Meeting Packet - Philomath School District 17j€¦ · Guest Presentation: Kylee Keim, Senior...

Meeting Packet

REGULAR SESSION - AGENDA

3/21/2019

07:00 PM

Packet page 1 of 188

REGULAR SESSION - AGENDAREGULAR SESSION - AGENDAPHILOMATH SCHOOL DISTRICT 17J

District Office1620 Applegate Street, Philomath

3/21/2019 07:00 PM

AA. . EXECUTIVE SESSION ~ 6:00 p.m.EXECUTIVE SESSION ~ 6:00 p.m.

ORS 192.660 (2) (d) to discuss labor negotiations.ORS 192.660 (2) (h) to consult with counsel on legal rights and duties and potential litigation that may be filed

BB. . REGULAR SESSION ~ 7:00 p.m.REGULAR SESSION ~ 7:00 p.m.11. . Call to Order & Pledge of Allegiance: Jim Kildea, ChairCall to Order & Pledge of Allegiance: Jim Kildea, Chair

22. . Student Government ReportsStudent Government Reports

33. . Audience Introductions: Community Comments and/or Requests for InformationAudience Introductions: Community Comments and/or Requests for Information

44. . Guest Presentation: Kylee Keim, Senior Project with Boys & Girls Club of CorvallisGuest Presentation: Kylee Keim, Senior Project with Boys & Girls Club of Corvallis

CC. . STRATEGY AND DISCUSSION ~ 7:45 p.m.STRATEGY AND DISCUSSION ~ 7:45 p.m.11. . Leadership Reports: Academic Grades and ProgressLeadership Reports: Academic Grades and Progress

Administrator Report - CPS (p. 5)

Administrator Report - PES (p. 8)

Administrator Report - BL (p. 12)

Administrator Report - PMS (p. 15)

Administrator Report - PHS (p. 23)

Administrator Report - KVCS (p. 28)

22. . PHS Student Performance CommitteePHS Student Performance CommitteeAssignment of Student Performance Committee (p. 29)

PHS Student Performance Committee, March (p. 32)

High School Success Data - PSD (p. 38)

High School Success Data - LBCC (p. 41)

High School Success Data - ODE (p. 42)

PHS Administration & Counseling Team Proposals (p. 43)

DD. . REPORTS & CORRESPONDENCE ~ 8:15 p.m.REPORTS & CORRESPONDENCE ~ 8:15 p.m.11. . Superintendent ReportSuperintendent Report

Superintendent's Report - 3/19 (p. 49)


https://app.eduportal.com/documents/view/706238













PHS Wellness Survey (p. 52)

Personnel Updates - 3/19 (p. 156)

22. . Director of Finance ReportDirector of Finance ReportDirector of Finance Monthly Report - 3/19 (p. 157)

Financial Statement - 3/19 (p. 158)

Cash Flow - 3/19 (p. 161)

Student Body Funds - PES (p. 162)

Student Body Funds - PMS (p. 164)

Student Body Funds - PHS (p. 166)

Enrollment - 3/19 (p. 170)

33. . Education Advisory Committee ReportsEducation Advisory Committee Reports

44. . Association ReportsAssociation Reports

55. . Board ReportsBoard Reports

66. . Board ThanksBoard Thanks

EE. . ACTION ITEMS ~ 8:45 p.m.ACTION ITEMS ~ 8:45 p.m.11. . Consent AgendaConsent Agenda

Consent Agenda - 3/19 (p. 171)

Bills - February (p. 172)

Minutes from Special Joint Session - 2/7/19 (p. 179)

Minutes from Regular Session - 2/21/19 (p. 180)

22. . Old BusinessOld Business

33. . New BusinessNew Business

ii. . 2019-20 and 2020-21 School Year Calendars2019-20 and 2020-21 School Year Calendars

Calendar Committee Recommendations (p. 184)

District Calendar 2019-20 (p. 185)

District Calendar 2020-21 (p. 186)

iiii. . Declaration of Non-Resident Students AcceptedDeclaration of Non-Resident Students Accepted

iiiiii. . Resolution #1819-09: Approving Unanticipated Funds (Measure 98)Resolution #1819-09: Approving Unanticipated Funds (Measure 98)

Resolution #1819-09: Approving Unanticipated Funds (Measure 98) (p. 187)

iviv. . Resolution #1819-10: Transferring Appropriations Within a FundResolution #1819-10: Transferring Appropriations Within a Fund

Resolution #1819-10: Transferring Appropriations Within a Fund (p. 188)

FF. . MEETING CLOSURE ~ 9:00 p.m.MEETING CLOSURE ~ 9:00 p.m.11. . Meeting FeedbackMeeting Feedback

22. . Next Meeting Agenda ItemsNext Meeting Agenda Items

33. . Board Requests & AdjournmentBoard Requests & Adjournment




















GG. . IMPORTANT DATESIMPORTANT DATES

March 22 Make-up Day *ActivatedMarch 25-29 Spring BreakApril 8 5:30-7:30 pm Joint PSD-KVCS Board Work Session April 8 6:30 pm CPS KG OrientationApril 10 7:00-9:30 pm PSD Band ConcertApril 18 7:00 pm School Board meetingApril 19 1:00-3:00 pm Board Policy SubcommitteeApril 27 5:00-9:00 pm Salmon & Jazz EveningApril 29-May 3 All Week PMS Outdoor School


Clemens Primary School Abby Couture: Principal

Academics

Grade and Report Card Information from 2018‐19

The data below was compiled from our EasyCBM benchmark assessments that are given each year in

the Fall, Winter, and Spring. These graphs are significantly different than the ones you’ll be seeing from

the Elementary, Middle and High Schools. This is due to two interesting factors. First, CPS teachers do

not currently use the Wazzle Gradebook to enter grades, and don’t know how to connect grades to

standards within the system. Second, CPS teachers do not give out letter grades, but instead rank

students as exceeding (EX), meeting (M) or needing improvement (NI) for each content standard.

Because we don’t use this program, the data from report cards is not easily transferrable into a report.

Therefore, the most reliable data that I’m able to provide comes from the EasyCBM assessment.

We will be spending time in the near future working together to develop our grading system to fit with

the Wazzle gradebook so that we can provide and analyze our grading data more thoroughly.

READING

Kindergarten First Grade

Risk Level Fall Winter Change Risk Level Fall Winter Change

Low 50 67 +17 Low 55 49 ‐6

Some 15 17 +2 Some 15 21 +6

High 15 2 ‐13 High 17 19 +2

TOTALS 80 86 TOTALS 87 89


Observations from Data: Kindergarten students made tremendous improvement in reading ability. Almost all students are reading at or above grade level, with a few slightly below grade level or significantly below grade level. These few students are receiving interventions designed specifically to teach them the skills they need to master for reading. First grade students, on the other hand, showed a drop in their ability levels. We had more students move from at/above grade level down to slightly below, or significantly below grade level than we’d like to see. Next Steps Based on Data: It appears that kindergarten interventions have helped our students to make significant growth. Our

interventions at the first grade level, however, need to be reevaluated. Student’s lack of growth could

be due to a multitude of factors that we will evaluate as a team and develop appropriate solutions that

will best benefit our students.

MATH

Kindergarten First Grade

Risk Level Fall Winter Change Risk Level Fall Winter Change

Low 58 69 +11 Low 65 67 +2

Some 13 9 ‐4 Some 12 13 +1

High 10 7 ‐3 High 11 9 ‐2

TOTALS 81 85 TOTALS 87 89

0%

50%

100%

Low Some High

Kindergarten Reading

Fall Winter

0%

50%

100%

Low Some High

First Grade Reading

Fall Winter


Observations from Data: Both Kindergarten and First grade showed appropriate growth and improvement between their fall and winter benchmarking periods. Of particular concern are the students that are slightly below or significantly below grade level. At this time, we have 16 KG students and 22 first grade students that will need more support.

Next Steps Based on Data: We do not have a system in place that would allow us an opportunity to provide extra help for our students that are struggling in math. As we begin planning for the remainder of this year and look ahead toward next year, we will be incorporating professional learning and time within the schedule to address how we can better serve our struggling math students.

