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Use Survey Data to Take Action
You’ve done the research. Now it’s time for strategic planning.
Research Programs and Services to Address Youth Needs
Consideration #1: Focus
Before you get started, remember: You can’t fix everything at once. Consider focusing on 1-3 key areas identified in the Evaluation process.
There’s nothing wrong with addressing low-hanging fruit as well, but being selective with larger efforts will help keep you focused on areas that can have the highest impact, as well as help reduce overburdening teams and individuals.
Also, make sure you collaborate closely with others to ensure the goals you set are attainable.
Consideration #2: Evidence-Based Interventions
When you are researching resources to mitigate Risk factors, consider curriculum that is evidence based to increase the likelihood of program effectiveness. If you’re unsure where to start, the Kansas Prevention Collaborative‘s Evidence-Based Strategies Matrix is a helpful resource with proven curriculums.
Consideration #3: State and National Organizations
There are many state and national organizations that offer a variety of services and resources, like the ones below. It’s important to note that many evidence-based practices above and services offered by organizations below are available:
- At NO COST to schools or communities.
- VIRTUALLY, or with in-person training that will come to you, which is particularly helpful for remote communities.
| ORGANIZATION | KCTC FOCUS AREAS INCLUDED |
|---|---|
| KDADS | Depression/suicide, substance use, fentanyl |
| The Jason Foundation and Jason Flatt Act compliance checklist | Depression/suicide |
| Substance Use and Mental Health Services Administration (SAMHSA) | Depression/suicide, substance use, fentanyl, bullying |
| Kansas Department of Health and Environment (KDHE), including Suicide Prevention, Intervention, Reintegration and Postvention Toolkit | Depression/suicide, substance use, fentanyl |
| DCCCA | Depression/suicide, substance use, fentanyl |
| Community Anti-Drug Coalitions of America (CADCA) | Substance use, fentanyl |
| Kansas State Department of Education (KSDE), including Measuring Social-Emotional Growth Locally toolkit | Depression/suicide, bullying, social emotional/character development (SECD) |
| Drug-Free Communities (DFC) | Substance use, fentanyl |
| Kansas MTSS and Alignment BSEL Repository | Behavior, Social, & Emotional Learning |
Consideration #4: Research Funding Opportunities
While many programs are available at no cost, there are times when you may want to apply for funding to apply for certain programs or even support additional full- or part-time staff. See Grant Funding Tips for grant ideas.
General Instructional and Structural Practices
Change doesn’t necessarily have to revolve around formal programming. Below are general tips and strategies you may want to consider to mitigate risk or bolster protective factors.
Mitigate Risk
If Depression/Suicide numbers are high, you may want to prioritize areas such as:
- Compliance with Jason Flatt Act
- Relational positive feedback
- 2×10 strategy
- MTSS and PBIS implementation
- Evidence-based SEL skills, such as seeking help, practicing self-care, etc.
If Bullying numbers are high, you may want to prioritize:
- Identifying behavior threat assessment teams
- Explicit instruction
- Active supervision
- Teacher clarity
- Trauma-responsive practices
- Clear expectations or norms
- Evidence-based SEL skills, such as calm-down skills, assertiveness, problem-solving, conflict management, empathy skills, etc.
- Restorative practices
- Bully policies and reporting procedures
Bolster Protective Factors
Empowering Engagement school climate types are those that touch on student voice (enjoy school/schoolwork) and student agency (opportunities to get involved in school activities, talk to teacher one-on-one, feel safe at school). If these numbers are low, you may want to prioritize:
- Choice-making
- Feedback continuum
- Opportunities to respond (discussion, active engagement, etc.)
- Evidence-based SEL skills and competencies (range is needed from self-awareness to curiosity, self-efficacy, creative thinking, and goal setting, etc.)
- Individual plans of study to personalize learning
Empowering Relationship climate types touch on questions such as adults noticing when students do a good job and praise them for it, or students feeling like they can ask the adults they live with if they have a personal problem. If these numbers are low, you may want to prioritize:
Teachers
- Positive feedback
- 2×10 strategy
- Greetings at the door
- Advisory time, check-in/check-out
- Positive teacher-student relationships
- Evidence-based SEL skills & competencies (e.g., relationship skills)
- Family engagement
- District community leadership teams, positive childhood experience.
Parents
- Family engagement plan
- Home links for evidence-based SEL skills and competencies (e.g., relationship skills)
- Information about the power and importance of positive childhood experiences
- Site councils, school foundation groups, Parents as Teachers, etc.
- Practices such as positive notes and calls home
Other Considerations
- Can you build on existing programs that help mitigate Risk or bolster Protective factors?
- What programs have other districts or groups implemented that worked?
- How can you incorporate items above in professional development?
- Don’t forget to share successes!