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Revised May, 2026, Wisconsin Safe and Healthy Schools CenterA Guide for Schools toAddress Substance UsePrevention and InterventionPartnership and funding provided by the Wisconsin Department of Public Instructionand the Wisconsin Commercial Tobacco Prevention and Treatment Program (CTPTP),Wisconsin Department of Health Services.

Dear Educator,Substance use during adolescence can have lasting impacts on student health, learning, andwellbeing. It is linked to increased risk of future substance use, academic challenges, andpoor physical and mental health outcomes. Research also shows a strong connectionbetween trauma, including Adverse Childhood Experiences (ACEs), and substance use.Because the brain is still developing, early substance use can interfere with critical functionssuch as memory, decision-making, and behavior.Schools play an important role in both prevention and intervention. Prevention efforts helpstudents build skills like decision-making, goal setting, and self-management, whilestrengthening protective factors such as school connectedness and positive peerrelationships. Intervention efforts support students who are exhibiting signs of substance useor misuse. In schools, these interventions may include screening for substance use as inScreening, Brief Intervention, and Referral to Treatment (SBIRT), providing referralresources, connecting students with community based organizations, or recommendationsfor treatment.This guide is designed to support school leaders, educators, and student services staff instrengthening substance use prevention and intervention efforts. It highlights practical,relevant resources to help schools assess needs, plan effectively, and take action.Finally, you don’t need to do this work on your own. We encourage you to connect withcommunity based resources who can partner to support and collaborate with your school tohelp you assess, plan, implement, evaluate, and sustain substance use prevention andintervention in your school.Sincerely,Tracy Herlitzke, MPH, MCHES®Statewide DirectorWisconsin Safe & Healthy Schools CenterForeword 2

Purpose and Audience:This guide supports School Administrators, Pupil Services Staff, Directors of Curriculum &Student Services, Classroom Teachers, Substance Use Prevention Coalitions and anyoneserving as the Alcohol & Other Drug (AODA) Coordinator to design and provide substanceuse prevention and intervention in schools.Understand emerging substance use issues and interventionsAccess substance use trend data at the state (Wisconsin) and national levels, and identifyrelevant local data sources to inform prevention effortsIdentify and evaluate resources that include best practices for substance use prevention andintervention in schoolsAlign existing resources, identify service gaps, and develop strategies to address unmet needsSelect best practices for adult and student programmingObjectives:AcknowledgementsThe WISH Center gratefully acknowledges funding and partnership from the Wisconsin Department of Public Instruction andthe Wisconsin Commercial Tobacco Prevention and Treatment Program (CTPTP), Wisconsin Department of HealthServices. We thank the individuals below for their review and feedback on this document:3Wisconsin Safe and Healthy Schools Center, Present and Former Team MembersChelsea BellvilleAlissa DarinTracy HerlitzkeJenny HolleAlie HubingKalli RasmussenKatharine ReidJackie SchoeningLynn VerageCarol ZabelPartner Organizations & ContributorsWisconsin Department of Public Instruction, Student Services, Prevention and Wellness TeamMembersLuke Witkowski, Wisconsin Commercial Tobacco Prevention and Treatment Program (CTPTP),Wisconsin Department of Health ServicesKayleigh Day, MPH, CHES, American Lung AssociationMelissa Moore, Certified Prevention Specialist, M3-CounsultingChris Wardlow, Catalpa Health + Outagamie County, Project Pre-Action Coordinator, WisconsinState Council on Alcohol and Other Drug Abuse (SCAODA)Karen Wegge, K-12 Physical Education/Health Curriculum Coordinator, DC Everest SchoolDistrict, State Superintendent's Advisory Council for Alcohol and Other Drug AbuseErin Jacobson, Mental Health Navigator, DC Everest School DistrictAppleton Area School DistrictChippewa Falls School DistrictAbbotsford School DistrictSheboygan School DistrictWe also extend our sincere thanksto any individuals or organizationswho contributed to this report butmay not be listed here. Yourinsights and support are greatlyappreciated.Finally, we recognize and thank theschools, students, and families whonavigate the challenges ofsubstance use every day. Yourexperiences and resilience are atthe heart of this work and continueto guide our efforts.

Table of Contents4This guide contains many links and is designed as an electronic resource.Foreword02Purpose, Objectives and Acknowledgements03Overview 05Implementation Considerations05Purpose of Policy in Prevention and Intervention08Additional Considerations for Substance Use Prevention/Intervention Policy09The Need for Comprehensive Substance Use Prevention and Intervention in SchoolsWhat does a Comprehensive Substance Use Prevention and Intervention Program Look Like?“What Works, What Doesn’t”AODA Program CoordinatorRisk and Protective FactorsPolicyENGAGE: Evidence-Based Strategies to Prevent Youth Substance UseState and National DataNeeds Assessment & Evaluation of Substance Use Program ActivitiesGathering DataEvaluation MethodsSustainability Student ProgramsStrategic Prevention FrameworkConsider Other Funding SourcesCurriculum & InstructionProgram ComponentsAdult ProgramsIntegration of Community ResourcesAdditional Related Training and Resources about Substance Use among YouthReferencesWisconsin Requirements for Substance Use Prevention10111314Terminology Used in this Guide06151515171921212223212324242527282930Appendix A: Addressing Youth Vaping32Appendix B: Best Practices Guide: Addressing Youth Vaping & Nicotine Use in Schools33SAMHSA’s Strategic Prevention Framework10