0%

20%

40%

60%

80%

100%

Low Some High

Kindergarten Math

Fall Winter

0%

20%

40%

60%

80%

100%

Low Some High

First Grade Math

Fall Winter


1

Philomath Elementary School

Susan Halliday

March 21, 2019 Report

Academics Core Content Area – Grade and Report Card Information from 2018‐19

Content Area Grade Level Student Group % of Students Meeting Standard

Mathematics 5th Grade All Students

90% (C or higher grade)

Reading 5th Grade All Students 94% (C or higher grade)

Mathematics 4th Grade All Students 84% (C or higher grade)

Reading 4th Grade All Students 94% (C or higher grade)

Mathematics 3rd Grade All Students 81% (Meet or Exceed)

Reading 3rd Grade All Students 79% (Meet or Exceed)

Mathematics 2nd Grade All Students 88% (Meet or Exceed)

Reading 2nd Grade All Students 65% (Meet or Exceed)

34%

44%

12%

3%

7%

38%

30%

16%

9%7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

A B C D F

MathematicsSemester 1 Final Grades

5th Grade

4th Grade


2

52%

31%

11%

3% 3%

49%

33%

12%

5%

1%

0%

10%

20%

30%

40%

50%

60%

A B C D F

ReadingSemester 1 Final Grades

5th Grade

4th Grade

20%

61%

16%

3%

51%

37%

11%

1%

0%

10%

20%

30%

40%

50%

60%

70%

Exceed Meet Nearly Meet Developing


3rd Grade

2nd Grade


3

Observations/Questions/Conclusions from Data:

As the charts above display, grading protocols are different for our two earlier grade levels (2nd and 3rd).

The 4th and 5th grade classrooms at PES use standard letter grades while the 2nd and 3rd grade classrooms

grade based on Oregon Content Standards.

In both instances, both the number of assignments, total scores, and/or weighted grades can influence

final term grade results. The key purpose of grades are to provide an accurate picture of student levels

of performance at school, ensuring that grades are a measure of content knowledge and skill. When

comparing grades to assessment results, we need to ensure that each instrument addresses the same

measure. For instance, 2nd grade report cards measure success toward the Oregon Content Standards

while the EasyCBM assessment measure s success in specific reading skills. In addition, the 3rd grade

report cards measure success toward the Oregon Content Standards, as do the Oregon Statewide

Assessments.

In the upper grades, the assignment of letter grades shows proficiency in a content area. Data for

current 5th graders are as follows:

Content Area 5th Grade Sem 1 Grades 4th Grade State Test

Mathematics 83% (A or B Grade) 48% (Exceed or Meet)

Reading 78% (A or B Grade) 50% (Exceed or Meet

18%

61%

21%

0%

15%

50%

28%

7%

0%

10%

20%

30%

40%

50%

60%

70%

Exceed Meet Nearly Meet Developing


3rd Grade

2nd Grade


4

Above data shows a discrepancy between current grades and prior year results on the Oregon Statewide

Assessment. In reviewing the discrepancy, there are a number of questions/options to consider.

What is the comparison of skill level and rigor between 4th grade state test and 5th grade content

standards?

Students have only been through one semester of grades while state testing measures the end

of the school year.

What is the grading criteria being utilized?

Next Steps Based on Data:

Supporting student success in reading and mathematics involves the following areas of emphasis as we

move forward:

Continued implementation of the Reach for Reading instructional materials for all elementary

students; focusing on core instruction for all students in implementation of RTIi (Response to

Instruction and Intervention).

Adoption, purchase, and implementation of new instructional materials series for mathematics;

focusing on core instruction for all students in implementation of RTIi.

Focus on sharing quality student data with teachers to assist in supporting student knowledge

and skill.

Implement intervention supports for students with highest need during allocated time in the

school schedule.

Compare final data sets from student grades and standardized assessments (e.g. grades

compared to EasyCBM results or grades compared to Oregon Statewide Assessment results).

Implementation of AVID (Advancement via Individual Determination) strategies with all

students. Strategies support student success, specifically in areas of organization and note

taking.


1

Blodgett Elementary School

Susan Halliday

March 21, 2019

Academics Core Content Area – Grade and Report Card Information from 2018‐19

Content Area Grade Level Student Group % of Students Meeting Standard

Mathematics 4th Grade All Students 91% (Meet or Exceed)

Reading 4th Grade All Students 82% (Meet or Exceed)

Mathematics 3rd Grade All Students 43% (Meet or Exceed)

Reading 3rd Grade All Students 58% (Meet or Exceed)

Mathematics 2nd Grade All Students >95% (Meet or Exceed)

Reading 2nd Grade All Students >95% (Meet or Exceed)

Mathematics 1st Grade All Students >95% (Meet or Exceed)

Reading 1st Grade All Students >95% (Meet or Exceed)

Mathematics Kindergarten All Students >95% (Meet or Exceed)

Reading Kindergarten All Students >95% (Meet or Exceed)


2

Observations/Questions/Conclusions from Report Card Data:

Grading protocols are the same for all grade levels at Blodgett Elementary School. As we know from

prior reports, the very small number of students impacts all percentages in a major way. At Blodgett, it

is easier to look at individual students to determine academic success.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

4th Grade 3rd Grade 2nd Grade 1st Grade Kinder


Exceed

Meet

Nearly Meet

Developing

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

4th Grade 3rd Grade 2nd Grade 1st Grade Kinder


Exceed

Meet

Nearly Meet

Developing


3

The number of assignments, total scores, and/or weighted grades can influence final term grade results.

The key purpose of grades are to provide an accurate picture of student levels of performance at school,

ensuring that grades are a measure of content knowledge and skill. When comparing grades to

assessment results, we need to ensure that each instrument addresses the same measure. For instance,

2nd grade report cards measure success toward the Oregon Content Standards while the EasyCBM

assessment measure success in specific reading skills. In addition, the 3rd grade report cards measure

success toward the Oregon Content Standards, as do the Oregon Statewide Assessments.

When there is a discrepancy between current grades and prior year results on the Oregon Statewide

Assessment. In reviewing the discrepancy, there are a number of questions/options to consider.

What is the comparison of skill level and rigor between 3rd grade state test and 4th grade content

standards?

Students have only been through one semester of grades while state testing measures the end

of the school year.

What is the grading criteria being utilized?

Next Steps Based on Data:

Supporting student success in reading and mathematics involves the following areas of emphasis as we

move forward:

Continued implementation of the Reach for Reading instructional materials for all elementary

students; focusing on core instruction for all students in implementation of RTIi (Response to

Instruction and Intervention).

Adoption, purchase, and implementation of new instructional materials series for mathematics;

focusing on core instruction for all students in implementation of RTIi.

Focus on sharing quality student data with teachers to assist in supporting student knowledge

and skill.

Implement intervention supports for students with highest need during allocated time in the

school schedule.

Compare final data sets from student grades and standardized assessments (e.g. grades

compared to EasyCBM results or grades compared to Oregon Statewide Assessment results).

Implementation of AVID (Advancement via Individual Determination) strategies with all

students. Strategies support student success, specifically in areas of organization and note

taking.


To: Philomath School Board of Directors

From: Steve Bell, Philomath Middle School Principal

Date: March 13, 2019

Re: March School Board Report

Attached to this report are 8 bar graphs. These graphs represent the grade distribution for the first and second

grading period in Language Arts, Math, Science, and Social Studies of the 2018‐19 school year. The graphs

combine 6th, 7th, and 8th grade courses. Please take note that most of the bars represent each particular grade

(A+, A, and A‐). For example in the first graph, Language Arts Quarter 1 there are 96 A+, 61 A, and 61 A‐ for a

total of 218 students with an “A” in Language Arts.

Language Arts: 92.8% of the student body earned a grade of “C” or better for the first grading period.


Language Arts: 90.3% percent of the student body earned a grade of “C” or better for the second grading

period.


Math: 91.2% of the student body earned a grade of “C” or better for the first grading period


Math: 85% of the student body earned a grade of “C” or better for the second grading period.


Science: 86.4% of the student body earned a grade of “C” or better for the first grading period.


Science: 77.5% of the student body earned a grade of “C” or better for the second grading period.


Social Studies: 96.9 % of the student body earned a grade of “C” or better for the first grading period.


Social Studies: 90.8% of the student body earned a grade of “C” or better for the second grading period.

In review of this data there are few generalizations that we can make. The first is that we have a large

number of students achieving grades of A and B. The second is a drop off in student grades from the first

quarter to the second quarter, this pattern in not atypical. Which brings the question, what is different from

the first to second grading period? There are many variables that come into play when asking this question. As

a staff we will be reviewing this data and discussing the possible reasons for the grade drop off with the intent

of making a positive difference in student outcomes.

Since we have many students achieving “Honor Roll” status and doing quite well academically we are

able to look at the individual students not meeting satisfactory achievement. As we look closer we are able to

analyze the student’s outcomes and resources in place to provide support. As the student’s specific needs

change the support structure can also change.


Philomath High School

Mike Bussard – Principal

March Board Report

Core course grade distribution report card Trimester 1 & 2 2018 /2019 school year.

Social Studies

Trimester 1 grade distribution

Social Studies



Science


Science



Math


Math



ELA


ELA



Observations / Questions / Conclusions from Report Card Data

• Overall grade distribution in core course numbers generally trend to high achieving marks.

