2014
Tobacco Use and Prevention
Education Program Evaluation
CDE Report
Oakland Tech Peer Educator Students successfully
advocate to School Board to adopt protection against
the new tobacco products, May 13, 2015
Moira DeNike, Ph.D.
Moira DeNike Consulting
6/30/2014
Table of Contents
Executive Summary............................................................................................................................1
Outcomes .................................................................................................................................................. 1
Analysis ..................................................................................................................................................... 2
Program Overview .............................................................................................................................3
Logic Model ............................................................................................................................................... 3
Evaluation Methods .................................................................................................................................. 4
Outputs .............................................................................................................................................5
Participant Characteristics ........................................................................................................................ 5
Outcomes ..........................................................................................................................................6
Classroom Presentations .......................................................................................................................... 6
TUPE Intervention Coach Sessions............................................................................................................ 7
Peer Educators ........................................................................................................................................ 11
School Partnerships ................................................................................................................................ 13
Discussion ....................................................................................................................................... 16
Conclusion & Recommendations ...................................................................................................... 16
References....................................................................................................................................... 17
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
0
Executive Summary
Oakland Unified School District has completed its 14th year operating Tobacco Use and Prevention
Education (TUPE). This year’s evaluation was compiled by Moira DeNike, Ph.D. and draws from multiple
data sources, including: Post TUPE Presentation Survey, TUPE program logs, Post-Intervention Student
Survey, Pre-Post Peer Educator Survey, and TUPE Partner Feedback Survey.
Outcomes
Positive outcomes were found for intervention services, prevention strategies, Peer Educator program
participation, and school partnership.
Intervention
The primary outcome area that the evaluation considers is the impact on students who received one-onone or group intervention. Below are highlights from the findings in this area:
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572 referrals to services were made, resulting in 500 unduplicated individuals receiving one-onone or group support from a TUPE intervention coach
1455 individual and 69 group sessions took place, for a total of 1763 interventions
In TUPE program logs, 607 quit attempts were recorded, representing 61% of participants
In Post-Intervention Student Surveys, 24% indicated they had quit, and 65% indicated they were
in the process of quitting or had quit altogether
In Post-Intervention Student Surveys, 85.8% indicated reductions in use by half or more
In TUPE program logs, 1099 efforts to cut back were recorded, representing 85% of participants
Also in the Post-Intervention Students Surveys
o 97% report feeling more optimistic about the future because of the TUPE program
o 95% believe they are healthier because of TUPE
o 97% indicate that they are doing better in school because of TUPE
o 96% report that they are getting in trouble at school less because of TUPE
o 96% say they are attending school more because of TUPE support
Follow-up administrations of the survey showed increased reductions in use, resiliency factors,
and school engagement suggesting that ongoing support resulted in deeper impact
Classroom Presentations
Students who had seen classroom presentations were asked to complete a questionnaire afterwards.
From these questionnaires and from TUPE logs, the following findings were recorded:
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791 classroom and school-wide presentations were made – 156 by peer educators,273 by TUPE
intervention coaches, and 362 by teachers
16,648 students saw the presentations (potentially duplicated count) – 6,959 saw peer educator
presentations, 3,996 saw TUPE intervention coach presentations, and 5,693 saw teacher
presentations
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
1
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Over 80% of students who saw a peer educator presentation reported that they gained
awareness of the negative effects of tobacco, marijuana, alcohol, and other drugs
66% of students seeing the presentation (if the question was applicable) indicated that they
were more likely to quit or reduce their use because of the presentation
46% of students who saw the presentation planned to tell friends about it
Peer Educators
Peer educators were given a pre-post survey
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Analysis of Variance (ANOVA) testing showed statistically significant improvement among peer
educators in confidence, sense of agency/empowerment, and knowledge/skills.
