1 of 34

TUPE Tier 2 Progress Reporting Guidance

Chunxia Wang Ph.D.

Education Research and Evaluation Consultant

Tobacco-use Prevention Education Office

California Department of Education

1

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

2 of 34

Getting Ready for the Webinar

  • Please keep your device in mute

​

  • Utilize Chat to ask questions

​

  • The Q&As file on Tier 2 progress report template currently posted on TUPE GEMS under Resources will be updated based on the questions received today.

​

  • The PPT and recording of this webinar will be posted on TUPE GEMS under Resources

2

3 of 34

Today’s Topics

Why do we need a Tier 2 grant progress report

​

What is in this progress report

​

What items require additional consideration

3

1

2

3

4 of 34

Program Evaluation

  • External

​

  • Internal

4

5 of 34

Traditional Tools for Program Evaluation

  • California Youth Tobacco Survey

​

  • California Healthy Kids Survey

5

6 of 34

External Data Support �for Continuous Improvement

6

Overall Student Population

Disparities Population

Comparing to Other Districts

Trend Data

Grade Levels

Comparing to State

Comparing to County

7 of 34

Internal Self-Assessment Support

7

Project Monitoring and Evaluation

Local Educational Agency Technical Assistance

Interagency Partnerships

Staff Professional Development

​

Student Services

Family and Community Engagement

Tobacco Free Policy Implementation

8 of 34

How Do We Support Individual Programs for Continuous Improvement?��Self-Assessment Embedded Progress Reporting �

8

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

9 of 34

What functions do progress reports have

​

  1. Establish a structure to support both local and state TUPE programs to:

​

      • Conduct program self assessment
      • Identify program needs and best practices with high efficiency and accuracy

​

  1. Build a foundation for best practices sharing and further collaboration among individual grantees, regions, and locales

​

​

​

​

9

10 of 34

Progress Reports Do Not Exit In Silos

10

Step I

Implementation Plan Oriented Application Template

Step II

Project Monitoring and Evaluation Roadmap in Application

Step III

End-of Year Progress Reporting based on the Roadmap

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

11 of 34

TUPE Program Evaluation

​

11

CHKS

CYTS

Annual Progress Reporting

12 of 34

Today’s Topics

Why do we need a progress report

​

What is in a progress report

​

What items require additional consideration

12

1

2

3

13 of 34

Three Levels

13

Level I

Leve II

Level III

Level I

General Program Area Performance Reflection

Level II

Policy Certification, CHKS Administration and Measurable Objectives

Level III

Service Data Reporting

14 of 34

Today’s Topics

Why do we need a progress report

​

What are in a progress report

​

What items require additional consideration

14

1

2

3

15 of 34

Level III �Service Data Reporting

15

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

16 of 34

Unduplicated Student Counts

​

  • Unduplicated Student Count=Number of Students

  • Unduplicated Student Count ≠ Number of Services

16

17 of 34

Unduplicated Student Counts

  • The number of students receiving only one TUPE service should be equal to or less than the number of students enrolled in the TUPE program.
  • The number of students receiving multiple TUPE services should be equal to or less than the number of students enrolled in the TUPE program. 
  • The sum of the number of students receiving only one TUPE service and the number of students receiving multiple services should be equal to or less than the number of students enrolled in the TUPE program.

17

18 of 34

Intervention Referral Rate

  • If a grantee identifies over 50% of its enrollment population as receiving intervention services, information in terms of service recipients active identification and service content are required here to support understanding of the local service rate.

​

  • Based on CHKS data, the state rate of life time e-cigarette use among high school students is below 30% and life time cigarette use rate is below 15%.

​

  • A resource flyer to all is considered as a prevention service, not an intervention service.  

​

�

​

18

19 of 34

Cessation Referral Rate

  • Based on CHKS data, the state rate of current e-cigarette use among high schools students is below 14% and current cigarette use rate is below 6%.
  • If a grantee identifies more than 30% of its population as receiving cessation services, information in terms of service recipients active local identification and service content are required here to support understanding of the local service rate.
  • A resource flyer to all is considered a prevention service, not a cessation service.  

