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California Alcohol & Drug Programs ConferenceOctober 13, 2010
Dean Lesicko Murrieta Valley Unified School DistrictDean Lesicko, Murrieta Valley Unified School DistrictDr. Lisa Garbrecht, EVALCORPDr. Shanelle Boyle, EVALCORP
Overview of Breakthrough SAP◦ Background◦ Background◦ Program components◦ Family ConferencesOverview of Evaluation Overview of Evaluation
Key Evaluation Findings◦ Participation in Family Conferences◦ Findings on school attendance, discipline incidents and GPA◦ Survey findings on AOD use and resiliency◦ Student and parent satisfaction
Lessons Learned and Recommendations Questions/Discussion
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Inspire every student to think, to learn, t hi tto achieve, to care.
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The Riverside County Department of Mental Health Substance Abuse Program Prevention Services partnered with the MurrietaAbuse Program, Prevention Services partnered with the Murrieta Valley Unified School District (MVUSD)
Received 5-year Safe & Drug-Free Schools and Communities (SDFSC) grant in the 2007-2008 fiscal year to fund Breakthrough, an alcohol and other drug (AOD) reduction focused Student Assistance Program (SAP)
◦ Grant allowed the SAP to expand from a single MVUSD staff member to a small district-wide team
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Across MVUSD high schools:S d l d d ll f Suspensions and expulsions increased dramatically from 2005/2006 to 2006/2007
304400
400
33 500
200 2005/2006
2006/2007
0
Suspensions Expulsions
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Across MVUSD high schools:g
22% of 11th graders reported binge drinking on CHKS
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Addresses the need to reduce high risk use and binge drinkingAddresses the need to reduce high risk use and binge drinking in MVUSD high schools
Serves:
Four High Schools◦ Murrieta Valley◦ Vista Murrieta◦ Vista Murrieta◦ Creekside (continuation school)◦ Murrieta Mesa (as of 2009-2010)
At i k t d t h d d f AOD l t d At-risk students who are suspended for AOD-related incidents and those who are referred or self-referred
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Through collaborations with MVUSD administration, became district policy to refer all high school students suspended for p y g pAOD and violence-related behaviors to Breakthrough
Self-referrals
Other sources:◦ Concerned school staff, parents, peers, coaches◦ Gifted and talented programs
St d t St d T◦ Student Study Team◦ School Attendance Review Board and similar programs◦ Parenting programs◦ Juvenile probation◦ Child Protective Services◦ Child Protective Services◦ County programs including ATOD treatment wanting support for children
of clients in treatment◦ YAT/YAB
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Intensive Internal Referral Process and Services Individualized Family Conferences and Family Action Planning Suicide Prevention and Intervention
Targetedg Educational Student Support Groups Parenting Workshops Support Groups
Universal School Board Policy Staff Development Prevention Lessons Integration with Other School-based Programs Cooperation and Collaboration Communitywide Classroom Curriculum and School-wide Events Crisis Team Response
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Adapted Project SUCCESS (Schools Using Coordinated Community Efforts to Strengthen Students) ModelCommunity Efforts to Strengthen Students) Model
Family Conferences Individual counseling Educational intervention and support groups◦ Newcomers, Substance Abusers and Users, Children of Substance Abusers
Prevention Education Series Prevention Education Series◦ Prevention lessons in selected 9th grade Health classes and for new
students in the continuation high school
Parent workshops Promotional prevention materials
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Core strategy focused on the family
Breakthrough initiates Family Conference with referred students and their parents◦ 90 minute structured interview using Brief Risk Reduction Interview and
Intervention Model (BRRIIM)◦ Assess strengths, risks, needs and resources◦ Collaboratively develop Family Service Plan
Family Service Plans include:◦ Student responsibilities◦ Parent responsibilitiesp◦ Breakthrough staff responsibilities◦ Breakthrough staff recommendations and referrals (for parents and
students)
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C lCounselor
Family School District & Community
Long-term goals are to:
Reduce illegal use of AOD by youth Reduce violence in and around schools Reduce academic failure associated with violence and/or Reduce academic failure associated with violence and/or
AOD use Involve parents and communities in the SAP as a way to
coordinate school, community, and related federal and state efforts and resources
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Overview of EvaluationOverview of Evaluation& Key Evaluation Findings& Key Evaluation Findings
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EVALCORP evaluation began mid-year 2008-2009
Comprehensive, formative evaluation design
Participatory approach
Collaborated with project staff to:◦ Design data collection tools and tracking database◦ Track program referrals and participationp g p p◦ Conduct evaluative surveys◦ Collect data indicators◦ Identify key informants
