternative ,drug ,program at night1 while attending school during the day1 or to enroll in the district's ,learning ,center 7grades #g-h7 or evening high school 7grades #i-ab74 ,students1 accompanied by their parents1 must also take at least #e hours of counseling4 ,parents are also required to sign a ,drug_/,alcohol ,reinstatement ,form4 4 ,if students fail to complete the ,alternative ,drug ,program1 they are transferred to the ,learning ,center or to evening high school4 4 ,students are expelled if caught using or possessing drugs a second time4 ,distribution and sale of drugs are also grounds for expulsion1 and a student expelled for these offenses is ineligible to participate in the ,alternative ,drug ,program4 ,as a result of these steps1 the number of drug offenses has declined by #eh percent1 from #ejg in #aigi-hj to #baa in #aihd-he4 ,schools ,setting ,policy ,recommendation #e3 ,establish clear and specific rules regarding drug use that include strong corrective actions4 ,school policies should clearly establish that drug use1 possession1 and sale on the school grounds and at school functions will not be tolerated4 ,these policies should apply to both students and school personnel1 and may include prevention1 intervention1 treatment1 and disciplinary measures4 ,school policies should3 4 ,specify what constitutes a drug offense by defining 7#a7 illegal substances and paraphernalia1 7#b7 the area of the school's jurisdiction1 for example1 the school property1 its surroundings1 and all school-related events1 such as proms and football games1 and 7#c7 the types of violations 7drug possession1 use1 and sale74 4 ,state the consequences for violating school policy2 as appropriate1 punitive action should be linked with treatment and counseling4 ,measures that schools have found effective in dealing with first-time offenders include3 --a required meeting of parents and the student with school officials1 concluding with a contract signed by the student and parents in which 7#a7 they acknowledge a drug problem1 7#b7 the student agrees not to use drugs1 and to participate in drug counseling or a rehabilitation program4 --suspension1 assignment to an alternative school1 in-school suspension1 after-school or ,saturday detention with close supervision and demanding academic assignments4 --referral to a drug treatment expert or counselor4 --notification of police4 ,penalties for repeat offenders and for sellers may include expulsion1 legal action1 and referral for treatment4 4 ,describe procedures for handling violations1 including3 --legal issues associated with disciplinary actions--confidentiality1 due process1 and search and seizure--and how they apply4 --responsibilities and procedures for reporting suspected incidents that identify the proper authorities to be contacted and the circumstances under which incidents should be reported4 --procedures for notifying parents when their child is suspected of or caught with drugs4 --procedures for notifying police4 4 ,enlist legal counsel to ensure that the policy is drafted in compliance with applicable ,federal1 ,state1 and local laws4 4 ,build community support for the policy4 ,hold open meetings where views can be aired and differences resolved4 ,eastside ,high ,school1 ,paterson1 ,new ,jersey ,eastside ,high ,school is located in an inner-city neighborhood and enrolls #c1bjj students4 ,before #aihb1 drug dealing was rampant4 ,intruders had easy access to the school and sold drugs on the school premises4 ,drugs were used in school stairwells and bathrooms4 ,gangs armed with razors and knives roamed the hallways4 ,a new principal1 ,joe ,clark1 was instrumental in ridding the school of drugs and violence4 ,hired in #aihb1 ,clark established order1 enlisted the help of police officers in drug prevention education1 and raised academic standards4 ,among the actions he took were3 4 ,establishing and enforcing strict penalties for breaking the discipline code4 ,in reference to drugs1 he stated emphatically1 ,if you're smoking or dealing1 you're out4 ,he acted on his warning1 removing #cjj students from the roll in his first year for discipline and drug-related violations4 4 ,increasing the involvement of local police officers1 known as the ,brothers in ,blue1 who visited the school regularly to speak to students about the importance of resisting drugs4 4 ,raising academic standards and morale by emphasizing the importance of doing well1 requiring a ,c average for participation in athletics1 and honoring student achievements4 ,as a result of actions such as these1 ,eastside has been transformed4 ,today there is no evidence of drug use in the school4 ,intruders no longer have access to the school2 hallways and stairwells are safe4 ,academic performance has improved substantially3 in #aiha-hb1 only #ef percent of the #ith graders passed the ,state's basic skills test in math2 in #aihd-he1 #ia percent passed4 ,in reading1 the percentage of #ith graders passing the ,state basic skills test rose from #dj percent in #aiha-hb to #fg percent in #aihd-he4 ,schools ,enforcing ,policy ,recommendation #f3 ,enforce established policies against drug use fairly and consistently4 ,implement security measures to eliminate drugs on school premises and at school functions4 ,ensure that everyone understands the policy and the procedures that will be followed in case of infractions4 ,make copies of the school policy available to all parents1 teachers1 and students1 and take other steps to publicize the policy4 ,impose strict security measures to bar access to intruders and prohibit student drug trafficking4 ,enforcement policies should correspond to the severity of the school's drug problem4 ,for example3 4 ,officials can require students to carry hall passes1 supervise school grounds and hallways1 and secure assistance of law enforcement officials1 particularly to help monitor areas around the schools4 4 ,for a severe drug problem1 officials can use security personnel to monitor closely school areas where drug sale and use are known to occur2 issue mandatory identification badges for school staff and students2 request the assistance of local police to help stop drug dealing2 and1 depending on applicable law1 develop a policy that permits periodic searches of student lockers4 ,review enforcement practices regularly to ensure that penalties are uniformly and fairly applied4 ,fact ,sheet ,legal ,questions on ,search and ,seizure ,in #aihe1 the ,supreme ,court for the first time analyzed the application in the public school setting of the ,fourth ,amendment prohibition of unreasonable searches and seizures4 ,the ,court sought to craft a rule that would balance the need of school authorities to maintain order and the privacy rights of students4 ,the questions in this section summarize the decisions of the ,supreme ,court and of lower ,federal courts4 ,school officials should consult with legal counsel in formulating their policies4 ,what legal standard applies to school officials who search students and their possessions for drugs8 ,the ,supreme ,court has held that school officials may institute a search if there are reasonable grounds to believe that the search will reveal evidence that the student has violated or is violating either the law or the rules of the school4 ,do school officials need a search warrant to conduct a search for drugs8 ,no1 not if they are carrying out the search independent of the police and other law enforcement officials4 ,a more stringent legal standard may apply if law enforcement officials are involved in the search4 ,how extensive can a search be8 ,the scope of the permissible search will depend on whether the measures used during the search are reasonably related to the purpose of the search and are not excessively intrusive in light of the age and sex of the student being searched4 ,the more intrusive the search1 the greater the justification that will be required by the courts4 ,do school officials have to stop a search when they find the object of the search8 ,not necessarily4 ,if a search reveals items suggesting the presence of other evidence of crime or misconduct1 the school official may continue the search4 ,for example1 if a teacher is justifiably searching a student's purse for cigarettes and finds rolling papers1 it will be reasonable 7subject to any local policy to the contrary7 for the teacher to search the rest of the purse for evidence of drugs4 ,can school officials search student lockers8 ,reasonable grounds to believe that a particular student locker contains evidence of a violation of the law or school rules will generally justify a search of that locker4 ,in addition1 some courts have upheld written school policies that authorize school officials to inspect student lockers at any time4 ,fact ,sheet ,legal ,questions on ,suspension and ,expulsion ,the following questions and answers briefly describe several ,federal requirements that apply to the use of suspension and expulsion as disciplinary tools in public schools4 ,these may not reflect all laws1 policies1 and judicial precedents applicable to any given school district4 ,school officials should consult with legal counsel to determine the application of these laws in their schools and to ensure that all legal requirements are met4 ,what ,federal procedural requirements apply to suspension or expulsion8 4 ,the ,supreme ,court has held that students facing suspension or expulsion from school are entitled under the ,u4,s4 ,constitution to the basic due process protections of notice and an opportunity to be heard4 ,the nature and formality of the hearing to be provided depend on the severity of the sanction being imposed4 4 ,a formal hearing is not required when a school seeks to suspend a student for #aj days or less4 ,due process in that situation requires only that3 --the school inform the student1 either orally or in writing1 of the charges and of the evidence to support those charges2 --the school give the student an opportunity to deny the charges and present his or her side of the story2 --as a general rule1 the notice to the student and a rudimentary hearing should precede a suspension unless a student's presence poses a continuing danger to persons or property1 or threatens to disrupt the academic process4 ,in such cases1 the notice and rudimentary hearing should follow as soon as possible after the student's removal4 4 ,more formal procedures may be required for suspensions longer than #aj days and for expulsions4 ,in addition1 ,federal law and regulations establish special rules governing suspensions and expulsions of handicapped students4 4 ,states and local school districts may require additional procedures4 ,can students be suspended or expelled from school for use1 possession1 or sale of drugs8 ,generally1 yes4 ,a school may suspend or expel students in accordance with the terms of its discipline policy4 ,a school policy may provide for penalties of varying severity1 including suspension or expulsion1 to respond to drug-related offenses4 ,it is helpful to be explicit about the types of offenses that will be punished and about the penalties that may be imposed for particular types of offenses 7e4g41 use1 possession1 or sale of drugs74 ,generally1 ,state and local law will determine the range of sanctions permitted4 7,for a more detailed discussion of legal issues1 see pages #di-eh47 ,fact ,sheet ,tips for ,selecting ,drug ,prevention ,materials ,in evaluating drug prevention materials1 keep the following points in mind3 ,check the date of publication4 ,material published before #aihj may be outdated and even recently published materials may be inaccurate4 ,look for warning flag phrases and concepts4 ,these expressions1 many of which appear frequently in pro-drug material1 falsely imply that there is a safe use of mind-altering drugs3 experimental use1 recreational use1 social use1 controlled use1 responsible use1 use_/abuse4 ,mood-altering is a deceptive euphemism for mind-altering4 ,the implication of the phrase mood-altering is that only temporary feelings are involved4 ,the fact is that mood changes are biological changes in the brain4 ,there are no 'good' or 'bad' drugs1 just improper use3 ,this is a popular semantic camouflage in pro-drug literature4 ,it confuses young people and minimizes the distinct chemical differences among substances4 ,the child's own decision3 ,parents cannot afford to leave such hazardous choices to their children4 ,it is the parents' responsibility to do all in their power to provide the information and the protection to assure their children a drug-free childhood and adolescence4 ,be alert for contradictory messages4 ,often an author gives a pro-drug message and then covers his tracks by including cautions about how to use drugs4 ,make certain the health consequences revealed in current research are adequately described4 ,literature should make these facts clear3 ,the high potency of marijuana on the market today makes it more dangerous than ever2 ,,thc1 a psychoactive ingredient in marijuana1 is fat soluble and its accumulation in the body has many adverse biological effects2 cocaine can cause death and is one of the most addictive drugs known to man4 ,demand material that sets positive standards of behavior for children4 ,the message conveyed must be an expectation that children can say no to drugs4 ,the publication and its message must provide the information and must support caring family involvement to reinforce the child's courage to stay drug free4 ,schools ,teaching ,about ,drug ,prevention ,recommendation #g3 ,implement a comprehensive drug prevention curriculum from kindergarten through grade #ab1 teaching that drug use is wrong and harmful and supporting and strengthening resistance to drugs4 ,a model program would have these main objectives3 4 ,to value and maintain sound personal health4 4 ,to respect laws and rules prohibiting drugs4 4 ,to resist pressures to use drugs4 4 ,to promote student activities that are drug free and offer healthy avenues for student interests4 ,in developing a program1 school staff should3 4 ,determine curriculum content appropriate for the school's drug problem and grade levels4 4 ,base the curriculum on an understanding of why children try drugs in order to teach them how to resist pressures to use drugs4 4 ,review existing materials for possible adaptation4 ,state and national organizations--and some lending libraries--that have an interest in drug prevention make available lists of materials4 ,in implementing a program1 school staff should3 4 ,include all grades4 ,effective drug education is cumulative4 4 ,teach about drugs in health education classes1 and reinforce this curriculum with appropriate materials in such classes as social studies and science4 4 ,develop expertise in drug prevention through training4 ,teachers should be knowledgeable about drugs1 be personally committed to opposing drug use1 and be skilled at eliciting participation by students4 7,for