Substance use prevention and intervention falls within a wider system of interventions andsupports designed to ensure the safety, health and success for all students. Substanceuse among youth may be a symptom of other mental health conditions, includingaddiction. While the rates of use of alcohol, tobacco and other drugs among school ageyouth have diminished in Wisconsin over the past ten years, the risks and consequencesof substance use for youth remain significant, according to the Centers for DiseaseControl’s analysis of Youth Risk Behavior Survey results. Substance use is more than a behavior issue. Comprehensive approaches to preventionand intervention can support students experiencing a wide range of mental healthconcerns. Research from the American Academy of Pediatrics highlights the combinedrisks of substance use and other mental health conditions in noting that one third ofstudents misusing prescription opioids were more likely to say they had seriouslyconsidered suicide, made suicide plans or felt sad or hopeless in the last year. A studyshared by the National Institutes of Health cites a correlation between daily use ofcannabis (marijuana) and a diagnosis of schizophrenia among young men.Comprehensive prevention and intervention approaches in schools can address theseinterconnected risks. By providing universal prevention programs, skill building, andsupportive interventions, schools can reduce substance use while promoting overallstudent wellbeing. The Need for Comprehensive Substance UsePrevention and Intervention in SchoolsOverview5Back to the Top

AODA / ATODAAlcohol, Tobacco and Other Drug Abuse. Acronyms commonly used in the literatureand resources cited in this guide. In this guide, AODA / ATODA may be usedinterchangeably with the term Substance Use.TERMINOLOGY USED IN THIS GUIDECSMHSA Comprehensive School Mental Health System, as cited in the DPI’s webpage,includes a continuum of services and supports to promote student and staff mentalhealth by fostering social and emotional wellbeing and positive school culture, andeliminating systemic barriers to wellbeing and success for all students. A CSMHSincreases health equity by ensuring all students and staff have access to theprevention, early intervention, and treatment supports that they need, when they needthem, free of stigma.Cultural ResponsivenessIn the DPI’s publication Wisconsin’s Model to Inform Culturally Responsive Practices,Cultural Responsiveness describes the beliefs, knowledge, and practices educators,schools, and districts need to reach and teach diverse students within their culturallyresponsive multi-level systems of support. Educational EquityBased on the DPI’s AODA Grant Guidance, every student has access to the educationalresources and rigor they need at the right moment in their education across race,gender, ethnicity, language, ability, sexual orientation, family background, or familyincome.Evidence Based Prevention“There are many strategies confirmed by research that are shown to positively impactthe health behaviors and choices of young people. These research-validated strategiesare known as evidence based programs and have been proven effective over time usingthe most rigorous evaluation methods. Evidence-based strategies depend on{practitioners’} commitment to implementing them with fidelity to the intended design ofthe program.” (Best Practices Toolkit: What Works, What Doesn’t) As noted on the Wisconsin DPI’s website, “Evidence-Based Practices” means usingprograms, practices, and procedures with the best available evidence of effectivenessthat fit the school's and district's population and values.” 6Back to the TopPreventionPrevention activities work to educate and support individuals and communities toprevent the use and misuse of drugs and the development of substance use disorders.(SAMHSA.gov) In schools, prevention interventions may focus on environmental andcommunity factors and policies such as limiting access to substances, developmentalfactors including risk and protective factors, or skill development.E-Cigarettes, Vapes(Electronic VaporProducts)E-cigarettes, also known as vapes, are battery-operated devices that heat a liquid andproduce an aerosol. They come in many shapes and sizes, and they typically containnicotine. Some e-cigarettes can also be used to deliver cannabis and other drugs. Aperson using an e-cigarette inhales this aerosol into their lungs. Bystanders can alsobreathe in the aerosol when the person using the e-cigarette breathes the aerosol out.

Risk and Protective FactorsSAMHSA defines Risk and Protective Factors as those factors that influence a person’schances or likelihood of developing a substance use disorder. Risk factors include“biological, psychological, family, community, or cultural level that precede and areassociated with a higher likelihood of negative outcomes.” These may include priortrauma, family history of substance use or low achievement in school. Protective factorssupport a lower likelihood of substance use and mitigate any risk factors. Protectivefactors may include a strong sense of belonging in school, adequate supervision, or theavailability of after-school activities.TERMINOLOGY USED IN THIS GUIDESBIRTScreening, Brief Intervention, and Referral to Treatment is a well‐established,comprehensive public health model used to address selected health behaviors within apopulation, and has been used in school settings to quickly and effectively assessareas of concern, engage in a time-limited brief counseling intervention, and assessand refer for further intervention.Substance UseTerm used in this guide to indicate use of substances such as alcohol, tobacco andother drugs by youth and adults. Some resources will also use the term SubstanceMisuse.Substance Use DisorderAs defined in The Diagnostic and Statistical Manual Disorders (DSM-5), a problematicpattern of use of an intoxicating substance leading to significant impairment or distress.See Wisconsin Department of Health Services.Stigma“Stigma can be understood as an attribute, behavior, or reputation that is sociallydiscrediting, and substance-related problems appear to be particularly susceptible tostigma.” Great Lakes PTTC Preventing and Reducing StigmaReferral Pathways“The policies and procedures in place to assure a youth with behavioral health needsgets referred, assessed, and funneled to the proper services and resources needed.”(SAMHSA, 2015) Referral pathways in schools provide next steps for staff when theyidentify a student in need, coordinate supports within schools and between schools andoutside organizations and improve student outcomes through early identification andintervention. (Wisconsin DPI School Mental Health Referral Pathways Guide)7Back to the TopRestorative PracticesRestorative Practices is a social science that studies how to build positive relationshipsand repair harm between people. The use of restorative language and other restorativepractices helps to reduce bullying and violence, improve behavior, strengthenrelationships, restore relationships and repair harm between members of thecommunity.WiMLSSAccording to the Wisconsin Department of Public Instruction, Wisconsin’s Frameworkfor Multi-level Systems of Support systematically provides differing levels of intensity ofsupports (interventions/additional challenges, collaborative structures, monitoring oflearner progress) based upon learner responsiveness to instruction and intervention.