95% of respondents (61) indicated that they were “proud” of the work they had done as a peer
educator
Many peer educators expressed that the experience had helped them gain skills, and that they
valued the opportunity to help their peers and community
School Partnerships
A questionnaire was distributed to leaders at all TUPE partner schools. The following findings reflect the
23 responses that were submitted from 14 school sites:
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83% of school leaders surveyed felt the one-on-one coaching was the most effective TUPE
service provided
79% felt the TUPE intervention coach was highly regarded by students 70% felt the TUPE
intervention coach was a good partner in building positive school climate
70% felt the TUPE intervention coach responded appropriately to suggestions or concerns
60% felt students served by TUPE intervention services were doing better in school
Analysis
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Overall the program was effective in meeting its stated objectives for intervention as well as
prevention
Post-intervention responses showed that outcomes were generally more profound in follow-up
survey administration as compared with first-time survey administration (including reduction in
use, and increased resiliency), indicating that for most outcome areas students saw improved
growth as supports continued
By contrast, follow-up surveys did not show improved rates of self-reported cessation behavior,
suggesting that while reduction increased over time, relapse continued to be an issue for
students
Comments from school leaders suggest that TUPE intervention coaches are spread a bit thin and
that increased time at the school site would be highly valued and might produce greater levels
of school leader satisfaction and impact
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
2
Program Overview
Oakland Unified School District (OUSD) has recently completed its 14th year of implementing Tobacco
Use and Prevention Education (TUPE), made possible by a grant from the California Department of
Education. The 2014-15 school year was the second in the current 3-year grant cycle. The program goals
are to empower youth with comprehensive alcohol, tobacco, and drug prevention and intervention
education in order to guide them towards: reduction and cessation of use, healthier choices, and deeper
school engagement. The program uses strengths-based practices to develop life skills and help students
cultivate intrinsic, positive motivations. For prevention, the TUPE prevention approach centers around
classroom and school-wide presentations, often made by trained peer educators. For intervention TUPE
intervention coaches provide one-on-one and group sessions for students who want to reduce or quit.
The expected outcomes of the program fall into three programmatic impact areas: 1) the impact on
students who see the classroom or school-wide presentations, 2) the impact on students who
participate in intervention groups or one-on-one counseling, 3) the impact on the peer educators, and 4)
the satisfaction of schools with the TUPE partnership.
OUSD’s TUPE program is staffed by 6 counselors (4 FTE ) and one program administrator who together
operate the program at 27 schools. Most participating school have a TUPE counselor onsite one day a
week for approximately 5 hours, 10 schools have a TUPE counselor onsite 2 days a week.
Logic Model
Strategy
Outputs
Outcomes
Measure/Tool
Classroom
presentations to
students
# of presentations
# of students receiving
presentation
 Increased awareness of
negative effects
 Increased interest in quitting or
cutting back
 Intention to inform friends of
negative effects
One-on-one and
group sessions with
TUPE intervention
coach
# of individuals
participating in group or
individual sessions
# of individual sessions
# of group sessions
 Reduction in use
 Efforts toward quitting
 Increased resiliency
 Increased school
engagement/connectedness
Post-Intervention
Student Survey
Peer Educator
training and
engagement
# of individuals engaged
as Peer Educators
# of presentations
# of students reached
through presentations
 Increased confidence, sense of
agency, empowerment, and
knowledge/skills
Pre-Post Peer
Educator Survey
School partnership
# of schools receiving
TUPE support
# of COST meetings in
which TUPE Intervention
Coaches participated
 General satisfaction with
partnership
 Feedback to help improve
TUPE-school partnerships
TUPE Partner
Feedback Survey
Post TUPE
Classroom
Presentation Survey
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
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Evaluation Methods
The following methods were used to compile this report:
Post TUPE Presentation Survey: After each peer educator classroom presentation, students were asked
to complete a questionnaire that asked them about the impact of the presentation on their
understanding of the effects of tobacco and other substances, about their interest in sharing what they
had learned with their peers, and their overall impression of the quality of the presentation. The survey
included both closed-ended and open-ended questions. Approximately 1,900 of these surveys were
received. A systematic random sample of 380 (20%) was drawn and analyzed for this report.
TUPE Program Logs: TUPE Intervention Coaches and Peer Educators were asked to log all of their
activities, including: classroom and large group presentations, group and individual student
interventions, Coordination of Services Team (COST) meetings, etc. These service logs were analyzed to
determine most of the program outputs listed in the logic model, as well as quit attempts and efforts at
reduction.
Post-Intervention Student Survey: All students who received one-on-one or group counseling or
coaching from a TUPE Intervention Coach were asked to complete a questionnaire that asked them
about the impact of the supports on their patterns of use (including whether they had attempted to
quit), as well as general youth development, resiliency, and school engagement/connected measures.
