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CC 2019-10-22_11a Supplemental No. 2 MEMORANDUM TO: CITY COUNCIL FROM: HEATHER WHITHAM, CITY ATTORNEY SUBJECT: SUPPLEMENTAL INFORMATION AGENDA ITEM 11.a. – OCTOBER 22, 2019 CITY COUNCIL MEETING - CONSIDERATION OF PROHIBITING THE RETAIL SALE OF ELECTRONIC CIGARETTE PRODUCTS AND PARAPHERNALI A AND PROHIBITING THE POSSESSION OF ALL TOBACCO PRODUCTS AND PARAPHERNALIA BY PERSONS UNDER TWENTY ONE DATE: OCTOBER 22, 2019 Attached is correspondence received regarding the above referenced item. cc: City Manager City Clerk Chief of Police Public Review Binder 1 From: Andy Stenson [andy.stenson@lmusd.org] Sent: Tuesday, October 22, 2019 3:42 PM To: Caren Ray Russom Subject: Re: Friday's plan Caren, So sorry I am late with this....been a busy two days. The school district recognizes that vaping has seen a significant increase in recent years, and is negatively impacting student health and the learning environment. As such, the district supports any proactive measures that will limit access of these devices to our students. Thank you very much, Andy Stenson On Sun, Oct 20, 2019 at 2:55 PM Caren Ray Russom <crayrussom@arroyogrande.org> wrote: Hello Andy- Wee are goi g to be hearing the vaping issue this Tuesday at our City Council meeting. We will be deciding whether the Council will direct staff to 1) prepare an ordinance banning the sale of vaping products in the City of AG, and 2) prepare changes to the Municipal Code making possession and use by minors illegal. At this time there is nothing to support or oppose- we are just deciding whether to direct staff to move forward and propose possible ordinance and code changes. In other words, we’re deciding whether a majority of the Council supports working on these two issues, or whether wee will rop the ideas altogether. I know you have LMUSDB meetings the same night. If you have the time, could you send me an email about your conceptual take on these two items? Thanks in advance for taking the time to comment, Caren On Oct 9, 2019, at 10:32 AM, Andy Stenson <andy.stenson@lmusd.org> wrote: Caren, Excellent, we appreciate your work in this area. I plan to attend the entire event. I'll highlight that our biggest challenge is in detection related to creative methods by companies to disguise. I will provide a few anecdotal stories of health related negative impacts-leaving names out, of course. I will have some data to present, but will just do so orally. Looking forward to it! Andy On Wed, Oct 9, 2019 at 10:19 AM Caren Ray Russom <crayrussom@arroyogrande.org> wrote: 2 Hi Andy- You should be receiving an official agenda today about Friday's meeting. I've put you first, at noon, in case you're on a tight schedule. I'd anticipate maybe 5-10 minutes of you letting us know what you're seeing in the schools regarding vaping, and the challenges you're facing in enforcement and training your employees. I'm sure the mayor's will have questions for you. You are welcome to leave right after your part if you need to: I know you're so busy. If you'd like to stay, I certainly would like that. It'll be wonderful food, and interesting company. Your SRO and our Police Chief will also be talking. Dave Mullinax from CA League of Cities will also be talking about what's going on at the state level, so that might be interesting for you. Looking forward to connecting with you on this topic on Friday. As always, I'm at your service, Caren Ray Russom Mayor, City of Arroyo Grande crayrussom@arroyogrande.org Tel: 805‐473‐5400 | www.arroyogrande.org 300 E. Branch St | Arroyo Grande | CA | 93420 This is a staff email account managed by Lucia Mar Unified School District. This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error, please notify the sender. This is a staff email account managed by Lucia Mar Unified School District. This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error, please notify the sender. 1 From: Heather Moreno [hmoreno@atascadero.org] Sent: Tuesday, October 22, 2019 8:48 AM To: Caren Ray Russom Subject: Re: Minor use/possession Ordinance Good morning, Mayor Russom. Our decision to address possession of tobacco/vape products by minors ‐ that is, making such possession illegal ‐ was done to provide law enforcement with a tool in their interactions with youth using such products. The intent is not to make criminals of our youth, but be able to use the ordinance to open dialogue, possibly prevent further incidents, and provide our officers the option of enforcement when deemed necessary. Currently, there is no option under state law to allow officers to take these products from minors when they are found in their possession. Our ordinance at least gives our officers a tool to take this harmful material away if they find it in a minor's possession. We do not believe making possession illegal will stop minors from using these products, but it is a small part of a robust approach to the problem of youth vaping and smoking in our schools and the City. Warm regards, Heather Moreno Mayor, City of Atascadero "Your representative owes you, not his industry only, but his judgment; and he betrays instead of serving you if he sacrifices it to your opinion.” ~ Edmund Burke 2 From: Caren Ray Russom <crayrussom@arroyogrande.org> Sent: Monday, October 21, 2019 4:23 PM To: Heather Moreno Subject: Minor use/possession Ordinance ATTENTION: This email originated from outside the City's network. Use caution when opening links and attachments. Good afternoon Mayor Moreno, As you may have heard, tomorrow Arroyo Grande will be considering adopting an ordinance addressing the use/possession of vaping products by minors. We will be weighing the recommendations by certain non‐profit groups against such ordinances versus the needs of law enforcement as they battle this epidemic. Would you kindly explain the basic context of your city’s decision to enact it so we can consider whether or not to follow in your footsteps? Kind regards, Caren Ray Russom Mayor, City of Arroyo Grande From: Caren Ray Russom <crayrussom@arroyogrande.org> Sent: Tuesday, October 22, 2019 12:47 PM To: Kelly Wetmore <kwetmore@arroyogrande.org> Subject: FW: Anti-vaping ordinance Can you please forward this (with attachments of screenshots of the text exchange) to the rest of the Council for their consideration tonight? Respectfully, Caren Ray Russom Mayor, City of Arroyo Grande crayrussom@arroyogrande.org Tel: 805-473-5400 | www.arroyogrande.org 300 E. Branch St | Arroyo Grande | CA | 93420 From: John Headding [jheadding@morrobayca.gov] Sent: Tuesday, October 22, 2019 10:24 AM To: Caren Ray Russom Subject: Re: Anti-vaping ordinance Caren thanks, sent to you via text. Hope you received it, if not let me know. Best, John Sent from my iPhone Dr. John Headding Mayor Morro Bay, CA. 93442 805-909-9785 On Oct 21, 2019, at 4:58 PM, Caren Ray Russom <crayrussom@arroyogrande.org> wrote: Hello Mayor Headding- We spoke briefly at the last Mayor’s Meeting about direction your Council gave staff regarding a strong stand against vaping in Morro Bay. Could I trouble you for a bullet-point list of the direction you gave so we can consider it at our meeting tomorrow night? Thank you in advance, Caren Ray Russom Mayor, City of Arroyo Grande 1 From: Inger Appanaitis <IAppanaitis@co.slo.ca.us> Date: October 22, 2019 at 11:35:17 AM PDT To: Jimmy Paulding <jpaulding@arroyogrande.org> Subject: Tobacco information Hi Jimmy, Thanks for your call today. Here is some additional notes regarding our conversation: 1) "LMU_Arroyo Grande" Results from California Health Kids Survey: * 36% of 11 Graders at AGHS have tried e-cigarettes/vapes (p.41) *74% of 11 Graders at AGHS said it's "Very easy" or "Easy" to get vaping device (p. 47) *Also, 79% of 11 Graders say it's "very easy" or easy" to get marijuana (p. 40) *26% of 11 Graders report using e-cigarette/vape to consume "A flavored product without nicotine or other drugs", however, I believe this reflects an ignorance on the part of the student that they don't necessarily know what drug may be in their product -- very few vaping e-juices on the market are 0% nicotine-- and also highlights the appeal that flavorings add to youth use and initiation. (p.61) 2) 2018 Young Adult Tobacco Purchase Survey (YATPS) results: * Statewide "sale rate" or non-compliance rate for selling tobacco to minors is 19.1% in 2018. *3) Truth Initiative national survey, Where are kids getting JUUL<https://truthinitiative.org/research-resources/emerging-tobacco-products/where-are-kids- getting-juul>? ** 74% of youth report obtaining JUUL from a physical (local) retail location. 4) Letter to Santa Clara City Council ** "Although tobacco purchase, use and possession (PUP) laws are common in the United States, there have been no positive effects associated with PUP laws." (paragraph 3) *5) American Lung Association local grades for San Luis Obispo County (2019 SLO Local Grades) highlights Arroyo Grandes progress in addressing tobacco-related policy in comparison to the rest of the County. Thanks again for the call and please let me know if you have any other questions or I can support your efforts in any other way. Sincerely, Inger [emailsignaturelogo]Inger Appanaitis, MPH Program Manager, Tobacco Control County of San Luis Obispo Health Agency 2180 Johnson Ave, San Luis Obispo, CA 93401 (p) 805-781-4305 | (f) 805-781-1235 This e-mail, and any files transmitted with it, are intended only for the person or entity to which it is addressed and may contain confidential, protected, and/or privileged material. Any review, re-transmission, dissemination or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient, is prohibited. If you received this in error, please contact the sender and delete the material from any computer. Arroyo Grande High Secondary 2017-2018 Main Report 1 This report was prepared by WestEd, a research, development, and service agency, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Ofﬁce. For contract information, contact: Hilva Chan California Department of Education Coordinated School Health and Safety Ofﬁce 1430 N Street Sacramento, CA 95814 hchan@cde.ca.gov Recommended citation: Arroyo Grande High School.California Healthy Kids Survey, 2017-18: Main Report. San Francisco: WestEd Health & Human Development Program for the California Department of Education. Date prepared: 5 Apr 2018 CDS code: 40687594030557 Contents Page List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii Survey Module Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 A. Core Module Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 1. Survey Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2. Summary of Key Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3. Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4. School Performance, Supports, and Engagement . . . . . . . . . . . . . . . . . . . . . . . 11 5. School Violence, Victimization, and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . 22 6. Alcohol and Other Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 7. Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 8. Other Physical and Mental Health Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 9. Race/Ethnic Breakdowns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 10. Gender Breakdowns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 B. Alcohol and Other Drugs (AOD) Module . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 2. Summary of Key Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 3. Alcohol, Tobacco, and Marijuana Consumption Patterns . . . . . . . . . . . . . . . . . . . 59 4. Reasons for and Consequences of AOD Consumption . . . . . . . . . . . . . . . . . . . . . 62 5. Supports to Reduce AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 6. Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 7. Inﬂuences on ATOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 8. School Suspension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 G. Drug Free Communities (DFC) Module . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 2. Prescription Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 3. Disapproval of Prescription Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 4. Perceived Harm from Marijuana and Prescription Drug Use . . . . . . . . . . . . . . . . . 77 N. School Climate Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 2. Supports for Learning & Student Academic Engagement . . . . . . . . . . . . . . . . . . . 79 i 3. Fairness and Respect for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 4. Disciplinary Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 5. Student Peer Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 6. Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 7. School Anti-Bullying Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 8. College and Career Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 9. Facilities Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 10. Scheduled Lunch and Drinkable Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 ii List of Tables Page Survey Module Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 CHKS Survey Modules Administered . . . . . . . . . . . . . . . . . . . . . . . . . 1 A. Core Module Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 1. Survey Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 A1.1 Student Sample for Core Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2. Summary of Key Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 A2.1 Key Indicators of School Climate and Student Well-Being . . . . . . . . . . . . . . . 3 3. Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 A3.1 Gender of Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 A3.2 Hispanic or Latino . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 A3.3 Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 A3.4 Living Situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 A3.5 Highest Education of Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 A3.6 Free or Reduced Price Meals Eligibility . . . . . . . . . . . . . . . . . . . . . . . . 6 A3.7 Participation in Migrant Education Program, Past 3 Years . . . . . . . . . . . . . . . 6 A3.8 Language Spoken at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 A3.9 English Language Proﬁciency – All Students . . . . . . . . . . . . . . . . . . . . . . 7 A3.10 English Language Proﬁciency – Home Language Other Than English . . . . . . . . 8 A3.11 Number of Days Attending Afterschool Program . . . . . . . . . . . . . . . . . . . 9 A3.12 Military Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 A3.13 Sexual Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 A3.14 Gender Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 4. School Performance, Supports, and Engagement . . . . . . . . . . . . . . . . . . . . . . . . .11 A4.1 Grades, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A4.2 Truancy, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A4.3 Absences, Past 30 Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 A4.4 Reasons for Absence, Past 30 Days . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 A4.5 School Environment Scales (Developmental Supports). . . . . . . . . . . . . . . . 13 A4.6 School Connectedness, Academic Motivation, and Parent Involvement Scales . . . . 14 A4.7 Caring Relationships Scale Questions . . . . . . . . . . . . . . . . . . . . . . . . . 15 A4.8 High Expectations Scale Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 A4.9 Meaningful Participation Scale Questions . . . . . . . . . . . . . . . . . . . . . . . 17 A4.10 School Connectedness Scale Questions . . . . . . . . . . . . . . . . . . . . . . . . . 18 A4.11 Academic Motivation Scale Questions . . . . . . . . . . . . . . . . . . . . . . . . . 19 A4.12 Parent Involvement Scale Questions . . . . . . . . . . . . . . . . . . . . . . . . . . 20 A4.13 Quality of School Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . 21 5. School Violence, Victimization, and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 A5.1 Perceived Safety at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 A5.2 Reasons for Harassment on School Property, Past 12 Months . . . . . . . . . . . . . 23 iii A5.2 Reasons for Harassment on School Property, Past 12 Months – Continued . . . . . . 24 A5.3 Verbal Harassment at School, Past 12 Months . . . . . . . . . . . . . . . . . . . . . 25 A5.4 Violence and Victimization on School Property, Past 12 Months . . . . . . . . . . . 26 A5.5 Property Damage on School Property, Past 12 Months . . . . . . . . . . . . . . . . . 27 A5.6 Weapons Possession on School Property, Past 12 Months . . . . . . . . . . . . . . . 