more detailed information on topics and learning activities to incorporate in a drug prevention program1 see pages #dd-dh47 ,samuel ,gompers ,vocational-,technical ,high ,school1 ,new ,york ,city ,samuel ,gompers ,vocational-,technical ,high ,school is located in the ,south ,bronx in ,new ,york ,city4 ,enrollment is #a1ejj students2 #ie percent are from low-income families4 ,in ,june1 #aigg1 an article in the ,new ,york ,times likened ,gompers to a war zone4 ,students smoked marijuana and sold drugs both inside the school and on the school grounds2 the police had to be called in daily4 ,in #aigi1 the school board hired a new principal1 ,victor ,herbert1 who turned the school around4 ,herbert established order1 implemented a drug awareness program1 involved the private sector1 and instilled pride in the school among students4 ,among the actions he took3 4 ,in cooperation with the police captain1 ,herbert arranged for the same two police officers to respond to all calls from ,gompers4 ,these officers came to know the ,gompers students2 eventually1 students confided in the police about drug sales occurring near the school4 ,police also helped school staff patrol the school grounds and were stationed at a nearby park known for drug trafficking4 4 ,herbert stationed security guards and faculty outside each bathroom4 ,he organized hall sweeps in the middle of class periods and no longer allowed students to leave the premises at lunch time4 4 ,herbert established a drug education program for teachers1 students1 and parents that emphasized recognizing the signs of drug use4 ,he also implemented other drug awareness programs that involved the police and community organizations4 4 ,he persuaded companies1 such as ,,ibm1 to hire students for afterschool and summer work4 ,students had to be drug free to participate4 ,this requirement demonstrated to students that employers would not tolerate drug use4 4 ,a computerized attendance system was installed to notify parents of their child's absence4 ,newly hired paraprofessionals1 called family assistants1 worked to locate absentees and bring them back to school4 ,the results of ,herbert's actions were remarkable4 ,in #aihe1 there were no known incidents of students using alcohol or drugs in school or on school grounds1 and only one incident of violence was reported4 ,the percentage of students reading at or above grade level increased from #de percent in #aigi-hj to #fg percent in #aihd-he4 ,enlisting the ,community ,recommendation #h3 ,reach out to the community for support and assistance in making the school's antidrug policy and program work4 ,develop collaborative arrangements in which school personnel1 parents1 school boards1 law enforcement officers1 treatment organizations1 and private groups can work together to provide necessary resources4 ,school officials should recognize that they cannot solve the drug problem alone4 ,they need to get the community behind their efforts by taking action to3 4 ,increase community understanding of the problem through meetings1 media coverage1 and education programs4 4 ,build public support for the policy2 develop agreement on the goals of a school drug policy1 including prevention and enforcement goals4 4 ,educate the community about the effects and extent of the drug problem4 4 ,strengthen contacts with law enforcement agencies through discussions about the school's specific drug problems and ways they can assist in drug education and enforcement4 4 ,call on local professionals1 such as physicians and pharmacists1 to share their expertise on drug abuse as class lecturers4 4 ,mobilize the resources of community groups and local businesses to support the program4 ,,what ,,students ,,can ,,do ,students ,learning the ,facts ,recommendation #i4 ,learn about the effects of drug use1 the reasons why drugs are harmful1 and ways to resist pressures to try drugs4 ,students can arm themselves with the knowledge to resist drug use by3 4 ,learning about the effects and risks of drugs4 4 ,learning the symptoms of drug use and the names of organizations and individuals who are available to help when friends or family members are in trouble4 4 ,understanding the pressures to use drugs and ways to counteract them4 4 ,knowing the school rules on drugs and ways to help make the school policy work4 4 ,knowing the school procedures for reporting drug offenses4 4 ,knowing the laws on drug use and the penalties1 for example1 for driving under the influence of drugs and alcohol4 ,understanding how the laws protect individuals and society4 4 ,developing skill in communicating their opposition to drugs and their resolve to say no4 ,r4 ,h4 ,watkins ,high ,school of ,jones ,county1 ,mississippi1 has developed a pledge1 excerpted below1 which sets forth the duties and responsibilities of student counselors in its peer counseling program4 ,responsibility ,pledge for a ,peer ,counselor1 ,r4 ,h4 ,watkins ,high ,school ,as a drug education peer counselor you have the opportunity to help the youth of our community develop to their full potential without the interference of illegal drug use4 ,it is a responsibility you must not take lightly4 ,therefore1 please read the following responsibilities you will be expected to fulfill next school year and discuss them with your parents or guardians4 ,responsibilities of a ,peer ,counselor ,understand and be able to clearly state your beliefs and attitudes about drug use among teens and adults4 ,remain drug free4 ,maintain an average of ,c or better in all classes4 ,maintain a citizenship average of ,b or better4 ,participate in some club or extracurricular activity that emphasizes the positive side of school life4 ,successfully complete training for the program1 including1 for example1 units on the identification and symptoms of drug abuse1 history and reasons for drug abuse1 and the legal_/economic aspects of drug abuse4 ,successfully present monthly programs on drug abuse in each of the elementary and junior high schools of the ,laurel ,city school system1 and to community groups1 churches1 and statewide groups as needed4 ,participate in rap sessions or individual counseling sessions with ,laurel ,city school students4 ,attend at least one ,jones ,county ,drug ,council meeting per year1 attend the annual ,drug ,council ,awards ,banquet1 work in the ,drug ,council ,fair exhibit and in any ,drug ,council workshops1 if needed4 ,grades and credit for ,drug ,education will be awarded on successful completion of and participation in all the above-stated activities4 ,student's ,signature ,parent's or ,guardian's ,signature ,students ,helping ,fight ,drug ,use ,recommendation #aj3 ,use an understanding of the danger posed by drugs to help other students avoid them4 ,encourage other students to resist drugs1 persuade those using drugs to seek help1 and report those selling drugs to parents and the school principal4 ,although students are the primary victims of drug use in the schools1 drug use cannot be stopped or prevented unless students actively participate in this effort4 ,students can help fight drug use by3 4 ,participating in open discussions about the extent of the problem at their own school4 4 ,supporting a strong school antidrug policy and firm1 consistent enforcement of rules4 4 ,setting a positive example for fellow students and speaking forcefully against drug use4 4 ,teaching other students1 particularly younger ones1 about the harmful effects of drugs4 4 ,encouraging their parents to join with other parents to promote a drug-free environment outside of school4 ,some successful parent groups have been started by the pressure of a son or daughter who was concerned about drugs4 4 ,becoming actively involved in efforts to inform the community about the drug problem4 4 ,starting a drug-resistance club or other activity to create positive1 challenging ways for young people to have fun without drugs4 ,obtaining adult sponsorship for the group and publicizing its activities4 4 ,encouraging friends who have a drug problem to seek help and reporting persons selling drugs to parents and the principal4 ,greenway ,middle ,school1 ,phoenix1 ,arizona ,greenway ,middle ,school is in a rapidly growing area of ,phoenix4 ,the student population of #iej is highly transient4 ,greenway developed a comprehensive drug prevention program in the #aigi-hj school year4 ,the program provides strict sanctions for students caught with drugs1 but its main emphasis is on prevention4 ,features include3 4 ,teaching students about drugs in science classes2 mini-units on why people use drugs and what treatment resources are available to drug users2 distributing and discussing current literature on drugs2 sponsoring a #a-;day ,prevention ,fair in which community experts talk to students about drug prevention4 4 ,enrolling students and staff in the ,all ,star training program where they learn how to resist peer pressure1 make decisions for themselves1 and develop plans for personal and school improvement4 4 ,providing counselor training for specially selected students2 drug counseling for students who are using drugs4 ,under ,greenway's drug policy1 first-time offenders who are caught using or possessing drugs are suspended for #f to #aj days4 ,first-time offenders who are caught selling drugs are subject to expulsion4 ,the policy is enforced in close cooperation with the local police department4 ,as a result of the ,greenway program1 drug use and disciplinary referrals declined dramatically between #aigi-hj and #aihd-he4 ,the number of drug-related referrals to the school's main office decreased by #gh percent2 overall1 discipline-related referrals decreased by #fb percent4 ,,what ,,communities ,,can ,,do ,project ,,dare1 ,los ,angeles1 ,california ,the police department and school district have teamed up to create ,,dare 7,drug ,abuse ,resistance ,education71 now operating in #dje schools from kindergarten through grade #h in ,los ,angeles4 ,fifty-two carefully selected and trained frontline officers are teaching students to say no to drugs1 build their self-esteem1 manage stress1 resist prodrug media messages1 and develop other skills to keep them drug free4 ,in addition1 officers spend time on the playground at recess so that students can get to know them4 ,meetings are held with teachers1 principals1 and parents to discuss the curriculum4 ,research has shown that ,,dare has improved students' attitudes about themselves1 increased their sense of responsibility for themselves and to police1 and strengthened resistance to drugs4 ,for example1 before the ,,dare program began1 #ea percent of fifth-grade students equated drug use with having more friends4 ,after training1 only #h percent reported this attitude4 ,,dare has also changed parent attitudes through an evening program to teach parents about drugs1 the symptoms of drug use1 and ways to increase family communication4 ,before ,,dare1 #cb percent of parents thought that it was all right for children to drink alcohol at a party as long as adults were present4 ,after ,,dare1 no parents reported such a view4 ,before ,,dare1 #fa percent thought that there was nothing parents could do about their children's use of drugs2 only #e percent said so after the program4 ,as a result of the high level of acceptance by principals1 teachers1 the community1 and students1 ,,dare has spread from #ej elementary schools in #aihc to all #cdg elementary and #eh junior high schools in ,los ,angeles4 ,,dare will soon be fully implemented in ,virginia4 ,communities ,providing ,support ,recommendation #aa3 ,help schools fight drugs by providing them with the expertise and financial resources of community groups and agencies4 ,law enforcement agencies and the courts can3 4 ,provide volunteers to speak in the schools about the legal ramifications of drug use4 ,officers can encourage students to cooperate with them to stop drug use4 4 ,meet with school officials to discuss drug use in the school1 share information on the drug problem outside of school1 and help school officials in their investigations4 ,social service and health agencies can3 4 ,provide volunteers to speak in the school about the effects of drugs4 4 ,meet with parents to discuss symptoms of drug use and to inform them about counseling resources4 4 ,provide the schools with health professionals to evaluate students who may be potential drug users4 4 ,provide referrals to local treatment programs for students who are using drugs4 4 ,establish and conduct drug counseling and support groups for students4 ,businesses can3 4 ,speak in the schools about the effects of drug use on employment4 4 ,provide incentives for students who participate in drug prevention programs and lead drug-free lives4 4 ,help schools obtain curriculum materials for their drug prevention program4 4 ,sponsor drug-free activities for young people4 ,parent groups can3 4 ,mobilize others through informal discussions1 door-to-door canvassing1 and school meetings to ensure that students get a consistent no-drug message at home1 at school1 and in the community4 4 ,contribute volunteers to chaperone student parties and other activities4 ,print and broadcast media can3 4 ,educate the community about the nature of the drug problem in their schools4 4 ,publicize school efforts to combat the problem4 ,operation ,,specda1 ,new ,york ,city ,operation ,,specda 7,school ,program to ,educate and ,control ,drug ,abuse7 is a cooperative program of the ,new ,york ,city ,board of ,education and the police department4 ,it operates in #aed schools1 serving students and their parents from kindergarten through grade #ab4 ,,specda has two aims3 education and enforcement4 ,police help provide classes and presentations on drug abuse in the schools4 ,at the same time1 they concentrate enforcement efforts within a two-block radius of schools to create a drug-free corridor for students4 ,the enforcement aspect has had some impressive victories4 ,police have made #g1ejj arrests to date1 #ff percent in the vicinity of elementary schools4 ,in addition1 they have seized narcotics valued at more than #a million1 as well as #a million in cash and #aci firearms4 ,,specda provides a simultaneous focus on education4 ,carefully selected police officers team with drug abuse counselors to lead discussion sessions throughout the fifth and sixth grades4 ,the discussions emphasize the building of good character and self-respect2 the dangers of drug use2 civic responsibility and the consequences of actions2 and constructive alternatives to drug abuse4 ,similar presentations are made in school assemblies for students from kindergarten through grade #d and in the junior and senior high schools4 ,an evening workshop for parents helps them reinforce the ,,specda message4 ,an evaluation of participants in ,,specda demonstrates that a majority of the students have become more aware of the dangers of drug use1 and show strong positive attitudes toward ,,specda police officers and drug counselors4 ,when