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HomeMy WebLinkAbout1999 Drug Free Communities Support ProgramDRUG FREE COMMUNITIES SUPPORT PROGRAM FY 1999 APPLICATION FOR FUNDING Community Drug Task Force, Ithaca, NY Checklist for OJJDP Applications This checklist is provided to assist you in preparing and compiling your application package for OJJDP funding. Attach a copy of this completed checklist to your application to ensure compliance with the application process and to assist in the review process. LJ Table of Contents. Forms (signed and dated, original in blue ink) Standard Form 424. OJP Form 4000/3 (Assurances). LJ OJP Form 4061/6 (Certifications). ❑ Standard Form LLL (Disclosure of Lobbying Activities), if applicable. Project Specifications Appendix Project Abstract. Budget Detail Worksheet/Budget Narrative. Program Narrative. EK/ �, Timeline of major milestones. LKResumes of all personnel. Five additional copies of the application package. 37 Critical Elements Checklist To ensure that the critical elements of the program announcement are met, applicants are required to complete and include this checklist with the application package. The checklist must indicate the page in the proposal narrative on which the critical element is addressed. Critical Elements Page # The package includes a roster with the names of all coalition members, the mandatory sectors they represent, and their contributions to the coalition's work. 34-35 Er The coalition is established and has worked together on substance abuse prevention for a period of not less than 6 months. The coalition is a nonprofit, charitable organization, a unit of local government, or part of or affiliated with an eligible organization or entity. The coalition's principal mission is the reduction of substance abuse in a 1 2— comprehensive comprehensive and long-term manner. The coalition has a 4 -year strategic plan and 1 -year timeline. a-hfa,(;h m e -44 'S ll, L3 The package lists collaborations with agencies, programs, projects, and initiatives outside of the coalition. E" The package addresses the nature and extent of the substance abuse problem and identifies the risk and protective factors existing in the community. dThe package documents process and outcome indicators. The package identifies substance abuse programs and service gaps. LV The package includes a plan for local evaluation. EK The coalition agrees to participate in a national evaluation. • /h A%arr4.44 /e_. cWos'1S, SCC o 400,05 Lo Cy! c Mop 6z. S The package includes an organizational chart listing all principal individuals and their positions and includes resumes and biographies for allindividualslisted. The package includes a plan to solicit substantial financial support from. non - Federal sources. The package contains a proposed budget with a cost breakdown of Federal and non -Federal costs and in-kind contributions: The coalition requests no more than $100,000 and has a dollar -for -dollar match, in cash or in kind, of the Federal amount requested. The coalition has sent a letter of intent to the Alcohol and Drug State Authority. 39 Pe -o-(5 l(�. M a-eUU 32- 3 3 Z 33 Table of Contents I. Standard Form 424, Assurances II Budget Detail Worksheet/Budget Narrative (10 PTS) M. Project Abstract IV. Program Narrative (100 Points) I. Problems to be Addressed (20 .PTS) A. Target Area: Ithaca, NY B. MAP of City of Ithaca School District C. Target Area: Risk Factors D. Coalition: Community Drug Task Force E. Risk Factors/Protective Factors F. PRISM Report (see Attachments) II Goals and Objectives (20 points) A. Goal I & Goal II B. Objectives C. Logic Model D. Addressing Risk Factors with Goals and Objectives II. Program Design(25 points) A. Public Awareness Campaigns B. Education and Prevention Programming. C. Increased Partnership with Ithaca City School District D. Evaluation IV. Management and Organization Capabilities (25 PTS) A. Who will lead B. Management and Organizational Chart C. Evaluation D. Resumes, MOUS, letters of support (attachments) E. Roster of Community Drug Task Force F. Timelines 1)1 year 2)4 year G. Sustaining Funding V. Bibliography V. Attachments OMB Approval No. 0348-0043 APPLICATION FOR FEDERAL ASSISTANCE 2. DATE SUBMITTED 4-12-99 Applicant Identifier 1. TYPE OF SUBMISSION Application • Construction :N Non -Construction Preappllcatlon • Construction • Non -Construction 3. DATE RECEIVED BY STATE State Applicant Identifier 4. DATE RECEIVED BY FEDERAL AGENCY Federal identifier 5. APPLICANT *FORMATION Legal Name: CITY OF iTHACA Organizational Unit: COMMUNITY DRUG TASK FORCE Address (give city, county, state, and zip code): 108 EAST GREEN STREET iTHACA, TOMPKINS COUNTY, NY 14850 Name and telephone number of the person to be contacted on matters involving this application (give area code) Technical: 607-274-6501 Budgetary: 607, 274-6501 Contractual: 607-, 274-6501 6. EMPLOYER IDENTIFICATION NUMBER (ETN): 7. TYPE OF APPLICANT: (enter • ro PP Pd•te letter In box) A. State H. Independent School Dist. 8. County I. State Controlled Institution of Higher C. Municipal J. Private University D. Touwnship K. Indian Tribe E. Interstate L. Individual F. Intermunicipal M. Profit Organization G. Special District N. Other (Specify) N Leaming 1 5 — 6 0 0 0 4 0 7 8. TYPE OF APPLICATION: ® New 0 Continuation 0 Revision If Revision, enter appropriate letter(s) in box(es): A. Increase Award B. Decrease Award C. Increase Duration D. Decrease Duration Other (specify): 9. NAME OF FEDERAL AGENCY: OFFICE OF JUVENILE JUSTICE AND DELIOUENCY PREVENTION 10. CATALOG OF FEDERAL DOMESTIC ASSISTANCE NUMBER: 1 6 • 7 2 9 11. DESCRIPTIVE TITLE OF APPLICANTS PROJECT: The Community Drug Task Force In Ithaca, NY, if funded, will establish the following initiavites 1)Public Awareness Campaign, 2) Prevention and Intervention, 3) Increased Partnership with Ithaca City School District MILE: FY 1999 DRUG FEE COMMUNITIES SUPPORT PROGRAM 12. AREAS AFFECTED BY PROJECT (nn'ea oornUes, shin, etc): The boundaries of Ithaca City School District, which Includes: The City of Ithaca, Towns of : Caroline, Cayuga Heights, Dryden, Lansing, Ulyssys• 13. PROPOSED PROJECT: 14. CONGRESSIONAL DISTRICTS OF: Start Date 9-1-99 Ending Date 8-31-99 a. Applicant b. Project 26 26 15. ESTIMATED FIINDING: 16. IS SPPLHCATION SUBJECT TO RENEW BY STATE EXECUTIVE ORDER 12372 PROCESS? a. YES. THIS PREAPPUCATiOWAPPLICATiON WAS MADE AVAILABLE TO THE STATE EXECUTIVE ORDER 12372 PROCESS FOR REVIEW ON: DATE 4/12/99 a. Federal 6 100 000 00 b. Applicant S .00 c. State S 00 b. NO. • PROGRAM IS NOT COVERED BY E.O.12372 • OR PROGRAM HAS NOT BEEN SELECTED BY STATE FOR REVIEW d. Local S 102,600.0o e. Other S 00 t. Program Income 8 .00 17. IS THE APPLICANT DEUNOUENT ON ANY FEDERAL DEBT? • Yes If "Yes,' attach an explanation. -7N No 9. TOTAL S 202,600.00 16. TO THE BEST OF MY KNOWLEDGE AND BEIJEF, ALL DATA N THIS APPDCATIOWPREAPPUCATION ARE TRUE AND CORRECT. THE DOCUMENT HAS BEEN DULY• AUTHORIZED BY THE GOVERNING BODY OF THE APPUCANT ATO THE APPUCANT WILL COMPLY WITH THE ATTACHED ASSURANCES IF THE ASSISTANCE IS AWARDED. • a. Typed Name of Authorized Representative ALAN J. COHEN b. Title MAYOR c. Telephone number 607-274-6501 d. Signature of Authorized Representative / e. Date Signed 461/(19 OMB APPROVAL NO. 1121-0140 EXPIRES: 1/31/96 ASSURANCES The Applicant hereby assures and certifies compliance with all Federal statutes, regulations, policies, guidelines and requirements, including OMB Circulars No. A-21, A-110, A-122, A-128, A-87; E.O. 12372 and Uniform Administrative Requirements for Grants and Cooperative Agreements -28 CFR, Part 66, Common Rule, that govern the application, acceptance and use of Federal funds for this federally -assisted project. Also the Applicant assures and certifies that: 1. It possesses legal authority to apply for the grant; that a resolution, motion or similar action has been duly adoptedor passed as an official act of the applicant's governing body, authorizing the filing of the application, including all under- standings and assurances contained therein, and directing and authorizing the person identified as the official represen- tative of the applicant to act in connection with the application and to provide such additional information as may be. re- quired. 2. It will comply with requirements of the provisions of the Uniform Relocation Assistance and Real Property Acquisi- tions Act of 1970 P.L. 91-646) which provides for fair and equitable treatment of persons displaced as a result of Fed- eral and federally -assisted programs. 3. It will comply with provisions of Federal law which limit certain political activities of employees of a State or local unit of government whose principal employment is in connection with an activity financed in whole or in part by Federal grants. (5 USC 1501, et seq.) 4. It will comply with the minimum wage and maximum hours provisions of the Federal Fair Labor Standards Act if appli- cable. 5. It will establish safeguards to prohibit employees from using their positions for a purpose that is or give the appearance of being motivated by a desire for private gain for themselves or others, particularly those with whom they have family, busi- ness, or other ties. 6. It will give the sponsoring agency or the Comptroller General, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the grant. 7. It will comply with all requirements imposed by the Federal Sponsoring agency concerning special requirements of law, program requirements, and other administrative requirements. 8. It will insure that the facilities under its ownership, lease or supervision which shall be utilized in the accomplishment of the project are not listed in the Environmental protection Agency's (EPA -list of Violating Facilities and that it will notify the Federal grantor agency of the receipt of any communica- tion from the Director of the EPA Office of Federal Activities indicating that a facility to be used in the project is under consideration for listing by the EPA. 9. It will comply with the flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973, Public Law 93-234, 87 Stat. 975, approved December 31, 1976. Section 102(a) requires, on and after March 2, 1975, the purchase of flood insurance in communities where such insurance is available as a condition for the receipt of any Federal financial assistance for construction or acquisi- tion purposes for use in any area that had been identified by the Secretary of the Department of Housing and Urban Devel- opment as an area having special flood hazards. The phrase "Federal financial assistance" includes any form of loan, grant, guaranty, insurance payment, rebate, subsidy, disas- ter assistance loan or grant, or any other form of direct or indirect Federal assistance. 10. It will assist the Federal grantor agency in its compliance with Section 106 of the National Historic Preservation Act of 1966 as amended (16 USC 470), Executive Order 11593, and the Archeological and Historical Preservation Act of 1966 (16 USC 569a-1 et seq.) by (a) consulting with the State Historic Preservation Officer on the conduct of investigations, as necessary, to identify properties listed in or eligible for inclu- sion in the National Register of Historic Places that are subject to adverse effects (see 36 CFR Part 800.8) by the activity, and notifying the Federal grantor agency of the existence of any such properties, and by (b) complying with all requirements established by the Federal grantor agency to avoid or mitigate adverse effects upon such properties. 11. It will comply, and assure the compliance of all its subgrantees and contractors, with the applicable provisions of Title I of the Omnibus .Crime Control and Safe Streets Act' of 1968, as amended, the Juvenile Justice and Delinquency Prevention Act, or the Victims of Crime Act, as appropriate; the provi- sions of the current edition of the Office of Justice Programs Financial and Administrative Guide for Grants, M7100.1; and all other applicable Federal laws, orders, circulars, or regula- tions. 12. It will comply with the provisions of 28 CFR applicable to grants and cooperative agreements including Part 18, Administrative Review Procedure; Part 20, Criminal Justice Information Sys- tems; Part 22, Confidentiality of Identifiable Research and Statistical Information; Part 23, Criminal Intelligence Systems Operating Policies; Part 30, Intergovernmental Review of De- partment of Justice Programs and Activities; Part 42, Nondis- crimination/Equal Employment Opportunity Policies and Pro- cedures; Part 61, Procedures for Implementing the National Environmental Policy Act; Part 63, Floodplain Management and Wetland Protection Procedures; and Federal laws or regu- lations applicable to Federal Assistance Programs. 13. It will comply, and all its contractors will comply, with the nondiscrimination requirements of the Omnibus Crime Con- trol and Safe Streets Act of 1968, as amended, 42 USC 3789(d), or Victims of Crime Act (as appropriate); Title VI of the Civil Rights Act of 1964, as amended; Section 504 of the Rehabilitation Act of 1973, as amended; Subtitle A, Title II of the Americans With Disabilities Act (ADA) (1990); Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975; Department of Justice Non -Discrimination Regu- lations, 28 CFR Part 42, Subparts C, D, E, and G; and Department of Justice regulations on disability discrimina- tion, 28 CFR Part 35 and Part 39. 14. In the event a Federal or State court or Federal or State administrative agency makes a finding of discrimination after a due process hearing on the grounds of race, color, religion, national origin, sex, or disability against a recipient of funds, the recipient will forward a copy of the finding to the Office for Civil Rights, Office of Justice Programs. 15. It will provide an Equal Employment Opportunity Program if required to maintain one, where the application is for 5500,000 or more. 16. It will comply with the provisions of the Coastal Barrier Resources Act (P.L. 97-348) dated October 19, 1982 (16 USC 3501 et seq.) which prohibits the expenditure of most new Federal funds within the units of the Coastal Barrier Re- sources System. OJP FORM 4000/3 (Rev. 1-93) PREVIOUS EDITIONS ARE OBSOLETE. ATTACHMENT TO SF -424. Date U.S. DEPARTMENT OF JUSTICE OFFICE OF JUSTICE PROGRAMS OFFICE OF THE COMPTROLLER CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION AND OTHER RESPONSIBILITY MATTERS; AND DRUG-FREE WORKPLACE REQUIREMENTS Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should also review the instructions for certification included in the regulations before completing this form. Signature of this form provides for compliance with certification requirements under 28 CFR Part 69, "New Restrictions on Lobbying" and 28 CFR Part 67, "Government -wide Debarment and Suspension (Nonpro-curement) and Government -wide Requirements for Drug -Free Workplace (Grants)." The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Justice determines to award the covered transaction, grant, or cooperative agreement. 1. LOBBYING As required by Section 1352, Title 31 of the U.S. Code, and implemented at 28 CFR Part 69, for persons entering into a grant or cooperative agreement over $100,000, as defined at 28 CFR Part 69, the applicant certifies that: • (a) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for in- fluencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in con- nection with the making of any Federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement; (b) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or at- tempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, "Disclosure of Lobbying Activities," in accordance with its instructions; (c) The undersigned shall require that the language of this cer- tification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all sub - recipients shall certify and disclose accordingly. 2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS (DIRECT RECIPIENT) As required by Executive Order 12549, Debarment and Suspension, and implemented at 28 CFR Part 67, for prospec- tive participants in primary covered transactions, as defined at 28 CFR Part 67, Section 67.510— A. The applicant certifies that it and its principals: (a) Are not presentlydebarred, suspended, proposed for debar- ment, declared ineligible, sentenced to a denial of Federal benefits by a State or Federal court, or voluntarily excluded from covered transactions by any Federal department or agency; (b) Have not within a three-year period preceding this applica- tion been convicted of or had a civil judgment rendered against them for commission of fraud or a criminal offense in connec- tion with obtaining, attempting to obtain, or performing a public (Federal, State, or local) transaction or contract under a public transaction; violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property; (c) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission of any of the offenses enumerated in paragraph (1)(b) of this certification; and (d) Have not within a three-year period preceding this applica- tion had one or more public transactions (Federal, State, or local) terminated for cause or default; and B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application. 3. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS) As required by the Drug -Free Workplace Act of 1988, and implemented at 28 CFR Part 67, Subpart F, for grantees, as defined at 28 CFR Part 67 Sections 67.615 and 67.620— A. The applicant certifies that it will or will continue to provide a drug-free workplace by: (a) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the grantee's workplace and specifying the actions that will be taken against employees for violation of such prohibition; (b) Establishing an on-going drug-free awareness program to inform employees about— (1) The dangers of drug abuse in the workplace; (2) The grantee's policy of maintaining a drug-free workplace; (3) Any available drug counseling, rehabilitation, and employee assistance programs; and (4) The penalties that may be imposed upon employees for drug abuse violations occurring in the workplace; (c) Making it a requirement that each employee to be engaged in the performance of the grant be given a copy of the state- ment required by paragraph (a); (d) Notifying the employee in the statement required by para- graph (a) that, as a condition of employment under the grant, the employee will— 1 0 -IP FORM 4061/6 (3-91) REPLACES OJP FORMS 4061/2.4061/3 AND 4061/4 WHICH ARE OBSOLETE. (1) Abide by the terms of the statement; and (2) Notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction; (e) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (d)(2) from an employee or otherwise receiving actual notice of such convic-tion. Employers of convicted employees must provide notice, including position title, to: Department of Justice, Office of Justice Programs, ATTN: Control Desk, 633 Indiana Avenue, N.W., Washington, D.C. 20531. Notice shall include the iden- tification number(s) of each affected grant; (f) Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted— (1) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or (2) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforce- ment, or other appropriate agency; (g) Making a good faith effort to continue to maintain a drug- free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f). B. The grantee may insert in the space provided below the site(s) for the performance of work done in connection with the specific grant: Place of Performance (Street address, city, county, state, zip code) Check D if there are workplaces on file that are not indentified here. Section 67, 630 of the regulations provides that a grantee that is a State may elect to make one certification in each Federal fiscal year. A copy of which should be included with each ap- plication for Department of Justice funding. States and State agencies may elect to use OJP Form 4061/7. Check D if the State has elected to complete OJP Form 4061/7. DRUG-FREE WORKPLACE (GRANTEES WHO ARE INDIVIDUALS) As required by the Drug -Free Workplace Act of 1988, and implemented at 28 CFR Part 67, Subpart F, for grantees, as defined at 28 CFR Part 67; Sections 67.615 and 67.620— A. As a condition of the grant, I certify that I will not engage in the unlawful manufacture, distribution, dispensing, posses- sion, or use of a controlled substance in conducting any activity with the grant; and B. If convicted of a criminal drug offense resulting from a violation occurring during the conduct of any grant activity, I will report the conviction, in writing, within 10 calendar days of the conviction, to: Department of Justice, Office of Justice Programs, ATTN: Control Desk, 810 Seventh Street NW., Washington, DC 20531. As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications. 1. Grantee Name and Address: Go .(lel rh «» /-nr DiZLC. C ✓ )1 s rT'1 O z= -211-1-1-( SGA 10 8- E ( 6 R. ,S7- / T/ 77-/ na y / L/ (S ) 2. Application Number and/or Project Name / 9 g9 JR7te-c._.c ccommA,t// 6- iso e6' 3. Grantee IRSNendor Number 4. Typed Name and Title of Authorized Representative 5. Signature 6. Date OMB Approval No. 1121-0188 Budget Detail Worksheet Purpose: The Budget Detail Worksheet may be used as a guide to assist you in the preparation of the budget and budget narrative. You may submit the budget and budget narrative using this form or in the format of your choice (plain sheets, your own form, or a variation of this form). However, all required information (including the budget narrative) must be provided. Any category of expense not. applicable to your budget may be deleted. A. Personnel - List each position by title and name of employee, if available. Show the annual salary rate and the percentage of time to be devoted to the project. Compensation paid for employees engaged in grant activities must be consistent with that paid for similar work within the applicant organization. Name/Position Computation *Laurel Guy/Paid Coordinator 3/4time one year $17,160 Community Drug Task Force Cost In -Kind **Office Support for Neighborhood Leader Initiative $4,000 8 hours per week $4000.00 $4000.00 ***Greater Ithaca Activities Center • Staff person 20 hours per week, 33 weeks @ 7.50 hr $4950.00 Work study students :3 students @25% of 6.50 3 hours a day $1579.50 4 times a weeks, 27 weeks Total Cost $26, 100.00 In —Kind $0.00 *The Coordinator of the Community Drug Task Force will plan the public awareness campaign, coordinate the volunteers of the task force, and implement the programs that foster the relationship between Ithaca City School District and the community. **The Office Support Staff will be a part time position dedicated to bringing prevention and intervention to two of the targeted neighborhoods for the Neighborhood Initiative Leader Programs with the Mental Health Association *The Greater Activities Center the staff person will maintain the tutoring room and meet with teachers, coaches and guidance counselors B. Fringe benefits - Fringe benefits should be based on actual known costs or an established formula. Fringe benefits are for the personnel listed in budget category (A) and only for the percentage of time devoted to the project. Fringe benefits on overtime hours are limited to FICA, Workman's Compensation, and Unemployment Compensation. Name/Position Computation Cost / In -Kind Fringes *Laurel Guy Health $2396.00 Paid Coordinator of SS $1313.00 Community Drug Task Force Workers Comp $686.40 Disability $2574.00 **Office Support Staff $4,000X28.5% $1,140.00 Neighborhood Leaders Initiative Fringes covers: FICA .0765 Health .14 Retirement .03 Work Comp .011 Unemployment .015 Disability .012 TOTAL 28.45% TOTAL Cost $8,109.40 Total In-kind $0.00 Total Personnel & Frinee Benefits $34,209.40 Total In -Kind $0.00 C. Travel - Itemize travel expenses of project personnel by purpose (e.g., staff to training, field interviews, advisory group meeting, etc.). Show the basis of computation (e.g., six people to 3 -day training at $X airfare, $X lodging, $X subsistence). In training projects, travel and meals for trainees should be listed separately. Show the number of trainees and unit costs involved. Identify the location of travel, if known. Indicate source of Travel Policies applied, Applicant or Federal Travel Regulations. Purpose of Travel Location Item Computation Travel to Neighborhoods for Neighborhood Leader Initiative Cost! Inland Washington D.C. Training Travel Expenses (Mandated) Technology Training in Region (Mandated Travel to outlying areas for Prevention series D. Equipment - List non -expendable items that are to be purchased. Non -expendable equipment is tangible property having a useful life of more than two years and an acquisition cost of $5,000 or more per unit. (Note: Organization's own capitalization policy may be used for items costing less than $5,000). Expendable items should be included either in the "Supplies" category or in the "Other" category. Applicants should analyze the cost benefits of purchasing versus leasing equipment, especially high cost items and those subject to rapid technical advances. Rented or leased equipment costs should be listed in the "Contractual" category. Explain how the equipment is necessary for the success of the project. Attach .a narrative describing the procurement method to be used. Item Computation Cost /InKind NA E. Supplies - List items by type (office supplies, postage, training materials, copying paper, and expendable items costing less that $5,000,such, as books, hand held tape recorders and show the basis for computation. (Note: Organization's own capitalization policy may be used for items costing less than $5,000). Generally, supplies include any materials that are expendable or consumed during the course of the project. Supply Items Computation Cost/InKind Neighborhood Leaders Initiative Computer Stations PC 200:. pentium, monitor, keyboard, mouse, win 95. These computers will be used thus: Provides database gathering, case tracking capability and information prevention initiatives and the youth list serve 2 computer stations @ $1050 each $2,100.00 1 printer (HP printer/scanner/fax 2@ 500) $1000.00 GIAC Tutoring Program Calculators, scientific calculators, special rulers, compasses $1000.00 Food for students in the after school Steppin' Up program . $1320.00. $10.00 per day, 4 times a week 33 weeks one year Office supplies for the Neighborhood Leaders Postage supplies for the Neighborhood Leaders (ongoing local mailings) Training Materials Printing of posters and publication materials and Postage for Community Drug Task Force materials $940.00 $850.00 $969.00 $2,057.60 Paint for walls of Neighborhood Leaders office (10 gals. @$20.00/gal + tools) $454.00 TOTAL $10,690.60 In -Kind $0.00 F. Program Costs: These programs are essential to the success of the project Item Cost Inkind . Transportation 500 youth bus passes (cost youth bus pass $20 a month for 10 months) Public Awareness Campaign TV Production 10 PSA s X $300 each to be produced Public Awareness Campaign Television spots 44 spots a week @ $16 each @ 50 weeks to be aired on 6 stations $15,000 $3000 $17,600 Scholarships $4000 $85,000.00 Tompkins Consolidated Transit $17,600.00 Time -Warner Cable Total Costs for Programs $39,600 Total In -Kind $102.600.00 G. Consultants/Contracts - Indicate whether applicant's formal, written Procurement Policy or the Federal Acquisition Regulations are followed. Consultant Fees: For each consultant enter the name, if known, service to be provided, hourly or daily fee (8 -hour day), and estimated time on the project. Consultant fees in excess of $450 per day require additional justification and prior approval from OJP. Name of Consultant Service Provided Computation Cost/Inkind Alan Berkowitz (Expert local training for social norms campaign) . $5,000 $100 per hour/50 hours over 33 weeks Neighborhood Leaders Stipend (2 X $2000 per year) $4,000 Prevention Manual Developer ($1,500 for one manual) $1500 Consultant Expenses: List all expenses to be paid from the grant to the individual consultant in addition to their fees (i.e., travel, meals, lodging, etc.) Item Location Computation Total Cost Consultants $10,500 Total In -Kind $0.00 Cost Contracts: Provide a description of the product or services to be procured by contract and an estimate of the cost. Applicants are encouraged to promote free and open competition in awarding contracts. A separate justification must be provided for sole source contracts in excess of $100,000. NA H. Other Costs - List items (e.g., rent, reproduction, telephone, janitorial or security services, and investigative or confidential funds) by major type and the basis of the computation. For example, provide the square footage and the cost per square foot for rent, and provide a monthly rental cost and how many months to rent. Description Computation Cost /In 1Kind Rent for Neighborhood. Leader site ($500/site/year) $1,000.00 Telephone $1200.00 Printing/Reproduction of materials $1,000.00 TOTAL COSTS $3,200.' Total InKind $0. L Indirect Costs - Indirect costs are allowed only if the applicant has a Federally approved indirect cost rate. A copy of the rate approval, (a fully executed, negotiated agreement), must be attached. If the applicant does not have an approved rate, one can be requested by contacting the applicant's cognizant Federal agency, which will review all documentation and approve a rate for the applicant organization, or if the applicant's accounting system permits, costs may be allocated in the direct costs categories. Description Computation Cost Budget Summary - When you have completedthe budget worksheet, transfer the totals for each category to the spaces below. Compute the total direct costs and the total project costs. Indicate the amount of Federal requested and the amount of non -Federal funds that will support the project. BUDGET CATEGORY AMOUNT *MATCHING FUNDS Required A. Personnel $26,100.00 $0.00 B. Fringe Benefits $8,109.40 $0.00 C. Travel $1,800.00 $0.00 D. Equipment NA E. Supplies $10,690.66 $0.00 F. Program Costs $39,600.00 *$102,600.00 G. Consultants/Contracts $10,500.00 $0.00 H. Other Costs 3,200.00 $0.00 Total Direct Costs I. Indirect Costs NA TOTAL PROJECT COSTS Federal Request $100,000.00 Matching Funds $102,600.00 Project Abstract Since April 1997, The Community Drug Task Force in Ithaca, NY has worked to bring a diverse community together to tip the scales and measurably improve the welfare of children and the entire community by reducing the incidence of substance abuse. Goals of Drug Free Community Grant, speck to Ithaca, IVY 1) Reduce substance abuse among youth, and over time adults in Ithaca and the surrounding municipalities. 2) To strengthen The Community Drug Task Forcepartnershipswith Ithaca City School District, City of Ithaca, surrounding municipalities, local universities and colleges, existing community private not-for-profit organizations, and local and state government. How goals will be met.• A brief description This four-year initiative will begin accomplishing the goals by focusing funding efforts in three areas: 1) creating a progressive district -wide, and countywide Public Alertness & Awareness Campaign to educate and inform the entire population, with special emphasis on youth. 2) Prevention, Intervention and Education Initiatives through the collaboration of the Community Drug Task Force and its partnership with the Mental Health Association 3) Increasing the Partnership with Ithaca City School District, promoting collaborative initiatives and partnerships with the Ithaca City School District, Community Drug Task Force, law enforcement, existing community youth programs, and local government. 1 PROGRAM NARRATIVE (100 POINTS) L PROBLEMS TO BE ADDRESSED (20 POINTS) New York State In 1999, New York State parallels many disturbing national trends among youth, including: inadequate learning, earlier sexual activity, more health damaging behavior and earlier experimenting with drugs. Most youth perceive little or no risk connected with cigarettes and alcohol use. However, each is an addictive gateway for substances that encourage repetitive use as well as serve as a conduit for illicit drugs 1. A. TARGET AREA: ITHACA, NY Ithaca, NY is located in Tompkins County, which is in the rural Finger Lakes region of Central New York. The population of the Town of Ithaca, City of Ithaca and other municipalities within the Ithaca City School District spans the socio- economic spectrum. Tompkins County is a racially diverse community, with 13.8% of its permanent population is of Asian/Pacific Island, Black, or Hispanic origin. The permanent population of Ithaca, NY is about 29,500. However, Ithaca, NY is home to Cornell University and Ithaca College and the presence of these institutions augments the population by about 22,000 people. Ithaca's problems with substance abuse may be statistically similar to other small communities. However, as a result of the transient student population, the problems of substance abuse and those related to substance abuse are more complex2. 1 Great Transitions, Carnegie Council 2 Ithaca Citi School District The Ithaca City School District has unique geographic boundaries (see map attached) as it encompasses not only the City of Ithaca, but also the surrounding municipalities of Caroline, Cayuga Heights, Dryden, Enfield, Town of Ithaca, Ulysses and Lansing. Nearly 50% of all Tompkins County children in public schools are students of the Ithaca City School District. Enrollment in the Ithaca City School District is about 7000. Within the school district there are ten elementary, two middle schools, one high school, and one small alternative school. The surrounding municipalities and the City of Ithaca have several elementary schools. Then in sixth grade, all youth within the boundaries of Ithaca City School District attend either Dewitt Middle School or Boynton Middle School. Finally, most are housed under one roof, Ithaca High School, from grades nine through twelve (with a small percentage in the Alternative School) Substance Abuse in the Ithaca Citu School District In February 1999, the American Drug and Alcohol SurveyTM was conducted for the Ithaca City School District. The results indicated that 35% of the 12th graders had used drugs or had been drunk inthe last 30 days. Besides 12th graders, 6th, 8th and 10th graders also participated in the survey. 2 Rowley, Judge John, 1998 Drug Court, Ithaca, NY 3 Ithaca Drug Free Community Support Program Target Area Ithaca City School District Boundary Plotted by Ithaca City Planning & Development March 199: Percent of Ithaca City School District Students and 12th Graders across the Country Who Have Ever Tried A Drug 6th 8th loth 12th National Graders Graders Graders Graders 12th Graders Alcohol Been Drunk Cigarettes Marijuana Cocaine Stimulants Inhalants Downers Heroin Hallucinogen 36% 63% - 81% 3% 17% 44% 11% 35% 46% 4% 19% 37% 2% 3% 2% 90% 82% 62% 64% .59% 65% 55% 5% 50% 9% 1% 3% 3% 6% 17% 7% 13% 6% 3% 16% 1% 1% 1% 4% 8% 1 % -2% 1% O% 2% 2% 5% 11% 20% 15% This report issued by Rocky Mountain Behavioral Science Institute (RMSBI), the Fort Collins, CO -based firm which developed the survey, classified students in the district according to the level of risk they experience based on their use of drugs and alcohol. The students were categorized as being a "Low", Moderate" or "High" risk. In the Ithaca City School District, about 45 percent of the 400 12th graders were at a moderate or high risk. When disturbing percentages are . . turned into numbers, 235 students at Ithaca High School and both Dewitt and Boynton Middle Schools have high-risk behavior. Another startling outcome of the survey is the number of students who said they drink at home with parental 4 they drink at home with parental permission. The data for parental permission alcohol consumption is as follows: sixth graders: 19%, eighth graders: 33 percent, 10th graders: 35 percent, 12th graders: 42 percent. The incidence of early experimentation of alcohol and drug use is directly correlated to the propensity of the high-risk youth to become a drug or alcohol abuser as an adult. Therefore, the Ithaca City School District must work with the Community Drug Task Force to attack problem areas and focus on prevention and education. Public Forums are scheduled throughout April 1999 to encourage parents, teachers, and community members to get involved in discussing the survey results. 500 400 300 200 100 0 Estimated Number of Students at 3 levels of Drug Involvement 6th 7th 8th 9th 10th 11th 12th graders graders graders graders graders graders graders 5 600 500 400 300 200 100 0 ® low moderate high -- total c'�s ,{J ,,, L s`'aUf�� } �. �,:,,�{cxc'";e.�"3Y "� r� -���i."� "it ,a YX' a E •e s� 9,."Stl'xi. iFv�sr; ,� �S �C x S. v vc l '•� i. 22� ; ... 5.. r. J �T F✓�eFi `"`-:r `4� '(Safi ' x`"k�.§ ` 6th 7th 8th 9th 10th 11th 12th graders graders graders graders graders graders graders 5 600 500 400 300 200 100 0 ® low moderate high -- total B: TARGET AREA RISK FACTORS 1) Economic Deprivation Ithaca, like many American cities, is troubled by huge economic shifts in the workforce, as more and more jobs require professional training and advanced education. In 1990, the median household income for Tompkins County was $27,8413. The 1990 Census revealed that Ithaca has a significantly high child - poverty rate of 27% almost as high as New York City's. Additionally, 3.5 % of couple -headed families live in poverty, a rate higher than that of New York State (excluding New York City): A disturbing 22% of female headed households (in Tompkins County) are living in poverty4. Therefore family resources are strapped. The more the family suffers from lack of wages the less able the. parent is to spend time with the child or adolescent. This increases stress on the family. Furthermore, a study from the Research Institute on Addiction confirms that the parent who effectively copes with the stress at onset of adolescent substance abuse directly effects positive outcomes for the child. The more detached a child is from the school environment the poorer the performance and greater propensity for substance abuse. The Ithaca City School District analyzed standardized test results by separating low income from middle to high income. A wide gap in school achievement is illustrated between the two groups. A similar gap exists when student test scores are divided by racial background. 3 Claritas Inc. Copyright 1998 4 Prevention Risk Indicator Needs Assessment, 19998, NYS Office of Alcoholism and Substance Abuse 6 Child Poverty by Region City of Ithaca Tompkins County New York State 1 ,y s 0% 10% 20% 30% 2) Crime In Tompkins County, over the past ten years, problems associated with alcohol and drug related crime has risen dramatically. Crime in Ithaca has risen dramatically, by 25%, from 1754 in 1985 to 2184 in 1995. Felony drug arrest in the county increased 47% in the years 1994-1995. Drug indictments rose 144% during the same period. In their 1998 study, Behind Bars, The Center on Addiction and Substance. Abuse at Columbia University (CASA), illustrated that drug and alcohol abuse are implicated in the incarceration of 80% of the men and women occupying local jails and federal state prisons. Ithaca parallels the nation; a study completed in 1991, by William Benjamin, concluded that 72% of inmates • housed in the Tompkins County Jail were incarcerated on alcohol or drug related5 charges. The statistics (see chart below) from the Ithaca City Police Department illustrate the huge increase in drug related arrests. 5 Rowley, Judge John. The Drug Court Program 7 4000 350 300 250 200 150 100 50 0 Drug Arrests in the City of Ithaca 1991-1995 ." i 3 9,-s-.;....". ., u € t'p.;t nfir, , ._ .F: �.n.�vr'(' . F .v-: �`t}?f, t S4. R Y. zca --- -- ,0 d .aSuxr":✓,T ,g""' �`• •` ...,*.� :'v. 1991 1992 1993 1994 1995 �— Total Arrests --■-- Under 18 Arrests Drug Court Recently, Tompkins County was awarded with a large grant initiative to revolutionize treatment of drug abuse .offenders and addicts. This innovative approach will become the cornerstone of the drug court arena. The new approach will have major impacts on both the treatment of drug offenders and the overall economy. The purpose of the Ithaca City Drug Treatment Court is to give non-violent, non -chronic offenders with substance abuse problems the . . opportunity for treatment rather than jail time. The hope is that curing those addictions will prevent repeated offenses and thereby benefit the individual defendants, and their families, as well as the community at large. The Drug Court is a cooperative venture between Tompkins County and the City of Ithaca. 8 Drug Use: Reported Drug of Choice of All 1998 Referrals Other Heroin Alcohol Marijuana Crack 50 40 30 20 10 0 Coke 0 5 10 15 20 031-40 Yrs o 22-30 Yrs ® 19-21 Yrs gi 16-18 Yrs 1998 Ithaca Drug Treatment Court Referrals by Age -(a.X s Y, 't 1'L k R 4t .�F° a q$;, cs'C �,m�,�'1 7 P tr1 <� t i'L+�P •4F.,{ d'.v,?It t` r'f l '>t ,+:'' rx ,}x} U`u' ��F2 G f u..�. j L } �7- l[[ ) y� S x-� '(Y(96•,LP�.0Z.-'} f �' a . r i,-,'-': i L S" 5 7 ti s a 2ti}`` , 4K^�e 1� �`F .y,y.-1,,,,, 'n + ; n#'• `$Z� .(y (_ ��✓ yy c_ .,•' 'Y^I � 1 Sf C rprM .4'.` %t7 fiat- �iY J . �f Vis.\ +yY� SY yF'tg t ',7 �i "�.+Sht { aaY fit' F L• 5 "+ `�{f � (,''`� 1" x t a'� S„t. •`}'Y§ Y''Xil�t„e5v`A''1,.� # 11 k#�} r3 z .4'-, i; �ti. *:'.t,rs. e^445" r s•�hFr int ,, 1i,� �.. `r t { dd:uu,�£ it 11.. ' `C {w v+Fl* t �+ vti -Y" , '`4q � lk% aSL 1 , J ua'K xtkl T S? '4,- E ;30e t 'ih ra3 'fit gyp,}��tNy�'i� H1g tT " d !t ' a .. � 1A:Y sw+ 57? ,+ }C° L, T" 'Sz d's. ctaC..S a r{5j✓ k�4v.K .41' rl it fi ��F{f it-.� �' f tL r %.S rc *! �vi� i k ft ,�'' S Mrk�2, tdSM n; , [ ' e ki It �y�n'+i,''},�r��F �t t r{ J ar .r y,- T%'Y ,kz. { 3 7 i s-aF'ya\ l� : F t #}. dry. - 1. t',, r i a ('ry,1 ° �a, -:t i x�` +der G•i. } ..J�' f. t�',�.}t , i;34v.'z .1',. /y ���� y; t LiLkS2i �V � 1 �rz�,1�� ,' r '�V 5" ".^fTn ny .... .., ._._. Y.c.„ '.amu'., ...... a .a 0 5 10 15 20 031-40 Yrs o 22-30 Yrs ® 19-21 Yrs gi 16-18 Yrs 1998 Ithaca Drug Treatment Court Referrals by Age -(a.X s Y, 't 1'L k R 4t .�F° a q$;, cs'C �,m�,�'1 7 P tr1 <� t i'L+�P •4F.,{ d'.v,?It t` r'f l '>t ,+:'' rx ,}x} U`u' ��F2 G f u..�. `'c r,A .,�•S Ti' 'L•..- 'Utk- > iT ri k iF £ 1 .F 'S •it .jz1 4.• ,$ ffY h"i ,,,� ,t5 i. v ,,t, r •' a.z<i 14 cp�'J ' '.rt ,p. "5 l �., 71^. '.Nti''! ! L _. f.V'ry y�yl) riir�� L ikV ����`t y. £° r�a• dL F � -'�La .,•' 'Y^I � 1 Sf C rprM ( ` ``4 i az+J 5 w'1�1 rr ± ! L� f sVW,sry a`gi.i t ',7 �i i?r'; y4:3 314 O�JY { aaY £wei"'. � h'� _ } 1'.f "i X£' ;� �.- a'u�S,7-*�' `'•-V '°"t l'f� Y '. r 4 xf i!•! .ye .*+t , ,(a`tS.C, 4•- v &h'.�t '7rr d ,.s`a'x fi �.ri+ i� „a+..,Y� { ..,txhs>n4`. S' ?� {. f'Yk ` p3 L7j�+s'.i ', FJv, 7 �-;,. ..r s. Sfi s Ada ys�..Ex x.. u �a^.,,ipp.'m, N tM i 3^2 1 t § 5 � L t G�_.�.....•.0 dd:uu,�£ it 11.. ' `C {w v+Fl* t �+ vti -Y" , '`4q � lk% aSL n kn'�, tl ht }S tl 4' Y 3 r k t ,��.{''"j'77 EG.': J w .. � �id )�' y'^"'. ...