8What does a Comprehensive Substance Use Preventionand Intervention Program Look Like?Comprehensive programs for substance use prevention and intervention function as part of amulti-level system of supports (see image below from the Wisconsin Department of PublicInstruction) where strong relationships, a positive and welcoming school climate and demonstratedsense of belonging mark the student experience. Considerations that are specific to acomprehensive approach to substance use include:District Substance Use PolicyNeeds Assessment and Review of Local DataPrevention StrategiesSelected and Targeted Intervention Strategies for StudentsTraining and Resources for AdultsReferral PathwaysProgram EvaluationThe image below from the Department of Public Instruction AODA Grant Program Guidanceemphasizes the framework of a tiered system of supports and interventions that serves as thefoundation for a comprehensive system.Back to the Top

With limited time and resources, schools must carefully identify what actions will have thegreatest positive impact in providing for the safety and wellbeing of children. In the PreventionTechnology Transfer Center Network's “What Research Shows Does Not Work in SubstanceMisuse Prevention”, the prevention field has moved away from ineffective strategies including: What works includes:Focus on healthy alternatives to useEnhance connections to prosocial adults, peers and organizationsUse structured interactive approaches that include skill practiceFocus on normative education that portrays true use rates and corrects misperceptionsWhat doesn’t work in prevention:Fear Arousal – Scary Images and Scare TacticsOne-time Assemblies and EventsPersonal Testimony from People in RecoveryMock Car CrashesReinforcing Exaggerated Social NormsThe Illusion of Truth Effect: Myth BustingDrug Fact Sheets and Knowledge-based InterventionsRole Play that Conditions Youth to be Drug Users or DealersMoralistic AppealsGrouping At-Risk Youth Together“Drunk” GooglesPunitive Approaches, Zero ToleranceBy prioritizing these evidence-based approaches and moving away from ineffective orharmful practices, schools can create prevention efforts that are more supportive andtruly impactful for all students.“What Works, What Doesn’t”9Back to the Top

SAMHSA’s Strategic Prevention Framework1. Assessment: Identify local prevention needs based ondata (e.g., What is the problem?) 2. Capacity: Build local resources and readiness to addressprevention needs (e.g., What do you have to work with?) 3. Planning: Find out what works to address preventionneeds and how to do it well (e.g., What should you do andhow should you do it?) 4. Implementation: Deliver evidence-based programs andpractices as intended (e.g., How can you put your plan intoaction?) 5. Evaluation: Examine the process and outcomes ofprograms and practices (e.g., Is your plan succeeding?)10Back to the TopIn the Strategic Prevention Framework, the Substance Abuse and Mental Health ServicesAdministration (SAMHSA) promotes a five-step process that supports an understanding of thecomplex nature of substance use within the context of a particular environment, such as schools.In addition, the approach reinforces a need for prevention work that is sustained through asystems approach and that this system has the capacity to support the needs of diverse peoplewithin the system.ENGAGE includes strategies, selected through a rigorousevaluation process that have the greatest potential to impactsubstance use behaviors, delay substance use initiation, ormodify the risk and protective factors associated withsubstance use.Six strategies to prevent or delay youth substance useinitiation:1.Enhance knowledge and skills2.Nurture family environments3.Give youth access to resources and activities4.Amplify protective community environments5.Guard efforts to lessen immediate and long-term harms6.Encourage provider and health system engagementOrganizations can adapt these six strategies to meet theirunique needs and guide effective youth substance useprevention efforts.ENGAGE: Evidence-Based Strategies to Prevent YouthSubstance Use

Risk and Protective FactorsPrevention works by mitigating risk factors and leveraging protective factors. Ascited in Youth.gov, programs and practices that reduce risk factors and increaseprotective factors have a greater likelihood of success. These may include activitiesthat reduce availability of susbstances, increase the likelihood of school success,provide positive physical development and educate caregivers and families aboutsubstance use and supportive parenting practices. Early prevention andintervention efforts are key to protecting a child’s health and wellbeing. Risk factorsthat emerge in a child’s early life and persist through young adulthood may haveeven greater bearing on the likelihood of early substance use and potentialaddiction.11Back to the Top

Recent data show that mental health challenges are widespread:Over half of students (51.6%) report experiencing anxiety, up from39.9% in 2017.Nearly 6 in 10 high school students (59%) report facing at least onemental health challenge in the past year.Source: 2023 Wisconsin Youth Risk Behavior Survey, Link59% of high school studentsreport experiencing at leastone mental health challengewithin the past year. 59%Mental health challenges and substance use often occurtogether among school-age youth. Students may usesubstances for two main reasons: to enhance a positive state(e.g., having fun or socializing) or to cope with stress, anxiety,or other emotional distress. Substance use, including vaping and other nicotine products,presents additional challenges due to its addictive nature andpotential impacts on brain development.Schools play a key role in supporting student mental health.Positive school environments can promote wellbeing,resilience, and healthy coping strategies, while negativeenvironments can increase risk. Understanding the connectionbetween mental health and substance use is critical forprevention, early intervention, and supporting recovery.Mental Health, Substance Use and Addiction inSchool Age YouthHelp is AvailableIf you or a student is incrisis, support is available24/7. Call or text 988 toconnect with trainedcounselors.Understanding Addictionto Support Recovery12Back to the Top

