College School District California Healthy Kids Survey Report

Transcription

1 California Healthy Kids Survey Report College School District Developing World Class Learners...Through STEAM (Science, Technology, Engineering, the Arts, and Mathematics) Fall 2015 Lorraine Waldau, Editor What is the California Healthy Kids Survey (CHKS) Special points of interest: No Current Drug, Alcohol, or Tobacco Use High Rate of Participation in the Survey Strong School Response to Bullying Rise of Use of E-Cigarettes and other Vapor Devices New Tobacco-Free Campus Policy Includes E-Cigarettes and Other Devices Full Survey Reports and Resources Are Available Inside this issue: About CHKS Demographics Supports, Connectedness Parent/Adult Involvement Physical & Mental Health Risks School Safety; Drugs & Alcohol; E-Cigarettes Disciplinary Environment Gang Involvement 4 Public Reporting and Next Steps The California Healthy Kids Survey is administered every two years to students throughout California in the 5th, 7th, 9th and 11th grades. The CHKS has been administered in Santa Barbara County since A SB County Custom Module G (renamed in 2014 to Module Z) has been given to all Secondary students (7,9,and 11) since Questions are developed by a CHKS Task Force every two years that reflect the needs of further inquiry, grant evaluation, and program documentation. The California Department of Education (CDE) has funded the CHKS since 1997 to provide data that would assist schools in: (1) fostering Who Completed the CHKS in Fall 2014 positive school climate and engagement in learning; (2) preventing youth health-risk behaviors and other barriers to academic achievement; and (3) promoting positive youth development, resilience, and well-being. In 2014 the content of the survey was significantly revised to enhance the value of its data for guiding school improvement efforts and developing and monitoring the newlyrequired Local Control and Accountability Plan (LCAP), particularly in regard to the state priorities of enhancing school climate, pupil engagement, and parent involvement. Demographics Gender Male - 42% Female - 58% Hispanic or Latino No - 46% Yes - 54% Race White - 23% Asian - 8% American Indian - 12% Mixes (two or more) - 58% *Data not available for The CHKS was administered county wide to 3,251 5th grade students; 4,256 7th graders; 4,100 9th graders; 3,570 11th graders; and 466 NT* students. At College School District the 5th and 7th graders took the survey. In 5th grade the target sample was 26 with a final number of 23 taking the survey (88%). The final number of 7th graders taking the survey was 28 (100%). College SD is considered a low enrollment district and where there is less than 10 responses to a question, no data will be reported. Staff also completed the Staff Climate Survey (SCS). NT* includes students in alternative settings such as continuation, community, and court schools.

2 Page 2 The full CHKS reports can be found on the College SD website in September 100 % of 5th graders report that at home a parent or other grown up believes they can do a good job and wants them to do their best! School Development Supports, Connectedness and Academic Motivation School Connectedness Percent who agree/strongly agree I feel close to people in this school I am happy to be at this school I feel like I am part of this school The teachers treat students fairly I feel safe in my school Academic Motivation I finish all my assignments I try hard to make sure I am good at my schoolwork I keep working on my schoolwork until I get it right I work hard to understand new things at school I am always trying to do better in my schoolwork Parent/Adult Involvement * * Supports for Learning School Work At home, a parent or some other grown-up cares about my homework 90 asks if I did my homework 85 checks my homework 65 asks me about school 85 Asks me about my grades 70 Caring Relationships 5th - % most/all of the time; 7th - % pretty much/very much true At my school, there is a teacher or some other adult who really cares about me listens when I have something to say notices when I am not there High Expectations tells me when I do a good job believes I can do a good job wants me to do my best Opportunities for Meaningful Participation I do interesting activities I help decide things like class activities or rules I do things that make a difference I do things to be helpful Supports Are the students at your school motivated to learn? 78 Do you get to do interesting activities at school? 68 At school do the teachers and other grown-ups... ask you about your ideas? 65 give you a chance to solve school problems? 73 Social and Emotional Learning Does your school... help students solve conflicts with one another? 64 teach students to care about each other and treat each other with respect? 87 Other Physical and Mental Health Risks * School Responses to Bullying Over a quarter (26%) of 7th graders reported feeling so sad or hopeless for two weeks or more that they stopped doing some usual activities. % responding Yes Did eat breakfast this a.m Has been teased about your body at school Had mean rumors spread about you during the past 12 month on the Internet/social media (Cyber Bullying) In the past 30 days, used high caffeine or keep alert products Have ridden in a car driven by someone who Had been drinking % responding - Yes, most or all of the time Teachers and other grown-ups make it clear that bullying Is not allowed. 96 If you tell a teacher that you ve been bullied, the teacher will do something to help. 86 Students at your school try to stop bullying when they see it happening. 63