>'ik }.E'4�f 44` ,4 �.;7 � Ct SR4 rt'� i "' ; H+•'3 J gyp,}��tNy�'i� H1g tT " d !t ' a .. � 1A:Y sw+ 57? ,+ }C° L, T" 'Sz d's. ctaC..S a r{5j✓ k�4v.K .41' rl it fi ��F{f it-.� �' f tL r %.S rc *! �vi� i k ft ,�'' S Mrk�2, tdSM n; , [ c y t � l ,r"�� "£ Y,,%3 1x �A 'C a"T�'i`�� -t4+ i - q `r' .1';'.,.-Z t 4h t , aL.t- . 'T''.' ,`(hl= �s �s � tTj7 UY :�<'?t21 tdiRa ha T� Ji /y ���� y; t LiLkS2i } rpt- �'ifi^ � e'L S..k�ii:.t/�.' �rz�,1�� ,' r '�V 5" ".^fTn ny Age 16-18 19-21 22-30 31-40 41&over . 3. Low neighborhood attachment In the past two decades, many middle and upper income families have left Ithaca, relocating to the outlying municipalities. This urban ffight is documented by the 1990 census: In 1990, there were 33% fewer families with 9 children living in Ithaca than in 1970: This trend is due to the overall deterioration of houses, and the student- driven, rental market, as well as increased drug trafficking and crime. Ithaca has very low rate of homeownership Based on the 1990 Census, there are approximately 15,314 renters in Tompkins County. The home ownership rate in Ithaca is as low as 29%. As cited earlier, Ithaca and surrounding municipalities have an unusually large transitory population, due to the presence of Cornell University, Ithaca College and Tompkins Cortland Community College. This results in the extremely low Lack of Student Housing in Ithaca Totals Cornell University, Ithaca College, Tompkins Cortland Communtiy College CINumber of Sud ents Living In Dorms 30% Number of Undergraduates 70% Owner -occupied housing within the City of Ithaca and outlying areas. Home ownership is a stabilizing force in communities. The lack of student housing on the college campuses has resulted in the turnover of owner occupied housing to rental units. The pie chart above manifests the low percentage of students able to access available housing within Cornell University,Ithaca College, and Tompkins Cortland Community College. According to Census data, Homeowners typically live in a community four times longer than renters. When neighbors stay in one place longer, they have more time to get to know one another, and to establish social, political, religious and other networks6. Furthermore, hermore, the effects of home ownership on children are measurable. Census data shows that children of homeowners are less likely 10 to become involved in the juvenile justice system than those of renters7. Daughters of homeowners are almost 20 percent less likely to become teenage mothers. One Study found that homeowners are less likely to have alcohol and substance- abuse problems than renters8. 4. Place, Price, Promotion, Packaging The presence of the "College Town" atmosphere also creates an atmosphere for the marketing of alcoholic beverages and bars. College towns not only keep beer cheap, they promote partying with drugs and alcohol. There are over 60 fraternities and sororities in Ithaca, many have large unsupervised parties, which attract local high school students and other area youth. C. COMMUNITY DRUG TASK FORCE: STRENGTHS In May of 1997, Ithaca fought back against growing drug trafficking and drug abuse with the grass roots initiative, The Community Drug Task Force. The Community Drug Task Force recognizes that the sale and use of illegal drugs and the misuse of legal drugs are having aserious, destructive impact on the community, particularly on the youth. Successful efforts to address this problem will require open communication, and an effective working relationship amongst many individuals and organizations, including neighborhoods, schools, and government. Community Drug Task Force Mission Statement "We are committed to forging an alliance between our schools, government and neighborhoods, and together developing, strategies to reduce alcohol and other substance abuse in Ithaca and Tompkins County by: 6 Collins, Michael, 1998 7 Green, Richard K and Michelle J. White. "Measuring the Benefits of Homeowning: Effects on Children" Chicago: Center for the Study of the Economy and the State, 1994 11 1) Involving families, schools, and the community in a constructive dialogue about alcohol and other substance abuse; 2) Developing initiatives designed to teach young people about the risks of using illegal drugs and abusing legal drugs, including alcohol and cigarettes, and providing positive activities for youth; 3) Ensuring that people who need substance abuse treatment can get effective help when they need it; 4) Empowering citizen initiatives and actions, including encouraging further organization of neighborhood associations and neighborhood watch groups; 5) Supporting enhanced enforcement of existing laws and passage of new legislation to combat drug abuse; and 6) Working with area school districts and universities to develop and enforce campus -wide and district -wide substance abuse policies." Research by the National Institute on Drug Abuse has indicated that strong family and community bonds are some of the most effective preventive measures against drug use and abuse among youth. The Community Drug Task Force will work to strengthen the cohesiveness of both the family and community units. Please see the Community Drug Task Force Report in the section labeled Attachments, for a comprehensive overview of the successes and strategic plan. Ten Action Teams: The Community Drug Task Force The Community Drug Task Force members created ten Action Teams (see attached Community Drug Task Force Report) for a multi -faceted attack on substance use and abuse issues in Ithaca. The Youth Education Action 8 Green and White (1994) 12 Team analyzes how they can most effectively improve the education of young people about the use and abuse of alcohol, marijuana, tobacco and other drugs. The Parent Education Action Team's main 'focus has been to educate and provide support for parents in the Ithaca City School District and throughout Tompkins County about alcohol and other drugs. Treatment Action Team's main goal is to increase and improve outpatient services for youth. The primary target group for augmenting outpatient services is Ithaca City School District youth under the age of 18. The secondary target group for these services is anyone under the age of 22 in Tompkins County. Community Action - Action Team - The members of the Community Action Team share the same commitmentand vision - to strengthen .the neighborhoods in Ithaca. School Culture Environment Action Team - All members of this Action Team agree that the single most important issue regarding the use and sale of alcohol and other drugs in our schools, is the issue of safety for youth. School Culture Policy Action Team -Ibis Action Team has focused on District policy covering alcohol and other drugs in the schools and on the procedures to implement the policy. Public Outreach Action. Team's focus to date has been on bringing visibility to the efforts of the Community Drug Task Force and to raise awareness in the community regarding drug use and abuse, and ongoing drug prevention efforts. Government Initiatives (82. Environmental Factors) Action Team - The purpose and goal of this Action Team is to propose ordinances, laws, and programs at any level of government to help further the mission of the Drug Task Force and to reduce substance abuse and drug trafficking in the Ithaca area. The Action Team's emphasis has been developing ordinances at the local level (City of Ithaca), and on 13 improvements in the local environment which could affect substance abuse. Justice Action Team - This Action Team is composed of representatives from the Ithaca City Police Department, Ithaca City Court, Ithaca City's Prosecutor's Office, Tompkins County District Attorney's Office, the local defense bar and community members. The Justice Action Team focuses on 1) Youth Court 2) Support for Community Groups 3) Analysis of Judicial System Resources Targeting Drug Abuse. Survey Action Team - This team decided to utilize a survey of drug usage and attitudes towards drugs amongst the youth in Ithaca (Rocky Mountain Survey). For details on each Action Team please see the attached Community Drug Task Force Report. Coalitions that work together, work: Coalitions are an integral component of a community's response to substance abuse. Community coalitions report an increasing impact on substance abuse problems in their communities and a stronger community capacity to address social problems9. The key to a successful coalition is to locate all the available local assets; and begin to connect them with one another, in ways that multiply their power and effectiveness)°. This harnesses all _energies toward a single mission and a focused conclusion. A successful collaborative funding effort from the following Community Drug Task Force Members: The Ithaca City School District, Tompkins County Drug Court, and the Alcoholism Council, resulted in the new full time paid position of Student Assistance Counselor (SAP) at Ithaca High School. The SAP program was designed to provide support to students, parents and faculty concerned or impacted by substance use. From February 1-26, 1999 the SAP educated over 100 faculty members and 9 1998 Join Together Survey of Communities: Executive Summary 14 approximately 80 high school students. Members Since 1997, the Task Force has retained key players from various sectors of the community (see Task Force roster. in Management and Organization). All members are committed to not only to bring problems to the table but to take action upon them. D: COMMUNITY DRUG TASK FORCE: WEAKNESS The Community Drug Task Force lacks resources; it is an all -volunteer organization, with the exception of one paid half time coordinator. Although, all members agree on the mission, there is a distinct lack of clarity in direction. The pieces are there, but there is no tie-in between the asset building, training, education, and network computability. Ithaca City. School District, a key player, must work with the community's many local agencies, government, and police. There are common challenges amongst these groups. They lack resources for educating students and peer -counselors. In addition, there is little or no formal training for. students, parents and community members on prevention methods and harm reduction for alcohol and other drugs. D: RISK FACTORS / PROTECTIVE FACTORS. Risk Factors According to the Prevention Enhancement Protocols System (PEPS) of the Substance Abuse and Mental Health Services Administration, there are risk factors that increase the chances that children will turn to alcohol and other substances. Child risk factors include serious behavior problems, attention 10 Kretzmann, John P., McKnight John L, Building Communities From The Inside Out 15 deficit hyperactivity disorder, violent acting -out, alienation or rebelliousness. Family risk factors include parents' own use of substances, child abuse or neglect, and communication difficulties. School risk factors: Ithaca High School has an open -campus policy, which allows students to leave the campus grounds at any time Environmental risk factors (see Target Area Risk Factors above). Children exposed to several risk factors at the same .time are more at risk. Please see the Prevention Risk Indicator Needs Assessment (PRISM) 1998 attachment for Tompkins County and Ithaca for hard data on the child risk factors. Protective Factors The "Keeping Children Drug Free: Using Family -Centered Approaches" parent - and community guide illustrates the well -researched effective means of preventing substance abuse despite risk factors in a child's life. By increasing the protective factors, the more likely you are to succeed in preventing drug abuse among children. Child protective factors includea child's positive attitude, ability to adapt to change, and a belief m self. Family protective factors include; having a close knit family, a strong maternal/paternal bond, and parental supervision of children's daily activities. Community protective factors: include: strong commitment to religious activities, activecommunity. focus, and economic boosts, such as low unemployment rate (see PRISM attachment). According to Ed Swayze, from the Tompkins County Human Service Coalition, there are over 117 human - service agencies in Ithaca, many of them youth oriented. Publicizing the existing facilities and youth programs will be a major portion of the public awareness campaign. In addition, Ithaca has a large adult 16 and adolescent volunteer rate, an aspect that influenced Ithaca's being voted "the most enlightened community" in the Utne Reader in 1998. Please find " the Prevention- Risk Indicator Needs Assessment 1998 attachment for Tompkins County and Ithaca for hard data on the child and community Protective Factors. II. GOALS AND OBJECTIVES (20 Points) Below are the two goals of the Community Drug Task Force, followed by the objectives for each goal. Please see the LOGIC MODELS on the following pages for complete details on goals, objectives, activities, outcomes and evaluation. A. GOALS Goal I: Reduce substance abuse among youth, and over time among adults, by addressing the factors in a community that serve to increase the risk of substance abuse and factors that serve to minimize the risk of substance abuse Goal II: Establish and strengthen collaboration among communities; Federal, State, Local governments; and private nonprofit agencies and to support community coalition efforts to prevent and reduce substance abuse among youth B. OBJECTIVES Objectives Goal I: a) Increase the age onset of substance use by 8 _months b) Reduce frequency of use of alcohol, tobacco, and other drugs in the past 30 days 17 GOAL ONE: Reduce substance abuse among youth and over time adults Objectives Increase Age Onset by 6 months Activities Reduce frequency of use in the past 30 days 1) Youth Bus Passes 2) Mental Health Association prevention through the neighborhood leader pro- gram 3) Social Norms Campaign at High School 4) Public Forums for educat- ing parents Outcomes Increase perception of risk of harm Bus passes offer transpor- tation to local community activities/see scholarships too. 2) Bus passes enable kids to stay after school for tutor- ing or sports 3) Public Awareness Cam- paign at the high school 10 % decrease of 8th graders will have not been drunk in the last 30 days Evaluation Increase perception of disap- proval of use by peers and adults 1) Mental Health Association Juvenile Justice Series programs 2) PSAs targeted at health affects of substances• 10% less of 10th graders will have "been drunk in the past 30 days Rocky Mountain Data Survey will be administered in 2001, to the 6th graders students who gave baselines data in 1999. 1) Student driven Peer Public Awareness Campaign within schools using the Social Norms Public Forums will em- power parents with tools to communicate about drugs with their children TV PSAs with local role models Less disease , illness associated with alcohol and drugs over time. Reduction in Juvenile Justice offenses with substance abuse. The Rocky Mountain Drug Survey will be administered in the year 2000. Numbers in extracurricular activities. In- creased number in students served by the Drug Assistance Counselor Increased dialogue among families and schools about sub- stance abuse. Decrease in students percep- tion of approval by friends Decrease perception of disap- proval by adults Short term: Numbers of stu- dents participating in the Stu- dent Assistance Program will increase, as they realize the harm being greater. Long Term: Numbers of juve- niles in Drug Court decrease 1) Random sample survey administered to adults in community, as well as a random sample for stu- dents. Rock Mountain Drug Sur- vey measure answers to questions 47 &48 GOAL TWO: Estab- lish and strengthen col- laboration among commu- nities; Federal, State, Lo- cal and private nonprofit agencies to support com- munity coalition efforts to prevent and reduce sub- stance abuse among youth Objectives Improvement in the level of collaboration among commu- nities and Federal, State, and Local Governments Activities Enhancement of intergovern- mental cooperation and coordi- nation on youth substance abuse issues (e.g. adoption and use of an integrated manage- ment information system to share data on youth substance abuse. 1) The MHA and Juvenile Justice lunch series meet- ings. 2) The initiation of a paid, coordinator for the com- munity drug task force. Precedent set for collabo- ration between TCAT and City of Ithaca ) Increase citizen participation in substance abuse prevention efforts ) ) ) The creation of a list server, that will connect all relative youth agencies with program initiatives,. data collected and govern- mental policy. Neighborhood leaders ini- tiative with MHA Creation of Office Support Staff position and Task Force Coordinator position Outcomes Increased funding for FY 2000 programs by collaborating re- sources and knowledge of available. Evaluation Enhancement of prevention planning and prevention ef- forts (e.g. data -driven needs assessment and comprehen- sive, research -based strategies that address identified needs) 1) Safe Night USA — first one scheduled for June 1999 2) Public. Awareness cam- paign to join Neighbor- hood Watch groups 3) Neighborhood initiative leader program Elimination of redundant ef- forts in collecting data and seeking funds. Evaluation of the collaboration will be in a survey of youth service providers in the Ithaca area on numbers of coopera- tive ventures. 1) MHA neighborhood leader programs 2) Computer equipment dis- tributed to target neigh- borhoods for data collec- tion and needs Social norms Public Awareness campaign at High School ) 10% more of citizens will be- come involved in the neighbor- hood watch groups and over time a higher overall participa- tion of citizens in Safe Nights and using Hot Spot cards. Evaluation of hours spent on data collection for various agencies in the community. A survey will be produced by the Drug Task Force Decrease in family and school risk factors. Over time there will less youth in the juvenile justice system. A phone survey will be con- ducted in 2000 of five hundred residents on their efforts in the prevention of substance abuse. The PRISM report for Tomp- kins County over time will show decreased numbers in child, family, and school risk factors. c) Increase perception of risk of harm of alcohol, tobacco, and other drugs d) Increase perception of disapproval of use of alcohol, tobacco, and other drugs by peers and adults Objectives Goal II: a) Improvement in the level of collaboration among communities and Federal, State, Local, and Tribal governments (e.g., increased number of interagency agreements) b) Enhancement of intergovernmental cooperation and coordination on youth substance abuse issues (e.g. adoption and use of an integrated management information system to share data on youth substance abuse c) Increase in citizen participation in substance abuse prevention efforts d) Enhancement of prevention planning and prevention efforts (e.g. data -driven needs assessment and comprehensive, research -based strategies. C. See Logic Model for Activities, Outcomes, and Evaluation Process D. How the Goals and Objectives Relate to the Risk Factors: Addressing Target Area Risk Factors: 18 To Address, Economic Deprivation- Goal II, strengthening collaboration of local, state and federal governments will enable the communityto identify resources to target specific economic hardships for the communities in Tompkins County. To Address, Low Neighborhood Attachment, High Transitory Population - Strengthening the collaboration of all sectors of the community with an increase in citizen participation in substance abuse and prevention -efforts will improve the stability of neighborhoods. The overall collaboration among communities, Neighborhood Watch Groups, and Police will combat the low neighborhood attachment with a more pronounced and established permanent population. To Address Crime: Goal II: objectives a, c, d- will factor into crime reduction. The objective of increased participation of citizens, inter -governmental collaboration will help deter crime by alerting neighborhoods, through the neighborhood watch groups. To Address Strengthening the Coalition: By funding the Community Drug Task Force, it will enable an increase in staff time of the paid coordinator (from half time to three quarter time). This increase in paid staff time will foster programming, clarity in coordination, and it will establish a clear "point -person" for all initiatives. The Public Awareness Campaign will be the conduit for communicating available resources within the community. In addition, through the funding of education and prevention efforts, there will be more formal training offered to parents, students and teachers as well as community members. 19 To Address School Risk Factors: Initiating Policy to change to the open - campus policy for upper classmen at Ithaca High School, developing use of tutor programs within the high school. As illustrated in section one, child poverty affects the youth's ability to perform well in school. By enhancing the students academic achievement, the following objectives a, b, and c will be niet, for Goal II. Reducing substance abuse among youth by: a) delaying age onset and b) reducing frequency of use in the past 30 days c) increasing collaboration of existing community efforts, the youth will have their poverty risk factor reduced. To Address Family and Child Risk Factors: risk factors such as difficulty communicating within families and adolescent behavioral problems will be diminished via family counseling and intervention strategies as suggested by the Mental Health Association, which serves Goal II objectives b, c, and d. To Address Price, Packaging, Place and Promotion: through Goal II, the objective of increased collaboration of state and local government, Ithaca's college town atmosphere can be tamed through enforcement of alcohol policy and by more citizen participation and by collaborating with tavern owners. To Address All Risk Factors: The Tipping Point: The "tipping point" toward significant decreases in the abuse of alcohol and other drugs in Ithaca may well be reached with continued collaboration of all the sectors of the community. Gladwell's article "The Tipping Point" 11 posits crime to be the sociological counterpart to a viral epidemic. 'A virus can work its way through the community at a low-level rate and then suddenly explode into an epidemic. In this compelling article in the New Yorker, the point at which social change 11 Gladwell, M "The Tipping Point", New Yorker, June 1996 pp.31 20 begins to occur is not known. However, there is a point that can be reached which "tips" the scales toward one direction or another. Efforts in community- based social change, such as efforts by the Community Drug Task Force, are the good news according to this .theory. M. PROGRAM DESIGN (25 PTS) The programs chosen for the next year will reduce the harm of the risk factors, enhance existing partnerships, and become a gateway for future programs. The programs also address the current service gaps as well as the perceived service gaps within the Ithaca community. All programs are encompassed under three large initiatives: I. A Comprehensive Public Awareness Campaign II. Increased Partnership with the Ithaca City School District III. Prevention, Education, and Intervention. I. Public Awareness Campaign A. Media A. Public Awareness Campaign will involve print and television, and various community -programs. There will be a campaign kick off with a poster contest for youth. The poster will then be used in the public awareness campaign. The poster contest is slated to start in September 1999. The contest will be publicized on the radio and newspapers as well as in the middle and high schools. Laurel Guy, paid coordinator, of the Community Drug Task Force, will coordinate all media events. Several Action Teamswithinthe Task Force will implement the media programs with the paid coordinator. 1. Newspaper: enhance partnership with largest newspaper in the Ithaca area, The Ithaca Journal, including: special in-depth newspaper series on drug issues, ongoing Op-ed page, ongoing Letters to the Editor, 21 Ongoing Publicity for Drug Task Force/Community Coalition efforts and special events. The target audience for the articles will be parents, students, teachers and community leaders. 2. Television: There will be 10 PSA's created with the in-kind contribution of Time Warner Cable. There will be 5 PSAs created the first half of the year, all targeted to the youth. These are the following individuals leading the PSA's: 1) Police Chief Richard Basile: 2) Mayor, Alan Cohen, 3) Cornell University sports team players, and 2 with students from the high school. They will target prevention and awareness. The second half of the year the PSA's will be targeted to both youth and adults with similar formats. In addition, a Cable Public Access Channel panel discussion on various issues /drug awareness, education. There will be a regular educational show made by youth for youth geared toward educating parents andcommunity members from a youth's perspective. 3. Radio- local radio stations will play 3 PSA's during the first half of the year. These will be created with Eagle Broadcasting and target youth. They will emphasize the many programs available to youth in the area. They also will target, prevention. The second half of the year there will be 3 more PSA's, 2 targeted at youth and one targeted at adults B. Public Awareness Campaign: High School 1.School Policy Awareness There is a need to create a clear policy regarding use of drugs in the high school and middle schools so that all staff,, students and parents 22 understand the policy in the district. Currently, the "student handbook" is the policy book distributed to students, faculty and parents. The Assistant Superintendent of Schools Katrina Turek will be working with the school board to create a more disciplined process. By eliminating the policies that contribute to substance use (i.e. open campus for upperclassmen) and enhancing policies that promote healthy student life are imperative to create change. Training in healthy life skills will be brought to both the middle schools and high schools. 2. Public Awareness Campaign at Ithaca High School The public awareness campaign at Ithaca High School will use the expertise of Alan Berkowitz and his approach of the social norm theory. Alan Berkowitz received his Ph.D. form Cornell University and lives in Trumansburg, NY (a short distance from the town of Ithaca). Mr. Berkowitz is an independent consultant who helps colleges, universities and communities design programs that address health and social justice issues. His expert opinion is frequently sought after by the federal government and professional organizations and he is highly regarded for his scholarship an innovative programs in the drug prevention, sexual assault prevention, and diversity fields. Mr. Berkowitz is a local resident committed to working with The Community Drug Task Force and Ithaca High School. Social Norms: Ithaca High School will be National Model Alan Berkowitz's social norms approach, being used on college campuses, is an empirically driven strategy, which is based on the research finding that students tend to over-estimate considerably the 23 amount of alcohol and other drug use that is going on among their peers. And this misperception creates an imaginary peer group that they tend to conform to. If these misperceptions are corrected with factual information based on the survey findings (i.e. Rocky Mountain Data Survey), there is an indication that students will conform their behavior to -the more moderate norm, the actual norm. One of the main methods for doing this is the media: posters and advertisements as well inter- personal methods for smaller scale target groups like the high school. For example students might produce a poster that emphasizes the positive rather than the negative; 80% of 10th graders do not use alcohol, or 90% of 6th graders do not smoke The High School - teens will make the videos, .posters, and overall campaign withthe mentorship of students from Cornell's,Renaissance Group. A Youth- Driven Web page is slated begin production in May of 1999, this web page will be made by high school students and the Student Assistant Counselor will oversee the production. The Middle Schools- the social norms campaign at both middle schools will be implemented the second year C. Public Awareness Campaign: Community Based The community based Public Awareness Campaign is imperative to bring the community together to create neighborhood initiatives regarding substance use and abuse. There will be more publicity of the current community based forums through the media campaign. 1. Safe Night USA -A national event that happens simultaneously in hundreds of cities across the County on June 5, 1999. The focus is on teens with an evening that is filled with fun that is alcohol -free etc. It 24 gives youth the power and the tools to plan these types of events. It's not just one night out of' the year; it can multiply into many events throughout the year. The results in the communities that have created Safe Nights have included a dramatic dropin violence. A community action team comprised of local youth and adults has been formed to plan a successful event. There will be Safe Nights scheduled throughout the academic year of 1999-2000 to provide youth with an alcohol-free fun environment 2. Hot Spot Cards-for the reporting of suspicious behavior: Hot Spot cards were established in Ithaca in 1997 through a collaborative effort of the City of Ithaca Drug House Task Force and the Ithaca Police Department as a way to report suspicious activity with out giving your name and address. These cards are located throughout the community in area business, and community centers. 3. Neighborhood Watch Groups Neighborhood Watch is a community-based program that has been proven to deter crime in the . Ithaca area. Members learn how to make their homes more secure, watch out for each other and report suspicious activities to the police. Neighborhood Watch can also serve as a springboard for efforts that address other community concerns, such as recreation for youth, childcare or affordable housing. 4. Partnerships with local Businesses: Incentives for business to take part in the education/prevention workshops sponsored by the Mental Health Association, Alcoholism Council Drug Free Workplace series. Hot Spot Card displays at local banks and grocery stores. 25 5. Filling in Service Gaps "Perceived" - The perception of lack of services can be overcome with clear publicity on what is available to youth, parents, and community members on drug education, prevention and referral services for treatment. II Increased Partnership with Ithaca Citu School District A. Paid Coordinator Community Drug Task Force Currently, there is a half-time paid coordinator for the Community Drug Task Force. However, the funding for this position ends in August, 1999. The paid coordinator is imperative to the workings of The Task Force. These are the following boards the coordinatorparticipates on: • The Tompkins County Mental Health Subcommittee on Substance Abuse • The Drug Court Advisory Board • Safe Night USA Committee member • Youth Bureau Expediters member • Cornell University Community Task Force (focused on sororities?and fraternities) • Cornell University Substance Abuse Task Force • Ithaca College Substance Abuse Task Force If funded, the paid coordinator will increase her hours each week to be three- quarter timepaid staff person. This will be the catalyst for the increased partnership with the Ithaca City School District. The paid coordinator and the Assistant Superintendent of Pupil Services will oversee the transportation, tutoring and scholarship programs. B. Transportation 26 The single largest obstacle for youth to participate in either after school programs or local youth programs (see list of current youth programs) is the lack of transportation. Transportation will allow them to go places and participate in area resources, and allow them to stay after school and become involved in extracurricular activities. Allowing youth access to transportation will fill a large service gap. Currently, in the Ithaca High School the last bus leaves at 2:45. Research shows that 3:00-8:00 is the most "at risk" time for kids ages 12 and up. If funded, the collaboration of the Community Drug Task Force, Ithaca City school district, City of Ithaca and Tompkins Cortland Transit will result in 500 youth bus passes. These youth passes will allow transportation throughout the county (see attached brochures). After school activities like inter- scholastic sports, drama, tutoring programs and music lessons will be enhanced by increased participation of youth. The passes will be for "at risk" youth during the academic year, through the collaboration of the Student Assistance Program, The Assistant Superintendent and The Community Drug Task Force C. Scholarships There will be about 100 scholarships for students which will be available through Student Assistance Program for high-risk adolescents at the high school level. The Community School of Arts & Music, Cascadilla Boat Club, Cornell University, and Ithaca Ballet are some of the institutions that will work with Ithaca High School to maximize area resources for adolescents. These scholarships will be for the "high risk" kids within the middle schools and high school. Research shows that harnessing energies and channeling the creativity 27 of at risk youth is necessary for success in behavior modification, and treatment. D. Steppin'up Tutoring Program This tutoring program will be targeted at African American youth in the Ithaca High School. With a partnership with Greater Ithaca Activities Center and the' Ithaca City School District, the tutoring will be brought to the Ithaca City School District. (See attachment for full program design) Prevention, Intervention and Education The Community Drug Task Force through its .partnership with The Mental Health Association (MHA) of Tompkins County will provide programs for the education, prevention and intervention of parents, youth and community organizations. The Mental Health Association is a not -for profit agency that has been serving Tompkins County for over 45 years. The MHATC mission is to develop and support ordinary people to identify needs and educate the community from within. The MHA has a multi cultural approach neighborhood approach to create stronger family and community bonds, which will result in the prevention of substance abuse and use of youth ages 7-21. The Community Drug Task Force and the Mental Health Association will continue to focus prevention efforts on youth at "transition periods", i.e. entering middle school, entering high school, starting college or the workforce, as a key to modifying or delaying the use of substances. Get Networked Youth Service Providers -. This service will link all existing youth service providers, with updated information, (i.e. data, program times, 28 and funding sources) by giving them access to one another. Initially, this will be done through disseminating information through mailings. As more and more youth service providers become computerized and have access to the Web, they will use electronic mail and links to various web sites to network treatment and other service providers to youth. This would facilitate the exchange of ideas, and could allow services providers to confidentially brainstorm on • individual cases. A. Youth List Serve for youth The establishment of a youth list serve for ,youth will be initiated through the Treatment Action Team of the Community Drug Task force in conjunction with the Mental Health Association. This would be a service to youth who are at various stages of drug treatment/rehabilitation. They would be referred to the list serve when they engage the treatment system. Youth have a powerful influence on one another. By linking up youth that are in recovery, they can share experiences with peers who they might feel will understand what they are saying. They can help teach one another how to cope and get through the difficulties of reintegration. A list serve is an email list that allows the participants on the list to post messages to everyone else on the list. It is much like a chat room concept, but not in real time. This lack of real time allows for more thoughtful responses of the participants by eliminating the time pressures of an•immediate response in a real time conversation. Participation on a list serve can be completely confidential for any participant, and participants can simply read the conversation without feeling like they have to participate. 29 B. Neighborhood Initiatives Leader - The establishment of neighborhood based support, prevention and intervention resources. This would be done by educating community leaders about assessments, intervention strategies etc. By bringing awareness and education into neighborhoods, community leaders, clergy and others who interact with families on a regular basis can be better equipped to recognize and act on substance abuse problems. In order to do so, they will have to overcome the obstacles of shame, family pride and insular thinking. Because of their stature, these individuals will often have the best chance of reaching out to and engaging family members in efforts to address a substance abuse problem of another family ,member. To accomplish this community based prevention, The Mental Health Association will provide resources to two targeted neighborhoods. Both neighborhoods will be in the Ithaca City School District; one in an urban area the other in rural municipality (i.e. The Beverly J. Martin neighborhood - a largely African American neighborhood -in the city of Ithaca and the town of Caroline). A central community area such as a church or school space will be the central location for the chosen leader of the neighborhood. The following resources will be administered; a) a list of assessment tools to identify behaviors in youth b) list of indicators of healthy and unhealthy families and communities c) steps and intervention that work (models) appropriate for each neighborhood d) "trained trainers that will be training the leaders in advocacy on self help e) books pamphlets, and information on ways access services and help fl The Mental Health 30 Association will develop curriculum intervention for parents, communities and schools. A computer, printer, and web access will be distributed to the designated neighborhoods. Access to the Web will allow them to identify with similar neighborhoods across the country and to have access to the latest research on precursors to the presentation of mental health and substance abuse. Educational meetings will take place at schools, churches, and community centers with neighborhood leaders identified from each neighborhood. Juvenile Justice & Mental Health Team - Criminal justice and mental health officials have partnered together in hopes to reduce the number of kids in Ithaca's courts. This unique partnership was kicked off by a Lunch series • offered to parents and teens. The hope is to allow parents, teachers, youth and church leaders to prevent and identify youth with the behavioraland family risk indicators before their behavior results in Juvenile Justice intervention. This team will bring together neighborhoods in all areas of the Ithaca City School District to address behavioral risk indicators of their youth. IV. Evaluation - Public Awareness Campaign Evaluation- The evaluation of the media campaign, and the Public Awareness Campaign in the High School will be administered by a telephone survey to 500 residents in the area of the Ithaca City School District. A random selection of students will be given a survey administered by The Community Drug Task Force and the Ithaca City School District to evaluate the effectiveness of the social norms campaign. In addition, the Rocky Mountain Data Survey (administered in January 2000), percentages should illustrate effects of the campaign. 