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How to Use Your CHKS Report

Data Appreciation Training

2009-10

Print out or save a copy of this PPT for the Training teleconferenceTo participate in the scheduled training

Tel. 877-413-2826 and Enter 813-297-2141#

www.chks.wested.org

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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

A Survey Is…• A Needs Assessment• A Strength Assessment• A Problem Assessment

…But Is Not

• Solutions• Causes• Evaluation

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Survey Terms

• Reliability

• Validity

• Response Rate

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• Minimum 60% usable answer sheets

• Collected in a standardized manner

• All the schools are represented

• Be wary of non-responders…

Determining Data Quality

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“How do I know if students are answering honestly and/or taking the survey seriously?”

• Research

• Attitude of the teacher

• Discard criteria

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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?

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1st time = Status or baseline

2nd time = Changes

3rd time = Trends

Data Tells a Story

Nth time = Possible patterns

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• 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

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• 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... BecomingDataSavvy

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“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

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• Demographics

• Resilience, Connectedness & Youth Development

• Tobacco

• Alcohol & Other Drugs

• Violence & Safety: Fighting, Harassment, Bullying,

Weapons

Survey Item - Topics

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Perceived Harm & Availability

Normative Behavior

Lifetime Past 12 MonthsPast 30 Days

High Risk

Survey Item - Types

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• Attitudes about harm• Easy or hard to obtain

What you learn:

Perceived Harm and Availability

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• How students view other student use • Stigma of use, or peer disapproval

What you learn:

Peer Norms

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…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…

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• Drugs used, behaviors exhibited

• Prevalence

What you learn:

Lifetime

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• Standard definition of current use or behavior• Gauge of regular use• Calculate daily use rate (20+)

What you learn:

Past 30 Days

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• 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

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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 NeedsExternal AssetsQUESTIONS

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Caring RelationshipsResponsible adultSomeone who is "there”Non-judgmental

External Assets

Meaningful ParticipationRelevant, engaging activities

Opportunities for responsibility & contribution

High ExpectationsCommunicate that student can and will succeedAttainable goalsStrengths-focused

QUESTIONS

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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

QUESTIONS

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RYDM/Connectedness Chart

QUESTIONS

3. Resilience and Youth DevelopmentTable A3.1

Summary of External Assets

H M L H M L H M L H M L

School Environment

Total Assets 26 54 20 28 58 14 42 48 10 57 35 8

Caring Relationships: Adult in School 27 55 18 40 43 17 41 49 10 57 43 0

High Expectations: Adult in School 51 37 12 52 39 9 58 34 8 59 35 5

Meaningful Participation 15 44 41 18 45 37 22 50 28 19 70 11

Community Environment

Total Assets 55 34 11 51 36 13 57 33 10 56 33 11

Caring Relationships: Adult in Community 57 32 11 62 24 14 57 33 10 62 22 16

High Expectations: Adult in Community 59 31 10 56 34 10 56 33 11 61 36 3

Meaningful Participation 33 45 21 36 36 28 49 34 18 32 49 19

School Connectedness Scale 25 59 16 18 53 29 22 56 22 56 36 8

NTGrade 11Percent of students scoring High, Moderate, and Low in Assets (%)

Grade 7 Grade 9

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RYDM/Connectedness Chart

QUESTIONS

Section B

Student Sample Size Final Number

Table B1

Summary of External and Internal Assets

H M L H M L H M L H M L

External AssetsTotal 64 33 3 58 37 5 61 35 4 41 51 9

Caring Relationships * 64 31 4 62 33 5 65 31 4 50 41 9High Expectations * 74 24 2 68 28 3 71 27 2 52 42 6Meaningful Participation * 38 50 12 32 51 17 34 50 16 16 53 31

Peer Environment Total Assets 60 35 5 61 33 5 67 29 4 48 43 10

Caring Relationships: Peers 59 32 9 62 29 9 67 27 7 52 34 13

High Expectations: Pro-social Peers 48 48 4 43 53 4 47 50 3 28 64 7

Home Environment

Total Assets 72 23 5 65 28 7 64 29 7 47 39 14

Caring Relationships: Adults in Home 67 27 7 59 31 10 58 32 10 44 39 17

High Expectations: Adults in Home 81 16 3 76 19 4 77 20 4 58 33 9

Meaningful Participation 51 39 10 42 43 15 41 44 15 29 47 24

60,573

Grade 11 Cont/CD

7,818

Grade 9

Cont/CDPercent of students scoring High, Moderate, and Low in Assets (%)

Grade 7 Grade 9 Grade 11

68,084 68,343

Grade 7

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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

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School Climate Survey Results

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Accessing Your CHKS Results

Reports: www.wested.org/chksClick on ‘Reports’

Performance Indicator data via the Annual Report: hk.duerrevaluation.com

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To search just enter district name or just the county

District Reports

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E.g. ‘San Diego County…

District Reports

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Next Steps

NEXT

STEPS

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)

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• 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

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• Expulsion/Suspension/Truancy Data• County Level CHKS Reports• Evaluation Data• Focus Groups and Interviews• Others?

Step 2

2. TriangulateConsult Additional Data Sources

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3. Obtain Your Raw Data Step

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• Contact your CHKS Regional Center

• Submit the Application for Obtaining a CHKS

Dataset

• Conduct (or have CHKS conduct) additional

analyses

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Analyzing the Dataset• Behavioral Relationships

• Subgroup AnalysisIncludes identifying characteristics and needs of high-risk groups

Step 3

• School-level Analysis

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4. PresentGet 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

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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

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Next Steps linkStep

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

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Step 4

Research

www.wested.org/pub/docs/chks_research.html

• Fact Sheets Resilience and AcademicsTobacco UseHealth Risks

• Publications ResilienceYouth DevelopmentATOD UseAcademicsSafety

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5. Put into practiceSchool 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

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