3 School Violence, Victimization and Safety Safety At or Outside School 5th - % very safe/safe; 7th - % Yes, most/all of the time Do you feel safe at school? Do you feel safe walking to and from school? Verbal Harassment 5th - % some, most, all of the time; 7th - 1 to 4 or more times During the past 12 months, how many times on school property have you had mean rumors or lies spread about you? had sexual jokes, gestures, comments made to you? been made fun of, insulted or called names? been made fun of because of your looks or the way you talk? been harassed due to race, ethnicity, or national origin? have spread mean rumors about other kids? Property Damage on School Property, Past 12 Months % 1 to 4 or more times Damaged school property on purpose 0 Had you property stolen or deliberately damaged 34 Page 3 Physical Safety 5th - Yes, some/most of the time; 7th - 1 to 4 or more times During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn t just kidding around? have hit or pushed other kids-one or more times45 -- been afraid of being beaten up? been in a physical fight? (1 time) -- 7 been threatened with harm or injury? (4 or more times) 4 been threatened or injured with a weapon (gun, knife, Club, etc.)? (1 time) -- 4 been offered, sold or given an illegal drug? -- 0 Weapons 5th grade - % Yes; 7th grade - 1 to 4 or more times Brought a gun or knife to school 5 -- Saw another kid with a gun or knife at school Carried a gun -- 0 Carried other weapon (knife or club) (4 or more times) -- 4 Seen someone carrying a gun, knife, or other weapon Drugs, Alcohol, and Perception of Harm 5th Grade Recap - % Alcohol, one or two sips (lifetime) 45 No reported inhalant or marijuana use 0 7th Grade Recap - % 1-3 times Alcohol (one full drink) 8 No reported inhalant or marijuana use 0 No current alcohol or drug use 0 No use of over the counter cough syrup or other remedies to get high 0 No use on school property 0 Perceived Harm of Use (7th grade) % Slight or None Alcohol - drink occasionally 45 Alcohol - 5 or more drinks, once or twice a Week 41 Alcohol - 1 or 2 drinks nearly every day 28 Marijuana - smoke occasionally 41 Marijuana - smoke once or twice a week 41 Smoke cigarettes - occasionally 41 Smoke 1-2 packs of cigarettes a day 37 How much do people risk harming themselves physically or in other ways if they use prescripttion drugs that are not prescribed to them? 28 Go online for Internet Safety Tips. Be Safe! E-Cigarettes and Other Vapor/Smoke Devices Cigarette Use and Smokeless Tobacco use is almost nonexistent in grades 5 & 7. This has been the long term trend. E-Cigarettes - % Ever used an electronic cigarette or other vaping device 5 7 Current use of electronic cigarettes -- 4 Current use (30 days) of electronic hookah or other vapor delivery products with or without nicotine -- 8 TOBACCO-FREE CAMPUS POLICY Did you know that possession and use of E-Cigarettes and electronic vapor delivery products, whether or not they contain nicotine, are prohibited on campus or at any school function? - Yes 40%; No 16%; Not Sure 44% 2014 Santa Barbara County # of participants - 12,392 Ever used electronic cigarettes or other vaping device-% Current use of electronic cigarettes or other vaping device Current use at school of electronic cigarettes or other vaping device NT* includes students in alternative Settings such as continuation, community, and court schools Statewide California Dept. of Education 409 school districts, 1,624 public schools, 452,236 students Ever used electronic cigarettes or other nicotine delivery device - % Current Use - E-products Current Use - Cigarettes