​

19

20 of 34

Cessation Referral Tracking Vs. Student Privacy

  • Cessation referral tracking is a critical need for TUPE priority students.
    • high-risk students require more support
  • Student privacy is not a concern:
    • Only non-sensitive referral status information is collected locally, including
      • The date a student was referred
      • The date this student started the service
      • The date this student completed the service
  • Progress Report requires only aggregated student counts at grantee level

20

21 of 34

Cessation Referral Program Key Elements

  • Active identification of individual students who need such a service
  • Active tracking of students’ service provision status
  • Assessment of the referral process

​

​

21

22 of 34

TUPE Staff and Non-TUPE Staff

  • TUPE Staff: Refers to school staff members (both certificated and classified staff) that are partially- or fully-funded with TUPE funds, including stipends and/or substitute cost for TUPE trainings. For cases in which a staff member is not funded by TUPE but delivers TUPE services in-kind, either as a TUPE program administrator or direct TUPE service provider, we may count that staff member as TUPE staff.

​

  • Non-TUPE Staff: Refers to the rest of the school staff members that are not funded through TUPE and do not provide directly TUPE related services.

​

22

23 of 34

Level II �Policy Certification, �CHKS Administration, �and Measurable Objectives

23

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

24 of 34

Level 2 Policy Certification

Grantee leads may choose to obtain the information from their district coordinators directly since if any district did not complete policy certification, reasons for the delay and the projected certification completion date are required to be provided in the report. Grantees may also contact the TUPE office tobacco free policy certification lead Nicole Pineda for certification information of specific districts at NPineda@cde.ca.gov.

​

24

25 of 34

Level 2 CHKS administration

For school level CHKS administration verification, grantee leads may choose to obtain the information from three resources:

  • District coordinators directly since if any participating schools did not administer the survey, local justifications and the projected administration date shall be provided in the report by the grantee.

  • CalSCHLS help desk with the grantee membership directory submitted in the application

​

  • TUPE Private Dashboard to be launched in August

​

25

26 of 34

Level 2 Measurable Objective-Based Program Self-Assessment

What and why information in the original plan can be updated in the progress report:

​

    • Services
    • Measurable Objectives

26

27 of 34

What changes can be made to measurable objectives, and services

 

  • Modify
  • Add
  • Delete

27

28 of 34

Level 2 Measurable Objectives

Year 1 report should include only measurable objectives for services offered in Year 1. Grantees can modify their Year 2 measurable objectives based on what was reported the Year 1 progress report and the same with Year 3.

​

SMART:  Measurable objectives must be specific, measurable, attainable, relevant, and timely.

​

One measurable objective is required for each service. The CDE highly recommends that grantees identify no more than two measurable objectives for each proposed service, one on outcome and one on process.

​

28

29 of 34

Level I �General Program Area Performance Reflection

29

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

30 of 34

A goal is expected for Level 1 Program area “Project Monitoring and Evaluation

 

  • For Project Monitoring and Evaluation, a program area goal was not required in the original application template. However, in the progress report, please provide a general goal for this area that you have intended to reach for Year 1. This will help to provide a more holistic view of this program area.

​

30

31 of 34

Level 1 Program area “Services Targeting Health Disparity Groups”,

If health disparity groups were not specifically targeted and services were intended only for the general student population, this program area is then not applicable to you.

Please enter N/A for all the sub areas.

​

31

32 of 34

Access via Online Platform: �TUPE GEMS

32

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction

33 of 34

Tier 2 Progress Report Completion

33

34 of 34

THANK YOUOU

For technical questions regarding the report module, please contact the TUPE GEMS helpdesk at tupegems@health.ucsd.edu.

​

For program questions regarding the content of the report, please contact the TUPE Office at tupegems@cde.ca.gov.

 

CALIFORNIA DEPARTMENT OF EDUCATION

Tony Thurmond, State Superintendent of Public Instruction