Philomath High School’s overall student GPA of 3.15 is exemplary. Our high school ranks in the

OSAA top ten in student-athlete GPAs. In the Fall of 2018 every OSAA sport at PHS earned a

cumulative GPA over 3.0. As good as this data is there is work to be done. Our Economically

Disadvantaged students carry an overall GPA of 2.21, Students with Disabilities 2.67, Hispanic

2.75. The data presented points out that Trimester 1 has the highest rate of students performing

below grade level (below a C). Math has the highest number of students performing below grade

level, this is a trend throughout the state. Freshmen students earn the overall lowest marks

throughout core content, with the exception of Social Studies which is not offered to Frosh.

• PHS is mindful of strong data which articulates that students who were on-track to graduate by

the end of their freshman year were more than twice as likely as students who were off-track to

graduate within four years of entering high school (ODE).

• PHS must foster a ‘growth mindset’ to continue to investigate best practices to better serve all

students throughout the school.

Moving Forward

• Refinement of administrative Advisory mandates for students with grades below a C.

• Introduction of a Freshman Success Class in conjunction with AVID strategies.

• Introduction of a second AVID elective course.

• Structured 9 / 10th grade scheduling to increase rigor and reduction of open ended elective heavy

schedule.

• Freshmen Geography course which meets Key Success Factors.

• Introduction of a Finals schedule last two days of trimester.

• Introduction of a Pre-Algebra course to meet incoming below grade level students.

• Definition of course pathways and an overall reduction of singleton courses.


Kings Valley Charter School

Jamon Ellingson

Academics

Core Content Area – Grade and Report Card Information from 2018‐19

Content Area Grade Level Student Group % of Students Meeting Standard (DEFINE)

All Areas (MA, LA, SS, SC)Includes AP and Non‐AP

9‐12 All Students 84% KVCS does not use D grades, so this percentage is students who are passing a course at 70% or higher.

Due to the small school size, and small class sizes, we have not broken out the data by Grade, Subject, or

student groups. KVCS can provide more detailed data to the Superintendent if needed.

Observations/Questions/Conclusions from Report Card Data: Our passing rates (meeting the standard)

are fairly consistent for Semester 1. We will continue to work with all students who are struggling in

course areas.

Next Steps Based on Data: Students who did not pass a subject during semester one are currently

enrolled in a “Credit Recovery” time to complete work to demonstrate proficiency. Our goal is to have

students complete recovery as soon as possible so they move into the next school year with credits

accounted for..


Sunday, March 17, 2019 at 6:00:00 PM Pacific Daylight Time

Page 1 of 3

Subject: Re: DRAFT of next stepsDate: Wednesday, March 13, 2019 at 9:48:55 AM Pacific Daylight TimeFrom: Melissa GoffTo: Mike Bussard, Rebecca Chitkowski, Tony MaOa, Nicole Stueve, Steve BenneO - Philomath, Jodi

Moade, MaO Kelly, Shelly Brown, Beth EdgemonCC: Janet SkaugsetPriority: High

Hello, team! I understand you are meeZng today, and I wanted to remind you of the goals for your work and ourZmelines. My understanding is that there may be some confusion or anxiety regarding the Zmelines andcharge of the group, so I want to remind you of where we are. Please review the highlighted pieces below,and please make sure to discuss today the content of your Board report next week – and it is fine if it issimply an update on the process thus far] and addresses #1 and #2 which is the work done thus far and theimpact seen. #3 and #4 very may be the work that happens a"er next week. I would encourage a regularly scheduledmeeZng for your team (weekly) so that you are able to dive in and have deep discourse around thesecomplex issues.

Remember that the focus from the beginning has been on supporZng underperforming students, andunderperforming students was defined by me to you in January as “Underperforming” in this contextmeans performing below grade level (as reflected by grades, assessment scores, rate of coursepassage), being underrepresented/overrepresented in advanced or below grade level coursework, graduaBng at lower rates than their peers, etc. ParBcularly focus on the high school Key SuccessFactors as a starBng point. The wriOen report should be provided to me by the end of the day this Fridayin order to be included in the Board packet.

Thank you!Melissa Melissa GoffSuperintendentPhilomath School District 17J541.929.3169 “Our vision is to graduate EVERY student and transiBon each into a job, training, or college.”

From: Melissa Goff <[email protected]>Date: Thursday, February 7, 2019 at 7:43 PMTo: Mike Bussard <[email protected]>, Rebecca Chitkowski<[email protected]>, Tony MaOa <[email protected]>, NicoleStueve <[email protected]>, Steve BenneO - Philomath<[email protected]>, Jodi Moade <[email protected]>, MaO Kelly<[email protected]>, Shelly Brown <[email protected]>, Beth Edgemon


of 3

<[email protected]>Cc: Janet Skaugset <[email protected]>Subject: Re: DRAFT of next steps Good evening, Thank you for your leadership and discussion regarding the December Board direcZve to me as yoursuperintendent. Tonight the Board voted on the following moZon, “MoGon to direct superintendent toreturn in April to recommend strategies to increase student achievement in the high school – this willreplace the December moGon.” The moZon was made by Board Chair Kildea and seconded by BoardMember Brown. The moZon was carried 5-0. I read them the next steps that I sent you earlier (see below) and all were in agreement that this is a soundprocess to move us forward. Please let me know if you have any quesZons or concerns. Sincerely,Melissa Melissa GoffSuperintendentPhilomath School District 17J541.929.3169 “Our vision is to graduate EVERY student and transiBon each into a job, training, or college.”

From: Melissa Goff <[email protected]>Date: Monday, January 21, 2019 at 9:02 PMTo: Mike Bussard <[email protected]>, Rebecca Chitkowski<[email protected]>, Tony MaOa <[email protected]>, NicoleStueve <[email protected]>, Steve BenneO - Philomath<[email protected]>, Jodi Moade<[email protected]>, MaO Kelly<[email protected]>, Shelly Brown<[email protected]>, Beth Edgemon <[email protected]>Cc: Janet Skaugset <[email protected]>Subject: DRAFT of next steps Hi, all – Thank you for meeZng with me on Friday. I appreciate your candor and your interest in how we moveforward. I am building this plan, as you and I have discussed, focusing on students first. We are parZcularlyfocused on how we best help all students in all sub groups. We agreed we would be remiss to do this via afocus first on schedule, such as uninterrupted year-long coursework, rather than a focus on qualitaZve andquanZtaZve data to idenZfy what barriers we specifically need to address. This may mean many steps, butthe first needs to be looking at our students and how they are doing across the board. As we move forward to address the direcZve from the Board to me as superintendent, I am tasking your


mailto:[email protected]











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leadership group to:

1. First evaluate which student groups are underperforming. “Underperforming” in this contextmeans performing below grade level (as reflected by grades, assessment scores, rate of coursepassage), being underrepresented/overrepresented in advanced or below grade levelcoursework, graduaBng at lower rates than their peers, etc. ParBcularly focus on the highschool Key Success Factors as a starBng point.

2. Summarize the recent acGons at PHS to address the needs of thesestudents and the iniGal findings from these changes. These findingsmay only be measured qualitaGvely at first, as some of these changesmay take more Gme to bear fruit. The team will work to idenGfy bothand arGculate anGcipated Gming and appropriate measures of successof these changes.

3. Propose next steps to further meet the needs of our underperforming students, considering allleverage points and recommending the highest leverage improvements of support.

4. IdenZfy a conZnued cycle of improvement by which staff may engage in self-reflecZon and inquiry ona regular basis.

I am asking Chair Kildea to extend the Zmeline for our work to April. I am not sure if it takes Board acZon toextend into April or if this summary will suffice as an update on the work that lies ahead. This will mean noupdate to the Board at the February meeZng, but an update in March instead. The update will addressnumbers 1 and 2 from above. I would then propose the Board meet for a work session with the lead groupfocusing on this work between March and April to learn more about what you are discovering and toencourage the Board to ask follow up quesZons to help guide in the cycle of inquiry. I am waiZng for confirmaZon that extending to April is acceptable. If so, I will ask that you move the workahead based on the above DRAFT plan. Yes, it’s a DRAFT. If you have thoughts on improving or see things notaddressed, please let me know by replying “ALL”. Thank you,Melissa


Philomath High School

Student Performance Committee

Data Review, March

Identified Underperforming Subgroups:

● Special Education Students

● Hispanic/Latino

● Economically Disadvantaged

● Males

Students in these subgroups are underperforming in GPA (Winter 2019) and Essential Skills

through Smarter Balanced State testing (Spring 2018).

• Students in these subgroups have continued to demonstrate lower test scores over the past

4 years in comparison to other students in their cohort.

• In 2018, no students identifying as Hispanic/Latino or students with disabilities obtained a

score of Level 4 on the State testing in math or English language arts.

• Students with Disabilities have not scored a Level 4 in Math in 4 years.

• Although male populations have obtained increasing scores in the last year on ELA and

outperformed females in math in 2017-18 on SBAC testing, males have a lower GPA in

comparison to females.