4 Page 4 Disciplinary Environment Positive Behavior % - Yes, most or all of the time Do you follow the classroom rules? 95 Do you follow the playground rules at recess and lunch times? 100 Do you listen when your teacher is talking? 91 Are students at this school well behaved? 68 Are you nice to other students? 96 Rules, Fairness, and Respect 5th grade - % Yes, most/all of the time Do students know what the rules are? 86 Are students treated fairly when they break school rules? 77 Do teachers and other grown-ups at school treat students with respect? 96 7th grade - % agree/strongly agree Students at this school are only punished when they deserve it 30 When students are accused of doing something wrong, they get a chance to explain 42 Students are treated faily regardless of their Race or ethnicity 39 Gangs Involvement and Perceptions 2014 was the first year a set of questions on gang involvement and perceptions of gangs was added to Module Z to provide documentation for prevention/ suppression efforts. A simple question was asked in the Core Module - there were some discrepancies in answering that question against the set of questions in Module Z. Do you consider yourself a member of a gang? No - 100% Yes - 0% Module Z Questions - % True for me I belong to a gang 8 My friends would think less of me if I joined a gang 46 I believe it is dangerous to join a gang; you will probably end up getting hurt or killed if you belong to a gang 58 I think being in a gang makes it more likely that you will get into trouble Santa Barbara County CHKS Report # of participants - 12,392 Module Z Questions - % True for me I belong to a gang My friends would think less of me if I joined a gang I believe it is dangerous to join a gang; you will probably end up getting hurt or killed if you belong to a gang I think being in a gang makes it more likely that you will get into trouble Some people in my family belong to a gang or used to belong to a gang Some people in my family belong to a gang or used to belong to a gang 15

5 College School District 3525 Pine St. Santa Ynez, CA Phone: Fax: collegeschooldistrict.org The California Healthy Kids Survey (CHKS) is the largest statewide survey of resiliency, protective factors, and risk behaviors in the United States. Other reports are available at the CHKS website - state, county, district - by year. The 2014 Santa Barbara County reports will be uploaded by November, There are other resources available at the website for teachers, parents, administrators, and counselors. CHKS California Healthy Kids Survey- College School District Developing World Class Learners...Through STEAM (Science, Technology, Engineering, the Arts, and Mathematics) Public Reporting and Next Steps Administering the CHKS every two years is the first step in the process of understanding student perceptions, student risk behaviors, health and safety issues, and student engagement at school. Additional information may be needed to produce an accurate picture of what the results mean. Additional means of obtaining data are: Comparing the CHKS Staff Survey to the CHKS Student Survey The staff survey provides data on staff perceptions of: Student behavior, including the degree to which certain risk behaviors are a problem at school; Substance abuse, violence prevention efforts, including the nature, communication, and enforcement of school rules/policies; School connectedness & protective factors; and Learning supports and barriers related to health and risk behaviors Comparing results to state, county, or other district reports Comparing results with other local, regional, or state data may help guide program decisions by placing the results in a larger context; Especially for very small districts, it may help to view the results of neighboring districts as common program decisions may be made to target certain behaviors or share a successful strategy/program; Youth Focus Groups Youth involvement in the planning and reviewing of the survey is crucial - their voices can clarify issues, add further information, and offer their perceptions on the success of current programs and practices, or offer solutions to issues from a youth voice. For further information go to the CHKS website and download: CHKS Guidebook to Data Use and Dissemination (pdf). Where do we go from here? What does this all mean?