Transcript Document

Healthy Youth Survey
Using your Data Workshop
Spring 2009
Welcome!
 Review agenda and objectives for the day
 Is there anything else you hope to get out
of this training?
 Logistics
 Break
 Workbook follows this powerpoint
 Do you have a local report???
2
20 Years of
Student Surveying!!!!
What were you doing 20 years ago?
Share with your neighbor.
3
Group Discussion:
How have you used HYS results?
Who do you plan on using your results with?
1
New Ways to Use Your Results
With schools,
communities,
and youth
Using Healthy Youth Survey
Data with School Administrators
6
Points to Include…..
 Connections to School
 Risk and Protective Basics
 Link Student Behavior/Attitudes with
Academics
 Overview HYS
 Example of Action
 Resources
7
Why is linking academics
and child well-being
important?
“What we do in the name of health, safety,
and well-being are linked with teaching and
learning. Teaching and learning can’t take
place if students aren’t healthy, aren’t
physically and mentally fit, or aren’t safe.”
~ William Modzeleski, Director, Safe and Drug Free Schools Program,
U.S. Department of Education
8
Make the Connection ~ Student
Behaviors & Academic Success
Early use of alcohol and cigarettes = lower WASL scores
More disruptive/aggressive behavior = lower WASL scores
More alcohol and drug use = less likelihood of passing WASL
Higher bonding to school = higher WASL scores & better grades
Better social skills = higher WASL scores & better grades
9
Taking Action…
some examples
 Share data with parents/students
 Implement targeted or school-wide
initiatives to address areas of interest
 Set school improvement goals (or
strategies embedded within goals) related
to risk and protective factors
10
Regional Prevention Contacts
http://www.k12.wa.us/PreventionIntervention/
CoordinatorDirectory.aspx
 Curriculum
 Professional Development
 Technical Assistance
 Data Support
11
Community Mobilization
Using HYS data to help change
community perspectives about
important issues among kids
1. Bring the community together to discuss how
to reduce underage drinking
2. Motivate community to talk with children about
13
not using alcohol before age 21.
14
15
Keys to success
 Well organized and strong coalition
 Close collaboration with the school district
 Involvement of the kids
 They planned a great meeting, and fed
everybody!
 Resulted in a new parent network
16
Sharing HYS with Youth
To get their perspective on
what’s important to them and
their ideas for improving their
community.
Example: Wahkiakum’s
Healthy Youth Summits
In 2005 and 2007, Wahkiakum held Healthy
Youth Summits:
 A community-wide group of youth and community/
school adult leaders met
 Youth and adults shared their interpretations of HYS
18
data
In the morning, the YOUTH….
 Reviewed HYS data and discussed:
 If they believed the results
 Reasons for their results
 What needed to change in their community
 Prioritized issues and recommendations for adult 19
leaders
In the afternoon, the ADULTS….
 Reviewed the data & what youth said
 Discussed priorities and their recommendations
 Began to think about coming year & what could be
done to address youth issues
20
Keys for a successful summit
 Create a comfortable and confidential
environment for youth
 Assure youth that they will be taken
seriously - they are the experts and their
opinions are highly valued
 Develop concrete ideas for addressing
youth issues
 Recognize that everything doesn’t have to
be solved immediately
 Appreciate the importance of starting this
type of dialog between youth and adults
21
Replicating something similar
 There are tools available to it easy to talk
about HYS data:
 Powerpoint slides of results
(sent by RMC, see page 15 in your workbook)
 AskHYS.net topical fact sheets
 This could be done with in many ways:
 With a school or community youth group
 Within any geographic location – a county, a
city, a school district, or a school
 It could even be done in a single classroom
22
2
Understanding Your Local
Report and Results
2008 administration
Local report overview
Understanding your results
HYS 2008 administration
 A collaborative effort among the Joint Survey
Planning Committee, made up of 6 state
agencies and the survey contractor:
 Office of the Superintendent of Public Instruction
 Department of Health
 Department of Social & Health Services/ Department