State and National DataA variety of tools and reports are available on the CDC website to help to understandsubstance use among youth across the country: National High School Youth RiskBehavior Survey Data from the Centers for Disease ControlThis interactive site allows users to examine risk behaviors in six categories: unintentional injuries and violencetobacco use/vaping/e-cigarettesalcohol and other drug usesexual behaviorsdietary behaviorsphysical activityThe site allows users to compare results from national, state, territorial, and localsurveys, examine trends over time, and view results by race/ethnicity, sex, or grade.Districts seeking to establish or strengthenexisting prevention and intervention supportsshould review local data sources todetermine the needs of their students andstaff, as well as state and national data onsubstance use and related risk behaviors.The Centers for Disease Control andPrevention (CDC) supports substance useprevention and intervention work by providingthe National Youth Risk Behavior Survey(YRBS), an optional service for individualschools and districts.13In addition to the national data available, the Wisconsin Department of Public Instructionprovides multiple reports and data summaries on its Wisconsin Youth Risk Behavior SurveyData on the Wisconsin DPI Website, including graphs, comparisons and summaries.Back to the Top

Wisconsin Requirements for Substance Use Prevention118.01(2)(d)2.d.As part of its requirements for education for pupil personal development, Wisconsin statute118 holds each school board responsible for programming designed to provide students with“awareness about drug abuse, including prescription drug abuse, and prevention,” as well asthe impact of alcohol and other drug abuse on decision-making and suicide, and the risksassociated with driving while under the influence of alcohol and other drugs.PI 38 Under this chapter of Wisconsin law, the State of Wisconsin encourages districts to “developcomprehensive kindergarten through grade 12 programs to prevent or ameliorate alcohol andother drug abuse among minors,” and provides information about comprehensive programsfor districts wishing to apply for additional grant funding, where the following components mayform part of a comprehensive a program:1.Provides accurate and up-to-date information on health promotion and risk behaviors.2.Provides accurate information about youth attitudes and behaviors about AODA andrelated youth risk behaviors.3.Provides a strong focus on life skill development, such as decision making, goal settingand communication skills.4.Emphasizes key concepts that cut across many health and safety issues.5.Provides multiple instructional strategies.6.Is developmentally appropriate and builds on a pupil's prior knowledge.7.Provides a sense of safety and community in the classroom.8.Provides clear and consistent messages.9.Involves parents and guardians in instructional programs.14Back to the Top

School district policy is a tool to provide clarity and direction towards maintaining a highquality and supportive learning environment for all students. Effective policies also ensurethat school districts are in compliance with federal/state law and are representative of thevalues of the educational community. As stated in Wisconsin’s Framework for Multi-Level Systems of Support, the use of schooldistrict policy to maintain and support health and wellness is a universal strategy to meet theneeds of students. Written policy can provide procedures that create equitable systems toprevent and respond to behavioral situations involving substance use. Because schools areoften in the unique position to be the first to notice changes in behaviors that may indicate aconcern or problem, systems can be created to provide early intervention and coordinationof resources to students and families. School districts in Wisconsin must adhere to Wisconsin Statute Chapter 38 when developingwritten policy regarding “Comprehensive kindergarten through grade 12 AODA programs”including pupil assistance programs, curriculum, instruction, staff development and youthoriented activities.Purpose of Policy in Prevention and InterventionPolicyImplementation Considerations15Back to the Top

As a district enters the process of revising policies and procedures at the locallevel, the following areas highlight promising practices that support acomprehensive approach to creating coherence in policy development.Align policy to state law, including: Comprehensive AODA programming, including pupil assistance programs(Prevention) Curriculum and Instruction (Prevention)Adult Programs including Staff Development (Prevention and Intervention)Student Programs and Youth oriented activities (Prevention and Intervention)Engage students, families and staff Foster local involvement and commitment, emphasizing district needs andinclusive decision makingCreate a team with diverse stakeholders that will work in partnership to reviewand consider updates to the policyFocus on Data Informed Decision MakingUse data and local evidence to examine your policy and to drive planningdecisions, understanding the policy strengths, needs and gapsIdentify priorities, goals and improvement strategies that fit localcircumstancesUse local continuous improvement processes to develop, review and reviseResearch policy changes, create a rough draft and engage in the approvalprocess from the local governing bodyConsider cyclical reviews of policy with the use of data for sustainability andcontinuous improvementSee Appendix A and Appendix B for policy guidance for vaping.Procedures for Updating AODA Policies16Back to the Top

Additional Considerations for Substance UsePrevention/Intervention PolicyAlternatives to Exclusionary PracticesFor students identified at risk for substance use, establish procedures that promoteinstructional approaches and brief interventions, such as SBIRT (Screening, Brief Intervention,and Referral to Treatment), small Student Assistance Program groups and tier 2 interventions. Consider Restorative Practices, including formal conferences and problem-solving circles,instead of punitive, zero-tolerance policies such as suspension or expulsion.Allow for individual circumstances and the context of the behavior to be considered in thestudent discipline policies and procedures. Prioritize maintaining relationships and studentengagement over applying disciplinary consequences.Stigma ReductionStudents identified as at risk for substance use may be adversely impacted by negativestereotypes and common stigma associated with substance use. Schools and districts should uselanguage that supports students and their families, including using person first and other non-stigmatizing language. In it’s Stigma Reduction Language Guide, Shatterproof offers guidance andbest practice examples of inclusive language to support schools. The WISE – Initiative for Stigma Elimination (WISE) is a nationwide coalition of organizationsand individuals promoting inclusion and support for those affected by mental illness andaddiction/substance use through the advancement of evidence-based practices for stigmareduction efforts. WISE and Rogers Behavioral Health offer training and support for schoolsengaged in learning about stigma reduction, including the Up to Me curriculum Other resources on stigma reduction can be found at: National Institute on Drug Abuse,Partnership to End Addiction, Great Lakes Prevention Technology Transfer Network’sPreventing and Reducing StigmaCommunication of AODA PoliciesStudent handbooks may be used to reflect all student-related policies and procedures,highlighting all prevention efforts and consequences for violation of the policies.Opportunities to create open dialogue between parents and students about policies and theirimpacts can be fostered through parent forums, education nights, etc.PolicyModel Policy for Comprehensive Tobacco Free Schools Comprehensive Student Substance Use Prevention/Intervention (Chicago Public Schools)17Back to the Top

