Greater Bay Area Coordinated School Health Leadership Institute

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Greater Bay Area Coordinated School Health
Leadership Institute
Advocating for Coordinated School Health
Wednesday October 4th 1.10-2.20pm
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Greater Bay Area Coordinated School Health
Leadership Institute
Advocating for Coordinated School Health
Sean Slade, WestEd (CHKS) www.wested.org/chks
sslade_at_wested.org
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• Information to Advocate for Coordinated School
  Health

• California Healthy Kids Survey
• Resilience and Connectedness
• Relationships between
• Health,
• Academics,
• Connectedness and
• ATOD use.

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What is the CHKS?

• The California Healthy Kids Survey is a
  comprehensive and customizable youth
  self-reporting survey
• Provides essential and reliable health risk
  assessment and resilience information to schools,
  districts, and communities
• Targeted at grades 5, 7, 9, 11 and NT
• Conducted every 2 years by majority of
  Californian public schools
• Only survey which looks at both assets of youth
  as well as areas of concern.

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What is the CHKS?

• Meets the new assessment requirements of the No
  Child Left Behind Act (NCLB) for Title IV Safe
  and Drug Free Schools and Communities (SDFSC) by
  accurately identifying areas of strength and
  weakness.
• Voluntary, anonymous student participation with
  parental permission
• Standardized administration procedures and
  protections
• Districts reports publicly available via website
  (Nov) and data available on request.

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What is its purpose?
It is designed to be part of a comprehensive
data-driven decision making process to help guide
the development of more effective health,
prevention, and youth development programs.

• Survey areas include attitude and behavior around
• AOD use
• Resilience
• Safety
• Tobacco
• Physical Health
• Sexual Behavior
• Custom Module

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Primarily

• Survey areas include attitude and behavior around
• ATOD use
• Resilience
• Safety

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CHKS provides
a wealth of information from students and staff
to inform and guide school improvement efforts.

• Student behaviors linked to achievement
• School climate and environment
• Barriers to learning
• Teacher-student and staff relations
• School connectedness and motivation to learn

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Local Value of Data

• Guide program decision making
• Raise public awareness and program support
• Demonstrate need in proposals (get funding!)
• Demonstrate accountability evaluate progress
• Promote school-community collaboration

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Who use the CHKS Report?

• Education
• COE
• Districts
• Schools
• Parents (PTA)
• Health
• County Departments
• Health care Agencies
• NGOs

• Community
• Agencies and Coalitions
• ATOD Services
• Parent/Community Groups
• Law enforcement
• County and local Departments
• Youth Services

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Resilience and Connectedness
Resilience The ability to bungee jump through
the pitfalls of life (Fuller) Not only
at-risk self-righting tendencies that move
children toward normal adult development
(Werner) and become competent, confident, and
caring (Werner Smith) Not only
self-righting Bonnie Benard Thriving in the
face of adversity
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Resilience and Connectedness

• Internal Assets
• External Assets
• Caring Relationships
• High Expectations
• Meaningful Participation

Connectedness
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Add Health School Connectedness Scale

• I feel close to people at this school.
• I am happy to be at this school.
• I feel like I am part of this school.
• The teachers at this school treat students
  fairly.
• I feel safe in my school.

National Longitudinal Study of Adolescent Health.
Questions ask How strongly do you agree or
disagree
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RYDM Chart
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RYDM Chart
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RYDM Chart
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www.wested.org/pub/docs/chks_health.html
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How test scores were related to

• Barriers to learning
• Poor Physical Health Indicators
• ATOD Use
• Violence
• Beneficial influences
• Caring Relationships
• High Expectations
• Meaningful participation

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CHKS Test Score Analyses

• CHKS (combined grades, 1998-2002)
• RYDM and API concurrent analyses (1998-2002)
• Stanford Achievement Test (SAT-9) longitudinal
  analyses of NPR by curriculum areas (1999-2001)
• 35 health variables (school level)
• Adjusted for racial/ethnic composition, parental
  education, ELL students, free/reduced meals, and
  baseline test scores

Summary index based on SAT-9
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Relationship between

• Health and Academics
• ATOD Use and Academics
• Connectedness and Academics
• Connectedness and Health
• Connectedness and ATOD Use

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Relationship Health and Academics

• PA and API scores
• PA and Test Scores
• Nutrition and API
• Physical activity and nutrition significantly
  affect
• student achievement
• Poor diet, inadequate nutrient intake and fasting
  
• have been linked to lower motivation and
• attentiveness

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Relationship Health and Academics Physical
Activity and API Scores
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Relationship Health and Academics Physical
Activity and Test Scores (annual change)
Source California Healthy Kids Survey STAR
data files.
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Relationship Health and Academics Nutrition and
API Scores
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Relationship Health and Academics Nutritious
Intake and Test Scores (annual change)
Source California Healthy Kids Survey STAR
data files.
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Relationship ATOD Use and Academics

• Intoxication Test Scores
• ATOD Use and Test Scores
• Research has shown that adolescent substance use
  is closely
• linked with academic success
• Reduced attention span, negative attitudes toward
  school,
• lower motivation and increased absenteeism
• Chicken and egg

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Relationship ATOD Use and AcademicsIntoxication
Test Scores (annual change)
Source California Healthy Kids Survey STAR
data files.
Health
Academics
ATOD use
Connectedness
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Relationship ATOD Use and AcademicsATOD Use and
Test Scores
30-day Substance Use at School and API Scores
(Concurrent Relationship)
Health
Academics
ATOD use
Connectedness
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Relationship Connectedness Academics

• Caring Relationships and Test Scores
• High Expectations and Test Scores
• Meaningful Participation and Test Scores
• Resilience research identify these factors as
• beneficial influences
• Sad/Hopelessness and Test Scores
• And are associated with both a lack of
  involvement in
• health comprising behaviors and academic success

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Relationship Connectedness AcademicsCaring
Relationships and Test Scores (annual change)
Source California Healthy Kids Survey STAR
data files.
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Relationship Connectedness AcademicsHigh
Expectations and Test Scores (annual change)
Source California Healthy Kids Survey STAR
data files.
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Relationship Connectedness AcademicsMeaningful
Participation and Test Scores
Source California Healthy Kids Survey STAR
data files.
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Relationship Connectedness AcademicsSad/Hopele
ssness and Test Scores (annual change)
Source California Healthy Kids Survey STAR
data files.
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Relationship Connectedness and Health

• School Assets and Violence
• High school assets are also associated with
  improvements
• in safe school environment, a necessary
  precondition of learning

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Relationship Connectedness and HealthSchool
assets and violence
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Relationship Connectedness and ATOD Use

• School Assets and Intoxication
• Lack of school assets are associated with
  substance use and disengagement from school.

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Relationship Connectedness ATOD UseSchool
assets and intoxication
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Health
Academics
ATOD use
Connectedness
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Tools

• How are Student Health Risks Resilience Related
  to the Academic Progress of Schools?
• Fact Sheet 1
• Fact Sheet 2
• RYDM Connectedness Chart
• CHKS Listserv

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Questions to ask your school/district

• Is school an inviting and supportive learning
  environment with high standards?
• Are students well-prepared, able motivated to
  learn?
• Are students connected to school?
• Is school a supportive, respectful place to work?
  
• Do staff feel responsibility for school
  improvement?
• Do staff feel safe?

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Group discussion (10 mins)

• How would you be able to use the information
• provided here?
• What are the barriers to using this
  information?
• What other items would you need to advocate for
  
• CSH in your school/district?

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Questions (10 mins)
Sean Slade, WestEd (CHKS) www.wested.org/chks
sslade_at_wested.org