of Alcohol & Substance Abuse
Department of Community, Trade and Economic
Development
Family Policy Council
Liquor Control Board
24
2008 HYS participation
 The 2008 Healthy Youth Survey was completed…
By 211,244 students…
In all 39 counties.
In 247 school districts…
In 1,097 schools…
25
Local Report Overview
Types of reports
Your report
Summary of selected results
Selected results by gender
Item groupings
Risk and protective factors
List of core items & item index
Types of reports
 Individual School reports
 Districts, counties & ESDs
 Report of Results
o >=70% participation rate
 Report of Participating Schools
o 40-69% participation rate
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Your report
Healthy Youth Survey 2008
Survey Results
Sample Middle School, Grade 8
Number of students surveyed:
Number of valid responses:
Estimate of enrolled students:
Survey participation rate:
173
165
206
80%
The impact of adolescent health risk behaviors remains a primary concern of
citizens throughout the country….
28
Your report, cont.
 Key to the Notes
A = wording on Form A
B = wording on Form B
C = wording on Form C
† = optional item
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Summary of selected results
 Reports include same questions and
graphs as in 2002 through 2006 reports
Substance Use and Weapon Carrying in the Past 30 Days
Local
State
Smoked cigarettes
Drank alcohol
Used marijuana or hashish
Carried a weapon at school
0
10
20
30
40
50
60
70
80
90
100
Percent of students
30
Cross-tab results by gender
 Same as in 2002 through 2006 reports
 Results suppressed to protect anonymity
During the past l2 months, did you ever feel so sad or hopeless
almost every day for two weeks or more in a row that you stopped
doing some usual activities? (See item 122.)
No
Yes
Local
State
(n = 164)
(n = 8,295)
Female
Male
Female
Male
62.8%
76.7%
69.6%
80.9%
37.2
23.3
30.4
19.1
Note. p = .04 from a chi-square test.
If p value < 0.05 the difference between local males
and local females is statistically significant
 Do you have asterisks instead of numbers for
gender?
31
Item groupings






General Information
ATOD Use
Other Health Concerns
School Climate
Quality of Life
Risk and Protective Factor Items
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Item examples (Grade 10)
Does anyone who lives with you now smoke cigarettes?
a. No
b. Yes
Local
(n = 291)
56.4% (± 5.7%)
43.6
(± 5.7)
State
(n = 3,074)
64.6% (± 3.1%)
35.4
(± 3.1)
134. Does your school provide a counselor, intervention
specialist, or other school staff member for students to
discuss problems with alcohol, tobacco, or other drugs?
a. No
b. Yes
c. I’m not sure
Local
(n = 593)
11.5%
(± 2.6%)
58.7
(± 4.0)
29.9
(± 3.7)
State
(n = 6,525)
8.4% (± 1.0%)
60.1
(± 3.9)
31.4
(± 3.2)
53.
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Why is item n < overall n?
Not a core item (Grades 8, 10, and 12)
Optional: look for † symbol
Students did not reach item near end of
survey
Students skipped or did not mark clearly
34
Why asterisks instead of
numbers for frequencies?
 No students responded (n=0)
 Suppressed to protect anonymity
 Overweight (Item 65)
 Results by Gender (cell n<10)
35
Risk and Protective Factors
 Framework and Reporting Schedule
 Scale Results
Community Risk Factors
Low Neighborhood Attachment
(Items 149–151)
Local
(n = 311)
46.6% (± 5.5%)
(n = 308)
State
(n = 3,463)
44.8% (± 2.5%)
(n = 3,441)
 Graphs
 Individual Item Results
36
Last page
List of Core Items
Secondary only
Helps interpret n’s
Item Index
37
Fundamentals for
Understanding Your Results
Validity and reliability
Generalizability
Confidence intervals
Comparing state and local results
Comparing data over time
Reliability
 Reliability: Does the survey consistently
produce the same results under the same
conditions?
 How we assure reliability:
 Standardized administration procedures
39
Validity
 Does the item measure what it is intended
to measure?
 How we assure validity:

Items from established instruments, validity
checks
40
Generalizability
 What is generalizability?
 Why 70% participation is important
 Challenges to generalizability
 School level
 ESD, County, or District level
 How do these challenges affect data
interpretation?
41
Do I have to generalize?
 Yes, if you want to apply the results to a
larger population.
 8th graders in our district said….
 Yes, if you want to compare to others or results
over time
 No, if you want to just describe the students
surveyed, in that moment, without confidence
intervals:
 Students at our school who took the survey said….
42
Confidence Intervals
What are they?
How to interpret the numbers
How to interpret the graphs
Comparing State and Local Results
Practice Activity # 1
What is a confidence interval?
The reported value is unlikely to be
exactly the same as the “true” value for
all your students
We are “95% confident” that the “true”
value is within the +/- range, called the
“confidence interval”
44
Why do we need confidence
intervals?
 Confidence intervals account for variability
among students, NOT validity of the data
 Variability is inherent in any population worth
studying
 Variability causes uncertainty in the results
 “Doubt is not a pleasant condition, but certainty is
absurd” – Voltaire
 They help us compare our results to others
and to ourselves over time
45
What do confidence
intervals look like?
Smoked cigarettes
Smoked cigarettes (Grade 10, 2008): 14.4% (± 1.6%)
14.4 – 1.6 = 12.8%, 14.4 + 1.6 = 16.0%
Between 12.8% and 16.0% smoked cigarettes
1
0%
5%
10%
15%
20%
Percent of Students who Smoked
25%
30%
46
Why are confidence
intervals different sizes?
 Number of students
 Inherent variability
 Level of confidence (All 95% for HYS)
 Sampling design
47
Significant differences
 Smoked cigarettes in the state: 14.4% (± 1.6%)
Between 12.8% and 16.0%
 Smoked cigarettes at my school: 20.0% (± 2.0%)
Between 18.0% to 22.0%
Conclusion: Difference IS statistically significant
(confidence intervals do not overlap)
48
Significant differences
State
School
Smoked Cigarettes
0
5
10
15
Percent of Students Who Smoked
20
25
30
49
Non-significant differences
 Smoked cigarettes in the state: 14.4% (± 1.6%)
Between 12.8% and 16.0%
 Smoked cigarettes at my school: 20.0% (± 10%)
Between 10.0% to 30.0%
Conclusion: Difference is NOT statistically significant
(at least 1 confidence interval overlaps the
other point estimate)
50
Non-significant differences
State
School
Smoked Cigarettes
0
5
10
15
Percent of Students Who Smoked
20
25
30
51
Significance inconclusive
 Smoked cigarettes in the state: 14.4% (± 1.6%)
Between 12.8% and 16.0%
 Smoked cigarettes at my school: 20.0% (± 5.0%)
Between 15.0% to 25.0%
Conclusion: Inconclusive, more testing required
(confidence intervals overlap each other but not
the point estimates)
52
Significance inconclusive
State
School
Smoked Cigarettes
0
5
10
15
Percent of Students Who Smoked
20
25
30
53
Exercise 1:Comparing State
and Local Results
Directions:



