Protect Your Potential Facilitator Guide Protect Your Potential
Facilitator Guide • 8th Grade Health
Duration
45 Minutes
Approach
Interactive / SMART Planning
Audience
8th Grade (Tier 1)
Why This Matters
Eighth graders face hidden overdose dangers from counterfeit pills and fentanyl. This lesson builds awareness, boundary-setting, and goal-setting skills to keep students safe and supported.
Learning Objectives
Identify why counterfeit pills and fentanyl raise overdose risks.
Identify three warning situations where adult help is required.
Craft and practice a personal refusal statement.
Set a 30-day substance-free SMART goal with two supports.
Facilitator Preparation
Materials Needed
Slides: One Pill Can Kill
Pre/Post Likert Surveys (1 per student)
Risk Radar & SMART Goal worksheets
4-Point Likert Scoring Rubric
Action Items
Queue slides and test AV.
Prepare board for norms and support contacts.
Review confidentiality limits & local contacts.
Lesson Timeline
1
Pre-Assessment & Norms
5 MIN
Set the stage and establish safety.
Distribute Pre-Survey and read confidentiality notice.
Share limits of confidentiality and list school/community supports on board.
Students complete survey individually.
Differentiation: Read questions aloud for ELLs or students with reading challenges.
2
Mini-Lesson: Fentanyl Risk
10 MIN
Direct instruction and awareness.
Project Slides 1–8 : Define counterfeit pills and fentanyl risk.
Show real-world examples and overdose statistics.
Introduce ‘Risk Radar’ and hand out Risk Radar Worksheet .
Students list three warning situations for adult help; quick share-out.
3
Practice: Boundary Scripts
10 MIN
Skill building through rehearsal.
Hand out Boundary Scripts Activity .
Model one script using Slide 9 (e.g., “No thanks, I’m good.”).
Students draft statements and role-play in pairs.
Use the Rubric to coach clarity and confidence.
4
Plan: SMART 30-Day Goal
10 MIN
Action planning for safety.
Review SMART goals using Slide 10 .
Hand out SMART Goal Card .
Guide students to write a 30-day substance-free goal and identify 2 supports.
5
Post-Assessment & Circle
10 MIN
Wrap-up and reflection.
Students complete Post-Survey .
Facilitate a Circle Discussion : “What’s one action you’ll take this week?”
Remind students of in-school and community resources.
One Pill Can Kill Presentation Safety Protocol
One Pill
Can Kill
The hidden dangers of counterfeit pills and the life-saving power of boundary setting.
Grade 8 • Health & Wellness
What Are Counterfeit Pills?
1
Look-Alikes
Made to look identical to real prescription medications like Xanax or Percocet.
2
Illegal Labs
Produced without regulation, quality control, or medical standards.
3
Hidden Ingredients
May contain unknown, harmful fillers or deadly synthetic opioids.
"There is no visual way to tell a counterfeit pill from a real one."
The Fentanyl Factor
Extreme Potency
Fentanyl is up to 100x stronger than morphine.
Micro-Dose Risk
Even a tiny amount—the size of a few grains of salt—can be fatal.
Secret Additive
Often mixed into fake pills without the user knowing.
Real-World Examples
Case Study
Teens have lost their lives after taking pills bought online (social media) or from friends.
Common pills like "Oxys" or "Xanax" are frequently laced with fentanyl.
Victims often report thinking they were taking a legitimate prescription medication provided by someone they "trusted."
The Crisis by the Numbers
70,000+
Annual OD Deaths (US)
60%
Involve Fentanyl
50% ↑
Increase in Youth Overdoses over the last five years.
Source: CDC Data
Can You Tell By Looking?
Fake pills perfectly mimic color, shape, and logos.
No reliable way to identify fentanyl by sight, smell, or taste.
One Pill Is All It Takes
The Risk Radar
A personal mental tool to scan your surroundings, spot warning signs, and decide when to seek help.
Using Your Risk Radar
Warning Signals
Offered pills by someone you barely know.
Feeling pressured by friends at a party.
Unsure what a pill contains or its origin.
Immediate Action
If your radar goes off, Reach Out to a trusted adult immediately.
Counselor
Teacher
Parent
Power Scripts
“No thanks, I’m good.”
Knowledge Attitudes Survey Quiz One Pill Can Kill Survey
Knowledge, Attitudes, & Self-Efficacy
Check one: [ ] Pre-Lesson [ ] Post-Lesson
Name:
Date:
Confidentiality Notice: Your responses are private and will be used to help our school understand what students know about safety. Only the facilitator will see summarized results. If you feel you are in immediate danger or need help, please speak with your school counselor or a trusted adult.