I l i fi di◦ Interpret evaluative findings
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MVUSD data indicators◦ At individual and district levels◦ At individual and district levels◦ Attendance, GPA, discipline incidents, suspensions/expulsions
Survey research◦ Pilot CHKS Modules B and C◦ Student Survey (with CHKS items)◦ Student Evaluation Survey◦ Family Conference Exit Survey◦ Family Conference Exit Survey
Document reviews
Key informant interviews Key informant interviews
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Breakthrough Family Conference referrals and participantsP i i i i d f 53% 63% f f l Participation increased from 53% to 63% of referrals
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Gender:2008 2009 55% l 45% f l 2008-2009: 55% male, 45% female
2009-2010: 70% male, 30% female
Ethnicity% of FC
Participants08-09
% of FC Participants
09-10
White 45% 49%White 45% 49%Hispanic 33% 36%African American 11% 12%Asian/Pacific Islander 9% 2%Asian/Pacific Islander 9% 2%American Indian/Alaskan Native 2% 1%
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% of FC % of FCReason
% of FC Participants
08-09
% of FC Participants
09-10
AOD use 60% 43%
Anger/violence 20% 18%
Academic 14% 7%
Grief 1% 5%
Tobacco 5% 1%
Oth ( t l h lth i ) 0% 26%Other (mental health issues) 0% 26%
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Average attendance rates significantly increased after Family Conference participationConference participation
82%88%
82%2008-2009Attendance Before FC
91%82%2009-2010 Attendance
After FC
75% 80% 85% 90% 95%
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Students who participated in a Family Conference had a higher year end GPA on average than those who werehigher year-end GPA on average than those who were referred but did not participate
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Average number of discipline incidents significantly decreased after Family Conference participationdecreased after Family Conference participation
*2009-2010 analysis included only those with one or more discipline incidents before FC, whereas the previous year’s
l i i l d d ll FC ti i t
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analysis included all FC participants
2004/2005 ‐ 2009/20102004/2005 2009/2010Expulsions Suspensions
435
304
400
257 234 253
31 33 50 27 27 45
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Breakthrough Begins
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Prevention Education Series 2008 2009: 520 students participated 2008-2009: 520 students participated 2009-2010: 320 students participated
Educational and Support GroupsEducational and Support Groups 2008-2009: 104 students participated 2009-2010: 169 students participated
Individual Counseling 2008-2009: 178 individual counseling sessions 2009-2010: 194 individual counseling sessions
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On CHKS Module B, Breakthrough Family Conference participants demonstrated fairly high levels of resiliencyparticipants demonstrated fairly high levels of resiliency◦ The majority plan to graduate from high school, had goals for the future,
and believed they could do most things if they tried◦ Most also said that a parent/adult in their home expected them to follow
rules and wanted them to do their best
On Student Survey, more students said they knew where to go for help with a problem after participating in Breakthrough
◦ More students believed that a teacher or some adult at their school really cares about them, notices when they are upset, believes they will be a success, and/or whom they trust
◦ Students were more likely to indicate that they had future goals/plans◦ Fewer students missed school because they felt unsafe
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On CHKS Module C, students participating in Breakthrough for 6 months or more were more likely to report no alcohol orfor 6 months or more were more likely to report no alcohol or marijuana use in past 3 months, compared to those who recently began the program
◦ 20% more students were alcohol-free and25% more students were marijuana-free who had been in the program 6 months h h h h d d hthan those who had just entered the program
On Student Survey, binge drinking decreased from 20% before Breakthrough to 4% after Breakthrough intensive servicesBreakthrough to 4% after Breakthrough intensive services
◦ Downward trend for use of alcohol, tobacco, prescription drugs, cocaine, meth and other illegal drugs after Breakthrough Family Conference, indi id al co nseling and/or gro p sessionsindividual counseling and/or group sessions
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Don’tBecause of Breakthrough … Yes No Don t know
I am less likely to drink alcohol or use other drugs.Participated in Family Conference 59% 23% 18%p yParticipated in other services, not FC 47% 23% 30%
My behaviors are not causing me as many problems.Participated in Family Conference 68% 18% 14%Participated in other services, not FC 58% 28% 14%
I am doing better at school.Participated in Family Conference 68% 23% 9%Participated in other services, not FC 53% 26% 21%
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Because of Breakthrough … Yes No Don’t know
I have better relationships with my teachers or other adults at schoolother adults at school.