Page 38 in your workbook
Question 1
o Determine if the difference between the local result
and state result provided statistically significant
Question 2-4
o Calculate the highest and lowest percentages
o Determine if the difference between your local
result and state result is statistically significant
o What it mean about your local students?
54
Example – question #1
Example: What do the statistics suggest are the lowest and
highest percentages of students who said “Yes” to the question
“Has a doctor or nurse ever told you that you have asthma?”
Example local
estimate:
Actual range
28.0% ± 4.0%
Example state
estimate:
24.0% to 32.0% Actual range
(lowest) (highest)
20.8% ±1.5%
19.3% to 22.3%
(lowest) (highest)
Are the state and local rates different?
55
Example – question #1
graphically
24.0%
Local
to
32.0%
State
19.3% to 22.3%
0%
5%
10%
15%
20%
25%
30%
35%
Percent Ever had Asthma
56
What if I am in a small
school, and we have large
confidence intervals?
 Having a confidence interval protects you (and
your program) from appearing to be
ineffective when just a few students can make
big changes
 Consider the input of teachers & staff from
small-school environments when interpreting
data – the data should be used to complement
what they already know about their kids
57
New Tool: Using Excel and CIs
to perform a statistical test
 Conduct a statistical test using this Excel
file to determine if two groups are
significantly different.
 Use this method if there are 30 or more
respondents for the item for both the local
and state results.
http://www.hys.wa.gov/Reporting/Default.aspx
58
Using Excel and CIs to
perform a statistical test
(cont’d.)
Input Section
Percent
Plus or minus
Local Results
14.4
20.0
1.6
5.0
State Results
14.4
20.0
1.6
5.0
The p-value is less
than 0.05, so the
local result is
significantly higher
compared to the
state result.
Output section
p-value:
0.0365494
Calculations
pooled standard error
Z-statistic
3
#
2.6784
-2.0908
59
Combining item responses
53.
During the past 30 days, on how many days did you use
tobacco (cigarettes, cigars, or chew/dip) on school
property?
a. 0 days
b. 1 – 2 days
c. 3 – 9 days
d. 10 – 29 days
e. All 30 days
To determine the result for “Any days”
Subtract the “0 days” result from 100%
100.0% - 97.0% = 3.0%
Local
(n=200)
97.0%
(± 2.0%)
0.2
(± 1.5)
0.6
(± 0.8)
1.6
(± 1.0)
0.6
(± 0.4)
State
(n = 4,243)
91.1% (± 1.4%)
3.8
(± 0.8)
2.2
(± 0.4)
1.3
(± 0.4)
1.6
(± 0.4)
To determine the confidence
interval for “Any days”. Use
the same confidence interval
as the “0 days" response.
(± 2.0%)
60
Combining item responses
cont.
52.
Do you think that rules about not using tobacco at your
school are usually enforced?
a. Definitely no
b. Probably no
c. Probably yes
d. Definitely yes
To determine the result for “YES”
Add the “Probably yes” and
“Definitely yes” responses
together
29.5% + 59.0% = 88.5%
Local
(n=200)
5.0%
(± 2.3%)
6.5
(± 4.3)
29.5
(± 6.6)
59.0
(± 5.0)
State
(n = 4,216)
15.3% (± 1.8%)
22.7
(± 2.2)
42.6
(± 2.5)
19.4
(± 2.0)
When you combine 4
response options down to
2 groups like this, you
cannot determine the
confidence interval
61
Comparing data over time
 Things to think about



Did the questions change?
o http://www.hys.wa.gov/Reporting/Default.aspx
Were the challenges to generalizability similar?
Is there a reason to think that things would
have changed? (a prevention program)
62
Final notes about
significance
 Even if a difference is statistically significant, it
might not be practically significant
 For example:


