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Lead Table Survey Report

Lead Table Survey Report. November 7 th , 2007. Note: A quick summary of some of the data contained in the reports from the Search Institute, Survey Services with Grade 4 and 5 results are not included. Community Surveys: Gathering information about our children and youth.

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Lead Table Survey Report

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  1. Lead Table Survey Report November 7th, 2007 Note: A quick summary of some of the data contained in the reports from the Search Institute, Survey Services with Grade 4 and 5 results are not included.

  2. Community Surveys:Gathering information aboutour children and youth Attitudes and Behaviours Survey: Profiles of Students* Grades 7 - 12 Me and My World Survey*: Grades 4 – 6 * Both surveys were designed by the Search Institute, Minneapolis, Min.

  3. Why conduct surveys? • To help our community better understand the thoughts, feelings, and actions of our children and youth through their asset profiles • To guide our community about what we can do to foster healthy, caring, responsible children and youth

  4. Community Benefits: • Act as a catalyst for community / school development • Assist in monitoring indicators related to student well being • Set priorities and strategies for programs and services • Establish a common framework for cross-sector collaboration • Provide a “youth voice” in organizational and community planning • Provide data for grant writing • Provide data for local reports

  5. These surveys do NOT: • Assess individual student needs/ assets • Provide cause and effect data • Serve as a pre-post program evaluation tool

  6. Benson PS Boundary PS Centennial ’67 PS Commonwealth PS Holy Cross CS JL Jordan CS Linklater PS Lyn/Tincap PS Maynard PS Oxford on Rideau PS Prince of Wales PS South Branch ES St. John Bosco CS St. Joseph CS Toniata PS Vanier PS Westminster PS Me and My World Participating Schools Grades 4 - 6

  7. Athens DHS Brockville CIVS Gananoque SS North Grenville DHS Rideau DHS South Grenville DHS Thousand Islands SS Commonwealth PS Lyn/Tincap PS Maynard PS Oxford on Rideau PS Prince of Wales PS South Branch ES Toniata PS Westminster PS Participating schools for Attitudes and Behaviours Survey Grades 9 - 12 Grades 7 & 8

  8. Me and My World Randomly selected - 27% of grades 4 – 6 student population: 891 Gender: Females 455 Males422 Attitudes & Behaviours Randomly selected - 21% of grades 7-12 student population: 1632 Gender: Females 840 Males778 2523 surveys processed Numbers may not sum to “total sample” due to missing information.

  9. Asset profile 25.7 16.3

  10. Average # assets/ community 17.9 Assets This summary applies to grades 6-12 inclusive.

  11. Our community asset profile… 0 – 10 Assets 22% 11 – 20 Assets 49% 21 – 30 Assets 25% 31 – 40 Assets 4%

  12. 1. Family support Family life provides high levels of love and support. 86% 65% Support

  13. 2. Positive family communication Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents. 58% 31% Support

  14. 3. Other adult relationships Young person receives support from three or more nonparent adults. 41% 52% Support

  15. 4. Caring neighbourhood Young person experiences caring neighbours. 36% 55% Support

  16. 5. Caring school climate School provides a caring, encouraging environment. 56% 26% Support

  17. 6. Parent involvement in schooling Parent(s) are actively involved in helping young person succeed in school. 42% 20% Support

  18. 7. Community values children/youth Young person perceives that adults in the community value youth. 33% 18% Empowerment

  19. 8. Children/youth as resources Young people are given useful roles in the community. 47% 23% Empowerment

  20. 9. Service to others Young person serves in the community one or more hours per week. 49% 35% Empowerment

  21. 10. Safety Young person feels safe at home, at school, and in the neighbourhood. 67% 51% Empowerment

  22. 11. Family boundaries Family has clear rules and consequences and monitors the young person’s whereabouts. 55% 34% Boundaries and Expectations

  23. 12. School boundaries School provides clear rules and consequences. 84% 39% Boundaries and Expectations

  24. 13. Neighbourhood boundaries Neighbours take responsibility for monitoring young people’s behaviour. 46% 39% Boundaries and Expectations

  25. 14. Adult role models Parents and other adults model positive, responsible behaviour. 46% 23% Boundaries and Expectations

  26. 15. Positive peer influence Young person’s best friends model responsible behaviour. 85% 48% Boundaries and Expectations

  27. 16. High expectations Both parents and teachers encourage the young person to do well. 87% 43% Boundaries and Expectations

  28. 17. Creative activities Young person spends three or more hours per week in lessons or practice in music , theatre or other arts. 55% 16% Constructive Use of Time

  29. 18. Child/youth programs Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. 63% 57% Constructive Use of Time

  30. 19. Religious community Young person spends one or more hours per week in activities in a religious institution. 41% 24% Constructive Use of Time

  31. 20. Time at home Young person is out with friends “with nothing special to do” two or fewer nights per week. (Child spends some time most days both in high-quality interaction with parents and doing things at home Other than watching TV or playing video games.) 50% 29% Constructive Use of Time

  32. 21. Achievement motivation Young person is motivated to do well in school. 68% 58% Commitment to learning

  33. 22. Learning engagement Young person is responsive, attentive and actively engaged in learning at school and enjoys participating in learning activities outside school 54% 46% Commitment to learning

  34. 23. Homework Young person reports doing at least one hour of homework every school day. 69% 36% Commitment to learning

  35. 24. Bonding to (adults at) school Young person cares about his or her school. 69% 55% Commitment to learning

  36. 25. Reading for pleasure Young person reads for pleasure three or more hours per week. 55% 28% Commitment to learning

  37. 26. Caring Yong person places high value on helping other people. 87% 42% Positive Values

  38. 27. Equality and social justice Young person places high value on promoting equality and reducing hunger and poverty. 70% 45% Positive Values

  39. 28. Integrity Young person acts on convictions and stands up for his or her beliefs. 83% 65% Positive Values

  40. 29. Honesty Young person “tells the truth even when it is not easy”. 88% 65% Positive Values

  41. 30. Responsibility Young person accepts and takes personal responsibility. 85% 58% Positive Values

  42. 31. Healthy lifestyle / Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs. ( Parents tells the child that it is important to have good health habits and an understanding of healthy sexuality.) 82% 23% Positive Values

  43. 32. Planning and decision-making Young person knows how to plan ahead and make choices. 44% 25% Social Competencies

  44. 33. Interpersonal competence Young person has empathy, sensitivity and friendship skills. 39% 45% Social Competencies

  45. 34. Cultural competence Young person has knowledge of and comfort with people of different cultural/ethnic backgrounds. 65% 33% Social Competencies

  46. 35. Resistance skills Young person can resist negative peer pressure and dangerous situations. 72% 35% Social Competencies

  47. 36. Peaceful conflict resolution Young person seeks to resolve conflict nonviolently. 65% 38% Social Competencies

  48. 37. Personal power Young person feels he or she has control over “things that happen to me”. 57% 40% Positive Identity

  49. 38. Self-esteem Young person reports having high self-esteem. 68% 44% Positive Identity

  50. 39. Sense of purpose Young person reports that “my life has purpose”. 59% 46% Positive Identity

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