• 9th grade students with IEPs and Males had a higher percentage of credit deficiencies by the

end of 2nd Trimester (5 total credits earned)

Student GPA - Winter 2019

All Student

Population 3.15

Economically

Disadvantaged 2.21

Non Economically

Disadvantaged 3.29

Students with

Disabilities 2.67

Students without

Disabilities 3.21

Hispanic 2.75

Non-Hispanic 3.17

Male 2.99

Female 3.27


Freshman Credit Attainment (Winter 2019)

Percent Credit Deficient by Grade and Demographic

Grade All students Economically

Disadvantaged

Non-Economically

Disadvantaged IEP

Non

IEP Male Female

9th 27 20 20 50 25 34 23

ELA – 2017-18 11th Grade Percent Scores

Math – 2017-18 11th Grade Percent Scores

Level 1 2 3 4 Overall Pass

Level 3 & 4

State

Average

Economically Disadvantaged 43.8 21.9 28.1 6.3 34.4 22.0

Female 26.3 24.6 29.8 19.3 49.1 32.9

Hispanic/Latino 54.5 18.2 27.3 0.0 27.3 19.8

Male 23.7 16.9 40.7 18.6 59.3 33.5

Students with Disabilities 76.9 15.4 7.7 0.0 7.7 < 5.0

Total Population 25.0 20.7 35.3 19.0 54.3 33.2

White 21.6 21.6 36.3 20.6 56.9 37.8

Level 1 2 3 4 Overall Pass

Level 3 & 4

State

Average

Economically Disadvantaged 16.1 16.1 32.3 35.5 67.7 60.0

Female 5.3 12.3 29.8 52.6 82.4 74.6

Hispanic/Latino 27.3 27.3 45.5 0.0 45.5 58.2

Male 15.3 10.2 23.7 50.8 74.5 66.3

Students with Disabilities 46.2 38.5 15.4 0.0 15.4 25.2

Total Population 10.3 11.2 26.7 51.7 78.4 70.3

White 7.8 9.7 25.2 57.3 82.5 75.6


Four Year Trends for English Language Arts and Mathematics 11th Grade SBAC Testing


• Graduation rates for students that are economically disadvantaged and students with IEP

have been below those of their cohorts since the 2012/13 school year, with the exception of

economically disadvantaged students in 2017-18, which saw an increased graduation rate

above their cohort.

• Both groups achieved a higher rate of graduation in 2014/15, but students on IEP have had

a steady decline over the past three years.

Current Implementations and Strategies

Over the past two years, investments in staffing and programs were implemented to improve

student achievement, graduation, and credit attainment.

1. AVID Elective – Current data:

Trimester 1 data shows that of all AVID enrolled students, no one received a final grade of an F in a

class.

Anticipated Results:

It is expected to take 5 years to accurately measure the affects this elective on the student

population. The 5-year data will show the AVID Success Indicators.

2. Additional Special Education Teacher FTE (starting in the 2016-2017 school year).

Current data:

With this addition,

• student behavior and referrals have decreased;

• SpEd teachers are cohesively working with administration to identify student advisory needs;

• Core specific instruction is being addressed in Functional Academic classes

• Focus on student academic needs

At this time, the new additions have not been implemented long enough to have measurable results.



The committee expects accurate data to be available in 4 years. A yearly review of academic

achievement in SpEd will continue.

3. High School Student Success Coordinator

Current data and overview:

With this addition,

• Students are achieving credit recovery and moving towards being on track to graduate;

• Credit recovery has increased (shift from afterschool online classes to during the school day

online classes);

• Students are being exposed to more career related opportunities;

• Increased exposure to post-secondary opportunities (i.e. colleges, armed forces, etc.);

• Student attendance monitoring;


With the addition of a High School Student Success Coordinator, it is anticipated that students will

embark from high school with a clear plan for their future. The district will be implementing

Naviance in the spring, at the earliest, to assist in aligning student strengths and interests to

postsecondary goals, improving student outcomes, and connecting learning with life. With this

developing position and program, an increased graduation rate is expected. An annual evaluation

will be completed that will be focused on student attendance, completion rate, and graduation rate.

4. Additional Assistant Principal

Current Data and Overview:

• Providing advisory intervention;

• Increase in behavior supports;

• Ability to provide data;

• Availability of response and teacher support

5. Increase in Advisory Intervention

6. Increase in FTE for the Athletics and Activities Secretary

7. Increase in FTE for the Media Assistant

8. Addition of FTE for Female PE Teacher

9. ELL Advisory and additional support time

10. Technology Department Revamp to include an addition of FTE for a Technology Director and a

Technology Classroom Assistant;

11. Addition of core instruction into Functional Academics classes

12. Addition of a middle school class focusing on ____________

13. Addition of Naviance program to be implemented soon


Measures of attainment

• Decreased disciplinary referrals, specifically students with IEPs

• Increased accountability in Advisory

• Student data tracking

• Administrative availability and presence in building

• Increased student achievement for AVID students

Continued areas for monitoring for freshman cohort

• Increased graduation rate

• Increased credit and essential skills attainment

• AVID students college application and acceptance

• Increased students continuing advanced coursework


Philomath SD (1900) – Student Success in High School

District Graduation Rate 17-18

Ninth Grade On-Track Rate 17-18

Dropout Rate 17-18

Absenteeism Rate 17-18

Philomath SD 17J 88.39 92.25 1.03 21.13

Asian * * 14.29 14.29

Hispanic/Latino 100.00 90.00 0.00 9.30

Multi-Racial * * 0.00 20.00

White 87.23 91.89 0.96 22.55

District Graduation Rate 17-18

Ninth Grade On-Track Rate 17-18

Dropout Rate 17-18

Absenteeism Rate 17-18

Philomath SD 17J 88.39 92.25 1.03 21.13

Economically Disadvantaged 94.44 82.50 1.30 33.33

Ever English Learners 100.00 85.71 0.00 12.50

Students with Disabilities 60.00 90.00 1.85 40.43

Mobile Students 53.33 87.50 12.50 31.82

CTE Concentrators 89.80 * 1.89 *

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Grad Rate 17-18 Ninth Grade On-Track 17-18

Dropout Rate 17-18 Absenteeism 17-18

Indicators by Ethnicity

Philomath SD 17J Asian Hispanic/Latino Multi-Racial White

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Grad Rate 17-18 Ninth Grade On-Track 17-18

Dropout Rate 17-18 Absenteeism 17-18

Indicators by Student Group

Philomath SD 17J Economically Disadvantaged Ever English Learners

Students with Disabilities Mobile Students CTE Concentrators


Philomath SD Student Demographics 2017-18 (Grades 9-12)

2017-18 Population –468 students

Economically Disadvantaged = 27.78%

Ever English Learners = 5.13%

Students with Disabilities = 10.04%

Mobile Students = 7.48%

2017/ 2018 Cycle

Through June 2017

District Name Estimated FAFSA Completion Percentage

Jun 2017

PHILOMATH SD 17J 55-59

Asian, 1.50% Hispanic/Latino, 8.76%

American Indian/Alaska Native, 0.85%

Multi-Racial, 2.78%

Native Hawaiian/Pacific Islander, 0.21%

White, 85.90%

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

ELA Percent Proficient Math Percent Proficient

Philomath SD 11th Grade SBAC Results 2017-18


Philomath SD Accelerated Learning

% of high school students who took any accelerated learning

33%

% of high school students who took dual credit

18%

% of high school students who passed at least one dual credit course

18%

% of high school students who took direct enrollment

8%

% of high school students who passed at least one direct enrollment course

8%

% of high school students who took an AP course

16%

% of high school students who passed at least one AP test

7%

Approved CTE Programs of Study in Philomath SD;

1) Health Occupations

2) Culinary Arts

3) Manufacturing

4) Business Management

5) Forestry/Natural Resources

2018-19 HSS Fund Allocation $231,548.52

0 10000 20000 30000 40000 50000 60000 70000 80000

College Level Opportunities

Career Technical Education

Dropout Prevention

Foundational Requirements

Indirect Costs

Middle School

Philomath SD Projected HSS Expenditures 2018-19


For former self-identified Philomath High School students, here are the top fifteen most failed courses by raw number for the last five years (blue is total students, red is number who failed).