interviewed1 students have indicated a strengthened resolve to resist drugs4 ,communities ,tough ,law ,enforcement ,recommendation #ab3 ,involve local law enforcement agencies in all aspects of drug prevention3 assessment1 enforcement1 and education4 ,the police and courts should have well-established and mutually supportive relationships with the schools4 ,community groups can3 4 ,support school officials who take a strong position against drug use4 4 ,support ,state and local policies to keep drugs and drug paraphernalia away from schoolchildren4 4 ,build a community consensus in favor of strong penalties for persons convicted of selling drugs1 particularly for adults who have sold drugs to children4 4 ,encourage programs to provide treatment to juvenile first-offenders while maintaining tough penalties for repeat offenders and drug sellers4 ,law enforcement agencies1 in cooperation with schools1 can3 4 ,establish the procedures each will follow in school drug cases4 4 ,provide expert personnel to participate in prevention activities from kindergarten through grade #ab4 4 ,secure areas around schools and see that the sale and use of drugs are stopped4 4 ,provide advice and personnel to help improve security in the school or on school premises4 ,,conclusion ,drugs threaten our children's lives1 disrupt our schools1 and shatter families4 ,drug-related crimes overwhelm our courts1 social service agencies1 and police4 ,this situation need not and must not continue4 ,across ,america schools and communities have found ways to turn the tide in the battle against drugs4 ,the methods they have used and the actions they have taken are described in this volume4 ,we know what works4 ,we know that drug use can be stopped4 ,but we also know that defeating drugs is not easy4 ,we cannot expect the schools to do the job without the help of parents1 police1 the courts1 and other community groups4 ,drugs will only be beaten when all of us work together to deliver a firm1 consistent message to those who would use or sell drugs3 a message that illegal drugs will not be tolerated4 ,it is time to join in a national effort to achieve schools without drugs4 ,,special ,,sections ,,teaching ,,about ,,drug ,,prevention ,teaching ,about ,drug ,prevention3 ,sample ,topics and ,learning ,activities ,an effective drug prevention curriculum covers a broad set of education objectives4 ,this section presents a model program for consideration by ,state and local school authorities who have the responsibility to design a curriculum that meets local needs and priorities4 ,the program consists of four objectives1 plus sample topics and learning activities4 ,,objective #a3 ,to value and maintain sound personal health2 to understand how drugs affect health4 ,an effective drug prevention education program instills respect for a healthy body and mind and imparts knowledge of how the body functions1 how personal habits contribute to good health1 and how drugs affect the body4 ,at the early elementary level1 children learn how to care for their bodies4 ,knowledge about habits1 medicine1 and poisons lays the foundation for learning about drugs4 ,older children begin to learn about the drug problem and study those drugs to which they are most likely to be exposed4 ,the curriculum for secondary school students is increasingly drug-specific as students learn about the effects of certain drugs on their bodies and on adolescent maturation4 ,sample topics for elementary school3 4 ,the role of nutrition1 medicine1 and health care professionals in preventing and treating disease4 4 ,the difficulties of recognizing which substances are safe to eat or touch2 ways to learn whether a substance is safe3 consulting with an adult1 reading labels4 4 ,the effects of poisons on the body2 the effects of medicine on body chemistry3 the wrong drug may make a person ill4 4 ,the nature of habits3 their conscious and unconscious development4 ,sample topics for secondary school3 4 ,stress3 how the body responds to stress2 how drugs increase stress4 4 ,the chemical properties of drugs4 4 ,the effects of drugs on the circulatory1 digestive1 nervous1 reproductive1 and respiratory systems4 ,the effects of drugs on adolescent development4 4 ,patterns of substance abuse3 the progressive effects of drugs on the body and mind4 4 ,the drug problem at school1 among teenagers1 and in society4 ,children tend to be present-oriented and are likely to feel invulnerable to long-term effects of drugs4 ,for this reason1 they should be taught about the short-term effects of drug use--such as impact on appearance1 alertness1 and coordination--as well as about the cumulative effects4 ,sample learning activities for elementary school3 4 ,make a coloring book depicting various substances4 ,color only those items that are safe to eat4 4 ,use puppets to dramatize what can happen when chemicals are used4 4 ,write stories about what to do if a stranger offers candy1 pills1 or a ride4 4 ,discuss options in class4 4 ,try1 for a limited time1 to break a bad habit4 ,the teacher emphasizes that it is easier not to start a bad habit than to break one4 ,sample learning activities for high school3 4 ,discuss the properties of drugs with community experts3 physicians1 scientists1 pharmacists1 or law enforcement officers4 4 ,interview social workers in drug treatment centers4 ,visit an open meeting of ,alcoholics ,anonymous or ,narcotics ,anonymous4 ,these activities should be open only to mature students2 careful preparation and debriefing are essential4 4 ,research the drug problem at school1 in the community1 or in the sports and entertainment fields4 4 ,design a true_/false survey about drug myths and facts2 conduct the survey with classmates and analyze the results4 4 ,develop an accessible lending library on drugs1 well stocked with up-to-date and carefully chosen materials4 ,when an expert visits a class1 both the class and the expert should be prepared in advance4 ,students should learn about the expert's profession and prepare questions to ask during the visit4 ,the expert should know what the objectives of the session are and how the session fits into previous and subsequent learning4 ,the expert should participate in a discussion or classroom activity1 not simply appear as a speaker4 ,,objective #b3 ,to respect laws and rules prohibiting drugs4 ,the program teaches children to respect rules and laws as the embodiment of social values and as tools for protecting individuals and society4 ,it provides specific instruction about laws concerning drugs4 ,students in the early grades learn to identify rules and to understand their importance1 while older students learn about the school drug code and laws regulating drugs4 ,sample topics for elementary school3 4 ,what rules are and what would happen without them4 4 ,what values are and why they should guide behavior4 4 ,what responsible behavior is4 4 ,why it is wrong to take drugs4 ,sample topics for secondary school3 4 ,student responsibilities in promoting a drug-free school4 4 ,local1 ,state1 and ,federal laws on controlled substances2 why these laws exist and how they are enforced4 4 ,legal and social consequences of drug use4 ,penalties for driving under the influence of alcohol or drugs4 ,the relationship between drugs and other crimes4 ,sample learning activities for elementary school3 4 ,use stories and pictures to identify rules and laws in everyday life 7e4g41 lining up for recess74 4 ,imagine how to get to school in the absence of traffic laws2 try to play a game that has no rules4 4 ,name things important to adults and then list rules they have made about these things4 7,this activity helps explain values47 4 ,solve a simple problem 7e4g41 my sister hits me2 my math grades are low74 ,discuss which solutions are best and why4 4 ,discuss school drug policies with the principal and other staff members4 ,learn how students can help make the policy work better4 4 ,explain the connection between drug users1 drug dealers1 and drug traffickers and law enforcement officers whose lives are placed at risk or lost in their efforts to stop the drug trade4 ,sample learning activities for secondary school3 4 ,resolve hypothetical school situations involving drug use4 ,analyze the consequences for the school1 other students1 and the individuals involved4 4 ,collect information about accidents1 crimes1 and other problems related to drugs4 ,analyze how the problem might have been prevented and how the incident affected the individuals involved4 4 ,conduct research projects4 ,interview members of the community such as attorneys1 judges1 police officers1 ,state highway patrol officers1 and insurance agents about the effects of drug use on the daily lives of teenagers and their families4 4 ,draft a legislative petition proposing enactment of a ,state law on drug use4 ,participate in a mock trial or legislative session patterned after an actual trial or debate4 ,through these activities1 students learn to develop arguments on behalf of drug laws and their enforcement4 ,,objective #c3 ,to recognize and resist pressures to use drugs4 ,social influences play a key role in encouraging children to try drugs4 ,pressures to use drugs come from internal sources1 such as a child's desire to feel included in a group or to demonstrate independence1 and external influences1 such as the opinions and example of friends1 older children1 and adults1 and media messages4 ,students must learn to identify these pressures4 ,they must then learn how to counteract messages to use drugs and gain practice in saying no4 ,the education program emphasizes influences on behavior1 responsible decision-making1 and techniques for resisting pressures to use drugs4 ,sample topics for elementary through high school3 4 ,the influence of popular culture on behavior4 4 ,the influence of peers1 parents1 and other important individuals on a student's behavior4 ,how the need to feel accepted by others influences behavior4 4 ,ways to make responsible decisions and deal constructively with disagreeable moments and pressures4 4 ,reasons for not taking drugs4 4 ,situations in which students may be pressured into using drugs4 4 ,ways of resisting pressure to use drugs4 4 ,benefits of resisting pressure to use drugs4 ,sample learning activities for elementary through high school3 4 ,describe recent personal decisions4 ,in small groups1 decide what considerations influenced the decision 7e4g41 opinions of family or friends1 beliefs1 desire to be popular7 and analyze choices and consequences4 4 ,examine ads for cigarettes1 over-the-counter drugs1 and alcohol1 deciding what images are being projected and whether the ads are accurate4 4 ,read stories about famous people who stood up for their beliefs in the face of opposition4 ,students can discuss how these people withstood the pressure and what they accomplished4 4 ,give reasons for not taking drugs4 ,discuss with a health educator or drug counselor the false arguments for using drugs4 ,develop counter-arguments in response to typical messages or pressures on behalf of drug use4 4 ,given a scenario depicting pressure to use drugs1 act out ways of resisting 7simply refusing1 giving a reason1 leaving the scene1 etc474 ,students then practice these techniques repeatedly4 ,demonstrate ways of resisting pressures1 using older students specially trained as peer teachers4 4 ,present scenarios involving drug-related problems 7e4g41 learning that another student is selling drugs1 a sibling using drugs2 or being offered a drive home by a friend under the influence of drugs74 ,students practice what they would do and discuss to whom they would turn for help4 ,teachers should discuss and evaluate the appropriateness of student responses4 4 ,discuss how it feels to resist pressures to take drugs4 ,hold a poster contest to depict the benefits derived both from not using and from saying no 7e4g41 being in control1 increased respect from others1 self-confidence74 ,,objective #d3 ,to promote activities that reinforce the positive1 drug-free elements of student life4 ,school activities that provide students opportunities to have fun without drugs--and to contribute to the school community--build momentum for peer pressure not to use drugs4 ,these school activities also nurture positive examples by giving older students opportunities for leadership related to drug prevention4 ,sample activities3 4 ,make participation in school activities dependent on an agreement not to use drugs4 4 ,ensure that drugs will not be available at school-sponsored activities or parties4 ,plan these events carefully to be certain that students have attractive alternatives to drug use4 4 ,give students opportunities for leadership4 ,they can be trained to serve as peer leaders in drug prevention programs1 write plays1 or design posters for younger students4 ,activities such as these provide youthful role models who demonstrate the importance of not using drugs4 ,youth training programs are available that prepare students to assist in drug education and provide information on how to form drug-free youth groups4 4 ,form action teams for school improvement with membership limited to students who are drug free4 ,these action teams campaign against drug use1 design special drug-free events1 conduct and follow up on surveys of school needs1 help teachers with paperwork1 tutor other students1 or improve the appearance of the school4 ,through these activities1 students develop a stake in their school1 have the opportunity to serve others1 and have positive reasons to reject drug use4 ,,how ,,the ,,law ,,can ,,help ,federal law accords school officials broad authority to regulate student conduct and supports reasonable and fair disciplinary action4 ,the ,supreme ,court recently reaffirmed that the constitutional rights of students in school are not automatically coextensive with the rights of adults in other settings4#a ,rather1 recognizing that in recent years 444 drug use and violent crime in the schools have become major social problems1 the ,court has emphasized the importance of effective enforcement of school rules4#b ,on the whole1 a school is allowed to determine the methods of student discipline and need not exercise its discretion with undue timidity4#c ,an effective campaign against drug use requires a basic understanding of legal techniques for searching and seizing drugs and drug-related material1 for suspending and expelling students involved with drugs1 and for assisting law enforcement officials in the prosecution of drug offenders4 ,such knowledge will both help schools identify and penalize students who use or sell drugs at school and enable school officials to uncover the evidence needed to support prosecutions under ,federal and ,state criminal laws that contain strong penalties for drug use and sale4 ,in many cases1 school officials can be instrumental in successful prosecutions4 ,in addition to the general ,federal statutes that make it a crime to