The questionnaire was primarily open-ended with some closed-ended questions. TUPE Intervention
Coaches administered the survey toward the end of the Fall semester (first survey administration) and
again during Spring (follow-up survey administration). There were 312 surveys that were returned – 116
captured follow-up data.
Pre-Post Peer Educator Survey: Peer educators from 11 schools were trained and mentored throughout
the school year. At the beginning of their involvement in the program they were asked to complete a
questionnaire designed to measure their confidence, subject-matter expertise, presentation skills, and
school engagement levels. At the end of the academic school year, after they had made multiple
presentations to peers as well as adults, the questionnaire was re-administered to gauge whether they
had grown in any of these areas. Pre-post data were collected from 64 of the 212 Peer Educators
engaged in 2014-15.
TUPE Partner Feedback Survey: At each school that was involved with TUPE, the school administrator
who was most closely involved with TUPE service delivery was asked to complete a questionnaire which
asked them about the quality of the partnership, what they perceived as the most effective TUPE
strategies, and what improvements could be made to enhance TUPE’s effectiveness. From 27
participating schools, 15 TUPE Partner Feedback Surveys were received.
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
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Outputs
Outputs for each of the four programmatic impact areas are listed below.
# of classroom and school-wide presentations made
791*
# of students receiving presentation
16,648**
# of individuals participating in group or individual sessions
500
# of individual sessions
1455
Groups and One-on# of group sessions
69
One with TUPE
# of total interventions
1763
Intervention Coaches
# of quit attempts
607
# of reductions in use reported
1099
# of individuals engaged as Peer Educators
212
# of Peer Educator presentations made (classroom + school-wide) 156
Peer Educators
# of students reached through Peer Educator presentations
6,959
(classroom + school-wide)
# of schools receiving TUPE support
27
School Partnership
# of COST meetings in which TUPE Intervention Coaches
351
participated
*156 by peer educators,273 by TUPE intervention coaches, and 362 by teachers
**6,959 saw peer educator presentations, 3,996 saw TUPE intervention coach presentations, and 5,693
saw teacher presentations
Classroom
Presentations
Participant Characteristics
The majority of students served by the program (sourced from the Post-Intervention Survey) were in
high school. There were more male students than female served, and a substantial majority of students
served were African American. The demographics of the students served by the program are provided in
the tables below:
Grade
6th
7th
8th
9th
10th
11th
12th
Total
Frequency
7
14
36
23
79
73
77
309
Percent
2.3%
4.5%
11.7%
7.4%
25.6%
23.6%
24.9%
100.0%
Average # of Sessions
Range 1-20
Middle/High
18.5%
81.5%
100%
4.97
Gender
Male
Female
Transgender
Ethnicity
African American
Latino
White
Indigenous
Asian
Arab/South Asian
Other
%
71%
29%
.3%
#
244
66
5
3
4
1
1
%
78%
21%
2%
1%
1%
0%
0%
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
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About two-thirds of the students served first engaged with TUPE because they were caught in
possession of or using tobacco or other substances.
Referral Reason
Frequency
Percent
To avoid suspension (got caught!)
205
66.6%
It was suggested by an adult on campus
81
26.3%
I referred myself
20
6.5%
My parent or guardian asked me to
2
.6%
Total
308
100.0
Outcomes
Classroom Presentations
Based on a representative sample of post-presentation questionnaire, classroom presentations appear
to have had the desired impact of increasing awareness of negative effects, increasing interest in
quitting or cutting back, and creating the intention to inform friends of negative effects.
Increased awareness of negative effects
A majority of students who saw the presentations reported that they had gained awareness and learned
something new.
Survey Question
The presentation made me more aware of the negative effects of tobacco,
marijuana, alcohol and other drugs
I learned something new about tobacco and marijuana
#
305
%
80.5%
256
68.3%
Increased Interest in Quitting or Cutting Back
A majority of students (who felt the question was applicable) indicated that they were more likely to cut
back because of what they learned in the peer educator presentation.
Survey Question: If you do use tobacco, weed, alcohol, ecstasy, etc., will you be
more likely to cut back or quit because of the presentation
Yes
No/Not Sure
*for 110 students this question was not applicable.