27 6. Alcohol and Other Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 A6.1 Summary Measures of Level of AOD Use and Perceptions . . . . . . . . . . . . . . 28 A6.2 Summary of AOD Lifetime Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 A6.3 Lifetime AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 A6.3 Lifetime AOD Use – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 A6.4 Lifetime Marijuana Consumption . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 A6.5 Current AOD Use, Past 30 Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 A6.6 Frequency of Current AOD Use, Past 30 Days . . . . . . . . . . . . . . . . . . . . . 34 A6.7 Lifetime Drunk or “High”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 A6.8 Current AOD Use on School Property, Past 30 Days . . . . . . . . . . . . . . . . . . 36 A6.9 Lifetime Drunk or “High” on School Property . . . . . . . . . . . . . . . . . . . . . 36 A6.10 Cessation Attempts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 A6.11 Drinking While Driving, Lifetime . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 A6.12 Perceived Harm of AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 A6.13 Perceived Difﬁculty of Obtaining Alcohol and Marijuana . . . . . . . . . . . . . . . 40 7. Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 A7.1 Summary of Key CHKS Tobacco Indicators . . . . . . . . . . . . . . . . . . . . . . 41 A7.2 Lifetime Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 A7.3 Any Current Use and Daily Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 A7.4 Current Smoking on School Property, Past 30 Days . . . . . . . . . . . . . . . . . . 44 A7.5 Cigarette Smoking Cessation Attempts . . . . . . . . . . . . . . . . . . . . . . . . . 45 A7.6 Perceived Harm of Cigarette Smoking . . . . . . . . . . . . . . . . . . . . . . . . . 45 A7.7 Perceived Harm of E-Cigarette Use Compared to Smoking . . . . . . . . . . . . . . 46 A7.8 Perceived Difﬁculty of Obtaining Cigarettes and E-Cigarettes . . . . . . . . . . . . . 47 8. Other Physical and Mental Health Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 A8.1 Cyber Bullying, Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 A8.2 Eating of Breakfast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 A8.3 Chronic Sad or Hopeless Feelings, Past 12 Months . . . . . . . . . . . . . . . . . . 48 A8.4 Seriously Considered Attempting Suicide, Past 12 Months . . . . . . . . . . . . . . 49 A8.5 Gang Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 9. Race/Ethnic Breakdowns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 A9.1 School Supports and Engagement by Race/Ethnicity - 9th Grade . . . . . . . . . . . 50 A9.2 School Supports and Engagement by Race/Ethnicity - 11th Grade . . . . . . . . . . . 50 A9.3 Feeling Safe or Very Safe at School by Race/Ethnicity . . . . . . . . . . . . . . . . . 51 A9.4 Harassment Due to Six Reasons at School in the Past 12 Months by Race/Ethnicity . 51 A9.5 Any Harassment or Bullying at School in the Past 12 Months by Race/Ethnicity . . . 52 A9.6 Any Alcohol Use at School in the Past 30 Days by Race/Ethnicity . . . . . . . . . . 52 A9.7 Cigarette Smoking in the Past 30 Days by Race/Ethnicity . . . . . . . . . . . . . . . 53 A9.8 Any Alcohol Use in the Past 30 Days by Race/Ethnicity . . . . . . . . . . . . . . . . 53 iv A9.9 Any Marijuana Use in the Past 30 Days by Race/Ethnicity . . . . . . . . . . . . . . . 54 A9.10 Chronic Sad or Hopeless Feelings in the Past 12 Months by Race/Ethnicity . . . . . . 54 10. Gender Breakdowns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 A10.1 School Supports and Engagement by Gender . . . . . . . . . . . . . . . . . . . . . . 55 A10.2 Perceived Safety, Harassment, AOD Use, and Mental Health Measures by Gender . . 56 B. Alcohol and Other Drugs (AOD) Module . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 B1.1 Student Sample for AOD Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 2. Summary of Key Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 B2.1 Key Indicators of Alcohol and Other Drug Use . . . . . . . . . . . . . . . . . . . . . 58 3. Alcohol, Tobacco, and Marijuana Consumption Patterns . . . . . . . . . . . . . . . . . . . . .59 B3.1 Age of Onset – AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 B3.2 Age of Onset – Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 B3.3 Usual Alcohol Consumption Level . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 B3.4 Usual Marijuana Consumption Level . . . . . . . . . . . . . . . . . . . . . . . . . . 61 B3.5 E-Cigarette Consumption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 4. Reasons for and Consequences of AOD Consumption . . . . . . . . . . . . . . . . . . . . . .62 B4.1 Reasons for AOD Use in the Past 12 Months . . . . . . . . . . . . . . . . . . . . . . 62 B4.2 Problems Caused by AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 B4.3 Alcohol or Other Drug Use Caused Negative Experiences . . . . . . . . . . . . . . . 64 B4.4 Likelihood of Suspension, Expulsion, Transfer Because of AOD Use/Possession . . . 65 5. Supports to Reduce AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 B5.1 Needed Counseling for Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 B5.2 Likelihood of Finding Help at School for Quitting or Reducing Use . . . . . . . . . . 66 B5.3 Talked with Parent About AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . 66 6. Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 B6.1 Sources for Obtaining Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 B6.2 Sources for Obtaining Marijuana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 7. Inﬂuences on ATOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 B7.1 Personal Disapproval of AOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 B7.2 Parent Disapproval of ATOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 B7.3 Peer Disapproval of ATOD Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 B7.4 Heard, Read, or Watched Any Anti-ATOD Messages, Past 12 Months . . . . . . . . 72 8. School Suspension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 B8.1 Suspension from School, Past 12 Month . . . . . . . . . . . . . . . . . . . . . . . . 73 G. Drug Free Communities (DFC) Module . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 G1.1 Student Sample for DFC Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 v 2. Prescription Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 G2.1 Prescription Drug Use, Past 30 Days . . . . . . . . . . . . . . . . . . . . . . . . . . 75 3. Disapproval of Prescription Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 G3.1 Parental Disapproval of Prescription Drug Use . . . . . . . . . . . . . . . . . . . . . 76 G3.2 Peer Disapproval of Prescription Drug Use . . . . . . . . . . . . . . . . . . . . . . . 76 4. Perceived Harm from Marijuana and Prescription Drug Use . . . . . . . . . . . . . . . . . . .77 G4.1 Perceived Risks Associated with Marijuana and Prescription Drug Use . . . . . . . . 77 N. School Climate Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 1. Module Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 N1.1 Student Sample for School Climate Module . . . . . . . . . . . . . . . . . . . . . . 78 2. Supports for Learning & Student Academic Engagement . . . . . . . . . . . . . . . . . . . . .79 N2.1 Supports for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 N2.1 Supports for Learning – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 N2.1 Supports for Learning – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 N2.2 Student Academic Mindset and Learning Engagement . . . . . . . . . . . . . . . . . 82 3. Fairness and Respect for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 N3.1 Fairness and Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 N3.1 Fairness and Respect – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 N3.2 Respect for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 N3.2 Respect for Diversity – Continued . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 4. Disciplinary Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 N4.1 Consistency and Clarity of Rules and Expectations . . . . . . . . . . . . . . . . . . 87 N4.2 Disciplinary Harshness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 5. Student Peer Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 N5.1 Peer Caring Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 6. Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 N6.1 Supports for Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . 90 N6.1 Supports for Social and Emotional Learning – Continued . . . . . . . . . . . . . . . 91 7. School Anti-Bullying Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 N7.1 School Responses to Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 N7.1 School Responses to Bullying – Continued . . . . . . . . . . . . . . . . . . . . . . . 93 8. College and Career Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 N8.1 Supports for College and Career Planning . . . . . . . . . . . . . . . . . . . . . . . 94 9. Facilities Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 N9.1 Quality of Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 10. Scheduled Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 N10.1 Scheduled Lunch at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 vi N10.2 Clean and Drinkable Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 vii PREFACE This report provides the detailed results for each question from this school/district’s 2017-18 California Healthy Kids Survey (CHKS), presented in tables organized by topic. The CHKS, along with its two companion surveys–California School Staff Survey (CSSS) for staff and the California School Parent Survey (CSPS)–is a service of the California Department of Education (CDE). These three surveys form the California School Climate, Health, and Learning Surveys (CalSCHLS) System, the largest, most comprehensive state effort in the nation to regularly assess students, staff, and parents at the local level to provide key data on school climate and safety, learning supports and barriers, and stakeholder engagement, as well as youth development, health, and well-being. Exhibit 1, at the end of the Preface, presents the major school-related domains and constructs assessed by CalSCHLS. These surveys grew out of CDE’s commitment to helping schools promote the successful cognitive, social, emotional, and physical development of all students; create more positive, engaging school environments for students, staff, and parents; and ensure college and career readiness. They provide a wealth of information to guide school improvement and Local Control and Accountability Plan (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. Factsheets, guidebooks, and other resources to help in understanding and using CHKS results are available for downloading from the survey website (chks.wested.org), including Helpful Resources for Local Control and Accountability Plans (chks.wested.org/resources/LCAP_Cal_SCHLS.pdf). The California Safe and Supportive Schools website (CaliforniaS3.wested.org) provides information and tools helpful in implementing effective strategies to address the needs identified by the survey. The CalSCHLS Technical Assistance Center offers a Data Workshop to help identify local needs and develop action plans to meet those needs, including a Listening to Students Workshop for involving student voice in the process (see below). THE SURVEY The California Department of Education (CDE) has funded the CHKS since 1997 to provide data to assist schools in: (1) fostering safe and supportive school climates, social-emotional competencies, 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. A thorough understanding of the scope and nature of these student behaviors, attitudes, experiences, and supports is essential for guiding school improvement and academic, prevention, and health programs. The CHKS is not just a standalone instrument but a data collection system that districts can customize to meet local needs and interests. The secondary-school CHKS consists of a required general Core Module HYPERLINK FEATURE The digital version of this report has been hyperlinked. Click on the title of a section or a table in the List of Tables and you will be automatically directed to the actual content section or table in the report. viii and a series of optional, supplementary topic-focused modules that districts can elect to administer. Districts may also add their own questions of local interest in a custom module. Table 1 indicates the modules administered by the district/school. Core Module As outlined in Exhibit 1, the Core Module consists of key questions, identified by an expert advisory committee, that are considered most important for schools to guide improvement of academic, health, and prevention programs and promote student achievement, college and career readiness, positive development, and well-being. The great majority of the questions are school-specific, including the following indicators: • Student grades, truancy, attendance rate and reasons for missing school, academic motivation, and school connectedness, as indicators of engagement; • The levels of students’ three fundamental developmental supports (protective factors) that promote positive academic, social, and emotional outcomes: experiences of caring adult relationships, high expectations, and opportunities for meaningful participation at school; • Perceived safety and the frequency and type of harassment and bullying at school; and • Levels of violence, substance use, and crime-related behavior (e.g., weapons possession) at school. The Core Module also includes a wide range of demographic questions to help districts identify and address the needs of significant and vulnerable student subgroups, including those required to be included in the LCAP efforts. These include race/ethnicity, gender, and socioeconomic status; homeless, migrant, and foster status; and English language proficiency. What’s New? For 2017-18, the following improvements are made to the Core Module: • Added questions assessing frequency of school absences; lifetime frequency of heroin use, and vaping, eating, or drinking marijuana; perceived harm and availability of e-cigarettes; being an immigrant as a reason for being harassed or bullied; • Modified sexual orientation question to better assess gender identity; and • Expanded Opportunities for Meaningful Participation scale questions for better reliability. Supplemental School Climate Module To further support school improvement efforts and the LCAP process, a supplementary School Climate Module is available. It provides additional data on student academic mindset, school academic supports, discipline/order, supports for social-emotional learning, bullying prevention and positive peer relationships, respect for diversity, and the quality of the physical environment (download from chks.wested.org/administer/download/supplemental/#clim). These questions are also included in the staff survey, so you can compare staff and student perceptions on the same constructs. Supplemental Social Emotional Health Module (SEHM) The SEHM greatly enhances the value of the CHKS as a strength-based assessment of positive emotions, engagement, ability to build and maintain relationships, and other social-emotional competencies linked to student mental health and well-being, academic success, and college and career readiness. It includes 56 items that capture the totality of core adolescent psychological assets. ix SURVEY ADMINISTRATION AND SAMPLING School staff administered the survey, following detailed instructions provided by CDE that were designed to assure the protection of all student and parental rights to privacy and to maintain confidentiality. Students were surveyed only with the consent of parents or guardians. Student participation was voluntary, anonymous, and confidential. • Table A1.1 gives the target sample of students and the final number and percent of students who completed the survey (the participation response rate). • The Appendix lists all the secondary schools in the district that were eligible to participate in the survey and the percentage of students enrolled in each of them that completed the survey. THE REPORT The survey results are reported in tables, organized by topic, that provide the percentages responding to each question response option by grade level. Because it is just as important to identify the positive behaviors of youth as it is to identify the risks they face, the tables reporting risk-behavior data include the percentages of youth who responded negatively (did not engage in the