High School Success Data Report

The data presented in this document was submitted by school districts to the Oregon Department of Education (ODE) during the 2017-18 school year. All data in this document represents students in grades 9-12 in each district. Please note: an asterisk will appear in tables when a student population is fewer than six students indicating the data was suppressed to ensure confidentiality. Additional definitions are provided below. Graduation Rate The graduation rate is an adjusted four-year cohort rate. Ninth Grade On-Track The ninth grade on track rate shows the percentage of students completing one-fourth of credits required for graduation by the end of their freshman year. Dropout Rate The dropout rate is the percentage of students leaving school during a one-year period without having earned either a regular or modified high school diploma and did not enroll in another school. Absenteeism Rate The absenteeism rate is the percentage of students who were enrolled a minimum of 75 days during a school year and were absent at least 10% of the days they were enrolled. Mobile Students Mobile students are students who met one of the following three categories at any point during their high school careers; 1) enrolled in multiple schools, 2) started school after October 1st, or 3) had a gap between school enrollments lasting more than 10 days. Homeless Students Homeless students are students who lack a fixed, regular, and adequate nighttime residence, which could include students living in an emergency shelter or transitional housing unit, share housing with others due to loss of housing or economic hardship, reside in motels, or live in tents or trailers for lack of alternative, adequate housing. Unaccompanied minors who have been abandoned by their parents or who have run away from home are also considered homeless students. CTE Concentrators Students who are CTE Concentrators have earned a minimum of 1 credit in CTE courses, with at least .5 credit

being designated by the school as required. In this use, required means the course curriculum and instruction

is based on industry-recognized standards approved for the applicable CTE program and may be addressed by

the technical skill assessment used to measure student achievement.

AP/IB Participants AP/IB Participants are students who were enrolled in one or more AP or IB courses in 2017-18.


PHS Administration and Counseling Team Proposals for Feedback from SPC:

Proposed Strategies for Improvement

In alignment with the Oregon’s 40-40-20 goal, Gear Up Oregon has identified research-based

strategies to increase rigor and relationship building to improve the achievement of students, in

particular those of low income status. Including:

• Align curriculum with state standards, including Common Core, as well as across grades to

eliminate gaps and overlapping in courses.

• Provide equitable opportunities for each and every student to access college preparation

courses, particularly those from low-income backgrounds.

• Provide access to academically challenging courses such as a default college-prep

curriculum for all, dual enrollment programs, and online or other distance media.

• Use advisories, ninth-grade academies, and senior seminars to cover goal setting,

persistence, self-awareness, motivation, self-efficacy, time management, study skills, and

other key non-cognitive skills.

• Offer professional development opportunities that explicitly address issues of equity in the

classroom.

• Provide time for teachers to align grading policies across same classes/subjects.

• Provide opportunities to learn innovative and effective teaching strategies such as

differentiated instruction, project-based learning, proficiency-based teaching and grading,

etc.

• Offer professional development in social and emotional learning, and growth mindset.

• Provide staff with tools for working /communicating with students and families from

diverse backgrounds.

References

Oregon Gear Up: https://oregongearup.org/

Oregon department of Education: https://www.oregon.gov/highered/research/Pages/educational-

attainment.aspx

To incorporate the above strategies, the following areas of improvement are suggested:

Freshman Success

• Addition of AVID 10th Grade to continue with current 9th grade students and maintain

AVID 9.

The AVID program adopted by the district offers a continued opportunity for

students to gain the success skills needed for graduation and continuation for post-

secondary plans for career, college, or job placement. This program is aligned with the

district vision to “Graduate EVERY student and transition each into a job, training, or

college.”

The implementation of the AVID 9 class supported 30 students to provide freshman

success. The students in this class– Enter AVID Data


https://oregongearup.org/

https://www.oregon.gov/highered/research/Pages/educational-attainment.aspx

https://www.oregon.gov/highered/research/Pages/educational-attainment.aspx

The continuation of AVID 9 in 2019/20 will provide continued support for

upcoming Freshman already benefiting from the 8th grade implementation and additionally

the addition of an AVID 10 can continue support for our rising sophomores for 19/20.

Data for AVID has shown that this pathway for students in high school increases

graduation rates from college for Hispanic/Latino by 15% and White and Hispanic/Latino

students graduating with AVID have an 85% persistence rate to enroll in college the second

year in comparison to the national average of ~ 79%.

● Add Freshman Success Class for all incoming 9th Graders in 19/20 not enrolled in AVID 9

Students not enrolled in the AVID 9 course can still benefit from the skills enrichment and

college and career engagement through the addition of a freshman success class.

○ Includes CTE, Career and College education information

○ Goal setting

○ Academic and Growth Mindset skill building

● More structured 9th grade scheduling in 19/20 with focused electives

○ Increase student rigor for 9th grade

■ Reduce open ended electives – move to focused elective opportunities

■ Begin student credit opportunities for Social Studies with the 9th grade year.

Addition of World Geography in 9th grade (.5 trimester)

Indicators of Attainment: TBD

Increase Equitable Practices

● Increase communication for additional support of ELL classroom instruction teacher

● Add core course instruction within Functional Academic courses beginning Spring Term

2019

● Additional technology enhancements for special education courses

● Use of Registar to provide a safe environment for families to apply for Free/Reduced lunch

in 19/20

○ More accurate reporting on economically disadvantaged subgroup to determine

impact of supports on this group

○ More accurately identify resources needed for families

● Encourage more teacher attendance at EBAC and SEAC meetings

○ Building of culture and community with at-risk groups

● Increase access to culturally relevant opportunities for students in 19/20

○ Mentoring

○ Guest speakers

○ Careers

● Investigate PL opportunities for 19/20 school year for teachers

○ Equity

○ Language Development

Indicators of Attainment: TBD


Identified all Student Schoolwide Concerns and Improvements:

Schoolwide concerns have been identified as areas where growth and improvement are needed.

These areas are not identified as a specific area of need for underperforming groups yet remain

areas of concern that can be addressed to improve overall student achievement in the following

areas:

● Credit attainment

● Master Scheduling

● Attendance

● Advanced options for high achieving students

● Student enrichment/Positive culture

● Mental Health

Proposed Strategies for Improvement

Credit Attainment

● Continue in 19/20 with structured advisory time for student academic support

○ Student report to classes when required due to grades

○ Teacher grade checks by administration

○ Focused advisory for key subject areas

● Addition in 19/20 of Finals schedule for each trimester

○ Two student half days per trimester

○ Cumulative testing/projects

○ Opportunities for credit recovery in at-risk classes after school for two days

○ Break up testing schedule to optimize performance

○ Enable effective transition to new courses each trimester

● Provide educational pathways for students in course offerings

○ Clearly defined pathway options for student 4 year planning

○ Student education during forecasting and in the course catalog on required and

elective choices

○ Increase educational achievement culture

Example Educational Pathway: Provides students with 4-year planning at a glance and clear

pathways to achieve course attainment with prerequisites.

Indicators of Attainment:


Scheduling improvement: Currently single offered classes restrict student access to some courses.

● Streamline trimester offerings for 19/20 to reduce Master Scheduling restrictions and

increase student choice

○ Addition of alternating electives in subject specific areas to increase course

availability

○ Possible compacting course scheduling when applicable (i.e. Manufacturing 2/3,

German 3/4)


Student Enrichment/Advanced Options

● TAG Coordinator implemented at the high school for 19/20

○ The introduction of a HS TAG coordinator has provided enrichment opportunities

in the 18/19 school year

● Proposed keeping students at the high school for top end classes

○ Builds school leadership within the school and improves school culture

○ Benefit of reducing the financial impact of paying for off campus coursework that is

offered

○ Students that earn duel credit or take AP courses have a higher percentage of

graduating from high school

● Removing graded aide course (offered P/NP only)

○ Aide opportunity for Juniors and Seniors only

○ Increased incentive to take rigorous course load for honors diploma

● Weighted grades for upper college level courses (AP and Dual enrollment) offered at the

high school

○ 5 point weight scale for college level courses taken on campus by a PHS instructor

■ Demonstrated rigor and quality assurance within courses that are college

level (AP, Dual enrollment) when taught by a PHS instructor


High School Success Data Report – 2017-18

Provided by Oregon Department of Education for students 9-12


Accelerated Learning Access Outcomes and Credit Transfer. November 2018:

https://files.eric.ed.gov/fulltext/ED589159.pdf

Students with Direct enrollment at LBCC select courses offered at PHS

17-18 School Year Fall 2018 Winter 2019

College Algebra 10 students

(6 BPHS, 2 Homeschool)

1 Student

(BPHS)

1 student

(Homeschool)

Calculus 2 Students

(1 BPHS, 1 Homeschool)

3 students

(all BPHS)

2 Students

(1 BPHS, 1

Homeschool)

American Government 11 Students

(7 BPHS)

6 students

(all BPHS)

7 Students

(1 Homeschool)

English Composition 35 students

(1 BPHS, 3 Homeschool, 2

GED/5th year)

11 Students

(1 BPHS, 1

Homeschool)

5 Students


https://files.eric.ed.gov/fulltext/ED589159.pdf

Mental Health

● Maintain student access to crisis counselor for 19/20 school year on campus

● Increase teacher training in Mental Health First Aid

● Investigate more professional learning in Trauma Informed Practice for 19/20

Data on Crisis prevention


Attendance

Student data indicates that students that are economically disadvantaged and student with

disabilities (Identified IEP) are among the lowest regular attendance. However, all student groups

include chronically absent students. Chronically absent students and those at risk have lower GPAs

overall. This particular area will be further evaluated for implementation of process to increase

overall attendance for the 19/20 school year.