31 Transportation Evaluation - The immediate evaluation of the media campaign will be found in the numbers of students using the TCAT bus passes. There will be a survey administered by the Community Drug Task Force to those issued the passes, evaluating the frequency of use, and location of destinations. Scholarships Evaluation- Scholarships will be evaluated by the number of successful matches for youth in the area. Tutoring Evaluation- The GIAC tutoring program will be evaluated through the numbers of students participating in the program, and over time academic achievement of those involved will be measured. Prevention and Intervention Evaluation - The evaluation of the Mental Health Association Initiatives will be administered through the Prevention Risk Indicator Needs Assessment report in 2000. IV. MANAGEMENT AND ORGANIZATION CAPABILITIES (25 POINTS) A. Who will lead? Alan Cohen, Mayor City of Ithaca, Katrina Turek, Assistant Superintendent Ithaca City School District, Beth Jenkins, Tompkins. County Mental Health Association, Laurel. Guy, Paid Co-ordinator of Community Drug Task Force Project Management doing Task Force work will be reported to Alan Cohen, Mayor City of Ithaca. B. Management and Organizational Chart- show how key players and coalition members work together with other community institutions. C. Local/National Evaluation 32 1. Local Evaluation- A local evaluation of the all of the programs will be administered by the following methods. The Rocky Mountain Survey will beadministered to youth in The Ithaca City School District and high school levels every year (targeted at 6th, 8th, 10th,and 12th graders). Every two years, this survey will hit the same set of youth as they advance in grade. The survey enables the evaluation of the immediate reduction of substance abuse. In 2001, the survey will hit the youth from the baseline data administered in 1999. ii) Data from Student Assistance Program (SAP) counselor- Currently the Student Assistance Program counselor keeps data for numbers of students served, the demographics of the students, and the total number of teachers and students (see attachments). The counselor will provide documentation to illustratethe nature and number of issues she has served. ill) Strengthening Collaboration - Anecdotal and statistical information will be shared by The Community Drug Task Force members . iv) Transportation - the effectiveness of students riding the bus afterschool will be illustrated by increased participation of overall programs at Ithaca High School C. National Evaluation- The Community Drug Task Force will fully participate in a National Evaluation, in order to illustrate the effectiveness of the proposed projects. D. Resumes (see attached) Alan Cohen, Katrina Turek, Laurel Guy, Beth Jenkins E. Roster (see below) 33 COMMUNITY DRUG TASK FORCE ROSTER Required Group Member Sector Contribution of Organization Schools Katrina Turek, Assistant Superintendent Pupil Personnel Services Ithaca High School Ithaca high school connection to the community about youth, school policy initiatives. Local Government Alan Cohen, Mayor City of Ithaca City of Ithaca Important Figurehead, Initiates policy in community regarding substance abuse Coordinator Laurel Guy Community Drug Task Force Initiatives collaboration and commitment to tasks of the Action Teams Law/Court Judge John Rowley Ithaca Drug Court Interacts with youth in treatment due to drug related charges through Drug Treatment court; collaborates what is needed through laws and policy Religious Leader Rev. Cleveland Thornhill Reverend, St. Jamie's AME Zion Church AME Zion church is a historic African American church in the city of Ithaca. This church boasts a large congregation Local Business owner Chuck Bartosh Owner, Clarity Connect Inc. Local business provides link to help sponsor initiatives, and / know what they can do to reduce substance abuse. Use, and trafficking Media Sandy List Publisher, Ithaca Child Link with media gives publicity to Task Force, as well as other youth programs within the Organizations Serving Youth Cassandra Nelson Greater Ithaca Activities Center(GIAC) GIAC provides many of the afterschool programs to youth in the Northside of the City of Ithaca. They can contribute ideas and collaborate efforts Civic or Volunteer Organizations Tracy Farrell Common Council member City of Ithaca Common Council members are community volunteers elected by the residents of the city of Ithaca. They give their constituents a voice, and bring real life issues to the Task Force Religious. Leader Doug Green Minister, First Congregational Church Link to Congregation to encourage workshops on prevention and education for youth and parents 34 Organization Serving Youth Sara Hess Planner, Tompkins County Youth Bureau The Youth Bureau can initiate programs to serve youth as well as bring problems with existing programs up for discussion Law enforcement Court Georgette King Ithaca Drug Treatment Court Interacts with youth in treatment due to drug related charges through Drug Treatment court; collaborates what is needed through laws and policy Youth Amity Weiss Ithaca High School Student Youth: youth given a voice to community and school district Prevention and Intervention Beth Jenkins Director, Mental Health Association of Tompkins County This agency provides much needed link to prevention and intervention efforts of youth and families Religious or Fraternal Organization Mimi Melegrito Kiwanas A local business organization that can provide sponsorship, policy initiatives and a link to a larger group of people. Local University Tim Marchall Cornell University Substance abuse psychologist Cornell University is a large institution that can provide resources to community, on Law Enforcement - Phil Newby Ithaca City Police City Police give perceptions and data on what crimes occur and how they can be deterred by an increased presence in the neighborhood Health Care Professional Lynne Tylee . Clinical Supervisor, Alpha House Alpha House is one of the only residential services for substance users and addicts in Ithaca, they can provide information on treatment programs and outreach to the Task Force. 1 Year Time Line (see attachments) 4 Year Strategic Plan (see 4 year timeline attached, in addition please see :the Comrnunity Drug Task Force Report for a comprehensive overview of future initiatives) Sustaining Funding after 4 years In four years time the City of Ithaca will be able to absorb cost of a full- time Paid coordinator of The Community Drug Task .Force. The Mental Health association will have the communities positioned to train within their 35 own neighborhoods, however they will sustain the overall Administration and oversee the neighborhoods programs. The Board of Education will absorb the cost of the discounted youth bus passes offered through Tompkins Consolidated Transit (TCAT), as 15K is less expensive than the 25K cost of one late school bus run with more stringent geographic boundaries. Discussions with TCAT about the continued discounted passes in future years are positive. TCAT wants to train the riders of the future, and increase overall numbers of public transit riders. The Public Awareness campaign will be continued with increased collaboration with Cornell University and Ithaca College. Both institutions boast sophisticated media facilities which are available to some community organizations. Students of these institutions • . often are involved in class projects that are in need of a community based "real life" experience. GIAC Steppin' Up tutoring program at the high school will. be budgeting into their overall costs. Overtime the City Youth Bureau willabsorb the cost of the scholarships for extracurricular activities. 36 Bibliography Carnegie Council. Great Transitions Collins, Michael. The Many Benefits of Home Ownership. Washington, D.C.: Neighborhood Reinvestment Corporation, November, 1998. Gladwell, M. "The Tipping Point." New Yorker, June, 1996, pp. 31. Green, Richard K and Machelle J. White. Measuring the Benefits of Homeowning: Effects on Children. Chicago: Center for the Study of the Economy and the State, 1994. Ithaca City Planning Department and Tompkins County Planning Department. Ithaca City and Tompkins County Databook. Arlington, VA: Claritas Inc., 1998. Kretzman, John P., and John L, McKnight. Building Communities from the Inside Out. Chicago, Illinois: ACTA Publications, 1993. NYS Office of Alcoholism and Substance Abuse. Prevention Risk Indicator Needs Assessment. 1998. Rowley, Judge John. 1998 Drug Court. Ithaca, NY: 1998. Rowley, Judge John. The Drug Court Program. Substance Abuse and Mental Health Services Administration. "Urban Youth Public Education for the African American Community". Technical Assistance Bulletin. Rockville, Maryland: National Clearinghouse for Alcohol and Drug Information, June, 1997. The National Assembly. Building Resiliency: What Works!. Washington, D.C: The National Assembly, 1994. Tompkins County Youth Bureau. Children & Youth in Ithaca 1996. Ithaca, NY: Tompkins County Youth Bureau. 1998 Join Together Survey of Communities: Executive Summary. ATTACHMENTS Attachments I. Timelines • 1999-2000 - Public Awareness/Partnership with Ithaca City School District, and Prevention/Intervention • 4 year strategic plan II. Prevention Risk Indicator Needs Assessment, Tompkins County 1998 Report III. MOUS (Memorandums Of Understanding) • Ithaca City School District • Mental Health Association of Tompkins County • Tompkins Consolidated Transit • Greater Ithaca Activities Center • Time Warner Cable • Eagle Broadcasting V. Resumes of Key Personnel/Organizational Chart VI. Letters of Support Congressman Maurice Hinchey • City of Ithaca, Police Chief Basile • Cornell Unviversity(2) • Ithaca Neighborhood Housing Services, Inc. • Tompkins County Sheriff • Alan Berkowitz, Ph.D. VL Letter of Intent, New York state VII. Community Drug Task Force • Community Drug Task Force Report • Minutes to meetings • Newspaper articles • Miscellaneous VIII. Local Ithaca Youth Programs IX. Drug and Alcohol Use Among Ithaca City School District Students TIMELINES Community Drug Task Force Timeline for Implementation of Action Plan June 1999 Public Awareness SafeNight USA July 1999 Public Awareness August 1999 Public Awareness National Night Out Task Force Newsletter is sent September 1999 Public Awareness Hire Alan Berkowitz Kickoff Poster Contest Natl AIc.& Drug Awareness Month CU Mentoring Program at IHS begins 3 part series in newspaper on alcohol & teens Reality Check PSAs. GIRL POWER PSAs Public Forum Hot Spot Card October 1999 Public Awareness Make a Difference Day Op-ed on subst. abuse Dev. Social Norms Campaign at IHS w/ CU mentors & Alan Berkowitz Reality Check PSAs GIRL POWER PSAs Hot Spot Card Campaign Parent Education Series begins Partnership with ICSD Plan TCAT student passes Partnership with ICSD Plan TCAT student passes Plan Scholarship program Partnership with ICSD Plan TCAT student passes Plan Scholarship program Partnership with ICSD Implement TCAT program Tutoring Program begins Scholarship program implemented Partnership with ICSD TCAT ongoing Tutoring Program Scholarship Program November 1999 Public Awareness Reality Check PSAs Parent Education Series Great Amer. Smokeout Parent Invol. Day GIRL POWER PSAs Dev. Social Norms Campaign Hot Spot Card Campaign Task Force Newsletter goes out December 1999 Public Awareness Reality Check PSAs GIRL POWER PSAs Natl.Drunk Driving Month Op -Ed Piece Dev. Social Norms Campaign Parent Education Series Hot Spot Card Campaign January 2000 Public Awareness Reality Check PSAs GIRL POWER PSAs Dev. Social Norms Campaign Public Forum Parent Education Series 3 -part series in newspaper about subst. abuse February 2000 Public Awareness Reality Check PSAs GIRL POWER PSAs Op -Ed Piece Implement Social Norms Campaign Parent Education Series Task Force Newsletter goes out Partnership with ICSD TCAT ongoing . Scholarship program Tutoring Program Partnership with , ICSD TCAT ongoing TCAT survey Tutoring Program Scholarship program Partnership with ICSD TCAT ongoing Tutoring Program Scholarship program Partnership with ICSD TCAT ongoing Tutoring Program Scholarship program March 2000 Public Awareness Reality Check PSAs GIRL POWER PSAs 24 Straight Natl Inhalants Week Youth Art Month Social Norms Campaign Parent Education Series April 2000 Public Awareness Reality Check PSAs GIRL POWER PSAs Alcohol Awareness Month Natl Alcohol Screening Day Op -Ed Piece Social Norms Campaign Parent Education Series May 2000 Public Awareness Reality Check PSAs GIRL POWER PSAs Social Norms Campaign Parent Education series Task Force Newsletter goes out June 2000 Public Awareness Reality Check PSAs GIRL POWER PSAs Social Norms Campaign Parent Education Series s Partnership with ICSD TCAT ongoing Tutoring Program Scholarship program Partnership with ICSD TCAT ongoing Tutoring Program Scholarship program Partnership with ICSD TCAT ongoing Tutoring Program Scholarship program Partnership with ICSD Tutoring Program TCAT ongoing Scholarship program Mental Health Association in Tompkins County Community Mental Health/Juvenile Justice Team TIMELINE 7/31/99-1/31/00 Educational Curriculum Development and Delivery • Mental Health Association Community Mental Heath/Juvenile Justice Team will research available resources. Including screening, indicator milestones, prevention and intervention models and materials the team members have developed. • The Community Mental Health Team will cull from the identified resources resource materials that they want to use. • The Community Mental Health /Juvenile Justice Team will write the course content using. identified materials. • The Community Mental Health /Juvenile Justice Team will identify a feedback loop of professionals to review and determine the validity of the developed curriculum. • The Community Mental Health/Juvenile Justice Team will pilot the proposed curriculum to key community individuals and solicit feedback. • The Community Mental Health /Juvenile Justice Team will :modify the curriculum based on information obtained from the pilot. • The Community Mental Health /Juvenile Justice Team will develop a Protocol Manual based on curriculum for use by the neighborhood programs. • The Community Mental Health /Juvenile Justice Team will deliver the Protocol Manual to the identified neighborhood leaders. • The Community Mental Health /Juvenile Justice Team will review and modify the process as indicated. Community Risk Constructs Community Disorganization Community AOD Exposure = NYS Average Urbanicity- Poverty. - Violence - Crime - Alcohol Accessibilty Adult Alcohol Health/Treatment Adult Probation - Alcohol Indicated Adult Drug Exposure Standardized Risk Constnicts (0=lowest, 100 = highest ) created from the 1993-94 PRISMS risk indicators. 0 iliiiiiii 1111111111111111111 111.11111 10 111.1111,1 .11111111 11.1111111 20 30 40 50 60 70 80 90 100 4 0 10 20 30 40 50 60 70 80 90 100 1994 Community Risk Indicators - County/Region/State Rates* Community Disorganization Tompkins Finger Lakes Region New York State •.. -i, County ,'.p.i4t:3,4::;.:!Vii,g ? •`-' „, : ''' t: 4' ',<.,• Urbanicity County Population Density b 197.6 217.3 339.4 Percent Urban b 53.3 40.4 44.4 ,::'..;:•>:-:••:;'.:A.':',',...<"•..:,,,, ' ' -'; 0'0 ''',. Violence"..',' .' ' • ' ,. :, ' 17.6 Off-Premisea Licensed Liquor Outlets 1.4 Violent Crime Arrests a 11.6 13.6 16.3 Hospital Diagnosis of Intentional a Injury 1.7 4.3 4.5 Homicides a 0.0 0.5 0.5 -,' : •-•.? ::.:'‘.: :..:.,:r ...•'.. /r , .-- :-. , .-,,,....v.,,,,,. . kirije...-,,v.ni,...., • • ,,,. ,.•:.:;i.. , ,, ,:-: ,:::•..: %,. .,, <, .. , , ' .:. ;,.: 1.5 Alcohol -Related Discharge Diagnoses 13.8 Property Crime Arrests a 81.1 87.2 64.7 46.7 a Other Arrests 309.8 296.2 205.6 4,-,::,44.:',:a.....q.':z;'-teix ',..,0ei($7: : 38.4 43.0 • Unemployment b 3% 4% 4% Median Fbamily Income ($) 42,100 38,892 39,730 b Couple -Headed Families in Poverty 350.2 210.0 190.4 0.8 Male-FIeaded Families in Poverty b 1,183.5 771.3 683.6 Female -Headed Families in Poverty b 2,229.4 2,736.9 2,129.7 Children Under 18 Living in Poverty b 1,387.4 1,397.8 1,134.3 AFDC Applications 153.5 144.7 110.9 a Food Stamp Applications 166.4 190.9 174.1 a Medicaid Applications 205.3 204.6 200.1 * Rates for adults are per 10,000 of the population 21 years old or older (except whe a Rates are per 10,000 total population. b See Technical Notes for rate information. AOD Exposure Tompkins Finger Lakes .- on Rcol New York State •, m, • .. %...,,,-;.w.A.:,..k', • • , ' cp to ccesslinit - .,.- ,a, County Adult DWI Arrests 43.6 58.6 .60.8 Intoxicated Adults In Auto Accidents 7.1 7.4 7.7 On-Premisea Licensed Outlets, All 18.8 16.1 17.6 Off-Premisea Licensed Liquor Outlets 1.4 1.7 2.0 a Off -Premise Licensed Beer Outlets 7.6 10.2 10.9 > ,;:1,,,,:r.:••'.,.,i,,,,,.0.=.,..i::4,,,,,pwi,e,).z.:,v*-.fv,',..6.,.,r•Ql",,,N,,w ,.:„.AdultAlcohol H041t111TteAtitippt.?:' Alcohol -Related Deaths 1.1 1.3 1.5 Alcohol -Related Discharge Diagnoses 13.8 20.8 22.0 OASAS Alcohol Treatment 59.7 46.7 52.0 Ad., . ..v'. , • ,.... --', :,:',,:•.,:-,;•,.,:‘• . ,9,',,,.,.y:‘,. ,,,:.', f...:..,.. ull'`Proldtioif,-.:A166ho •.-.,?,..,,,.,.,4 ...1'.' , % '.". s • -f/g":., ' <5 ; n :•, . :. ' Probation Cases: Use at Offense 38.4 43.0 31.9 Probation Cases: Court Mandates 56.3 57.0 43.9 . : Adult POgindiOtors•2.;...: Drug Arrests 27.3 39.9 38.2 DUI Drug Arrests 0.8 1.0 1.9 Drug -Related Discharge Diagnoses 27.6 43.6 39.2 OASAS Drug Treatment 28.7 22.5 33.9 Probation Cases: Use at Offense 6.1 11.3 9.1 Probation Cases: Court Mandates 46.6 39.6 32.3 Mental Health AOD Indications 7.8 8.3 8.2 1994.Youth Risk Indicators - County/Region/State Rates .1, ROIFACTT Tompkins County Finger Lakes Region New York State ,Intrapersonal Problem Tompkins County Emotionally Disturbed Students 61.2 94.3 89.2 AOD-Related Mental Health Diagnoses 41.2 32.8 30.0 Family Dysfunction. `` M1.. `,, ItrAski rivet Foster Care Admissions 39.9 32.9 25.0 Children in Foster Care 76.6 60.5 52.3 Preventive Services Openings 83.5 112.1 77.6 CPS Indicated Cases 109.2 78.0 74.9 CPS Reports - Mandated 213.6 185.5 165.8 CPS Reports - Total Received 418.4 339.3 295.5 Dissolutions of Marriage G 171.7 141.7 123.3 `Academic Failure =: a 3rd Grade Reading - % Below SRP 5.9 13.2 11.1 3rd Grade Math - % Below SRP 0.I 1.2 1.2 4th Grade Science - Content 24.8 24.2 24.2 4th Grade Science - Skills 12.9 12.5 12.5 4th Gracie Science - Manipulative Skills 34.1 33.2 33.1 5th Grade Writing - % Below SRP 3.6 4.9 4.7 6th Grade Reading - % Below SRP 6.0 8.3 8.8 6th Grade Math - % Below SRP 2.5 2.5 2.6 chool Detachrnen Finger Lakes Region New York State % Average Daily Absenteeism 5.0 5.0 5.0 % Students Suspended 6.8 4.0 4.0 ��Sclool'Sepaiation•�= a H.S. Dropout 2.4 2.8 2.7 % I -1.S. Grads Not Attending College 18.6 25.1 2.5.1 % Non -Regents Diplomas 53.7 54.6 57.6 `�°:Pt•obleni"Iieliavio- = nelincjt`iency' Violent Crime Arrests 30.5 32.9 41.7 Property Crime Arrests 190.6 237.8 189.3 Other Arrests (non AOD) 504.6 584.9 413.0 PINS Cases Opened 335.8 282.8 264.2 PINS Total Served 667.4 592.1 576.5 DFY-Total In Care 1.2 10.0 7.3 `robletn`I3ehavior' �` Sexuality::'..: Teenage Pregnancy 234.8 347.0 325.1 Teenage Abortions 118.0 118.7 142.3 Hospital Discharge Diagnoses of STDs 0.0 1.9 0.8 1994 Youth AOD Consequences - County/Region/State Rates .1, * Rates for ybuth are per 10,000 of the population under 21 yez rs old (sec, Technical Notes for population details), NYS rates exclude New York City. aState Education Department data is based on percentages or average test scores. b See Technical Notes for rate. information. Tompkins County Finger Lakes Region New York State �� z r ,f Alcolibl Cosequences . ny DWI Arrests 19.3 32.5 38.9 Intoxicated Youth in Auto Accidents 2.4 2.1 2.1 Probation Cases: Use at Offense 12.9 29.4 22.1 Probation Cases: Court Mandates 35.4 84.0 66.5 OASAS Alcohol Treatment 9.8 12.2 15.7 * Rates for ybuth are per 10,000 of the population under 21 yez rs old (sec, Technical Notes for population details), NYS rates exclude New York City. aState Education Department data is based on percentages or average test scores. b See Technical Notes for rate. information. Tompkins County Finger Lakes Region New York State �,,��•', • Drug Consequences' € Drug Arrests (including DUI) 121.2 98.5 88.5 Drug -Related Hospital Diagnoses 6.5 12.7 8.3 Probation Cases: Use at Offense 5.8 16.8 13.1 Probation Cases: Court Mandates 32.2 70.9 62.2 OASAS Drug Treatment .. 28.7 19.2 23.6 * Rates for ybuth are per 10,000 of the population under 21 yez rs old (sec, Technical Notes for population details), NYS rates exclude New York City. aState Education Department data is based on percentages or average test scores. b See Technical Notes for rate. information. Youth isk Constructs Intrapersonal Problems - Family Dysfunction - Academic Failure - School Separation - School Detachment - Problem Behavior -Delinquency - Problem Behavior -Sexual • g 1' V;i" -4. 111 111111111 )11111111 111141111 111111111 0 10 20 30 40 Youth AOD Consequences Alcohol - Drugs - 50 60 70 11 111 11.1 11 80 90 100 0 = NYS Average 11(1111111111111111111111111 1111111,--111r-rmilir-1111411iiillirintillr-1-1111111111111 1,1111111)1T 10 Standardized Risk Constructs (0=lowest, 100 = highest ) created from the 1993-94 PRISMS risk indicators. 20 30 40 50 60 70 80 90 100 MOUS ITHACA CITY SCHOOL DISTRICT 400 Lake Street, P.O. Box 549, Ithaca, New York 14851-0549 Dr. Katrina Turek Assistant Superintendent For Pupil Personnel Services (607) 274-2289 (office) (607) 274-2279 (fax) To: Alan J. Cohen, Mayor From: Dr. Katrina J. Turek Date: April 8, 1999 Re: Memorandum .of Understanding (MOU) As Assistant Superintendent of Pupil Personnel Services I am committed to an overall increased partnership between The Community Drug Task Force, Ithaca City School District, and the Ithaca community at large. The following specific programs facilitated by the Ithaca City School District will foster this partnership: " 1. A Public Awareness Campaign at Ithaca High School with the partnership of the Community Drug Task Force. 2. The use of scholarships available through the grant for at risk students at the middle and high school levels. 3. Working with Greater Ithaca Activities Center to bring diversity to the current tutoring program at Ithaca High School. 4. The distribution of youth transportation passes for the TCAT system. Respectfully, Dr. Katrina Turek c: Judith Pastel, Superintendent of Schools We believe in and practice Affirmative Action riMental Health Association !� in Tompkins C ountyTM MEMORANDUM OF UNDERSTANDING 225 South Fulton Street, Suite B Ithaca, New York 14850 (607) 273-9250 Fax (607) 272-5343 The Mental Health Association in Tompkins County has had an established Community Mental Health Project Team for over one and a half years. The current Team Members are: Catherine Wedge, MA Community Educator Mental Health Association in Tompkins County Mary K Bentley, Ph.D. Assistant Professor Ithaca College Department of Health Promotion and Human Development Nyla Lockwood, Parent Freeville, NY Patrick Cleary, Family Member Ithaca, NY John Saltsman, Consumer Ithaca, NY Georgette King, Coordinator City of Ithaca Drug Court Person of Color David Bulkley, Adult Services Director Mental Health Association in Tompkins County Advisor to group for older/aging out youth/young adults The Mental. Health Association Team will work with the City of Ithaca and its Boards and Committees in the implementation of this project. The effort of the Team thus far has been community wide and has involved individuals working on City of Ithaca Boards and Committees including the Community Drug Task Force. Beth Jenk',', Executive Director If you would like to support the work of the Mental Health Association in Tompkins County, please consider membership or our endowment fund. Please contact the Association for more information. UNITED WAY OF TOMPKINS COUNTY Tompkins Consolidated Area Transit 737 Willow Avenue Ithaca, NY 14850-3214 Phone: 607 277-9388 TDD/TTY: 607 277-9766 Fax: 607 277-9551 E-mail: tcat@cornell.edu Web: www.tcatbus.com April 7, 1999 Alan Cohen, Mayor City of Ithaca 108 East Green Street Ithaca NY 14850-5690 Iwo; MyPlf/NS?" CONSOLIDATED AREA TRANSIT Memorandum of Understanding Tompkins Consolidated Area Transit, TCAT, hereby agrees to participate in the Drug Free Community Support Program being sponsored by the City of ; Ithaca. TCAT agrees to provide up to 500 youthcategory passes, good for transportation on any of TCAT's fixed route services anytime after 12 noon on weekdays. These passes will be valid for a period of approximately nine months, those nine months being the 1999-2000 Ithaca City School District school year. In return, the City of Ithaca agrees to remit to TCAT, prior to the distribution of the passes, the amount of $15,000 in payment for these student passes. The City of Ithaca will work with TCAT and the Ithaca City School District to develop a mutually agreeable method for students to qualify for and receive these student passes. In the event the City of Ithaca does not receive funding for this program, this agreement will become null and void. Rodne . Ghearing General Manager, TCAT TCAT is a joint venture of Tompkins County, the City of Ithaca, and Cornell University. CITY OF ITHACA 318 North Albany Street Ithaca, New York 14850 YOUTH BUREAU - GREATER ITHACA ACTIVITIES CENTER Telephone: 607/272-3622 Fax: 607/272-0250 April 8, 1999 Peggy Williams The Mayor's Office City Hall 108 East Green Street Dear Ms. Williams: The Greater Ithaca Activities Center will provide tutoring for participants in the Extended Stepping Up Program at the.Ithaca High School for the 1999-2000 academic year. Sincerely. Michael Thomas, Deputy Director MT/aaa "An Equal Opportunity Employer with a commitment to workforce diversification." za TIME WARNER CABLE Date: April 7, 1999. To: Mayor Alan Cohen Re: Memorandum of Understanding - Drug Free Community Support Program Fiscal Year 1999 Time Warner Cable in Ithaca New York, is willing to match in commercial time whatever the task force pays to Time Warner Cable Advertising, Ithaca New York for their media campaign. Sincerely Thomas P. Doheny Assistant General Manager :5/9 Host .lfrib• \.) /4`. 1/1 Ti•ed.r.y72. Th 7 EAGLE BROADCASTING April 9, 1999 To Whom it may concern: Eagle Broadcasting's (WHCU, WQNY, WTKO, WYXL) not-for-profit policy is that upon proof (not-for-profit certificate) we will match one for one. In other words, for every paid commercial we will run a commercial at. no charge (to run best times available based on inventory.) WHCU 870AM • WYXL 97.3FM • WTKO 1470AM • WQNY 103.7FM 1751 HANSHAW ROAD • ITHACA, NY 14850 • PH: (607) 257-6400 • FX: (607) 257-6497 RESUMES OF KEY PERSONNEL CITY OF ITHACA 108 East Green Street Ithaca, New York 14850-5690 OFFICE OF THE MAYOR • ALAN J. COHEN Telephone: 607/274-6501 Fax: 607/274-6526 Mini -Bio of City of Ithaca Mayor Alan J. Cohen Born on April 22, 1959 to Joseph and Barbara Cohen. Grew up in Hicksville, N.Y., with his two younger siblings Jeffrey and Michelle, and attended Syosset High School. Cornell University Class of '81, graduated with a Bachelor of Science in Business Management. In 1984, purchased the tavern Simeon's on the Commons, converted it into a restaurant and managed it for the next twelve years. During that time he was involved in many community service activities, focusing on hunger and poverty relief. Activities include hosting a free New Year's Day Community Meal for the homeless and disadvantaged, the Ithaca Share Our Strength's Taste of the Nation fundraiser, food service consultant to homeless shelters and food pantries, Tompkins County Stop DWI Board, County Substance Abuse Prevention Coalition, Healthy Heart Program Board, Catholic Charities, Human Services Coalition board, Chamber of Commerce, Downtown Ithaca Inc., the Tompkins County Advisory Board on Tourism and Development, Ithaca Urban Renewal Agency, several school district committees and two local theater boards. He is an active Rotarian, and has served as .a volunteer firefighter since 1994. After an unsuccessful bid for city council in 1993, he ran for mayor in 1995. Running as an Independent, he conducted an old-fashioned door-to-door campaign and defeated the three term incumbent mayor. Mayor Cohen is primarily focusing on the issues of economic development, substance abuse, intermunicipal relations, organizational and human resource components of city government, youth, diversity, neighborhood integrity and traffic. 'An Equal Opportunity Employer with an Affirmative Action Program' e,� Resume' Dr. Katrina Jacobson Turek PROFESSIONAL EXPERIENCE: 1996 to Present: Assistant Superintendent of Pupil Personnel Services Ithaca City Schools, Ithaca, NY Responsible for overseeing all support services, including Special Education, Title', ESL, Testing & Evaluation, Early Childhood, plus Athletics, PE and Health in a public school district of 6100 students. In addition, all district records, attendance, disciplinary policies, procedures, and Hearings are supervised from this office, in addition to Home Schooling and Homebound Education. Community outreach and laison work is also an essential component, which includes the Community Drug Task Force, the School to Career Initiative Partnership with the Chamber of Commerce and other mental health and physical health community committees. 1987 to 1996: Student Support Services Project Director/Coordinator North East Independent School District, San Antonio, TX - Responsible for designing, implementing, training, coordinating and supervising comprehensive drug and violence prevention program for a public school district of 46,000 students with an annual budget of approximately $500,000. This includes student counseling services, mediation and conflict resolution, curriculum development (PK -12) and extensive parent and community outreach and education; includes grant writing, fiscal management, and supervision of 25 staff. 1985 to 1996: National Consultant and Trainer -Responsible for the 3-5 day teaching of specific curriculum (college credit) to teachers, counselors and school administrators - 1988-1996: Quest International, Granville, OH - 1985-1990: Lee Cantor & Assoc, Santa Monica, CA (Senior Trainer - Assertive Discipline) 1985-87: Assistant Principal, NEISD (500 elementary student enrollment) 1984-85: Interim Principal, NEISD (500 elementary student enrollment) 1979-85: School Counselor, NEISD (Caseload of 750 elementary students) 1975-79: Classroom Teacher, NEISD (5th grade) 1973-75: Pursuing MA -Internship, Boulder Creek, CA, Alternative High School 1969-73: Classroom Teacher, Moreland School District, San Jose, CA (6th grade) PROFESSIONAL ORGANIZATIONS: Association for Supervision and Curriculum Development American Association of Counseling and Development American Assoc. for Marriage and Family Therapy (Clinical Member) National Peer Helpers Association (Exec. Board Member) Peer Assistance Network of Texas (Vice Chair., Executive Council) REFERENCES: Placement Office College Columbia University New York, NY 10027 PROFESSIONAL HONORS: 1994 Palmer Drug Abuse Prevention Educator of the Year Award National Peer Helpers Assoc. Board Member 1992 National Outstanding Student Assistance Award -National School Board Assoc. 1994 Director -24 Hour Relay CHALLENGE Community Mobilization Project LICENSES/CERTIFICATIONS: Certified School Administrator, New York and Texas Certified School Counselor (K-12), TX and CA Certified Teacher (K-6), TX, CA and NY Licensed Professional Counselor, TX Licensed Marriage & Family Counselor, Nationally and TX Licensed Chemical Dependency Specialist, TX EDUCATION: Doctorate of Education - School Administration and Organizational Management, 1992 Columbia University, New York, New York -Mid Management and Supervision Certification, 1986 Trinity University, San Antonio, Texas Master of Arts - Counseling Psychology, 1975 San Jose State University, San Jose, California -Marriage and Family Therapy Specialization, 1983 St. Mary's University, San Antonio, Texas Bachelor of Arts - Elementary Education, 1969 S.U.N.Y. at Oswego, New York Professional Consultant Training (1985-1991) Lee Cantor & Assoc., Santa Monica, CA (1985-90) Quest International, Granville, OH (1988-91) Laurel Guy 219 Elm Street Ithaca, New York 14850 • 607/272-2921 Summary of Qualifications: • Seasoned administrator in both business and non-profit environments with expertise encompassing special events; community organizing, advertising, marketing and public relations; grant writing; fundraising; budget preparation; staff and volunteer recruitment and training; office management. • Excellent oral and written communication, organizational, and creative problem -solving skills. • Demonstrated capability managing simultaneous projects and successfully meeting deadlines. • Active leadership in a variety of community organizations. Employment Highlights: COORDINATOR • Community Drug Task Force • Ithaca, New York (1998 to present) • Responsible for coordinating this coalition that functions as a partnership between the City of Ithaca and the Ithaca City School district. The coalition is an alliance between the schools, government and neighborhoods, and develops strategies to reduce alcohol and other substance abuse in Ithaca and Tompkins County. • Develop strategic plan forcoalition and coordinate all volunteer committee groups and their outreach activities. • Develop and implement public awareness campaign, write quarterly newsletter for task force members. • Organize special events and educational activities for targeted groups. DIRECTOR • Ithaca Festival • Ithaca, New York (1994 to present) • • Responsible for overseeing all aspects of this music and arts festival that features the performances of over 1,000 musicians, dancers, actors, storytellers, community groups and ensembles. This celebration is one of the most unique festivals in the country, attracting an audience of over 45,000. • Created public relations, marketing and print, radio and TV advertising campaigns. • Developed new funding sources through grants and corporate sponsorships. • Coordinated staff and the efforts of over 300 volunteers. GENERAL MANAGER • TakeNote • Ithaca, New York (1991 - 1996) • Responsible for all aspects of this supplemental lecture note service at Comell University, including hiring and training 50 student notetakers and editors, supervising weekly editing sessions, maintainingsubscriber database, distribution centers, creating and designing print ads and flyers, developing promotional campaigns, working with faculty and campus store personnel. • Developed and published additional educational support materials working with graduate TAs and professors. • Developed strategic plan and franchise model for expanding this service to other universities; established a successful location at University of North Carolina at Chapel Hill. MANAGER • Made In New York Stores • Ithaca, New York (1985 - 1991) • Responsible for the daily operation of two retail stores and national mail order business that marketed products, food and wine made in New York State. Managed administrative operations including accounts receivable, accounts payable, supervised staff, wrote print ads and catalogue copy, developed new product ideas. ENVIRONMENTAL ANALYST • Texas Eastem • Houston, Texas (1980 - 1981) • Working with engineering services team, monitered pipeline facilities of this oil and gas corporation for compliance with state and federal environmental regulations. TECHNICAL WRITER • J.C.Kinley Co. • Houston,. Texas (1979 - 1980) • Wrote engineering reports that analyzed the level of corrosion in oil wells and pipelines for this oil well services company. Also wrote training manuals for several in-house positions. INSTRUCTOR • Outdoor Education Center • Houston, Texas (1978 - 1979) • Taught fifth grade curriculum with emphasis on environmental studies at this specialized magnet school in the Houston Independent School District. Education BACHELOR OF ARTS IN ENVIRONMENTAL STUDIES • Trinity University • San Antonio, Texas Related Activities: FOUNDER • Ithaca Artists' Market BOARD OF DIRECTORS • KitchenTheatre CAMPAIGN MANAGER • City of Ithaca Mayoral Candidate CAMPAIGN MANAGER •. New York State Senate Candidate Beth Jenkins 26 McLallen Street Trumansburg, NY 14886 Phone (607) 387-5178 OBJECTIVE To work for an organization as an administrator MANAGEMENT • Over 26 years experience in management of human service programs • Skilled in motivating and working with clients, boards and other community agencies • Ability to build linkages, partnerships and/or coalitions with human service agencies FINANCIAL • Experience withmultiple public and private funding and regulatory sources • Knowledge and experience in development and execution of budgetary processes • Ability to identify, write and secure Federal, State and local grants for program development PROGRAM DEVELOPMENT, PLANNING AND EVALUATION • Extensive experience in development, implementation and supervision of programs for children, youth, and adults of all ages • Successful development and implementation of mission statements, needs assessments and long range planning for human service programs • Experience in development of comprehensive program plans PUBLIC RELATIONS • Skilled in conducting public meetings and hearings • History of resolving human service issues through collaboration with community organizations • Ability to present written and verbal information to community organizations, media and goveming bodies EMPLOYMENT HISTORY Executive Director for Mental Health Association in Tompkins County December 1995 to present Responsible for the overall administration of the agency in conformance with federal, state and local- mandates including program development, preparation of grant applications, supervision of ongoing operations, negotiation and implementation of sub -contracts, public relations and contact with elected officials, human service and community leaders; fiscalmanagement, completion and management of budgets; recruitment, hiring, supervision and training of staff. Consultant Planner for Tioga County Area Agency on Aging October 1995 Worked with the Director of the AAA to analyze client population and related data to develop planning process using evaluation techniques; provide recommendations for efficient and effective use of resources; and provide technical assistance to the planning and budget process for the 1996-2000 Four Year Plan. Consultant Planner for Crisis Hostel Research Project September 1995 to December 1995 Worked with the Project Director to identify funding opportunities for the organization. Wrote funding letters and worked on timeline development and approach for funding sources. page 2 of 2, Beth Jenkins, (607) 387-5178 Tompkins County Mental Health, 201 East Green Street, Ithaca, NY 14850 Mental Health Administrator October 1991 to August 1995 (accepted early retirement option) Expanded responsibilities of Assistant Director for Planning and Administration to include: supervision and development of four administrative teams encompassing the financial and administrative operations of the department; developed, supervised and coordinated budget and spending procedures for the department and contract agencies covering funding from Federal and State of New York Offices of Mental Health, Mental Retardation/Developrnental Disabilities and Substance and Alcohol Abuse Services totaling 13 million dollars; established a new mental health department -wide computer billing and records system to handle over 2,000 cases and over two million in receivable. Assistant Director for Planning and Administration, March 1988 to October 1991 Evaluated departmental and contract agency programs for the four disability areas; served as department liaison to community, contract and state agencies; provided support and direction for the Mental Health Board and committees; represented Commissioner at public meetings; assisted in the development of departmental policies and procedures. Tompkins County Department of Social Services, 401 Hams B Dates Drive, Ithaca, NY 14850 Positions held from Case Worker to Acting Commissioner of the Department May 1968 to March 1988 Field to supervisory responsibilities for programs such as Medicaid, Food Stamps, Public Assistance, and Services; supervised case work teams responsible for programs including Family Day Care, Family Services, Foster Care, Adoption, Child and Adult Protective; insured regulatory compliance of providers such as Center and Certified Family Day Care; established procedures for financial management that met Federal and State requirements for Representative Payee for adult clients; responsible for hiring, training and management for up to 55 staff; supervised the Tompkins County Home and Farm; planned and coordinated training and evaluation programs; and assistedin department budgetary process. EDUCATION Youngstown State University, College of Arts and Sciences: AB Liberal Arts Elmira College: coursework in psychology and history SUNY Albany: coursework in social work Cornell University, College of Industrial Labor Relations: coursework in labor relations Tompkins Community College: Accounting 1982/Statistics, 1990 Continuing Education, NewYork State Office of Mental Health: Participatory Planning, Conducting Needs Assessments, Conducting consumer satisfaction surveys, Intensive Psychiatric Rehabilitation Treatment (IPRT) BOARDS, COMMITTEES AND AWARDS Suicide Prevention and Crisis Service; Jack Lewis Award for exemplary support to community members in crisis, 1995 Group Homes of Tompkins County Board, 1995 Broome DDSO Regional Advisory Board (OMRDD), 1994 -present Western Regional Planning and Advisory Committee for Office of Mental Health,1992-1995 Health Planning Council Human Services Coalition Board Trumansburg Ulysses Joint Youth Commission, 1987-1993 Tompkins County Mental Health Board, 1980-1988 Case Management Team Award, State Office of Mental Health, 1984 Trumansburg Juniper Manor Planning and Development Board (Senior Housing) Tompkins County Board of. Representatives Development Committee to establish an Office for the Aging in Tompkins County REFERENCES AVAILABLE UPON REQUEST Community Drug Task Force: Organizational Chart 1 Alan Cohen Mayor, City of Ithaca Key Decision and Policy Initiator Community Figurehead Beth Jenkins Director Mental Health Association Laurel Guy Coordinator Community Drug Task Force Katrina Turek Assistant Superintendant Pupil Personel Services Ithaca High School LETTERS OF SUPPORT MAURICE D. HINCHEY 26TH DISTRICT, NEW YORK COMMITTEE ON APPROPRIATIONS SUBCOMMITTEES: AGRICULTURE, RURAL DEVELOPMENT, FOOD AND DRUG ADMINISTRATION, AND RELATED AGENCIES INTERIOR JOINT ECONOMIC COMMITTEE (ongregg of tije Elniteb gptato A)ouge of ikepregetttatfbeg ariijington, 711)QC 20515-3226 (Jf(1; April 9, 1999 General Barry R. McCaffrey Director Office of National Drug Control Policy Executive Office of the President Washington, DC 20503 WASHINGTON OFFICE: 2431 RAYBURN BUILDING WASHINGTON, DC 20515-3226 (202) 225-6335 BINGHAMTON OFFICE: 100A FEDERAL BUILDING BINGHAMTON, NY 13901 (607) 773-2768 KINGSTON OFFICE: 291 WALL STREET KINGSTON, NY 12401 (914) 331-4466 ITHACA OFFICE: 123 S. CAYUGA ST., SUITE 201 ITHACA, NY 14850 (607) 273-1388 MONTICELLO OFFICE: (914) 791-7116 Dear General McCaffrey: I am writing to express my strong support for the City of Ithaca's application for a Drug Free Communities Support Program grant. As a strong supporter of the Drug Free Communities Act of 1997, I am pleased that City of Ithaca is applying for this program and believe that the Ithaca community can meet and exceed the objectives of this innovative initiative. Since the spring of 1997, the Ithaca community has worked to reduce drug abuse among its youth with its Ithaca Drug Task Force. This unprecedented effort, organized by the Ithaca City School District and Ithaca's mayor, united many segments of the community,including teenagers, teachers, police, government officials, and churches. The Task Force has identified drug-related problems within the community and proposed corresponding solutions. However, sustaining the work of this voluntary organization has been a difficult challenge — additional technical and financial assistance is needed. I believe that a Drug Free Communities Support Program grant would help the Ithaca Drug Task Force produce more consistent responses to identified problems and move Ithaca closer to its goal of becoming a drug-free community. Thank you General McCaffrey for considering my thoughts on the City of Ithaca's application. I commend you for your strong commitment to preventing drug abuse among our nation's youth. Best regards. MDH:dll Sincere Mauri D. Hinchey PRINTED ON RECYCLED PAPER CITY OF ITHACA POLICE DEPARTMENT 120 East Clinton Street P.O. Box 6557 Ithaca, New York 14851-6557 RICHARD P. BASILE, CHIEF OF POLICE DAVID P. BARNES, DEPUTY CHIEF OF POLICE Police Dispatcher: 607/272-3245 Police Administration/Records: 607/272-9973 Alan J. Cohen Mayor, City of Ithaca 108 East Green Street Ithaca, NY 14850 April 9, 1999 Dear Mayor Cohen: Effective community coalitions such as The Community Drug Task Force are essential in creating positive changes in Ithaca. As you know, I am committed to the war on drug trafficking and drug use in Ithaca and the surrounding areas. I give my professional and personal support of The Drug Free Communities Support Program in Ithaca to create a safe and healthy environment for our youth. Respectfully, Richard P. Basile "An Equal Opportunity Employer with a commitment to workforce diversification." CORNELL UNIVERSIT Y Student and Academic Services Susan H. Murphy Vice President 311 Day Hall Ithaca, NY 14853-2801 April 6, 1999 Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs U.S. Department of Justice 810 7th Street NW Washington, DC 20531 Dear Reviewers: Telephone: 607 255-7595 Facsimile: 607 255-9412 Electronic Mail Address: shmlScornell.edu I am writing to express my support for the enclosed grant proposal by the Ithaca Community Drug Task Force. Cornell University is engaged in a partnership with the Ithaca community to. develop and coordinate strategies to reduce alcohol and other drug related problems among our students and local residents. This collaborative effort seeks to change the environment in which students and community members make choices about drinking and drug use. We are presently conducting a joint project with the Center for Science in the Public Interest and the University of North Carolina to reduce high-risk drinking among students. Part of this project has been the establishment of a student group advocacy called Renaissance that is advised by staff of our University Health Service. The proposed collaboration between Renaissance students and Ithaca High School students fits well with our goal of expanding our prevention work into the local community. I strongly support this effort and will advise our Health Service staff to provide ongoing support to Renaissance in their work with local youth. I look forward to expanding our partnership with the Ithaca community on this important issue. Sincerely yours, Susan H. Mur • by Vice President Briton Holmberg 210 Lake St. Apt. # 41 Ithaca, NY 14850 April 5, 1999 Office of Juvenile Justice and Delinquency Prevention Office of Justice Programs U.S. Department of Justice 810 7th Street NW Washington, DC 20531 Dear Reviewer, I am a member of a student group at Cornell University called Renaissance that is working to promote a more positive social environment by challenging high- risk drinking on campus. On behalf of our group, I am writing to express my support for the Ithaca Drug Task Force's grant proposal to reduce alcoholand other drug use by local youth. Renaissance members work to challenge the cultural beliefs and practices that support heavy drinking. Since many students. begin drinking before they graduate from high school, it is important that efforts to change the drinking culture begin during those years. We are interested in exploring ways that we can extend our work by helping students in local schools to accomplish this goal. We .look forward to collaborating with the Ithaca City School District and local students to reduce substance abuse in our community. Briton Holmberg Ithaca Neighborhood Housing Services April 2, 1999 Mayor Alan Cohen City of Ithaca 108 East Green St. Ithaca, NY 14850 Re: Community Drug Task Force Dear Mayor Cohen: I am very pleased to offer my wholehearted support to the local efforts underway to develop and strengthen the Community Drug Task Force. The reduction or eradication of illegal drugs is a vitally important effort that will have a profound effect on the future of all Ithaca residents. In recent years, we've all seen how the problems of growing drug use have had ripple effects throughout the community. Families have been destroyed; youths face an uncertain future and neighborhoods have become destabilized. In my work to promote neighborhood revitalization, I've seen first-hand how • quickly illegal drug activity can negatively affect entire neighborhoods. This isa difficult problem to confront and the average person feels scared and helpless to fight it.. I'm grateful that local leaders both within and outside of government have recognized the. danger of increased drug activity and have taken active steps to combat it. The Community Drug Task Force is certainly a step in the right direction. I wish to support it because I believe that the Task Force will increase awareness about the problem and will identify specific actions that we can take to fight illegal drug activity. I feel confident that it will galvanize the support of many people and will create an atmosphere hope. Very Truly Yours, Paul Mazzarella Executive Director eighborWorks°. 