State use of some drug: 12.8% (±0.2)
Local use of that drug: 14.4% (±1.2)
 The difference is statistically significant, but is it
different enough to influence program planning?
 CIs are quick and available, but there are more
precise tests to determine significance. EXCEL
63
Don’t worry, help is available
from many sources:
 Local Health Department
 Local ESD
 JSPC agencies
 Web materials
64
3
Exploring AskHYS.net
Introduction to the website
Topic specific survey fact sheets
Q x Q data query analysis system
Welcome to AskHYS.net
66
Log on page
You don’t need to “Log On” for State, County and ESD HYS results
Only need to “Log On” if you have permission to access school
building and district HYS results.
67
Log in site
Need permission?
Click here to find out more.
68
How to get access
69
Results on AskHYS.net
70
Available results?
71
Available results
Survey Year 2008
STATE
Washington
EDUCATIONAL SERVICE DISTRICT
ESD 101
ESD 105
ESD 112
ESD 113
ESD 114
Puget Sound ESD 121
ESD 123
Northeast ESD 171
No
results
available
Northwest
ESD 189
COUNTY
Adams
Asotin
Benton
Chelan
Clallam
Clark
Columbia
Cowlitz
Douglas
Ferry
Franklin
Garfield
Grade 6
Yes
Grade 8
Yes
Grade 10
Yes
Grade 12
Yes
Grade 6
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 8
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 10
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 12
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 6
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 8
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 10
Yes
Yes
Yes
Yes
<40%
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Grade 12
Yes
Yes
Yes
Yes
<40%
Yes
Yes
Yes
Yes
Too few
72schools
Yes
Yes
Fact sheets on AskHYS.net
73
Check the topic(s) & grade(s)
For more information about the HYS
questions that are used in the fact
sheets – click the question mark.
X
74
Select: geography, year & gender
*If you have permission to
access school district and
building fact sheets drop
menus will appear.
75
76
Information and background
Healthy Youth Survey Fact Sheets
Unintentional Injury for Washington State
Year: 2008
Grade: 8
Gender: Both
Number of Students Surveyed: 8,730
Background:
 Unintentional injury is the leading cause of death among youth. Motor vehicle crashes are the most common cause.
 Unintentional injuries are caused by behaviors such as not wearing a seatbelt, drinking and driving, riding with a
drunk driver, riding a bike or motorcycle without a helmet, or not wearing a life jacket.
 Most unintentional injuries are not accidents because they can be prevented. Alcohol and other substances impair
one’s judgment and may contribute to injuries and even death.
For More Information and Resources:
Visit the Washington State Injury and Violence Prevention Website at: www.doh.wa.gov/hsqa/emstrauma/injury