possess or distribute a controlled substance1 there are special ,federal laws designed to protect children and schools from drugs3 ,an important part of the ,comprehensive ,crime ,control ,act of #aihd makes it a ,federal crime to sell drugs in or near a public or private elementary or secondary school4 ,under this new schoolhouse law1 sales within #a1jjj feet of school grounds are punishable by up to double the sentence that would apply if the sale occurred elsewhere4 ,even more serious mandatory penalties are available for repeat offenders4#d ,distribution or sale to minors of controlled substances is also a ,federal crime4 ,when anyone over age #ba sells drugs to anyone under #ah1 the seller runs the risk that he will receive up to double the sentence that would apply to a sale to an adult4 ,here too1 more serious penalties can be imposed on repeat offenders4#e ,by working with ,federal and ,state prosecutors in their area1 schools can help to ensure that these laws and others are used to make children and schools off-limits to drugs4 ,the following pages describe in general terms the ,federal laws applicable to the development of an effective school drug policy4 ,this handbook is not a compendium of all laws that may apply to a school district1 and it is not intended to provide legal advice on all issues that may arise4 ,school officials must recognize that many legal issues in the school context are also governed1 in whole or in part1 by ,state and local laws1 which1 given their diversity1 cannot be covered here4 ,advice should be sought from legal counsel in order to understand the applicable laws and to ensure that the school's policies and actions make full use of the available methods of enforcement4 ,most private schools1 particularly those that receive little or no financial assistance from public sources and are not associated with a public entity1 enjoy a greater degree of legal flexibility with respect to combating the sale and use of illegal drugs4 ,depending on the terms of their contracts with enrolled students1 such schools may be largely free of the restrictions that normally apply to drug searches or the suspension or expulsion of student drug users4 ,private school officials should consult legal counsel to determine what enforcement measures may be available to them4 ,school procedures should reflect the available legal means for combating drug use4 ,these procedures should be known to and understood by school administrators and teachers as well as students1 parents1 and law enforcement officials4 ,everyone should be aware that school authorities have broad power within the law to take full1 appropriate1 and effective action against drug offenders4 ,additional sources of information on legal issues in school drug policy are listed at the end of this handbook4 ,,searching ,,for ,,drugs ,,within ,,the ,,school ,in some circumstances1 the most important tool for controlling drug use is an effective program of drug searches4 ,school administrators should not condone the presence of drugs anywhere on school property4 ,the presence of any drugs or drug-related materials in school can mean only one thing--that drugs are being used or distributed in school4 ,schools committed to fighting drugs should do everything they can to determine whether school grounds are being used to facilitate the possession1 use1 or distribution of drugs and to prevent such crimes4 ,in order to institute an effective drug search policy in schools with a substantial problem1 school officials can take several steps4 ,first1 they can identify the specific areas in the school where drugs are likely to be found or used4 ,student lockers1 bathrooms1 and smoking areas are obvious candidates4 ,second1 school administrators can clearly announce in writing at the beginning of the school year that these areas will be subject to unannounced searches and that students should consider such areas public rather than private4 ,the more clearly a school specifies that these portions of the school's property are public1 the less likely it is that a court will conclude that students retain any reasonable expectation of privacy in these places and the less justification will be needed to search such locations4 ,school officials should1 therefore1 formulate and disseminate to all students and staff a written policy that will permit an effective program of drug searches4 ,courts have usually upheld locker searches where schools have established written policies under which the school retains joint control over student lockers1 maintains duplicate or master keys for all lockers1 and reserves the right to inspect lockers at any time4#f ,while this has not become established law in every part of the country1 it will be easier to justify locker searches in schools that have such policies4 ,moreover1 the mere existence of such policies can have a salutary effect4 ,if students know that their lockers may be searched1 drug users will find it much more difficult to maintain quantities of drugs in school4 ,the effectiveness of such searches may be improved with the use of specially trained dogs4 ,courts have generally held that the use of dogs to detect drugs on or in objects such as lockers1 ventilators1 or desks as opposed to persons1 is not a search within the meaning of the ,fourth ,amendment4#g ,accordingly1 school administrators are generally justified in using dogs in this way4 ,it is important to remember that any illicit drugs and drug-related items discovered at school are evidence that may be used in a criminal trial4 ,school officials should be careful1 first1 to protect the evidentiary integrity of such seizures by making sure that the items are obtained in permissible searches1 since unlawfully acquired evidence will not be admissible in criminal proceedings4 ,second1 school officials should work closely with local law enforcement officials to preserve1 in writing1 the nature and circumstances of any seizure of drug contraband4 ,in a criminal prosecution1 the ,state must prove that the items produced as evidence in court are the same items that were seized from the suspect4 ,thus1 the ,state must establish a chain of custody over the seized items which accounts for the possession of the evidence from the moment of its seizure to the moment it is introduced in court4 ,school policy regarding the disposition of drug-related items should include procedures for the custody and safekeeping of drugs and drug-related materials prior to their removal by the police and procedures for recording the circumstances regarding the seizure4 ,searching ,students ,in some circumstances1 teachers or other school personnel will wish to search a student whom they believe to be in possession of drugs4 ,the ,supreme ,court has stated that searches may be carried out according to the dictates of reason and common sense4#h ,the ,court has recognized that the need of school authorities to maintain order justifies searches that might otherwise be unreasonable if undertaken by police officers or in the larger community4 ,thus the ,court held in #aihe that school officials1 unlike the police1 do not need probable cause to conduct a search4 ,nor do they need a search warrant4#i ,under the ,supreme ,court's ruling3 4 ,school officials may institute a search if there are reasonable grounds to believe that the search will reveal evidence that the student has violated or is violating either the law or the rules of the school4 4 ,the extent of the permissible search will depend on whether the measures used are reasonably related to the purpose of the search and are not excessively intrusive in light of the age and sex of the student4 4 ,school officials are not required to obtain search warrants when they carry out searches independent of the police and other law enforcement officials4 ,a more stringent legal standard may apply if law enforcement officials are involved in the search4 ,interpretation of ,reasonable ,grounds ,lower courts are beginning to interpret and apply the reasonable grounds standard in the school setting4 ,from these cases it appears that courts will require more than general suspicion1 curiosity1 rumor1 or a hunch to justify searching a student or his possessions4 ,factors that will help sustain a search include the observation of specific and describable behavior or activities leading one reasonably to believe that a given student is engaging in or has engaged in prohibited conduct4 ,the more specific the evidence in support of searching a particular student1 the more likely the search will be upheld4 ,for example1 courts using a reasonable grounds 7or similar7 standard have upheld the right of school officials to search3 4 ,a student's purse1 after a teacher saw her smoking in a restroom and the student denied having smoked or being a smoker4#aj 4 ,a student's purse1 after several other students said that she had been distributing firecrackers4#aa 4 ,a student's pockets1 based on a phone tip about drugs from an anonymous source believed to have previously provided accurate information4#ab ,scope of the ,permissible ,search ,school officials are authorized to conduct searches within reasonable limits4 ,the ,supreme ,court has described two aspects of these limits4 ,first1 when officials conduct a search1 they must use only measures that are reasonably related to the purpose of the search2 second1 the search may not be excessively intrusive in light of the age or sex of the student4 ,for example1 if a teacher believes she has seen one student passing a marijuana cigarette to another student1 she might reasonably search the students and any nearby belongings in which the students might have tried to hide the drug4 ,if it turns out that what the teacher saw was a stick of gum1 she would have no justification for any further search for drugs4 ,the more intrusive the search1 the greater the justification that will be required by the courts4 ,a search of a student's jacket or bookbag can often be justified as reasonable4 ,at the other end of the spectrum1 strip searches are considered a highly intrusive invasion of an individual's privacy and are viewed with disfavor by the courts 7although even these searches have been upheld in certain extraordinary circumstances74 ,school officials do not necessarily have to stop a search if they find what they are looking for4 ,if the search of a student reveals items that create reasonable grounds for suspecting that he may also possess other evidence of crime or misconduct1 the school officials may continue the search4 ,for example1 if a teacher justifiably searches a student's purse for cigarettes and finds rolling papers like those used for marijuana cigarettes1 it will then be reasonable for the teacher to search the rest of the purse for other evidence of drugs4 ,consent ,if a student consents to a search1 the search is permissible1 regardless of whether there would otherwise be reasonable grounds for the search4 ,to render such a search valid1 however1 the student must give consent knowingly and voluntarily4 ,establishing whether the student's consent was voluntary can be difficult1 and the burden is on the school officials to prove voluntary consent4 ,if a student agrees to be searched out of fear or as a result of other coercion1 that consent will probably be found invalid4 ,similarly1 if school officials indicate that a student must agree to a search or if the student is very young or otherwise unaware that he has the right to object1 his consent will also be held invalid4 ,school officials may find it helpful to explain to students that they need not consent to a search4 ,in some cases1 standard consent forms may be useful4 ,if a student is asked to consent to a search and refuses1 that refusal does not mean that the search may not be conducted4 ,rather1 in the absence of consent1 school officials retain the authority to conduct a search when there are reasonable grounds to justify it1 as described previously4 ,special ,types of ,student ,searches ,schools with severe drug problems may occasionally wish to resort to more intrusive searches1 such as the use of trained dogs or urinalysis to screen students for drug use4 ,the ,supreme ,court has yet to address these issues4 ,the following paragraphs explain the existing rulings on these subjects by other courts3 4 ,specially trained dogs4 ,the few courts that have considered this issue disagree as to whether the use of a specially trained dog to detect drugs on students constitutes a search within the meaning of the ,fourth ,amendment4 ,some courts have held that a dog's sniffing of a student is a search1 and that1 in the school setting1 individualized grounds for reasonable suspicion are required in order for such a sniff-search to be held constitutional4#ac ,under this standard1 a blanket search of a school's entire student population by specially trained dogs would be prohibited4 ,at least one other court has held that the use of trained dogs does not constitute a search1 and has permitted the use of such dogs without individualized grounds for suspicion4#ad ,another factor that courts may consider is the way that the dogs detect the presence of drugs4 ,in some instances1 the dogs are merely led down hallways or classroom aisles4 ,in contrast1 having the dogs actually touch parts of the students' bodies is more intrusive and would likely require specific justification4 ,courts have generally held that the use of specially trained dogs to detect drugs on objects1 as opposed to persons1 is not a search within the meaning of the ,fourth ,amendment4 ,therefore1 school officials may often be able to use dogs to inspect student lockers and school property4#ae 4 ,drug testing4 ,the use of urinalysis or other tests to screen students for drugs is a relatively new phenomenon and the law in this area is still evolving4 ,the few courts that have considered this issue so far have not upheld urinalysis to screen public school students for drugs4#af ,the permissibility of drug testing of students has not yet been determined under all circumstances1 although drug testing of adults has been upheld in the criminal law setting4 ,,suspension ,,and ,,expulsion ,a school policy may lawfully provide for penalties of varying severity1 including suspension and expulsion1 to respond to drug-related offenses4 ,the ,supreme ,court has recently held that because schools need to be able to impose disciplinary sanctions for a wide range of unanticipated conduct disruptive of the educational process1 a school's disciplinary rules need not be as detailed as a criminal code4#ag ,nonetheless1 it is helpful for school policies to be explicit about the types of offenses that will be punished and about the penalties that may be imposed for each of these 7e4g41 use1 possession1 or sale of drugs74 ,state and local law will usually determine the range of sanctions that is permissible4 ,in general1 courts will require only that the penalty imposed for