115 West Clinton Street, Ithaca, New York 14850-5293, 607-277-4500 Fax: 607-277-4536 • a• A w OFFICE OF THE SHERIFF OF TOMPKINS COUNTY 779 WARREN ROAD ITHACA, NEW YORK 607-257-1345 PEER J. MESKILL RANDOLPH W. HAUS SHERIFF UNDERSHERIFF April 8, 1999 Alan J. Cohen Mayor, City of Ithaca 108 East Green Street Ithaca, NY 14850 -Dear Mayor Cohen: The Community Drug Task Force of Ithaca, NY is an example of the strong activism against drugs in our community. As Sheriff of Tompkins County, I know first hand the devastating effects alcohol and other drugs have on the entire community, especially our youth.. By bringing the resources of the Drug — Free Community Support Program to the. Ithaca City School District, our youth will have a better chance of growing into healthy adults. Very my Peter J/ Meskill 8031 Searsburg Road Trumansburg, N.Y. 14886 Tel: 607 387-3789 Fax: 607 387-9615 E-mail: alan@fltg.net April 7, 1999 Mayor Alan Cohen 108 East Green Street City Hall Ithaca, N.Y. 14850 • Dear Mayor Cohen: I am delighted to write this letter of support on behalf of the City of Ithaca's request for federal drug prevention funds. I would also be honored to serve as an external consultant to the grant if it is awarded, and specifically, to advise you on the development of a social norms intervention for the high school and other groups. Social norms theory, of which I am a founder, has been the basis for a number of successful interventions at colleges and universities which have produced dramatic reductions in binge drinking and negative erects of drinking. While the literature suggests that this approach holds promise with high school populations, I am not aware of a secondary school social norms intervention that has been implemented. The opportunity to do so is exciting and I believe would make a significant contribution to the field. I would be happy to advise you on this project and in particular to help you learn from the experiences of other programs which have successfully used this model: Please let me know if I can be of any additional assistance as you develop this proposal, of if you or any one else have questions that I can answer. Sincerely, Alamo Berkowitz, Ph.D. Independent Consultant LETTER OF INTENT CITY OF ITHACA 108 East Green Street Ithaca, New York 14850-5690 OFFICE OF THE MAYOR • ALAN J. COHEN Telephone: 607/274-6501 Fax: 607/274-6526 Jean Somers Miller Commissioner Office of Alcoholism and Substance Abuse Services 1450 Western Avenue Albany, NY 12203-3526 Dear Ms. Somas Miller: March 31, 1999 It is the intent of the Community Drug Task Force, in Ithaca, NY to apply for the Federal FY 1999 Drug Free Community Support Program. The City of Ithaca will take the lead and legal name in the application for the grant. The Community Drug Task force was established in April of 1997 to reduce the use of substance abuse among youth and adults in Ithaca and the surrounding municipalities. The Task Force recognizes the destructive role alcohol and other drugs play in lives of our youth. The goals specific to the grant are to reduce substance abuse among youth, and over time adults and to strengthen the existing coalition (Community Drug Task Force) efforts by expanding partnerships within the community. If funded, The Community Drug Task Force plans a multi -faceted, multi -cultural asset building approach to strengthen existing collaborative efforts with the Ithaca City School District, local government, existing non for profit agencies and local youth organizations by establishing youth transportation initiatives and a county- wide public awareness campaign. Respectfully, 'An Equal Opportunity Employer with an Affirmative Action Program' za DRUG AND ALCOHOL USE AMONG ITHACA CITY SCHOOL DISTRICT STUDENTS DRUG AND ALCOHOL USE AMONG ITHACA CITY SCHOOL DISTRICT STUDENTS DETAILED REPORT 6th, 8th, 10th and 12th Graders 1998-99 Report Sponsored by: Ithaca City School District Report Prepared by: RMBSI, Inc. 419 Canyon, Suite 316 Fort Collins, CO 80521 1-800-447-6354 The American Drug and Alcohol SurveyTM Copyright 1990 by RMBSI, Inc. 1 Dear Colleagues: We sincerely hope that the data contained in this report will be of great value in your efforts to improve the lives of young people in your community. Based on our experience with hundreds of schools we believe that your willingness to take an honest look at what is happening among your students will be a significant step in creating effective prevention plans. It is always best to view the type of information contained in this report in the context of what has been happening across the country over the past few years. Throughout the 1980s adolescent drug use was on a course of steady decline. However, in about 1991-92 this trend reversed. Since then we have seen modest increases each year, especially with marijuana and certain stimulants. THE AMERICAN DRUG AND ALCOHOL SURVEYTM Rocky Mountain Behavioral Science Institute, Inc. 419 Canyon Avenue Suite 3I6 Fort Collins, CO 80521 (970) 221-0602 1-800-447-6354 The most current national data from the Monitoring the Future Project at the University of Michigan does hold some promise that the increases may have peaked. We are seeing at least a leveling off. The latest press release (December, 1997) from that project states, "For the first time in six years, the use of marijuana and a number of other drugs did not increase among eighth grade students in this country, and while use of marijuana may still be rising among 10th and 12th graders, their use of a number of other illicit drugs, appears to have tapered off." It is important to note that these trends have been found in a number of studies. These trends have important implications for those communities who have chosen to give The American Drug and Alcohol Survey". Some communities have given the survey more than once and are using the results to see if their drug prevention efforts are having an effect. Many of you who have done this have undoubtedly been displeased to find an increase in drug use among youth in your community. This finding will take a great deal of consideration before a reasonable conclusion can be formed. If you have found a modest increase, it is most likely due to the general trend across the country. If your drug use has remained essentially the same it may be that the trend has not affected your community, or, that your efforts have been effective in stemming the tide. A reduction in drug use, of course, is good news and means that you must maintain your efforts and vigilance in these changing times. At this point, it is a bit difficult to tell how much of an increase is significant but the professional staff at The American Drug and Alcohol Survey"' would be most willing to discuss your local situation with you. Please feel free to call 1-800-447-6354 if you wish to discuss your survey results. The best of luck in your efforts and we look forward to a productive working relationship. Sincerely, Fred Beauvais, Ph.D. Director of Research TABLE OF CONTENTS Introduction 1 The Survey 1 How Accurate Are the Survey Results? 1 Proportion of Ithaca City School District Students Surveyed 3 Part I: An Overview of Drug Use 5 How Many Students Have Tried Drugs? 5 Current Drug Use 7 Patterns of Drug Use Among Students 9 Description of Adolescent Drug Use Types 13 Levels of Drug Involvement 14 Part II: Experiences and Attitudes Regarding Drugs and Alcohol 19 How Available Are Drugs? 20 Where Students Use Alcohol and Drugs 21 How Harmful Are Drugs? 24 Do Friends Of Drug Users Also Use Drugs? 26 Do Friends of Students Ask Them to Use Drugs? 26 Would Friends of Students Try to Stop Drug Use? 27 What Problems Have Students Had Because of Alcohol or Drugs? 28 Age of First Use 30 Intent to Use Drugs 31 Part III: The Use of Individual Drugs 32 Descriptions of Individual Drugs 37 Alcohol 37 Tobacco 39 Marijuana 40 Cocaine 41 Crack 42 Stimulants 43 Methamphetamines 43 Legal Stimulants 44 Inhalants 45 Nitrites (Amyl, Butyl, or Isopropyl) 46 Downers 46 Tranquilizers 48 Ritalin 48 Hallucinogens 48 PCP 50 Ketamine 50 Heroin 51 Narcotics other than heroin 52 Steroids 52 Conclusion 54 GUIDE TO TABLES AND FIGURES Table 1 Ever Tried a Drug 6 Table 2 Used Each Drug in the Last 12 Months 7 Table 3 Used Each Drug in the Last Month 8 Table 4 Patterns of Drug Use 10 Table A Percent of 8th, 10th and 12th Graders Across the Country Who Have Ever Tried a Drug 16 Table B Percent of 8th, 10th and 12th Graders Across the Country Who Have Used Each Drug in the Last 12 Months 17 Table C Percent of 8th, 10th and 12th Graders Across the Country Who Have Used Each Drug in the Last Month 18 Table 5 Perceived Availability of Drugs 20 Table 6A Where Students Have Used Alcohol 21 Table 6B Where Students Have Used Drugs 22 Table 7 Percent of Students Who Believe That Using a Substance Once or Twice Will Lead to a Lot of Harm 24 Table 8 Percent of Students Who Believe That Using a Substance Regularly Will Lead to a Lot of Harm 25 Table 9 Percent of Students Who Have Friends Who Use Drugs 26 Table 10 Percent of Students Whose Friends Ask Them to Use Drugs 27 Table 11 Percent of Students Who Have Friends Who Would Stop Drug Use 27 Table 12A Admitted Problems of Students From Alcohol 28 Table 12B Admitted Problems of Students From Drugs 29 Table 13 Age of First Use 30 Table 14 Intent to Use Drugs 31 Table 15A Use During the Last Month - 6th Graders 32 Table 15B Use During the Last Month - 8th Graders 33 Table 15C Use During the Last Month - 10th Graders 34 Table 15D Use During the Last Month - 12th Graders 35 Table 16 High Risk Behaviors 36 Table 17 Tobacco Use 39 Table 18 Crack Use 42 Table 19 Methamphetamine Use 44 Table 20 Ritalin Use 48 Table 21 Ketamine Use 50 Table 22 Steroid Use 53 Figure 1 6th Graders' Involvement Groups 11 Figure 2 8th Graders' Involvement Groups 11 Figure 3 10th Graders' Involvement Groups 12 Figure 4 12th Graders' Involvement Groups 12 INTRODUCTION Drug use among adolescents has become a serious national problem. Those concerned about the welfare of the Ithaca City School District students have therefore sponsored The American Drug and Alcohol SurveyTM. This report presents the results of that survey and should lead to a better understanding of the local adolescent substance abuse problem. We encourage those charged with disseminating this information on the local level to study the entire report carefully. The text and accompanying tables are designed to help the community place the local youth drug abuse problem in the proper perspective. THE SURVEY The survey is a paper and pencil questionnaire given anonymously that takes less than 35 minutes to complete. The survey items ask students about their history of drug and alcohol use and the frequency and intensity of their current drug and alcohol use. This report summarizes what the Ithaca City School District students who were surveyed said they were doing; what drugs they have tried, what they are using now, and how heavily they are involved with drugs. The survey used has had extensive development. Similar versions have been given to more than 650,000 students over the last five years. Since drug use changes over time, there have been periodic revisions to make sure that it asks the right questions. HOW ACCURATE ARE THE SURVEY RESULTS? Experience with this survey has shown that students are usually very cooperative and give honest answers about their drug use when they know that their names are not on the surveys, and that no one will ever know how any individual answered the questions. The people who handed out the surveys were very careful to make sure that this anonymity was preserved; that no one saw how a student answered the questions, and that surveys were collected in a way that prevented anyone from knowing who filled out what survey. There are questions on the survey that test whether the students believe their answers will be anonymous. The responses to those questions showed that most students believed the survey was anonymous and felt they could be honest. More information about honesty on adolescent drug surveys and about reliability and validity of The American Drug and Alcohol SurveyTM is presented in the article, "Adolescent Drug Use:. Findings of National and Local Surveys," in Vol. 58 of the Journal of Consulting and Clinical Psychology (1990). A few students in a class may giggle, make jokes, and not treat the survey seriously. Several safeguards are used throughout the survey and during compilation to detect erroneous or exaggerated responses. The survey, for example, includes "fake" drugs and other checks to detect exaggerations. If there were individual surveys that showed signs of exaggeration, they were removed before the results were compiled. Less than one percent of Ithaca City School District students showed signs of exaggeration. A few students may also become confused while taking the survey or have trouble reading and understanding the questions. These students can also be identified through inconsistent answers to questions that are purposely repeated on the survey or because they mark answers that would not be logical, saying, for example, that using alcohol once or twice is more dangerous than using it regularly. Approximately 40 different consistency checks were made on each survey. If there were any students who were inconsistent three or more times, their surveys were removed before the survey results were compiled. Less than one percent of Ithaca City School District students were classified as "inconsistent responders." There are also statistical ways of assessing the reliability of tests and surveys. The reliability coefficients (Cronbach's alpha) for the drug use scales on the survey average around .90. The following table shows the total number of Ithaca City School District students surveyed and the percent of total enrollment they represent. Proportion of Ithaca City School District Students Surveyed Percent Number Number of Total Surveyed Enrolled Enrollment 6th Graders 406 434 94% 8th Graders 450 490 92% 10th Graders 387 496 78% 12th Graders 290 381 76% Total 1533 1801 85% Source: The American Drug and Alcohol Survey A high enough proportion of students was surveyed to insure that the results would provide a good estimate of the drug and alcohol use of the students who are attending school. No attempt was made to survey school dropouts or absentees. However, in communities where absentees and dropouts are surveyed, their drug use is usually slightly higher than students who are in school. Those working with dropouts and chronic absentees in your area will probably find higher drug involvement among them than is found in students who are attending school. More information about drug use of dropouts is presented in an article titled "Mexican -American and White American School Dropouts' Drug Use, Health Status and Involvement in Violence" in Vol. 104 of Public Health Reports (1989). 3 There are three parts to this report: (plus additional materials) Part I is an overview. It repeats tables from the Executive Summary showing how many students have used or are using alcohol and other drugs, and discusses those tables in more detail. Part II provides additional information about drug use among Ithaca City School District students: the availability of different drugs; where and with whom drugs are used; and how much harm these students feel is done by drugs. Part III lists each drug on the survey and shows how much the regular users among Ithaca City School District students are using each drug. This section also provides information about how the different drugs are used and what effects they are likely to have. There is also a Media Kit at the end of this report. Following the Media Kit, a brief section on the reliability and validity of the survey is included, along with a sample of the questionnaire that was used. PART I AN OVERVIEW OF DRUG USE Part I provides a brief, but complete, overview of the results of the survey. The tables and graphs give an accurate summary of the patterns of drug and alcohol use in Ithaca City School District. More information about the use of individual drugs is available in Part III of this report. HOW MANY ITHACA CITY SCHOOL DISTRICT STUDENTS HAVE TRIED DRUGS? The first table presented here lists the percentage of students who have "ever tried" alcohol or drugs. The "ever tried" statistic is a very general measure, since it includes any amount of a drug ever taken. A student who had a small glass of wine at a family celebration would be included as having "ever tried" alcohol -- so would the student who drinks enough to get drunk every week. That is one of the reasons why the next row lists the percent who have ever been drunk. While alcohol may be tried by children in relatively innocuous settings, getting drunk involves excessive use and almost always occurs among peers. This table would also not distinguish between the student who tried marijuana once several years ago and one who is now using it every day; both would be listed as having tried marijuana. However, Table 3 shows the percent who used in, the last month, an indication of current use, and Table 15 shows how often marijuana was used during that month. Despite its limitations, the ever tried statistic is useful. It shows the total exposure that a group has had to a particular drug. It also shows how many students were willing to experiment with a drug. Furthermore, the "ever tried" measure is highly reliable, and because it is used on most. other surveys, it allows us to make comparisons between Ithaca City School District 12th graders and other high school 12th graders across the country. Table 1 has a column marked "National 12th Graders." The rates given in that column were obtained from a national sample of over 16,000 seniors who were surveyed in 1995. Although the national data were collected over a year ago, the comparisons between national rates and Ithaca City School District 12th grade rates are still informative because the national "ever tried" rates rarely change more than one or two percent a year. TABLE 1 Percent of Ithaca City School District Students and 12th Graders Across the Country Who Have Ever Tried a Drug (1998-99) National* 6th 8th 10th 12th 12th Graders Graders Graders Graders Graders Alcohol 36% 63% 81% 90% 82% Been Drunk 3% 17% 44% 62% 64% Cigarettes 11% 35% 46% 59% 65% Marijuana 4% 19% 37% 55% 50% Cocaine 2% 3% 2% 5% 9% Stimulants**** 1% 3% 3% 6% 17% Legal Stimulants 1% 4% 7% 8% *** Inhalants 7% 13% 6% 3% 16% Nitrites 1% <1% <1% <1% 2% Downers** <1% <1% 1% 4% 8% Quaaludes <1% <1% <1% <1% *** Tranquilizers** <1% <1% -<1% 1% 8% Hallucinogens 2% 5% 11% 20% 15% PCP <1% 1% 2% <1% 4% Heroin 1% 2% <1% 0% 2% Narcotics other than heroin 2% 3% 4% 9% 10% Source: The American Drug and Alcohol SurveyTM * The national data on 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the Institute for Social Research, University of Michigan, 1997. * * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. * * * * In 1998 this figure was changed to include methamphetamine use. In prior years, methamphetamine use was not included in the calculation of stimulant use. Information about crack methamphetamines, and smokeless tobacco is presented in Part III. CURRENT DRUG USE AMONG ITHACA CITY SCHOOL DISTRICT STUDENTS The "ever tried" figures that were presented in Table 1 showed how many Ithaca City School District students have experimented with drugs, but do not show how many are using drugs now. Many young people try a drug for a while, but then stop using it. In a national study, for example, almost a fourth of the high school seniors who had tried marijuana when they were younger did not use it during their senior year, and, in the same study, about half of those who had tried other drugs were not using them at the time of the survey. Tables 2 and 3 provide estimates of current drug use. Table 2 shows how many students used each drug during the last 12 months. Table 3 shows how many used drugs during the last month prior to the survey. Tables 2 and 3 also include data on 12th graders nationwide for comparison with the local 12th graders. TABLE 2 Percent of Ithaca City School District Students and 12th Graders Across the Country Who Have Used Each Drug in the Last 12 Months (1998-99) National* 6th 8th 10th 12th 12th Graders Graders, Graders Graders Graders Alcohol 24% 49% 75% 81% 75% Been Drunk 2% 14% 36% 54% 53% Marijuana 3% 16% 33% 46% 39% Cocaine <1% 3% <1% 3% 6% Stimulants**** <1% 2% 2% 3% 10% Legal Stimulants <1% 3% 6% 8% *** Inhalants 5% 7% 3% 1% 7% Nitrites 0% <1% <1% <1% 1% Downers** <1% <1% 1% 4% 5% Hallucinogens 1% 4% 7% 11% 10% PCP <1% <1% 1% 0% 2% Heroin <1% 2% 0% 0% 1% Narcotics other than heroin 0% 1% 1% 2% 6% Source: The American Drug and Alcohol SurveyTM 7 TABLE 3 Percent of Ithaca City School District Students and 12th Graders Across the Country Who Have Used Each Drug in the Last Month (1998-99) National* 6th 8th 10th 12th 12th Graders Graders Graders Graders Graders Alcohol 8% 22% 46% 58% 53% Been Drunk <1% 4% 20% 35% 34% Cigarettes 4% 16% 21% 32% 37% Smokeless Tobacco 1% 3% 3% 3% 10% Marijuana 1% 7% 19% 27% 24% Cocaine 0% <1% 0% <1% 2% Stimulants**** <1% <1% 1% <1% 5% Inhalants 3% 2% 1% 0% 3% Nitrites 0% 0% <1% <1% <1% Downers** <1% <1% <1% 1% 2% Hallucinogens <1% 2% 2% 2% 4% PCP <1% 0% <1% 0% 1% Heroin 0% <1% 0% 0% <1% Narcotics other than heroin 0% <1% <1% <1% 2% Source: The American Drug and Akohol Survey * The national data on 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the Institute for Social Research, University of Michigan, 1997. * * Use of these drugs under a doctor's orders is not included in these figures. * * * * In 1998 this figure was changed to include methamphetamine use. In prior years, methamphetamine use was not included in the calculation of stimulant use. Information about crack methamphetamines, and smokeless tobacco is presented in Part III. 8 PATTERNS OF DRUG USE AMONG ITHACA CITY SCHOOL DISTRICT STUDENTS It is rare for an adolescent who is using drugs to use one drug exclusively. Usually if one drug is being used, another will also be used, if only occasionally. There are also many different levels and patterns of drug use. One person may use a drug occasionally, and only use small amounts of that drug. Another may use the same drug, but use it regularly and in large amounts. A way of classifying young people has been developed that describes their total involvement with drugs (see Table 4). The classification is determined both by the different drugs that are being used and by how heavily each of those drugs is being used. Every student surveyed is classified into one drug use type that briefly describes their total drug use. In order to be placed in a particular type, the student must meet all of the requirements for that type. Those requirements are almost entirely based on current use of drugs -- how often they are used, how they are used, and whether the student sees himself or herself as a drug "user." A student may meet the requirements for more than one type but is always placed in only one type. For example, Type 4 consists of Heavy Alcohol Users. These are all youth who use alcohol heavily, but do not use other substances. There may, therefore, be heavy alcohol users who are not placed in Type 4. If a youth is a light marijuana user and uses stimulants heavily, that youth would be placed in the more serious group, Type 2, Stimulant Users. Similarly even though a student uses stimulants, they might not be placed in the Stimulant Users group. It should be noted that analyses of methamphetamine users show that most users of methamphetamines (a stimulant) also use a variety of other drugs. Therefore, many students who regularly use stimulants are placed in the Multi -Drug User group. The students who are included in any one group are using the same kinds of drugs and are using them in just about the same way. They are also probably similar in other aspects of their lives. They are likely to be associating with other youth classified in the same drug use group. Within their groups, students tend to share values, friends, and hold a similar outlook on life, school, and work. There are nine drug use types, or groups, arranged in descending order of seriousness of drug use. Table 4 shows the percentage of Ithaca City School District students in each of these nine drug use types. A description of each of the drug use groups appears after Table 4. It is important that the reader become familiar with each group in order to fully understand Table 4. TABLE 4 Patterns of Drug Use Among Ithaca City School District Students (1998-99) 6th 8th 10th 12th Graders Graders Graders Graders LEVEL I* (High Involvement) 1. Multi -Drug Users 0.0% 1.6% 2.6% 5.9% 2. Stimulant Users 0.3% 0.0% 1.0% 0.7% 3. Heavy Marijuana Users 0.0% 0.7% 2.4% 3.8% 4. Heavy Alcohol Users 0.5% 0.2% 3.9% 6.9% LEVEL II (Moderate Involvement) 5. Occasional Drug Users 3.5% 4.3% 4.5% 5.5% 6. Light Marijuana Users 1.5% 9.7% 18.3% 22.5% LEVEL III (Low Involvement) 7. Tried A Drug 5.8% 11.3% 11.0% 11.8% (no current use) 8. Light Alcohol Users 5.5% 9.7% 16.8% 14.2% 9. Negligible or No Use 82.9% 62.5% 39.5% 28.7% Sourer: The American Drug and Akoho! Survey TM * See figures on next pages. Percent of Ithaca City School District Students By Level of Drug Involvement (1998-99) Low 94.2% Low 83.5% Figure 1 6th Graders Figure 2 8th Graders 11 High 0.8% Moderate 5.0% High 2.5% Moderate 14.0% Source: The American Drug And Alcohol Survey Percent of Ithaca City School District Students By Level of Drug Involvement (1998-99) Figure 3 10th Graders Low 67.3% Moderate 22.8% Figure 4 12th Graders Low 54.7% Moderate 28.0% 12 Source: The American Drug And Alcohol Survey DESCRIPTION OF ADOLESCENT DRUG USE TYPES 1. Drug Dependent and Multi -Drug Users Anyone who uses alcohol, marijuana or any other drug (except tobacco) every day is classified as a Multi -Drug User because their drug use is chronic and highly serious and because they almost always take other drugs as well, particularly when they cannot get their "drug of choice." Other students who are classified as Multi -Drug Users show current regular use of two or more different types of drugs, other than alcohol and marijuana. Older Multi -Drug Users, for example, generally take some kind of downer and also use stimulants. Younger Multi -Drug Users, on the other hand, may use inhalants heavily and regularly and take other drugs when they can get them. These Multi -Drug Users are also likely to use marijuana and get drunk often. 2. Stimulant Users Stimulant Users take amphetamines, methamphetamines, and/or cocaine regularly. They prefer drugs that make them feel "up." Most Stimulant Users also use alcohol and marijuana, often quite heavily but not daily, and some of them use hallucinogens. Stimulant Users, unlike Multi - Drug Users, rarely use drugs like downers, heroin, or PCP. 3. Heavy Marijuana Users Heavy Marijuana Users do not use marijuana every day -- if they did, they would be classed, according to this system, as Multi -Drug Users. The students in this group, however, do use marijuana often and in large amounts. They generally use marijuana during the week .as well as on weekends. Heavy Marijuana Users are also likely to use alcohol and marijuana together. Other drugs may be taken occasionally, but not regularly. In order to intensify the effect, many Heavy Marijuana Users take strong forms of marijuana such as sensimilla or hashish, and/or use various methods for concentrating the smoke. 4. Heavy Alcohol Users Students classified as Heavy Alcohol Users drink alcohol every week and get drunk frequently, but do not use other drugs regularly. Any Heavy Alcohol User who does use other drugs regularly would be classified in one of the above groups, and not in this one. Many of these Heavy Alcohol Users get drunk nearly every weekend. While Heavy Alcohol Users do not take other drugs regularly, some will use marijuana occasionally and a few might take another drug occasionally. Alcohol, however, is the substance they prefer. 5. Occasional Drug Users Occasional Drug Users use drugs other than marijuana, but rarely use any drug more than once a month. Most of them also use marijuana occasionally. While the drug use of the Occasional Drug Users is not heavy, these students have shown a willingness to take drugs and could easily move toward heavier drug involvement. 6. Light Marijuana Users The young people in this group use marijuana occasionally, possibly only a few times a year. They are also likely to use alcohol occasionally. They rarely take other drugs, but some of them may have tried other drugs. 7. Tried a Drug The members of this group have tried a drug at some time, but they are not using drugs now and they do not think of themselves as drug users. The drug they have tried is usually marijuana, although some may have tried other drugs, particularly inhalants. 8. Light Alcohol Users Light Alcohol Users use some alcohol, but rarely, if ever, get drunk. They have never tried a drug of any other kind. 9. Negligible or No Use Some of these students may have tried alcohol, but it is not being used now, even socially. These students have never tried any drug with the possible exception of alcohol. HOW MANY ITHACA CITY SCHOOL DISTRICT STUDENTS ARE AT RISK BECAUSE OF THEIR DRUG OR ALCOHOL USE? Level I (High Involvement) Drug Users. Any Ithaca City School District student who is classed in the first four groups may be at considerable risk from drug or alcohol use. Young people in these groups get drunk and/or use drugs nearly .every weekend or even more frequently. They are in danger of becoming dependent on alcohol or drugs and at risk from accidents while intoxicated or high. Use of alcohol or drugs can also disrupt their social and psychological development. Level II (Moderate Involvement) Drug Users. The youth in the next two groups, Occasional Drug Users and Light Marijuana Users, are in less danger from their drug use. They are, however, using drugs occasionally, most of them only a few times a year. The majority of these students do not take a lot of any particular drug, however, whenever any drug is used there is always some risk of danger. More importantly, they are showing a willingness to take drugs. The students that are Occasional Drug Users or Light Marijuana Users are, therefore, at some risk from their drug use. Level III (Low Involvement). The students who are members of the last three groups are not now at risk from their use of alcohol and other drugs. The Ithaca City School District students who have Tried a Drug and those who are Light Alcohol Users, are not currently in significant danger from their drug use. The Tried a Drug group (Type 7), however, are not strangers to drugs. As mentioned above, it is possible their drug use could increase in the future. Finally, there are those students who are in Type 9 and can be considered essentially drug-free. As a cautionary note, it would be wrong to assume that any student not in a low drug involvement group must be "addicted to drugs." Such an overstatement would ignore the detailed information available about the drug use patterns among these students. To understand drug use among Ithaca City School District students, one must neither overstate nor understate the problem, but be as accurate and precise as possible. The Institute for Social Research at the University of Michigan has been providing national data for high school seniors since 1975. In the early 1990's this group expanded their work to include drug use rates for 8th and 10th graders. The following three tables provide this data for the 1996-97 school year. If you surveyed any of these grades, the information in these tables can be used to compare the drug use rates at your school or district with national norms. (Note: If your survey included 12th graders, the 12th grade data in Tables A -C have already been included in Tables 1-3. It is reprinted here for completeness). HOW AVAILABLE ARE DRUGS TO ITHACA CITY SCHOOL DISTRICT STUDENTS? The students were asked how easy it would be to obtain each of the different types of drugs. (Note: This question asks about the availability of drugs in general. It does not mean drug availability at school.) The following table shows how many students felt it would be either "fairly easy" or "very easy" to get each drug. TABLE 5 Perceived Availability of Drugs Among Ithaca City School District Students Percent Marking Either "Fairly Easy" or "Very Easy" to Get Each Drug National* 6th 8th 10th 12th 12th Graders Graders Graders Graders Graders Alcohol 50% 78% 94% 97% *** Marijuana 17% 45% 83% 87% 90% Cocaine 10% 22% 33% 36% 43% Uppers 12% 21% 50% 45% 60% Inhalants 52% 74% 84% 83% *** Downers** 12% 23% 46% 42% 40% Hallucinogens 7% 16% 41% 42% 51% PCP 8% 16% 32% 26% 30% Heroin 10% 18% 26% 21% 34% Narcotics other than heroin 10% 22% 37% 32% 39% Cigarettes 43% 74% 92% 95% *** Source: The American Drug and Alcohol SurveyTM * The national data on 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the Institute for Social Research, University of Michigcm, 1997. * * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. Alcohol and tobacco are, of course, the most accessible drugs because they are legal for adults. Other drugs are usually less available, but in most communities at least some students believe that almost any drug is available. WHERE DO ITHACA CITY SCHOOL DISTRICT STUDENTS USE ALCOHOL AND OTHER DRUGS? Tables 6A and B show some of the places where these students used alcohol and other drugs during the last year. While these tables do not include every place that alcohol and other drugs can be used, they do show generally where these substances have been used. TABLE 6A Where Ithaca City School District Students Have Used Alcohol 6th 8th 10th 12th Graders Graders Graders Graders On the way to school <1% 1% 1% 2% During school hours at school <1% <1% 2% 6% During school hours away from school 1% 4% 4% 9% Right after school 1% 6% 8% 12% At school events <1% 2% 7% 17% At parties 4% 20% 43% 62% At night with friends 5% 24% 48% 64% While driving around <1% <1% 3% 5% At home (parents knew) 19% 33% 35% 42% At home (parents didn't know) 5% 18% 38% 40% Source: The American Drug and Alcohol SurveyTM TABLE 6B Where Ithaca City School District Students Have Used Drugs Other Than Alcohol 6th 8th 10th 12th Graders Graders Graders Graders On the way to school <1% During school hours at school <1% During school hours away from school <1% Right after school 2% At school events <1% At parties 2% At night with friends 2% While driving around <1% At home (parents knew) <1% At home (parents didn't know) 3% 2% 6% 1% 3% 7% 5% 9% 9% 12% 4% 12% 19% 3% 9% 17% 12% , 26% 38% 14% 30% 41% 1% 10% 15% 2% 5% 6% 9% 16% 21% Source The American Drug and Alcohol SurveyTM In nearly all communities, drugs are mostly used at parties and with friends. Even when drug use is reported as "at home," that drug use is probably with friends and when the parents are away, or in the privacy of a youth's room. Drug use in front of parents can occur, but such cases are less common. There is usually less drug and alcohol use at school than outside of school. Any use at school is, however, of great concern because alcohol and other drugs interfere directly with learning. Unfortunately, use outside of school is also a problem for the school because drugs, such as alcohol, can still interfere with a student's studies even if he or she is not using those substances at school. Many drugs, including marijuana, stay in the body for long periods of time. They may still be present when these youth are in school, and thus interfere with attention and learning. Using drugs also places a youth outside the mainstream of society and generally involves attitudes that make a youth unwilling to listen to a teacher's or a counselor's advice. The fact that there is usually less substance use at school than in most other settings is a very important point. Media reports often give the mistaken impression that schools are the source of most adolescent drug use. The reason for this misunderstanding is very simple -- schools are the places where young people spend most of their day and it is where there is a lot of talk about drugs. If someone wants to interview young people, where do they find them? -- at school, of course. All of the talk about drugs then gets associated with the schools. Even the fact that this drug survey was given in school may lead some people to blame the school for drug use. The school, however, is simply the most convenient place to collect this information. While drug and alcohol use at school is a very serious problem, it must be remembered that drug use is a community problem. Even the level of substance use at school evens, as reported in Tables 6A and B should be considered a community problem. As Tables 6A and B show, most drug and alcohol use occurs in the community away from school. Where does the responsibility lie, for example, when youth sneak beer into football games or arrive at school dances intoxicated? The real answers to such problems must come from the community and from individual homes in conjunction with the schools' efforts. TABLE A Percent of 8th, 10th and 12th Graders Across the Country Who Have Ever Tried a Drug (1997)- Alcohol 1997)- Alcohol Been Drunk Cigarettes Marijuana Cocaine Stimulants Inhalants Nitrites Downers * Quaaludes Tranquilizers* Hallucinogens PCP Heroin Narcotics other than heroin 8th 10th 12th Graders Graders Graders 54% 72% 82% 25% 49% 64% 47% 60% 65% 23% 42% 50% 4% 7% 9% 12% 17% 17% 21% 18% 16% *** *** 2% *** *** 8% *** *** *** 5% 7% 8% 5% 11% 15% *** *** 4% 2% 2% 2% *** *** 10% The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the, InstitutSocial Research, University of Michigcm, 1997. * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. TABLE B Percent of 8th, 10th and 12th Graders Across the Country Who Have Used Each Drug in the Last 12 Months (1997) 8th 10th 12th Graders Graders Graders Alcohol 46% 65% 75% Been Drunk 18% 41% 53% Marijuana 18% 35% 39% Cocaine 3% 5% 6% Stimulants 8% 12% 10% Inhalants 12% 9% 7% Nitrites *** *** 10� 0 Downers* *** *** 5% Hallucinogens 4% 8% 10% PCP *** *** 2% Heroin 1% 1% 1% Narcotics other than heroin *** *** 6% The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997. * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. TABLE C Percent of 8th, 10th and 12th Graders Across the Country Who Have Used Each Drug in the Last Month (1997) 8th 10th 12th Graders Graders Graders Alcohol 25% 40% 53% Been Drunk 8% 22% 34% Cigarettes 19% 30% 37% Smokeless Tobacco 6% 9% 10% Marijuana 10% 21% 24% Cocaine 1% 2% 2% Stimulants 4% 5% 5% Inhalants 6% 3% 3% Nitrites *** *** <1% Downers* *** *** 2% Hallucinogens 2% 3% 4% PCP *** *** 1% Heroin <1% <1% <1% Narcotics other than heroin *** *** 2% The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997. * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. PART II ITHACA CITY SCHOOL DISTRICT STUDENTS' EXPERIENCES AND. ATTITUDES REGARDING DRUGS AND ALCOHOL In addition to the types and amounts of drugs being used, the survey assessed the attitudes local youth hold toward drugs and alcohol. If the community wants to create an environment where young people are able to remain drug-free, they must understand what factors contribute to the decisions local youth make about drugs. Part II presents information on the availability of drugs, where drugs are used, problems caused by these substances, and students' attitudes toward drugs. i HOW HARMFUL DO ITHACA CITY SCHOOL DISTRICT STUDENTS THINK DRUGS ARE? The attitudes that young people have about the dangers of drugs often shape their decisions about whether they will use drugs or not. For example, if a youth believes that no harm is attached to using marijuana, he or she is much more likely to give it a try. Table 7 shows the percentage of students who think that trying a drug (using it just once or twice) will lead to a lot of harm. Students who think this way will probably not even try a drug. TABLE 7 Percent of Ithaca City School District Students Who Believe That Using a Substance Once or Twice Will Lead to "A Lot" of Harm 6th 8th 10th 12th Graders Graders Graders Graders Alcohol 2% 2% 2% <1% Get Drunk 23% 17% 11% 9% Marijuana 15% 11% 5% 3% LSD 28% 33% 32% 30% Inhalants 21% 23% 22% 28% Uppers 19% 18% 19% 18% Cocaine 26% 29% 37% 40% Cigarettes 22% 13% 9% 8% Source: The American Drug and Alcohol SurveyTM Notice in Table 7, however, that quite a few students do not think that trying a drug is harmful. It is much more likely that these students may at least experiment with a drug. Table 7 also shows that there is greater fear of some drugs than of others. Even for those drugs considered more dangerous, however, there are still youth who do not believe that using them once or twice will lead to much harm. They may, therefore, be willing to experiment with those drugs. Table 8 looks at this issue a little differently. This table shows how many Ithaca City School District students think that using drugs regularly will harm them. TABLE 8 Percent of Ithaca City School District Students Who Believe That Using a Substance Regularly Will Lead to "A Lot" of Harm 6th 8th 10th 12th Graders Graders Graders Graders Alcohol 24% 22% 21% 21% Get Drunk 94% 92% 85% 80% Marijuana 65% 61% 44% 32% LSD 53% 71% 74% 76% Inhalants 59% 68% 70% 79% Uppers 51% 55% 60% 58% Cocaine 68% 75% 82% 90% Cigarettes 61% 59% 61% 68% Source: The American Drug and Alcohol SurveyTM The numbers are higher than those in Table 7 showing that many students do see regular use of drugs as harmful. Some students, however, see no harm attached to regular use. This group of students is at higher risk of drug use since they do not believe that using drugs regularly is dangerous. The fact that some young people in this district do not see regular drug use as harmful indicates that educational programs detailing drug hazards could be useful. However, programs that focus, only on the dangers of drugs are not as effective as programs that educate students about other aspects of drug abuse as well. One reason is that the relationship between beliefs about drug hazards and drug use is a complex one. Some youth, for example, will actually use a drug because it is dangerous. The risk is part of the appeal. Another important factor is the way that peer influence interacts with belief about drug dangers. Studies have shown that younger children who believe drugs are harmful will almost always discourage drug use among their friends. By the time these students are seniors, however, many of them will not attempt to discourage drug use among their friends -- even if they personally believe drugs are dangerous. Therefore, an effective drug prevention program, in addition to providing a realistic assessment of the dangers of drug use, must address such things as the roles friends play in helping each other to avoid or stop using drugs. 