Additional Considerations for Substance UsePrevention/Intervention Policy ContinuedStaff EducationDefine how staff will engage in coordinated programs of staff development focused onessential learning of student protective and risk factors, student supports and resourcesand current substance use trends.Include staff role in early identification of student risk factors and role in referral to districtsupport team that provides coordination of student assistance services.Services for StudentsDefine developmentally appropriate education provided to all students using evidenced-based curriculum and prevention programs. Policy may include options for parents to viewand/or engage in the prevention curriculum learning. Episodic or one-time events are notbest practices unless woven into a comprehensive prevention and education approach.Identify Student Assistance Program (SAP) components including screening, referralprocedures and in-school support groups. Additionally, policy may clearly identify roles ofthe SAP team members and unique training of SAP team members.Designate the role of community partnerships for AODA prevention and intervention,including Referral Pathways for students/families to access treatment services. Clarify howdistrict programs will support the reduction of barriers to access treatment services,supporting equitable approaches to mitigate disparities.Develop a system that enables students to seek support for themselves or peersexperiencing substance use concerns and/or addiction in a safe, confidential, and non-punitive manner.Alignment to Athletics and Co-curricularsAthletics and co-curriculars create important protective factors in substance useprevention. Codes of Conduct may reflect district policy values to promote health andwellness, as well as specifying consequences for substance use violations as they pertainto athletics and co-curricularsPossible Policy Resource: NEOLANeola is an independent provider of policy services, utilized by districts in Wisconsin. Districts that subscribe to this service can check with their NEOLA associate to reviewpossible updates to policies that pertain to substance use prevention and intervention inalignment with student, staff and community wellbeing. 18Back to the Top

While not required by the state of Wisconsin, districts may provide an AODAProgram Coordinator/Prevention Specialist as part of their comprehensive approach.If a district applies for an AODA Program Grant, in accordance with Wisconsinadministrative code PI 38.18(3)(c), they must provide the name of the designatedAODA Program Coordinator and evidence that the AODA program coordinator holdsa current license issued by the department.A definition of the role could include:Licensed staff member designated by the school boardLeads and aligns AODA programming and curriculumSupports policy development and program evaluationShares current laws, research, and resourcesServes as district liaison and collaborates across teamsBuilds support systems and conducts ongoing program improvementSummarized from the Wisconsin Department of Public Instruction Publication, Alcohol and Other DrugAbuse Programs - A Resource and Planning GuideWhen looking for guidance in creating the AODA Program Coordinator position,districts are advised to consult PI 38.13 where the following categories may form partof a comprehensive program:1. Provides accurate and up-to-date information on health promotion and riskbehaviors.2. Provides accurate information about youth attitudes and behaviors about AODAand related youth risk behaviors.3. Provides a strong focus on life skill development, such as decision making, goalsetting and communication skills.4. Emphasizes key concepts that cut across many health and safety issues.5. Provides multiple instructional strategies.6. Is developmentally appropriate and builds on a pupil's prior knowledge.7. Provides a sense of safety and community in the classroom.8. Provides clear and consistent messages.9. Involves parents and guardians in instructional programs.AODA Program Coordinator19Back to the Top

Understanding a comprehensive K-12 AODA program is essential for defining theAODA Coordinator position. To gain a clear vision of the role, review the WisconsinDepartment of Public Instructions’ Alcohol and Other Drug Use/Abuse (AODA)Prevention Program Assessment Tool. The tool evaluates six key areas. Thesecategories serve as a framework for developing position descriptions, definingspecific responsibilities and identifying necessary training:School EnvironmentCurriculum and InstructionStudent ProgramsPupil ServicesAdult ProgramFamily and CommunityIn some districts, a partnership with a community agency was formed to create andprovide AODA Core training. Other resources for AODA Coordinators:Great Lakes Prevention Technology Transfer NetworkMid-America Prevention Technology Transfer Network Partnerships for SuccessTalk They Hear YouLesson Plans and Activities | National Institute on Drug Abuse (NIDA) (nih.gov) Alliance for Wisconsin Youth: Regional Prevention CentersOperation ParentStanford REACH LabAODA Program Coordinator Continued20Back to the Top