#
%
177
92
66%*
34%*
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
6
Intention to Inform Friends of Negative Effects
A significant proportion (46%) of the students who saw the presentation expected to share what they
learned with their friends. Several others were unsure (44%), and a small minority did not plan to talk
with their friends about it.
I plan on sharing the information I learned with my friends?
10%
yes
46%
not sure
no
44%
TUPE Intervention Coach Sessions
Reductions in Use
An analysis of all surveys shows that a large majority of responses indicated students reducing their use
by half or more (85.8%). No significant gender or ethnic differences were found on this variable.
Reduction in Use (irrespective of T/W)
Frequency
Percent
No reduction in use
Reduced "a little"
Reduced by half
Reduced by more than half
Quit completely
Total
5
37
77
105
71
295
1.7%
12.5%
26.1%
35.6%
24.1%
100.0%
A significant difference was found between the first post-intervention survey administration and followup survey administration, with a greater likelihood of reduced use measured in follow-up survey
administration (p<.001). This demonstrates that efforts to cut back may have been more effective as
students continued working with their TUPE intervention coaches.
Reduction in Use
First administration
Minor/no reduction
Half or more reduction
Total
18.5% (32)
81.5% (141)
100% (173)
Follow-up
administration
7.8% (9)
92.2% (107)
100% (116)
Total
14.2% (41)
85.8% (248)
100% (289)
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
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During every coaching session, TUPE intervention coaches attempted to ask participants whether they
had cut back since their last meeting. These responses were logged, and a total of 1099 efforts to cut
back were recorded among the 500 participants, with 85% of participants (357) reporting at least once
that they had reduced their use, and 15% (62) reporting that they had not reduced their use at all (note:
this data point was not recorded for 81 of the participants, who either refused to answer or were not
asked the question – these cases are not included in the analysis).
Efforts toward Quitting
At each coaching session, intervention coaches also attempted to ask participants whether they had
made a quit attempt since their last meeting. These responses were logged, and a total of 607 quit
attempts were recorded among the 500 participants, with 61% of participants (247) reporting at least
one quit attempt, and 39% (158) reporting no quit attempts (note: this data point was not recorded for
95 of the participants, who either refused to answer or were not asked the question – these cases are
not included in the analysis).
Questions about attempting to quit were included in the post-intervention survey, as well. Responses
from a total of 292 surveys revealed a similar pattern as the service logs, with just over 65% of
respondents indicating that they were either in the process of quitting or had quit altogether, and just
under 35% indicating that they had not quit or were still in the ideation phase.
Efforts in Quitting (irrespective of T/W)
Frequency
Percent
Not thinking about quitting
Thinking about quitting
In the process of quitting
Quit and trying not to use anymore
Total
12
89
121
70
292
4.1%
30.5%
41.4%
24.0%
100%
A small majority of respondents (65.9%) indicated they were in the process of quitting. No significant
gender or ethnic differences were found on this variable.
In the follow-up survey administration respondents were less likely to indicate that they were in the
process of quitting, as compared with the first survey administration, suggesting that some portion of
students receiving ongoing support experienced relapse.
Efforts in Quitting
First administration
of post-intervention
survey
Follow-up
administration of postintervention survey
Total
Not in the process of quitting
In process of quitting
Total
27.3% (47)
72.7% (125)
100% (172)
44.4% (51)
55.6% (64)
100% (115)
34.1% (98)
65.9% (189)
100% (287)
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
8
Increased Resiliency
Students were asked a number of questions on the Post-Intervention Student Survey which pertained to
resiliency factors such as attitude, social associations and activities, and overall health. Survey results
show that on average students felt that participation in TUPE supports had a positive impact on all of
these resiliency factors.
"Because of the TUPE program..."
I feel more optimistic about the future
I am healthier
Very true
Somewhat true
I'm doing something constructive after
school
Not true
I have made different friends
I'm more interested in volunteering to
help in my community
0%
50%
100%
Students were more likely to report increased resiliency during follow-up administration of the survey,
as compared with the first administration, suggesting that as supports continued, so did their perception
that TUPE was helping move them toward positive attitudes and behaviors.
