How to Modify the Community/School Health Check-up Template

1. How to Modify the Community/School Health Check-up Template • Replace all references to “Anytown” with your community/school’s name and modify the year as needed • The template is designed to present highlights from one year of PAYS risk/protective factor scale data – the first step is to decide which data you want to highlight (see section on Risk and Protective Factors) • After selecting which scales to highlight, you can modify the text and numbers in the below two slides accordingly • Modify text: The text for the scale descriptions in the two slides below is taken directly from the text in your local PAYS report – feel free to shorten text as needed to fit in the boxes or modify the text boxes by clicking on them and dragging them to fit your text • Modify numbers: • See your local report for the risk/protective factor percentages for your chosen scales – modify the numbers above the white arrows accordingly • See your local report for the state risk/protective factor percentages for your chosen scales –to modify the numbers below the black arrows accordingly. • Please note that currently, all of the scores are the same across factors, but this dummy data for demonstration purposes. Your scores will be different across factors. • Click on the score/arrow (they are grouped as one object) and adjust the placement of the white and black arrows according to the key at the top of the page based on each individual scale score.

2. Anytown Average. Pennsylvania Average 0 0 0 0 0 0 0 100 100 100 100 100 100 100 Anytown Pennsylvania Youth Survey (PAYS) School and Community Health Check-up Protective Factors PROTECTION SCALES Higher scores are better. It PAYS to ASK, It PAYS to KNOW. The PAYS is PA’s premier survey tool. This Check-up represents a snap-shot of the health of Anytown’s 6th, 8th, and 10th graders in 2013 . Unhealthy Healthy Community Protection 41 Community Opportunities for Prosocial Involvement: When young people become involved in their communities by participating in activities and organizations that foster healthy development, they are more likely to form connections with prosocial peers. Unhealthy Healthy 37 66 66 66 Community Rewards for Prosocial Involvement: Young people experience bonding as feeling values and being seen as an asset. Students who feel recognized and rewarded by their community are less likely to engage in negative behaviors. Unhealthy Healthy 57 57 57 School Protection School Opportunities for Prosocial Involvement: Giving students opportunities to participate in important activities at school helps create a feeling of personal investment in their school. This results in greater bonding and adoption of school’s standards of behavior and less problem behavior. 41 Unhealthy Healthy 37 School Rewards for Prosocial Involvement: Making students feel appreciated and rewarded for their involvement at school further strengthens school bonding, and helps reduce the likelihood of their involvement in drug use and other problem behaviors. Unhealthy Healthy Family Protection Family Attachment: If children are attached to their parents and want to please them, they will be less likely to threaten that connection by doing things that their parents strongly disapprove of. Unhealthy Healthy 41 Family Rewards for Prosocial Involvement: When family members reward their children for positive participation in activities, it further strengthens the bonds the children feel to their families, and helps promote clear standards for behavior. 37 Unhealthy Healthy

3. 0 100 0 100 0 100 Anytown Average. Pennsylvania Average 0 0 0 0 100 100 100 100 Anytown Pennsylvania Youth Survey (PAYS) School and Community Health Check-up Risk Factors RISK SCALES Lower scores are better. It PAYS to ASK, It PAYS to KNOW. The PAYS is PA’s premier survey tool. This Check-up represents a snap-shot of the health of Anytown’s 6th, 8th, and 10th graders in 2013. Healthy Unhealthy 41 Community & School Risk Laws & Norms Favorable to Drug Use: Students’ perceptions of the rules and regulations concerning alcohol, tobacco and other drug use that exist in their neighborhoods are also associated with problem behaviors in adolescence. Healthy Unhealthy 37 66 66 Lack of School Commitment: Lack of commitment to school means the child has ceased to see the role of student as a positive one. Young people who have lost this commitment to school are at higher risk for a variety of problem behaviors. 66 Healthy Unhealthy 57 57 57 Family Risk 41 Family Conflict: Bonding between family members, especially between children and their parents or guardians, is a key component in the development of positive social norms. High levels of family conflict interfere with the development of these bonds, and increase the likelihood that young people will engage in illegal drug use and other forms of delinquent behavior. Healthy Unhealthy 37 Poor Family Management: Children who experience poor family supervision and poor family discipline are at higher risk of developing problems with drug use, delinquency, violence and school dropout. Healthy Unhealthy Individual & Peer Risk 41 Early Initiation of Drug Use:If children are attached to their parents and want to please them, they will be less likely to threaten that connection by doing things that their parents strongly disapprove of. Healthy Unhealthy 37 Peer Rewards for Antisocial Behavior: Students’ perceptions of their peer groups’ social norms are an important predictor of involvement in problem behavior. When young people believe that their peer groups are involved in antisocial behaviors, they are more likely to become involved themselves. Healthy Unhealthy