There are multiple methods of data that can be utilized to guide areas ofimprovement in programming and to set future goals. Data may includequalitative sources, including observations and perception surveys andquantitative sources, including information that has been counted andmeasured. When initially collecting data, use a baseline measure that willallow a comparison once the implementation of policies andprogramming occurs. Multiple forms of data should be used whenconsidering areas of improvement to prioritize, as singleton sources ofdata may not convey the complexity of factors involved in programimplementation. The following are data sources to consider:Who is participating in programming?Universal student engagementTier 2 student engagementWhat are the needs that have been identified?Needs AssessmentFor information and resources in planning and assessing adistrict's current comprehensive AODA program, visit the DPI’sStudent Services Prevention and Wellness AODA webpage andfind the links for assessment tools, including the DPI AODAAssessment ToolDPI Tobacco Prevention Program Assessment ToolSearch Institute Developmental Assets Attitudes and BehaviorsYouth Risk Behavior Survey dataMeasures of student engagement, belonging, and safetyOffice referrals, School Resource Officer reportsStudent and Parent input/feedbackThe Guide to StrategicPrevention Frameworkrecommends that whenassessing substance use withinthe school and community,prevention planners may wish toengage with the followingquestions: What substance misuseproblems (e.g., overdoses,alcohol poisoning) andrelated harmful behaviors(e.g., prescription drugmisuse, underage drinking)are occurring in thecommunity?How often are thesesubstance misuse problemsand related harmfulbehaviors occurring? Whichones are happening themost?Where are these substancemisuse problems and relatedharmful behaviors occurring(e.g., at home or in vacantlots, in small groups orduring big parties)? Who is experiencing more ofthese substance misuseproblems and relatedharmful behaviors (e.g.,males, females, youth,adults, members of certaincultural groups)?NEEDS ASSESSMENT & EVALUATION OF SUBSTANCE USEPROGRAM ACTIVITIES In order to measure the impact of substance use prevention andintervention strategies, programming should be monitored for progress ina systematic way. Program evaluation can be completed on an ongoingbasis through a process of continuous improvement. Measurement ofprogress can inform future decision making and can build anunderstanding that the desired outcomes of the program are occurringand making a positive impact.GATHERING DATAWhat are outcome measurements?AODA violationsAthletic or co-curricular Code of Conduct violationsReferrals for AODA servicesAttendance dataAchievement data21Back to the Top

0 6SMART GoalsThe SMART, Specific, Measurable, Attainable, Relevant, Time-based goal framework can be used to record a focused direction forthe programming. Objectives are then created to align to goals,followed by evidence and indicators of success.SMART goals may work in alignment to district or building annualgoals as a part of a strategic planning process.Evaluation MethodsThere are a variety of methods that can be used when determining if aprogram is working and how it can be improved, which could includesome of the following: PDSA CyclesPlan, Do, Study, Act creates a systemic process for continuousimprovement. This repetitive model organizes the implementationand improvement process by creating small predictions and teststhat once completed, provide an organization feedback to adopt,adapt or abandon the strategy. PDSA cycles can support scaled implementation when you arestarting a new program or strategy by breaking applications intosmaller steps for evaluation.Key Performance Indicators (KPI)KPI’s are indicators of progress towards a desired level of progressor a specific result. To determine KPI’s, a logic model can be used as a visualrepresentation between the program activities, including inputs,processes, and outputs, and their intended impacts.22Back to the Top

SUSTAINABILITYDPI Student AODA Mini-Grant ProgramThe Department of Public Instruction’s (DPI) AODA Student Mini-Grant Program allowsstudents to submit proposals/projects, with costs up to $1,000. For more informationregarding Student AODA Mini-Grants go to the following link: AODA Mini-Grant. DPI AODA Program GrantThe Department of Public Instruction’s (DPI) AODA Program Grant assists school districts intheir development of comprehensive AODA programs which includes both prevention andintervention services. The discretionary grant program supports the development andexpansion of district-wide comprehensive kindergarten through grade 12, alcohol and otherdrug abuse prevention and early intervention programming as part of a coordinated schoolhealth program. For more information regarding AODA Program Grants go to the followinglink: AODA Program GrantsTitle IVA FundingThis federal grant provides districts with funds focused towards building capacity to ensurethat all students have access to high-quality educational experiences. Districts havesignificant flexibility in using these funds to support three priority areas. One of the areasbeing improving school conditions for learning to ensure safe and healthy students. Formore information regarding Title IVA funding go to the following link Title IVA OverviewDrug Free Communities (DFC) Support ProgramThis program supports the efforts of community coalitions working to prevent and reducesubstance use among youth. For more information regarding DFC Support Program go tothe following link: Drug-Free Communities (DFC) Support Program Local public and private funding sources such as family foundations, hospital communitybenefits, business partnerships, and youth-focused community groups may also be availablein your community to consider for sustainability of programming. Consider Funding SourcesThe braiding of local, state, and federal funding sources is essential to sustainability. Below areexamples of a few funding sources.23Back to the TopFor state level resources, information and timelines for AODA Program Grants, AODA Mini-grants, as well as contact information for DPI consultants, please visit the DPI Website.

PROGRAM COMPONENTSHow Do I Choose A Prevention Curriculum?24Back to the TopThe Strategic Prevention Framework (also see on page 10) provides a clear structure forimplementing effective, school-based prevention by aligning policy, data, and practice into acontinuous improvement cycle. Districts begin by building capacity and ensuring alignment with requirements such asWisconsin Administrative Code PI 38 and Wisconsin Statute 118.01, then use local data toassess student needs (also see page 21 for Needs Assessment) and guide decision-making. Through thoughtful planning, teams prioritize evidence-based and culturally responsiveprograms that fit their population, often using vetted resources like The Athena Forum. Implementation is supported by strong systems, including training, coaching, andaccountability, to ensure fidelity, while a comprehensive, tiered approach addresses theneeds of all students. Ongoing evaluation ties the process together, allowing districts to continuously refine andstrengthen their prevention efforts for greater impact.Below is a list of evidence-based prevention programs being used in Wisconsin. Botvin LifeSkillsProject AlertToo Good for DrugsStrengthening FamiliesGuiding Good ChoicesAll Stars PreventionStanford University: Safety FirstPreVentureAnother option is to use Promising Practices. Promising Practices can also be evidence-basedprevention strategies that have shown positive outcomes in reducing risk factors or increasingprotective factors for drug use. Below are a variety of websites that support districts in theidentification of evidence-based or Promising Practices.Athena Excellence in Prevention Strategy List Center for the Study and Prevention of Violence-Blueprints for Violence Prevention Evidence for ESSA SAMHSA Evidence-Based Practices Resource Center Collaborative for Academic, Social, and Emotional Learning