25 DO FRIENDS OF DRUG USERS ALSO USE DRUGS? The first row of the following table shows the extent to which the students who use drugs have friends who also use drugs. The "Users" are those in the first three groups in Table 4 (page 10). "Non -Users" are those in the last two groups of Table 4: they have never tried a drug. Users Non -Users TABLE 9 Percent of Ithaca City School District Students Who Have Friends Who Use Drugs Marijuana Cocaine Uppers Downers 100% 40% 32% 27% 30% 6% 4% 4% Source: The American Drug and Alcohol SurveyTM Young people tend to form small, close-knit groups called peer clusters. A peer cluster could be a pair of best friends, a couple, or a small group. Members of a peer cluster tend to use the same drugs, use them to about the same extent, and usually use drugs when they are together. When approached with drugs, it is very rare for young people to "just say no" to their closest friends. It is not surprising, therefore, to find that, in nearly all communities, drug -using youth have friends who also use drugs. Conversely, youth who do not use drugs are likely to have friends who also do not use drugs. HOW MANY OF ITHACA CITY SCHOOL DISTRICT STUDENTS HAVE FRIENDS WHO ASK THEM TO USE DRUGS? When friends ask a youth to use drugs, it is hard to say "No". Table 10 shows how many students have friends who ask them to use. The table shows that there is more peer encouragement for some drugs than for other drugs. There are many programs that suggest a youth should say "No". It might be a good idea to suggest that real friends don't ask you to use. Users Non -Users TABLE 10 Percent of Ithaca City School District Students Whose Friends Ask Them to Use Drugs Marijuana Cocaine Uppers Downers 92% 10% 11% 11% 5% 1% 1% 1% Source: The American Drug and Alcohol SurveyTM WOULD FRIENDS OF ITHACA CITY SCHOOL DISTRICT STUDENTS TRY TO STOP DRUG USE? If their friends would try to stop them from using. drugs, young people might not use drugs. How much does that actually happen? . The following table shows how many Ithaca City School District students have friends who would try to stop them from using four types of drugs. Users Non -Users TABLE 11 Percent of Ithaca City School District Students Who Have Friends Who Would Stop Drug Use Marijuana Cocaine Uppers Downers 0% 77% 48% 46% 65% 82% 75% 75% Source: The American Drug and Alcohol SurveyTM Not only do youth who use drugs tend to have drug -using friends, but usually their friends would not apply as much pressure against using drugs. Even some of the drug-free youth, however, generally have friends who would not try to stop them from using drugs. While young people might not approve of drugs, they may also have a strong feeling that "People should be allowed to make their own choices." Such an attitude can prevent someone from helping a friend to "say no to drugs." WHAT PROBLEMS HAVE ITHACA CITY SCHOOL DISTRICT STUDENTS HAD BECAUSE OF ALCOHOL OR DRUGS? The survey also asked the students whether they had ever experienced any problems because of their alcohol or drug use. The figures in Tables 12A and B show how many students admit that alcohol or drugs have caused them problems, and what types of problems they have had. These percentages are only a base. People who abuse alcohol or drugs often avoid admitting that they are hurting themselves. Thus the following figures are a conservative estimate of these students' problems with alcohol and other drugs. TABLE 12A Admitted Problems of Ithaca City School District Students from Alcohol Got a traffic ticket Had a car accident Got arrested Had money problems Gotten you in trouble in school Hurt your school work Fought with other kids Fought with your parents Damaged a friendship Passed out Couldn't remember what happened Made you break something 6th 8th 10th 12th Graders Graders Graders Graders 0% 0% <1% 1% <1% <1% <1% <1% 2% 2% 1% 4% 7% 1% 1% 3% <1 0/0 <1 % <1% 1% <1 % 3% 2% 2% 2% 1% 2% 3% 7% 4% 3% 5% 9% 6% 8% 8% 9% 9% 12% 6% 11% 17% 28% 23% 37% 6% 14% 22% Source: The American Drug and Alcohol SurveyTM TABLE 12B Admitted Problems of Ithaca City School District Students from Drugs 6th 8th 10th 12th Graders Graders Graders Graders Got a traffic ticket <1% <1% <1% 2% Had a car accident <1% <1% 1% <1% Got arrested <1% 1% 2% 3% Had money problems <1% 1% 7% 10% Got in trouble in school 1% 2% 2% 2% Hurt your school work <1% 3% 8% 12% Fought with other kids 2% 5% 5% 7% Fought with your parents 2% 3% 8% 9% Damaged a friendship 1% 2% 7% 6% Made you break something 2% 4% 9% 10% Hada "bad" trip 2% 4% 6% 12% Source: The Amerkan Drug and Alcohol SurveyTM Some Ithaca City School District students admit that alcohol and other drugs have led to problems. Alcohol causes problems for more people than drugs do, but then more students use alcohol. Particular note should be taken of any youth who have had fights and damaged friendships because of alcohol or drug use. Friends are extremely important to young people and convincing young people that alcohol and other drugs can endanger friendships could help prevention efforts among these youth. Note: Occasionally a few of the younger students misinterpret the question on high risk behaviors. The question on the survey asks "What has happened to you when you have tried alcohol or drugs?" A few students may think "What might happen when people use alcohol or drugs?" AGE OF FIRST USE Students were asked at what age they began using alcohol, marijuana and inhalants. Other drugs were not asked about since these three are the ones that young people usually begin using first. Table 13 shows the age at which 12th graders who have used these three drugs began using them. The students who have never tried the drug are not included in these averages. Knowing the age of first use among students is important in planning prevention programs. Once students have started using drugs it is much more difficult to intervene or to reduce their use. Therefore the most effective prevention programs should be in place just prior to the age when most students who are going to use a drug begin using it. Also it is well known that students who use drugs at very young ages are more likely to have serious and continuing problems later in life. Early intervention with this group is very important in reducing the amount of distress these young people will encounter in the coming years. TABLE 13 Age of Ithaca City School District 12th Graders When They First Tried Drugs 7-9 10-12 13-15 16 or Never Years Years Years Older Tried Getting Drunk 1% 5% 38% 19% 37% Average age of first drunk: 14.6 Marijuana 1% 7% 31% 16% 45% Average age of first use: 14.4 Inhalants 0% 1% 2% 1% 96% Average age of first use: 13.9 Source: The American Drug and Alcohol SurveyTM Note: The percentage of 12th graders who indicate they have "never tried" a substance on the questions about Age of First Use may differ slightly from the percentage of "never tried" that could be derived from Table 1 due to a few students not answering one or the other of the questions. INTENT TO USE DRUGS What will happen to the younger students during the next few years? The survey asked students whether they intend to use drugs in the future. The 6th graders' responses to those questions are presented .in Table 14 because it is the attitudes of these younger students that are most significant in this respect. For example, if a young person has not used drugs, but "may in the future," that youth is very likely to try drugs soon -- unless something can be done to change his or her mind. TABLE 14 Ithaca City School District 6th Graders' Intentions Regarding Future Drug Use Percent Never used drugs and never will 85% Never used drugs, but may in the future 7% Used drugs, but do not plan to use them again 5% Used drugs and probably will use them again 3% Source: The American Drug and Alcohol SurveyTM Most of the 6th graders indicate that they do not plan to use drugs in the future. It is important that these youth are starting with good intentions. _Yet we know that there will be some who will start using drugs in the next few years. Although there are many pressures that work against a youth's best intentions to remain drug free, cooperative school and community intervention can work to alleviate these pressures and maintain these good intentions. PART III THE USE OF INDIVIDUAL DRUGS The substances most commonly used by students are alcohol, marijuana and tobacco. Inhalants are sometimes used by younger children. Use of other drugs occurs less often among these students. All of the different types of drugs are, however, discussed in this section because experience shows that any drug eventually becomes available in every community. This is true no matter how small or isolated that community may be. A brief description of each drug, even if it is not used locally, is included to inform readers about the drug and to warn that it may become available locally in the future. When a drug is available, some students are likely to try it. Table 15 shows how much each drug has been used during the last month by Ithaca City School District students. There is one table section for each grade. TABLE 15A Use During the Last Month by Ithaca City School District 6th Graders 10 or More 1-2 Times 3-9 Times Times Alcohol 7% <1% <1% Been Drunk 0% <1% <1% Marijuana <1% <1% <1% Cocaine 0% 0% 0% Stimulants 0% . <1% 0% Inhalants 3% <1% 0% Downers <1% 0% 0% Tranquilizers 0% 0% 0% Hallucinogens <1% <1% 0% PCP <1% 0% 0% Narcotics other than heroin 0% 0% 0% Source: The American Drug and Alcohol SurveyTM TABLE 15B Use During the Last Month by Ithaca City School Disfrict 8th Graders Alcohol Been Drunk Marijuana Cocaine Stimulants Inhalants Downers Tranquilizers Hallucinogens PCP Narcotics other than heroin 1-2 Times 16% 3% 5% <1 % <1% 2% <1% 0% 2% 0% <1 % 10 or More 3-9 Times Times 5% 1% <1% 0% 1% 1% 0% 0% 0% 0% 0% 0% <1% 0% 0% 0% <1% 0% 0% 0% 0% <1% Source: The Arnerrcan Drug and Alcohol SurveyTM TABLE 15C Use During the Last Month by Ithaca City School District 10th Graders 10 or More 1-2 Times 3-9 Times Times Alcohol 30% 14% 2% Been Drunk 12% 7% 1% Marijuana 8% 6% 5% Cocaine 0% 0% 0% Stimulants 1% <1% 0% Inhalants 1% 0% 0% , Downers 0% 0% <1% Tranquilizers 0% 0% <1% Hallucinogens 2% <1% 0% PCP <1% 0% 0% Narcotics other than heroin 0% <1% 0% Source: The American Drug and Alcohol SurveyTM TABLE 15D Use During the Last Month by Ithaca City School District 12th Graders 10 or More 1-2 Times 3-9 Times Times Alcohol 28% 25% 5% Been Drunk 18% 14% 3% Marijuana 11% 6% 10% Cocaine <1% 0% 0% Stimulants <1% 0% 0% Inhalants 0% 0% 0% Downers 1% 0% 0% Tranquilizers <1% 0% 0% Hallucinogens 1% <1% <1 PCP 0% 0% 0% Narcotics other than heroin <1% 0% 0% Source: The American Drug and Alcohol SurveyTM Table 16 lists a number of high risk behaviors. It shows how many Ithaca City School District students are increasing the risk of drug use by the way they use alcohol and/or drugs. TABLE 16 High Risk Behaviors Among Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders Daily alcohol use 0% <1% <1% 1% Daily marijuana use <1% <1% 2% 6% Passed out while drinking 2% 5% 17% 28% Couldn't remember what happened 1% 9% 23% 37% Had a car accident while drinking <1 % <1% <1% <1% Had a car accident while on drugs <1% <1% 1% <1% Used marijuana and alcohol together 2% 10% 23% 41% Took two drugs at the same time 1% 5% 9% 15% Used a needle to inject a drug 1% 2% <1% 0% Shared a needle 1% 1% <1% 0% Used a designer drug 0% 0% 0% 0% Source: The American Drug and Alcohol SurveyTM Note: These data are referred to throughout the text of Part III. DESCRIPTIONS OF INDIVIDUAL DRUGS Adolescents who use drugs usually describe them in positive terms. Indeed drugs do have short term effects that appear very desirable. If this were not the case very few people would try drugs and even fewer would continue to use them. The descriptions of drugs, therefore, include many of the effects that drug users are seeking. This is not meant to put drug use in a positive light -- rather the intent is to show why young people may be attracted to drugs. Keep in mind that continuing use, or even occasional use, of any drug has detrimental effects. These effects may be physical, such as increasing the chances of accidents, or they may be emotional. Adolescents are going through a very important period of emotional growth. They have to confront many difficult tasks such as learning to make friends or learning how to deal with many of the pressures and strains of moving into the adult world. If young people resort to drugs to get through these normal phases of development, they may never achieve the emotional maturity necessary for effective adult living. Alcohol Alcohol has been, and continues to be, the most widely used substance among students. Alcohol is, of course, a legal substance for adults, thus it is both readily available and widely accepted by society. Alcohol use could involve anything from a single beer to getting drunk, thus it is important to know how much alcohol is being used. Table 15 shows how many Ithaca City School District students have been drunk during the month prior to the survey. These figures are the students' own judgments about whether or not they were drunk, and not actual estimates of the amount of alcohol they consumed. Some students who believe they were drunk may not have been legally intoxicated, while others who were legally intoxicated might not think they were. Experience suggests these factors balance each other out, and the .numbers inthe tables provide a close estimate of how many students have actually been drunk. Some students may have been extremely drunk, greatly increasing the risk from drinking. The number of students who had so much to drink that they "passed out" appears in Table 16. Some young people may also have had enough to drink that they do not remember what happened. The number of Ithaca City School District students who claim to "not remember" what they did appears in Table 16. Recent evidence suggests that when young people describe what happened to them, when they got drunk or got high on drugs, they will tell a fairly clear story about the incident. The story will often explain in some detail what led up to drinking or using drugs, who was there, and what happened early in the episode. The story will then reach a point where it is clear that something bad may have happened, a fight, a sexual assault, a humiliating incident, or some other unpleasant occurrence. At that point the youth often says, "I don't remember what happened after that." While we cannot know what really happened to those students who said they "couldn't remember what happened" it is likely that many of them had something happen that was quite bad, and that they just don't want to remember. While alcohol is legal for adults to use, and while there is considerable social tolerance for adolescent drinking, alcohol is a dangerous substance. For one thing, alcohol is addictive. Heavy use over a long period can lead to all of the attendant physical and social problems of alcoholism. Many alcoholics report that they started heavy drinking as adolescents. At least some youth who are drinking heavily now are on the path to alcoholism. In addition to potential alcoholism, there are some immediate hazards linked to heavy alcohol use by young people. The most obviousdanger is from drunk driving. In addition, each year a significant number of young people lose their lives directly to alcohol poisoning simply because they do not know when to quit drinking. Some youth who use alcohol also take drugs while drinking, and the effects from taking drugs along with alcohol can be very dangerous. When marijuana and alcohol are used together, the effects on judgment and on driving skills are greater than when those substances are taken separately. Using alcohol with other drugs also increases the danger. See Table 16 for the percent of Ithaca City School District students who have used alcohol and other drugs together. Less obvious damage from alcohol use occurs when a youth is unable to study or concentrate because of residual intoxication or hangovers. Damage is also done when heavy alcohol use interferes with emotional development. Tobacco Tobacco, like alcohol, is a legal substance for adults and is easily accessible to young people. In recent years the dangers from tobacco use have received wide publicity and for awhile tobacco use dropped to a degree. In the last five years use has increased among students. About 25% of American high school seniors now smoke cigarettes daily. TABLE 17 Tobacco Use by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders CIGARETTES Ever Used 11% 35% 46% 59% Total Daily Users 1% 6% 6% 12% Daily: Less Than Half a Pack 1% 4% 4% 7% Daily: Half a Pack or More . <1% 2% 2% 50/0 SMOKELESS TOBACCO Ever Used 2% 7% 8% 18% Total Daily Users 0% <1% <1% 1% Daily: Less Than Six Times 0% <1% <1% 1% Daily: Six or More Times 0% 0% <1% <1% Source: The American Drug and Alcohol SurveyTM Nicotine is highly addictive, and young people who use tobacco regularly may have trouble. if they want to stop later. The adolescent years are very important in determining whether or not people will smoke as adults. Research suggests that nearly every young adult who smokes today smoked regularly before the age of 19, and that hardly any youth who regularly smoke half a pack a day or more will quit before they reach the age of 30. Marijuana Marijuana has, unfortunately, gained wide social acceptance among young people; it is now second in popularity only to alcohol. In 1980, more than 60% of high school seniors surveyed. nationally had tried marijuana. This rate dropped until 1992, but since then has been increasing. About 40% of high school seniors had tried marijuana in 1995, and about 50% in 1997. Marijuana is usually smoked, like tobacco - in a pipe or rolled in cigarette paper. The user gets high very quickly, within a few minutes, and stays high for two to three hours. When eaten, it may take 20 to 30 minutes for marijuana to "hit" -- the high is likely to be less intense but may last longer. Many users will stay high for several hours at a time by taking more of the drug. As with other drugs, the effect of marijuana on the user is likely to depend on the action of the drug, the amount used, the immediate social setting, and the user's expectations. The usual response to marijuana is a light and relaxed sensation. Under some conditions, everything may seem hysterically funny. Colors and sounds may seem very bright and intense, time may seem to slow down and appetite often increases for the user. These pleasant sensations are generally associated with the light use of those new to marijuana. As marijuana use continues, however, other less desirable effects are felt. When marijuana is used in situations that create anxiety or by people already having emotional problems, it can intensify such feelings as depression, anxiety, or fear. Some youth may believe that they are going crazy while on marijuana. These negative responses are more likely with heavy doses of the drug, but even light doses can intensify such moods for particularly sensitive people. Even in low doses, marijuana interferes with judgment. Young people who have limited experience with the world are likely to make errors that endanger them -- marijuana use increases the opportunities for such errors. Extremely negative emotional and personal experiences, "bad trips," are frequent among people who use marijuana heavily. There is also evidence that long term, heavy marijuana use can ultimately endanger a youth's physical and emotional health. In the last decade, the price of marijuana has increased. Despite the expense, marijuana is still a very popular drug among high school students. Since marijuana is passed out of the body slowly, students who use it daily or even several times a week have some of the drug in their systems all the time. Table 16 shows the percent of Ithaca City School District students who use marijuana daily. Most of the psychoactive drugs influence the brain because the drug attaches to specific receptors in the brain. The location of those receptors and their normal function in the brain determine the drug's effect; whether the drug blocks pain, works as a depressant, or acts as a stimulant. Researchers worked for decades before identifying the receptors for THC, the chemical in marijuana that leads to its effects. They still do not know what the receptors do in the normal brain, but the THC receptors are spread throughout the brain. There are more of them in some parts of the brain, which may help explain some of the effects of marijuana. There are, for example, very few THC receptors in the parts of the brain that effect breathing and the heart, and marijuana has little effect on those functions. The parts of the brain that control movement, 40 thinking and memory, however, have many THC receptors, helping to explain why marijuana leads to deficits in coordination, thinking, and problem solving. Many of the parents of today's adolescents experimented with marijuana when they were young. Some of these parents may feel that marijuana is a relatively innocuous drug, and may, somehow, communicate that to their children without intention. These parents should know that the marijuana available today may be 3 to 4 times stronger than the marijuana they used. Sensimilla, for example, is produced by separating out female plants and preventing them from being pollinated. Plants that are not pollinated produce incredible amounts of the active drug, THC, and marijuana from these plants is a very powerful drug. Cocaine Cocaine is a white powder derived from the South American coca plant. It is usually "sniffed" or "snorted," but is also dissolved and injected by heavy drug users. Cocaine is a very powerful stimulant. When sniffed, it is rapidly absorbed into the blood stream through the membranes in the nose. The drug immediately dries out and numbs the nose and sinuses, thus the user often feels "a breath of cold, clean air." When sniffed or "snorted," cocaine hits the brain very fast, and the user generally feels excited, energetic, and capable of great mental and physical feats. Injecting cocaine leads to a similar response, but the feelings are even more intense because of the large amounts suddenly reaching the brain. The initial effects of cocaine seem extremely pleasant to the user. But when the "rush" wears off, it usually leaves the user feeling tired and let down. The user, in tum, often tries to alleviate this depression with another dose of cocaine. The result is an extended cycle of ups and downs as the user develops an insatiable appetite for cocaine while trying to maintain the high. Some users are high on cocaine virtually all the time; their lives center around the drug while their work and personal relationships are destroyed. Fortunately, most cocaine use by students is still occasional use, with very few students using it more than once or twice a month (see Table 15). Crack The drug "crack" has been given a great deal of attention in newspapers and on television. Crack is a form of cocaine quite different from the powdered form taken by most cocaine users. Powdered cocaine is processed from the coca plant with the use of several liquid chemicals. This mixture is dried resulting in a powder which is usually sniffed ("snorted") through the nasal passages. Powdered cocaine is absorbed by the bloodstream and travels to the brain where it has its effect. This regular cocaine powder, however, vaporizes at a very high temperature and therefore cannot be smoked. Powdered cocaine can be treated so that it vaporizes at a lower temperature. When it is treated this way it comes out in small, hard lumps called "crack," or "freebase." In the past, the usual way of producing "freebase" used flammable chemicals, such as ether, and was very dangerous. However, a new chemical procedure has been developed that is not flammable. This simple, inexpensive process produces crack. In some places, crack is also called "rock cocaine." The term "Rock", however, is also used in a few locations to describe drugs other than cocaine. While cocaine powder cannot be smoked because it burns up before it vaporizes, crack can be smoked because it turns to gas at a lower temperature. This smoked form of cocaine delivers a lot of vapor into the lungs where it is rapidly absorbed into the bloodstream. The result is a very intense and immediate high. Crack is a very serious problem in some cities. Crack is relatively cheap, it produces a very intense high, and because it does not need to be injected, it is easy to take. A crack high does not last very long. When it wears off, crack, like other forms of cocaine, leaves the user feeling let down, and the user often tries to maintain the high with successive doses of crack. For those reasons, crack is an extremely dangerous drug. Results from small towns and rural areas that have used The American Drug and Alcohol SurveyTM suggest that crack is now available almost everywhere. TABLE 18 Crack Use by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders Ever Tried 2% 3% 3% <1% Used in Last 12 Months <1% 2% 2% 0% Used in Last Month <1% <1% 1% 0% Source: The American Drug and Alcohol SurveyTM Stimulants Stimulants are usually amphetamine or amphetamine -like drugs. They are sometimes called "prescription stimulants" because, to take them legally, they would have to be obtained through a doctor's prescription. Some stimulants, however, are manufactured and sold illegally. While marijuana and cocaine are derived from naturally occurring plants, stimulants are produced artificially in a laboratory. Stimulants cause sensations of alertness and excitement. Stimulants are usually referred to as "uppers" or "speed" by drug users. Stimulant use is usually associated with a dry mouth and a loss of appetite. Stimulants can be taken in pill or capsule form. They are most often taken orally and absorbed through the digestive system. It takes about 15 to 20 minutes to get high. The high then lasts from two to six hours and may be followed by a "let down" feeling or serious depression if large or repeated doses are taken. Heavy drug users may also inject stimulants, although this is infrequent among adolescents. The majority of young people who take stimulants once a month or more belong to a peer group that is involved in a drug lifestyle. They use drugs in conjunction with nearly every gathering or social occasion. In the late '60s and early '70s, some youth were involved in very heavystimulant use. They used stimulants constantly and made frequent "speed runs" where they took heavy doses every couple of hours, staying high for seven or more hours at a time. "Speed freaks," as they were called at the time, often developed serious hallucinations and delusions of paranoia, and were prone to violence and suicide. The admonition, "Speed Kills!," spread effectively among drug - using youth and helped to diminish greatly the use of speed. Today, even heavy stimulant users do not take as much of the drug, do not get as high, and only a very small proportion of young people who use stimulants stay high for such extended periods of time. Lighter stimulant use, however, is also dangerous, partly because uppers will keep a person awake while making them feel perfectly competent even when there is considerable loss in reaction time. Judgment may be distorted, but stimulant users often cannot detect that anything is wrong. This is particularly true if alcohol and uppers are taken together. Such users may think they are functioning well when actually they are simply wide-awake drunks, and therefore dangerous ones, particularly behind the wheel. Methamphetamines Methamphetamine is a particular type of stimulant that is also called "crank," "speed," "crystal meth" or "ice". It can be injected, smoked (usually as a powder sprinkled on tobacco), sniffed or taken orally. Recently crystal meth has become more popular and is often used instead of cocaine. One reason some people prefer it is that it gives a very intense high, similar to cocaine, but the effect lasts much longer. Another reason for its popularity is that it can be illegally manufactured in large quantities from common industrial chemicals. Crystal meth has all of the negative effects described above for other stimulants although there is good reason to believe that the effects are intensified. In part this is because it is a more potent chemical, but also it is used in ways that put more of it into the bloodstream very rapidly, 43 for instance by smoking or injecting. The emotional effects are very strong and crystal meth users often suffer severe psychological crises including paranoia and depression. TABLE 19 Methamphetamine Use by Ithaca City School District Students Ever Tried Used in Last 12 Months Used in Last Month 6th 8th 10th 12th Graders Graders Graders Graders <1% 1% <1% 0% 0% . <1% <1% 0% 0% <1% 0% 0% Source: The American Drug and Alcohol SurveyTM UPDATE METHAMPHETAMINES: 1998 Methamphetamine use has been increasing throughout the 1990s among both adult and adolescent populations, particularly in the Westem states. Nationally, 4.4% of high school seniors have tried methamphetamine. However, in some states in the Western U.S. the American Drug and Alcohol Survey has found that over.15% of 12th graders have tried this drug. Legal Stimulants In some states it is possible to buy mild stimulants and pep pills legally, often by mail. These are called fake pep pills, imitation speed, look-alikes, or have brand names similar to those that drug users apply to illegal prescription stimulants. A few years ago, many legal stimulants contained several different drugs, but federal guidelines now restrict these substances to one active ingredient per dose, which is usually a concentrated amount of caffeine. The response from taking legal stimulants is similar to that from taking other stimulants, but not as intense. Stay -awake pills can also be bought over the counter and have similar ingredients. Many students use stay -awake pills when they have a lot of homework to do or are studying for tests. Sometimes, however, these pills are taken strictly for the purpose of getting high. The nature of available legal stimulants is always changing. Recently there has been an increase in the use of ephedrine and ephedrine related products. The American Drug and Alcohol Survey now contains a question about the use of these drugs. The effects of ephedrine can include a perceived increase in energy and alertness, reduced need for sleep, increased blood pressure and a loss of appetite. These compounds are also used, in some over the counter medications for bronchial dilation. Natural compounds that contain ephedrine related substances are sold in health food stores and are unregulated. All of these products can be taken in large amounts to achieve the effect similar to that of other stimulants. Although serious effects do not occur all of the time, substances containing ephedrine are not necessarily safe. They have caused heart attacks, epileptic seizures, nausea, fatigue and even death; in Texas, eight deaths have been reported. While all legal stimulants available over the counter are not very strong and are not harmful in normal doses, many people take huge amounts in order to get high and serious physical or psychological damage can occur. In addition, the use of legal stimulants accustom youth to the use of drugs and may encourage the use of illegal stimulants or other drugs. Inhalants Some youth inhale many different substances, ranging from gasoline to typewriter correction fluid, to get high. The most commonly used inhalants are glue, gasoline, paint and paint thinner. Almost anything that has a solvent that evaporates at room temperature can be abused in this manner. The inhalant is usually smeared on the inside of a paper, or plastic bag, rag or old sock. The fumes are "sniffed" (breathed in through the nose). or "huffed" (breathed in through the mouth). Inhalants are rapidly absorbed into the blood stream through the nasal passages and lungs, and the user gets high in minutes. Depending on the amount taken, once the user stops inhaling the high lessens and is gone usually within a half hour. Thus, many inhalant users continue to "sniff' in order to stay high. An inhalant high isessentially the same as an alcohol high, with an.initial stage of euphoria followed, as the youth continues to inhale, by greater intoxication, dizziness, and loss of physical and mental control. Inhalants are used mostly by very young drug abusers. The average age of children who use inhalants regularly is between 12 and 13. These youth use inhalants because they are cheap and easily available. Younger children who use inhalants have a tendency to move on to other drugs as they get older, which is one reason why inhalant use tends to be lower among high school seniors than it is among junior high or middle school students. Another reason is that many of the heavier inhalant users never make it to the senior year before dropping out of school, often at least partly because of their drug use. Some people, usually young adults in their mid -20's or early 30's, use inhalants constantly. These people may use inhalants every day, staying high for hours at a time. Such heavy inhalant use places the user in grave danger. Inhalants can damage the liver, cause an imbalance in blood chemicals, and lead to coma or even death. These inhalant dependent adults are often seriously disturbed -- they have a reputation for violence and bizarre behavior. Occasionally, a younger person develops this type of severe inhalant dependence, which inevitably becomes a critical problem. Most of the students who use inhalants, however, do not use them very often and the amount that they use is unlikely to do any irreparable physical damage. Fortunately, while the substances that are most often inhaled -- glue and gasoline -- are damaging, they are among the least toxic of inhalants and seem to do little permanent damage when used only occasionally and in small amounts. Inhalant users, however, typically do not know whether the substance they are using is dangerous or not. There are some vapors that can be fatal and others that can sensitize the heart so that suddenly being startled or frightened could kill. Inhalant vapors are also flammable and there is often a danger of explosion or fire. Inhalant intoxication is similar to alcohol intoxication -- it interferes with judgment and motor skills, and can cause inhalant -intoxicated youth to get into serious trouble as a result. Communities should be aware that small groups of children can become obsessed with using inhalants. Occasionally this pattern spreads to other groups of children, thus creating a serious, widespread problem in their community. Such behavior rarely involves older youth, but can remain, an epidemic among the younger children. A severe inhalant problem can appear suddenly in one grade or class even when previous classes have not shown it. It is wise to watch for a sudden increase in the number of elementary or junior high school students using inhalants 10 or more times a month. Nitrites (Amyl, Butyl, or Isopropyl) Amyl and butyl nitrites, when sold by prescription, consist of small capsules holding a gas. Patients with heart problems sometimes use these capsules; the capsule is broken and the gas inhaled to help the heart. These substances, however, are also sold in spray cans, purportedly as "room odorizers" or for other uses. They are often sold under brand names with sexual connotations. The drugs are used by some young people because, when inhaled, they produce a quick surge of energy. The effect passes off almost immediately. The street names for these drugs -- poppers, snappers, jolt and rush -- describe these feelings. Nitrites are not viewed as highly dangerous, partly because they are rarely used by youth. Anything that suddenly shocks the system or stimulates the heart, however, could lead to problems, particularly if a young person has an existing physical problem or condition. The sudden drop in blood pressure caused by the drug can lead to fainting and injury. There have been rare cases where youth have taken "poppers" or "snappers" many times on a daily basis -- a practice likely to do significant physiological damage. Downers "Downers" is a street name that covers nearly all barbiturates, sedatives and sleeping pills. When prescribed by a physician, these drugs relieve muscle spasms, relax the patient, block pain to some extent, and lead to a sleepy, drowsy state. The effect of these drugs is almost identical to that of alcohol, and they have been called "a drink in a pill." The initial response to taking a downer is often the same kind of euphoria felt in early drunkenness. As more drug is taken or more of the drug is absorbed, the response is nearly the same as being drunk -- staggering, loss of coordination, dizziness, drowsiness, poor judgment, slurred speech, etc. 46 Downers are administered in either liquid or pill form, but most illegal downers are sold as pills or capsules for convenience. Also, a major source of downers is the family medicine cabinet. Some youth steal downers that were prescribed to other family members or get them from old, unused prescriptions. While downers can be injected, adolescents usually take them orally. Different downers have different reaction times, but it usually takes the digestive system time to absorb any of them -- thus it can take 20 to 30 minutes to get high. The high from one dose may last from two to four hours, depending on the specific drug. A small percentage of users- take additional doses to stay high for longer periods of time. The major differences between downer intoxication and alcohol intoxication relate to the settingswhere these substances are taken, and to beliefs about their effects. Young people who use downers usually take them in small amounts and with friends in private surroundings. These occasional users rarely find themselves in fights or involved in aggressive behavior when they are taking downers. Downers can be very dangerous since they pose the same dangers as alcohol intoxication, with the accompanying poor judgment and loss of coordination. Furthermore, downers and alcohol potentiate each other. Thus, taking downers with alcohol is like taking very large doses of alcohol. Such use can lead to extreme intoxication, or even to coma or death. Downers are also highly addictive. While most adolescents do not use them enough to become addicted, taking downers heavily and over a considerable period of time can lead to addiction -- the need to take downers constantly and in increasing doses. Heavy addiction to downers can be life-threatening, especially if the person stops taking them abruptly. Withdrawal from downers, as from any