77
Current measure chart
2008 Unintentional Injury
Grade 8
100%
% of Students
80%
59%
60%
40%
19%
20%
4%
21%
4%
0%
Seatbelt use
(never/rarely)
Rode with
drinking
driver
Drove after
drinking
Bicycle
Boaters
riders
wearing life
wearing
vests
helmets
(never/rarely)
(never/rarely)
th
In 2008, 19% of 8 grade students in our state rode
with a drinking driver in the past month.
78
State Comparison Chart
Rode with Drinking Driver
Compared to the State, All Grades, 2008
Local
State
% of Students
30%
* Significantly
lower local
rate for 6th
grade.
20%
10%
* Significantly
higher local
rate for 12th
graders.
0%
Prevalence
6th
8th
10th
12th
6th
8th
10th
12th
15% ±3
26% ±2
28% ±2
19% ±1
24% ±2
23% ±2
Local
12% ±2
State
22% ±1
*
*
79
Trend chart
Unintentional Injury Trends, Grade 8
Rode with a drinking driver
Drove after drinking
Bicycle riders wearing helmets (never/rarely)
Boaters wearing life vests (never/rarely)
100%
% of Students
80%
60%
40%
20%
0%
2002
Prevalence
2004
2006
2008
NO
Significant
changes
change
from 2006 to
2008
2002
2004
2006
2008
Rode with drinking driver
20% ±2
18% ±2
17% ±2
19% ±1
Drove after drinking
5% ±1
4% ±1
4% ±1
4% ±1
Bicycle riders wearing helmets (n/r)
58% ±5
56% ±4
55% ±4
59% ±5
Boaters wearing life vests (n/r)
25% ±2
23% ±2
22% ±2
21% ±2
80
Academic Achievement
2008 Statewide
Academic Grades in School
by Rode with Drinking Driver, Grade 8
% Mostly getting C's, D's or F's
50%
Statewide,
youth who rode
with a drinking
driver are more
likely to get
lower grades in
school (C’s, D’s
or F’s)
compared those
who did not.
40%
30%
20%
10%
0%
Rode w ith a
drinking driver
Did not ride
81
Analysis with Q x Q on AskHYS.net
82
Running frequencies and
cross-tabs
Frequencies:
 Use to get results for a single variable
Cross-tabs:
 Use to get results for a variable crossed with
another variable. Even gender, is a cross-tab
 Minimum respondents per cell required
 State analysis must have 5 or more
 Sub-state analysis must have 10 or more
 Questions must be on the same survey form or a
“core” question
 E.g., can’t cross cigar smoking (only form B) with meth
use (only form A)
83
Select: year, grade, gender &
location
84
Starting your analysis
85
Select variable in dropdown menu
86
Select your variable
Drag your variable into the
“Drop first variable (row) here…” box
87
Drag your variable into 1st box
Response options are collapsed.
For Complete response options, click “Surveyed”.
88
For frequency results
89
Your results
Current alcohol drinking
for Washington State 12th
graders is 40.8% of ±2.5%
90
For crosstab results
Drag your SECOND variable into the
“Drop second variable (column)
here…” box
91
Your crosstab results
Do these results look
right?
Race / Ethnicity
Current
Alcohol
Drinking
92
Switch your variables around
93
Your new crosstab results
Do these results
look better now?
94
Selecting a sub-state location with
same variables
95
Error message if cell size is
too small
96
Error message if variables are not
on the same form, or core
97
Right click on variable for more
information or to remove it from
your analysis
Don’t use this – it
might work later…
98
www.AskHYS.net
99
4
Communicating Your HYS
Results
How to talk about your results
Simplify when talking about
numbers
Don’t say: “17.4% plus or minus
3.1% of students said…”
 Round whole numbers
 Use language to convey that these
percents are estimates
 “About 17%”
 “About 17 % plus or minus three percent”
 “Between “14 to 21 percent”
101
Use the correct terminology
How does your response rate effect how
you talk about your results?:
 70% Participation:
 “About 17% of 8th graders said……”
 45% Participation:
 “About 17% of the 8th graders in our
community who took the survey said……”
102
Consider different ways to
say it…
You could say:
 “About 17% of our youth feel unsafe in
school”
 “About one in six youth feel unsafe in school”
Remember you can present it positively:
 “About 83% of our youth feel SAFE in school”
 “About five out of six youth feel SAFE in
school”
103
Communication planning
 What’s your SOCO?
(Single Overriding Communication Objective)



The “so what” of your message
Meaningful to your target audience
Tells them what you want them to learn
or do
104
What does a SOCO look like?
 For broadcast media: 10-12 word “sound bite”
 For print media: 1-3 line quotation
 For real people: people just won’t remember
more than 3-4 ideas
105
SOCO example
“Community leaders should speak out in support
of Safe & Drug Free Schools Programs”
A SOCO needs to be supported by:
 Details: “Healthy kids learn better


Provide logical justification
These are “reasons why”
The details need to be proven by:
 Facts: HYS data show strong associations between
substance abuse and lower academic achievement


These are the evidence for your details
Use your data here
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Message map
Use your
data here
Single Overriding Communication Objective
Detail 1
Detail 2
Detail 3
Fact
Fact
Fact
Fact
Fact
Fact
Fact
Fact
Fact
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Example: Tobacco program results
Single Overriding Communications Objective (SOCO):
Our program has been successful in reducing youth smoking, but
there are still challenges ahead. [and we still need funding for it]
Detail 1
Washington has a
comprehensive youth tobacco
prevention program
Detail 2
Fewer youth are smoking than
prior to the program in WA
Detail 3
Youth are still at risk for using
tobacco. Continued work is
necessary to keep rates low
Fact 1
The program reaches youth at
home, in their community and at
school in all areas of the state
Fact 1
Overall, current youth smoking rates
have dropped by 50%
Fact 1
The tobacco industry spends
$180 million promoting the use of
tobacco products in WA each year
Fact 2
The program is based on CDC best
practices
Fact 2
There are 65,000 fewer youth
smokers
Fact 2
45 kids start smoking every day in
WA
Fact 3
Comprehensive youth programs
have been effective in other states
like Oregon, Florida and
Massachusetts
Fact 3
Declines in smoking rates have
stalled in the past three years.
Fact 3
The use of alternative tobacco
products such as cigars, flavored
cigarettes and cloves has been
increasing and needs to be
investigated
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Exercise 2: Using your data
to communicate
 Pick one scenario (A,B,C) on page 64
 Work in a small group
 Use the data in the grid on page 65
 Create a SOCO - page 66
 Share
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Exercise 2: Discussion
Some SOCOs that we came up with:

