1. Centre for Behavioural Research and Program Evaluation An Effective Youth School-based Surveillance Tool Steve Manske, Ed.D. Suzy Wong, M.Sc.

2. Differentiating Data, Information & Knowledge DATA KNOWLEDGE INFORMATION  disconnected facts about events (objective)  data arranged in meaningful patterns  Information in context or put into action (subjective)

3. PRACTICERESEARCH

4. Centre for Behavioural Research and Program Evaluation Local Data Collection Systems  CBRPE & PHR at UW have developed a school-based data collection system  School Health Action, Planning and Evaluation System (SHAPES)  Designed to facilitate surveillance, evaluation and planning by school stakeholders and public health

5. Centre for Behavioural Research and Program Evaluation SHAPES  Modular system Smoking Physical activity  Each module has 3 components Student questionnaire Feedback report Administrator questionnaire

6. Centre for Behavioural Research and Program Evaluation SHAPES Student Questionnaire

7. Centre for Behavioural Research and Program Evaluation SHAPES Feedback Report

8. Centre for Behavioural Research and Program Evaluation SHAPES Administrator Questionnaire  Completed by an administrator from each school: School characteristics Policies Programs Facilities (PA)  Enables multiples levels of data collection and analysis

9. Centre for Behavioural Research and Program Evaluation Key Features of SHAPES  Responsive questionnaire  Quality control  Simple and low cost  Knowledge exchange  Potential to compare across sites

10. Centre for Behavioural Research and Program Evaluation Reliability of the PA Module  One-week test-retest  N=1586  Grades 9-12  13 secondary schools

11. Centre for Behavioural Research and Program Evaluation Reliability Results  Kappa was between 0.61-1.0 for 57% of the questions (substantial agreement)  Kappa was between 0.41-0.60 for 24% of the questions (fair agreement)

12. Centre for Behavioural Research and Program Evaluation Validity of the PA Module  Criterion validity Physical activity by accelerometers BMI by measured height and weight  N=56  Grades 6, 7, 8, 10, 12  1 school

13. Centre for Behavioural Research and Program Evaluation Validity Results  Self-reported vs. accelerometer measured time spent doing moderate-to-vigorous intensity physical activity (r = 0.44, p < 0.01)  Self-reported vs. measured BMI (r = 0.90, p < 0.001)

14. Centre for Behavioural Research and Program Evaluation Current Uses of SHAPES in Ontario  SHAPES Ontario study (www.shapes.uwaterloo.ca) 100+ high schools in 8 health unit regions PA & smoking modules Schools receive feedback reports Health units receive data for their region  KE component to SHAPES Ontario Creating “a community of practice” to build capacity to use school-based evidence

15. Centre for Behavioural Research and Program Evaluation Current uses of SHAPES - continued  Youth Smoking Survey (www.yss.uwaterloo.ca) 2004-05; 2006-07 data collection in Ontario Opportunities to analyze data & write reports (CDIC supplement) Examples of how modules can be altered for specific groups  Lungs are for Life evaluation  exposé evaluation (City of Ottawa Health Dept) 3-year follow-up of baseline data

16. Centre for Behavioural Research and Program Evaluation Next Steps in SHAPES Development  Future modules Sun behaviour Eating behaviour School issues (e.g. bullying)  Interactive system to make data available to public health for local analysis  YSS 2007

17. Centre for Behavioural Research and Program Evaluation Other Ways to Get Involved  Canadian School Physical Activity and Nutrition Network (www.canspann.uwaterloo.ca) Priorities for research determined by policy makers, practitioners and researchers National scope  Population Interventions for Chronic Disease Prevention (www.picdp.uwaterloo.ca) Sociobehavioural Cancer Research Network Contact Steve Manske, manske@uwaterloo.ca