addictive substance, should be done under medical supervision. Quaaludes ("ludes") are also a form of downer. Quaaludes became so popular among drug abusers that they are no longer manufactured by anylegitimate company in the United States. However, some illegal manufacturing of them continues. Quaalude use has been dropping since 1982. The physical and emotional response to Quaaludes and the dangers from their use are the same as the effects and hazards of other kinds of downers. Tranquilizers Some young people also use tranquilizers to get high. The figures in the tables in this report do not include use of tranquilizers that were prescribed by a doctor as medicine, but only when tranquilizers were taken just to get high. The effects are similar to those of downers, although tranquilizers are actually very different drugs. A heavy dose of tranquilizers, like downers, creates an initial euphoria, but then drowsiness, inattention and impaired judgment set in. Although some tranquilizers are milder drugs, the dangers are similar to those from taking downers. These drugs are often prescribed for legitimate medical purposes but they are also used illegally. If tranquilizers have been used heavily and on a daily basis, withdrawal should be done under medical supervision. Ritalin Ritalin (methylphenidate) is a mild stimulant prescribed for attention deficit disorder. When used appropriately with children who are hyperactive, instead of stimulating them further it calms them down and helps them focus their attention for longer periods of time. As with other stimulants, Ritalin can be used to get high. It can be injected or taken orally. The drug is chemically similar to the amphetamines, and in high doses, the effects are essentially the same. TABLE 20 Ritalin Use* by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders Ever Tried <1% 2% 2% 6% Used in Last 12 Months <1% 2% 2% 4% Used in Last Month 0% <1% <1% <1% Source: The American Drug and Alcohol SurveyTM * Only use to get high is included in this table Hallucinogens Hallucinogens, a class of drugs also known as psychedelics, interfere with the nerve impulses in the brain resulting in strange physical and emotional sensations, such as hallucinations. LSD (lysergic acid diethylamide), the most common hallucinogen, is a substance that appears naturally in a fungus, but is often artificially produced in a laboratory. Other hallucinogens are derived from plants. The best known among drug users are psilocybin, from a mushroom of that name, and mescaline, from the peyote plant. Hallucinogens are taken orally, and take from 20 minutes to an hour to take effect. The effects of a hallucinogen can last from less than an hour to a day or longer. The effects of LSD usually last five to six hours. The response to any drug is caused, of course, by the drug itself, but also to a great extent, by the user's expectations. This is particularly true of hallucinogens. The amount taken is also important; light doses, for example, rarely lead to vivid hallucinations. After taking a hallucinogen, light, sound, and skin sensations often become very intense. Users may feel disconnected from their bodies, or that their bodies are strange or distorted. On heavier doses, users may see or hear things that are not there or get strange mixed sensations, such as the feeling that they are seeing music or hearing lights. Hallucinogen users frequently feel happy and relaxed when high, particularly in early stages, but emotional responses can be extreme, particularly with heavy dosages. Most users, however, know that their hallucinations are not real and are caused by the drug. Intense "religious" or mystical feelings may be aroused, particularly if the user anticipates such effects. Some young people who use hallucinogens believe that if the drugs are "natural" they are safe to use. Psilocybin ("mushrooms" or "shrooms"), for example, are often cited as an "organic" drug by users. Many times, however, the psilocybin mushrooms that they buy are actually grocery store mushrooms soaked in LSD. There are some other hallucinogens that are also viewed as different from LSD, but which are also often simply LSD disguised as something else. It should also be noted that whether or not a drug is "organic" has little relevance to the dangers involved in using that drug. Many young people use hallucinogens without getting into direct trouble. Hallucinogens, however, can cause problems with some users, such as bizarre behavior or accidents. Sometimes the user experiences strong feelings of paranoia or fear of going insane. Flashbacks (hallucinations that occur long after taking the drug) may occur fairly frequently, but usually do not cause problems unless they lead to panic or fear. Although it is quite rare, a person who has taken hallucinogens can later develop serious emotional problems, problems that cannot be distinguished from the symptoms of severe mental illness. While these serious problems are infrequent, hallucinogen use can cause other, more subtle problems. These young people are at an age when they are struggling to develop their own attitudes, beliefs, and values. Taking hallucinogens sometimes convinces them that they are developing creative ideas and thoughts and learning the answers to life's problems; so they take the drug instead of seeking real solutions or actually developing creative and intellectual abilities. There are other artificially produced hallucinogens, some of which are referred to as the "designer drugs." These drugs are usually known by their initials -- DMT, MDA, MDPT, etc. (see Table 16). These drugs are usually produced in home laboratories by complex chemical procedures. There may be great dangers from these drugs. In at least one case, the chemist failed to complete the chemical reactions involved, and one or two doses of the resulting drug led to permanent damage to the brain and severe Parkinson's disease. PCP Phencyclidine (PCP) is a drug developed as an anesthetic for large animals. PCP acts differently in humans. It is taken illegally as a pill or capsule, injected, sniffed or huffed. PCP is often smoked, frequently as an additive to marijuana. When taken orally, it may take about an hour to take effect. When injected or inhaled, the effects are felt in minutes. The user may stay intoxicated for three to six hours on a dose. With a light dose of PCP, there is often a feeling of euphoria. With a heavy dose, the muscles become rigid, particular movements may be repeated over and over again, and there may be hallucinations and delusions, particularly feelings of paranoia. There was an epidemic of PCP use in the late '70s, but PCP developed a reputation as a very dangerous and damaging drug, even among drug users, and its use subsequently dropped off. PCP is a very dangerous drug. In heavy doses, which are no more than about four times the dose most often taken by PCP users, the drug can cause coma, convulsions and even death. Chronic PCP users also have a reputation for bizarre and violent acts, including suicide and murder. A number of reports suggest that these behaviors can occur days after the drug was taken. Ketamine Ketamine (Ketalar) is produced for use as an animal anaesthetic. When injected in the proper dose, it can be used as a human anaesthetic, but it is not very useful because it only leads to a short period of unconciousness (15 minutes) and there are many side effects including short recovery, muscle spasms, headache, nausea, hallucinations, and confusion. It is usually sold on the street as "Special K" and comes as a powder that can be injected or sniffed. Users report that they feel like they are floating and that they sometimes experience intense sensations of happiness. They are likely to have slurred speech, stumble, be dizzy, and have problems thinking clearly. Hallucinations are common. Users can also "go into the K -hole", becoming motionless, heavily sedated, and not responsive to what is going on around them. "Bad trips" resembling psychotic episodes can also occur. Use at all night "raves" is reported to be common. TABLE 21 Ketamine Use by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders Ever Tried 1% <1% <1% 0% Used in Last 12 Months 0% <1% <1% 0% Used in Last Month 0% <1% 0% 0% Source: The American Drug and Alcohol SurveyTM Heroin Heroin, morphine, and opium are all opiates. Opium is a drug derived from the opium poppy. It can be smoked or taken orally and has long been used to block pain or to induce sleep. Morphine is a stronger, concentrated form of opium. Heroin is produced by chemical treatment of morphine; it works more rapidly and is more effective because it can get into the brain more readily than morphine. While these are all essentially the same drug, users prefer heroin because of its potency. Heroin is not legally available in the United States. If injected, heroin takes effect almost immediately, and the sensations will peak in less than five minutes. The high from a single dose lasts from four to six hours. The rapid and intense effect (the "rush") from injecting the drug is popular among the drug's users, thus they often prefer to administer it with a needle. In recent years, however, there has been a shift in the way that heroin is used. There are hints that there is less injection (possibly because of fear of AIDS) and more use by snorting and smoking. Tests by the National Institute on Drug Abuse showed that smoking led to essentially the same physical and psychological responses as injection, although more heroin is needed when it is smoked to achieve the same effect. The response to taking the drug is usually a drowsy, relaxed state, with feelings of euphoria, particularly if the user has experience with the drug. Although the usual response i$ euphoric, it is not at all rare for a user to feel depressed after taking the drug. When the drug wears off, there is a melancholy feeling that encourages repeated use. Heroin use by students is still rare. Only about 2% of high school seniors throughout the United States have tried heroin although in certain regions use is higher. Students who have tried heroin are likely to be Multi -Drug Users who have experimented with many different drugs. There is a concern that heroin use may spread more easily as smoking and snorting have become more common ways of using the drug. Heroin intoxication is, in many ways, similar to alcohol intoxication -- judgment, motor skills, memory and attentiveness are affected. Heroin also reduces the user's motivation. It is a highly addictive drug as many users begin to crave the sensations heroin causes and become very anxious when they do not have the drug. When the user comes down from a high, there are often feelings of depression, discomfort and a craving to continue using the drug. Frequent use over a long period of time can trigger an obsession with heroin that dominates the user's life. 51 Sometimes there are a few younger students in a community who report that they have tried heroin, and an even smaller number of high school seniors who say that they have tried the drug. This may seem odd since the comparisons of 8th and 12th grade students, for example, usually show considerably less drug use among the younger students. There can, however, be an exception to this trend. Occasionally there are a few more very heavy drug users in the earlier grades, and sometimes more younger students have tried heroin than local high school seniors. In many instances these younger, heavier drug users drop out of school before their senior year. Who are the young heavy drug users who claim to have tried heroin? Are these children exaggerating their drug use? Younger students, particularly boys, have a greater tendency to exaggerate on surveys. But there are a number of checks in the survey that almost always identify such students. The researchers doing the analyses check for signs of exaggeration such as students claiming the use of a fake drug; answers indicating improbable heavy drug use; and responses claiming the use of very dangerous drugs despite no indication of use of the less dangerous and more common drugs. Youth who exaggerate their responses on the survey are not counted in the reported results. There are also many internal checks to identify students who were confused by the survey, and those students are also removed before tabulating the results. Any students who are listed in the above table, therefore, probably really believe that they have tried heroin. It is possible that some young people may think that they are getting heroin when they have actually been sold a phony street drug. If so, using that drug could be almost as serious as taking heroin. The drug may be a "designer" drug that could do very severe damage, and even if the drug is innocuous, young people who take it are showing a willingness to use heroin, and are likely to actually try heroin later on. Narcotics other than heroin Many other narcotics have effects similar to heroin. Morphine and opium are, of course, the same basic drug as heroin, but not as concentrated. Demerol is a potent pain killer and narcotic. Codeine has similar effects, but is less powerful. Methadone was developed as an alternative to heroin for treatment of heroin addicts. It can be taken orally and lasts for a day or more. Methadone does not make the user as drowsy and lethargic as heroin, thus the addict can use it while working. Methadone, however, can also be abused. The physical and psychological effects and the hazards of these other narcotics are essentially .the same as those of heroin. The survey questions ask only about the use of narcotics to "get high." Use under a doctor's care is excluded. Steroids Certain types of steroids are a group of chemicals that under certain circumstances can increase physical strength and endurance. These chemicals imitate hormones naturally found in the body. Steroids are most often taken to improve athletic performance but they are increasingly being used by young people to improve how they look. While steroids are not usually taken for their mood altering effects, many users do report feelings of euphoria and an improved self-image, and some report depression when they stop. 52 Recent studies show that about 5% of all male high school seniors have used steroids. Females are less likely to use steroids, but just how many use them is not known. Most young people who use steroids start around age 15 or 16, although about a third of users started at younger ages. Steroids can be taken in pill form or injected with a needle. Many users will take them both ways, taking one type of steroid by pill and another by injection. This is called "stacking", and it is believed by those who use them that this combination greatly increases effectiveness. Whether it really does or not is open to question. Steroids are usually taken in cycles lasting from several days to two weeks and their use is coordinated with body building exercise routines. From one to several doses may be taken per day, but it is often difficult for an individual to tell how much they are actually using since the quality and quantity of the supply may be unreliable. Young steroid users who are still going through puberty may experience serious physical damage. If use starts young enough, steroids can stunt growth by stopping bone development. Other serious effects for males include degeneration of the testes and impaired sexual and reproductive ability. Females encounter a range of symptoms that make them appear more masculine, such as increased growth of hair and deepening of the voice. Menstrual and reproductive problems also occur. In heavy, extended doses serious and even fatal liver damage may occur for both sexes. There are some reports of increased heart problems, but this is an area where more study is needed. In addition to physical problems, steroid users often experience a wide range of emotional disturbances. It is not unusual to find an increase in anger and aggression, anxiety, depression, and sleeping problems. Certain users may also progress to very serious psychiatric problems such as paranoia and hallucinations. TABLE 22 Steroid Use by Ithaca City School District Students Ever Tried Used in Last 12 Months 6th 8th 10th 12th Graders Graders Graders Graders 2% 2% <1% 0% 1% 2% <1% 0% Source: The American Drug and Alcohol SurveyTM CONCLUSION This report shows that there are a significant number of young people from Ithaca City School District who are at risk from their use of drugs. The report also provides more details about some of those risks. For example, Tables 12A and B show some of the consequences of alcohol and drug use that these students admit they have encountered, and Table 16 lists some of the high risk alcohol and drug behaviors. The report also shows that the school cannot deal with this problem alone. While some youth may come to school high on alcohol or drugs, Tables 6A and B show that most drug and alcohol use is with friends and outside of school. These associations with drug using friends are very important in understanding drug use. Young people who use drugs tend to have friends who use drugs. Young people who do not use drugs, on the other hand, have friends who would try to stop them from using drugs. Drugs seem to be available anywhere in the United States, and Table 5 shows that at least some students at Ithaca City School District believe that most drugs are available here. Preventing drug use and limiting the damage done by alcohol and other drugs will require a concerted effort by the whole community: schools, parents, community leaders, and youth. 54 COMMUNITY DRUG TASK FORCE MATERIALS Tuesday July 27, 1999 Part 111 Department of Justice Office of Juvenile Justice and Delinquency Prevention Field -Initiated Research and Evaluation Program; Notice 40678 Federal Register /Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices DEPARTMENT OF JUSTICE Office of Juvenile Justice and Delinquency Prevention [OJP (OJJDP)-1239] RIN 1121-ZB73 Field -Initiated Research and Evaluation Program AGENCY: Office of justice Programs, Office of Juvenile Justice and Delinquency Prevention (OJJDP), justice. ACTION: Notice of funding availability. SUMMARY: Notice is hereby given that the Office of Juvenile Justice and Delinquency Prevention (OJJDP) , pursuant to Public Law 105-277, October 19, 1998, the Omnibus Consolidated and Emergency Supplemental Appropriation Act of 1999, is issuing a solicitation for applications from public and private agencies, organizations, institutions, tribal and Alaskan Native communities, and individuals to conduct research and evaluation projects in four areas: Native American juvenile justice and delinquency prevention; evaluation of juvenile justice programs for female juvenile offenders; juvenile justice system operations, sanctions and treatments; and general research designed -to inform -and -enhance -the field of juvenile justice and delinquency prevention. DATES: Applications under this program must be received no later than 5 p.m. ET on September 10, 1999. ADDRESSES: Interested applicants must obtain an application kit from OJJDP's Juvenile Justice Clearinghouse at 800- 638-8736. The application kit is also available online at thel3JJDP Web site at www.ojjdp.ncjrs.org/grants/ about.html#kit: FOR FURTHER INFORMATION CONTACT: Charlotte Kerr, Deputy Division Director, Office of Juvenile Justice and Delinquency Prevention, 810 Seventh Street NW., Washington, DC 20531; phone: 202-307-5929; e-mail: charlott@ojp.usdoj.gov. SUPPLEMENTARY INFORMATION: Purpose The purpose of this program is to generate high-quality research and evaluation that will inform and enhance the field of juvenile justice and delinquency prevention. Applications are encouraged from researchers and evaluators representing multiple academic disciplines and using innovative methodological strategies. The ideal project will not only increase the knowledge base regarding juvenile delinquency, but also will have practical implications for juvenile justice policy and practice. - Background Since its inception in 1974, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) has been charged with sponsoring research on juvenile crime and victimization. Projects - supported by OJJDP.have advanced the understanding of juvenile crime and its' impact on society and havesuggested appropriate responses in the areas_of prevention, early intervention, and -- graduated sanctions. In general, OJJDP funds research activities that derive from congressional mandates or address statutory priority - areas that are narrowly defined. However, many creative andimportant research ideas deserving support arise outside the Federal Government. The Field -Initiated Research and Evaluation Program allows OJJDP to provide flexible funding for innovative and rigorous research that supports its mission. In past years, OJJDP has supported field -initiated research on such. topics as gangs in correctional institutions, mental health issues in the juvenile justice system, and juvenile sex offending. This year, OJJDP seeks applications in —four-topical=areas:-(1)Juvenile-justice=-- and delinquency prevention in tribal or Alaskan Native communities (Native American research); (2) evaluation of juvenile justice programs for female delinquents; (3) juvenile justice system operations, sanctions, and treatments; and (4) general research on topics related to juvenile justice and delinquency prevention. The background, goals, and objectives for each area are described below. Note: Although some applications may be appropriate for more than one topical area (e.g., an evaluation of a program for Native American girls could qualify for areas -1 and 2), each - application should be submitted under only one category. (1) Native American Juvenile Justice and Delinquency Prevention Background . The U. S. Department of Justice is currently involved in multiple research and programmatic efforts to address justice issues in' tribal and Alaskan Native communities. Recent findings from the Bureau of Justice Statistics (BJS) report American Indians and Crime highlight the importance of such efforts. Based on multiple sources, including the National Crime Victimization Survey (NCVS) and the Federal Bureau of Investigation's Uniform Crime Reporting (UCR) data, the report contains various findings with specific relevance for the juvenile population: • Rates of violent victimization in every age group are higher among American Indians than among all other races. • From 1992 to 1995, American Indians and Asian Americans were the only racial or ethnic groups to experience increases in the rates of abuse or neglect of children under age 15. • Native Americans under age 18 are arrested for alcohol-related violations at a rate twice the national average. The BJS study is the most comprehensive national report on issues of crime and justice affecting Native Americans. In general, there is little research on juvenile justice and delinquency prevention in tribal and Alaskan Native communities. All too frequently, those studies that are conducted reflect limited knowledge of local cultures and indigenous justice systems. In the past year, the Office of Justice Programs has sought guidance from Native American practitioners and researchers around the country on such issues as crime and justice research in Indian country, Alaskan tribal justice policies and practices, and youth gangs in Indian country. Recommendations for researchers that emerged from these consultations included the following: (1) investigators should make greater efforts to involve indigenous people in the design and implementation of their research; (2) research findings should have clear practical implications for the community in which the study was conducted, as well as for Native American communities in general; and (3) methods of inquiry should be based on and sensitive to local customs and values. These recommendations also apply to projects under this Field -Initiated Research and Evaluation Program. Thus, projects under this initiative should reflect efforts to involve local community participants in the design and implementation of any research or evaluation conducted in tribal and Alaskan Native communities. Projects should use culturally appropriate methods of inquiry and should offer practical implications with relevance to both the local community and broader audiences. OJJDP expects to use the results of these projects to provide empirically based guidance regarding - juvenile justice and delinquency prevention policies and practices in tribal and Alaskan Native communities. Federal Register / Vol: "64; No. 143 / Tuesday, July 27, 1999 /Notices 40679 In addition, these projects should help to develop and guide culturally appropriate research practices with tribal and Alaskan Native populations. OJJDP encourages the pursuit of new avenues of inquiry and innovative approaches to the problem of juvenile crime and delinquency in tribal and Alaskan Nativecommunities. Such approaches are also being supported through OJJDP's Tribal Youth Program: Copies of the program announcement for the TribalYouth Program and its evaluation are available from the Juvenile Justice Clearinghouse (8007 638-8736) and online at www.ojjdp.ncjrs.Org/grants/ current.html. Goals The goal of this section of the field initiated research and evaluation program is to foster original, rigorous scientific research that uses innovative research, methods to;study juvenile delinquency and juvenile justice in tribal and Alaskan Native communities. This program seeks empirical research on delinquent and criminal behavior both by and against tribal youth, interventions with youthful offenders, tribal juvenile justice system policies and practices, and alcohol and drug use by tribal youth. Objectives • Conceptualize and investigate research questions dealing specifically with tribal or Alaskan Native juvenile ' justice and delinquency prevention. • Develop methodological approaches that are culturally sensitive, relevant and appropriate. • Expand and validate hypotheses on juvenile delinquency as they relate to tribal and/or Alaskan Native youth. • Develop knowledge that will inform new hypotheses, techniques, , approaches, or methods to improve juvenile justice and delinquency prevention efforts both within and outside tribal and Alaskan Native territories., Award Period The project period will be up to 2 years. Award Amount Up to $400,000 is available for research and evaluation related to Native American juvenile justice and delinquency prevention. Individual grant amounts, which will be subject to negotiation, will not exceed $200,000 per project. - (2) Evaluation of Juvenile Justice Programs for Female Juvenile Offenders Background The appropriate and effective treatment of female offenders by the juvenile: justice system is a matter of increasing interest to policymakers, practitioners, and the public. Although males remain responsible for the majority of juvenile crime, females represented 25 percent of all juvenile arrests in the United States in 1996. Most female delinquents come to the attention of the,juvenile court for status offenses or nonviolent. crimes (e.g., shoplifting, forgery). However, females have become increasingly involved in more serious and violent delinquent behavior. Therefore, there is growing concern that the ,juvenile justice system be able.to effectively address the special needs of this population. Although male and female delinquents. experience many of the same problems (e.g., chaotic home environments, poverty, substance abuse), female offenders have unique needs that challenge the ability of the justice system to provide appropriate treatment. Many female delinquents have been victims of childhood sexual and/or physical abuse. Some are involved in relationships with abusive partners. Some enter the justice system pregnant or having already given birth to one or. more children. Research suggests that gender -specific programming is needed to encourage healthy attitudes and behavior and promote social competence. Traditionally, the juvenile justice system has paid little attention to the special needs of female offenders. The 1992 reauthorization of the Juvenile Justice and Delinquency Prevention Act (JJDP Act) required all States applying for Federal formula grants under the JJDP Act to identify gaps in their provision of services to female juvenile offenders. As a result of this process, many States began to recognize the dearth of appropriate programs for this population. • In• the fall of 1998, OJJDP. published Juvenile Female Offenders: A Status of the States Report. This report , provides aninventory of State efforts to address the needs of at -risk girls and female juvenile offenders. Such efforts range from providing sensitivity training to correctional staff and probation officers to offering programs for teenage mothers. Although the number of gender - specific programs for female offenders is increasing, little is known about their content, structure, or effectiveness. The purpose of this component of the Field - Initiated Research and Evaluation Program is to encourage researchers to evaluate specialized services for females in the juvenile justice system. Well- designed evaluations should demonstrate which approaches are most useful for this population,and provide findings so that policymakers and communities might replicate and implement programs found to be effective and cost-efficient. Goals The goal'of this section of the field - initiated research and evaluation program is to stimulate high-quality process and impact (outcome) evaluations of juvenile justice programs for female juvenile offenders. The programs to be evaluated should be - geared toward intervention within the. different components of the juvenile justice system (e.g., assessment, detention, secure corrections, community-based treatment, aftercare). Programs that focus exclusively on prevention.are not eligible,under this initiative. Considering the limited award period ,, (a maximum of 2 years) and the amount of funding available (up to $300,000 per award), OJJDP expects that evaluations funded under this initiative will focus on process and/or short-term impact or outcome evaluations. Researchers are - also encouraged to consider using this.. award to lay the groundwork for longer term evaluations, which may then be . funded on: an ongoing basis using funding from other sources. Ideally, investigators should collaborate with . practitioners and program developers to build their evaluation into new or existing programs. Objectives • Conduct innovative evaluations of gender -specific programs, for adolescent female offenders in the juvenile justice system. . • Identify promising programs and program models for meeting the needs of female juvenile delinquents. • Improve the ability of the juvenile justice system to identify and meet the multiple needs of female offenders and increase the likelihood that female offenders will leave the juvenile justice system with an enhanced capacity to become responsible, productive citizens. • Encourage collaborative working relationships among researchers, practitioners, and policymakers in the field of juvenile justice. - • Enhance the ability of community- based and institutional programs to conduct empirically based evaluations of their own effectiveness. 40680 Federal Register / Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices Award Period The project period will be up to 2 years. Award Amount Up to $600,000 is available for the evaluation of juvenile justice programs for female juvenile offenders. Individual grant amounts, which will be subject to negotiation, will not exceed $300,000 per project. (3) Juvenile Justice System. Operations, Sanctions, and Treatments Background Early in this decade, OJJDP created the Comprehensive Strategy for Serious, Violent and Chronic Juvenile Offenders. The Comprehensive Strategy identifies core principles for addressing juvenile crime at the national, State, and local level. Among these principles is the recognition that delinquency prevention is the most cost-effective approach to combating juvenile crime. However, the juvenile justice system must also be capable of responding immediately and effectively when delinquency does occur. Once youth have entered the juvenile justice system, graduated sanctions must be in place to allow the system to respond to offenders' individual needs while maintaining public safety. Since 1993, the Balanced and Restorative Justice (BARD ) model lia`s - - provided a framework for strengthening the juvenile justice system. The three objectives of the BARJ model reflect the principles of the Comprehensive Strategy. These objectives include: (1) Accountability; (2) competency; and (3) community protection. Accountability mandates that juvenile offenders receive appropriate sanctions for their offenses and requires that they make amends to the victim(s) and community they have harmed. Competency refers to the idea that contact with the juvenile justice system should increase the likelihood that offenders will become productive, responsible citizens. Finally; community protection means that the juvenile justice system has a duty to ensure public safety. As the issue of accountability has received more emphasis within the juvenile justice system, the role of crime victims has expanded significantly. There has been a growing recognition that victims must play an active role in the juvenile justice process. State legislatures have passed laws mandating victims' rights and requiring restitution for the loss and inconvenience that victims experience. Some Stateshave established a victims' bill of rights specifically for victims of juvenile crime, while others have added language that ensures that these victims are included under existing victims' rights legislation. Examples of rights accorded to victims of juvenile crime include the following: (1) Victims must be notified of relevant hearings and allowed to attend; (2) victims must be notified when offenders are released from custody; and (3) victim impact statements must be considered in sentencing, parole, and release decisions. In some communities, centralized victims' bureaus provide information, referral services, and supportive services such as victim advocacy, counseling, and financial compensation. To accomplish the BARD objectives of accountability, competency, and community protection, the juvenile justice system must combine graduated sanctions with increasingly intensive treatment and rehabilitative services. An effective system must include a broad range of available sanctions, from community programs to secure corrections. Risk and needs assessments should inform the placement of offenders in the system. Finally, aftercare is a critical, but often overlooked, component of the system. Juveniles who receive services while detained or incarcerated can quickly lose any treatment gains if such services _ are abruptly discontinued when the juvenile is released. The juvenile justice system must ensure that youth are smoothly reintegrated into the community and that the risk of their reoffending is greatly reduced. The purpose of this background information is to provide a framework within which investigators might structure their research designs. Research is needed on such topics as: (1) Risk and need assessment measures; (2) ways to ensure accountability; (3) case management in the juvenile justice system; (4) implementation and appropriate targeting of graduated sanctions; (5) community-based approaches; (6) effective and innovative treatment strategies; (7) identification of gaps in the continuum of care; (8) the role of the victim in the juvenile justice system; (9) programming for specific subgroups of offenders, such as very young or serious and violent offenders; and (10) the development and evaluation of intensive aftercare approaches. Research proposals on additional topics relevant to juvenile justice system operations, sanctions, and treatments are, of course, welcome. Goals The goal of this section of the field - initiated research and evaluation program is to foster original, rigorous scientific research that will enhance the operations, sanctions, and treatments within the juvenile justice system. Research is sought that will not only increase the knowledge base, but also will provide empirical support for implementing specific juvenile justice policies and practices. Ideally, research funded under this initiative will improve the ability of the juvenile justice system to meet the needs of both juvenile offenders and the communities in which they reside. Objectives • Conceptualize and investigate new research questions related to operations, sanctions, and treatments in the juvenile justice system. • Develop new methodological approaches to address important research questions. • Generate and validate hypotheses regarding the nature and efficacy of the juvenile justice system's response to juvenile crime and delinquency. • Develop knowledge that will lead to new hypotheses, techniques, methods, or approaches for improving the functioning of the juvenile justice system. • Provide information that can be used by practitioners and policymakers who seek to improve the ability of the juvenile justice system to meet the needs of offenders and the public. • Improve the ability of the juvenile justice system to identify and meet the multiple needs of juvenile offenders and improve the likelihood that youth will leave the juvenile justice system with an enhanced capacity for becoming responsible, productive citizens. Award Period The project period will be up to ;2 years. Award Amount Up to $600,000 is available for research and evaluation of juvenile justice system operations, sanctions, and treatments. Individual grant amounts, which will be subject to negotiation, will not exceed $300,000 per project. (4) General Research Background This component of the Field -Initiated Research and Evaluation Program provides flexible funding for research which, while it may not fit neatly under any of OJJDP's current initiatives, supports the agency's mission in significant and creative ways. The issues and problems currently confronting the juvenile justice system Federal Register / Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices 40681 require strategies and solutions that cut across traditional juvenile justice boundaries. In addition to criminologists, sociologists, psychologists, social workers, medical professionals, educators, child welfare specialists, and others have important roles to play in addressing juvenile delinquency and victimization. Ideally, field -initiated research should have practical implications for juvenile justice policies and practices. Early in this decade, OJJDP created the Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders. The general principles of the Strategy include (1) Strengthening the family; (2) supporting core social institutions; (3) promoting delinquency prevention; (4) intervening immediately and effectively when delinquent behavior occurs; (5) establishinga system of graduated sanctions for juvenile offenders; and (6) identifying and controlling the small group of serious, violent, and chronic juvenile offenders. Investigators applying under the general research component of the Field -Initiated Research and Evaluation Program may want to consider working in one of these areas. Additionally, in November 1998, members of the Study Group on Serious and Violent Juvenile Offenders and the Study Group on Very Young Offenders were surveyed regarding their priorities for juvenile justice research. Their responses suggested that research is needed in the following areas: (1) risk and protective factors for juvenile offending; (2) risk and needs assessment instruments for courts and correctional facilities; (3) causes of early-onset offending; (4) characteristics and needs of very young offenders; (5) causes of desistance from offending; (6) causes of serious and violent offending; (7) successful and innovative intervention programs for specific subgroups of juvenile offenders (e.g., serious and violent offenders, very young offenders, girls, youth with prenatal exposure to drugs and alcohol); and (8) the impact of juvenile transfers to adult court. Finally, investigators may want to consult OJJDP's Comprehensive Plan for Fiscal Year 1999, which is available on the OJJDP Web site at www.ojjdp.ncjrs.org. The Plan is based on the Comprehensive Strategy and contains the research and program initiatives that OJJDP plans to fund during this fiscal year. Applicants may want to develop projects that will complement the agency's proposed research and programs. Goals The goal of this section of the field - initiated research and evaluation program is to foster rigorous, original scientific research that uses innovative methods to further the agency's mission of enhancing the juvenile justice system and preventing juvenile delinquency. Research that demonstrates collaboration among multiple disciplines is strongly encouraged. Project results should be of practical use to practitioners and policymakers and increase the juvenile justice knowledge base. Objectives • Promote and support innovative research and evaluation in the field of juvenile justice and delinquency prevention. • Conceptualize and investigate new research questions in the juvenile justice field. • Develop new methodological approaches to addressing 'priority issues. • Develop knowledge that can be used to craft effective programs, policies and strategies for reducing and preventing juvenile delinquency and victimization. • Conduct research that will enhance the ability of the juvenile justice system to respond to the needs of both juvenile offenders and society at large. Award Period The project period will be up to 2 years. Award Amount Up to $600,000 is available for general research. Individual grant amounts, which will besubject to negotiation, will not exceed $300,000 per project. Note: The information that follows applies to all four of the topical areas described above. Products Proposals should contain a description of all products that will originate from the project. At a minimum, each grantee will be required to produce a final report that provides an overview of the research project. This overview should contain the following: (1) The theory and hypotheses guiding the work; (2) a description of the research or evaluation methods; (3) research and evaluation results ,(both' significant and nonsignificant); (4) any. practical or policy implications of the results; and (5) recommendations for future study. If possible, grantees should indicate in their final report how their work might contribute to defining and/ or implementing best practices in the field of juvenile justice. This final report should be publishable as an OJJDP research report. Applicants are also strongly encouraged to consider submitting their results for publication in a refereed journal. Applicants must also indicate their willingness to provide at least one additional report suitable for publication as an OJJDP Bulletin or Fact Sheet. This report should be completed within 60 days of the grant's closing date. Eligibility Requirements OJJDP invites applications from public and private agencies, organizations, institutions, tribal and Alaskan Native communities, and individuals, or any combination of the above. Private, for-profit organizations must agree towaive any profit or fee. In the case of joint applications, one applicant must be clearly indicated as primary (for correspondence and award purposes) and the other(s) listed as coapplicant(s). OJJDP encourages collaborative relationships among researchers, practitioners, and tribal entities. If the research is of a collaborative nature, written assurances of the collaboration should be provided. Similarly, when specific programs r agencies are the subject of an applicant's research or evaluation, the application should include letters of commitment or cooperation from the relevant program . or agency. Finally, applicants must demonstrate that they have experience or ability related to the type of research or evaluation that they are proposing to conduct. Selection Criteria Applications will be evaluated and rated by a peer review panel according to the criteria outlined below. In addition, the extent to which the project . narrative makes clear and logical connections among the components listed below will be considered in assessing a project's merits. Problem(s) To Be Addressed (20 points) Applicants must include in the project narrative a clear description of the research questions to be addressed. Applicants should discuss how previous research supports and shapes these questions and should identify the relevance of these questions for the field of juvenile justice. The proposed research will be judged on its ability to contribute to knowledge and practice in the field of juvenile justice and delinquency prevention. 