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									Data Appreciation Training

                       2009-10

How to Use Your CHKS
       Report
   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.chks.wested.org
                                                                          1
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                  2
  A Survey Is…
• A Needs Assessment
• A Strength Assessment
• A Problem Assessment


                   …But Is Not
                    • Solutions
                    • Causes
                    • Evaluation
                                   4
Survey Terms
     • Reliability
     • Validity
     • Response Rate




                       4
    Determining Data
        Quality

• Minimum 60% usable answer sheets

• Collected in a standardized manner

• All the schools are represented

• Be wary of non-responders…


                                       5
“How do I know if students are
answering honestly and/or taking
the survey seriously?”




   • Research
   • Attitude of the teacher
   • Discard criteria

                                   6
“How do I know if change
from year-to year is real?”

Is your new sample somehow different
from your old sample?
Was there a difference in the procedures, or
the circumstances under which the survey
was administered?
Has the survey changed in some way?



                                          7
  Data Tells a Story
1st time =     Status or baseline

2nd time = Changes

3rd time = Trends

 Nth time = Possible patterns




                                    8
    Analyzing Your Data
• 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?

                                          9
Keep in mind...                             Becoming
                                              Data
• Size or magnitude of a change              Savvy
•   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



                                                10
A Glance at the Questions


“What is the reason for each group of items
 and what is the relationship of the items to
             your programs?”




                                           11
Survey Item - Topics
•   Demographics
•   Resilience, Connectedness & Youth Development
•   Tobacco
•   Alcohol & Other Drugs
•   Violence & Safety:   Fighting, Harassment, Bullying, Weapons




                                                          12
Survey Item - Types

           Perceived Harm & Availability

               Normative Behavior

                    Lifetime
                 Past 12 Months
                  Past 30 Days
                   High Risk
                                           13
Perceived Harm and
Availability
     What you learn:

    • Attitudes about harm
    • Easy or hard to obtain




                               14
         Peer Norms

What you learn:

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




                                        15
For example 9th grade
perception versus use of
marijuana…



…37% of 9th graders have tried marijuana

          …app. 25% underestimated
          other student use,

           …7% were about correct

           …and 68% overestimated.


                                  16
Lifetime

What you learn:

           • Drugs used, behaviors
             exhibited
           • Prevalence



                               17
              Past 30 Days

What you learn:

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




                                                   18
High-Risk AOD
Indicators
   What you learn:

       • Problem use (e.g. daily use,
         binge drinking, & getting high)
       • Use at school
       • Drinking and driving
       • Problems/experiences while using



                                            19
The Youth Development Process:
Resiliency in Action
                                                                   QUESTION
      External Assets        Youth Needs    Internal Assets        S

     Caring Relations
                                Safety         Cooperation
    High Expectations                                                  Improved
                                Love             Empathy
  Meaningful Participation                                               health,
                              Belonging      Problem-solving

                               Respect         Self-efficacy           social, and
         At School
                               Mastery        Self-awareness           academic
           Home
                              Challenge    Goals and aspirations       outcomes
        Community
                                Power
      Between Peers
                               Meaning




                                                                           20
External Assets
Caring Relationships                                        QUESTION
    Responsible adult                                       S
    Someone who is "there”
    Non-judgmental


       High Expectations
             Communicate that student can and will succeed
             Attainable goals
             Strengths-focused


                    Meaningful Participation
                         Relevant, engaging activities
                         Opportunities for responsibility & contribution

                                                                  21
What Do The RYDM Scores
Mean?
  For each question, students responded:        QUESTION
      4) Very much true                         S
      3) Pretty much true
      2) A little true
      1) Not at all true



 For each scale, values were averaged:
      High:     Above 3
      Moderate: At least 2 and no more than 3
      Low:      Below 2


                                                    22
     RYDM/Connectedness Chart

3. Resilience and Youth Development                                                  QUESTION
Table A3.1                                                                           S
Sum m ary of External Assets
          Percent of students scoring        Grade 7        Grade 9        Grade 11        NT
    High, Moderate, and Low in Assets (%)   H M L          H M L          H M L          H M       L
School Environm ent
 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

Com m unity Environm ent
 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


                                                                                              23
       RYDM/Connectedness Chart
Section B
                                                                                                                    QUESTION
                                             Grade 7           Grade 9           Grade 11          Cont/CD
Student Sam ple Size                                                                                                S
      Final Number                               68,084            68,343            60,573            7,818



Table B1
Sum m ary of External and Internal Assets
          Percent of students scoring        Grade 7           Grade 9           Grade 11          Cont/CD
    High, Moderate, and Low in Assets (%)   H M L             H M L             H M L             H M L
External Assets
Total                                       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     9
 High Expectations *                        74    24 2        68    28 3        71    27 2        52    42     6
 Meaningful Participation *                 38    50 12       32    51 17       34    50 16       16    53     31

Peer Environm ent
 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

Hom e Environm ent
 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
                                            51    39 10       42    43 15 41 44 15                29    47     24
 Meaningful Participation                                                                                               24
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


                                                25
School Climate Survey
Results




                        26
Accessing Your
CHKS Results
  Reports:
  www.wested.org/chks
  Click on ‘Reports’


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


                                        27
District Reports
To search just enter district name or just the county




                                                        28
District Reports
E.g. ‘San Diego County…




                          29
Next                                         NEXT
Steps                                        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)

                                                  30
1. Compare your results                               Step 1
to the State and other
districts
    • 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



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


                                                        31
2. Triangulate
Consult Additional Data Sources          Step 2



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



                                             32
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
                                                 33
Analyzing the                                Step 3
Dataset
• Behavioral Relationships
• Subgroup Analysis
  Includes identifying characteristics and
  needs of high-risk groups

• School-level Analysis


                                               34
4. Present
Get it Out There!                                      Step 4

Audiences?
Administrators, parents, students,
teachers,community, school board


 How?
 Newsletters, presentations, websites, fact sheets,
 articles, press conferences
        www.wested.org/pub/docs/chks_presenting.html
                                                           35
Dissemination Tips                                      Step 4
•   Develop a plan
•   Keep it simple
•   Give it a positive spin
•   List or discuss relevant programs
•   Be prepared to address concerns
•   Provide local context

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



                                                            36
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
                                                         37
Research
                                            Step 4
 • Fact Sheets
      Resilience and Academics
      Tobacco Use
      Health Risks

 • Publications
      Resilience
      Youth Development
      ATOD Use
      Academics
      Safety


   www.wested.org/pub/docs/chks_research.html
                                                38
5. Put into practice
                                                  Step 5
 School Connectedness Workshops
  With Bonnie Benard

 • 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
                                                        39
cal-schls.wested.org

chks.wested.org

cscs.wested.org

   csps.wested.org

                       40

								
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