How to Use Your CHKS Report

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Data Appreciation Training 2008-09
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. [phone] and Enter
2186577 www.wested.org/chks
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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

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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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Determining Data Quality

• Minimum 60 usable answer sheets
• Collected in a standardized manner
• All the schools are represented
• Be wary of non-responders

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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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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?
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Data Tells a Story
1st time Status or baseline
2nd time Changes
3rd time Trends
Nth time Possible patterns
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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?

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Becoming Data Savvy
Keep in mind...

• 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

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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?
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Survey Item - Topics

• Demographics
• Resilience, Connectedness Youth Development
• Tobacco
• Alcohol Other Drugs
• Violence Safety Fighting, Harassment,
  Bullying, Weapons

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Survey Item - Types
Perceived Harm Availability Normative Behavior
Lifetime Past 12 Months Past 30 Days High Risk
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Perceived Harm and Availability
What you learn

• Attitudes about harm
• Easy or hard to obtain

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Peer Norms
What you learn

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

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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.
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Lifetime
What you learn

• Drugs used, behaviors exhibited
• Prevalence

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Past 30 Days
What you learn

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

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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

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The Youth Development Process Resiliency in
Action
QUESTIONS
External Assets
Youth Needs
Internal Assets
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 Po
wer Meaning
Improved health, social, and academic outcomes
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External Assets
QUESTIONS
Caring Relationships Responsible adult Someone
who is "there Non-judgmental
High Expectations Communicate that student can
and will succeed Attainable goals Strengths-focu
sed
Meaningful Participation Relevant, engaging
activities Opportunities for responsibility
contribution
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What Do The RYDM Scores Mean?

• For each question, students responded
• 4) Very much true
• 3) Pretty much true
• 2) A little true
• 1) Not at all true

QUESTIONS
For each scale, values were averaged
High Above 3 Moderate At least 2 and no
more than 3 Low Below 2
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RYDM/Connectedness Chart
QUESTIONS
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RYDM/Connectedness Chart
QUESTIONS
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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/chks Click on Reports
Performance Indicator data via the Annual Report
hk.duerrevaluation.com
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District Reports
To search just enter district name or just the
county
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District Reports
E.g. Alameda
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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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1. Compare your results to the State and other
districts
Step 1

• Comparison to another survey (district, county
  state, national) is useful as benchmark
• Be cautiouskeep in mind differences in survey
  administration, method, sample, and type of
  consent

www.wested.org/pub/docs/chks_samplereports.html
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2. Triangulate Consult Additional Data Sources
Step 2

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

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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

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Analyzing the Dataset
Step 3

• Behavioral Relationships
• Subgroup Analysis
• Includes identifying characteristics and needs of
  high-risk groups

• School-level Analysis

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4. Present Get it Out There!
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
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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

www.wested.org/pub/docs/chks_presenting.html
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Next Steps link

• 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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Research

• 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
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5. Put into practice
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-layoutnexts
teps
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www.wested.org/chks