To provide additional support for

attendance in the 2018/19

● More closely track attendance

issues/ early intervention

● More education to students and

families about attendance

● Investigate the addition of a

family attendance liaison for

19/20


GPA by Attendance

>95% 90-95% 82-89% <81%

Regular At-Risk Chronic Severely Chronic

3.4 3 2.7 2.3

>95% 90-95% 81-89% <81%

9th 50.4 26.0 17.1 6.5

10th 59.7 25.6 10.9 3.9

11th 50.4 31.0 9.7 8.8

12th 49.6 24.0 19.8 6.6

White52.5 26.6 14.2 6.7

Multi 55.6 22.2 16.7 5.6

Hispanic47.8 30.4 17.4 4.3

Male55.6 25.9 12.8 5.8

Female50.2 26.6 16.2 7.1

IEP33.3 29.8 26.3 10.5

Economically

Disadvantaged38.4 27.2 22.4 12.0

Attendance by Percent


Date: March 17, 2019

To: Members of the Board of Education

From: Melissa Goff, Superintendent

REPORT TO THE BOARD

*School will be in session on Friday, March 22nd, as we make up another snow day. Thankfully,

these make up days are built into our annual calendar, so staff and families understand that school

may be held on days scheduled as “MU” on the calendar.*

CALENDAR COMMITTEE:

The calendar committee, comprised of a representative from each of the unions and the

superintendent, has been meeting and taking out to review different calendar proposals for the next

two years. The committee reflects the general feedback of the larger groups and unanimously

recommends an August start date for both the 2019-20 and 2020-21 school year.

PHS STUDENT PERFORMANCE COMMITTEE:

This committee continues to meet to discuss student data, our successes, and our opportunities for

improvement in serving underachieving students. The data reviewed by the committee to date is

attached to this superintendent report. This data includes OSU, LBCC, ODE, and PSD data sets.

From this data, the administration and counseling teams built proposals for consideration by the

committee, and the administration has made several data-driven decisions to also support continued

improvement. The proposal presented last week to the committee was partially reviewed, though the

team needs more time as they move on to address all four requirements laid out on February 7th. All available information on the work thus far is included here, including the proposals considered thus

far.

The Board is invited to review the attached data and is encouraged to frame questions that you would

like the committee to answer as they continue their collective work. In addition, after the committee

completes all four aspects of their work, we will schedule a Board work session to walk through their

recommendations. Ideally, this session would happen prior to the April Board meeting.

CITY OF PHILOMATH EASEMENT REQUEST: On Friday, March 15th, City Manager Workman and I met to discuss a number of shared items of

interest for the City and the District. The City expressed continued interest in a 20-foot easement of

land between Chapel Drive and Philomath Middle School. This easement would significantly impact

Downing Forest. Prior to the April Board meeting, the proposal will be reviewed by District staff,

key stakeholder, and our counsel. The Board will then have an opportunity to hear directly from the

City in April and will have additional information available, as deemed helpful, from our internal

review.

Philomath Public Schools Benton County School District 17J, 1620 Applegate Street, Philomath OR 97370 (541) 929-3169


PHILOMATH SCHOOL DISTRICT “IN THE NEWS”: The Philomath Express recently included an article on Kings Valley Charter School that reflects the

ongoing successful collaboration between the District and KVCS. Thank you to Kings Valley staff and community for the continued work to well-serve all students!

CLEMENS COMMUNITY POOL: The Clemens Community Pool Advisory Committee will meet on March 25th to review updated

plans from Christina Knowles (Varitone Architecture), including plans for railing, tiles, and color

scheme. A representative from Gerding Builders will join us, as well, to continue the conversation

on timelines for the project. PHILOMATH FAMILY STABLE HOUSING NETWORK:

Since the team began in December, quite a bit has been accomplished. Attendees include

representatives from Benton County, United Way, Philomath Community Services, the City of

Philomath, and Strengthening Rural Families, Willamette Neighborhood Housing, Jackson Street

Youth Shelter and individuals including local advocate Harriet Hughes. This team has already

engaged in collaborative work that has kept at least two Philomath families in stable housing.

On March 8th, a subset of this group met to begin a trial assignment of a Health Navigator for 4

hours a week in Philomath Schools. This individual will be tightly connected to our counselors

and Family Liaison to support families who may need greater connection to access health care

and other resources. Our Navigator begins after Spring Break. This test-run is made possible by

collaboration between Benton County, Strengthening Rural Families, Philomath Community

Services, and Philomath School District.

TRANSPORTATION - BOYS AND GIRLS CLUB STIF FUNDING: In support of continuing our free transportation to and from Philomath High School to and from the

Boys and Girls Club, Helen Higgins was notified last week that Statewide Transportation

Improvement Fund resources have been committed to our partnership over the next three years. This

will enable us to continue our beginning work, the outcomes of which you will see when student

Kylee Keim presents to the Board this week.

OEA CHOICE TRUST GRANT:

Our Health and Wellness Committee were awarded an OEA Choice Trust Mini-Grant in the amount

of $3,410 to support our school employee wellness work. This will present us with opportunity to diversify our supports for our staff as we work to encourage everyone to stay healthy.

SUPERINTENDENT HIGHLIGHTS:

• Attending PES Oregon Battle of the Books finals at the end of February and getting to serve as

judge at our regional middle school and high school OBOB tournament this weekend.

• Meeting with forestry teachers Simon Babcock and Anna Rose Petersen to learn more about

the progress of the program and getting to see the kids in competition at our locally hosted

forestry program this weekend.

• Meeting with seven different State legislators (including Representative Rayfield and Senator

Gelser) and/or their staff on multiple dates to discuss education funding and the needs of


https://www.gazettetimes.com/community/philomathexpress/news/kvcs-director-sees-positive-upward-trend-on-rural-campus/article_e834883d-69a8-513e-9014-10ef00c9a39d.html

Philomath School District to ensure stability. The Ways and Means Committee’s proposed

budget came in last week at $100 M below Governor Brown’s proposed budget. This

difference would mean a reduction of just over $200,000 in current level of services. The

District will need an investment budget, higher than that proposed by Governor Brown, to hire additional personnel as part of our targeted work to meet the needs of EVERY student.

• On February 28th, facilitating the second meeting of our District Equity Leadership Team. The

team meets again before Spring Break to continue our work.

• Substituting for a half-day for Principal Bell and getting to observe an AVID class while

tutorials were in action.

• Meeting with Mid-Columbia representatives for a check in and deciding that we will schedule

quarterly times to touch base and continue to build relationship between our two organizations.

• As a guest of the Confederation of Oregon School Administrators, meeting with aspiring

principals to help coach them on resumés, cover letters, and interviews.

• Bringing Karen Levy, Crisis Text Line, and Kelly Locey, Benton County Health Department,

to speak to the Valley Coast Superintendents’ Association regarding crisis intervention for our

children, families, and staff.

• Surveying elementary and primary school staff regarding response to instruction and

intervention, including their understanding of RtIi and data-based decision making, successful

professional development to date, and requested next steps for success. This data has been

returned to staff and will be used by the RtIi leadership team as they plan forward.


OregonStudent Wellness Survey

2018

Oregon Health AuthorityConducted by International Survey Associates dba Pride Surveys

Philomath High School - Philomath SD 17J


Contents

1 INTRODUCTION 101.1 Participants by Gender . . . . . . . . . . . . . . . . . . . . . . . . 111.2 Race and Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . 111.3 Tribal Affiliation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121.4 Language Used at Home . . . . . . . . . . . . . . . . . . . . . . . 13

2 SCHOOL CLIMATE 142.1 Supportive Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . 142.2 Attachment to School . . . . . . . . . . . . . . . . . . . . . . . . . 162.3 Opportunities for Participation . . . . . . . . . . . . . . . . . . . . 182.4 Safe Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 202.5 Serious Problem Behaviors . . . . . . . . . . . . . . . . . . . . . . 23

3 POSITIVE YOUTH DEVELOPMENT 253.1 Positive Youth Development Benchmark . . . . . . . . . . . . . . . 253.2 General Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253.3 Competence, Confidence, Support and Service . . . . . . . . . . . . 26

4 MENTAL AND EMOTIONAL HEALTH 284.1 Psychological Distress . . . . . . . . . . . . . . . . . . . . . . . . . 284.2 Depression and Suicide Ideation . . . . . . . . . . . . . . . . . . . . 294.3 Adverse Childhood Experiences . . . . . . . . . . . . . . . . . . . . 31