Statement
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
1. I understand what counterfeit pills are and the risks they pose.
2. I know why fentanyl is more dangerous than other opioids.
3. I can list three warning situations where I should seek help.
4. I feel confident saying no when offered a non-doctor pill.
5. I know how to use boundary-setting to handle peer pressure.
6. I believe refusing unknown pills is important for my safety.
7. I can write a clear personal refusal statement for a risky situation.
8. I know what a SMART goal is and its five components.
9. I feel prepared to set a 30-day substance-free SMART goal.
10. Overall, I am confident in my ability to stay safe around pills.
© One Pill Can Kill Prevention Program
Pre-Total: _______
Post-Total: _______
Likert Scoring Rubric Resource Scoring Rubric
Knowledge • Attitudes • Self-Efficacy
A. Interpreting Total Scores (Pre & Post)
Students answer 10 items on a 5-point Likert scale (1 = Strongly Disagree to 5 = Strongly Agree). Total scores range from 10 to 50.
Level (Rating) Score Range Descriptor Benchmark 4 = Proficient 40–50 Strong understanding of risks, clear boundaries, and SMART knowledge. Target: ≥ 40 (80%) 3 = Approaching 30–39 General grasp of concepts; may lack confidence or detail in 1–2 areas. Acceptable: 60–79% 2 = Developing 20–29 Partial awareness; needs reinforcement in multiple areas. Minimum Threshold 1 = Beginning 10–19 Limited awareness or misconceptions; requires significant support. Critical: < 20
B. Interpreting Score Shifts (Post – Pre)
Calculate each student’s shift by subtracting the pre-survey total from the post-survey total.
Growth Level Shift Range Descriptor 4 = Significant ≥ 10 points Exceptional gains; strong evidence of learning across all objectives. 3 = Moderate 6 – 9 points Clear improvement; most students meet key objectives. 2 = Slight 1 – 5 points Some progress; targeted follow-up may be needed. 1 = None/Decline ≤ 0 points No measurable gain or decline; re-teach critical concepts.
Cut Scores for Program Success
Aim for at least 70% of students to achieve Moderate or Significant growth.
Investigate further if more than 15% fall into the Beginning or No Growth categories.
How to Use
Collect pre-survey totals; categorize.
Collect post-survey totals; re-categorize.
Compute shifts; categorize growth.
Analyze class-level performance.
Quick Tip
Risk Radar Situation Worksheet Risk Radar
SITUATIONS & TRIGGERS
Scanning
Identify situations where you might feel pressure or uncertainty around pills. Plan when and how you’ll seek help from a trusted adult.
Situation #1
Description
Risk Level / Uncertainty
Help Contact & Why
Situation #2
Description
Risk Level / Uncertainty
Help Contact & Why
Situation #3
Description
Risk Level / Uncertainty
Help Contact & Why
Reflection
How will you use your Risk Radar in real life to keep yourself safe?
Student Name:
Date:
Boundary Scripts Refusal Activity Boundary Scripts
Refusal Statement Activity
Practice makes
1 Review Sample Statements
“No thanks, I’m good.”
“I’ve got practice tomorrow—no pills for me.”
“I don’t take anything that’s not prescribed to me.”
2 Draft Your Statement
Sentence Stems:
“No thanks, I [Your Reason].”
“I’m not [taking that/treating my body like that].”
“[Brief explanation], so I’m going to pass.”
My Personal Refusal Statement:
3 Partner Role-Play
Pair up with a neighbor.
Take turns being the "offerer" and "refuser."
Swap roles and repeat.
Tips for Confidence
Maintain eye contact and steady voice.
Use an open, confident posture.
Repeat your statement if they persist.
4 Reflection
How confident did you feel? (1-10)
What went well during role-play?
What could you improve next time?
Circle Discussion Guide Guide Facilitator & Student Guide
Circle Discussion
Legal, School, & Safety Supports
See All
Arrange chairs in a circle so everyone is seen and heard.
Active Listening
Listen without judgment. Respect different viewpoints.
Confidential
What is shared in the circle stays in the circle.
1. Legal Consequences
What legal risks can someone face if caught with counterfeit or fentanyl-laced pills?
Future Jobs
College Apps
Criminal Record
2. School Consequences
What school-level consequences could occur if a student brings or distributes pills on campus?
Think about: Policy protection and peer prevention.
3. In-School & Community Supports
Who can you turn to at school or in the community for help?
Counselor / Nurse
Trusted Teacher / Coach
911 vs. Poison Control
Hotlines / Clinics
4. Connecting to Your Plan
How will you use your **Risk Radar** and **SMART Goal Card** to stay safe this month?
Closing Reflection
"Go around the circle; each student shares one action they commit to taking this week to stay safe or help a friend."
Safety Starts with You
SMART Goal Card Handout Mission: 30 Days
SMART Goal Card
30-Day Substance-Free Plan with Two Supports
S
Specific
I will...
M
Measurable
I will track...
A
Achievable
I will rely on...
R
Relevant
Why this matters...
T
Time-Bound
I commit to achieving this by...
Support Squad
Support Person #1 (Name & Role)
Support Person #2 (Name & Role)
The Commitment
"I commit to this 30-day substance-free goal."
Signature
Date