behavior). Racial/Ethnic and Gender Results Summary tables provide key findings (e.g., safety, harassment, developmental supports, school connectedness) disaggregated by race/ethnic categories and gender (see Sections 9 and 10). Schools can request supplementary reports disaggregating all their CHKS results by the race/ethnicity or gender of students or by other demographic categories (see Next Steps below). UNDERSTANDING THE DATA Care must be taken to understand the factors that can impact the quality, validity, and generalizability of the results, such as changes that occur in survey content, administration, and/or sample characteristics between administrations. The following are a few of the key issues that should be kept in mind. A more detailed discussion of these topics can be found in the CHKS Guidebook to Data Use and Dissemination (download chks.wested.org/resources/chks_guidebook_3_datause.pdf). Sample Characteristics. Among the most important factors affecting the quality of survey results is the level and type of student participation. The validity and representativeness of the results will be adversely affected if the student response rate is lower than 70%. One indication of the survey’s representativeness is how accurately the sample reflects the gender and ethnic composition of the student enrollment. Even if the response rate is low, the results provide an indication of what those students who did respond felt about the school and their experiences and behavior. Changes Between Survey Administrations. Many factors besides real changes in behavior, attitudes, or experiences among students may account for changes in results from administration to administration. Changes may be due to differences over time in the characteristics or size of the sample of students who completed the survey, changes in the questions themselves, or differences between time periods in which the survey was administered (e.g., some risk behaviors tend to increase as students age, or may increase during holidays or social events). x RESOURCES The CHKS website contains numerous guidebooks and other resources for using and understanding survey results. • CHKS Guidebook to Data Use and Dissemination provides step-by-step instructions on how to interpret survey results and effectively disseminate them (download chks.wested.org/resources/chks_guidebook_3_datause.pdf). • CHKS factsheets (chks.wested.org/using-results/factsheets) analyze key topics at the state level, show how data variables are related, and offer suggestions for how data can be analyzed at the local level. • Making Sense of School Climate provides a discussion of all the CalSCHLS survey items that relate to school climate (download californiaS3.wested.org/resources/S3_schoolclimateguidebook_final.pdf). • Helpful Resources for Local Control and Accountability Plans (chks.wested.org/resources/LCAP_Cal_SCHLS.pdf) describes how survey items align with LCAP priorities and indicators. Also available is an LCAP-related PowerPoint presentation (chks.wested.org/training-support/workshops-presentations). • The School Climate Connection Newsletter provides monthly announcements of resources, tools, webinars and workshops, and research. Sign up on the CHKS or CaliforniaS3 websites. • CDE’s California Safe and Supportive Schools website (CaliforniaS3.wested.org) contains a wealth of information and tools related to school climate improvement and social- emotional learning. It includes factsheets analyzing CalSCHLS data and What Works Briefs that provide guidance on strategies to implement. NEXT STEPS Receiving this report is just a beginning step in a data-driven decision-making process of continuous improvement. The following describes some followup steps you should take and some custom services (additional fees apply) available from the CalSCHLS TA Center to help in fostering effective use of the results and provide additional information to support school and program improvement efforts and the LCAP process. Engage Students, Staff, and Parents in Reviewing the Results and Action Planning First and foremost, engage students, staff, parents, and community stakeholders in reviewing and exploring the meaning of the results and obtain their input into how the school might better meet the identified needs and into the development of a detailed action plan. This communicates to stakeholders that you value their input into how to improve the schools and gives them an opportunity for meaningful participation. This helps enhance pupil engagement and parent involvement, two LCAP priorities. Their input, in turn, will help in identifying school needs and developing an effective response. It will also promote higher rates of participation the next time the survey is administered, as stakeholders will see how the data has been used for positive purposes. As part of this process, it is highly recommended that you conduct a structured Listening to Students Workshop in which you explore with students, as adults observe, the meaning of survey results and obtain their input on how to address the needs identified by the survey and school improvement in general. These xi workshops were found to be a highly effective in fostering school climate improvements as part of CDE’s Safe and Supportive School Projects (see CaliforniaS3.wested.org). For more information, email schoolclimate@wested.org. Compare Results with Other Data The value of your CHKS results will be greatly enhanced if examined in the content of the following sources of related data. • Staff and Parent Surveys. The results of this student survey should be compared to those obtained from the CalSCHLS surveys of school staff and parents. It is important to determine how consistent are student, staff, and parent perceptions and experiences. If you did not administer these companion surveys, consider doing so next time. • Elementary CHKS Results. Examine how the results from 7th, 9th, and 11th graders compare with those from 5th graders on common indicators to see the developmental trajectory in the results and explore what programs at the elementary level might help mitigate problems that are evident among older students. • Other Data. Examine how the results compare with other data typically collected by schools that relate to the variables assessed, such as discipline referrals, school demographic information, school vandalism costs, and behavioral observations in classrooms. Data Workshop To assist in your review of the survey results, you can request the CalSCHLS TA Center to conduct a structured, customized Data Workshop. In this workshop, a survey specialist works with district stakeholders to promote better understanding of the results and to identify local needs that need to be addressed. The workshops can also include engaging stakeholders in developing a detailed Action Plan and timetable for meeting those needs using evidence-based strategies. For more information, contact your CalSCHLS TA Center (call 888.841.7536) or email schoolclimate@wested.org. Request Additional Reports and Data As you review your data with stakeholders, you may find that additional data needs emerge. The following custom services (additional fees apply) are available through the CalSCHLS TA Center to help delve more deeply into your survey results and foster more effective use of the results in support of school and program improvement efforts and the LCAP process. School Reports and School Climate Report Cards If the schools in the district vary significantly in demographics, programs, or other characteristics, consider requesting individual reports for each school (a fee applies). Two types of reports are available: • A full report with all the survey results; and • A short, user-friendly, graphic School Climate Report Card that provides results across eight domains of school climate and provides an overall School Climate Index score based on those domains. (View a sample report: visit (californiaS3.wested.org/resources/California_State_SCRC_1314.pdf). xii District School Climate Report Card For districts that survey all their schools, a district-level School Climate Report Card can be requested. This is a powerful, useful tool for guiding efforts to meet the school climate and pupil engagement priorities for the Local Control and Accountability Plan. Disaggregated Reports The staff of the Regional TA Centers can produce full reports that look at how results vary by demographic subgroups (e.g., race/ethnicity as discussed above, or by youth who are low in academic motivation compared those who are high). This is particularly important given the LCAP requirement that districts identify and address the needs of underserved, vulnerable subgroups. This helps in understanding the meaning of the results and developing interventions that target groups most in need. Analyze Dataset The complete dataset is available electronically for additional analysis (there is a small fee for preparation). The dataset enables analyses of patterns in the results, how they are interrelated, and how they vary by different subgroups of students and across schools within a district. You can also request an analysis from the CalSCHLS TA Center as a custom service. Add Questions to Your Next Surveys Determine what additional information is needed from students to guide school improvement efforts and add questions to your next CHKS, staff, or parent surveys. All three surveys are designed so that schools can add additional questions to help them conduct a more individualized and comprehensive assessment. xiii Exhibit 1 Major School-related Domains and Constructs Assessed by CalSCHLS in Secondary Schools Student Core Student School Climate Student Social Emotional Health Staff Survey Parent Survey Student Well-Being Academic mindset  Academic motivation     Academic performance (grades)  Alcohol, tobacco, and drug use    Attendance (absences, truancy, reasons absent)   Behavioral self-control  Collaboration  Emotional self-regulation  Empathy  Gratitude  Optimism  Perceived safety    Persistence  Problem Solving  School connectedness  Self-awareness  Self-efficacy  Social-emotional competencies and health   Social emotional distress  Violence and victimization (bullying)    Zest  School Climate Academic rigor and norms   College and career supports    Family support  High expectations    Meaningful participation and decision-making    Parent involvement    Quality of physical environment     Relationships among staff  Relationships among students     Relationships between students and staff    Respect for diversity and cultural sensitivity    Teacher and other supports for learning    School Climate Improvement Practices Bullying prevention    Discipline and order (policies, enforcement)    Services and policies to address student needs  Social-emotional/behavioral supports    Staff supports  xiv ACKNOWLEDGMENTS The CHKS and this report were developed by WestEd, in collaboration with Duerr Evaluation Resources, under contract from the California Department of Education Coordinated School Health and Safety Office. For more information, call the toll-free helpline at 888.841.7536, or visit the website at chks.wested.org. Gregory Austin, Ph.D. Thomas Hanson, Ph.D. CalSCHLS Co-Directors, WestEd Tom Herman Administrator, Coordinated School Health and Safety Office California Department of Education xv Survey Module Administration Table 1 CHKS Survey Modules Administered Survey Module Administered A. Core (Required) X B. Alcohol and Other Drugs (AOD) Module X C. Building Healthy Communities (BHC) Module D. Cal-Well Module E. Closing the Achievement Gap (CTAG) Module F. District Afterschool Module (DASM) G. Drug Free Communities (DFC) Module X H. Gang Risk Awareness Module I. Gender & Sex-Based Harassment Module J. Military Connected School Module K. Physical Health & Nutrition Module L. Resilience & Youth Development Module M. Safety & Violence Module N. School Climate Module X O. Sexual Behavior Module P. Social Emotional Health Module Q. Tobacco Module Z. Custom Questions Arroyo Grande High 2017-18 Page 1 Main Report – Module A: Core Core Module Results 1. Survey Sample Table A1.1 Student Sample for Core Module Grade 9 Grade 11 Student Sample Size Target sample 511 485 Final number 447 363 Response Rate 87% 75% Arroyo Grande High 2017-18 Page 2 Main Report – Module A: Core 2. Summary of Key Indicators Table A2.1 Key Indicators of School Climate and Student Well-Being Grade 9 Grade 11 Table % % School Engagement and Supports School connectednessy 19 17 A4.6 Academic motivationy 30 26 A4.6 Chronic truancy (twice a month or more often)x 6 11 A4.2 Caring adult relationshipsz 26 31 A4.5 High expectationsz 35 39 A4.5 Meaningful participationz 10 9 A4.5 Facilities upkeep 8 10 A4.13 School Safety and Substance Use School perceived as very safe or safe 56 50 A5.1 Experienced any harassment or bullyingx 40 36 A5.2 Had mean rumors or lies spread about youx 40 40 A5.3 Been afraid of being beaten upx 15 10 A5.4 Been in a physical ﬁghtx 13 5 A5.4 Seen a weapon on campusx 15 14 A5.6 Been drunk or “high” on drugs at school, ever 9 14 A6.9 Mental and Physical Health Current alcohol or drug use{16 31 A6.5 Current binge drinking{6 9 A6.5 Very drunk or “high” 7 or more times 11 19 A6.7 Current cigarette smoking{3 3 A7.3 Current electronic cigarette use{10 18 A7.3 Experienced chronic sadness/hopelessnessx 32 40 A8.3 Considered suicidex 18 18 A8.4 Notes: Cells are empty if there are less than 10 respondents. y Average percent of respondents reporting “Strongly agree.” z Average percent of respondents reporting “Very much true.” x Past 12 months. {Past 30 days. Arroyo Grande High 2017-18 Page 3 Main Report – Module A: Core 3. Demographics Table A3.1 Gender of Sample Grade 9 Grade 11 % % Male 52 47 Female 48 53 Question HS/MS A.3: What is your sex? Note: Cells are empty if there are less than 10 respondents. Table A3.2 Hispanic or Latino Grade 9 Grade 11 % % No 65 61 Yes 35 39 Question HS/MS A.5: Are you of Hispanic or Latino origin? Note: Cells are empty if there are less than 10 respondents. Table A3.3 Race Grade 9 Grade 11 % % American Indian or Alaska Native 2 2 Asian 3 4 Black or African American 5 1 Native Hawaiian or Paciﬁc Islander 1 1 White 52 60 Mixed (two or more) races 38 32 Question HS/MS A.6: What is your race? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 4 Main Report – Module A: Core Table A3.4 Living Situation Grade 9 Grade 11 % % A home with one or more parent or guardian 90 95 Other relative’s home 2 2 A home with more than one family 3 2 Friend’s home 1 0 Foster home, group care, or waiting placement 0 0 Hotel or motel 1 0 Shelter, car, campground, or other transitional or temporary housing 1 1 Other living arrangement 2 1 Question HS/MS A.8: What best describes where you live? A home includes a house, apartment, trailer, or mobile home. Note: Cells are empty if there are less than 10 respondents. Table A3.5 Highest Education of Parents Grade 9 Grade 11 % % Did not ﬁnish high school 10 17 Graduated from high school 13 15 Attended college but did not complete four-year degree 14 16 Graduated from college 51 45 Don’t know 11 6 Question HS/MS A.9: What is the highest level of education your parents or guardians completed? (Mark the educational level of the parent or guardian who went the furthest in school.) Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 5 Main Report – Module A: Core Table A3.6 Free or Reduced Price Meals Eligibility Grade 9 Grade 11 % % No 58 61 Yes 29 33 Don’t know 12 7 Question HS/MS A.10: Do you receive free or reduced-price lunches at school? (Receiving free or reduced-price lunches means that lunch at school is provided to you for free or you pay less for it.) Note: Cells are empty if there are less than 10 respondents. Table A3.7 Participation in Migrant Education Program, Past 3 Years Grade 9 Grade 11 % % No 81 90 Yes 2 2 Don’t know 17 8 Question HS/MS A.11: In the past three years, were you part of the Migrant Education Program or did your family move to ﬁnd seasonal or temporary work in agriculture or ﬁshing? Note: Cells are empty if there are less than 10 respondents. Table A3.8 Language Spoken at Home Grade 9 Grade 11 % % English 79 79 Spanish 15 18 Mandarin 0 0 Cantonese 0 0 Taiwanese 0 0 Tagalog 1 1 Vietnamese 1 1 Korean 0 0 Other 2 1 Question HS/MS A.12: What language is spoken most of the time in your home? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 6 Main Report – Module A: Core Table A3.9 English Language Proﬁciency – All Students Grade 9 Grade 11 % % How well do you... understand English? Very well 93 94 Well 5 5 Not well 0 1 Not at all 2 1 speak English? Very well 89 91 Well 9 8 Not well 1 0 Not at all 1 1 read English? Very well 84 91 Well 14 7 Not well 1 1 Not at all 1 1 write English? Very well 81 88 Well 15 10 Not well 2 1 Not at all 2 1 English Language Proﬁciency Status Proﬁcient 82 90 Not proﬁcient 18 10 Question HS/MS A.13-16: How well do you understand, speak, read, and write English?... Understand English... Speak English... Read English... Write English. Notes: Cells are empty if there are less than 10 respondents. English Language Proﬁciency was determined by creating a scale score using four survey questions - how well do you understand... speak... read... and write English. Response options are reverse coded so higher values indicate higher English proﬁciency level (“Not at all” (1); “Not well” (2); “Well” (3); and “Very well” (4)). The scale score was computed by averaging the survey responses. Respondents are categorized as “Proﬁcient” or “Not Proﬁcient” based on the English language proﬁciency scale. Proﬁcient: students with average item response >3.5; and Not Proﬁcient: students with average item response <3.5. Arroyo Grande High 2017-18 Page 7 Main Report – Module A: Core Table A3.10 English Language Proﬁciency – Students Speaking a Language Other Than English at Home Grade 9 Grade 11 % % How well do you... understand English? Very well 85 81 Well 12 15 Not well 0 1 Not at all 3 3 speak English? Very well 77 72 Well 18 24 Not well 1 1 Not at all 3 3 read English? Very well 68 76 Well 26 18 Not well 3 4 Not at all 3 3 write English? Very well 59 65 Well 30 30 Not well 5 3 Not at all 5 3 English Language Proﬁciency Status Proﬁcient 61 70 Not proﬁcient 39 30 QuestionHS/MSA.13-16: Whatlanguageisspokenmostofthetimeinyourhome?... Howwelldoyouunderstand, speak, read, and write English?... Understand English... Speak English... Read English... Write English. Notes: Cells are empty if there are less than 10 respondents. English Language Proﬁciency was determined by creating a scale score using four survey questions - how well do you understand... speak... read... and write English. Response options are reverse coded so higher values indicate higher English proﬁciency level (“Not at all” (1); “Not well” (2); “Well” (3); and “Very well” (4)). The scale score was computed by averaging the survey responses. Respondents are categorized as “Proﬁcient” or “Not Proﬁcient” based on the English language proﬁciency scale. Proﬁcient: students with average item response >3.5; and Not Proﬁcient: students with average item response <3.5. Arroyo Grande High 2017-18 Page 8 Main Report – Module A: Core Table A3.11 Number of Days Attending Afterschool Program Grade 9 Grade 11 % % 0 days 73 71 1 day 4 4 2 days 3 4 3 days 2 3 4 days 1 2 5 days 17 16 Question HS/MS A.17: How many days a week do you usually go to your school’s afterschool program? Note: Cells are empty if there are less than 10 respondents. Table A3.12 Military Connections Grade 9 Grade 11 % % No 92 98 Yes 4 2 Don’t know 4 0 Question HS A.128/MS A.117: Is your father, mother, or guardian currently in the military (Army, Navy, Marines, Air Force, National Guard, or Reserves)? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 9 Main Report – Module A: Core Table A3.13 Sexual Orientation Grade 9 Grade 11 % % Straight (not gay) 84 84 Gay or Lesbian 1 3 Bisexual 6 5 I am not sure yet 5 5 Something else 2 1 Decline to respond 2 2 Question HS A.129/MS A.118: Which of the following best describes you? Note: Cells are empty if there are less than 10 respondents. Table A3.14 Gender Identity Grade 9 Grade 11 % % No, I am not transgender 92 95 Yes, I am transgender 2 0 I am not sure if I am transgender 1 2 Decline to respond 4 3 Question HS A.130/MS A.119: Some people describe themselves as transgender when their sex at birth does not match the way they think or feel about their gender. Are you transgender? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 10 Main Report – Module A: Core 4. School Performance, Supports, and Engagement Table A4.1 Grades, Past 12 Months Grade 9 Grade 11 % % Mostly A’s 33 25 A’s and B’s 37 36 Mostly B’s 8 11 B’s and C’s 9 19 Mostly C’s 4 3 C’s and D’s 4 3 Mostly D’s 1 1 Mostly F’s 3 1 Question HS/MS A.18: During the past 12 months, how would you describe the grades you mostly received in school? Notes: Cells are empty if there are less than 10 respondents. Table A4.2 Truancy, Past 12 Months Grade 9 Grade 11 % % 0 times 74 48 1-2 times 11 22 A few times 7 17 Once a month 1 3 Twice a month 1 5 Once a week 2 2 More than once a week 3 4 Question HS/MS A.21: During the past 12 months, about how many times did you skip school or cut classes? Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 11 Main Report – Module A: Core Table A4.3 Absences, Past 30 Days Grade 9 Grade 11 % % I did not miss any days of school in the past 30 days 45 33 1 day 21 27 2 days 18 18 3 or more days 16 23 Question HS/MS A.19: In the past 30 days, how often did you miss an entire day of school for any reason? Notes: Cells are empty if there are less than 10 respondents. Table A4.4 Reasons for Absence, Past 30 Days Grade 9 Grade 11 % % Does not apply; I didn’t miss any school 42 29 Illness (feeling physically sick), including problems with breathing or your teeth 39 47 Were being bullied or mistreated at school 2 2 Felt very sad, hopeless, anxious, stressed, or angry 9 13 Didn’t get enough sleep 11 22 Didn’t feel safe at school or going to and from school 2 3 Had to take care of or help a family member or friend 3 7 Wanted to spend time with friends 3 6 Use alcohol or drugs 3 1 Were behind in schoolwork or weren’t prepared for a test or class assignment 5 15 Were bored or uninterested in school 4 12 Had no transportation to school 2 3 Other reason 14 18 Question HS/MS A.20: In the past 30 days, did you miss a day of school for any of the following reasons? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 12 Main Report – Module A: Core Table A4.5 School Environment Scales (Developmental Supports) Grade 9 Grade 11 Table % % Total school supports Average Reporting “Very much true”24 26 High 26 29 Moderate 51 53 Low 23 18 Caring adults in school Average Reporting “Very much true”26 31 A4.7 High 29 37 Moderate 56 53 Low 16 10 High expectations-adults in school Average Reporting “Very much true”35 39 A4.8 High 43 48 Moderate 47 46 Low 10 6 Meaningful participation at school Average Reporting “Very much true”10 9 A4.9 High 8 6 Moderate 35 30 Low 57 64 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. Arroyo Grande High 2017-18 Page 13 Main Report – Module A: Core Table A4.6 School Connectedness, Academic Motivation, and Parent Involvement Scales Grade 9 Grade 11 Table % % School Connectedness Average Reporting “Strongly agree”19 17 A4.10 High 50 43 Moderate 35 47 Low 15 10 Academic Motivation Average Reporting “Strongly agree”30 26 A4.11 High 28 25 Moderate 41 43 Low 30 31 Parent Involvement in School Average Reporting “Strongly agree”10 9 A4.12 High 26 22 Moderate 45 45 Low 28 33 Notes: Cells are empty if there are less than 10 respondents. Table numbers refer to tables with item-level results for the survey questions that comprise each scale. Arroyo Grande High 2017-18 Page 14 Main Report – Module A: Core Table A4.7 Caring Relationships Scale Questions Grade 9 Grade 11 % % Caring adults in school Average Reporting “Very much true”26 31 At my school, there is a teacher or some other adult... who really cares about me. Not at all true 13 7 A little true 30 28 Pretty much true 33 35 Very much true 24 31 who notices when I’m not there. Not at all true 17 9 A little true 26 30 Pretty much true 31 33 Very much true 25 28 who listens to me when I have something to say. Not at all true 12 8 A little true 22 20 Pretty much true 37 37 Very much true 29 35 Question HS/MS A.35, 37, 39: At my school, there is a teacher or some other adult... who really cares about me... who notices when I am not there... who listens to me when I have something to say. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 15 Main Report – Module A: Core Table A4.8 High Expectations Scale Questions Grade 9 Grade 11 % % High expectations-adults in school Average Reporting “Very much true”35 39 At my school, there is a teacher or some other adult... who tells me when I do a good job. Not at all true 10 6 A little true 24 22 Pretty much true 38 40 Very much true 29 32 who always wants me to do my best. Not at all true 7 4 A little true 17 17 Pretty much true 35 35 Very much true 42 45 who believes that I will be a success. Not at all true 13 6 A little true 18 20 Pretty much true 34 33 Very much true 35 42 Question HS/MS A.36, 38, 40: At my school, there is a teacher or some other adult... who tells me when I do a good job... who always wants me to do my best... who believes that I will be a success. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 16 Main Report – Module A: Core Table A4.9 Meaningful Participation Scale Questions Grade 9 Grade 11 % % Meaningful participation at school Average Reporting “Very much true”10 9 At school... I do interesting activities. Not at all true 24 21 A little true 26 31 Pretty much true 28 27 Very much true 22 21 I help decide things like class activities or rules. Not at all true 51 61 A little true 26 24 Pretty much true 16 10 Very much true 7 4 I do things that make a difference. Not at all true 38 39 A little true 34 40 Pretty much true 20 13 Very much true 9 8 I have a say in how things work. Not at all true 51 53 A little true 27 30 Pretty much true 15 11 Very much true 7 6 I help decide school activities or rules. Not at all true 67 75 A little true 19 16 Pretty much true 9 5 Very much true 4 4 Question HS/MS A.41-45: At school... I do interesting activities... I help decide things like class activities or rules... I do things that make a difference... I have a say in how things work... I help decide school activities or rules. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 17 Main Report – Module A: Core Table A4.10 School Connectedness Scale Questions Grade 9 Grade 11 % % School Connectedness Average Reporting “Strongly agree”19 17 I feel close to people at this school. Strongly disagree 7 7 Disagree 9 10 Neither disagree nor agree 21 24 Agree 39 40 Strongly agree 24 19 I am happy to be at this school. Strongly disagree 11 6 Disagree 10 10 Neither disagree nor agree 18 28 Agree 39 38 Strongly agree 22 19 I feel like I am part of this school. Strongly disagree 11 8 Disagree 11 15 Neither disagree nor agree 24 29 Agree 39 34 Strongly agree 16 15 The teachers at this school treat students fairly. Strongly disagree 10 4 Disagree 9 11 Neither disagree nor agree 20 21 Agree 45 47 Strongly agree 16 17 I feel safe in my school. Strongly disagree 9 7 Disagree 9 9 Neither disagree nor agree 24 28 Agree 41 39 Strongly agree 16 17 Question HS/MS A.22-26: How strongly do you agree or disagree with the following statements?... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 18 Main Report – Module A: Core Table A4.11 Academic Motivation Scale Questions Grade 9 Grade 11 % % Academic Motivation Average Reporting “Strongly agree”30 26 I try hard to make sure that I am good at my schoolwork. Strongly disagree 5 3 Disagree 5 4 Neither disagree nor agree 14 19 Agree 38 40 Strongly agree 38 34 I try hard at school because I am interested in my work. Strongly disagree 9 7 Disagree 13 12 Neither disagree nor agree 26 32 Agree 29 31 Strongly agree 22 18 I work hard to try to understand new things at school. Strongly disagree 7 3 Disagree 8 5 Neither disagree nor agree 19 26 Agree 40 42 Strongly agree 26 24 I am always trying to do better in my schoolwork. Strongly disagree 5 3 Disagree 8 4 Neither disagree nor agree 16 23 Agree 37 41 Strongly agree 34 29 Question HS/MS A.31-34: How strongly do you agree or disagree with the following statements?... I try hard to make sure that I am good at my schoolwork... I try hard at school because I am interested in my work... I work hard to try to understand new things at school... I am always trying to do better in my schoolwork. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 19 Main Report – Module A: Core Table A4.12 Parent Involvement Scale Questions Grade 9 Grade 11 % % Parent Involvement in School Average Reporting “Strongly agree”10 9 Teachers at this school communicate with parents about what students are expected to learn in class. Strongly disagree 10 12 Disagree 15 16 Neither disagree nor agree 33 34 Agree 31 28 Strongly agree 12 9 Parents feel welcome to participate at this school. Strongly disagree 8 7 Disagree 10 13 Neither disagree nor agree 40 45 Agree 30 26 Strongly agree 10 9 School staff takes parent concerns seriously. Strongly disagree 10 9 Disagree 10 12 Neither disagree nor agree 38 42 Agree 33 29 Strongly agree 9 8 Question HS/MS A.28-30: How strongly do you agree or disagree with the following statements?... Teachers at this school communicate with parents about what students are expected to learn in class... Parents feel welcome to participate at this school... School staff takes parent concerns seriously. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 20 Main Report – Module A: Core Table A4.13 Quality of School Physical Environment Grade 9 Grade 11 % % My school is usually clean and tidy. Strongly disagree 11 8 Disagree 15 19 Neither disagree nor agree 29 21 Agree 37 41 Strongly agree 8 10 Question HS/MS A.27: How strongly do you agree or disagree with the following statements?... My school is usually clean and tidy. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 21 Main Report – Module A: Core 5. School Violence, Victimization, and Safety Table A5.1 Perceived Safety at School Grade 9 Grade 11 % % Very safe 16 14 Safe 40 37 Neither safe nor unsafe 31 41 Unsafe 7 6 Very unsafe 6 3 Question HS A.99/MS A.88: How safe do you feel when you are at school? Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 22 Main Report – Module A: Core Table A5.2 Reasons for Harassment on School Property, Past 12 Months Grade 9 Grade 11 % % Race, ethnicity, or national origin 0 times 84 84 1 time 5 6 2 or more times 12 11 Religion 0 times 89 88 1 time 4 5 2 or more times 6 8 Gender (being male or female) 0 times 89 91 1 time 5 3 2 or more times 6 6 Because you are gay or lesbian or someone thought you were 0 times 89 92 1 time 4 3 2 or more times 7 5 A physical or mental disability 0 times 92 92 1 time 4 4 2 or more times 4 4 You are an immigrant or someone thought you were 0 times 94 94 1 time 3 2 2 or more times 3 4 Any of the above six reasons 34 29 Question HS A.115-120/MS A.105-110: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Your race, ethnicity, or national origin... Your religion... Your gender... Because you are gay or lesbian or someone thought you were... A physical or mental disability... You are an immigrant or someone thought you were. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 23 Main Report – Module A: Core Table A5.2 Reasons for Harassment on School Property, Past 12 Months – Continued Grade 9 Grade 11 % % Any other reason 0 times 78 77 1 time 9 8 2 or more times 13 15 Any harassment 40 36 Question HS A.115-121/MS A.105-111: During the past 12 months, how many times on school property were you harassed or bullied for any of the following reasons?... Your race, ethnicity, or national origin... Your religion... Your gender... Because you are gay or lesbian or someone thought you were... A physical or mental disability... You are an immigrant or someone thought you were... Any other reason. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 24 Main Report – Module A: Core Table A5.3 Verbal Harassment at School, Past 12 Months Grade 9 Grade 11 % % During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you? 0 times 60 60 1 time 15 13 2 to 3 times 11 11 4 or more times 14 16 had sexual jokes, comments, or gestures made to you? 0 times 61 63 1 time 9 9 2 to 3 times 8 10 4 or more times 22 17 been made fun of because of your looks or the way you talk? 0 times 63 65 1 time 14 12 2 to 3 times 6 8 4 or more times 16 14 been made fun of, insulted, or called names? 0 times 62 68 1 time 12 9 2 to 3 times 10 9 4 or more times 17 14 Question HS A.103-105, 114/MS A.93-95, 104: During the past 12 months, how many times on school property have you... had mean rumors or lies spread about you... had sexual jokes, comments, or gestures made to you... been made fun of because of your looks or the way you talk... been made fun of, insulted, or called names? Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 25 Main Report – Module A: Core Table A5.4 Violence and Victimization on School Property, Past 12 Months Grade 9 Grade 11 % % 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? 