The key to any successful program in schools is the active participation of the students. Peerprograms are oriented toward both prevention and intervention. Responsible students are selected,then trained in specific skills as well as AODA-related issues, and they are given the opportunity tohave a profound influence on their fellow students through these programs.Examples of peer helping/listening, peer to peer education, and peer leadership approaches:Sources of StrengthHOPE SquadNAMI Raise Your VoiceREDgenFACT (Fight Against Corporate Tobacco)SADD (Students Against Destructive Decisions)TATU (Teens Against Tobacco Use)tMHFA - teen Mental Health First AidPeer MediationStudent clubs School-based mentoring programsWashington state’s Best Practices Toolkit states that effective programs interactively build socialskills, communicate positive peer norms, involve students in youth-led activities and point toimmediate consequences of substance use rather than far-off threats such as cancer or death.Student Assistance Programs trained staff to understand and recognize chemical dependency andmental health concerns, the family dynamics in a dysfunctional family system, what enabling is andhow it affects behavior, codependency, brain development, interventions, recovery, developmentalassets and resilience. This first step in the learning is referred to as Core Training. Further trainingprovides staff with the skills to facilitate SAP support groups. Facilitated support groups are theprimary service delivery system in an SAP program.Appleton Area School District is one example of a district using the Student Assistance Programmodel as a part of their Comprehensive School Mental Health services to provide small groupsdriven to provide peer to peer support in a structured curriculum.Related Student Assistance Program examples include:Anger ManagementGrief SupportFamily ChangeFriendship Student Assistance Programs (SAP)Student ProgramsPeer Programs 25Back to the Top

Similar to Student Assistance Programs, Employee Assistance Programs (EAP) can supportschool and district staff in substance use prevention and intervention efforts. On the USDepartment of Health & Human Services website an employee assistance program “providesassessment, short-term counseling, referral, management consultation, and coachingservices to federal employees, and is available 24 hours a day, 365 days a year.”https://www.hhs.gov/about/agencies/asa/foh/bhs/employee-assistant-program/index.htmlMany employees are eligible for EAP services as a part of their health insurance. Consultyour policy to determine if you are eligible for this service. Partnering with community resources some Wisconsin school districts have been able tooffer staff and students mental health support “in-house”. The Chippewa Falls School districtis one example of a district offering mental health support services within the district. Utilizingthe Interconnected System Framework the district has invested their own resources andpartnered with community providers to offer a Student and Family Assistance Program. Thisis where each student or their family members can receive four free counseling sessions(four per family). Check out more about the Cardinal Cares programEmployee Assistance Programs Building Adult Capacity for Student Prevention26Back to the TopStaff TrainingSchool staff benefit from training on substance use, including the nature of addiction,key substance use trends, and signs and symptoms of substance use, abuse, andwithdrawal. Some helpful resources for staff training include:Wisconsin Department of Public Instruction AODA Program pageThe National Institute on Drug AbuseThe Wisconsin Department of Health Services: Substance Abuse Prevention

Building Adult Capacity ContinuedCommunity EducationAdult WellnessAs understanding grows, wellness is recognized as essential across comprehensiveschool-based mental health services. Once supplemental, staff wellness programsare now central to district efforts to support self-care.A tool available free of charge to help promote and encourage staff resilience is theCompassion Resilience Toolkit. This toolkit walks school staff through 12 sections thathelp to define compassion, compassion fatigue and burnout, the systems that drivefatigue, how to build a staff culture of compassion and concludes with strategies fordeveloping mind, spirit, strength and heart resilience. School staff from around the statehave been trained as facilitators to bring the toolkit to their colleagues. 27Back to the TopThe Department of Public Instruction encourages districts and community partners toengage families, schools, agencies, and community members as active partners inaddressing education and community concerns. Community education opportunities mayinclude public forums on emerging issues such as alcohol and drug use prevention forminors.Schools often use extracurricular code signing events as a prevention opportunity,frequently requiring student and parent/guardian attendance to review expectations,consequences, and provide substance use prevention information.Additional strategies include student assemblies, parent/community presentationsduring or outside the school day, and other intentional communication efforts that keepfamilies informed with current prevention messaging.

Districts and schools are encouraged to partner and share resources and ideas with localcoalitions that may have personnel and financial resources to support prevention andintervention efforts. Local coalition efforts can be enhanced by the resources andtechnical assistance provided by the Alliance for Wisconsin Youth.The purpose of this organization is to enhance and support the capacity of membercoalitions in their substance use prevention and youth development work. Over 90Wisconsin coalitions are members of the Alliance. The Alliance for Wisconsin Youthprovides access to resources and a network of coalitions that can strengthen preventionefforts locally.Community coalitions or partnerships may include members from:Human Services see Wis Stat sec 51.42 Law Enforcement Local and county government agenciesJudicial entities (Juvenile court, Restorative Justice programs) After-School ProgramsOther Youth Serving OrganizationsYouth and families also benefit when districts build Referral Pathways that provideguidance and information for resources internal and external to the schools (including re-entry support when a student is returning from treatment.) INTEGRATION OF COMMUNITY RESOURCES28Back to the Top