40682 Federal Register / Vol. 64, No. 143 / Tuesday, July 27, 1999 / Notices Goals and Objectives (10 points) The application must include goals and objectives that are clear, concrete, and relevant to the field of juvenile justice. Goals should derive directly from the problems to be addressed. Objectives should consist of clearly defined, measurable tasks that will enable the applicant to achieve the goals of the project. Project Design (40 points) The application should present in detail the design of the project. Design elements should follow directly from, the project's goals and objectives.. The data to be collected and/or analyzed should clearly support the project's goals and objectives. The applicant should describe the research or evaluation methodology in detail and should demonstrate the validity and usefulness of the data that will be collected and/or analyzed. The application must include a timeline that indicates when specific tasks will be initiated and completed. The timeline should be referenced as appropriate in the narrative, but should also be placed in appendix A of the application. Management and Organizational Capability (20 points) Applicants must demonstrate the existence of a management structure that will support the achievement of the project's goals and objectives in an efficient and cost-effective manner. In particular, applicants must ensure that the tasks delineated in the project timeline (see "Project Design" above) are adequately staffed. Resumes for key staff members should be included in appendix B. Applicants should also demonstrate the organizational capacity to complete the work described in the "Project Design" section. The applicant should include a description of any similar projects it has undertaken previously. Applicants should also demonstrate knowledge and experience related to juvenile justice issues. In addition, applicants should provide evidence of their ability to work collaboratively with juvenile justice system practitioners or service providers, particularly in the project's area of study. Research that involves specific agencies, organizations, or programs, including those under governmental or tribal auspices, should submit appropriate letters of cooperation in appendix C. Budget (10 points) Applicants must provide a proposed budget that is complete, detailed, reasonable, allowable, and cost-effective in relation to the activities to be undertaken. All budgeted costs should be directly related to the achievement of project goals and objectives. A brief budget narrative should be included in this section. Format Proposals requesting awards of less than $50,000 will be considered "small grants." Applications for small grants must limit the program narrative to 15 pages. Applicants requesting $50,000 or more must submit a program narrative of no more than 30 pages. These page limits do not include the budget narrative, appendixes, application forms, or assurances. At the end of the program narrative, applicants should indicate which author(s) were responsible for each of the narrative sections. Appendix A should contain the project's timeline with dates for initiation and completion of critical project tasks. Appendix B should contain the resumes for the principal investigator and key staff members. Appendix C should include all necessary letters of cooperation or support. The narrative portion of the application must be submitted on 81/2 - by 11 -inch paper using a standard 12-, point font.. The application should be double-spaced and printed on one side of the paper only. The narrative should be preceded by an abstract with a maximum length of 300 words. These requirements are necessary to maintain a fair and uniform set of standards among all applicants. If the application fails to conform to these standards, it will not be eligible for consideration. Catalog of Federal Domestic Assistance (CFDA) Number For all these programs except Native American Juvenile Justice and Delinquency Prevention, the CFDA number, required on Standard Form 424, "Application for Federal Assistance," is 16.542. For Native American Juvenile Justice and Delinquency Prevention, the CFDA number is 16.731. Standard Form 424 is included in OJJDP's Application Kit, which can be obtained by contacting the Juvenile Justice Clearinghouse at 800- 638-8736 or sending an e-mail request to puborder@ncjrs.org. The Application Kit is also available online at www.ojjdp.ncjrs.org/grants/ about.htmlLkit. Under the "Descriptive Title" section of Standard Form 424, in addition to the project's title, applicants should indicate under which topical area they are applying (i.e., Native American research, evaluations of programs for female offenders, juvenile justice system operations, or general research). Coordination of Federal Efforts To encourage better coordination among Federal agencies in addressing State and local needs, the U.S. Department of Justice is requesting applicants to provide information on the following: (1) Active Federal grant awards supporting this project or related efforts, including other awards from the Department of Justice; (2) any pending applications for Federal funds for this or related efforts; and (3) plans for coordinating any funds described in items (1) and (2) with the funding requested in this application. For each Federal award, applicants must include the program or project title, the Federal granting agency, the amount of the award, and a brief description of its purpose. - "Related efforts" is defined for these purposes as one of the following: • Efforts for the same purpose (i.e., the proposed project would supplement, expand, complement, or continue activities funded with other Federal grants). • Another phase or component of the same program or project (e.g., to implement a planning effort funded by other Federal monies or to provide a substance abuse treatment or . educational component within an existing juvenile justice project). • Services of some kind (e.g., technical assistance, research, or evaluation) to the program or project described in the application. Delivery Instructions All application packages should be mailed or delivered to the Office of Juvenile Justice and Delinquency Prevention, c/o Juvenile Justice Resource Center, 2277 Research Boulevard, Mail Stop 2K, Rockville, MD 20850; 301-519-5535. Note: In the lower left-hand corner of the envelope, the applicant must clearly write "Field -Initiated Research and Evaluation Program" and specify which topical area is addressed in the application (i.e., Native American research, evaluations of programs for female offenders, juvenile justice system operations, or general research). Due Date Applicants are responsible for ensuring that the original and five copies of the application package are received by 5 p.m. ET on September 10, 1999. Federal Register /Vol. 64, .No. 143 / Tuesday, July 27, 1999 / Notices 40683 Contact. ' For further information, contact Charlotte Kerr, Deputy Division Director, Research and Program Development Division, at 202-307- 5929. Alternatively, e-mail inquiries can be sent to Charlott@ojp.usdoj.gov. References Bureau of Justice Statistics. 1999. American Indians and Crime. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics. Community Research Associates. 1998. Juvenile Female Offenders: A Status Report of the States. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Robin Lubitz, Deputy Administrator, Office of Juvenile Justice and Delinquency Prevention.' [FR Doc. 99-19056 Filed 7-26-99; 8:45 am] BILLING CODE 4410-18-P U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention Washington, DC 20531 Official Business Penalty for Private Use $300 249805 MARY WILLIAMS 108 E GREEN ST ITHACA NY 14850 ar:f. -so1`;a Us FIRST CLASS POSTAGE & FEES PAID DOJ/OJJDP Permit No. G-91 I,i,ilil„11„le,l,l11l,,,il,l,tlli,r,dLi,,I l,d,I,1,il,1 DRUG AND ALCOHOL USE AMONG ITHACA CITY SCHOOL DISTRICT STUDENTS TABLE 4 Patterns of Drug Use Among Ithaca City School District Students (1998-99) 6th 8th 10th 12th Graders Graders Graders Graders LEVEL I* (High Involvement) 1. Multi -Drug Users 0.0% 1.6% 2.6% 5.9% 2. Stimulant Users 0.3% 0.0% 1.0% 0.7% 3. Heavy Marijuana Users 0.0% 0.7% 2.4% 3.8% 4. Heavy Alcohol Users 0.5% 0.2% 3.9% 6.9% LEVEL II (Moderate Involvement) 5. Occasional Drug Users 3.5% 4.3% 4.5% 5.5% 6. Light Marijuana Users 1.5% 9.7% 18.3% 22.5% LEVEL III (Low Involvement) 7. Tried .A.Drug 5.8% 11.3% 11.0% 11.8% (no current use) 8. Light Alcohol Users 5.5% 9.7% 16.8% 14.2% 9. Negligible or No Use 82.9% 62.5% 39.5% 28.7% Source: The American Drug and Alcohol Survey * See figures on next pages. Percent of Ithaca City School District Students By Level of Drug Involvement (1998-99) Low 94.2% Low Figure 1 6th Graders 83.5% Figure 2 8th Graders 11 High 0.8% Moderate 5.0% High 2.5% Moderate 14.0% Source: The American Drug And Alcohol Survey Percent of Ithaca City School District Students By Level of Drug Involvement (1998-99) Figure 3 lOth Graders Low 67.3% Moderate 22.8% Figure 4 12th Graders Low 54.7% Moderate 28.0% 12 Source: The American Drug And Alcohol Survey DESCRIPTION OF ADOLESCENT DRUG USE TYPES 1. Drug Dependent and Multi -Drug Users Anyone who uses alcohol, marijuana or any other drug (except tobacco) every day is classified as a Multi -Drug User because their drug use is chronic and highly serious and because. they almost always take other drugs as well, particularly when they cannot get their "drug of choice." Other students who are classified as Multi -Drug Users show current regular use of two or more different types of drugs, other than alcohol and marijuana. Older Multi -Drug Users, for example, generally take some kind of downer and also use stimulants. Younger Multi -Drug Users, on the other hand, may use inhalants heavily and regularly and take other drugs when they can get them. These Multi -Drug Users are also likely to use marijuana and get drunk often. 2. Stimulant Users Stimulant Users take amphetamines, methamphetamines, and/or cocaine regularly. They prefer drugs that make them feel "up." Most Stimulant Users also use alcohol and marijuana, often quite heavily but not daily, and some of them use hallucinogens. Stimulant Users, unlike Multi - Drug Users, rarely use drugs like downers, heroin, or PCP. 3. Heavy Marijuana Users Heavy Marijuana Users do not use marijuana every day -- if they did, they would be classed, according to this system,-: as. -Multi -Drug. Users:. The -students: in•• this group, however, - do use marijuana often.and_in•large:amounts:__They:generall-yuse.marijuana:during-the week .as -well - as on weekends. Heavy Marijuana-Users:are:also : likely_=to-.use alcohol and• marijuana -together. Other .drugs may. be taken. occasionally, but.not .regularly: In order. to: intensify -the effect, many, Heavy Marijuana Users:.take.:strongforms- of marijuana:such as sensimilla or hashish, and/or use various methods for concentrating the smoke: 4. Heavy Alcohol Users. Students.- classified: as. Heavy .Alcohol.. Users .drink. alcohol every. week - and - get drunk frequently, but do not use other drugs regularly. Any Heavy Alcohol User whodoes-use= other drugs regularly would be classified in one of the above groups, and not in this one. Many of these Heavy Alcohol Users get drunk nearly every weekend. While Heavy Alcohol Users do not take other drugs regularly, some will use marijuana occasionally and a few might take another drug occasionally. Alcohol, however, is the substance they prefer. 5. Occasional Drug Users Occasional Drug Users use drugs other than marijuana, but rarely use any drug more than once a month. Most of them also use marijuana occasionally. While the drug use- of the Occasional Drug Users is not heavy, these students have shown a willingness to take drugs and could easily move toward heavier drug involvement. 6. Light Marijuana Users The young people in this group use marijuana occasionally, possibly only a few times a year. They are also likely to use alcohol occasionally. They rarely take other drugs, but some of them may have tried other drugs. 7. Tried a Drug The members of this group have tried a drug at some time, but they are not using drugs now and they do not think of themselves as drug users. The drug they have tried is usually marijuana, although some may have tried other drugs, particularly inhalants. 8. Light Alcohol Users Light Alcohol Users use some alcohol, but rarely, if ever, get drunk. They have never tried a drug of any other kind. 9. Negligible or No Use Some of these students may have tried alcohol, but it is not being used now, even socially. These students have never tried any drug with the possible exception of alcohol. HOW MANY ITHACA CITY SCHOOL DISTRICT STUDENTS ARE AT RISK BECAUSE OF THEIR DRUG OR ALCOHOL USE? Level I (High Involvement): Drug':Users -Any Ithaca :City 'School District student who is classed in the first four _groupsmay .be : at _considerable__risk .'from ._drug or. alcohol -use. Young people in these groups 'get . drunk: and/or: use:drugsmearly.every weekend or even more frequently. They are in danger of becoming . dependent on alcohol or drugs and at risk from accidents while intoxicated or high. Use of alcohol or drugs .can also disrupt their social and psychological development Level II (Moderate Involvement) .Drug. Users. Ther youth inthe nexttwo groups, Occasional Drug Users and Light Marijuana Users, are in less danger from their drug use. They are, however, using drugs occasionally, most of them only a few times a year. The majority of these students do not take a lot of any particular drug, however, whenever any drug is used there is always some risk of danger. More importantly, they are showing a willingness to take drugs. The students that are Occasional Drug Users or Light Marijuana Users are, therefore, at some risk from their drug use. Level III (Low Involvement). The students who are members of the last three groups are not now at risk from their use of alcohol and other drugs. The Ithaca City School District students who have Tried a Drug and those who are Light Alcohol Users, are not currently in significant danger from their drug use. The Tried a Drug group (Type 7), however, are not strangers to drugs. As mentioned above, it is possible their drug use could increase in the future. Finally, there are those students who are in Type 9 and can be considered essentially drug-free. 14 As a cautionary note, it would be wrong to assume that any student not in a low drug involvement group must be "addicted to drugs." Such an overstatement would ignore the detailed information available about the drug use patterns among these students. To understand drug use among Ithaca City School District students, one must neither overstate nor understate the problem, but be as accurate and precise as possible. The Institute for Social Research at the University of Michigan has been providing national data for high school seniors since 1975. In the early 1990's this group expanded their work to include drug use rates for 8th and 10th graders. The following three tables provide this data for the 1996-97 school year. If you surveyed any of these grades, the information in these tables can be used to compare the drug use rates at your school or district with national norms. (Note: If your survey included 12th graders, the 12th grade data in Tables A -C have already been included in Tables 1-3. It is reprinted here for completeness). TABLE A Percent of 8th, 10th and 12th Graders Across the Country Who Have Ever Tried a Drug (1997)- 8th 1997)- 8th 10th 12th Graders Graders Graders Alcohol 54% 72% 82% Been Drunk 25% 49% 64% Cigarettes 47% 60% 65% Marijuana 23% 42% 50% Cocaine 4% 7% 9% Stimulants 12% 17% 17% Inhalants 21% 18% 16% Nitrites *** *** 2% Downers* *** *** 8% Quaaludes *** *** *** Tranquilizers* 5% 7% 8% Hallucinogens 5% 11% 15% PCP *** *** 4% Heroin 2% 2% 2% Narcotics other than heroin *** *** 10% The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997. * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. TABLE B Percent of 8th, 10th and 12th Graders Across the Country Who Have Used Each Drug in the Last 12 Months (1997) 8th 10th 12th Graders Graders Graders Alcohol 46% 65% 75% Been Drunk 18% 41% 53% Marijuana 18% 35% 39% Cocaine 3% 5% 6% Stimulants 8% 12% 10% Inhalants 12% 9% 7% Nitrites *** *** 1% Downers* *** *** 5% Hallucinogens 4% 8% 10% PCP *** *** 2% Heroin 1% 1% 1% Narcotics other than heroin *** *** 6% The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigan, 1997. * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. 17 TABLE C Percent of 8th, 10th and 12th Graders Across the Country Who Have Used Each Drug in the Last Month (1997) 8th 10th 12th Graders Graders Graders Alcohol 25% 40% 53% Been Drunk 8% 22% 34% Cigarettes 19% 30% 37% Smokeless Tobacco 6% 9% 10% Marijuana 10% 21% 24% Cocaine 1% 2% 2% Stimulants 4% 5% 5% Inhalants 6% 3% 3% Nitrites *** *** <1% Downers* *** *** 2% Hallucinogens 2% 3% 4% PCP *** *** 1% Heroin <1% <1% <1% Narcotics other than heroin *** *** 2% The national data on 8th, 10th and 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the InstitutSocial Research, University of Michigcm, 1997. * Use of these drugs under a doctor's orders is not included in these figures. * * * Data not available. 18 PART II ITHACA CITY SCHOOL DISTRICT STUDENTS' EXPERIENCES AND ATTITUDES REGARDING DRUGS AND ALCOHOL In addition to the types and amounts of drugs being used, the survey assessed the attitudes local youth hold toward drugs and alcohol. If the community wants to create an environment where young people are able to remain drug-free, they must understand what factors contribute to the decisions local youth make about drugs. Part II presents information on the availability of drugs, where drugs are used, problems caused by these substances, and students' attitudes toward drugs. 19 HOW AVAILABLE ARE DRUGS TO ITHACA CITY SCHOOL DISTRICT STUDENTS? The students were asked how easy it would be to obtain each of the different types of drugs. (Note: This question asks about the availability of drugs in general. It does not mean drug availability at school.) The following table shows how many students felt it would be either "fairly easy" or "very easy" to get each drug. TABLE 5 Perceived Availability of Drugs Among Ithaca City School District Students Percent Marking Either "Fairly Easy" or "Very Easy" to Get Each Drug National* 6th 8th 10th 12th 12th Graders Graders Graders Graders Graders Alcohol 50% 78% 94% 97% *** Marijuana 17% 45% 83% 87% 90% Cocaine 10% 22% 33% 36% 43% Uppers 12% 21% 50% 45% 60% Inhalants 52% 74% 84% 83% *** Downers** 12% 23% 46% 42% 40% Hallucinogens 7% 16% 41% 42% 51% PCP 8% 16% 32% 26% 30% Heroin 10% 18% 26% 21% 34% Narcotics other than heroin 10% 22% 37% 32% 39% Cigarettes 43% 74% 92% 95% *** Source: The American Drug and Alcohol SurveyTM * The national data on 12th graders are from the Monitoring the Future surveys conducted for the National Institute on Drug Abuse by the Institute for Social Research, University of Michigan, 1997. ** Use of these drugs under a doctor's orders is not included in these figures. *** Data not available. 20 Alcohol and tobacco are, of course, the most accessible drugs because they are legal for adults. Other drugs are usually less available, but in most communities at least some students believe that almost any drug is available. WHERE DO ITHACA CITY SCHOOL DISTRICT STUDENTS USE ALCOHOL AND OTHER DRUGS? Tables 6A and B show some of the places where these students used alcohol and other drugs during the last year. While these tables do not include every place that alcohol and other drugs can be used, they do show generally where these substances have been used. TABLE 6A Where Ithaca City School District Students Have Used Alcohol 6th 8th 10th 12th Graders Graders Graders Graders On the way to school- <1% 1% 1% 2% During school hours at school <1% <1% 2% 6% During school hours away from school. 1% 4% 4% 9% Right after school 1% 6% 8% 12% At school events <1% 2% 7% 17% At parties 4% 20% 43% 62% At night with friends 5% 24% 48% 64% While driving around <1% <1% 3% 5% At home (parents knew) 19% 33% 35% 42% At home (parents didn't know) 5% 18% 38% 40% Source: The American Drug and Akohoi SurveyTM TABLE 6B Where Ithaca City School District Students Have Used Drugs Other Than Alcohol 6th 8th 10th 12th Graders Graders Graders Graders On the way to school <10/0 2% 6% 7% During school hours at school <1% 1% 5% 9% During school hours away from school <1% 3% 9% 12% Right after school 2% 4% 12% 19% At school events <1% 3% 9% 17% At parties 2% 12% 26% 38% At night with friends 2% 14% 30% 41% While: driving around :_. <1% 1% 10% 15% At home (parents knew) <1% 2% 5% 6% At home (parents didn't know) 3% 9% 16% 21% Source: The American Drug and Akohoi SurveyTM In nearly all communities, drugs are mostly used at parties and with friends. Even when drug use is reported as "at home," that drug use is probably with friends and when the parents are away, or in the privacy of a youth's room. Drug use in front of parents can occur, but such cases are less common. There is usually less drug and alcohol use at school than outside of school. Any use at school is, however, of great concern because alcohol and other drugs interfere directly with learning. Unfortunately, use outside of school is also a problem for the school because drugs, such as alcohol, can still interfere with a student's studies even if he or she is not using those substances at school. Many drugs, including marijuana, stay in the body for long periods of time. They may still be present when these youth are in school, and thus interfere with attention and learning. Using drugs also places a youth outside the mainstream of society and generally involves attitudes that make a youth unwilling to listen to a teacher's or a counselor's advice. The fact that there is usually less substance use at school than in most other settings is a very important point. Media reports often give the mistaken impression that schools are the source of most adolescent drug use. The reason for this misunderstanding is very simple -- schools are the places where young people spend most of their day and it is where there is a lot of talk about drugs. If someone wants to interview young people, where do they find them? -- at school, of course. All of the talk about drugs then gets associated with the schools. Even the fact. that this drug. survey was_.given sin- school may. lead. some peoples -to blame the schoolfor. drug .use..... The school;.. however,. is -• simply-: the ;most convenient place • to -collect this - information: While:: drug= and:.: alcohol -...use: at:. school=_:is -a very serious -problem, it -must be remembered- that druguse is a community. problem. - Even the -level: of substance. -use at. school, events, as reported in :Tables:.6A~and11`should: be -considered a community problem. As Tables 6A and B show, most .drug_ and: alcohol .useoccurs in -The community away from school. Where doesthe responsibility lie, forexample, when- youth sneak beer. into football- games or arrive. at school dances. intoxicated? The real answers.to..such.problems must -come from the community and from .individual hornes in conjunction.witirthe schools' -efforts: HOW HARMFUL DO ITHACA CITY SCHOOL DISTRICT STUDENTS THINK DRUGS ARE? The attitudes that young people have about the dangers of drugs often shape their decisions about whether they will use drugs or not. For example, if a youth believes that no harm is attached to using marijuana, he or she is much more likely to give it a try. Table 7 shows the percentage of students who think that trying a drug (using it just once or twice) will lead to a lot of harm. Students who think this way will probably not even try a drug. TABLE 7 Percent of Ithaca City School District Students Who Believe That Using a Substance Once or Twice Will Lead to "A Lot" of Harm 6th 8th 10th 12th Graders Graders Graders Graders Alcohol 2% 2% 2% <1% Get Drunk 23% 17% 11% 9% Marijuana 15% 11% 5% 3% LSD 28% 33% 32% 30% Inhalants 21% 23% 22% 28% Uppers 19% 18% 19% 18% Cocaine 26% 29% 37% 40% Cigarettes 22% 13% 9% 8% Source: The American Drug and Alcohol SurveyTM Notice in Table 7, however, that quite a few students do not think that trying a drug is harmful. It is much more likely that these students may at least experiment with a drug. Table 7 also shows that there is greater fear of some drugs than of others. Even for those drugs considered more dangerous, however, there are still youth who do not believe that using them once or twice will lead to much harm. They may, therefore, be willing to experiment with those drugs. 24 Table 8 looks at this issue a little differently. This table shows how many Ithaca City School District students think that using drugs regularly will harm them. TABLE 8 Percent of Ithaca City School District Students Who Believe That Using a Substance Regularly Will Lead to "A Lot" of Harm 6th 8th 10th 12th Graders Graders Graders Graders Alcohol 24% 22% 21% 21% Get Drunk 94% 92% 85% 80% Marijuana 65% 61% 44% 32% LSD 53% 71% 74% 76% Inhalants. 59% 68% 70% 79% Uppers 51% 55% 60% 58% Cocaine 68% 75% 82% 90% Cigarettes 61% 59% 61% 68% Source: The American Drug andAlcohol SurveyTM The numbers are higher than those in Table 7 showingthat many' students -do see regular - use of drugs as harmful. Some students, however, see no harm attached to regular use. This group of students is at higher risk of drug use since they do not believe that using drugs regularly is dangerous. The fact that some young people in this district do not see regular drug use as harmful indicates that educational programs detailing drug hazards could be useful. However, programs that focus only on the dangers of drugs are not as effective as programs that educate students about other aspects of drug abuse as well. One reason is that therelationship between beliefs about drug hazards and drug use is a complex one. Some youth, for example, will actually use a drug because it is dangerous. The risk is part of the appeal. Another important factor is the way that peer influence interacts with belief about drug dangers. Studies have shown that younger children who believe drugs are harmful will almost always discourage drug use among their friends. By the time these students are seniors, however, many of them will not attempt to discourage drug use among their friends -- even if they personally believe drugs are dangerous. Therefore, an effective drug prevention program, in addition to providing a realistic assessment of the dangers of drug use, must address such things as the roles friends play in helping each other to avoid or stop using drugs. 25 DO FRIENDS OF DRUG USERS ALSO USE DRUGS? The first row of the following table shows the extent to which the students who use drugs have friends who also use drugs. The "Users" are those in the first three groups in Table 4 (page 10). "Non -Users" are those in the last two groups of Table 4: they have never tried a drug. Users Non -Users TABLE 9 Percent of Ithaca City School District Students Who Have Friends Who Use Drugs Marijuana Cocaine Uppers Downers 100% 40% 32% 27% 30% 6% 4% 4% Source: The American Drug and Alcohol SurveyTM Young people tend to form small, close-knit groups called peer clusters. A peer cluster could be a pair of best friends, a couple, or a small group. Members of a peer cluster tend to use the same drugs; use them .to about the same extent; and usuallyy use drugs' when:they .are together: When. approached_ with.: drugs;_ it is very : rare for -young _people= to ? "just: say no"'' to their closest'. friends. It is not surprising, therefore;- to find - that; in- nearly- all communities, drug -using youth have friends who also. use drugs. Conversely;: youth: who do not use drugs are • likely. to have friends who also do not use drugs. HOW MANY OF ITHACA CITY SCHOOL DISTRICT STUDENTS HAVE FRIENDS: WHO: ASK THEM,TO USE DRUGS? When friends ask a youth to use drugs, it is hard to say "No". Table 10 shows how many students have friends who ask them to use. The table shows that there is more peer encouragement for some drugs than for other drugs. There are many programs that suggest a youth should say "No". It might be a good idea to suggest that real friends don't ask you to use. 26 Users Non -Users TABLE 10 Percent of Ithaca City School District Students Whose Friends Ask Them to Use Drugs Marijuana Cocaine Uppers Downers 92% 10% 11% 11% 5% 1% 1% 1% Source: The American Drug and Alcohol SurveyTM WOULD FRIENDS OF.ITHACA CITY SCHOOL DISTRICT STUDENTS TRY TO STOP DRUG USE? If their friendswould try to stop them from wing -drugs, young people might not use drugs. How much .does -.that _actually happen? _The. following_table.ahows_how many. Ithaca. City School District: students .•have.friends who_:would try to: stop-them-ffrom:using four: types: of drugs. Users Non -Users TABLE 11 Percent of Ithaca City School District Students Who Have Friends Who Would: Stop Drug Use Marijuana Cocaine Uppers Downers 0% 77% 48% 46% 65% 82% 75% 75% Source: The American Drug and Alcohol SurveyTM Not only do youth who use drugs tend to have drug -using friends, but usually their friends would not apply as much pressure against using drugs. Even some of the drug-free youth, however, generally have friends who would not try to stop them from using drugs. While young people might not approve of drugs, they may also have a strong feeling that "People should be allowed to make their own choices." Such an attitude can prevent someone from helping a friend to "say no to drugs." 27 WHAT PROBLEMS HAVE ITHACA CITY SCHOOL DISTRICT STUDENTS HAD BECAUSE OF ALCOHOL OR DRUGS? The survey also asked the students whether they had ever experienced any problems because of their alcohol or drug use. The figures in Tables 12A and B show how many students admit that alcohol or drugs have caused them problems, and what types of problems they have had. These percentages are only a base. People who abuse alcohol or drugs often avoid admitting that they are hurting themselves. Thus the following figures are a conservative estimate of these students' problems with alcohol and other drugs. TABLE 12A Admitted Problems of Ithaca City School District Students from Alcohol 6th 8th 10th 12th Graders Graders Graders Graders Got a traffic ticket 0% 0% <1% 1% Had a car accident <1% <1% <1% <1% Got arrested <1% <1% 2% 2%. Had money problems <1% 1% 4% 7% Gotten you in trouble in school 1% 1% 1% 3% Hurt your school work <1% 3% 6% 8% Fought with other kids_ 3% 7% 8% 9% Fought with your parents 2% 4% 9% 12% Damaged a friendship 2% 3% 6% 11% Passed out 2% 5% 17% 28% Couldn't remember what happened 1% 9% 23% 37% Made you break something 2% 6% 14% 22% Source: The American Drug and Alcohol SurveyTM 28 TABLE 12B Admitted Problems of Ithaca City School District Students from Drugs 6th 8th 10th 12th Graders Graders Graders Graders Got a traffic ticket <1% <1% <1% 2% Had a car accident <1% <1% 1% <1% Got arrested <1% 1% 2% 3% Had money problems . <1% 1% 7% 10% Got in trouble in school 1% 2% 2% 2% • Hurt your school work <1% 3% 8% 12% Fought with other kids 2% 5% 5% 7% Fought with your parents 2% 3% 8% 9% Damaged:a:.friendship 1%. 2% 7%, 6% Made you -break something 2% 4% 9% 10% Hada "bad" trip 2% 4% 6% 12% Source: The American Drug and Alcohol SurveyTM Some Ithaca City School District students admit that alcohol and other drugs have led to problems. Alcohol causes problems for more people than drugs do, but then more students use alcohol. Particular note should be taken of any youth who have had fights and damaged friendships because of alcohol or drug use. Friends are extremely important to young people and convincing young people that alcohol and other drugs can endanger friendships could help prevention efforts among these youth. Note: Occasionally a few of the younger students misinterpret the question on high risk behaviors. The question on the survey asks "What has happened to you when you have tried alcohol or drugs?" A few students may think "What might happen when people use alcohol or drugs?" AGE OF FIRST USE Students were asked at what age they began using alcohol, marijuana and inhalants. Other drugs were not asked about since these three are the ones that young people usually begin using first. Table 13 shows the age at which 12th graders who have used these three drugs began using them. The students who have never tried the drug are not included in these averages. Knowing the age of first use among students is important in planning prevention programs. Once students have started using drugs it is much more difficult to intervene or to reduce their use. Therefore the most effective prevention programs should be in place just prior to the age when most students who are going to use a drug begin using it. Also it is well known that students who use drugs at very young ages are more likely to have serious and continuing problems later in life. Early intervention with this group is very important in reducing the amount of distress these young people will encounter in the coming years. TABLE 13 Age of Ithaca City School District 12th Graders When They First Tried Drugs 7-9 10-12.. 1345 16 or Never Years Years Years Older Tried Getting Drunk 1% 5% 38% 19% 37% Average.age of first drunk: 14.6: Marijuana 1% 7% 31% 16% 45% Average age of first use: 14.4 Inhalants 0% 1% 2% 1% 96% Average age of first use: 13.9 Source: The American Drug and Alcohol SurveyTM Note: The percentage of 12th graders who indicate they have "never tried" a substance on the questions about Age of First Use may differ slightly from the percentage of "never tried" that could be derived from Table 1 due to a few students not answering one or the other of the questions. INTENT TO USE DRUGS What will happen to the younger students during the next few years? The survey asked students whether they intend to use drugs in the future. The 6th graders' responses to those questions are presented .in Table 14 because it is the attitudes of these younger students that are most significant in this respect. For example, if a young person has not used drugs, but "may in the future," that youth is very likely to try drugs soon -- unless something can be done to change his or her mind. TABLE 14 Ithaca City School District 6th Graders' Intentions Regarding Future Drug Use Percent Never used drugs and never will 85% Never used drugs, but may in the future 7% • Used drugs,but donot plan to usethem_ again_ 5% Used: drugs andprobably will :use=them: again°.. 3% Source: The American Drug and Alcohol SurveyTM Most of the 6th .graders indicate that _theydo not .plan touse drugs in the future. It is important.that.these .youth' are starting_with-good_intentions:: Yet:wekknoww.that.th'ere'wi11 be some who will start using drugs in the next few=years: • Although there are many pressures that work against a youth's best intentions to remain drug free, cooperative school and community intervention can work to alleviate these pressures and maintain these good intentions. 31 PART III THE USE OF INDIVIDUAL DRUGS The substances most commonly used by students are alcohol, marijuana and tobacco:: Inhalants are sometimes used by younger children. Use of other drugs occurs less often among these students. All of the different types of drugs are, however, discussed in this section because experience shows that any drug eventually becomes available in every community. This is true no matter how small or isolated that community may be. A brief description of each drug, even if it is. not used locally, is included to inform readers about the drug and to wam that it may become available locally in the future. When a drug is available, some students are likely to try it. Table 15 shows how much each drug has been used during the last month by Ithaca City School District students. There is one table section for each grade. TABLE 15A Use During the Last Month by Ithaca City School District 6th Graders 10 or More 1-2 Times 3-9 Times Times Alcohol 7% <1% <I% Been Drunk 0% <1% <1% Marijuana <1% <1% <1% Cocaine 0% 0% 0% Stimulants 0% <1% 0% Inhalants 3% <1% 0% Downers <1% 0% 0% Tranquilizers 0% 0% 0% Hallucinogens <1% <1% 0% PCP <1% 0% 0% Narcotics other than heroin 0% 0% 0% Source: The American Drug and Aicohoi SurveyTM TABLE 15B Use During the Last Month by Ithaca City School Disfrict 8th Graders 10 or More 1-2 Times 3-9 Times Times. Alcohol 16% 5% 1% Been Drunk 3% <1% 0% Marijuana 5% 1% 1% Cocaine <1% 0% 0% Stimulants <1% 0% 0% Inhalants 2% 0% 0% Downers <1% <1% 0% Tranquilizers 0% 0% 0% Hallucinogens: 2% ' <1% 0% PCP 0% 0% 0% Narcotics other than heroin <1% 0% <1% Source: The American Drug and Alcohol SurveyTM: TABLE 15C Use During the Last Month by Ithaca City School District 10th Graders 10 or More 1-2 Times 3-9 Times Times Alcohol 30% 14% 2% Been Drunk 12% 7% 1% Marijuana 8% 6% 5% Cocaine 0% 0% 0% Stimulants 1% <1% 0% Inhalants 1% 0% 0% Downers 0% 0% <1% Tranquilizers 0% 0% <1% Hallucinogens.. 2%. <1% 0% PCP <1% 0% 0% Narcotics other than heroin 0% <1% 0% Source: The Anurican Drug and Alcohol SurveyTM- TABLE 15D Use During the Last Month by Ithaca City School District 12th Graders 10 or More 1-2 Times 3-9 Times Times Alcohol 28% 25% 5% Been Drunk 18% 14% 3% Marijuana 11% 6% 10% Cocaine <1% 0% 0% Stimulants <1% 0% 0% Inhalants 0% 0% 0% Downers 1% 0% 0% Tranquilizers <1% 0% 0% Hallucinogens 1% <1% <1% PCP 0% 0% 0% Narcotics other than heroin <1% 0% 0% Source: The Anxrkan Drug.and Alcohol SurveyTM Table 16 lists a number of high risk behaviors. It shows how many Ithaca City School District students are increasing the risk of drug use by the way they use alcohol and/or drugs. TABLE 16 High Risk Behaviors Among Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders -Graders Daily alcohol use 0% <1% <1% 1% Daily marijuana use <1% <1% 2% 6% Passed out while drinking 2% 5% 17% 28% Couldn't remember what happened 1% 9% 23% 37% Had a car accident while drinking <1% <1% <1% <1% Had a car accident while on drugs <1% <1% 1% <1% Used marijuana andalcohol. together- 2% . 10% 23% 41% Took two drugs at the .same ;time .:: 1%. 5% 9% 15% Used a needle to inject a drug 1% 2% <1% 0% Shared a_needle 1% 1% <1% 0% Used a designer drug 0% 0% 0% 0% Source: The American Drug and Akohoi SurveyTM Note: These data are referred to throughout the text of Part III. 36 DESCRIPTIONS OF INDIVIDUAL DRUGS Adolescents who use drugs usually describe them in positive terms. Indeed drugs do have short term effects that appear very desirable. If this were not the case very few people would try drugs and even fewer would continue to use them. The descriptions of drugs, therefore, include many of the effects that drug users are seeking. This is not meant to put drug use in a positive light -- rather the intent is to show why young people may be 'attracted to drugs. Keep in mind that continuing use, or even occasional use, of any drug has detrimental effects. These effects may be physical, such as increasing the chances of accidents, or they may be emotional. Adolescents are going through a very important period of emotional growth. They have to confront many difficult tasks such as learning to make friends or learning how to deal with many of the pressures and strains of moving into the adult world. If young people resort to drugs to get through these normal phases of development, they may never achieve the emotional maturity necessary for effective adult living. Alcohol Alcohol has been, and continues to be, the most widely used substance among students. Alcohol is, of course, a legal substance for adults, thus it is both readily available and widely accepted by society. Alcohol.use could involve.anything=from>a single_ beerrtoletting'dnuik.thus it -is important- - to know how much alcohol is being -used.. Table'15 shows how many Ithaca City School' District students have been drunk>..during-.the: month :prior.:to..the.survey. - These figures are the students' own judgments about whether=or not•they were drunk, and: notactual estimates of the amount of alcohol they consumed. Some students - whoy believe -;they- were drunk . may- not have. been legally intoxicated,_ while others who were legally intoxicated might not think • they were., Experience suggests. these- factors balance --each other out;" and:: tlie.numbers :in =the _fables:.provide a• close estimate of how many -students-have actually .been''drunk: - .