5 PROBLEM GAMBLING 335.1 Types of Gambling in the Past 30 Days . . . . . . . . . . . . . . . 335.2 Risk of Problem Gambling . . . . . . . . . . . . . . . . . . . . . . 345.3 Communication about the Risks of Gambling . . . . . . . . . . . . 34

6 SUBSTANCE USE 376.1 Abstinence from Substance Use . . . . . . . . . . . . . . . . . . . 376.2 Substance Use in the Past 30 Days . . . . . . . . . . . . . . . . . . 386.3 Norms About Alcohol Use . . . . . . . . . . . . . . . . . . . . . . . 406.4 Factors Associated with Initiation of Substance Use . . . . . . . . . 426.5 Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426.6 Parental Attitude toward Substance Use . . . . . . . . . . . . . . . 436.7 Student Attitude toward Substance Use . . . . . . . . . . . . . . . 436.8 Perceived Risk of Harm . . . . . . . . . . . . . . . . . . . . . . . . 446.9 Communication about Substance Use . . . . . . . . . . . . . . . . 44

7 DRUG FREE COMMUNITIES CORE MEASURES 457.1 30 Day Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457.2 Perception of Moderate or Great Risk . . . . . . . . . . . . . . . . 467.3 Parents Feel It Would Be Wrong or Very Wrong . . . . . . . . . . . 467.4 Friends Feel It Would Be Wrong or Very Wrong . . . . . . . . . . . 47

7.5 Average Age (in years) of Onset . . . . . . . . . . . . . . . . . . . 47

8 HEIGHT, WEIGHT & BODY MASS INDEX (BMI) 48

9 COMPARISON TO PAST SURVEYS 509.1 Past 30 Day Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509.2 Perceived Risk of Use . . . . . . . . . . . . . . . . . . . . . . . . . 509.3 Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509.4 Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519.5 Harassment In The Last 30 Days Related To: . . . . . . . . . . . . 519.6 Feeling Unsafe At or On the Way to School . . . . . . . . . . . . . 529.7 Skipped School in the Last Four Weeks . . . . . . . . . . . . . . . 52

A FREQUENCY DISTRIBUTION TABLES 53A.1 Frequency Distribution Tables . . . . . . . . . . . . . . . . . . . . . 53

A.1.1 Demographics . . . . . . . . . . . . . . . . . . . . . . . . . 53A.1.2 Transitions and Mobility . . . . . . . . . . . . . . . . . . . 54

A.2 School Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55A.2.1 Academic Performance . . . . . . . . . . . . . . . . . . . . 55A.2.2 School Commitment . . . . . . . . . . . . . . . . . . . . . 55A.2.3 Safe School Environment . . . . . . . . . . . . . . . . . . . 58A.2.4 Harassment and Bullying . . . . . . . . . . . . . . . . . . . 60

A.3 Social, Emotional and Mental Health . . . . . . . . . . . . . . . . . 63A.3.1 Positive Youth Development . . . . . . . . . . . . . . . . . 63A.3.2 Mental Health Inventory . . . . . . . . . . . . . . . . . . . 65A.3.3 Depression and Suicidality . . . . . . . . . . . . . . . . . . 66A.3.4 Problem Gambling . . . . . . . . . . . . . . . . . . . . . . . 67A.3.5 Adverse Childhood Experiences . . . . . . . . . . . . . . . . 68

A.4 Substance Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69A.4.1 Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . 69A.4.2 Alcohol Use . . . . . . . . . . . . . . . . . . . . . . . . . . 72A.4.3 Marijuana Use . . . . . . . . . . . . . . . . . . . . . . . . . 77A.4.4 Other Drug Use . . . . . . . . . . . . . . . . . . . . . . . . 79A.4.5 Lifetime Drug Use . . . . . . . . . . . . . . . . . . . . . . . 80A.4.6 Availability of Alcohol, Tobacco and Drugs . . . . . . . . . 83A.4.7 Perceived Risk of Harm from Substance Use . . . . . . . . . 84A.4.8 Communication about Substance Use . . . . . . . . . . . . 87

A.5 Parenting and Parental Attitudes . . . . . . . . . . . . . . . . . . . 88A.5.1 Family Management . . . . . . . . . . . . . . . . . . . . . . 88A.5.2 Parental Attitudes towards Substance Use . . . . . . . . . . 89

A.6 Influence of Friendships . . . . . . . . . . . . . . . . . . . . . . . . 90A.6.1 Friends’ Attitudes towards Substance Use . . . . . . . . . . 90

A.7 Height and Weight . . . . . . . . . . . . . . . . . . . . . . . . . . 91A.7.1 Body Mass Index and Weight . . . . . . . . . . . . . . . . . 91

B SWS QUESTIONNAIRES 93

3Packet page 54 of 188

List of Tables

1 Participants by Gender . . . . . . . . . . . . . . . . . . . . . . . . 112 Race and Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Hispanic or Latino/Latina? . . . . . . . . . . . . . . . . . . . . . . 124 Tribal Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Language Used at Home . . . . . . . . . . . . . . . . . . . . . . . 136 Supportive Atmosphere involving teachers and peers . . . . . . . . . 147 Student’s Attachment to School . . . . . . . . . . . . . . . . . . . 168 Student’s Value of School Work . . . . . . . . . . . . . . . . . . . 169 Parental Accountability to Students . . . . . . . . . . . . . . . . . 1610 Student Opportunities for Participation . . . . . . . . . . . . . . . . 1811 Student Perception of Safe Environment at School . . . . . . . . . 2012 Student Witnessed Bullying . . . . . . . . . . . . . . . . . . . . . . 2013 Student Harassment Experience at School . . . . . . . . . . . . . . 2114 Student Reported Serious Problem Behaviors on School Property

Past 12 Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2315 Student Reported Serious Problem Behaviors on School Property

Past 30 Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2316 Student Reported Serious Problem Behaviors Anywhere Past 12

Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2317 Positive Youth Development Benchmark . . . . . . . . . . . . . . . 2518 Student’s Assessment of General Health . . . . . . . . . . . . . . . 2519 Student Perception Competence, Confidence, Support and Service . 2620 High Level Psychological Distress experienced by Students Past 30

Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2821 Mental Health Inventory-5 Questions: How Students Felt Past 30 Days 2822 Depression and Suicide Ideation by Students Past 12 Months . . . . 2923 Adverse Childhood Experience* . . . . . . . . . . . . . . . . . . . . 3124 Types of Gambling in which Students Participated Past 30 Days . . 3325 Signs of Problem Gambling reported by Students Past 12 Months . 3426 Communication About the Risks of Gambling . . . . . . . . . . . . 3427 Abstinence from Substance Use . . . . . . . . . . . . . . . . . . . . 3728 Student Reported Substance Use Past 30 Days . . . . . . . . . . . 3829 Student Reported Alcohol Use Past 30 Days . . . . . . . . . . . . . 4030 Student Reported Alcohol and Vehicles Behavior Past 30 Days . . . 4031 Student Disapproving Attitudes about Drinking . . . . . . . . . . . 4132 Easy Availability of Cigarettes, Alcohol, Marijuana, and Other Illegal

Drugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4233 Student Perception about Parental Attitude toward Substance Use . 4334 Student Disapproving Attitude towards Peer Substance Use . . . . . 4335 Student Perception of Moderate or Great Risk of Harm . . . . . . . 4436 Communication about Substance Use Past 12 Months . . . . . . . 4437 30 Day Use - Alcohol, Tobacco, and Other Drugs . . . . . . . . . . 4538 Student Perception of Moderate or Great Risk of Harming Themselves 46

39 Parents Feel It Would Be Wrong or Very Wrong to... . . . . . . . . 4640 Friends Feel It Would Be Wrong or Very Wrong to... . . . . . . . . 4741 Average Age (in years) of Onset . . . . . . . . . . . . . . . . . . . 4742 Average Weight . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4843 Average Height . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4844 BMI Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4845 How do you describe your weight? . . . . . . . . . . . . . . . . . . 4946 What are you trying to do about your weight? . . . . . . . . . . . . 4947 During the past 30 days, did you go without eating for 24 hours or

more to lose weight or to keep from gaining weight? . . . . . . . . . 4948 During the past 30 days, did you take diet pills, powders, or liquids

without a doctor’s advice to lose weight or to keep from gaining weight? 4949 During the past 30 days, did you vomit or take laxatives to lose