“The school board needs to take action to
prioritize alcohol prevention programs for our
middle school children”

“Every parent in our community should talk to
their kids about drinking and driving”

“Funding this program will reduce the excess
danger that children in our community face from
alcohol”
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Exercise 2: Discussion, cont.
Details (supported by facts in the data)

Alcohol use in 8th graders is higher for our
children compared to the state

Both driving while drinking and riding with a
driver who had been drinking are significantly
higher for 10th and 12th graders compared to the
state

Our 8th, 10th and 12th graders are more likely to
report their parents did not talk to them about
the dangers of drinking alcohol.

Our 10th and 12th graders are less likely than
children statewide to believe that regular alcohol
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use is dangerous
Potential traps….
 Including non-relevant information or
providing too much detail (be brief!)
 Speculating beyond the data or treating
differences as significant when they are
not
 Forgetting to double-check your numbers
 Using too many graphics, or graphics that
distort the data
 Talking about numbers instead of the
people they represent
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Helpful tips…
 Make your first words count
 Have someone you trust critique your
message for understandability and
accuracy
 Practice saying everything, including the
numbers, out loud
 Practice saying “I don’t know, but I can
get back to you about that”
 Be prepared to discuss the limitations of
your data
 Speak with clarity and compassion
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Keep “on message”
 The answer to every question is your
SOCO.
“That’s an interesting point, but what I’d
really like people to know is,
[my SOCO]”
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Remember…….
Data are only ONE piece of
the puzzle.
DATA
But sometimes:
“Without data, you’re just
another person with an
opinion” - unknown
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Final thoughts
 Don’t flip through your HYS report to find
the story, find your story and use data to
support it (most of the time)
 If your story is “we have important data to
describe our kids” (overview) then use the
local slide sets provided to you
 Share your HYS results!
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Why share your results?
 Awareness of data availability
 Gain community, school, and youth
perspectives
 Planning:
 Change perceptions of issues
 Make informed decisions
 Needs assessment
 Evaluation:
 Establish baselines
 Monitor and evaluating progress
 But watch out for unreasonable expectations
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Obtaining more information
 Survey participation information and training
materials
www.hys.wa.gov/
 State and county level results, state level online
data query, and survey background information
https://fortress.wa.gov/doh/hys/
 Preformatted fact sheets with HYS results
http://www.AskHYS.net
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Questions about this training?
 DASA, DSHS, Linda Becker: 360-725-3705,
[email protected]
 Department of Health, Kevin Beck: 360-236-3492,
[email protected]
 OSPI: Dixie Grunenfelder: 360-725-6045;
[email protected]
 CTED, Ramona Leber: 360-725-3033
[email protected]
 RMC Research Corporation, Eric Einspruch:
1-800-788-1887, www.rmccorp.com
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Thanks!
from the Joint Survey Planning
Committee
 OSPI: Jeff Soder, Dixie Grunenfelder
 DOH: Kevin Beck, Diane Pilkey, Susan Richardson, Lillian
Bensley, Juliet VanEenwyk
 CTED: Ramona Leber
 Family Policy Council: Bill Hall
 DSHS, DASA: Steve Smothers, Linda Becker
 Liquor Control Board: Tony Masias
 RMC Research Corporation: Eric Einspruch, Jennifer
Lembach
Don’t forget to fill out an evaluation!
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