0 times 73 88 1 time 11 6 2 to 3 times 6 3 4 or more times 10 3 been afraid of being beaten up? 0 times 85 90 1 time 9 6 2 to 3 times 2 3 4 or more times 4 2 been threatened with harm or injury? 0 times 88 92 1 time 6 4 2 to 3 times 3 2 4 or more times 3 2 been in a physical ﬁght? 0 times 87 95 1 time 8 4 2 to 3 times 2 0 4 or more times 3 0 been threatened or injured with a weapon (gun, knife, club, etc.)? 0 times 96 96 1 time 2 2 2 to 3 times 1 1 4 or more times 1 1 been offered, sold, or given an illegal drug? 0 times 77 72 1 time 10 10 2 to 3 times 5 8 4 or more times 9 10 Question HS A.100-102, 107, 111, 113/MS A.90-92, 97, 101, 103: 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... been afraid of being beaten up... been in a physical ﬁght... been offered, sold, or given an illegal drug... been threatened or injured with a weapon (gun, knife, club, etc.) ... been threatened with harm or injury? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 26 Main Report – Module A: Core Table A5.5 Property Damage on School Property, Past 12 Months Grade 9 Grade 11 % % Had your property stolen or deliberately damaged 0 times 83 82 1 time 8 8 2 to 3 times 5 6 4 or more times 5 3 Damaged school property on purpose 0 times 92 97 1 time 3 1 2 to 3 times 3 0 4 or more times 2 1 Question HS A.106, 108/MS A.96, 98: During the past 12 months, how many times on school property have you... had your property stolen or deliberately damaged, such as your car, clothing, or books... damaged school property on purpose? Note: Cells are empty if there are less than 10 respondents. Table A5.6 Weapons Possession on School Property, Past 12 Months Grade 9 Grade 11 % % Carried a gun 0 times 97 100 1 time 1 0 2 to 3 times 0 0 4 or more times 1 0 Carried any other weapon (such as a knife or club) 0 times 94 95 1 time 3 1 2 to 3 times 1 1 4 or more times 2 3 Seen someone carrying a gun, knife, or other weapon 0 times 85 86 1 time 7 7 2 to 3 times 5 3 4 or more times 4 3 Question HS A.109, 110, 112/MS A.99, 100, 102: During the past 12 months, how many times on school property have you... carried a gun... carried any other weapon (such as a knife or club)... seen someone carrying a gun, knife, or other weapon? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 27 Main Report – Module A: Core 6. Alcohol and Other Drug Use Table A6.1 Summary Measures of Level of AOD Use and Perceptions Grade 9 Grade 11 Table % % Lifetime illicit AOD use to get “high”y 33 54 A6.2 Lifetime alcohol or drugs (any use) 37 56 A6.2 Lifetime very drunk or high (7 or more times) 11 19 A6.7 Lifetime drinking and driving involvement 11 22 A6.11 Current alcohol or drugs 16 31 A6.5 Current heavy drug uses 9 13 A6.5 Current heavy alcohol use (binge drinking) 6 9 A6.5 Current alcohol or drug use on school property 8 7 A6.8 Harmfulness of occasional marijuana usez 42 23 A6.12 Difﬁculty of obtaining marijuanax 11 3 A6.13 Notes: Cells are empty if there are less than 10 respondents. y Excludes prescription pain medication, Diet Pills, and prescription stimulant. z Great harm. x Very difﬁcult. Arroyo Grande High 2017-18 Page 28 Main Report – Module A: Core Table A6.2 Summary of AOD Lifetime Use Grade 9 Grade 11 % % Alcohol 24 49 Marijuana 21 39 Inhalants 6 2 Cocaine, Methamphetamine, or any amphetamines 3 4 Heroin 3 1 Ecstasy, LSD, or other psychedelics 6 6 Prescription pain killers, Diet Pills, or other prescription stimulant 16 13 Cold/Cough Medicines or other over-the-counter medicines to get “high”10 8 Any other drug, pill, or medicine to get “high” 6 5 Any of the above AOD use 37 56 Any illicit AOD use to get “high”y 33 54 Notes: Cells are empty if there are less than 10 respondents. y Excludes prescription pain medication, Diet Pills, and prescription stimulant. Arroyo Grande High 2017-18 Page 29 Main Report – Module A: Core Table A6.3 Lifetime AOD Use Grade 9 Grade 11 % % Alcohol (one full drink) 0 times 76 51 1 time 7 6 2 to 3 times 5 12 4 or more times 12 30 Marijuana (smoke, vape, eat, or drink) 0 times 79 61 1 time 5 4 2 to 3 times 2 7 4 or more times 14 27 Inhalants 0 times 94 98 1 time 2 0 2 to 3 times 2 1 4 or more times 3 1 Cocaine, Methamphetamine, or any amphetamines 0 times 97 96 1 time 0 2 2 to 3 times 1 1 4 or more times 2 1 Heroin 0 times 97 99 1 time 0 0 2 to 3 times 1 0 4 or more times 2 1 Ecstasy, LSD, or other psychedelics 0 times 94 94 1 time 3 2 2 to 3 times 1 2 4 or more times 2 2 Question HS A.49-52, 54, 55/MS A.50-52: During your life, how many times have you used the following? One full drink of alcohol (such as a can of beer, glass of wine, wine cooler, or shot of liquor)... Marijuana (smoke, vape, eat, or drink)... Inhalants (things you sniff, huff, or breathe to get “high” such as glue, paint, aerosol sprays, gasoline, poppers, gases)... Cocaine, Methamphetamine, or any amphetamines (meth, speed, crystal, crank, ice)... Heroin... Ecstasy, LSD, or other psychedelics (acid, mescaline, peyote, mushrooms). Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 30 Main Report – Module A: Core Table A6.3 Lifetime AOD Use – Continued Grade 9 Grade 11 % % Prescription pain medication or opioids, tranquilizers, or sedatives 0 times 91 92 1 time 2 3 2 to 3 times 3 2 4 or more times 5 3 Diet Pills 0 times 90 94 1 time 2 2 2 to 3 times 1 1 4 or more times 7 3 RitalinTM or AdderallTM or other prescription stimulant 0 times 96 94 1 time 1 2 2 to 3 times 0 1 4 or more times 3 3 Cold/Cough Medicines or other over-the-counter medicines to get “high” 0 times 90 92 1 time 2 3 2 to 3 times 4 2 4 or more times 4 3 Any other drug, pill, or medicine to get “high” or for other than medical reasons 0 times 94 95 1 time 1 2 2 to 3 times 2 1 4 or more times 3 2 Question HS A.56-60/MS A.54: During your life, how many times have you used the following?... Prescrip- tion pain medication or opioids (VicodinTM , OxyContinTM , PercodanTM , LortabTM ), tranquilizers, or sedatives (XanaxTM , AtivanTM )... Diet Pills (Didrex, Dexedrine, Zinadrine, Skittles, M&M’s)... RitalinTM or AdderallTM or other prescription stimulant... Cold/Cough Medicines or other over-the-counter medicines to get “high”... Any other drug, pill, or medicine to get “high” or for other than medical reasons. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 31 Main Report – Module A: Core Table A6.4 Lifetime Marijuana Consumption Grade 9 Grade 11 % % During your life, how many times have you used marijuana in any of the following ways... Smoke it? 0 times 82 62 1 time 3 5 2 to 3 times 2 8 4 or more times 12 25 In an electronic or e-cigarette or other vaping device? 0 times 84 72 1 time 3 4 2 to 3 times 4 5 4 or more times 8 19 Eat or drink it in products made with marijuana? 0 times 86 74 1 time 4 8 2 to 3 times 4 7 4 or more times 5 11 Question HS A.64-66/MS A.58-60: During your life, how many times have you used marijuana in any of the following ways... Smoke it?... In an electronic or e-cigarette or other vaping device?... Eat or drink it in products made with marijuana? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 32 Main Report – Module A: Core Table A6.5 Current AOD Use, Past 30 Days Grade 9 Grade 11 % % Alcohol (one or more drinks of alcohol) 12 21 Binge drinking (5 or more drinks in a row) 6 9 Marijuana (smoke, vape, eat, or drink) 11 22 Inhalants 3 1 Prescription drugs to get “high” or for reasons other than prescribed 3 3 Other drug, pill, or medicine to get “high” or for reasons other than medical 3 2 Any drug use 12 22 Heavy drug use 9 13 Any AOD Use 16 31 Two or more substances at the same time 5 6 Question HS A.70-76/MS A.64-68: During the past 30 days, on how many days did you use... one or more drinks of alcohol... ﬁve or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (smoke, vape, eat, or drink)... inhalants (things you sniff, huff, or breathe to get “high”)... prescription drugs to get “high” or for reasons other than prescribed ... any other drug, pill, or medicine to get “high” or for reasons other than medical... two or more substances at the same time (for example, alcohol with marijuana, ecstasy with mushrooms)? Notes: Cells are empty if there are less than 10 respondents. Heavy drug use was calculated based on pattern of combined current drug use on three or more days (marijuana, inhalants, prescription pain medicine to get “high” (high school only) and any other illegal drug/pill to get “high”). Arroyo Grande High 2017-18 Page 33 Main Report – Module A: Core Table A6.6 Frequency of Current AOD Use, Past 30 Days Grade 9 Grade 11 % % Alcohol (one or more drinks) 0 days 88 79 1 or 2 days 7 16 3 to 9 days 3 4 10 to 19 days 1 0 20 or more days 1 1 Binge drinking (5 or more drinks in a row) 0 days 94 91 1 or 2 days 3 7 3 to 9 days 1 1 10 to 19 days 1 0 20 or more days 1 1 Marijuana (smoke, vape, eat, or drink) 0 days 89 78 1 or 2 days 4 10 3 to 9 days 3 5 10 to 19 days 2 4 20 or more days 3 3 Question HS A.70-72/MS A.64-66: During the past 30 days, on how many days did you use... one or more drinks of alcohol... ﬁve or more drinks of alcohol in a row, that is, within a couple of hours... marijuana (smoke, vape, eat, or drink)? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 34 Main Report – Module A: Core Table A6.7 Lifetime Drunk or “High” Grade 9 Grade 11 % % Very drunk or sick after drinking alcohol 0 times 87 76 1 to 2 times 8 12 3 to 6 times 2 6 7 or more times 4 6 “High” (loaded, stoned, or wasted) from using drugs 0 times 84 64 1 to 2 times 4 12 3 to 6 times 1 7 7 or more times 11 18 Very drunk or “high” 7 or more times 11 19 Question HS A.61, 62/MS A.55, 56: During your life, how many times have you been... very drunk or sick after drinking alcohol... “high” (loaded, stoned, or wasted) from using drugs? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 35 Main Report – Module A: Core Table A6.8 Current AOD Use on School Property, Past 30 Days Grade 9 Grade 11 % % Alcohol 0 days 95 98 1 to 2 days 3 1 3 or more days 2 1 Marijuana (smoke, vape, eat, or drink) 0 days 93 94 1 to 2 days 4 2 3 or more days 3 4 Any other drug, pill, or medicine to get “high” or for reasons other than medical? 0 days 96 99 1 to 2 days 2 1 3 or more days 2 0 Any of the above 8 7 Question HS A.80-82/MS A.72-74: During the past 30 days, on how many days on school property did you use... at least one drink of alcohol... marijuana (smoke, vape, eat, or drink)... any other drug, pill, or medicine to get “high” or for reasons other than medical? Note: Cells are empty if there are less than 10 respondents. Table A6.9 Lifetime Drunk or “High” on School Property Grade 9 Grade 11 % % 0 times 91 86 1 to 2 times 4 6 3 to 6 times 2 2 7 or more times 3 6 Question HS A.63/MS A.57: During your life, how many times have you been... drunk on alcohol or “high” on drugs on school property? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 36 Main Report – Module A: Core Table A6.10 Cessation Attempts Grade 9 Grade 11 % % Alcohol Does not apply, don’t use 87 76 0 times 10 20 1 time 2 2 2 to 3 times 1 1 4 or more times 1 1 Marijuana Does not apply, don’t use 85 72 0 times 10 20 1 time 1 5 2 to 3 times 1 4 4 or more times 2 1 Question HS A.96, 97: How many times have you tried to quit or stop using... alcohol... marijuana? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 37 Main Report – Module A: Core Table A6.11 Drinking While Driving, Lifetime Grade 9 Grade 11 % % Driven a car when you had been using alcohol or drugs, or been in a car driven by a friend who had been using Never 89 78 1 time 3 7 2 times 3 4 3 to 6 times 1 4 7 or more times 4 6 Question HS A.98: During your life, how many times have you ever driven a car when you had been using alcohol or drugs, or been in a car driven by a friend when he or she had been using? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 38 Main Report – Module A: Core Table A6.12 Perceived Harm of AOD Use Grade 9 Grade 11 % % Alcohol - drink occasionally Great 35 23 Moderate 23 28 Slight 22 34 None 20 15 Alcohol - 5 or more drinks once or twice a week Great 54 54 Moderate 21 28 Slight 8 11 None 17 6 Marijuana - use occasionally Great 42 23 Moderate 17 23 Slight 18 25 None 23 29 Marijuana - use daily Great 55 41 Moderate 16 22 Slight 7 21 None 21 15 Question HS A.87-90/MS A.79-82: How much do people risk harming themselves physically and in other ways when they do the following?... Drink alcohol (beer, wine, liquor ) occasionally... Have ﬁve or more drinks of alcohol once or twice a week... Use marijuana occasionally (smoke, eat, or drink) ... Use marijuana daily. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 39 Main Report – Module A: Core Table A6.13 Perceived Difﬁculty of Obtaining Alcohol and Marijuana Grade 9 Grade 11 % % Alcohol Very difﬁcult 11 4 Fairly difﬁcult 9 5 Fairly easy 22 24 Very easy 36 51 Don’t know 23 16 Marijuana Very difﬁcult 11 3 Fairly difﬁcult 7 3 Fairly easy 21 17 Very easy 37 62 Don’t know 24 15 Question HS A.93, 94/MS A.85, 86: How difﬁcult is it for students in your grade to get any of the following if they really want them?... Alcohol... Marijuana. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 40 Main Report – Module A: Core 7. Tobacco Use Table A7.1 Summary of Key CHKS Tobacco Indicators Grade 9 Grade 11 Table % % Use Prevalence and Patterns Ever smoked a whole cigarette 8 11 A7.2 Current cigarette smokingy 3 3 A7.3 Current cigarette smoking at schooly 2 0 A7.4 Ever tried smokeless tobacco 5 9 A7.2 Current smokeless tobacco usey 2 3 A7.3 Current smokeless tobacco use at schooly 2 1 A7.4 Ever used electronic cigarettes 22 36 A7.2 Current use of electronic cigarettesy 10 18 A7.3 Current use of electronic cigarettes at schooly 8 7 A7.4 Cessation Attempts Tried to quit or stop using cigarettes 3 3 A7.5 Attitudes and Correlates Harmfulness of occasional cigarette smokingz 45 38 A7.6 Harmfulness of smoking 1 or more packs/dayz 70 83 A7.6 Difﬁculty of obtaining cigarettesx 11 4 A7.8 Notes: Cells are empty if there are less than 10 respondents. y Past 30 days. z Great harm. x Very difﬁcult. Arroyo Grande High 2017-18 Page 41 Main Report – Module A: Core Table A7.2 Lifetime Tobacco Use Grade 9 Grade 11 % % A whole cigarette 0 times 92 89 1 time 3 3 2 to 3 times 3 1 4 or more times 3 6 Smokeless tobacco 0 times 95 91 1 time 1 3 2 to 3 times 1 1 4 or more times 3 4 An electronic cigarette or other vaping device 0 times 78 64 1 time 6 6 2 to 3 times 5 8 4 or more times 12 23 Question HS A.46-48/MS A.47-49: During your life, how many times have you used the following? A whole cigarette... Smokeless tobacco (dip, chew, or snuff)... Electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens. Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 42 Main Report – Module A: Core Table A7.3 Any Current Use and Daily Use Grade 9 Grade 11 % % Cigarettes Any 3 3 Daily (20 or more days) 0 0 Smokeless tobacco Any 2 3 Daily (20 or more days) 0 1 Electronic cigarettes or other vaping device Any 10 18 Daily (20 or more days) 1 2 Question HS A.67-69/MS A.61-63: During the past 30 days, on how many days did you use... cigarettes... smoke- less tobacco (dip, chew, or snuff )... electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 43 Main Report – Module A: Core Table A7.4 Current Smoking on School Property, Past 30 Days Grade 9 Grade 11 % % Cigarettes 0 days 98 100 1 or 2 days 1 0 3 to 9 days 0 0 10 to 19 days 0 0 20 or more days 0 0 Smokeless tobacco 0 days 98 99 1 or 2 days 2 1 3 to 9 days 1 0 10 to 19 days 0 0 20 or more days 0 1 Electronic cigarettes or other vaping device 0 days 92 93 1 or 2 days 4 3 3 to 9 days 3 1 10 to 19 days 0 1 20 or more days 0 1 Question HS A.77-79/MS A.69-71: During the past 30 days, on how many days on school property did you use... cigarettes... smokeless tobacco (dip, chew, or snuff)... electronic cigarettes, e-cigarettes, or other vaping device such as e-hookah, hookah pens, or vape pens? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 44 Main Report – Module A: Core Table A7.5 Cigarette Smoking Cessation Attempts Grade 9 Grade 11 % % Does not apply, don’t use 92 92 0 times 6 5 1 time 1 2 2 to 3 times 0 1 4 or more times 2 1 Question HS A.95: How many times have you tried to quit or stop using cigarettes? Notes: Cells are empty if there are less than 10 respondents. Table A7.6 Perceived Harm of Cigarette Smoking Grade 9 Grade 11 % % Smoke cigarettes occasionally Great 45 38 Moderate 27 37 Slight 12 18 None 17 7 Smoke 1 or more packs of cigarettes each day Great 70 83 Moderate 10 7 Slight 3 3 None 17 7 Question HS A.83, 84/MS A.75, 76: How much do people risk harming themselves physically and in other ways when they do the following?... Smoke cigarettes occasionally... Smoke 1 or more packs of cigarettes each day. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 45 Main Report – Module A: Core Table A7.7 Perceived Harm of E-Cigarette Use Compared to Smoking Grade 9 Grade 11 % % Use e-cigarettes or vaping device occasionally compared to smoking cigarettes Great 36 24 Moderate 21 28 Slight 21 35 None 22 13 Use e-cigarettes or vaping devices several times a day compared to smoking cigarettes Great 44 35 Moderate 23 33 Slight 12 23 None 21 9 Question HS A.85, 86/MS A.77, 78: How much do people risk harming themselves physically and in other ways when they do the following?... Use e-cigarettes (electronic) or vaping device occasionally compared to smoking cigarettes... Use e-cigarettes or vaping devices several times a day compared to smoking cigarettes. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 46 Main Report – Module A: Core Table A7.8 Perceived Difﬁculty of Obtaining Cigarettes and E-Cigarettes Grade 9 Grade 11 % % Cigarettes Very difﬁcult 11 4 Fairly difﬁcult 9 8 Fairly easy 25 26 Very easy 28 34 Don’t know 26 27 E-Cigarettes or vaping device Very difﬁcult 10 4 Fairly difﬁcult 6 4 Fairly easy 25 22 Very easy 36 52 Don’t know 23 18 Question HS A.91, 92/MS A.83, 84: How difﬁcult is it for students in your grade to get any of the following if they really want them?... Cigarettes.... E-cigarettes (electronic) or vaping device Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 47 Main Report – Module A: Core 8. Other Physical and Mental Health Risks Table A8.1 Cyber Bullying, Past 12 Months Grade 9 Grade 11 % % 0 times (never) 72 68 1 time 9 11 2 to 3 times 10 9 4 or more times 9 12 Question HS A.122/MS A.112: During the past 12 months, how many times did other students spread mean rumors or lies, or hurtful pictures, about you online, on social media, or on a cell phone? Note: Cells are empty if there are less than 10 respondents. Table A8.2 Eating of Breakfast Grade 9 Grade 11 % % No 36 37 Yes 64 63 Question HS A.126/MS A.115: Did you eat breakfast today? Note: Cells are empty if there are less than 10 respondents. Table A8.3 Chronic Sad or Hopeless Feelings, Past 12 Months Grade 9 Grade 11 % % No 68 60 Yes 32 40 Question HS A.124/MS A.114: During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 48 Main Report – Module A: Core Table A8.4 Seriously Considered Attempting Suicide, Past 12 Months Grade 9 Grade 11 % % No 82 82 Yes 18 18 Question HS A.125: During the past 12 months, did you ever seriously consider attempting suicide? Notes: Cells are empty if there are less than 10 respondents. Table A8.5 Gang Involvement Grade 9 Grade 11 % % No 91 97 Yes 9 3 Question HS A.123/MS A.113: Do you consider yourself a member of a gang? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 49 Main Report – Module A: Core 9. Race/Ethnic Breakdowns Table A9.1 School Supports and Engagement by Race/Ethnicity - 9th Grade Grade 9 Percent of Students (%)H/LAI/ANAsianAANH/PIWhiteMixedSchool Environment Total school supportsz 21 14 26 26 23 Caring adults in schoolz 25 17 32 27 26 High expectations-adults in schoolz 33 21 33 37 36 Meaningful participation at schoolz 5 4 14 13 7 School Connectednessy 17 15 16 23 15 Academic Motivationy 31 34 21 33 31 Parent Involvement in Schooly 11 12 13 12 9 Notes: Cells are empty if there are less than 10 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Paciﬁc Islander; Mixed: Mixed (two or more) races.y Average percent of respondents reporting “Strongly agree.”z Average percent of respondents reporting “Very much true.” Table A9.2 School Supports and Engagement by Race/Ethnicity - 11th Grade Grade 11 Percent of Students (%)H/LAI/ANAsianAANH/PIWhiteMixedSchool Environment Total school supportsz 20 25 31 20 Caring adults in schoolz 24 31 37 24 High expectations-adults in schoolz 34 38 45 30 Meaningful participation at schoolz 4 5 11 8 School Connectednessy 12 14 22 11 Academic Motivationy 24 37 28 22 Parent Involvement in Schooly 7 13 12 5 Notes: Cells are empty if there are less than 10 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Paciﬁc Islander; Mixed: Mixed (two or more) races.y Average percent of respondents reporting “Strongly agree.”z Average percent of respondents reporting “Very much true.” Arroyo Grande High 2017-18 Page 50 Main Report – Module A: Core Table A9.3 Feeling Safe or Very Safe at School by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 58 44 American Indian or Alaska Native Asian 55 50 Black or African American 35 Native Hawaiian or Paciﬁc Islander White 61 56 Mixed (two or more) races 52 42 Note: Cells are empty if there are less than 10 respondents. Table A9.4 Harassment Due to Six Reasons at School in the Past 12 Months by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 30 27 American Indian or Alaska Native Asian 64 42 Black or African American 45 Native Hawaiian or Paciﬁc Islander White 32 27 Mixed (two or more) races 32 33 Notes: Cells are empty if there are less than 10 respondents. The six reasons include race, ethnicity or national origin; religion; gender (being male or female); sexual orien- tation; a physical or mental disability; and immigrant status. Arroyo Grande High 2017-18 Page 51 Main Report – Module A: Core Table A9.5 Any Harassment or Bullying at School in the Past 12 Months by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 35 33 American Indian or Alaska Native Asian 64 42 Black or African American 45 Native Hawaiian or Paciﬁc Islander White 42 36 Mixed (two or more) races 36 39 Note: Cells are empty if there are less than 10 respondents. Table A9.6 Any Alcohol Use at School in the Past 30 Days by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 7 2 American Indian or Alaska Native Asian 0 0 Black or African American 15 Native Hawaiian or Paciﬁc Islander White 3 2 Mixed (two or more) races 6 4 Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 52 Main Report – Module A: Core Table A9.7 Cigarette Smoking in the Past 30 Days by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 3 1 American Indian or Alaska Native Asian 0 0 Black or African American 5 Native Hawaiian or Paciﬁc Islander White 4 2 Mixed (two or more) races 3 6 Notes: Cells are empty if there are less than 10 respondents. Table A9.8 Any Alcohol Use in the Past 30 Days by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 9 17 American Indian or Alaska Native Asian 9 15 Black or African American 15 Native Hawaiian or Paciﬁc Islander White 11 21 Mixed (two or more) races 12 23 Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 53 Main Report – Module A: Core Table A9.9 Any Marijuana Use in the Past 30 Days by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 10 21 American Indian or Alaska Native Asian 0 8 Black or African American 19 Native Hawaiian or Paciﬁc Islander White 12 23 Mixed (two or more) races 11 25 Notes: Cells are empty if there are less than 10 respondents. Table A9.10 Chronic Sad or Hopeless Feelings in the Past 12 Months by Race/Ethnicity Grade 9 Grade 11 % % Hispanic or Latino 32 45 American Indian or Alaska Native Asian 64 45 Black or African American 35 Native Hawaiian or Paciﬁc Islander White 30 33 Mixed (two or more) races 32 50 Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 54 Main Report – Module A: Core 10. Gender BreakdownsTable A10.1School Supports and Engagement by GenderGrade 9Grade 11Female MaleFemale Male% %% %School EnvironmentTotal school supportsz27 2128 25Caring adults in schoolz31 2233 30High expectations-adults in schoolz40 3142 36Meaningful participation at schoolz11 98 9School Connectednessy19 1914 21Academic Motivationy37 2528 24Parent Involvement in Schooly12 96 11Notes: Cells are empty if there are less than 10 respondents.yAverage percent of respondents reporting “Strongly agree.”zAverage percent of respondents reporting “Very much true.” Arroyo Grande High 2017-18 Page 55 Main Report – Module A: Core Table A10.2Select Perceived Safety, Harassment, Alcohol and Other Drug Use, and Mental Health Measures by GenderGrade 9Grade 11Female MaleFemale Male% %% %Perceived Safety at SchoolFeel safe or very safe at school 51 6050 51Harassment/Bullying at SchoolDuring the past 12 month at school, have you been...harassed/bullied for any of the six reasons 42 2634 25harassed/bullied for any reasons 49 3341 30Current ATOD UseDuring the past 30 days, did you...have at least one drink of alcohol at school 3 62 3smoke cigarettes 1 52 4have at least one drink of alcohol 12 1121 21use marijuana 12 1122 22Mental HealthChronic sad or hopeless feelings, past 12 months 44 2255 23Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 56 Main Report – Module A: Core Alcohol and Other Drugs (AOD) Module 1. Module Sample Table B1.1 Student Sample for AOD Module Grade 9 Grade 11 Student Sample Size Target sample 511 485 Final number 424 351 Response Rate 83% 72% Arroyo Grande High 2017-18 Page 57 Main Report – Module B: Alcohol and Other Drugs (AOD) 2. Summary of Key Indicators Table B2.1 Key Indicators of Alcohol and Other Drug Use Grade 9 Grade 11 Table % % Alcohol and Marijuana Consumption Patterns Usually drank until felt it a lot 5 5 B3.3 Usually used marijuana or other drugs until felt it a lot 6 12 B3.4 Consequences of AOD Consumption Caused one or more problems 9 14 B4.2 Caused one or more dependency-related experiences 9 20 B4.3 Supports to Reduce AOD Use Very likely ﬁnd help at school for quitting or reducing use 28 26 B5.2 Strong Personal Disapproval of AOD Use Having one or two drinks of any alcoholic beverage nearly every day 49 47 B7.1 Trying marijuana once or twice 34 19 B7.1 Using marijuana once a month or more 44 29 B7.1 Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 58 Main Report – Module B: Alcohol and Other Drugs (AOD) 3. Alcohol, Tobacco, and Marijuana Consumption Patterns Table B3.1 Age of Onset – AOD Use Grade 9 Grade 11 % % Alcohol (one full drink) Never 68 47 10 or under 10 6 11-12 years old 7 5 13-14 years old 13 14 15-16 years old 2 27 17 years or older 0 1 Marijuana (smoke, eat, or drink) Never 80 61 10 or under 3 0 11-12 years old 3 2 13-14 years old 11 8 15-16 years old 2 27 17 years or older 1 1 Any other illegal drug or pill to get “high” Never 91 91 10 or under 2 0 11-12 years old 1 0 13-14 years old 4 2 15-16 years old 2 6 17 years or older 0 1 Question HS/MS B.1, 4, 5: About how old were you the ﬁrst time you tried any of these things?... A drink of an alcoholic beverage (other than a sip or two)... Marijuana (smoke, eat, or drink)... Any other illegal drug or pill to get “high.” Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 59 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B3.2 Age of Onset – Tobacco Use Grade 9 Grade 11 % % Smoked part or all of a cigarette Never 91 85 10 or under 2 2 11-12 years old 3 2 13-14 years old 3 3 15-16 years old 0 8 17 years or older 0 1 Electronic cigarette Never 79 61 10 or under 3 2 11-12 years old 4 3 13-14 years old 12 11 15-16 years old 2 22 17 years or older 0 1 Question HS/MS B.2, 3: About how old were you the ﬁrst time you tried any of these things?... Part or all of a cigarette... An electronic cigarette (e-cigarette or vaping dvice). Note: Cells are empty if there are less than 10 respondents. Table B3.3 Usual Alcohol Consumption Level Grade 9 Grade 11 % % I don’t drink alcohol 84 63 Just enough to feel it a little 6 18 Enough to feel it moderately 5 14 Until I feel it a lot or get really drunk 5 5 Question HS/MS B.6: If you drink alcohol, how much do you usually drink? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 60 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B3.4 Usual Marijuana Consumption Level Grade 9 Grade 11 % % I don’t use drugs 84 69 Just enough to feel a little high 3 9 Enough to feel it moderately 7 9 Until I feel it a lot or get really high 6 12 Question HS B.7: If you use marijuana or other drugs, how “high” (stoned, faded, wasted, trashed) do you usually like to get? Note: Cells are empty if there are less than 10 respondents. Table B3.5 E-Cigarette Consumption Grade 9 Grade 11 % % Have you ever used an e-cigarette or vaping device to consume any of the following? (Mark All That Apply.) I’ve never used an e-cigarette or vaping device 81 63 Nicotine or tobacco substitute 10 18 Marijuana or THC 9 19 Amphetamines, cocaine, or heroin 1 0 Alcohol 2 3 A ﬂavored product without nicotine, alcohol, or other drug 12 26 Any other product or substance 4 2 Question HS B.30/MS B.24: Have you ever used an e-cigarette or vaping device to consume any of the follow- ing? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 61 Main Report – Module B: Alcohol and Other Drugs (AOD) 4. Reasons for and Consequences of AOD Consumption Table B4.1 Reasons for AOD Use in the Past 12 Months Grade 9 Grade 11 % % Does not apply, I haven’t used alcohol, marijuana, or other drugs in the past 12 months 78 56 To experiment (try using) 11 20 To get high 10 18 To have a good time with friends 11 31 To ﬁt in with a group you like 3 4 Because of boredom 7 9 To relax 11 23 To get away from problems 9 14 Because of anger or frustration 7 7 To get through the day 6 5 Because it made you feel better 8 12 To seek deeper insights and understanding 5 9 None of the above 4 3 Question HS B.8/MS B.7: Have you used alcoholic beverages, marijuana, or other drugs in the past 12 months for any of the following reasons? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 62 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B4.2 Problems Caused by AOD Use Grade 9 Grade 11 % % Doesn’t apply; I’ve never used alcohol or drugs 81 59 I’ve used alcohol or drugs but never had any problems 11 28 Have problems with emotions, nerves, or mental health 4 4 Get into trouble or have problems with the police 2 2 Have money problems 1 1 Miss school 2 1 Have problems with schoolwork 2 1 Fight with others 1 1 Damage a friendship 3 3 Physically hurt or injure yourself 2 1 Have unwanted or unprotected sex 1 2 Forget what happened or pass out 3 8 Been suspended from school 1 0 One or more problems 9 14 Question HS B.9: Has using alcohol, marijuana, or other drugs ever caused you to have any of the following problems? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 63 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B4.3 Alcohol or Other Drug Use Caused Negative Experiences Grade 9 Grade 11 % % Does not apply; I have not used alcohol or drugs 83 60 I use alcohol or drugs but have not experienced any of these things 9 22 Found you had to increase how much you use to have the same effect as before 3 7 Frequently spent a lot of time getting, using, or being hung over from using alcohol or other drugs 2 3 Used alcohol or drugs a lot more than you intended 2 5 Used alcohol or drugs when you were alone 5 11 Your use of alcohol or drugs often kept you from doing a normal activity 1 2 You didn’t feel OK unless you had something to drink or used a drug 2 2 Thought about reducing or stopping use 3 7 Told yourself you were not going to use but found yourself using anyway 2 5 Spoke with someone about reducing or stopping use 1 4 Attended counseling, a program, or group to help you reduce or stop use 1 1 One or more negative experiences 9 20 Question HS B.10: If you use alcohol, marijuana, or another drug, have you had any of the following experi- ences? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 64 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B4.4 Likelihood of Suspension, Expulsion, Transfer Because of AOD Use/Possession Grade 9 Grade 11 % % Very likely 42 59 Likely 27 24 Not likely 11 8 Don’t know 21 9 Question HS B.13: In your opinion, how likely is it that a student will be suspended, expelled, or transferred if he or she is caught on school property using or possessing alcohol or other drugs? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 65 Main Report – Module B: Alcohol and Other Drugs (AOD) 5. Supports to Reduce AOD Use Table B5.1 Needed Counseling for Use Grade 9 Grade 11 % % No, I never used alcohol or other drugs 82 63 No, but I do use alcohol or other drugs 16 36 Yes, I have felt that I needed help 2 1 Question HS B.11: Have you ever felt that you needed help (such as counseling or treatment) for your alcohol or other drug use? Note: Cells are empty if there are less than 10 respondents. Table B5.2 Likelihood of Finding Help at School for Quitting or Reducing Use Grade 9 Grade 11 % % Very likely 28 26 Likely 31 34 Not likely 16 23 Don’t know 25 18 Question HS B.12: In your opinion, how likely is it that a student could ﬁnd help at your school from a counselor, teacher, or other adult to stop or reduce using alcohol or other drugs? Note: Cells are empty if there are less than 10 respondents. Table B5.3 Talked with Parent About AOD Use Grade 9 Grade 11 % % No 53 44 Yes 47 56 Question HS B.20/MS B.14: During the past 12 months, have you talked with at least one of your parents or guardians about the dangers of alcohol or drug use? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 66 Main Report – Module B: Alcohol and Other Drugs (AOD) 6. Availability Table B6.1 Sources for Obtaining Alcohol Grade 9 Grade 11 % % At school 13 8 At parties 33 61 At concerts or other social events 12 29 At their own home 30 43 From adults at friends’ homes 17 29 From friends or another teenager 30 54 Get adults to buy it for them 17 34 Buy it themselves from a store 13 24 At bars, clubs, or gambling casinos 4 4 Other 11 11 Don’t know 56 39 Question HS B.15/MS B.9: How do most students at your school who drink alcohol usually get it? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 67 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B6.2 Sources for Obtaining Marijuana Grade 9 Grade 11 % % At school 25 29 At parties 26 50 At concerts or other social events 12 32 At their own home 23 32 From an adult acquaintance 17 30 From friends or another teenager 34 59 Buy it at a marijuana dispensary 13 25 At bars or clubs 3 4 Other 11 15 Don’t know 58 39 Question HS B.16/MS B.10: How do most kids at your school who use marijuana usually get it? (Mark All That Apply.) Notes: Cells are empty if there are less than 10 respondents. Total percentages may exceed 100% for “mark all that apply” items. Arroyo Grande High 2017-18 Page 68 Main Report – Module B: Alcohol and Other Drugs (AOD) 7. Inﬂuences on ATOD Use Table B7.1 Personal Disapproval of AOD Use Grade 9 Grade 11 % % Having one or two drinks of any alcoholic beverage nearly every day Neither approve nor disapprove 35 29 Somewhat disapprove 17 24 Strongly disapprove 49 47 Trying marijuana once or twice Neither approve nor disapprove 47 62 Somewhat disapprove 18 19 Strongly disapprove 34 19 Using marijuana once a month or more regularly Neither approve nor disapprove 43 51 Somewhat disapprove 14 20 Strongly disapprove 44 29 Question HS B.17-19/MS B.11-13: How do you feel about someone your age doing the following?... Having one or two drinks of any alcoholic beverage nearly every day... Trying marijuana once or twice... Using marijuana once a month or more regularly. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 69 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B7.2 Parent Disapproval of ATOD Use Grade 9 Grade 11 % % Take one or two drinks of alcohol nearly every day Very wrong 80 80 Wrong 12 14 A little wrong 4 4 Not at all wrong 4 2 Smoke tobacco Very wrong 85 86 Wrong 10 11 A little wrong 1 1 Not at all wrong 4 1 Use marijuana Very wrong 76 67 Wrong 10 15 A little wrong 6 12 Not at all wrong 7 6 Use prescription drugs to get high or for reasons other than prescribed Very wrong 87 92 Wrong 7 8 A little wrong 2 0 Not at all wrong 4 1 Question HS B.22-25/MS B.16-19: How wrong do your parents or guardians feel it would be for you to do the following?... Take one or two drinks of alcohol nearly every day... Smoke tobacco... Use marijuana (smoke, eat, or drink)... Use prescription drugs to get high or for reasons other than prescribed. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 70 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B7.3 Peer Disapproval of ATOD Use Grade 9 Grade 11 % % Take one or two drinks of alcohol nearly every day Very wrong 58 43 Wrong 24 30 A little wrong 9 16 Not at all wrong 9 11 Smoke tobacco Very wrong 61 51 Wrong 23 26 A little wrong 8 14 Not at all wrong 8 9 Use marijuana Very wrong 55 28 Wrong 19 15 A little wrong 12 21 Not at all wrong 15 35 Use prescription drugs to get high or for reasons other than prescribed Very wrong 64 57 Wrong 19 24 A little wrong 7 12 Not at all wrong 9 8 Question HS B.26-29/MS B.20-23: How wrong would your close friends feel it would be if you did the follow- ing?... Take one or two drinks of alcohol nearly every day... Smoke tobacco... Use marijuana (smoke, eat, or drink)... Use prescription drugs to get high or for reasons other than prescribed. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 71 Main Report – Module B: Alcohol and Other Drugs (AOD) Table B7.4 Heard, Read, or Watched Any Anti-ATOD Messages, Past 12 Months Grade 9 Grade 11 % % No 40 28 Yes 60 72 Question HS B.21/MS B.15: During the past 12 months, have you heard, read, or watched any messages about not using alcohol, tobacco, or drugs? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 72 Main Report – Module B: Alcohol and Other Drugs (AOD) 8. School Suspension Table B8.1 Suspension from School, Past 12 Month Grade 9 Grade 11 % % No 94 97 Yes 6 3 Question HS B.14/MS B.8: In the past 12 months, have you been suspended from school one or more times? Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 73 Main Report – Module B: Alcohol and Other Drugs (AOD) Drug Free Communities (DFC) Module 1. Module Sample Table G1.1 Student Sample for DFC Module Grade 9 Grade 11 Student Sample Size Target sample 511 485 Final number 406 346 Response Rate 79% 71% Arroyo Grande High 2017-18 Page 74 Main Report – Module G: Drug Free Communities (DFC) 2. Prescription Drug Use Table G2.1 Prescription Drug Use, Past 30 Days Grade 9 Grade 11 % % No 93 97 Yes 7 3 Question HS/MS G.2: During the past 30 days, have you used prescription drugs not prescribed to you? Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 75 Main Report – Module G: Drug Free Communities (DFC) 3. Disapproval of Prescription Drug Use Table G3.1 Parental Disapproval of Prescription Drug Use Grade 9 Grade 11 % % Very wrong 79 87 Wrong 13 9 A little wrong 3 2 Not at all wrong 6 2 Question HS/MS G.4: How wrong do your parents feel it would be for you to use prescription drugs not prescribed to you? Notes: Cells are empty if there are less than 10 respondents. Table G3.2 Peer Disapproval of Prescription Drug Use Grade 9 Grade 11 % % Very wrong 57 54 Wrong 21 32 A little wrong 14 11 Not at all wrong 8 4 Question HS/MS G.5: How wrong do your friends feel it would be for you to use prescription drugs not prescribed to you? Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 76 Main Report – Module G: Drug Free Communities (DFC) 4. Perceived Harm from Marijuana and Prescription Drug Use Table G4.1 Perceived Risks Associated with Marijuana and Prescription Drug Use Grade 9 Grade 11 % % Smoke marijuana once or twice a week Great risk 42 22 Moderate risk 25 27 Slight risk 13 29 No risk 19 23 Use prescription drugs that are not prescribed to them Great risk 60 69 Moderate risk 25 22 Slight risk 8 6 No risk 8 3 Question HS/MS G.1, 3: How much do you think people risk harming themselves physically or in other ways if they smoke marijuana once or twice a week?... How much do you think people risk harming themselves physically or in other ways if they use prescription drugs that are not prescribed to them? Notes: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 77 Main Report – Module G: Drug Free Communities (DFC) School Climate Module 1. Module Sample Table N1.1 Student Sample for School Climate Module Grade 9 Grade 11 Student Sample Size Target sample 511 485 Final number 430 354 Response Rate 84% 73% Arroyo Grande High 2017-18 Page 78 Main Report – Module N: School Climate 2. Supports for Learning & Student Academic Engagement Table N2.1 Supports for Learning Grade 9 Grade 11 % % Students at this school are motivated to learn. Strongly disagree 14 8 Disagree 16 17 Neither disagree nor agree 41 41 Agree 23 28 Strongly agree 6 6 Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. Strongly disagree 10 6 Disagree 7 6 Neither disagree nor agree 21 22 Agree 43 44 Strongly agree 18 22 My teachers work hard to help me with my schoolwork when I need it. Strongly disagree 10 4 Disagree 9 10 Neither disagree nor agree 26 29 Agree 38 40 Strongly agree 16 16 Teachers show how classroom lessons are helpful to students in real life. Strongly disagree 15 14 Disagree 15 19 Neither disagree nor agree 29 32 Agree 29 27 Strongly agree 11 9 Question HS/MS N.1-4: How strongly do you agree or disagree with the following statements about your school?... Students at this school are motivated to learn... Adults at this school encourage me to work hard so I can be successful in college or at the job I choose... My teachers work hard to help me with my schoolwork when I need it... Teachers show how classroom lessons are helpful to students in real life. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 79 Main Report – Module N: School Climate Table N2.1 Supports for Learning – Continued Grade 9 Grade 11 % % Teachers give students a chance to take part in classroom discussions or activities. Strongly disagree 10 4 Disagree 6 5 Neither disagree nor agree 21 24 Agree 45 49 Strongly agree 18 17 This school promotes academic success for all students. Strongly disagree 8 5 Disagree 5 6 Neither disagree nor agree 40 29 Agree 36 46 Strongly agree 11 14 This school is a supportive and inviting place for students to learn. Strongly disagree 10 7 Disagree 7 8 Neither disagree nor agree 30 35 Agree 39 38 Strongly agree 15 13 Teachers go out of their way to help students. Strongly disagree 12 7 Disagree 10 12 Neither disagree nor agree 28 37 Agree 36 31 Strongly agree 14 12 Question HS/MS N.5-7, 50: How strongly do you agree or disagree with the following statements about your school?... Teachers give students a chance to take part in classroom discussions or activities... This school is a supportive and inviting place for students to learn... Teachers go out of their way to help students... This school promotes academic success for all students. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 80 Main Report – Module N: School Climate Table N2.1 Supports for Learning – Continued Grade 9 Grade 11 % % Teachers help students catch up when they return from an absence. Strongly disagree 15 13 Disagree 13 18 Neither disagree nor agree 29 28 Agree 29 31 Strongly agree 15 11 My teachers give me useful feedback on my work. Strongly disagree 11 8 Disagree 10 14 Neither disagree nor agree 31 33 Agree 32 34 Strongly agree 15 11 My classroom is so crowded it is hard to concentrate and learn. Strongly disagree 16 12 Disagree 32 42 Neither disagree nor agree 38 32 Agree 8 11 Strongly agree 5 3 Question HS/MS N.8, 9, 42: How strongly do you agree or disagree with the following statements about your school?... Teachers help students catch up when they return from an absence... My teachers give me useful feedback on my work... My classroom is so crowded it is hard to concentrate and learn. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 81 Main Report – Module N: School Climate Table N2.2 Student Academic Mindset and Learning Engagement Grade 9 Grade 11 % % Students pay attention in class. Strongly disagree 12 9 Disagree 16 19 Neither disagree nor agree 50 48 Agree 18 21 Strongly agree 4 1 Students try their best in school. Strongly disagree 11 6 Disagree 12 20 Neither disagree nor agree 53 52 Agree 20 20 Strongly agree 4 1 Students usually follow the rules at school. Strongly disagree 11 6 Disagree 11 19 Neither disagree nor agree 47 41 Agree 26 32 Strongly agree 5 2 Students turn in their homework on time. Strongly disagree 10 5 Disagree 10 19 Neither disagree nor agree 55 54 Agree 22 21 Strongly agree 4 1 Question HS/MS N.46-49: How strongly do you agree or disagree with the following statements about your school?... Students pay attention in class... Students try their best in school... Students usually follow the rules at school... Students turn in their homework on time. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 82 Main Report – Module N: School Climate 3. Fairness and Respect for Diversity Table N3.1 Fairness and Respect Grade 9 Grade 11 % % Adults at this school treat all students with respect. Strongly disagree 11 11 Disagree 15 19 Neither disagree nor agree 29 33 Agree 33 27 Strongly agree 12 9 Students treat teachers with respect. Strongly disagree 13 12 Disagree 19 26 Neither disagree nor agree 44 43 Agree 17 15 Strongly agree 6 4 The school rules are fair. Strongly disagree 11 8 Disagree 11 17 Neither disagree nor agree 30 33 Agree 35 33 Strongly agree 13 8 All students are treated fairly when they break school rules. Strongly disagree 13 14 Disagree 11 17 Neither disagree nor agree 36 34 Agree 28 28 Strongly agree 11 6 Question HS/MS N.10-13: How strongly do you agree or disagree with the following statements about your school?... Adults at this school treat all students with respect... Students treat teachers with respect... The school rules are fair... All students are treated fairly when they break school rules. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 83 Main Report – Module N: School Climate Table N3.1 Fairness and Respect – Continued Grade 9 Grade 11 % % When there is a conﬂict between people, this school tries to make sure all sides are heard to help resolve the conﬂict. Strongly disagree 11 11 Disagree 8 14 Neither disagree nor agree 49 43 Agree 24 25 Strongly agree 8 7 QuestionHS/MSN.51: Howstronglydoyouagreeordisagreewiththefollowingstatementsaboutyourschool?... When there is a conﬂict between people, this school tries to make sure all sides are heard to help resolve the conﬂict (like restorative practices). Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 84 Main Report – Module N: School Climate Table N3.2 Respect for Diversity Grade 9 Grade 11 % % I have been disrespected by an adult at this school because of my race, ethnicity, or culture. Strongly disagree 39 42 Disagree 26 26 Neither disagree nor agree 27 22 Agree 3 8 Strongly agree 5 3 There is a lot of tension in this school between people of different cultures, races, or ethnicities. Strongly disagree 28 24 Disagree 28 28 Neither disagree nor agree 33 31 Agree 6 12 Strongly agree 6 5 Students in this school respect each other’s differences. Strongly disagree 12 7 Disagree 16 16 Neither disagree nor agree 41 38 Agree 22 31 Strongly agree 9 9 Adults in this school respect differences in students. Strongly disagree 10 4 Disagree 8 7 Neither disagree nor agree 36 33 Agree 32 40 Strongly agree 14 16 Question HS/MS N.36-39: How strongly do you agree or disagree with the following statements about your school?... I have been disrespected by an adult at this school because of my race, ethnicity, or culture... There is a lot of tension in this school between people of different cultures, races, or ethnicities... Students in this school respect each other’s differences (for example, gender, race, culture, sexual orientation)... Adults in this school respect differences in students (for example, gender, race, culture, sexual orientation). Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 85 Main Report – Module N: School Climate Table N3.2 Respect for Diversity – Continued Grade 9 Grade 11 % % Teachers show that they think it is important for students of different races and cultures at this school to get along with each other. Strongly disagree 10 5 Disagree 10 8 Neither disagree nor agree 41 39 Agree 26 35 Strongly agree 13 13 QuestionHS/MSN.40: Howstronglydoyouagreeordisagreewiththefollowingstatementsaboutyourschool?... Teachers show that they think it is important for students of different races and cultures at this school to get along with each other. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 86 Main Report – Module N: School Climate 4. Disciplinary Environment Table N4.1 Consistency and Clarity of Rules and Expectations Grade 9 Grade 11 % % This school clearly informs students what would happen if they break school rules. Strongly disagree 10 7 Disagree 8 9 Neither disagree nor agree 26 24 Agree 38 45 Strongly agree 18 15 Rules in this school are made clear to students. Strongly disagree 8 4 Disagree 10 11 Neither disagree nor agree 34 30 Agree 37 48 Strongly agree 11 7 This school makes it clear how students are expected to act. Strongly disagree 7 3 Disagree 6 6 Neither disagree nor agree 33 26 Agree 43 56 Strongly agree 11 9 Question HS/MS N.14, 19-20: How strongly do you agree or disagree with the following statements about your school?... This school clearly informs students what would happen if they break school rules... Rules in this school are made clear to students... This school makes it clear how students are expected to act. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 87 Main Report – Module N: School Climate Table N4.2 Disciplinary Harshness Grade 9 Grade 11 % % The rules in this school are too strict. Strongly disagree 15 8 Disagree 21 26 Neither disagree nor agree 39 44 Agree 16 14 Strongly agree 10 8 It is easy for students to get kicked out of class or get suspended. Strongly disagree 10 7 Disagree 16 21 Neither disagree nor agree 38 42 Agree 23 21 Strongly agree 12 8 Students get in trouble for breaking small rules. Strongly disagree 9 5 Disagree 10 16 Neither disagree nor agree 37 43 Agree 30 26 Strongly agree 14 10 Teachers are very strict here. Strongly disagree 9 5 Disagree 21 31 Neither disagree nor agree 50 52 Agree 12 9 Strongly agree 8 3 Question HS/MS N.15-18: How strongly do you agree or disagree with the following statements about your school?... The rules in this school are too strict... It is easy for students to get kicked out of class or get suspended... Students get in trouble for breaking small rules... Teachers are very strict here. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 88 Main Report – Module N: School Climate 5. Student Peer Relationships Table N5.1 Peer Caring Relationships Grade 9 Grade 11 % % Students enjoy doing things with each other during school activities. Strongly disagree 9 5 Disagree 6 9 Neither disagree nor agree 39 32 Agree 35 44 Strongly agree 11 11 Students care about each other. Strongly disagree 10 7 Disagree 10 13 Neither disagree nor agree 41 40 Agree 31 34 Strongly agree 8 6 Students treat each other with respect. Strongly disagree 12 9 Disagree 15 18 Neither disagree nor agree 43 41 Agree 23 29 Strongly agree 6 2 Students get along well with each other. Strongly disagree 9 7 Disagree 11 11 Neither disagree nor agree 46 44 Agree 27 36 Strongly agree 7 3 Question HS/MS N.21-24: How strongly do you agree or disagree with the following statements about your school?... Students enjoy doing things with each other during school activities... Students care about each other... Students treat each other with respect... Students get along well with each other. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 89 Main Report – Module N: School Climate 6. Social and Emotional Learning Table N6.1 Supports for Social and Emotional Learning Grade 9 Grade 11 % % This school encourages students to feel responsible for how they act. Strongly disagree 9 5 Disagree 7 9 Neither disagree nor agree 37 37 Agree 36 42 Strongly agree 11 7 Students are often given rewards for being good. Strongly disagree 17 18 Disagree 19 25 Neither disagree nor agree 35 33 Agree 22 20 Strongly agree 7 4 This school encourages students to understand how others think and feel. Strongly disagree 11 10 Disagree 13 18 Neither disagree nor agree 42 39 Agree 28 27 Strongly agree 6 5 Students are taught that they can control their own behavior. Strongly disagree 8 7 Disagree 12 14 Neither disagree nor agree 39 40 Agree 32 33 Strongly agree 8 7 Question HS/MS N.25-28: How strongly do you agree or disagree with the following statements about your school?... This school encourages students to feel responsible for how they act... Students are often given rewards for being good... This school encourages students to understand how others think and feel... Students are taught that they can control their own behavior. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 90 Main Report – Module N: School Climate Table N6.1 Supports for Social and Emotional Learning – Continued Grade 9 Grade 11 % % This school helps students solve conﬂicts with one another. Strongly disagree 12 13 Disagree 13 19 Neither disagree nor agree 44 40 Agree 26 23 Strongly agree 6 5 This school encourages students to care about how others feel. Strongly disagree 10 10 Disagree 12 15 Neither disagree nor agree 37 37 Agree 34 33 Strongly agree 7 5 Question HS/MS N.29-30: How strongly do you agree or disagree with the following statements about your school?... This school helps students solve conﬂicts with one another... This school encourages students to care about how others feel. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 91 Main Report – Module N: School Climate 7. School Anti-Bullying Climate Table N7.1 School Responses to Bullying Grade 9 Grade 11 % % Teachers here make it clear to students that bullying is not tolerated. Strongly disagree 9 7 Disagree 6 8 Neither disagree nor agree 33 25 Agree 35 40 Strongly agree 17 20 If another student was bullying me, I would tell one of the teachers or staff at school. Strongly disagree 14 18 Disagree 11 18 Neither disagree nor agree 36 30 Agree 26 23 Strongly agree 13 11 Students tell teachers when other students are being bullied. Strongly disagree 15 16 Disagree 16 26 Neither disagree nor agree 43 44 Agree 20 12 Strongly agree 6 2 Question HS/MS N.31-33: How strongly do you agree or disagree with the following statements about your school?... Teachers here make it clear to students that bullying is not tolerated... If another student was bullying me, I would tell one of the teachers or staff at school... Students tell teachers when other students are being bullied. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 92 Main Report – Module N: School Climate Table N7.1 School Responses to Bullying – Continued Grade 9 Grade 11 % % If I tell a teacher that someone is bullying me, the teacher will do something to help. Strongly disagree 10 7 Disagree 6 7 Neither disagree nor agree 35 32 Agree 35 39 Strongly agree 13 14 Students here try to stop bullying when they see it happening. Strongly disagree 14 11 Disagree 12 22 Neither disagree nor agree 44 44 Agree 22 19 Strongly agree 8 4 Question HS/MS N.34-35: How strongly do you agree or disagree with the following statements about your school?... If I tell a teacher that someone is bullying me, the teacher will do something to help... Students here try to stop bullying when they see it happening. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 93 Main Report – Module N: School Climate 8. College and Career Planning Table N8.1 Supports for College and Career Planning Grade 9 Grade 11 % % This school has helped me put my college and career goals and experiences in a plan which I update every year. Strongly disagree 11 7 Disagree 8 8 Neither disagree nor agree 41 30 Agree 27 37 Strongly agree 13 17 This school has helped me learn about colleges, how to apply to them, and get ﬁnancial aid if I need it. Strongly disagree 10 9 Disagree 10 14 Neither disagree nor agree 44 30 Agree 23 33 Strongly agree 13 15 This school has helped me think about and explore future career options. Strongly disagree 10 7 Disagree 10 9 Neither disagree nor agree 39 28 Agree 27 41 Strongly agree 14 14 Question HS/MS N.53-55: This school has helped me put my college and career goals and experiences in a plan which I update every year... This school has helped me learn about colleges, how to apply to them, and get ﬁnancial aid if I need it... This school has helped me think about and explore future career options. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 94 Main Report – Module N: School Climate 9. Facilities Physical Environment Table N9.1 Quality of Physical Environment Grade 9 Grade 11 % % The schoolyard and buildings are clean and in good condition. Strongly disagree 12 9 Disagree 15 18 Neither disagree nor agree 39 29 Agree 26 36 Strongly agree 8 8 The school grounds are kept clean. Strongly disagree 12 9 Disagree 14 16 Neither disagree nor agree 42 30 Agree 25 36 Strongly agree 7 9 Question HS/MS N.41, 45: How strongly do you agree or disagree with the following statements about your school?... The schoolyard and buildings are clean and in good condition... The school grounds are kept clean. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 95 Main Report – Module N: School Climate 10. Scheduled Lunch and Drinkable Water Table N10.1 Scheduled Lunch at School Grade 9 Grade 11 % % I eat my lunch at the right time of day. Strongly disagree 14 9 Disagree 14 13 Neither disagree nor agree 36 32 Agree 26 36 Strongly agree 10 10 I have plenty of time to eat my lunch. Strongly disagree 17 37 Disagree 16 19 Neither disagree nor agree 32 22 Agree 24 15 Strongly agree 11 7 Question HS/MS N.43, 44: How strongly do you agree or disagree with the following statements about your school?... I eat my lunch at the right time of day... I have plenty of time to eat my lunch. Note: Cells are empty if there are less than 10 respondents. Table N10.2 Clean and Drinkable Water Grade 9 Grade 11 % % This school has clean and drinkable water. Strongly disagree 10 10 Disagree 8 8 Neither disagree nor agree 41 31 Agree 28 37 Strongly agree 13 14 QuestionHS/MSN.52: Howstronglydoyouagreeordisagreewiththefollowingstatementsaboutyourschool?... I eat my lunch at the right time of day... I have plenty of time to eat my lunch. Note: Cells are empty if there are less than 10 respondents. Arroyo Grande High 2017-18 Page 96 Main Report – Module N: School Climate Percent of Retailers Selling Tobacco to Underage Young Adults, 2017-2018 13.1 22.0 14.2 17.6 19.1 0 5 10 15 20 25 30 2017 2018Retailer Violation Rate, %Electronic Smoking Devices Tobacco Overall Note: In 2017, there was no overall retailer violation rate as the Young Adult E-cigarette Purchase Survey and the Young Adult Tobacco Purchase Survey were two separate surveys. In 2018, the two surveys were combined into one Young Adult Tobacco Purchas Survey. Young adults are defined as ages 18-19. Source: California Department of Public Health, California Tobacco Control Program. Young Adult Tobacco Purchase Survey, 2017-2018. Sacramento, CA: California Department of Public Health; October 2018. Percent of Retailers Selling Tobacco to Underage Young Adults by Store Type, 2018 36.0 30.2 25.3 24.8 22.2 14.7 12.6 12.1 6.9 19.1 0 10 20 30 40 50 Tobacco Store Vape Shop Convenience Store without Gas Small Market Other Convenience Store with Gas Liquor Store Supermarket Drug Stores / Pharmacies STATEWIDE Retailer Violation Rate, % Note: Tobacco stores include vape shops/lounges. Store types with small sample sizes were grouped together with the “other” category (e.g. delis, discount stores, gift stores, hotels, car washes, restaurants, cafes, donut shops). Young adults are defined as 18-19 years old.Source: California Department of Public Health, California Tobacco Control Program. Young Adult Tobacco Purchase Survey, 2018. Sacramento, CA: California Department of Public Health; October 2018. STATE OF CALIFORNIA TOBACCO EDUCATION AND RESEARCH OVERSIGHT COMMITTEE STAFFED BY CALIFORNIA DEPARTMENT OF PUBLIC HEALTH, CALIFORNIA TOBACCO CONTROL PROGRAM 1616 CAPITOL AVENUE, P.O. BOX 997377 MS#7206, SACRAMENTO, CALIFORNIA 95899-7377, (916) 449-5500 MEMBERS: Michael Ong, M.D., Ph.D., Chair Professor of Medicine in Residence Department of Medicine Division of General Internal Medicine and Health Services University of California Los Angeles Edith D. Balbach, Ph.D., Professor Emerita of Public Health and Family Medicine Tufts University Mary Baum Senior Program Director Social Advocates for Youth (SAY) San Diego Vicki Bauman Prevention Director III Stanislaus County Office of Education Primo J. Castro, M.P.A. Director, Government Relations American Cancer Society Cancer Action Network Patricia Etem, M.P.H. Executive Consultant CIVIC Communications Mariaelena Gonzalez, Ph.D. Assistant Professor of Public Health School of Social Sciences, Humanities, and Arts University of California, Merced Jim Keddy Executive Director Youth Forward Pamela Ling, M.D., M.P.H. Professor, Department of Medicine University of California, San Francisco Wendy Max, Ph.D. Professor in Residence and Director Institute for Health and Aging University of California, San Francisco Robert Oldham M.D., M.S.H.A. Public Health Officer and Public Health Division Director Placer County Department of Health and Human Services Claradina Soto, Ph.D., M.P.H. Assistant Professor University of Southern California Mark Starr, D.V.M., M.P.V.M. Deputy Director for Environmental Health California Department of Public Health January 25, 2019 Santa Clara City Council 1500 Warburton Avenue Santa Clara, CA 95050 Re: State of California Tobacco Education and Research Oversight Committee’s opposition to youth possession laws Dear Santa Clara City Council: The Tobacco Education and Research Oversight Committee (TEROC) is a legislatively mandated oversight committee that monitors the use of Proposition 99 and Proposition 56 tobacco tax revenues for tobacco control, prevention education, and tobacco-related research in California (Health & Safety Codes §§ 104365-104370, Rev. & Tax. Code § 30130.56(e)). TEROC advises the California Department of Public Health; the University of California; and the California Department of Education with respect to policy development, integration, and evaluation of tobacco education programs funded by Proposition 99 and Proposition 56. While TEROC supports of the City of Santa Clara’s efforts to reduce tobacco use, the Committee does not support penalizing the tobacco user, particularly youth users. Although tobacco purchase, use and possession (PUP) laws are common in the United States, there have been no positive effects associated with PUP laws. 1 It was for similar reasons that when the state of California raised the legal sales age to 21 in 2016, it removed the provision that would penalize a minor for using or possessing tobacco products. PUP laws may divert policy attention from effective tobacco control strategies, allow the tobacco industry to circumvent its responsibility related to its marketing practices, and allow tobacco retailers to circumvent their responsibility to comply with age-of-tobacco sale law.2 PUP laws relieve tobacco companies and retailers and put the onus of compliance on youth. Punishment for possession has not been proven to reduce repeat violations and have been disproportionately applied to communities of color. 3 Strategies that prevent youth from obtaining tobacco products such as tobacco retailer licensing, with penalties to store owners, increasing minimum price or pack sizes, and prohibiting flavored tobacco products including menthol have proven more effective in reducing youth usage. Tobacco companies are quickly evolving and constantly seek to recruit young and new smokers with enticing flavors, targeted messaging and new technology. This has been demonstrated with the United States’ Food and Drug Administration’s concern over e- cigarettes, such as JUUL. Products like JUUL have grown in popularity among youth and young adults, due to its slick marketing and flavored nicotine pods. Given the current tobacco product landscape, it would be costly and difficult to enforce PUP laws. Page 2 January 25, 2019 STAFFED BY CALIFORNIA DEPARTMENT OF PUBLIC HEALTH, CALIFORNIA TOBACCO CONTROL PROGRAM 1616 CAPITOL AVENUE, P.O. BOX 997377 MS#7206, SACRAMENTO, CALIFORNIA 95899-7377, (916) 449-5500 TEROC strongly urges that the Santa Clara City Council consider removing the provision that would penalize youth and young adults under the age of 21 for possessing tobacco or tobacco products in their Tobacco Retailer Licensing ordinance. Sincerely, Michael K. Ong, M.D., Ph.D. Chairperson 1. U.S. Department of Health and Human Services. Preventing Tobacco Use Among Youth and Young Adults: A Report of the United States Surgeon General In. Atlanta, GA U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health; 2012. 2. Giovino G, M Wakefield. Teen penalties for tobacco possession, use, and purchase: evidence and issues. Tobacco Control. 2003;12 ((Suppl 1)):i6 -i13. 3. American Lun g Association in California, American Cancer Society,Cancer Action Network, American Heart Association. Joint Statement Youth Possession 2018. 74 A: 11-12 D:2-4 B:8-10 F:0-1 C:5-7 Overall Tobacco Determined by Control Grade gradesandpoints fromotherthree categories A: 4 C:2 F:0 B: 3 D:1 Smokefree OutdoorAir Grade A:18+D:3-7 B: 13-17 F:0-2 C:8-12 Smokefree Housing Grade A: 10+ D: 1-3 B: 7-9 F:0 C:4-6 Reducing Sales of Tobacco ProductsGrade A:4 B:3 C:2 D:1 F:0 STATE OF TOBACCO CONTROL 2019 -CALIFORNIA LOCAL GRADES OverallTobacco Control Grade C F C D C F B C TOTAL POINTS 5 1 5 4 5 1 10 5 Smokefree OutdoorAir D D D A B D A D Dining 0 0 0 4 4 0 2 0 Entryways 0 0 0 4 4 0 4 0 PublicEvents 0 0 0 3 4 0 4 0 RecreationAreas 4 4 4 4 4 4 4 2 ServiceAreas 0 0 0 4 0 0 4 0 Sidewalks 0 0 1 1 0 0 1 1 Worksites 0 0 0 1 0 0 1 0 TOTAL POINTS 4 4 5 21 16 4 20 3 Smokefree Housing F F F F C F C F NonsmokingApartments 0 0 0 0 0 0 0 0 NonsmokingCondominiums 0 0 0 0 0 0 0 0 Nonsmoking CommonAreas 0 0 0 0 4 0 4 0 TOTAL POINTS 0 0 0 0 4 0 4 0 ReducingSalesof Tobacco Products A F A F F F A A Tobacco RetailerLicensing 4 0 4 0 0 0 4 4 TOTAL POINTS 4 0 4 0 0 0 4 4 EmergingIssues Bonus Points EmergingProductsDefinition-Secondhand Smoke 0 0 0 1 1 0 1 0 EmergingProductsDefinition-Licensing 1 0 1 0 0 0 1 1 Retailer LocationRestrictions 0 0 0 0 0 0 0 0 Saleof TobaccoProductsin Pharmacies 0 0 0 0 0 0 0 0 Flavored TobaccoProducts 0 0 0 0 0 0 0 0 Minimum PackSizeof Cigars 0 0 0 0 0 0 0 0 TOTAL POINTS 1 0 1 1 1 0 2 1 San LuisObispo County Updated: 9/13/19 By County of SLO Tobacco Control Program Pismo Beach Smokefree Outdoor Air: 3/19/19 Atascadero Smokefree Outdoor Air: 8/13/19