Greater Improvement in Resiliency Over Time
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
First time
Follow-up
I'm more
I have made
interested in different friends
volunteering to
help in my
community
I'm doing
something
constructive
after school
I am healthier
I feel more
optimistic about
the future
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
9
Increased School Engagement/Connectedness
Students were asked a number of questions on the Post-Intervention Student Survey which pertained to
school engagement factors such as attendance, connectedness, and behavior at school. Survey results
show that on average students felt that participation in TUPE supports helped them to be more engaged
in all the ways asked.
Increased School Engagement
I get in trouble at school less
I'm attending school more regularly
Very true
I'm doing better in school
Somewhat true
Not true
I feel more connnected to the school
I have more adults at this school that I
trust
0%
20%
40%
60%
80%
100%
Students were also more likely to demonstrate increased school engagement and connectedness during
follow-up administration of the survey, as compared with the first administration.
Greater Improvement in School Engagement Over Time
100%
90%
80%
70%
60%
50%
First time
40%
Follow-up
30%
20%
10%
I have more
adults at this
school that I
trust
I feel more
I'm doing better
connnected to
in school
the school
I'm attending I get in trouble at
school more
school less
regularly
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
10
Effectiveness of Program Strategies
When asked to indicate what about the TUPE program was most helpful to them, students who received
intervention supports were most likely to point to “being listened to,” their relationship with their
coaches, and goal-setting. Developing skills for managing their emotions and managing stress also stood
out as important for a small majority of respondents.
Intervention Strategy
Being listened to
My relationship with by TUPE intervention coach
Setting goals with my coach
Learning skills to help me deal with my emotions
Learning skills for managing stress
Coaching by coach to help me achieve goals
Learning about long-term health effects
Learning about addiction
Getting coaching on my academics and school work
Learning about short-term health effects
Learning skills for better communication
Learning relationship skills
Learning about brain functions
Getting coaching on changing negative beliefs
Understanding the mind-body connection
Learning about how the industry works
Getting coaching on job and vocational skills
Support from my friends
Finding a career mentor
Learning about different kinds of intelligence
Total
224
223
200
166
162
145
118
118
101
98
88
80
61
47
47
40
35
25
22
22
Percentage
72%
71%
64%
53%
52%
46%
38%
38%
32%
31%
28%
26%
20%
15%
15%
13%
11%
8%
7%
7%
Peer Educators
Peer educators were given a pre-post survey which measured their self-reported confidence, sense of
agency/empowerment, and knowledge/skills. The tables below show the statistically significant
differences between the pre- and the post-test on questions designed to measure each of these three
domains. These findings derive from analysis of variance (ANOVA) testing.
Measures of Confidence
I don’t feel that comfortable working collaboratively with adults.
It's hard for me to explain my values, choices, and actions.
I am good at speaking in front of groups of people.
I am confident about my ability to speak up.
Pre
2.62
2.34
3.30
3.56
Post
2.16
1.91
3.75
3.97
Sig.
.018
.024
.020
.023
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
11
Measures of sense of agency/empowerment
I know how to present a workshop.
I talk to my friends and family about tobacco, alcohol, and other drugs.
I act as an advocate to prevent disease from drugs, alcohol and
tobacco.
I am someone who promotes health, equality and justice.
Measures of knowledge/skills
I really understand and can explain the harms of tobacco use.
I can explain how the tobacco industry manipulates through marketing
techniques.
I know how to participate in the political process.
I have a number of practical skills that I believe will take me far in life.
Pre
3.20
3.09
3.23
Post
3.87
3.69
3.70
Sig.
.000
.003
.010
3.54
3.94
.015
Pre
3.72
3.11
Post
4.16
3.90
Sig.
.006
.000
3.06
3.71
3.49
4.03
.015
.066
Of 64 Peer Health Leader student responses gathered at the end of the year of service, 95% of
respondents (61) indicated that they were “proud” of the work they had done as a Peer Health Leader.
Below are some examples of how students responded when asked to say more about that:
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
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I feel like I contribute to my school community by letting student know the dangers of using
tobacco.
I feel proud of the presentation we made to the school board concerning e-cigs.
I'm proud of the fact that I get to teach younger kids about various issues & give them the
resources to make healthy decisions for themselves.
I feel proud of the fact that I was able to correctly educate people on the effects of tobacco and
marijuana so that they can make informed decisions about using them. I am also proud of
helping to change the rules on the use of e-cigarettes on school campuses.