Participated in Family ConferenceParticipated in other services, not FC
67%41%
14%28%
19%31%
I have a better relationship with my parent(s)I have a better relationship with my parent(s).Participated in Family ConferenceParticipated in other services, not FC
64%40%
27%35%
9%25%
I am learning a lot of new things and skillsI am learning a lot of new things and skills.Participated in Family ConferenceParticipated in other services, not FC
55%35%
36%39%
9%26%
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The Family Conference helped students in the following ways:
“It was a good way to get things out and to help me graduate.”
“I started doing my homework more.”g y “It got me on track with what I needed to do.” “It helped me excel a lot in my life.” “It made me realize what I was doing wrong and it helped It made me realize what I was doing wrong, and it helped
straighten me out.”
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Students said that the Family Service Plan developed during the Family Conference was useful in the following ways:Family Conference was useful in the following ways:
It helped families get along better
Improved students’ grades
Helped students “make things right”
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84% of students said they would recommend Breakthrough to a frienda friend
When asked what they liked best about Breakthrough, about half said having someone to talk to and listen to themhalf said having someone to talk to and listen to them
◦ “I liked the fact that you can talk confidentially about anything.”
◦ “I had an adult other than my parents to talk to.”
◦ “They took time out and listened.”
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The majority of parents participating in Family Conferences either “strongly agreed” or “agreed” that:either strongly agreed or agreed that:
The Family Conference was conducted in a professional manner (94%) They would use this service again as needed and would recommend the
i h (84%)service to others (84%) The initial telephone contact was informative and helpful (74%) They received a warm welcome when they arrived at the office (63%)
When asked for additional comments:
94% said that the program helped their child and expressed gratitude
“Everything is going well and my sonseems to be trying more. Thanks.”
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Lessons Learned& Recommendations
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Key informant interviews with Breakthrough and Riverside County program staff reveal the importance of collaborationCounty program staff reveal the importance of collaboration
◦ “The collaboration is very critical component for sustainability. The connection between the SDFSC grant, the staff, and within the county is the strongest I have seen across the other SDFSC grantees ”the strongest I have seen across the other SDFSC grantees.
Breakthrough staff partnered with local agencies, mental health services colleges andmental health services, colleges and professional organizations to build a referralinfrastructure and support for the programacross the regionacross the region
o “Getting local graduate students involvedhas been very beneficial.”
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Building relationships with the school administration and g pintegrating Breakthrough into district procedures is critical
Breakthrough staff presented at school board meetings and kept MVUSD administration updated on evaluation findingskept MVUSD administration updated on evaluation findings, selling the district leadership on the program
“The implementation and acceptance of the Family Conference process is a regular part of the routine, the administrative procedures in the schooladministrative procedures in the school district. It is a big accomplishment that the staff is supported by the district.”
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With limited resources and reduced grant budgets, it is necessary to seek additional sources of fundingnecessary to seek additional sources of funding
Program staff was able to achieve an elementary school counseling grant to help support a small district wide staffcounseling grant to help support a small district-wide staff
“They have been able to leverage other grants to expand the program not only serving high school, but also serving middle and elementary school students ”middle and elementary school students.
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Although challenging to engage parents, Family Conferences provide a means for them to get involvedprovide a means for them to get involved
Parent involvement is key to the process
“I am pleased that we have been able to increase the number of families that we have served through Family Conferences in the past three years … which means that we have been able to get a pretty significant level of
Breakthrough partners with other programs to involve
that we have been able to get a pretty significant level of parent involvement and participation.”
parents, such as collaborating with PTSA and the Carpe Diem program at the continuation high school
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Overcome barriers and obtain support by sharing what the pp y gprogram is doing and its outcomes
◦ “We all have incredible open lines of communication with each other. There really has not been any significant obstacles that we haven’t been y y gable to work through because of the communication and collaboration between the agencies.”
Share evaluation findings with key stakeholders and partners Share evaluation findings with key stakeholders and partners to build support and sustain program
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Lisa Garbrecht, Ph.D.R h A i
Dean Lesicko, M.S.Research [email protected]
Coordinator of Student Support, Murrieta Valley Unified School Districtdlesicko@murrieta k12 ca us
Shanelle Boyle, Ph.D.Research AssistantEvalcorp
www.evalcorp.com
This presentation was made possible through funding
f h S f d D Fwww.evalcorp.com from the Safe and Drug-Free Schools and Communities
Governor’s Program.
Questions & DiscussionQuestions & Discussion
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