drug-related misconduct be rationally related to the severity of the offense4 ,school officials should not forget that they have jurisdiction to impose punishment for some drug-related offenses that occur off campus4 ,depending upon ,state and local laws1 schools are often able to punish conduct at off-campus1 school-sponsored events as well as off-campus conduct that has a direct and immediate effect on school activities4 ,procedural ,guidelines ,students facing suspension or expulsion from school are entitled under the ,u4,s4 ,constitution and most ,state constitutions to common sense due process protections of notice and an opportunity to be heard4 ,because the ,supreme ,court has recognized that a school's ability to maintain order would be impeded if formal procedures were required every time school authorities sought to discipline a student1 the ,court has held that the nature and formality of the hearing will depend on the severity of the sanction being imposed4 ,a formal hearing is not required when a school seeks to suspend a student for #aj days or less4#ah ,the ,supreme ,court has held that due process in that situation requires only that3 4 ,the school must inform the student1 either orally or in writing1 of the charges against him and of the evidence to support those charges4 4 ,the school must give the student an opportunity to deny the charges and present his side of the story4 4 ,as a general rule1 this notice and rudimentary hearing should precede a suspension4 ,however1 a student whose presence poses a continuing danger to persons or property or an ongoing threat of disrupting the academic process may be immediately removed from school4 ,in such a situation1 the notice and rudimentary hearing should follow as soon as possible4 ,the ,supreme ,court has also stated that more formal procedures may be required for suspensions longer than #aj days and for expulsions4 ,although the ,court has not established specific procedures to be followed in those situations1 other ,federal courts#ai have set the following guidelines for expulsions4 ,these guidelines would apply to suspensions longer than #aj days as well3 4 ,the student must be notified in writing of the specific charges against him which1 if proven1 would justify expulsion4 4 ,the student should be given the names of the witnesses against him and an oral or written report on the facts to which each witness will testify4 4 ,the student should be given the opportunity to present his own defense against the charges and to produce witnesses or testimony on his behalf4 ,many ,states have laws governing the procedures required for suspensions and expulsions4 ,because applicable statutes and judicial rulings vary across the country1 local school districts may enjoy a greater or lesser degree of flexibility in establishing procedures for suspensions and expulsions4 ,school officials must also be aware of the special procedures that apply to suspension or expulsion of handicapped students under ,federal law and regulations4#bj ,effect of ,criminal ,proceedings ,against a ,student ,a school may usually pursue disciplinary action against a student regardless of the status of any outside criminal prosecution4 ,that is1 ,federal law does not require the school to await the outcome of the criminal prosecution before initiating proceedings to suspend or expel a student or to impose whatever other penalty is appropriate for the violation of the school's rules4 ,in addition1 a school is generally free under ,federal law to discipline a student when there is evidence that the student has violated a school rule1 even if a juvenile court has acquitted 7or convicted7 the student or if local authorities have declined to prosecute criminal charges stemming from the same incident4 ,schools may wish to discuss this subject with counsel4 ,effect of ,expulsion ,state and local law will determine the effect of expelling a student from school4 ,some ,state laws require the provision of alternative schooling for students below a certain age4 ,in other areas1 expulsion may mean the removal from public schools for the balance of the school year or even the permanent denial of access to the public school system4 ,,confidentiality ,,of ,,education ,,records ,to rid their schools of drugs1 school officials will periodically need to report drug-related crimes to police and to assist local law enforcement authorities in detecting and prosecuting drug offenders4 ,in doing so1 schools will need to take steps to ensure compliance with ,federal and ,state laws governing confidentiality of student records4 ,the ,federal law that addresses this issue is the ,family ,educational ,rights and ,privacy ,act 7,,ferpa71#ba which applies to any school that receives ,federal funding and which limits the disclosure of certain information about students that is contained in education records4#bb ,under ,,ferpa1 disclosure of information in education records to individuals or entities other than parents1 students1 and school officials is only permissible in specified situations4#bc ,in many cases1 unless the parents or an eligible student#bd provides written consent1 ,,ferpa will limit a school's ability to turn over education records or to disclose information from them to the police4 ,such disclosure is permitted1 however1 if 7#a7 it is required by a court order or subpoena1 or 7#b7 it is warranted by a health or safety emergency4 ,in the first of these two cases1 reasonable efforts must be made to notify the student's parents before the disclosure is made4 ,,ferpa also permits disclosure if a ,state law enacted before ,november #ai1 #aigd1 specifically requires disclosure to ,state and local officials4 ,schools should be aware1 however1 that because ,,ferpa only governs information in education records1 it does not limit disclosure of other information4 ,thus1 school employees are free to disclose any information of which they become aware through personal observation4 ,for example1 a teacher who witnesses a drug transaction may1 when the police arrive1 report what he witnessed4 ,similarly1 evidence seized from a student during a search is not an education record and may be turned over to the police without constraint4 ,state laws and school policies may impose additional1 and sometimes more restrictive1 requirements regarding the disclosure of information about students4 ,since this area of the law is complicated1 it is especially important that an attorney be involved in formulating school policy under ,,ferpa and applicable ,state laws4 ,,other ,,legal ,,issues ,lawsuits ,against ,schools or ,school ,officials ,disagreements between parents or students and school officials about disciplinary measures usually can be resolved informally4 ,occasionally1 however1 a school's decisions and activities relating to disciplinary matters are the subject of lawsuits by parents or students against administrators1 teachers1 and school systems4 ,for these reasons1 it is advisable that school districts obtain adequate insurance coverage for themselves and for all school personnel for liability arising from disciplinary actions4 ,suits may be brought in ,federal or ,state court2 typically1 they are based on a claim that a student's constitutional or statutory rights have been violated4 ,frequently1 these suits will seek to revoke the school district's imposition of some disciplinary measure1 for example1 by ordering the reinstatement of a student who has been expelled or suspended4 ,suits may also attempt to recover money damages from the school district or the employee involved1 or both1 however1 court awards of money damages are extremely rare4 ,moreover1 although there can be no guarantee of a given result in any particular case1 courts in recent years have tended to discourage such litigation4 ,in general1 disciplinary measures imposed reasonably and in accordance with established legal requirements will be upheld by the courts4 ,as a rule1 ,federal judges will not substitute their interpretations of school rules or regulations for those of local school authorities or otherwise second-guess reasonable decisions by school officials4#be ,in addition1 school officials are entitled to a qualified good faith immunity from personal liability for damages for having violated a student's ,federal constitutional or civil rights4#bf ,when this immunity applies1 it shields school officials from any personal liability for money damages4 ,thus1 as a general matter1 personal liability is very rare1 because officials should not be held personally liable unless their actions are clearly unlawful1 unreasonable1 or arbitrary4 ,when a court does award damages1 the award may be compensatory or punitive4 ,compensatory damages are awarded to compensate the student for injuries actually suffered as a result of the violation of his or her rights and cannot be based upon the abstract value or importance of the constitutional rights in question4#bg ,the burden is on the student to prove that he suffered actual injury as a result of the deprivation4 ,thus1 a student who is suspended1 but not under the required procedures1 will not be entitled to compensation if he would have been suspended had a proper hearing been held4 ,if the student cannot prove that the failure to hold a hearing itself caused him some compensable harm1 then the student is entitled to no more than nominal damages1 such as #a4jj4bh ,punitive damages are awarded to punish the perpetrator of the injury4 ,normally1 punitive damages are awarded only when the conduct in question is malicious1 unusually reckless1 or otherwise reprehensible4 ,parents and students can also claim that actions by a school or school officials have violated ,state law4 ,for example1 it can be asserted that a teacher assaulted a student in violation of a ,state criminal law4 ,the procedures and standards in actions involving such violations are determined by each ,state4 ,some ,states provide a qualified immunity from tort liability under standards similar to the good faith immunity in ,federal civil rights actions4 ,other ,states provide absolute immunity under their law for actions taken in the course of a school official's duties4 ,nondiscrimination in ,enforcement of ,discipline ,federal law applicable to programs or activities receiving ,federal financial assistance prohibits school officials who are administering discipline from discriminating against students on the basis of race1 color1 national origin1 or sex4 ,schools should therefore administer their discipline policies even-handedly1 without regard to such considerations4 ,thus1 as a general matter1 students with similar disciplinary records who violate the same rule in the same way should be treated similarly4 ,for example1 if male and female students with no prior record of misbehavior are caught together smoking marijuana1 it would not1 in the absence of other relevant factors1 be advisable for the school to suspend the male for #aj days while imposing only an afternoon detention on the female4 ,such divergent penalties for the same offense may be appropriate1 however1 if1 for example1 the student who received the harsher punishment had a history of misconduct or committed other infractions after this first confrontation with school authorities4 ,school officials should also be aware of and adhere to the special rules and procedures for the disciplining of handicapped students under the ,education of the ,handicapped ,act1 #bj ,,usc ,sec4 #adjj-bj1 and ,section #ejd of the ,rehabilitation ,act of #aigc1 #bi ,,usc ,sec4 #gid4 7,for legal citations1 see reference section47 ,,resources ,specific ,drugs and ,their ,effects ,,cannabis ,effects ,all forms of cannabis have negative physical and mental effects4 ,several regularly observed physical effects of cannabis are a substantial increase in the heart rate1 bloodshot eyes1 a dry mouth and throat1 and increased appetite4 ,use of cannabis may impair or reduce short-term memory and comprehension1 alter sense of time1 and reduce ability to perform tasks requiring concentration and coordination1 such as driving a car4 ,research also shows that students do not retain knowledge when they are high4 ,motivation and cognition may be altered1 making the acquisition of new information difficult4 ,marijuana can also produce paranoia and psychosis4 ,because users often inhale the unfiltered smoke deeply and then hold it in their lungs as long as possible1 marijuana is damaging to the lungs and pulmonary system4 ,marijuana smoke contains more cancer-causing agents than tobacco4 ,long-term users of cannabis may develop psychological dependence and require more of the drug to get the same effect4 ,the drug can become the center of their lives4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,marijuana ,pot ,dried parsley mixed ,eaten ,grass with stems that ,smoked ,weed may include seeds ,reefer ,dope ,mary ,jane ,sinsemilla ,acapulco ,gold ,thai ,sticks ---------------------------------------- --------------------------- ,tetrahydro- ,,thc ,soft gelatin capsules ,taken orally cannabinol ,smoked ---------------------------------------- --------------------------- ,hashish ,hash ,brown or black ,eaten cakes or balls ,smoked ---------------------------------------- --------------------------- ,hashish ,oil ,hash ,oil ,concentrated ,smoked--mixed syrupy liquid with tobacco varying in color from clear to black ---------------------------------------- --------------------------- ,,inhalants ,effects ,immediate negative effects of inhalants include nausea1 sneezing1 coughing1 nose-bleeds1 fatigue1 lack of coordination1 and loss of appetite4 ,solvents and aerosol sprays also decrease the heart and respiratory rates1 and impair judgment4 ,amyl and butyl nitrite cause rapid pulse1 headaches1 and involuntary passing of urine and feces4 ,long-term use may result in hepatitis or brain hemorrhage4 ,deeply inhaling the vapors1 or using large amounts over a short period of time1 may result in disorientation1 violent behavior1 unconsciousness1 or death4 ,high concentrations of inhalants can cause suffocation by displacing the oxygen in the lungs or by depressing the central nervous system to the point that breathing stops4 ,long-term use can cause weight loss1 fatigue1 electrolyte imbalance1 and muscle fatigue4 ,repeated sniffing of concentrated vapors over time can permanently damage the nervous system4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,nitrous ,laughing gas ,propellant for ,vapors inhaled ,oxide ,whippets whipped cream in aerosol spray can ,small #h-;gram metal cylinder sold with a balloon or pipe 7buzz bomb7 ---------------------------------------- --------------------------- ,amyl ,poppers ,clear yellowish ,vapors inhaled ,nitrite ,snappers liquid in ampules ---------------------------------------- --------------------------- ,butyl ,rush ,packaged in small ,vapors inhaled ,nitrite ,bolt bottles ,locker room ,bullet ,climax ---------------------------------------- --------------------------- ,chlorohydro- ,aerosol ,aerosol paint cans ,vapors inhaled carbons sprays ,containers of cleaning fluid ---------------------------------------- --------------------------- ,hydrocarbons ,solvents ,cans of aerosol ,vapors inhaled propellants1 gasoline1 glue1 paint thinner ---------------------------------------- --------------------------- ,,stimulant3 ,,cocaine ,effects ,cocaine stimulates the central nervous system4 ,its immediate effects include dilated pupils and elevated blood pressure1 heart rate1 respiratory rate1 and body temperature4 ,occasional use can cause a stuffy or runny nose1 while chronic use can ulcerate the mucous membrane of the nose4 ,injecting cocaine with unsterile equipment can cause ,,aids1 hepatitis1 and other diseases4 ,preparation of freebase1 which involves the use of volatile solvents1 can result in death or injury from fire or explosion4 ,cocaine can produce psychological and physical dependency1 a feeling that the user cannot function without the drug4 ,in addition1 tolerance develops rapidly4 ,crack or freebase rock is extremely addictive1 and its effects are felt within #aj seconds4 ,the physical effects include dilated pupils1 increased pulse rate1 elevated blood pressure1 insomnia1 loss of appetite1 tactile hallucinations1 paranoia1 and seizures4 ,the use of cocaine can cause death by disrupting the brain's control of the heart and respiration4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,cocaine ,coke ,white crystalline ,inhaled ,snow powder1 often through ,flake diluted with nasal ,white other ingredients passages ,blow ,injected ,nose ,candy ,smoked ,big ,c ,snowbirds ,lady ---------------------------------------- --------------------------- ,crack or ,crack ,light brown or ,smoked cocaine ,freebase rocks beige pellets--or ,rock crystalline rocks that resemble coagulated soap2 often packaged in small vials ---------------------------------------- --------------------------- ,,other ,,stimulants ,effects ,stimulants can cause increased heart and respiratory rates1 elevated blood pressure1 dilated pupils1 and decreased appetite4 ,in addition1 users may experience sweating1 headache1 blurred vision1 dizziness1 sleeplessness1 and anxiety4 ,extremely high doses can cause a rapid or irregular heartbeat1 tremors1 loss of coordination1 and even physical collapse4 ,an amphetamine injection creates a sudden increase in blood pressure that can result in stroke1 very high fever1 or heart failure4 ,in addition to the physical effects1 users report feeling restless1 anxious1 and moody4 ,higher doses intensify the effects4 ,persons who use large amounts of amphetamines over a long period of time can develop an amphetamine psychosis that includes hallucinations1 delusions1 and paranoia4 ,these symptoms usually disappear when drug use ceases4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,amphetamines ,speed ,capsules ,taken orally ,uppers ,pills ,injected ,ups ,tablets ,inhaled ,black ,beauties through ,pep ,pills nasal ,copilots passages ,bumblebees ,hearts ,benzedrine ,dexedrine ,footballs ,biphetamine ---------------------------------------- --------------------------- ,metham- ,crank ,white powder ,taken orally phetamines ,crystal ,meth ,pills ,injected ,crystal ,a rock which ,inhaled ,methedrine resembles a through ,speed block of paraffin nasal passages ---------------------------------------- --------------------------- ,additional ,ritalin ,pills ,taken orally ,stimulants ,cylert ,capsules ,injected ,preludin ,tablets ,didrex ,pre-,state ,voranil ,tenuate ,tepanil ,pondimin ,sandrex ,plegine ,ionamin ---------------------------------------- --------------------------- ,,depressants ,effects ,the effects of depressants are in many ways similar to the effects of alcohol4 ,small amounts can produce calmness and relaxed muscles1 but somewhat larger doses can cause slurred speech1 staggering gait1 and altered perception4 ,very large doses can cause respiratory depression1 coma1 and death4 ,the combination of depressants and alcohol can multiply the effects of the drugs1 thereby multiplying the risks4 ,the use of depressants can cause both physical and psychological dependence4 ,regular use over time may result in a tolerance to the drug1 leading the user to increase the quantity consumed4 ,when regular users suddenly stop taking large doses1 they may develop withdrawal symptoms ranging from restlessness1 insomnia1 and anxiety to convulsions and death4 ,babies born to mothers who abuse depressants during pregnancy may be physically dependent on the drugs and show withdrawal symptoms shortly after they are born4 ,birth defects and behavioral problems also may result4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,barbiturates ,downers ,red1 yellow1 blue1 ,taken orally ,barbs or red and blue ,blue ,devils capsules ,red ,devils ,yellow ,jacket ,yellows ,nembutal ,seconal ,amytal ,tuinals ---------------------------------------- --------------------------- ,methaqualone ,quaaludes ,tablets ,taken orally ,ludes ,sopors ---------------------------------------- --------------------------- ,tranquilizers ,valium ,tablets ,taken orally ,librium ,capsules ,equanil ,miltown ,serax ,tranxene ---------------------------------------- --------------------------- ,,hallucinogens ,effects ,phencyhdine 7,,pcp7 interrupts the functions of the neocortex1 the section of the brain that controls the intellect and keeps instincts in check4 ,because the drug blocks pain receptors1 violent ,,pcp episodes may result in self-inflicted injuries4 ,the effects of ,,pcp vary1 but users frequently report a sense of distance and estrangement4 ,time and body movement are slowed down4 ,muscular coordination worsens and senses are dulled4 ,speech is blocked and incoherent4 ,chronic users of ,,pcp report persistent memory problems and speech difficulties4 ,some of these effects may last #f months to a year following prolonged daily use4 ,mood disorders--depression1 anxiety1 and violent behavior--also occur in later stages of chronic use1 users often exhibit paranoid and violent behavior and experience hallucinations4 ,large doses may produce convulsions and coma1 heart and lung failure1 or ruptured blood vessels in the brain4 ,lysergic acid 7,,lsd71 mescaline1 and psilocybin cause illusions and hallucinations4 ,the physical effects may include dilated pupils1 elevated body temperature1 increased heart rate and blood pressure1 loss of appetite1 sleeplessness1 and tremors4 ,sensations and feelings may change rapidly4 ,it is common to have a bad psychological reaction to ,,lsd1 mescaline1 and psilocybin4 ,the user may experience panic1 confusion1 suspicion1 anxiety1 and loss of control4 ,delayed effects1 or flashbacks1 can occur even after use has ceased4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,phencychdine ,,pcp ,liquid ,taken orally ,angel ,dust ,capsules ,injected ,loveboat ,white crystalline ,smoked--can ,lovely powder be sprayed ,hog ,pills on cigarettes1 ,killer ,weed parsley1 and marijuana ---------------------------------------- --------------------------- ,lysergic ,acid ,,lsd ,brightly colored tablets ,taken orally ,acid ,acid ,impregnated blotter paper ,licked off ,diethylamide ,green or ,red ,thin squares of gelatin paper ,dragon ,clear liquid ,gelatin and ,white ,lightning liquid can ,blue ,heaven be put in ,sugar ,cubes the eyes ,microdot ---------------------------------------- --------------------------- ,mescaline ,mesc ,hard brown discs ,discs--chewed1 and ,peyote ,buttons ,tablets swallowed1 ,cactus ,capsules or smoked ,tablets and capsules-- taken orally ---------------------------------------- --------------------------- ,psilocybin ,magic ,fresh or dried mushroom ,chewed and mushrooms swallowed ,mushrooms ---------------------------------------- --------------------------- ,,narcotics ,effects ,narcotics initially produce a feeling of euphoria that often is followed by drowsiness1 nausea1 and vomiting4 ,users also may experience constricted pupils1 watery eyes1 and itching4 ,an overdose may produce slow and shallow breathing1 clammy skin1 convulsions1 coma1 and possibly death4 ,tolerance to narcotics develops rapidly and dependence is likely4 ,the use of contaminated syringes may result in diseases such as ,,aids1 endocarditis1 and hepatitis4 ,addiction in pregnant women can lead to premature1 stillborn1 or addicted infants who experience severe withdrawal symptoms4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,heroin ,smack ,powder1 white to dark ,injected ,horse brown ,inhaled ,brown ,sugar ,tar-like substance through ,junk nasal ,mud passages ,big ,h ,smoked ,black ,tar ---------------------------------------- --------------------------- ,methadone ,dolophine ,solution ,taken orally ,methadose ,injected ,amidone ---------------------------------------- --------------------------- ,codeine ,empirin ,dark liquid varying ,taken orally compound in thickness ,injected with ,capsules ,codeine ,tablets ,tylenol with ,codeine ,codeine ,codeine in cough medicines ---------------------------------------- --------------------------- ,morphine ,pectoral ,white crystals ,injected syrup ,hypodermic tablets ,taken orally ,injectable solutions ,smoked ---------------------------------------- --------------------------- ,meperidine ,pethidine ,white powder ,taken orally ,demerol ,solution ,injected ,mepergan ,tablets ---------------------------------------- --------------------------- ,opium ,paregoric ,dark brown chunks ,smoked ,dover's ,powder ,powder ,eaten ,parepectolin ---------------------------------------- --------------------------- ,other ,percocet ,tablets ,taken orally ,narcotics ,percodan ,capsules ,injected ,tussionex ,liquid ,fentanyl ,darvon ,talwin ,lomotil ---------------------------------------- --------------------------- ,,designer ,,drugs ,effects ,illegal drugs are defined in terms of their chemical formulas4 ,to circumvent these legal restrictions1 underground chemists modify the molecular structure of certain illegal drugs to produce analogs known as designer drugs4 ,these drugs can be several hundred times stronger than the drugs they are designed to imitate4 ,the narcotic analogs can cause symptoms such as those seen in ,parkinson's disease--uncontrollable tremors1 drooling1 impaired speech1 paralysis1 and irreversible brain damage4 ,analogs of amphetamines and methamphetamines cause nausea1 blurred vision1 chills or sweating1 and faintness4 ,psychological effects include anxiety1 depression1 and paranoia4 ,as little as one dose can cause brain damage4 ,the analogs of phencyclidine cause illusions1 hallucinations1 and impaired perception4 ,type ,what is ,what does it ,how is it called8 look like8 it used8 ---------------------------------------- --------------------------- ,analogs of ,synthetic ,white powder ,inhaled ,fentanyl ,heroin resembling heroin through 7,narcotic7 ,china ,white nasal passages ,injected ---------------------------------------- --------------------------- ,analogs of ,synthetic ,white powder ,inhaled ,meperidine ,heroin through 7,narcotic7 ,,mptp 7,new nasal ,heroin7 passages ,,mppp ,injected ,,pepap ---------------------------------------- --------------------------- ,analogs of ,,mdma 7,ecstasy1 ,white powder ,taken orally ,ampheta- ,,xtc1 ,adam1 ,tablets ,injected mines and ,essence7 ,capsules ,inhaled ,metham- ,,mdm through phetamines ,,stp nasal 7,hallucino- ,,pma passages gens7 #b1 #e-;,,dma ,,tma ,,dom ,,dob ---------------------------------------- --------------------------- ,analogs of ,p,c,py ,white powder ,taken orally ,phency- ,,pce ,injected clidine ,,tcp ,smoked 7,,pcp7 7,hallucinogens7 ---------------------------------------- --------------------------- ,sources of ,information ,,tollfree ,,information #a-hjj-eed-,,kids--,,the ,,national ,,federation ,,of ,,parents ,,for ,,drug-,,free ,,youth 7,,nfp74 ,a national information and referral service that focuses primarily on preventing drug addiction in children and adolescents4 ,by referral to the caller's ,state networker or a member group in the caller's community1 ,,nfp also provides assistance to anyone concerned about a child already using alcohol or drugs4 ,call between #i3jj am and #e3jj pm 7,eastern time74 #a-hjj-bda-igdf--,,pride ,,drug ,,information ,,line4 ,a national resource and information center1 ,parents' ,resource ,institute for ,drug ,education 7,,pride7 refers concerned parents to parent groups in their ,state or local area1 gives information on how parents can form a group in their community1 provides telephone consulting and referrals to emergency health centers1 and maintains a series of drug information tapes that callers can listen to1 free-of-charge1 by calling after #e3jj pm4 #a-hjj-fch-bjde--,,national ,,institute ,,on ,,drug ,,abuse 7,,nida71 ,u4,s4 ,,department ,,of ,,health ,,and ,,human ,,services4 ,a national information service that provides technical assistance to individuals and groups wishing to start drug prevention programs4 ,currently1 the program focuses on the establishment of the ,just ,say ,no ,to ,drugs clubs4 #a-hjj-ffb-;,,help--,,nida ,,hotline4 ,,nida ,hotline is a confidential information and referral line that directs callers to cocaine abuse treatment centers in the local community4 ,free materials on drug abuse are also distributed in response to inquiries4 #a-hjj-;,,cocaine--,,cocaine ,,helpline4 ,a round-the-clock information and referral service4 ,reformed cocaine addict counselors answer the phones1 offer guidance1 and refer drug users and parents to local public and private treatment centers and family learning centers4 ,,general ,,readings ,,and ,,videotapes ,the publications in the following list that are followed by an 7a7 or 7b7 are available from these organizations3 7a7 ,national ,federation of ,parents for ,drug-,free ,youth 7,,nfp71 #hgcj ,georgia ,avenue1 ,suite #bjj1 ,silver ,spring1 ,,md #bjiaj4 ,telephone tollfree nationwide #a-hjj-eed-,,kids or1 in the ,washington1 ,,dc area1 #ehe-,,kids4 7b7 ,parents' ,resource ,institute for ,drug ,education1 ,inc4 7,,pride71 ,woodruff ,bldg41 ,suite #ajjb1 #ajj ,edgewood ,avenue1 ,atlanta1 ,,ga #cjcjc4 ,telephone tollfree nationwide #a-hjj-bda-igdf4 ,adolescent ,drug and ,alcohol ,abuse1 by ,donald ,i4 ,mac,donald1 #aihd4 ,a #bjj-page book on stages of drug involvement1 drugs1 diagnosis1 and treatment4 ,the author1 a pediatrician who experienced the problem in his own family1 addresses physicians and parents4 ,year ,book ,publishers1 #ce ,east ,wacker ,drive1 ,chicago1 ,,il #fjfja4 ,telephone #a-hjj-fba-ibfb4 ,paperback1 #ae4ie4 ,courtwatch ,manual4 ,a #aaa-page manual explains the court system1 the criminal justice process1 ,courtwatch activities1 and what can be done before and after a criminal is sentenced4 ,washington ,legal ,foundation1 #agje ,n ,street1 ,,nw1 ,washington1 ,,dc #bjjcf4 ,enclose #b4jj for postage and handling4 ,drug ,use ,among ,american ,high ,school ,students1 ,college ,students1 and ,other ,young ,adults3 ,national ,trends ,through #aihe1 by ,jerald ,g4 ,bachman1 ,lloyd ,d4 ,johnson1 and ,patrick ,m4 ,o',malley1 #aihf4 ,a #bcg-page book reporting on trends in drug use and attitudes of high school seniors1 based on an annual survey conducted since #aige4 ,the ,national ,institute on ,drug ,abuse1 ,rockville1 ,,md #bjheg1 ,,adm #hf-adej4 ,single copies are available free4 ,getting ,tough on ,gateway ,drugs1 by ,robert ,du,pont1 ,jr41 #aihd4 ,a #ccj-page book describing the drug problem1 the drug-dependence syndrome1 the gateway drugs1 and ways that families can prevent and treat drug problems4 ,american ,psychiatric ,press ,inc41 paperback1 #g4ie 7a77b74 ,gone ,way ,down1 ,teenage ,drug-,use ,is a ,disease1 by ,miller ,newton1 #aiha4 ,a #gb-page book describing the stages of adolescent drug use4 ,american ,studies ,press1 paperback1 #b4ie7;a74 ,how to ,talk to ,your ,kids ,about ,growing up ,without ,drugs and ,alcohol4 ,a videotape that offers a practical1 easy-to-follow approach to improve family communications1 particularly on the subject of adolescent drug and alcohol use4 ,it includes interviews with experts in the field4 #bc4jj7;a74 ,kids and ,drugs3 ,a ,handbook for ,parents and ,professionals1 by ,joyce ,tobias1 #aihf4 ,a #if-page handbook about adolescent drug and alcohol use1 the effects of drugs and the drug culture1 stages of chemical use1 parent groups and their creation and maintenance1 and resources available to parents and professionals4 ,,panda ,press1 #daaa ,watkins ,trail1 ,annandale1 ,,va #bbjjc4 ,telephone 7#gjc7 #gej-ibhe1 paperback1 #c4ie 7volume discounts74 ,marijuana ,alert1 by ,peggy ,mann1 #aihe4 ,a #ebf-page book about marijuana3 the crisis1 health hazards1 and activities of parent groups1 industry1 and government4 ,mc,graw-,hill ,paperbacks1 #ae4ie7;a77b74 ,not ,my ,kid1 by ,beth ,polson and ,miller ,newton1 #aihd4 ,a #bbd-page guide for parents to aid in prevention1 recognition1 and treatment of adolescent chemical use4 ,it is especially strong on overcoming denial and recognizing problems1 with numerous personal vignettes4 ,avon ,paperback ,books1 #fiiig-d1 #b4ie2 hardcover1 #ae4ie7;b74 ,parents1 ,peers and ,pot1 by ,marsha ,manatt1 #aigi4 ,a #if-page book that recounts the evolution of the drug culture1 the development of the first parent peer group1 actions for parents to take1 and information on marijuana4 ,u4,s4 ,department of ,health and ,human ,services1 #c4jj7;b74 ,parents1 ,peers and ,pot ,,ii3 ,parents in ,action1 by ,marsha ,manatt1 #aihc4 ,a #afj-page book that describes the formation of parent groups in rural1 suburban1 and urban communities4 ,u4,s4 ,department of ,health and ,human ,services1 #a4jj7;b74 ,peer ,pressure ,reversal1 by ,sharon ,scott1 #aihe4 ,a #ahc-page guidebook for parents1 teachers1 and concerned citizens to enable them to provide peer pressure reversal skills to children4 ,human ,resource ,development ,center1 ,amherst1 ,,ma1 #i4ie7;a77b74 ,pot ,safari1 by ,peggy ,mann1 #aihb4 ,for parents and teenagers4 ,distinguished research scientists are interviewed on the subject of marijuana4 ,woodmere ,press1 ,new ,york1 ,,ny1 #f4ie7;a77b74 ,strategies for ,controlling ,adolescent ,drug ,use1 by ,j4 ,michael ,polich et al41 #aihd4 ,a #aif-page book that reviews the scientific literature on the nature of drug use and the effectiveness of drug law enforcement1 treatment1 and prevention programs4 ,the ,rand ,corporation1 #agjj ,main ,street1 ,p4,o4 ,box #bach1 ,santa ,monica1 ,,ca #ijdjf-bach1 paperback1 #ae4jj4 ,team ,up for ,drug ,prevention ,with ,america's ,young ,athletes4 ,a free booklet for coaches that includes alcohol and drug information1 reasons why athletes use drugs1 suggested activities for coaches1 a prevention program1 a survey for athletes and coaches1 and sample letters to parents4 ,drug ,enforcement ,administration1 ,public ,affairs ,staff1 #adje ,i ,street1 ,,nw1 ,washington1 ,,dc #bjecg4 ,,free ,,catalogs ,,of ,,drug ,,abuse ,,publications ,,comp ,,care ,,publications4 ,a source for pamphlets1 books1 and charts on drug and alcohol abuse1 chemical awareness1 and self-help4 ,telephone #a-hjj-cbh-cccj4 ,,hazelden ,,educational ,,materials4 ,a source for pamphlets and books on drug abuse and alcoholism and curriculum materials for drug prevention4 ,telephone #a-hjj-cbh-ijjj4 ,,school ,,and ,,community ,,resources ,,alcohol ,,and ,,drug ,,abuse ,,education ,,program1 ,u4,s4 ,department of ,education4 ,the ,school ,team approach offered in this program is designed to develop the capability of local schools to prevent and reduce drug and alcohol abuse and associated disruptive behaviors4 ,five regional centers now provide training and technical assistance to local school districts that apply4 ,for information1 write to the ,u4,s4 ,department of ,education1 ,alcohol and ,drug ,abuse ,education ,program1 #djj ,maryland ,avenue1 ,,sw1 ,washington1 ,,dc #bjbjb-daja4 ,,american ,,council ,,on ,,drug ,,education 7,,acde74 ,,acde organizes conferences2 develops media campaigns2 reviews scientific findings2 publishes books1 a quarterly newsletter1 and education kits for physicians1 schools1 and libraries2 and produces films4 #ehbj ,hubbard ,drive1 ,rockville1 ,,md #bjheb4 ,telephone 7#cja7 #ihd-egjj4 ,,committees ,,of ,,correspondence1 ,,inc4 ,this organization provides a newsletter and emergency news flashes that give extensive information on issues1 ideas1 and contacts4 ,provides a resource list and sells many pamphlets4 ,membership is #ae4jj4 #eg ,conant ,street1 ,room #aac1 ,danvers1 ,,ma #jiabc4 ,telephone 7#fag7 #ggd-bfda4 ,,families ,,in ,,action4 ,this organization maintains a drug information center with more than #ajj1jjj documents4 ,publishes ,drug ,abuse ,update1 a #af-page newsletter containing abstracts of articles published in medical and academic journals and newspapers throughout the ,nation4 #aj4jj for #d issues4 #chde ,north ,druid ,hills ,road1 ,suite #cjj1 ,decatur1 ,,ga #cjjcc4 ,telephone 7#djd7 #cbe-egii4 ,,narcotics ,,education1 ,,inc4 ,this organization publishes pamphlets1 books1 teaching aids1 posters1 audiovisual aids1 and prevention magazines especially good for classroom use3 ,,winner for preteens and ,,listen for teens4 #fhcj ,laurel ,street1 ,,nw1 ,washington1 ,,dc #bjjab4 ,telephone #a-hjj-edh-hgjj1 or in the ,washington1 ,,dc area1 call #gbb-fgdj4 ,,national ,,federation ,,of ,,parents ,,for ,,drug-,,free ,,youth 7,,nfp74 ,this national umbrella organization helps parent groups get started and stay in contact4 ,publishes a newsletter1 legislative updates1 resource lists for individuals and libraries1 brochures1 kits1 and a ,training ,manual for ,drug-,free ,youth ,groups4 ,it sells many books and offers discounts for group purchases4 ,conducts an annual conference4 ,membership3 ,individual #ae4jj1 ,group #ce4jj 7group membership offers tax-exemption74 #hgcj ,georgia ,avenue1 ,suite #bjj1 ,silver ,spring1 ,,md #bjiaj4 ,telephone3 ,washington1 ,,dc area #ehe-,,kids1 or toll-free ,,hotline #a-hjj-eed-,,kids4 ,,parents' ,,resource ,,institute ,,for ,,drug ,,education1 ,,inc4 7,,pride74 ,this national resource and information center offers consultant services to parent groups1 school personnel1 and youth groups1 and provides a drug use survey service4 ,it conducts an annual conference2 publishes a newsletter1 youth group handbook1 and many other publications2 and sells and rents books1 films1 videos and slide programs4 ,membership #h4jj4 ,woodruff ,bldg41 ,suite #ajjb1 #ajj ,edgewood ,avenue1 ,atlanta1 ,,ga #cjcjc4 ,telephone #a-hjj-bda-igdf4 ,,target4 ,conducted by the ,national ,federation of ,state ,high ,school ,associations1 an organization of interscholastic activities associations1 ,,target offers workshops1 training seminars1 and an information bank on chemical abuse and prevention4 ,a computerized referral service to substance abuse literature and prevention programs will begin operating in #aihg4 ,national ,federation of ,state ,high ,school ,associations1 #aagbd ,plaza ,circle1 ,p4,o4 ,box #bjfbf1 ,kansas ,city1 ,,mo #fdaie4 ,telephone 7#haf7 #dfd-edjj4 ,,toughlove4 ,this national self-help group for parents1 children1 and communities emphasizes cooperation1 personal initiative1 avoidance of blame1 and action4 ,it publishes a newsletter and a number of brochures and books and holds workshops across the country each year4 ,p4,o4 ,box #ajfi1 ,doylestown1 ,,pa #ahija4 ,telephone 7#bae7 #cdh-gjij4 ,u4,s4 ,,clearinghouses4 7,a publication list is available on request1 along with placement on mailing list for new publications4 ,single copies are free47 ,national ,institute on ,alcoholism and ,alcohol ,abuse 7,,niaaa71 ,p4,o4 ,box #bcde1 ,rockville1 ,,md #bjheb4 ,telephone 7#cja7 #dfh-bfjj4 ,national ,institute on ,drug ,abuse 7,,nida71 ,room #aj-;,a-#dc1 #efjj ,fishers ,lane1 ,rockville1 ,,md #bjheb4 ,telephone 7#cja7 #ddc-fejj4 ,,adolescent ,,drug ,,rehabilitation ,,programs ,to find programs1 call your city or county substance abuse or mental health agency1 hospitals1 schools1 local hotlines listed in the yellow pages1 and the hotlines listed previously4 ,it is best to visit prospective programs and to talk with people who have completed the program4 ,this section lists several unique national adolescent programs that illustrate the wide diversity of long-term intensive treatment programs available at low cost4 ,,palmer ,,drug ,,abuse ,,program 7,,pdap74 ,,pdap is a free program supported by private donations and located mainly in southwestern1 western1 and midwestern ,states4 ,it accepts out-of-town clients4 ,it is a long-term out-patient counseling program with daycare capability based on the #ab steps of ,alcoholics ,anonymous 7,,aa74 ,it uses recuperating users as peer counselors4 ,the program also maintains parent groups that may be attended by parents who do not have children in the ,,pdap program4 ,national ,office3 #ccjj ,north ,a ,street1 ,building #h1 ,suite #bjd1 ,midland1 ,,tx #gigje4 ,telephone 7#iae7 #fhg-dcaa4 ,,straight ,,inc4 ,located in selected ,states1 primarily in the ,east and ,midwest1 the program accepts out-of-town clients4 ,the program is a long term1 highly structured outpatient program based on the #ab steps of ,alcoholics ,anonymous 7,,aa74 ,during the early phase of the program1 the new client lives in the home of another child advanced in the program4 ,this family system provides positive role modeling1 close supervision1 and a #bd-;hour1 drug-free environment at low cost4 ,national ,office3 ,straight ,inc4 ,national ,training and ,development ,center1 #cjja ,gandy ,blvd41 ,p4,o4 ,box #bafhf1 ,st4 ,petersburg1 ,,fl #ccgdb4 ,telephone 7#hac7 #egf-hibi4 ,,teen ,,challenge4 ,this ,christian-oriented residential program has facilities across the country and overseas4 ,it serves young people with a variety of behavior problems besides drug use4 ,occupational skills are taught4 ,national ,office3 ,teen ,challenge ,training ,center1 ,inc41 ,p4,o4 ,box #aih1 ,rehrersburg1 ,,pa #aieej4 ,telephone 7#gag7 #icc-daha4 ,,readings ,,on ,,legal ,,issues ,american ,public ,school ,law1 ,alexander1 ,kern4 #b;d ed41 ,st4 ,paul1 ,,mn3 ,west ,publishing ,company1 #aihe4 ,education ,law1 ,rapp1 ,j4 ,a4 ,new ,york1 ,,ny3 ,matthew ,bender and ,company1 ,inc41 #aihf4 ,a comprehensive1 frequently updated1 four-volume1 looseleaf treatise on all issues of education law4 ,the ,journal of ,law and ,education includes articles on a wide range of education issues and includes a section on recent developments in the law4 ,it is published quarterly by ,jefferson ,law ,book ,company1 ,p4,o4 ,box #aicf1 ,cincinnati1 ,,oh #debja4 ,the ,law of ,public ,education1 ,reuter1 ,e4 ,edmund4 #c;d ed4 ,mineola1 ,,ny3 ,foundation ,press1 #aihe4 ,school ,law ,bulletin is a quarterly magazine published by the ,institute of ,government1 ,university of ,north ,carolina at ,chapel ,hill1 ,chapel ,hill1 ,,nc #bgead-fjei4 ,school ,law ,news is a newsletter that describes recent developments in the field4 ,it is published by ,capitol ,publications1 ,inc41 #acjj ,north #agth ,street1 ,arlington1 ,,va #bbbji4 ,the ,schools and the ,courts contains briefs of selected court cases involving elementary and secondary schools4 ,it is published quarterly by ,school ,administration ,publications1 ,p4,o4 ,box #hdib1 ,asheville1 ,,nc #bhhad4 ,specialty ,law ,digest3 ,education ,cases is a monthly compilation of cases and comments published by the ,bureau of ,national ,affairs1 ,inc41 ,suite #bjd1 #ajcja ,university ,avenue1 ,,ne1 ,blaine1 ,,mn #eedcc4 ,west's ,education ,law ,reporter reprints the full text of ,federal and ,state education law cases4 ,also included in this series are education articles and comments selected from legal periodicals4 ,it is published by ,west ,publishing ,company1 #ej ,w4 ,kellogg ,blvd41 ,p4,o4 ,box #fdebf1 ,st4 ,paul1 ,,mn #eeafd-jebf4 ,,other ,,sources ,,of ,,materials ,,on ,,legal ,,issues ,,council ,,of ,,school ,,attorneys1 ,,national ,,school ,,boards ,,association provides a national forum on the practical legal problems faced by local public school districts and the attorneys who serve them4 ,this organization conducts programs and seminars and publishes monographs on a wide range of legal issues affecting public school districts4 #afhj ,duke ,street1 ,alexandria1 ,,va #bbcad4 ,telephone 7#gjc7 #hch-,,nsba4 ,,national ,,association ,,of ,,secondary ,,school ,,principals 7,,nassp7 publishes periodic newsletters and monographs on legal issues1 some of which relate to school discipline and student behavior4 #aijd ,association ,drive1 ,reston1 ,,va #bbjia4 ,telephone 7#gjc7 #hfj-jbjj4 ,,national ,,organization ,,on ,,legal ,,problems ,,of ,,education 7,,nolpe7 is a nonprofit1 nonadvocacy organization that disseminates information about current issues in school law4 ,,nolpe publishes newsletters1 serials1 books1 and monographs on a variety of school law topics2 hosts seminars2 and serves as a clearinghouse for information on education law4 #cfja ,southwest #bith1 ,suite #bbc1 ,topeka1 ,,ks #fffad4 ,telephone 7#iac7 #bgc-ceej4 ,references ,children and ,drugs ,friedman1 ,alfred4 ,does ,drug and ,alcohol ,use ,lead to ,failure to ,graduate from ,high ,school8 ,journal of ,drug ,education1 ,vol4 #ae7d71 #aihe4 ,johnston1 ,lloyd ,d41 ,jerald ,g4 ,bachman1 and ,patrick ,m4 ,o',malley4 ,monitoring the ,future ,questionnaire ,responses ,from the ,nation's ,high ,school ,seniors4 ,ann ,arbor1 ,,mi1 ,university of ,michigan1 ,institute for ,social ,research1 forthcoming 7and unpublished information74 ,tobias1 ,joyce ,m4 ,kids and ,drugs4 ,annandale1 ,,va1 ,panda ,press1 #aihf4 ,extent of ,drug ,use ,johnston1 ,lloyd ,d41 ,jerald ,g4 ,bachman1 and ,patrick ,m4 ,o',malley4 ,monitoring the ,future ,questionnaire ,responses ,from the ,nation's ,high ,school ,seniors4 ,ann ,arbor1 ,,mi1 ,university of ,michigan1 ,institute for ,social ,research forthcoming 7and unpublished information74 ,johnston1 ,lloyd ,d41 ,patrick ,m4 ,o',malley and ,jerald ,g4 ,bachman4 ,drug ,use ,among ,american ,high ,school ,students1 ,college ,students1 and ,other ,young ,adults ,national ,trends ,through #aihe4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihf 7,,adm #hf-adej74 ,miller1 ,judith ,d41 ,ira ,h4 ,cisin1 and ,herbert ,i4 ,abelson4 ,national ,survey on ,drug ,abuse ,main ,findings1 #aihb4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihc 7,,adm7 #hc-abfc4 ,national ,center for ,juvenile ,justice4 ,delinquency in the ,united ,states1 #aihb4 ,pittsburgh1 ,,pa1 ,national ,council of ,juvenile and ,family ,court ,judges1 #aihe4 ,national ,police ,agency of ,japan ,drug ,problems in ,japan4 ,national ,police ,agency of ,japan1 #aihe4 ,o4 ,malley1 ,patrick ,m41 ,jerald ,g4 ,bachman1 and ,lloyd ,d4 ,johnston4 ,student ,drug ,use in ,america ,differences ,among ,high ,schools4 ,ann ,arbor1 ,,mi1 ,university of ,michigan1 ,institute for ,social ,research1 7unpublished7 preliminary draft4 ,statistics ,bureau1 ,management and ,coordination ,agency4 ,japan ,statistics ,yearbook1 #aihe1 #aihe4 ,washton1 ,arnold ,m41 and ,mark ,s4 ,gold4 ,recent ,trends in ,cocaine ,abuse ,a ,view from the ,national ,hotline1 #hjj-;,,cocaine1 ,advances in ,alcohol and ,substance ,abuse1 forthcoming4 ,how ,drug ,use ,develops ,bolton1 ,iris ,m4 ,educated ,suicide ,prevention1 ,school ,safety4 ,spring1 #aihf4 ,du,pont1 ,robert ,l4 ,getting ,tough on ,gateway ,drugs4 ,washington1 ,,dc1 ,american ,psychiatric ,press1 #aihd4 ,gold1 ,mark ,s41 ,linda ,semlitz1 ,charles ,a4 ,dackis1 and ,irl ,extein4 ,the ,adolescent ,cocaine ,epidemic1 ,seminars in ,adolescent ,medicine1 ,vol4 #a7d74 ,new ,york1 ,,ny1 ,thieme ,inc41 ,december1 #aihe4 ,holzman1 ,david4 ,crack ,shatters the ,cocaine ,myth1 ,insight4 ,june #bc1 #aihf4 ,holzman1 ,david4 ,hot ,line ,taking #a1bjj ,calls a ,day1 ,insight4 ,june #bc1 #aihf4 ,jaffe1 ,jerome ,h4 ,testimony before ,subcommittee on ,children1 ,family1 ,drugs and ,alcoholism4 ,february #bj1 #aihf4 ,washington1 ,,dc1 ,u4,s4 ,government ,printing ,office1 #aihf4 ,mann1 ,peggy4 ,marijuana ,alert4 ,new ,york1 ,,ny1 ,mc,graw ,hill1 #aihe4 ,mills1 ,carol ,j41 and ,harvey ,l4 ,noyes4 ,patterns and ,correlates of ,initial and ,subsequent ,drug ,use ,among ,adolescents1 ,journal of ,consulting and ,clinical ,psychology1 ,vol4 #eb7b71 #aihd4 ,morganthau1 ,tom1 ,mark ,miller1 ,janet ,huck1 and ,jeanne ,de,quinne4 ,kids and ,cocaine1 ,newsweek4 ,march #ag1 #aihf4 ,national ,institute on ,drug ,abuse4 ,cocaine ,addiction ,it ,costs ,too ,much4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihe4 ,tobias1 ,joyce ,m4 ,kids and ,drugs4 ,annandale1 ,,va1 ,panda ,press1 #aihf4 ,weekly ,reader ,publications4 ,a ,study of ,children's ,attitudes and ,perceptions ,about ,drugs and ,alcohol4 ,middletown1 ,,ct1 ,xerox ,educational ,publications1 #aihc4 ,effects of ,drug ,use ,deadwyler1 ,sam ,a4 ,correlating ,behavior with ,neural ,activity ,an ,approach to ,study the ,action of ,drugs in the ,behaving ,animal1 ,neuroscience ,methods in ,drug ,abuse ,research1 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihe4 ,mann1 ,peggy4 ,marijuana ,alert4 ,new ,york1 ,,ny1 ,mc,graw-,hill1 #aihe4 ,tobias1 ,joyce ,m4 ,kids and ,drugs4 ,annandale1 ,,va1 ,panda ,press1 #aihf4 ,drug ,use and ,learning ,friedman1 ,alfred4 ,does ,drug and ,alcohol ,use ,lead to ,failure to ,graduate from ,high ,school8 ,journal of ,drug ,education1 ,vol4 #ae7d71 #aihe4 ,johnston1 ,lloyd ,d41 ,jerald ,g4 ,bachman1 and ,patrick ,m4 ,o',malley4 ,monitoring the ,future ,questionnaire ,responses from the ,nation's ,high ,school ,seniors4 ,ann ,arbor1 ,,mi1 ,university of ,michigan1 ,institute for ,social ,research1 forthcoming 7and unpublished information74 ,niven1 ,robert ,g4 ,marijuana in the ,school ,clinical ,observation and ,needs1 ,marijuana and ,youth4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihb4 ,washton1 ,arnold ,m4 and ,mark ,s4 ,gold4 ,recent ,trends in ,cocaine ,abuse ,a ,view from the ,national ,hotline1 '#hjj-;,,cocaine'4 ,advances in ,alcohol and ,substance ,abuse1 forthcoming4 ,what ,parents ,can ,do ,american ,association of ,school ,administrators and the ,quest ,national ,center4 ,positive ,prevention ,successful ,approaches to ,preventing ,youthful ,drug and ,alcohol ,use4 ,arlington1 ,,va1 ,american ,association of ,school ,administrators1 #aihe4 ,fraser1 ,m4 ,w41 and ,j4 ,d4 ,hawkins4 ,parent ,training for ,delinquency ,prevention ,a ,review4 ,seattle1 ,,wa1 ,center for ,law and ,justice1 ,university of ,washington1 #aihb4 ,manatt1 ,marsha4 ,parents1 ,peers1 and ,pot ,,ii4 ,rockville1 ,,md ,national ,institute on ,drug ,abuse1 #aihc4 ,mann1 ,peggy4 ,marijuana ,alert4 ,new ,york1 ,,ny1 ,mc,graw-,hill1 #aihe4 ,national ,institute on ,drug ,abuse4 ,drugs and the ,family4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aiha 7,,adm #hc #aaea74 ,national ,institute on ,drug ,abuse4 ,parents ,what ,you ,can ,do ,about ,drug ,abuse--,get ,involved4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihc 7,,adm #hd #abfg74 ,tobias1 ,joyce ,m4 ,kids and ,drugs4 ,annandale1 ,,va1 ,panda ,press1 #aihf4 ,what ,schools ,can ,do ,adams1 ,tom1 with ,bernard ,r4 ,mc,colgan1 ,steven ,e ,gardner1 and ,maureen ,e4 ,sullivan4 ,drug ,abuse ,prevention and the ,schools4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 ,june1 #aihd 7unpublished paper74 ,assisting ,athletes with ,alcohol and ,other ,drug ,problems4 ,rockland1 ,,me1 ,the ,state of ,maine1 ,march1 #aihf4 ,hampshire ,informed ,parents1 ,inc4 ,evaluation of ,drug ,literature4 ,amherst1 ,,ma1 ,hampshire ,informed ,parents1 ,inc4 ,hawley1 ,r4 ,a ,school ,answers ,back ,responding to ,student ,drug ,use4 ,rockville1 ,,md1 ,american ,council for ,drug ,education1 #aihd4 ,kennedy1 ,dorothy4 ,a ,teacher1 ,help ,me ,stop ,drug ,abuse1 ,the ,executive ,educator4 ,october1 #aihj1 p4 #bc4 ,national ,institute on ,alcohol ,abuse and ,alcoholism4 ,prevention ,plus ,involving ,schools1 ,parents1 and the ,community in ,alcohol and ,drug ,education4 ,washington1 ,,dc1 ,u4,s4 ,government ,printing ,office1 #aihc 7,,adm #hc #abef74 ,national ,institute on ,drug ,abuse4 ,handbook for ,prevention ,evaluation4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aiha4 ,national ,school ,boards ,association4 ,resolutions of the ,,nsba4 ,alexandria1 ,,va1 ,national ,school ,boards ,association1 ,april1 #aihf4 ,pyramid ,project4 ,school ,drug ,policy4 ,berkeley1 ,,ca1 ,pacific ,institute for ,research and ,evaluation1 ,july1 #aihf4 ,the ,rand ,corporation4 ,teens ,in ,action ,creating a ,drug ,free ,future for ,america's ,youth4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihe 7,,adm #he-acgf74 ,rubel1 ,robert ,j4 ,a ,comprehensive ,approach to ,drug ,prevention4 ,austin1 ,,tx1 ,national ,alliance for ,safe ,schools1 #aihd4 ,south ,dakota ,high ,school ,activities ,association4 ,chemical ,health ,school ,athletics and ,fine ,arts ,activities4 ,pierre1 ,,sd1 ,south ,dakota ,high ,school ,athletics ,association1 #aifh4 ,strong1 ,gerald4 ,it's ,time to ,get ,tough on ,alcohol and ,drug ,abuse in ,schools1 ,the ,american ,school ,board ,journal4 ,february1 #aihc4 ,u4,s4 ,department of ,justice4 ,for ,coaches ,only ,how to ,start a ,drug ,prevention ,program4 ,washington1 ,,dc1 ,drug ,enforcement ,administration1 #aihd4 ,u4,s4 ,department of ,justice4 ,team ,up for ,prevention4 ,washington1 ,,dc1 ,drug ,enforcement ,administration1 #aihd4 ,what ,communities ,can ,do ,blizard1 ,r4 ,a4 and ,r4 ,w4 ,teague4 ,alternatives to ,drug ,use ,an ,alternative ,approach to ,drug ,education1 ,the ,international ,journal of the ,addictions1 #aiha1 pp #cga-cge4 ,evaluation and ,training ,institute4 ,final ,evaluation ,report1 #aihd #he ,project ,,dare 7,drug ,abuse ,resistance ,education74 ,los ,angeles1 ,,ca11 ,evaluation and ,training ,institute1 ,august1 #aihe4 ,manatt1 ,marsha4 ,parents1 ,peers1 and ,pot ,,ii4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihc4 ,national ,institute on ,drug ,abuse4 ,preventing ,adolescent ,drug ,abuse ,intervention ,strategies4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aihc4 ,teaching ,about ,drug ,prevention ,bausen1 ,william ,b4 and ,c4 ,kevin ,molotte4 ,well and ,good4 ,hollywood1 ,,ca1 ,health ,promotion ,associates1 #aihd4 ,ellickson1 ,phyllis ,l4 and ,gail ,zellman4 ,adapting the ,social ,influence ,model to ,drug ,prevention1 ,the ,project ,alert ,curriculum4 ,paper presented at annual meeting of the ,american ,public ,health ,association1 ,washington1 ,,dc1 ,november1 #aihe4 ,health ,behavior ,research ,institute4 ,project ,,smart4 ,los ,angeles1 ,,ca1 ,university of ,southern ,california1 #aihb4 ,national ,institute on ,drug ,abuse4 ,adolescent ,peer ,pressure4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 #aiha 7,,adm #hd-aaeb74 ,national ,institute on ,drug ,abuse4 ,teaching ,tools for ,primary ,prevention4 ,rockville1 ,,md1 ,national ,institute on ,drug ,abuse1 ,december1 #aihb 7unpublished paper74 ,new ,hampshire ,state ,department of ,education4 ,k-#ab ,guidelines for ,school ,preventive ,drug ,education4 ,concord1 ,,nh1 ,the ,state of ,new ,hampshire1 #aigi4 ,how the ,law ,can ,help #a ,bethel v4 ,fraser1 ,no4 #hd #affg1 #ed ,,uslw #ejed1 #ejef 7,july #g1 #aihf74 #b ,new ,jersey v4 ,,tlo1 #aje ,s4 ,ct4 #gcc1gdb 7#aihe74 #c #b ,j4 ,rapp1 ,education ,law1 ,sec4 #i #jfb at #i-abh 7#aihf74 #d ,see #ba ,,usc #hde;,a4 #e ,see #ba ,,usc #hde4 #f ,see1 e4g41 ,zamora v4 ,pomeroy1 #fci ,f#b;d #ffb 7#ajth ,cir4 #aiha7 7locker search conducted after trained police dog indicated presence of marijuana inside74 #g ,see1 e4g41 ,horton v4 ,goose ,creek ,independent ,school ,district1 #fij ,f#b;d #dgj1 #dgf-gg 7#eth ,cir4 #aihb7 7en banc7 7citing cases and so holding71 cert4 denied1 #dfc ,u4,s4 #abjg 7#aihc74 #h ,new ,jersey v4 ,,tlo1 #aje ,s4 ,ct4 at #gdd4 #i ,id4 at #gdc4 #aj ,id4 at #gde #dg4 #aa ,bahr v4 ,jenkins1 #eci ,f ,supp4 #dhc1 #dhh 7,e4,d4 ,ky41 #aihb74 #ab ,martens v4 ,district ,no4 #bbj1 #fbj ,f4 ,supp4 #bi 7,n4,d4 #aaa1 #aihe74 #ac ,see ,horton v4 ,goose ,creek ,independent ,school ,district1 #fij ,f#b;d at #dgg 7#aihb71 ,jones v4 ,latexo ,independent ,school ,district1 #dii ,f4 ,supp4 #bbc 7,e4,d4 ,tex41 #aihj74 #ad ,see ,doe v4 ,renfrow1 #dge ,f4 ,supp4 #ajab 7,n4,d4 ,ind4 #aigi71 aff'd in relevant part1 #fca ,f#b;d #ia 7#gth ,cir471 cert4 denied1 #dea ,u4,s4 #ajbb 7#aiha74 #ae ,horton v4 ,goose ,creek ,independent ,school ,district1 #fij ,f#b;d at #dgg4 #af ,see ,odenheim v4 ,carlstadt ,east ,rutherford ,regional ,school ,district1 ,no4 ,c-#dcje-he;,e 7,n4,j4 ,super4 ,ct4 ,ch4 ,div4 ,december #i1 #aihe71 ,anable v4 ,ford1 ,civ4 ,no4 #hd #fjcc 7,,wd ,ark4 ,july #ae1 #aihe71 modified1 7,,wd ,ark4 ,september #f1 #aihe74 #ag ,bethel ,school ,district v4 ,fraser1 #ed ,,uslw at #ejed 7,july #g1 #aihf74 #ah ,goss v4 ,lopez1 #dai ,u4,s4 #efe 7#aige74 #ai ,one of the leading cases is ,dixon v4 ,alabama ,state ,board of ,education1 #bid ,f#b;d #aej 7#eth ,cir471 cert4 denied1 #cfh ,u4,s4 #icj 7#aifa74 #bj ,see ,education of the ,handicapped ,act1 #bj ,,usc ,secs4 #adjj-bj1 and ,section #ejd of the ,rehabilitation ,act of #aigc1 #bi ,,usc ,sec4 #gid4 #ba ,see generally #bj ,,usc ,sec4 #abcb;g and #cd ,c ,,fr ,part #ii4 #bb ,the term education records is defined as records that are directly related to a student and maintained by or for the education agency or institution4 ,the term does not include certain records maintained by a separate law enforcement unit of an education agency4 #bc ,,ferpa permits a school to disclose information from education records to its own officials 7including teachers7 who have a legitimate educational interest in the information4 ,a school may determine in its ,,ferpa policy that one such interest is the need to decide on the appropriateness of discipline4 #bd ,an eligible student is a student who is #ah or older or attending an institution of postsecondary education4 #be ,see ,board of ,education v4 ,mc,cluskey1 #deh ,u4,s4 #iff1 #igj-ga 7#aihb7 7per cunam71 see also ,tarter v4 ,raybuck1 #gdb ,f#b;d #igg1 #ihc 7#fth ,cir4 #aihd71 cert4 denied1 #aje ,s4 ,ct4 #agdi 7#aihe74 #bf ,see ,harlow v4 ,fitzgerald1 #deg ,u4,s4 #hjj 7#aihb71 ,wood v4 ,strickland1 #dbj ,u4,s4 #cjh 7#aige74 ,under these cases1 officials will be immune from personal liability so long as their conduct does not violate clearly established constitutional or ,federal statutory rights of which a reasonable person should have known4 #bg ,memphis ,community ,school ,district v4 ,stachura1 ,no4 #he-daj1 #ed ,,uslw #dgga 7,june #be1 #aihf74 #bh ,carey v4 ,piphus1 #dce ,u4,s4 #bdg 7#aigh74 ,specific ,drugs and ,their ,effects ,drug ,enforcement ,administration4 ,drugs of ,abuse4 ,u4,s4 ,government ,printing ,office1 #aihe4 ,mann1 ,peggy4 ,pot ,safari ,a ,visit to the ,top ,marijuana ,research in the ,u4,s4 ,new ,york1 ,,ny1 ,woodmere ,press1 #aihe4 ,national ,institute on ,drug ,abuse4 ,cocaine ,use in ,america ,epidemiologic and ,clinical ,perspectives4 ,,adm #he-adad1 #aihe4 ,national ,institute on ,drug ,abuse4 ,drug ,abuse and ,drug ,abuse ,research4 ,,adm #he-acgb1 #aihd4 ,national ,institute on ,drug ,abuse4 ,hallucinogens and ,,pcp4 ,,adm #hc-acjf1 #aihc4 ,national ,institute on ,drug ,abuse4 ,inhalants4 ,,adm #hc-acjg1 #aihc4 ,national ,institute on ,drug ,abuse4 ,marijuana4 ,,adm #hc-acjg1 #aihc4 ,national ,institute on ,drug ,abuse4 ,,nida ,capsules1 various issues4 ,national ,institute on ,drug ,abuse4 ,opiates4 ,,adm #hd-acjh1 #aihd4 ,national ,institute on ,drug ,abuse4 ,phencyclidine ,an ,update4 ,,adm #hf-addc4 ,national ,institute on ,drug ,abuse4 ,sedative ,hypnotics4 ,,adm #hd-acji1 #aihd4 ,national ,institute on ,drug ,abuse4 ,stimulants and ,cocaine4 ,,adm #hd-acjd1 #aihd4 ,newsweek4 ,march #ag1 #aihf1 page #eh4 ,tobias1 ,joyce4 ,kids and ,drugs4 ,annandale1 ,,va1 ,panda ,press1 ,may1 #aihf4 ,,acknowledgments ,the following employees of the ,u4,s4 ,department of ,education assisted in the preparation of this volume3 ,beverley ,blondell ,henry ,bretzfield ,ronald ,bucknam ,adriana de ,kanter ,elizabeth ,farquhar ,alan ,ginsburg ,gregory ,henschel ,daphne ,kaplan ,amy ,katz ,ross ,mc,nutt ,valena ,white ,plisko ,sandra ,richardson ,daniel ,schecter ,amy ,l4 ,schwartz ,barbara ,vespucci ,john ,p4 ,walters ,,ordering ,,information ,to obtain an additional copy of this handbook free of charge1 please call the ,department of ,education's tollfree number3 #a-hjj-fbd-jajj ,in the ,washington1 ,,dc1 metropolitan area1 call #fei-dhed4 ,or send your name and address to3 ,schools ,without ,drugs ,pueblo1 ,,co #hajji ,the ,resources ,section contains lists of recommended readings and organizations to contact for information and help in combating student drug use4 ,we welcome your comments on or questions about the material contained in this handbook4 ,please contact the ,department's ,information ,office at #a-hjj-dbd-afaf1 or write to3 ,information ,office ,u4,s4 ,department of ,education #eee ,new ,jersey ,avenue1 ,,nw ,washington1 ,,dc #bjbjh