I feel proud that I can make a difference and allow people to understand the effects of tobacco. I
can influence people's mind about their choices.
That I can help others to stop other people to stop doing drugs so they won’t have less days of
life and will not have cancer.
I am proud of myself because I stuck with it.
Students were also asked what was the best part of being a Peer Health Leader. Below are some
examples of their responses:

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
Seeing the effects of less people smoking at school, and students not judging each other.
The best part of being a Peer Health Leader is being able to present in front of ~30 students or
so and be someone who's able to reach youths about the harm of tobacco and other drugs to let
those youths make the decision themselves.
The best part is being able to answer questions about the specific aspects of practicing healthy
living.
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
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The best part of being a peer health leader was presenting what we were able to learn & sharing
our knowledge.
I have loved going to classrooms and educating others on tobacco and answering any questions
that they have.
For a few students the experience seemed to have had a profound influence. Here are some comments
that reflect this:




My plan for my future is to go into a profession that helps people become the healthiest them
possible.
I will continue to stay involved with health advocacy by participating in more health related
programs & internships that come my way. I will also inform people about health issues that I
know of.
I am going to look for a nonprofit organization to volunteer with.
I plan to join programs in college that will advocate health issues.
School Partnerships
School partnership questionnaires were returned from 23 school leaders, from the following schools:

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



Alliance
Barack Obama Academy (BOA)
Bret Harte
Dewey
Fremont High
Greenleaf (k-8)
Madison (6-9)

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




Met West
Oakland International
Oakland Technical
Rudsdale
Skyline
Street Academy
United for Success Academy (UFSA)
General Satisfaction with TUPE Partnership
The responses show high levels of satisfaction with some aspects of TUPE and moderate levels of
satisfaction with others. Survey results demonstrate that school leaders believe that TUPE intervention
coaches have the trust and regard of the students. A smaller majority of school leader respondents felt
TUPE intervention coaches were supportive of school staff, parents, and general efforts to promote
positive school climate. Responses were split on questions of COST support and the effectiveness of
prevention education.
OUSD TUPE Report 2014-15
© 2015 Moira DeNike Consulting
13
School Leader Satisfaction with TUPE Program Elements
The Coach is someone I and students can trust
with confidential information
The Coach is highly regarded by students
whom they have worked with or presented to
The Coach is respected by adults on this
campus
The Coach is interested in supporting staff on
handling issues of students and substance
abuse
Very True
The Coach is interested in supporting parents
of children with substance abuse issues
The Coach listens and responds appropriately
to my concerns or suggestions
Somewhat
True
The Coach(s) is a good partner in building a
positive school climate
Not
True/Not
Applicable
Students with whom the Coach have worked
with in either groups or 1 x 1 sessions
generally appear to be doing better in school
The Coach regularly attends COST meetings or
checks in with point person at site
The Coach has provided effective prevention
education presentations to the students at my
site
0%
20%
40%
60%
80%
100%
Feedback to Help Improve TUPE-School Partnerships
When asked to expound on how they felt the TUPE counselor had or had not supported and coordinated
with the work of their site plan, school leaders offered comments which largely reflected a perception
that TUPE intervention coaches did not spend enough time on their campuses. Whether framed
positively, or negatively, there was a nearly universal recognition that the TUPE intervention coaches
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could not fulfil their potential as a true partner to the school in such a limited number of hours per week
at each campus. Below are some examples of survey responses:
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[The TUPE intervention coach] is a great communicator and empowers students to make better
choices. It would be nice to have him more time at our site. We really need him to provide
more workshops to students and parents.
Was not able to engage with this counselor. S/he was not able to attend COST and this the way
that we engage help with engaging the school community and students. S/he is very nice and
the students had very good things to say about her counseling services. Needed more check-ins.
[The TUPE intervention coach] did great in the one on one counseling sessions, but I felt like I
had to chase him/her down for information and updates. It didn't feel like she was a partner-she sort of swooped in an out. I think that's a byproduct of only being on site 3 hours/week. But
there were several days s/he didn't show up due to scheduling confusions, etc. I think it makes
sense for this person to sit on COST in order to integrate her as part of the team.