ADDITIONAL RESOURCESGreat Lakes Prevention Technology Transfer Center Children’s Hospital of Wisconsin has resources for schools, including curriculum onvaping and substance use decision-making for youthInformation about Opioid Antagonist Training from the Wisconsin DPI29Back to the TopWisconsin Department of Health Services Resources Substance Use DisordersState Council on Alcohol and Other Drug Abuse (SCAODA)

0 6What Research Shows Does NOT Work in Substance Misuse Prevention: Prevention Technology Transfer Center Network,September 2024The Role of Adverse Childhood Experiences in Substance Misuse and Related Behavioral Health Problems SAMHSA’SCenter for the Application of Prevention Technologies, June 2018 Developing a Logic Model or Theory of ChangeCurrent Prescription Opioid Misuse and Suicide Risk Behaviors Among High School Students. Pediatrics April 2021; Young men at highest risk of schizophrenia linked with cannabis use disorder National Institute on Drug Abuse. May 2023SAMHSA’s Strategic Prevention FrameworkRisk and Protective Factors, Youth.govSMART Goal: Wisconsin Department of Public InstructionHigh School Youth Risk Behavior Survey Data US Centers for Disease Control Youth OnlineWisconsin 2023 Youth Risk Behavior Survey Summary ReportSubstance Use Disorders Wisconsin Department of Health ServicesWisconsin School Mental Health Framework Wisconsin Department of Public InstructionWisconsin’s Framework for Multi-level Systems of Support Wisconsin Wisconsin Department of Public InstructionTrauma Sensitive Schools Wisconsin Department of Public InstructionEquity: Wisconsin’s Model to Inform Culturally Responsive Practices Wisconsin DPI, September 2017Preventing and Reducing Stigma Great Lakes Prevention Technology Transfer CenterSchool Mental Health Referral Pathways Wisconsin Department of Public InstructionStigma Addiction Language Guide ShatterproofUp To Me Curriculum Wise Initiative for Stigma EliminationAlliance for Wisconsin YouthReferences30Back to the Top

Wisconsin 2025-2027 AODA Grant Guidance Wisconsin Department of Public Instruction(AODA) Prevention Program Assessment Tool and Tobacco Prevention Program Assessment Tool Wisconsin DPIWhat is a Key Performance Indicator? www.kpi.orgEmployee Assistance Program US Department of Health and Social ServicesCompassion Resilience Toolkit for Schools Wise Initiative for Stigma EliminationYRBS: Wisconsin Department of Public Instruction DPI Data Collections, Reporting, and Student Data Privacy Frequently Asked Questions Wisconsin DPIEvidence based practices: Wisconsin Department of Public InstructionENGAGE: Evidence-Based Strategies to Prevent Youth Substance UseUnderstanding Addiction to Support Recovery: CDCWisconsin legislature : 118.01Wisconsin legislature- PI 38IIRP: Restorative practicesNational Institute on Drug AbuseGreat Lakes PTTC: Preventing and Reducing StigmaModel Policy for Comprehensive Tobacco Free Schools Comprehensive Student Substance Use Prevention/Intervention (Chicago Public Schools)Plan, Do, Study, Act: PDSA CycleAlcohol and Other Substance Use Before and During the COVID-19 Pandemic Among High School Students — Youth RiskBehavior Survey, United States, 2021BHA Prevention Tools: What Works, What Doesn’tPrevention of Substance Use: SAMHSARisk and Protective Factors for Substance Use: SAMHSA WISE: End Stigma TogetherPartnership to End AddictionSearch Institute Developmental AssetsDrug-Free Communities (DFC) Support Program References31Back to the Top

Appendix A: Addressing Youth Vaping32Back to the TopAdditional resources:Best Practice Guide: Addressing YouthVaping & Nicotine Use in Schools Nicotine is highly addictive and especially harmful to youth, whose brains continuedeveloping until about age 25. Early use can quickly lead to dependence sometimes evenbefore regular use and damage areas of the brain that affect attention, learning, mood, andimpulse control. This increases the risk of addiction to other substances and makes quittingdifficult, as the brain becomes reliant on nicotine to feel normal.Vaping is more than a bad habit—many students are addicted. Youth can developdependence faster than adults due to their heightened sensitivity. Withdrawal symptoms likeirritability, anxiety, depression, sleep issues, and difficulty concentrating often trap users in acycle of continued use to avoid discomfort. Addiction can also harm relationships, academicsuccess, and work performance.Punitive measures don’t work because addiction, not choice, drives behavior. Nicotine useduring adolescence can have long-term consequences, affecting relationships, school, andwork performance while increasing the likelihood of future substance addiction.FlavorsThousands of flavorcombinationsSynthetic NicotineIndustry muddying the waters.Nicotine, regardless of itssource has addictive properties.Addiction Happens QuicklyDays not monthsEspecially in developing brainsDisposableLoophole in 2020 FDAregulation. Disposables are oftencheaper or heavily discounted.High Nicotine CapacityThere are no limits on nicotine levels.The higher the concentration ofnicotine, the quicker youth becomeaddicted.Nearly 60% of Wisconsin high school students reported experiencingmental health challenges. Only 20% who felt sad, empty, hopeless,angry, or anxious said they received the help they needed. In the caseof vaping, the most common reason youth give for continuing to use e-cigarettes is “I am feeling anxious, stressed, or depressed.”

Appendix B: Best Practices Guide: AddressingYouth Vaping & Nicotine Use in Schools33Back to the TopView the Best Practices Guide here.