• Some students may have been extremely drunk, greatly increasing the risk from drinking. The number of students who had so much to drink that they "passed out" appears in Table 16.. Some young people may also have had enough to drink that they do not remember what happened. The number of Ithaca City School District students who claim to "not remember" what they did appears in Table 16. Recent evidence suggests that when young people describe what happened to them, when they got drunk or got high on drugs, they will tell a fairly clear story about the incident. The story will often explain in some detail what led up to drinking or using drugs, who was there, and what happened early in the episode. The story will then reach a point where it is clear that something bad may have happened, a fight, a sexual assault, a humiliating incident, or some other unpleasant occurrence. At that point the youth often says, "I don't remember what happened after that." While we cannot know what really happened to those students who said they "couldn't remember what happened" it is likely that many of them had something happen that was quite bad, and that they just don't want to remember. While alcohol is legal for adults to use, and while there is considerable social tolerance for adolescent drinking, alcohol is a dangerous substance. For one thing, alcohol is addictive. Heavy use over a long period can lead to all of the attendant -physical and social problems of alcoholism. Many alcoholics report that they started heavy drinking as adolescents. At least some youth who are drinking heavily now are on the path to alcoholism. In addition to potential alcoholism, there are some immediate hazards linked to heavy alcohol use by young people. The most obvious danger is from drunk driving. In addition, . each year a significant number of young people lose their lives directly to alcohol poisoning simply because they do not know when to quit drinking. Some. youth ..who use..alcohol.'.also take drugs. .while drinking, and the_ effects from taking: drugs_along-_with:alcohol can -.be.. very -dangerous :..When: marijuana. and -.*alcohol. are • used. -together;, • the .effects on~ judgmentand'on-driving::. skills::are: greater-,tha r when those -substances- are -taken - separately.. Using alcohol: with.other drugs;also.increases.the:danger ' See -Table -16. for the percent of Ithaca City School .District-students=who;have .used:alcohol and other drugs together.- Less. ogether.Less. obvious. damage.. from alcohol. -.-use occurs when..a . youth - is . unable to study or concentrate because: of: residual, intoxication .or...hangovers:..-..Damage.:as also -done when heavy -. alcohol use interferes with_emotional-development - Tobacco Tobacco, like alcohol, is a legal substance for adults and is easily accessible to young people. In recent years the dangers from tobacco use have received wide publicity and for awhile tobacco use dropped to a degree. In the last five years use has increased among students. About 25% of American high school seniors now smoke cigarettes daily. TABLE 17 Tobacco Use by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders CIGARETTES Ever Used 11% 35% 46% 59% Total Daily Users 1% 6% 6% 12% Daily: Less Than Half a Pack 1% 4% 4% 7% Daily:. Half. a Pack or: More::.: <1% 2% 2% 5% SMOKELESS TOBACCO Ever Used 2% 7% 8% 18% Total Daily Users 0% <1% <1% 113/0 Daily: Less Than Six Times 0% <1% <1% 1% Daily: Six or More Times 0% 0% <1% <1% Source: The American Drug and Alcohol SurveyTM Nicotine is highly addictive, and young people who use tobacco regularly may have trouble if they want to stop later. The adolescent years are very important in determining whether or not people will smoke as adults. Research suggests that nearly every young adult who smokes today smoked regularly before the age of 19, and that hardly any youth who regularly smoke half a pack a day or more will quit before they reach the age of 30. Marijuana Marijuana has, unfortunately, gained wide social acceptance among young people; it is now second in popularity only to alcohol. In 1980, more than 60% of high school seniors surveyed nationally had tried marijuana. This rate dropped until 1992, but since then has been increasing. About 40% of high school seniors had tried marijuana in 1995, and about 50% in 1997. Marijuana is usually smoked, like tobacco - in a pipe or rolled in cigarette paper. The user gets high very quickly, within a few minutes, and stays high for two to three hours. When eaten, it may take 20 to 30 minutes for marijuana to "hit" -- the high is likely to be less intense but may last longer. Many users will stay high for several hours at a time by taking more of the drug. As with other drugs, the effect of marijuana on the user is likely to depend on the action of the drug, the amount used, the immediate social setting, and the user's expectations. The usual response to marijuana is a light and relaxed sensation. Under some conditions, everything may seem hysterically funny. Colors and sounds may seem very bright and intense, time may seem to slow down and appetite often increases for the user. These pleasant sensations are generally associated with the light use of those new to marijuana. As marijuana use continues, however, other less desirable effects are felt. When marijuana is used in situations that create anxiety or by people already having. emotional problems, it can intensify such feelings as depression, anxiety, or fear. Some youth may believe that they aregoingcrazy while-on:marijuana:.. - These -negative responses are more likely withheavy doses of.f the drug,: but even light: doses_ can: intensify such moods =for particularly' sensitive - people. Even in low doses; ,marijuaninterferes :with-judgment...Young people who have limited experience with the world: are: likely,.to; make,_errors that::endanger them -- marijuana use increases the opportunities for such errors. Extremely negative emotional : and -personal experiences; ."bad trips;"- are -frequent among people whouse marijuana heavily. There is also evidence.that'long- term,'heavy-marijuana use can ultimately endanger a youth's physical and emotional health. In the last decade, the price of marijuana has increased. Despite the expense, marijuana is still a very popular drug among high school students. Since marijuana is passed out of the body slowly, students who use it daily or even several times a week have some of the drug in their systems all the time. Table 16 shows the percent of Ithaca City School District students who use marijuana daily. Most of the psychoactive drugs influence the brain because the drug attaches to specific receptors in the brain. The location of those receptors and their normal function in the brain determine the drug's effect; whether the drug blocks pain, works as a depressant, or acts as a stimulant. Researchers worked for decades before identifying the receptors for THC, the chemical in marijuana that leads to its effects. They still do not know what the receptors do in the normal brain, but the THC receptors are spread throughout the brain. There are more of them in some parts of the brain, which may help explain some of the effects of marijuana. There are, for example, very few THC receptors in the parts of the brain that effect breathing and the heart, and marijuana has little effect on those functions. The parts of the brain that control movement, 40 thinking and memory, however, have many THC receptors, helping to explain why marijuana leads to deficits in coordination, thinking, and problem solving. Many of the parents of today's adolescents experimented with marijuana when they were young. Some of these parents may feel that marijuana is a relatively innocuous drug, and may, somehow, communicate that to their children without intention. These parents should know that the marijuana available today may be 3 to 4 times stronger than the marijuana they used. Sensimilla, for example, is produced by separating out female plants and preventing them from being pollinated. Plants that are not pollinated produce incredible amounts of the active drug, THC, and marijuana from these plants is a very powerful drug. Cocaine Cocaine is a white powder derived from the South American coca plant. It is usually "sniffed" or "snorted," but is also dissolved and injected by heavy drug users. Cocaine is a very powerful stimulant. When sniffed, it is rapidly absorbed into the blood stream through the membranes in the nose. The drug immediately dries out and numbs the nose and sinuses, thus the user often feels "a breath of cold, clean air." When sniffed or "snorted," cocaine hits the brain very fast, and the user generally feels excited, energetic, and capable of great mental and physical feats. .Injecting cocaine leads to a similar response, but the feelings are even more intense. because .of the large amounts suddenly. reaching the_brain. The. initial effects.:of cocaine:seemextreme1yp1easant;.t� .the. user; -But when -the "rush" wears off, it usually leaves the user feeling, tired=and: let down. The user; in turn, often tries to alleviate this depression=with.another dose. of:cocaine;.The result is an extended cycle of ups and downs.as the user develops:aninsatiable appetitefor cocaine while trying to maintain the high. Some users are high on cocaine .virtually. all _the time; their lives . center around the drug while their work and personal. relationships _are; -:destroyed::. Fortunately, most. cocaine. use by students is still occasional use, with very few students using it more than once. or twice a month (see Table 15). Crack The drug "crack" has been given a great deal of attention in newspapers and on television. Crack is a form of cocaine quite different from the powdered form taken by most cocaine users. Powdered cocaine is processed from the coca plant with the use of several liquid chemicals. This mixture is dried resulting in a powder which is usually sniffed ("snorted") through the nasal passages. Powdered cocaine is absorbed by the bloodstream and travels to the brain where it has its effect. This regular cocaine powder, however, vaporizes at a very high temperature and therefore cannot be smoked. Powdered cocaine can be treated so that it vaporizes at a lower temperature. When it is treated this way it comes out in small, hard lumps called "crack," or "freebase." In the past, the usual way of. producing "freebase" used flammable chemicals, such as ether, and was very dangerous. However, a new chemical procedure has been developed that is not flammable. This simple, inexpensive process produces crack. In some places, crack is also called "rock cocaine." The term "Rock", however, is also used in a few locations to describe drugs other than cocaine. While cocaine powder cannot be smoked because it burns up before it vaporizes, crack can be smoked because it turns to gas at a lower temperature. This smoked form of cocaine delivers a lot of vapor into the lungs where it is rapidly absorbed into the bloodstream. The result is a very intense and immediate high. Crack •is:a.very. serious problemrin_some:cities;-Crack is relatively: cheap, it produces! a very.. intense high .and, because::it:does not needlo-abe::injected;_.itis easy. to°take.` A'crackhigh-does: not last very long. When it .:wears-. off, crack; like other,:forms. of-cocaine,leaves. the. user feeling let • down, and the user offten: tries_ to maintain..the.. high.with.successive doses: of crack. For those • reasons; crack is an extremely dangerous:drug;t. Results._from small towns and rural -areas that have used . The American.. Drug and . Alcohol_SurveyTM -suggest, that . crack is now available almost everywhere. TABLE 18 Crack Use by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders Ever Tried 2% 3% 3% <1% Used in Last 12 Months <1% 2% 2% 0% Used in Last Month <1% <1% 1% 0% Source: The American Drug and Alcohol SurveyTM Stimulants Stimulants are usually amphetamine or amphetamine -like drugs. They are sometimes called "prescription stimulants" because, to take them legally, they would have to be obtained through a doctor's prescription. Some stimulants, however, are manufactured and sold illegally. While marijuana and cocaine are derived from naturally occurring plants, stimulants are produced artificially in a laboratory. Stimulantscause sensations of alertness and excitement. Stimulants are usually referred to as "uppers" or "speed" by drug users. Stimulant use is usually associated with a dry mouth and a loss of appetite. Stimulants can be taken in pill or capsule form. They are most often taken orally and absorbed through the digestive system. It takes about 15 to 20 minutes to get high. The high then lasts from two to six hours and may be followed by a "let down" feeling or serious depression if large or repeated doses are taken. Heavy drug users may also inject stimulants, although this is infrequent among adolescents. The majority of young people who take stimulants once a month or more belong to a peer group that is involved in a drug lifestyle. They use drugs in conjunction with nearly every gathering or social occasion. In the late '60s and early'70s, some youth were involved in very heavy stimulant use. They used stimulants constantly and made frequent "speed runs". wherethey took heavy doses every couple of hours, staying' high for .seven- or: -more:. hoursrat'°a.time. "Speedfreaks, as they were called at the time, often:' developed serious:hallucinations'and` delusionsof-paranoia, and were prone to violence and -suicide. .._The%admonition = "Speed :Kills!-, spread effectively among drug - using youth and helped .to:diminish•greatlythe use of speed. Today, even heavy stimulant users do not take as much of the drug, do not get as _high, and only a very small proportion of young people who use stimulants stay high for such -extended periods of time. Lighterstimulant use, however, _is .also dangerous,.partly,because uppers will.keep•a person awake while makingthem feel perfectly competent even when -there is -considerable loss -in reaction time. Judgment may be distorted, but stimulant users often cannot detect that anything is wrong. This is particularly true if alcohol and uppers are taken together. Such users may think they are functioning well when actually they are simply wide-awake drunks, and therefore dangerous ones, particularly behind the wheel. Methamphetamines Methamphetamine is a particular type of stimulant that is also called "crank," "speed," "crystal meth" or "ice". It can be injected, smoked (usually as a powder sprinkled on tobacco), sniffed or taken orally. Recently crystal meth has become more popular and is often used instead of cocaine. One reason some people prefer it is that it gives a very intense high, similar to cocaine, but the effect lasts much longer. Another reason for its popularity is that it can be illegally manufactured in large quantities from common industrial chemicals. Crystal meth has all of the negative effects described above for other stimulants although there is good reason to believe that the effects are intensified. In part this is because it is a more potent chemical, but also it is used in ways that put more of it into the bloodstream very rapidly, 43 for instance by smoking or injecting. The emotional effects are very strong and crystal meth users often suffer severe psychological crises including paranoia and depression. TABLE 19 Methamphetamine Use by Ithaca City School District Students Ever Tried Used in Last 12 Months Used in Last Month 6th 8th 10th 12th Graders Graders Graders Graders <1% 1% <1% 0% 0% <1% <1% 0% 0% <1% 0% 0% Source: The American Drug and Alcohol SurveyTM UPDATE METHAMPHETAMINES: 1998 Methamphetamine use has been increasing throughout the 1990s among both adult and adolescent populations; particularly:in the:.Western:states:;-Nationally;..4.4% of high school seniors have tried methamphetamine: However; in some states in -the Western U.S. the American Drug and Alcohol Survey has found that over 15% of 12th graders have tried this drug. Legal Stimulants In some states it is possible: -to:. buy. mild, stimulants and -pep pills legally, often by mail. These are called fake pep pills, imitation -speed, look-alikes, or have brand names similar to those that drug users apply to illegal prescription stimulants. A few years ago, many legal stimulants contained several different drugs, but federal guidelines now restrict these substances to one active ingredient per dose, which is usually a concentrated amount of caffeine. The response from taking legal stimulants is similar to that from taking other stimulants, but not as intense. Stay -awake pills can also be bought over the counter and have similar ingredients. Many students use stay -awake pills when they have a lot of homework to do or are studying for tests. Sometimes, however, these pills are taken strictly for the purpose of getting high. The nature of available legal stimulants is always changing. Recently there has been an increase in the use of ephedrine and ephedrine related products. The American Drug and Alcohol Survey now contains a question about the use of these drugs. The effects of ephedrine can include a perceived increase in energy and alertness, reduced need for sleep, increased blood pressure and a loss of appetite. These compounds are also used in some over the counter medications for bronchial dilation. Natural compounds that contain ephedrine related substances are sold in health food stores and are unregulated. All of these products can be taken in large amounts to achieve the effect similar to that of other stimulants. Although serious effects do not occur all of the time, substances containing ephedrine are not necessarily safe. They have caused heart attacks, epileptic seizures, nausea, fatigue and even death; in Texas, eight deaths have been reported. While all legal stimulants available over the counter are not very strong and are not harmful in normal doses, many people take huge amounts in order to get high and serious physical or psychological damage can occur. In addition, the use of legal stimulants accustom youth to the use of drugs and may encourage the use of illegal stimulants or other drugs. Inhalants Some youth inhale many different substances, ranging from gasoline to typewriter correctionfluid, to get high. The most.commonly.used inhalants are glue, gasoline, paint and paint thinner. Almost anything that has. a solvent that evaporates. at room temperature can be abused in this manner. -.The. inhalantis;.usually._smeared:on..the:-inside of_a.paper,--or-:plastic bag, rag or old. sock. The tumes are "sniffed". (breathed-in-through-•the:nose):-or- "huffed" (breathed in through the mouth). Inhalants are rapidly absorbed;into the blood _stream. through the nasal passages and lungs, and the user gets high in minutes. Depending.on.the.amount-taken, once the user stops inhaling the high lessens_ and is gone _usually within: a:halfhour.'_-.Thus, many inhalant users, continue -to "sniff' in- order to, stay high.: An• inhalant high::isessentially.the same as • an., alcohol high; with aninitial stage of euphoria followed, as the youth continues -to inhale; by greater intoxication, dizziness; and loss of physical and mental control. Inhalants are used mostly by very young drug abusers. The average age of children who use inhalants regularly is between 12 and 13. These youth use inhalants because they are cheap and easily available. Younger children who use inhalants have a tendency to move on to other drugs as they get older, which is one reason why inhalant use tends to be lower among high school seniors than it is among junior high or middle school students. Another reason is that many of the heavier inhalant users never make it to the senior year before dropping out of school, often at least partly because of their drug use. Some people, usually young adults in their mid -20's or early 30's, use inhalants constantly. These people may use inhalants every day, staying high for hours at a time. Such heavy inhalant use places the user in grave danger. Inhalants can damage the liver, cause an imbalance in blood chemicals, and lead to coma or even death. These inhalant dependent adults are often seriously disturbed -- they have a reputation for violence and bizarre behavior. Occasionally, a younger person develops this type of severe inhalant dependence, which inevitably becomes a critical problem. 45 Most of the students who use inhalants, however, do not use them very often and the amount that they use is unlikely to do any irreparable physical damage. Fortunately, while the substances that are most often inhaled -- glue and gasoline -- are damaging, they are among the least toxic of inhalants and seem to do little permanent damage when used only occasionally and in small amounts. Inhalant users, however, typically do not know whether the substance they are using is dangerous or not. There are some vapors that can be fatal and others that can sensitize the . heart so that suddenly being startled or frightened could kill. Inhalant vapors are also flammable and there is often a danger of explosion or fire. Inhalant intoxication is similar to alcohol intoxication -- it interferes with judgment and motor skills, and can cause inhalant -intoxicated youth to get into serious trouble as a result. Communities should be aware that small groups of children can become obsessed with using inhalants. Occasionally this pattern spreads to other groups of children, thus creating a serious, widespread problem in their conununity. Such behavior rarely involves older youth, but can remain an epidemic among the younger children. A severe inhalant problem can appear suddenly in one grade or class even when previous classes have not shown it. It is wise to watch for a sudden increase in the number of elementary or junior high school students using inhalants 10 or more times a month. Nitrites (Amyl; Butyl, or Isopropyl)- . Amyl and butyl• nitrites., when,sold=by prescription, :consist of small= capsules 'holding a'gas:- Patients: with heart problems. sometimes_ use .these, capsules;, the capsule- is broken, and the gas inhaled to help the heart: ;;These substances;- however, are also _sold- in spray cans, purportedly as "room odorizers" or for. other . uses. They. are. -often sold under brand names with sexual connotations. The drugs. are used by • some young people because, when inhaled; they produce' a quick surge, of energy. The.effect.passes. off.almost_immediately.- .The .street -names -for these, drugs -- poppers...snappers;.jolt.and.rush---describeahese#feelings::- Nitrites are not viewed as highly dangerous, partly because they are rarely used by youth. Anything that suddenly shocks the system or stimulates the heart, however, could lead to problems, particularly if a young person has an existing physical problem or condition. The sudden drop in blood pressure caused by the drug can lead to fainting and injury. There have been rare cases where youth have taken "poppers" or "snappers" many times on a daily basis -- a practice likely to do significant physiological damage. Downers "Downers" is a street name that covers nearly all barbiturates, sedatives and sleeping pills. When prescribed by a physician, these drugs relieve muscle spasms, relax the patient, block pain to some extent, and lead to a sleepy, drowsy state. The effect of these drugs is almost identical to that of alcohol, and they have been called "a drink in a pill." The initial response to taking a downer is often the same kind of euphoria felt in early drunkenness. As more drug is taken or more of the drug is absorbed, the response is nearly the same as being drunk -- staggering, loss of coordination, dizziness, drowsiness, poor judgment, slurred speech, etc. 46 Downers are administered in either liquid or pill form, but most illegal downers are sold as pills or capsules for convenience. Also, a major source of downers is the family medicine cabinet. Some youth steal downers that were prescribed to other family members or get them from old, unused prescriptions. While downers can be injected, . adolescents usually take them orally. Different downers have different reaction times, but it usually takes the digestive system time to absorb any of them -- thus it can take 20 to 30 minutes to get high. The high fromone dose may last from two to four hours, depending on the specific drug. A small percentage of users- take additional doses to stay high for longer periods of time. The major differences between downer intoxication and alcohol intoxication relate to the settings where these substances are taken, and to beliefs about their effects. Young people who use downers usually take them in small amounts and with friends in private surroundings. These occasional users rarely find themselves in fights or involved in aggressive behavior when they are taking downers. Downers can be very dangerous since they pose the same dangers as alcohol intoxication, with the accompanying poor judgment and loss of coordination. Furthermore, downers and alcohol potentiate each other. Thus, taking downers with alcohol is like taking very large doses of alcohol. Such use can lead to extreme intoxication, or even to coma or death. Downers are also highly addictive. While most adolescents do not use them enough to become addicted, taking downers- heavily and over a considerable period of time can lead to addiction --- the_ need: to- take: downers; constantly-._ and _in:increasing doses.: -Heavy addiction- to downers can be life-threatening,_ especially:if-theiperson: stops taking::them abruptly: = Withdrawals from downers, as fromany„addictive ;:substance,should.be done. under:medical supervision: Quaaludes ("ludes") are:also.a form_of.downer:..Quaaludes became so popular among.drug abusers that they are. no -longer manufactured:.by, :any. legitimate. company, in the UnitedStates. However, some illegal. manufacturing -of- them, :continues::,-- Quaalude .use ;• has:. been dropping since, 1982. The physical and emotional response to Quaaludes and the dangers from their use are the same as the effects and hazards of other kinds of downers. 47 Tranquilizers Some young people also use tranquilizers to get high. The figures in the tables in this report do not include use of tranquilizers that were prescribed by a doctor as medicine, but only when tranquilizers were taken just to get high. The effects are similar to those of downers, although tranquilizers are actually very different drugs. A heavy dose of tranquilizers, like downers, creates an initial euphoria, but then drowsiness, inattention and impaired judgment set in. Although some tranquilizers are milder drugs, the dangers are similar to those from taking downers. These drugs are often prescribed for legitimate medical purposes but they are also used illegally. If tranquilizers have been used heavily and on a daily basis, withdrawal should be done under medical supervision. Ritalin Ritalin (methylphenidate) is a mild stimulant prescribed for attention deficit disorder. When used appropriately with children who are hyperactive, instead of stimulating them further it calms them down and helps them focus their attention for longer periods of time. As with other stimulants, Ritalin can be used to get high. It can be injected or taken orally. The drug is chemically similar to the amphetamines, and in high doses, the effects are essentially the same. TABLE 20 Ritalin ,Use* by Ithaca City School District Students 6th 8th 10th 12th Graders Graders - Graders Graders Ever Tried <1% 2% 2% 6% Used in Last 12 Months <1% 2% 2% 4% Used in Last Month 0% <1% <1% <1% Source: The American Drug and Alcohol SurveyTM * Only use to get high is included in this table Hallucinogens Hallucinogens, a class of drugs also known as psychedelics, interfere with the nerve impulses in the brain resulting in strange physical and emotional sensations, such as hallucinations. LSD (lysergic acid diethylamide), the most common hallucinogen, is a substance that appears naturally in a fungus, but is often artificially produced in a laboratory. Other hallucinogens are derived from plants. The best known among drug users are psilocybin, from a mushroom of that name, and mescaline, from the peyote plant. 48 Hallucinogens are taken orally, and take from 20 minutes to an hour to take effect. The effects of a hallucinogen can last from less than an hour to a day or longer. The effects of LSD usually last five to six hours. The response to any drug is caused, of course, by the drug itself, but also to a great extent, by the user's expectations. This is particularly true of hallucinogens. The amount taken is also important; light doses, for example, rarely lead to vivid hallucinations. After taking a hallucinogen, light, sound, and skin sensations often become very intense. Users may feel disconnected from their bodies, or that their bodies are strange or distorted. On heavier doses, users may see or hear things that are not there or get strange mixed sensations, such as the feeling that they are seeing music or hearing lights. Hallucinogen users frequently feel happy and relaxed when high, particularly in early stages, but emotional responses can be extreme, particularly with heavy dosages. Most users, however, know that their hallucinations are not real and are caused by the drug. Intense "religious" or mystical feelings may be aroused, particularly if the user anticipates such effects. Some young people who use hallucinogens believe that if the drugs are "natural" they are safe to use. Psilocybin ("mushrooms" or "shrooms"), for example, are often cited as an "organic" drug by users. Many times, however, the psilocybin mushrooms that they buy are actually grocery store mushrooms. soaked in.LSD._..,There are: some. other hallucinogens that are also viewed as different from .:LSD,. but:.which: are-,also,often_ simply L' SD 'disguised -gas: something else:, -It- should' also .be,:noted:that .whether.ornot :a-drug=is'=organic"`has little-relevance,to.the dangers involved -in using that drug. Many young people:,.use, hallucinogens-without•:getting into direct trouble. Hallucinogens, however, can cause problems with.some users, such as.bizarre,.behavior or accidents. -Sometimes the user experiences strong feelings of paranoia:or fear_of going insane.'.Flashbacks (hallucinations . that occurlong aftertaking_ the. _drug,) : may. ,occur . fairly- `frequently; but usually - do not cause problems unless they . lead to panic or fear. Although it is quite- rare, a person who has taken hallucinogens can later develop. serious .emotional. problems, problems that cannot be distinguished • from the symptoms of severe mental illness. While these serious problems are infrequent, hallucinogen use can cause other, more subtle problems. These young people are at an age when they are struggling to develop their own attitudes, beliefs, and values. Taking hallucinogens sometimes convinces them that they are developing creative ideas and thoughts and learning the answers to life's problems; so they take the drug instead of seekingreal solutions or actually developing creative and intellectual abilities. There are other artificially produced hallucinogens, some of which are referred to as the "designer drugs." These drugs are usually known by their initials -- DMT, MDA, MDPT, etc. (see Table 16). These drugs are usually produced in home laboratories by complex chemical procedures. There may be great dangers from these drugs. In at least one case, the chemist failed to complete the chemical reactions involved, and one or two doses of the resulting drug led to permanent damage to the brain and severe Parkinson's disease. { PCP Phencyclidine (PCP) is a drug developed as an anesthetic for large animals. PCP acts differently in humans. It is taken illegally as a pill or capsule, injected, sniffed or huffed. PCP is often smoked, frequently as an additive to marijuana. When taken orally, it may take about an hour to take effect. When injected or inhaled, the effects are felt in minutes. The user may stay intoxicated for three to six hours on a dose. With a light dose of PCP, there is often a feeling of euphoria. With a heavy dose, _the muscles become rigid, particular movements may be repeated over and over again, and there may be hallucinations and delusions, particularly feelings of paranoia. There was an epidemic of PCP use in the late '70s, but PCP developed a reputation as a very dangerous and damaging drug, even among drug users, and its use subsequently dropped off. PCP is a very dangerous drug. In heavy doses, which are no more than about four times the dose most often taken by PCP users, the drug can cause coma, convulsions and even death. Chronic PCP users also have a reputation for bizarre and violent acts, including suicide and murder. A number of reports suggest that these behaviors can occur days after the drugwas taken. Ketamine Ketamine- (Ketalar); is produced for.use,:as,amanimal. anaesthetic:,-: When injected in the proper dose;' it can.be used as .a human_anaesthetic;. but° it=is; notwery.useful because it only leads to- a short period of unconciousness..(15. minutes). and. there are many side .effects .includingshort recovery, muscle spasms headache nausea;:hallucinations,:and confusion. It is usually sold on the street as "Special K" and comes as a powder that can be injected or sniffed. Usersreport that they feel . like they arefloating, and thatthey., sometimes experience intense sensations.. of happiness.. They are likely- tohave slurred =speech, stumble, be dizzy; and have problems thinking clearly. Hallucinations are common. Users can also "go into the K -hole", becoming motionless, heavily sedated, and not responsive to what is going on around them. "Bad trips" resembling psychotic episodes can also occur. Use at all night "raves" is reported to be common. 50 TABLE 21 Ketamine Use by Ithaca City School District Students 6th 8th 10th 12th Graders Graders Graders Graders Ever Tried 1% <1% <1% 0% Used in Last 12 Months 0% <1% <1% 0% Used in Last Month 0% <1% 0% 0% Source: The American Drug and Alcohol SurveyT f Heroin Heroin, morphine, and opium are all opiates. Opium is a drug derived from the opium poppy. It can be smoked or taken orally and has long been used to block pain or to induce sleep. Morphine is a stronger, concentrated form of opium. Heroin is produced by chemical treatment of morphine; it works more rapidly and is more effective because it can get into the brain more readily than morphine... While these,are..all_ essentially the_same drug, usersprefer heroin •because - of its potency. Heroin is not legallyavailable-in the United. States. If injected, heroin takes effectalmost,immediately, and the sensations will peak in less than five minutes. The high. from a single dose. lasts from four to six hours. The rapid and intense effect (the "rush") from injecting the drug is:popu1aramong the.drug's users, thus they often prefer to administer it with a needle. In recent years, however, there has been a shift in the way that heroin is used. There are hints that there is: less injection .(possibly -because of fear of AIDS) and more use by snorting and smoking.. Tests by the National Institute on Drug Abuse showed that smoking led to essentially the same physical and psychological responses as injection, although more heroin is needed when it is smoked to achieve the same effect. The response to taking the drug is usually a drowsy, relaxed state, with feelings of euphoria, particularly if the user has experience with the drug. Although the usual response is euphoric, it is not at all rare for a user to feel depressed after taking the drug. When the drug wears off, there is a melancholy feeling that encourages repeated use. Heroin use by students is still rare. Only about 2% of high school seniors throughout the United States have tried heroin although in certain regions use is higher. Students who have tried heroin are likely to be Multi -Drug Users who have experimented with many different drugs. There is a concern that heroin use may spread more easily as smoking and snorting have become more common ways of using the drug. Heroin intoxication is, in many ways, similar to alcohol intoxication -- judgment, motor skills, memory and attentiveness are affected. Heroin also reduces the user's motivation. It is a highly addictive drug as many users begin to crave the sensations heroin causes and become very anxious when they do not have the drug. When the user comes down from a high, there are often feelings of depression, discomfort and a craving to continue using the drug. Frequent use over a long period of time can trigger an obsession with heroin that dominates the user's life. 51 Sometimes there are a few younger students in a community who report that they have tried heroin, and an even smaller number of high school seniors who say that they have tried the drug. This may seem odd since the comparisons of 8th and 12th grade students, for example, usually show considerably less drug use among the younger students. There can, however, be an exception to this trend. Occasionally there are a few more very heavy drug users in the earlier grades, and sometimes more younger students have tried heroin than local high school seniors. In many instances these younger, heavier drug users drop out of school before their senior year. Who are the young heavy drug users who claim to have tried heroin? Are these children exaggerating their drug use? Younger students, particularly boys, have a greater tendency to exaggerate on surveys. But there are a number of checks in the survey that almost always identify such students. The researchers doing the analyses check for signs of exaggeration such as students claiming the use of a fake drug; answers indicating improbable heavy drug use; and responses claiming the use of very dangerous drugs despite no indication of use of the less dangerous and more common drugs. Youth who exaggerate their responses on the survey are not counted in the reported results. There are also many internal checks to identify students who were confused by the survey, and those students are also removed before tabulating the results. Any students who are listed in the above table, therefore, probably really believe that they have tried heroin. It is possible that some young :people:may,think:,that.:they.are.getting heroin,when they have actually been -sold- a phony street:drug ' ::If so;:using.:that: drug= couldbe' almost as serious. as taking . . heroin. The drug may be, a "designer drug that .could dovery severe -damage, and even if the drug is innocuous, young people 'who take^it.'are ;showing,a willingness to use heroin, and are likely to actually try heroin later on. Narcotics other than heroin Many other narcotics have effects similar to heroin. Morphine and opium are, of course, the same basic drug as heroin, but not as concentrated. Demerol is a potent pain killer and narcotic. Codeine has similar effects, but is less powerful. Methadone was developed as an alternative to heroin for treatment of heroin addicts. It can be taken orally and lasts for a day or more. Methadone does not make the user as drowsy and lethargic as heroin, thus the addict can use it while working. Methadone, however, can also be abused. The physical and psychological effects and the hazards of these other narcotics are essentially the same as those of heroin. The survey questions ask only about the use of narcotics to "get high." Use under a doctor's care is excluded. Steroids Certain types of steroids are a group of chemicals that under certain circumstances can increase physical strength and endurance. These chemicals imitate hormones naturally found in the body. Steroids are most often taken to improve athletic performance but they are increasingly being used by young people to improve how they look. While steroids are not usually taken for their mood altering effects, many users do report feelings of euphoria and an improved self-image, and some report depression when they stop. 52 Recent studies show that about 5% of all male high school seniors have used steroids. Females are less. likely to use steroids, but just how many use them is not known. Most young people who use steroids start around age 15 or 16, although about a third of users started at younger ages. Steroids can be taken in pill form or injected with a needle. Many users will take them both: ways, taking one type of steroid by pill and another by injection. This is called "stacking", and it is believed by those who use them that this combination greatly increases effectiveness. Whether it really does or not is open to question. Steroids are usually taken in cycles lasting from several days to two weeks and their use is coordinated with body building exercise routines. From one to several doses may be taken per day, but it is often difficult for an individual to tell how much they are actually using since the quality and quantity of the supply may be unreliable. Young steroid users who are still going through puberty may experience serious physical damage. If use starts young enough, steroids can stunt growth by stopping bone development. Other serious effects for males include degeneration of the testes and impaired sexual and reproductive ability. Females encounter a range of symptoms that make them appear more masculine, such as increased growth of hair and deepening of the voice. Menstrual and reproductive problems also occur. In heavy, extended doses serious and even fatal liver damage may occur for both sexes. There are some reports of increased heart problems, but this is an area where more study is needed. In addition to physical problems steroid, -users. often °experience a wide range of emotional disturbances. It is not unusual to find an increase in anger and aggression, anxiety, depression, and sleeping problems. Certain .users may also progress to very serious psychiatric problems such as paranoia and hallucinations... TABLE 22 Steroid Use by Ithaca City School District Students Ever Tried Used in Last 12 Months 6th 8th 10th 12th Graders Graders Graders Graders 2% 2% <1% 0% 1% 2% <1% 0% Source: The American Drug and Alcohol SurveyTM CONCLUSION This report shows that there are a significant number of young people from Ithaca City School District who are at risk from their use of drugs. The report also provides more details about some of those risks. For example, Tables 12A and B show some of the consequences of alcohol and drug use that these students admit they have encountered, and Table 16 lists some of the high risk alcohol and drug behaviors. The report also shows that the school cannot deal with this problem alone. While some youth may come to school high on alcohol or drugs, Tables 6A and B show that most drug and alcohol use is with friends and outside of school. These associations with drug using friends are very important in understanding drug use. Young people who use drugs tend to have friends who use drugs. Young people who do not use drugs, on the other hand, have friends who would try to stop them from using drugs. Drugs seem to be available anywhere in the United States, and Table 5 shows that at least some students at Ithaca City School District believe that most drugs are available here. Preventing drug use and limiting the damage done by alcohol and other drugs will require a concerted effort by the whole community: schools, parents, community leaders, and youth.