We would love to have him return, and for his time to be increased beyond 1 day/week.
I think the challenges for our TUPE counselor are a reflection on the need being greater than the
amount of time allotted for him to be on campus. We are SO happy s/he is with us though –
s/he is extremely dedicated to his/her work here and cares greatly about the community.
The TUPE Counselor relates well with students and it is very important to build relationships.
S/he is not on campus often enough to respond to issues as they arise. If s/he were present
more often this would help to reduce suspensions and increase impact. One day/ week is better
than 0 days but if the goal is to really make an impact then our TUPE counselor needs to be
present a minimum of 3 days per week
There were other comments which focused on difficulties in scheduling time with TUPE intervention
coaches. The responses show that a majority of participating school leaders found one-on-one services
to be the most effective intervention that TUPE intervention coaches provided.
What are the most effective services provided by TUPE?
1 x 1 Coaching to reduce substance use
Classroom health education on the dangerous…
Group life skills education to reduce substance use
Parent Education Workshops
School Drug Policy Consultation
Assemblies on on the dangerous effects of drug use
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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Discussion
Overall the program was effective in meeting its stated objectives for intervention as well as prevention,
and in supporting the personal growth of peer educators.
Prevention: Generally the presentations appeared to be effective. Survey responses show what
appreciation and curiosity resulting from presentations. The only area for growth that stood out was the
rate at which students indicated they would share this information with friends.
Intervention: Generally the intervention work appears to have been quite effective, especially in terms
of supporting reduced use and building resiliency. Overall, participants were more likely to reduce than
to quit (85% indicated reductions by half or more). And, while reductions were maintained and even
shown to have increased during the follow-up administration of the survey, student respondents were
less likely to indicate that they were in the process of quitting in the follow-up survey. This suggests that
with ongoing support students may find it easier to reduce their use, but that quitting altogether is a
more challenging task. This is consistent with literature which shows that relapse is an anticipated part
of addiction recovery (Polivy & Herman, 2002). Recent research, however, has found that reduction is as
legitimate a path toward quitting entirely as is attempted abstinence (Lindson-Hawley et al., 2012),
which shines a more positive light on these findings.
Peer Educators: Peer educators showed statistically significant growth on indicators in each of the three
domains: self-reported confidence, sense of agency/empowerment, and knowledge/skills. There were
some areas where peer educators did not show growth, for example, listening and empathy,
commitment and belonging to school, and the belief that they will be successful in life. Mean baseline
scored on these indicators were generally above 3.5, a relatively high average.
School Partnership: The quality of the TUPE-school partnership was revealed to have some room for
growth. While several school leaders reported that the TUPE counselor was highly valuable, their
inability to consistently participate in COST meetings and to be reliably present on campus significantly
hindered the quality of the partnership. There was also a relatively weak level of enthusiasm from
school leaders about the impact of classroom presentation. This perception is not consistent with the
findings from the post-presentation student surveys, but is worth investigating.
Conclusion & Recommendations
In conclusion, 2014-15 was generally a very successful programmatic year for TUPE. The program met a
high level of deliverables (outputs), and achieved impact at multiple levels. Findings from the analysis
also revealed some room for growth. The following recommendations should be taken under
consideration by OUSD program leadership:
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Include direct messaging in classroom presentations for students to talk with their peers about
what they have learned.
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Talk with school leaders, COST members, teachers, and students about the content, format, and
style of classroom presentations to better understand why there is a disconnect between school
leaders’ perception of the presentations and the student survey data.
Explore ways to expand the number of hours TUPE intervention coaches can spend on each
campus, to ensure regular COST meeting attendance and deeper partnership with school sites.
References
Lindson-Hawley, N., Aveyard, P., Hughes, J.R.. (2012) "Reduction versus abrupt cessation in smokers
who want to quit." Cochrane Database of Systematic Reviews 2012, Issue 11. Art. No.: CD008033.
Faggiano F, Minozzi S, Versino E, Buscemi D. Universal school-based prevention for illicit drug use.
Cochrane Database of Systematic Reviews 2014, Issue 12. Art. No.: CD003020.
Polivy, J., & Herman, C.P. (2002). "If at first you don't succeed: False hopes of self-change." American
Psychologist, 57(677-689).
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