2. 1 How to Use Your CHKS Report Data Appreciation Training 2009-10 Print out or save a copy of this PPT for the Training teleconference To participate in the scheduled training Tel. 877-413-2826 and Enter 813-297-2141# www.www.chks.wested.org

3. 2 What this Workshop Will Do?  Help you become more data savvy  Understand the questions asked  Present a crash course on the RYDM  Connect the dots between survey items and program objectives  Help you share your results  Outline the Next Steps

4. A Survey Is… A Needs Assessment A Strength Assessment A Problem Assessment …But Is Not Solutions Causes Evaluation 4

5. 4 Survey Terms Reliability Validity Response Rate

6. 5 Minimum 60% usable answer sheets Collected in a standardized manner All the schools are represented Be wary of non-responders… Determining Data Quality

7. 6 “How do I know if students are answering honestly and/or taking the survey seriously?” Research Attitude of the teacher Discard criteria

8. 7 Is your new sample somehow different from your old sample? “ How do I know if change from year-to year is real?” Has the survey changed in some way? Was there a difference in the procedures, or the circumstances under which the survey was administered?

9. 8 1st time = Status or baseline 2nd time = Changes 3rd time = Trends Data Tells a Story Nth time = Possible patterns

10. 9 Were results representative? What patterns, consistencies exist across results? What are the goals you hope to achieve? What are the trends? Are your current program strategies and resource allocations consistent with survey results? Analyzing Your Data

11. 10 Size or magnitude of a change Value or importance to you Working with very high or very low % Percentages are people Small numbers Be prepared to change what you do in response to what you find in the data Keep in mind... Becoming Data Savvy

12. 11 “What is the reason for each group of items and what is the relationship of the items to your programs?” A Glance at the Questions

13. 12 Demographics Resilience, Connectedness & Youth Development Tobacco Alcohol & Other Drugs Violence & Safety: Fighting, Harassment, Bullying, Weapons Survey Item - Topics

14. 13 Perceived Harm & Availability Normative Behavior Lifetime Past 12 Months Past 30 Days High Risk Survey Item - Types

15. 14 Attitudes about harm Easy or hard to obtain What you learn: Perceived Harm and Availability

16. 15 How students view other student use Stigma of use, or peer disapproval What you learn: Peer Norms

17. 16 …and 68% overestimated. …37% of 9th graders have tried marijuana …app. 25% underestimated other student use, …7% were about correct For example 9th grade perception versus use of marijuana…

18. 17 Drugs used, behaviors exhibited Prevalence What you learn: Lifetime

19. 18 Standard definition of current use or behavior Gauge of regular use Calculate daily use rate (20+) What you learn: Past 30 Days

20. 19 Problem use (e.g. daily use, binge drinking, & getting high) Use at school Drinking and driving Problems/experiences while using What you learn: High-Risk AOD Indicators

21. 20 Cooperation Empathy Problem-solving Self-efficacy Self-awareness Goals and aspirations Caring Relations High Expectations Meaningful Participation At School Home Community Between Peers Safety Love Belonging Respect Mastery Challenge Power Meaning Internal Assets Improved health, social, and academic outcomes The Youth Development Process: Resiliency in Action Youth Needs External Assets Q UESTION S

22. 21 Caring Relationships Responsible adult Someone who is "there” Non-judgmental External Assets Meaningful Participation R elevant, engaging activities Opportunities for responsibility & contribution High Expectations Communicate that student can and will succeed Attainable goals Strengths-focused Q UESTION S

23. 22 For each question, students responded: 4) Very much true 3) Pretty much true 2) A little true 1) Not at all true What Do The RYDM Scores Mean? For each scale, values were averaged: High: Above 3 Moderate: At least 2 and no more than 3 Low: Below 2 Q UESTION S

24. 23 RYDM/Connectedness Chart Q UESTION S

25. 24 RYDM/Connectedness Chart Q UESTION S

26. 25 School Climate Survey Results Compare to student results Use to monitor school reform improvements Determine the scope of prevention efforts Assess enforcement of policies Measure teachers’ perspective Gauge parental involvement Assess level of staff support

27. 26 School Climate Survey Results

28. 27 Accessing Your CHKS Results Reports: www.wested.org/chks Click on ‘Reports’ Performance Indicator data via the Annual Report: hk.duerrevaluation.com

29. 28 To search just enter district name or just the county District Reports

30. 29 E.g. ‘San Diego County… District Reports

31. 30 Next Steps N EXT S TEPS 1. Compare your results (State, US, Comparison districts) 2. Triangulate and do further investigation 3. Conduct more detailed analysis of dataset 4. Present results 5. Put into practice (workshops, school change, strengthen processes)... Evaluate changes (add questions to next survey)

32. 31 Comparison to another survey (district, county state, national) is useful as benchmark Be cautious…keep in mind differences in survey administration, method, sample, and type of consent Step 1 www.wested.org/pub/docs/chks_samplereports.html 1. Compare your results to the State and other districts

33. 32 Expulsion/Suspension/Truancy Data County Level CHKS Reports Evaluation Data Focus Groups and Interviews Others? Step 2 2. Triangulate Consult Additional Data Sources

34. 33 3. Obtain Your Raw Data Step 3 Contact your CHKS Regional Center Submit the Application for Obtaining a CHKS Dataset Conduct (or have CHKS conduct) additional analyses

35. 34 Analyzing the Dataset Behavioral Relationships Subgroup Analysis Includes identifying characteristics and needs of high-risk groups Step 3 School-level Analysis

36. 35 4. Present Get it Out There! Audiences? Administrators, parents, students, teachers,community, school board How? Newsletters, presentations, websites, fact sheets, articles, press conferences Step 4 www.wested.org/pub/docs/chks_presenting.html

37. 36 Dissemination Tips Develop a plan Keep it simple Give it a positive spin List or discuss relevant programs Be prepared to address concerns Provide local context Step 4 www.wested.org/pub/docs/chks_presenting.html

38. 37 Next Steps link Step 4 Sample Handouts Sample Presentations Strategies (effective reports, media, talking points) Services (from CHKS team) Workshops (School connectedness and improvement) www.wested.org/pub/docs/chks_nextsteps.html

39. 38 Step 4 Research www.wested.org/pub/docs/chks_research.html Fact Sheets Resilience and Academics Tobacco Use Health Risks Publications Resilience Youth Development ATOD Use Academics Safety

40. 39 5. Put into practice School Connectedness Workshops With Bonnie Benard Step 5 From Risk to Resilience Listening to Youth Closing the Achievement Gap “You Matter!” Promoting Resilience in Your After- School Program. www.wested.org/cs/chks/view/serv/95?x-layout=nextsteps

41. 40 cal-schls.wested.org chks.wested.org cscs.wested.org csps.wested.org