weight or to keep from gaining weight? . . . . . . . . . . . . . . . . 4950 Alcohol - Past 30 Day Use . . . . . . . . . . . . . . . . . . . . . . 5051 Binge - Past 30 Day Use . . . . . . . . . . . . . . . . . . . . . . . 5052 Marijuana - Past 30 Day Use . . . . . . . . . . . . . . . . . . . . . 5053 Cigarettes - Past 30 Day Use . . . . . . . . . . . . . . . . . . . . . 5054 Illicit Drug Use - Past 30 Day Use . . . . . . . . . . . . . . . . . . 5055 Alcohol - Perceived Risk . . . . . . . . . . . . . . . . . . . . . . . . 5056 Marijuana - Perceived Risk . . . . . . . . . . . . . . . . . . . . . . 5057 Cigarettes - Perceived Risk . . . . . . . . . . . . . . . . . . . . . . 5058 Alcohol - Easy to Get . . . . . . . . . . . . . . . . . . . . . . . . . 5059 Cigarettes - Easy to Get . . . . . . . . . . . . . . . . . . . . . . . . 5160 Marijuana - Easy to Get . . . . . . . . . . . . . . . . . . . . . . . . 5161 Felt sad almost every day for two weeks or more . . . . . . . . . . . 5162 Seriously consider attempting suicide . . . . . . . . . . . . . . . . . 5163 Actually attempted suicide . . . . . . . . . . . . . . . . . . . . . . 5164 Race or ethnic origin . . . . . . . . . . . . . . . . . . . . . . . . . 5165 Being gay, lesbian, bisexual or transgender . . . . . . . . . . . . . . 5166 Who your friends are . . . . . . . . . . . . . . . . . . . . . . . . . 5167 How you look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5168 Received unwanted sexual comments . . . . . . . . . . . . . . . . . 5169 Through e-mail, social media sites (Facebook, Twitter, etc.) . . . . 5270 For other reasons . . . . . . . . . . . . . . . . . . . . . . . . . . . 5271 Did not go to school because of feelings about safety . . . . . . . . 5272 Skipped school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5273 How old are you? . . . . . . . . . . . . . . . . . . . . . . . . . . . 5374 How do you identiy? . . . . . . . . . . . . . . . . . . . . . . . . . . 5375 Which of the following best describes you? . . . . . . . . . . . . . . 5376 In what grade are you? . . . . . . . . . . . . . . . . . . . . . . . . 5477 What is your race? . . . . . . . . . . . . . . . . . . . . . . . . . . 5478 Are you Hispanic or Latino/Latina? . . . . . . . . . . . . . . . . . . 5479 What is the language you use most often at home? . . . . . . . . . 54


80 Have you changed schools (including changing from elementary tomiddle and middle to high school) in the past year? . . . . . . . . . 54

81 How many times have you changed homes since kindergarten? . . . 5582 Putting them all together, what were your grades like last year? . . 5583 During the LAST FOUR WEEKS how many whole days of school

have you missed because you skipped or ”cut”? . . . . . . . . . . . 5584 How do you like school? . . . . . . . . . . . . . . . . . . . . . . . . 5685 How important do you think the things you are learning in school are

going to be for your later life? . . . . . . . . . . . . . . . . . . . . 5686 How often do you feel that the schoolwork you are assigned is mean-

ingful and important? . . . . . . . . . . . . . . . . . . . . . . . . . 5687 Thinking back over the past school year, how often did you try to do

your best work in school? . . . . . . . . . . . . . . . . . . . . . . . 5688 I have lots of chances to be part of class discussions or activities. . . 5689 There are lots of chances for students in my school to get involved

in sports, clubs, and other school activities outside of class. . . . . . 5790 I respect most of my teachers. . . . . . . . . . . . . . . . . . . . . 5791 My teachers notice when I am doing a good job and let me know

about it. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5792 I can talk to my teachers openly and freely about my concerns. . . . 5793 In my school, teachers treat students with respect. . . . . . . . . . 5794 Most students at my school help each other when they are hurt or

upset. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5795 In my school, students that work hard to get good grades are picked

on by other students. . . . . . . . . . . . . . . . . . . . . . . . . . 5896 During the past 30 days, on how many days did you not go to school

because you felt you would be unsafe at school or on your way to orfrom school? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

97 During the past 30 days, on how many days did you carry a gun asa weapon on school property? . . . . . . . . . . . . . . . . . . . . . 58

98 During the past 30 days, on how many days did you carry a weapon(other than a gun) such as a knife or club on school property? . . . 58

99 During the past 12 months, how many times were you in a physicalfight? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

100 During the past 12 months, how many times were you in a physicalfight on school property? . . . . . . . . . . . . . . . . . . . . . . . 59

101 During the past 12 months, how many times did you bully someone(such as hitting, kicking, pushing, saying mean things, spreadingrumors, or making sexual comments that bothered them)? . . . . . 59

102 During the past 12 months, how many times have you been sus-pended from school? . . . . . . . . . . . . . . . . . . . . . . . . . 59

103 During the past 12 months, how many times has someone threatenedyou with a weapon such as a gun, knife, or club on school property? 60

104 During the past 12 months, how many times have you been drunkor high at school? . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

105 During the past 12 months, has anyone offered, sold, or given youan illegal drug on school property? . . . . . . . . . . . . . . . . . . 60

106 Any harassment in the past 30 days . . . . . . . . . . . . . . . . . 60107 In the last 30 days, how many times have you been harassed at

school, on a school bus or going to and from school because of yourrace or ethnic origin? . . . . . . . . . . . . . . . . . . . . . . . . . 60

108 In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school because someone saidyou were gay, lesbian, bisexual or transgender? . . . . . . . . . . . . 61

109 In the last 30 days, how many times have you been harassed atschool, on a school bus or going to and from school because of whoyour friends are? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

110 In the last 30 days, how many times have you been harassed atschool, on a school bus or going to and from school because of howyou look (weight, clothes, acne, or other physical characteristics)? . 61

111 In the last 30 days, how many times have you been harassed atschool, on a school bus or going to and from school because youreceived unwanted sexual comments or attention? . . . . . . . . . . 61

112 In the last 30 days, how many times have you been harassed atschool, on a school bus or going to and from school through e-mail,social media sites (Facebook, Twitter, YouTube, etc.), chat rooms,instant messaging, web sites, texting or phone? . . . . . . . . . . . 62

113 In the last 30 days, how many times have you been harassed atschool, on a school bus or going to and from school for other reasons? 62

114 How often have you seen another student bully others by hitting,kicking, punching or otherwise hurting them in school or on theschool bus? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

115 How often have you heard another student bully others by sayingmean things, teasing or calling other students names in your schoolor on the school bus? . . . . . . . . . . . . . . . . . . . . . . . . . 62

116 How often have you heard another student spread mean rumors orleave other students out of activities to be mean in your school oron the school bus? . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

117 Positive Youth Development . . . . . . . . . . . . . . . . . . . . . 63118 Would you say that in general your emotional and mental health is... 63119 Would you say that in general your physical health is... . . . . . . . 64120 I can do most things if I try. . . . . . . . . . . . . . . . . . . . . . 64121 I can work out my problems. . . . . . . . . . . . . . . . . . . . . . 64122 I volunteer to help others in my community. . . . . . . . . . . . . . 64123 There is at least one teacher or other adult in my school that really

cares about me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64124 On an average school night, how many hours of sleep do you get? . 64125 Mental Health Inventory 5 . . . . . . . . . . . . . . . . . . . . . . 65126 During the past 30 days, how much of the time have you been a

happy person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65


127 During the past 30 days, how much of the time have you been a verynervous person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

128 During the past 30 days, how much of the time have you felt calmand peaceful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

129 During the past 30 days, how much of the time have you felt down-hearted and blue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

130 During the past 30 days, how much of the time have you felt so downin the dumps that nothing could cheer you up . . . . . . . . . . . . 66

131 During the past 12 months, did you ever feel so sad or hopelessalmost every day for two weeks or more in a row that you stoppeddoing some usual activities? . . . . . . . . . . . . . . . . . . . . . . 66

132 During the past 12 months, did you ever seriously consider attempt-ing suicide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

133 During the past 12 months, how many times did you actually attemptsuicide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

134 Gambling involves betting anything of value (money, a watch, soda,etc.) on a game or event with an uncertain outcome. Please markALL the different types of betting that you have done, if any, duringthe last 30 days: . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

135 During the last 12 months, have you ever felt bad about the amountyou bet, or about what happens when you bet money? . . . . . . . 67

136 During the last 12 months, have you ever felt that you would like tostop betting money but didn’t think you could? . . . . . . . . . . . 67

137 Have you ever lied to anyone about betting/gambling? . . . . . . . 67138 Have you ever bet/gambled more than you wanted to? . . . . . . . 68139 Have your parents ever talked to you about the risks of bet-

ting/gambling? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68140 Have your teachers ever talked to you about the risks of bet-

ting/gambling? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68141 Were your parents ever separated or divorced after you were born? . 68142 Have you ever lived with someone who is/was a problem drinker or

alcoholic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68143 Have you ever lived with someone who uses/used street drugs? . . . 68144 Have you ever lived with a household member who is/was depressed

or mentally ill? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68145 Have you ever felt that you did not have enough to eat? . . . . . . 69146 Have you ever felt that you had to wear dirty clothes? . . . . . . . . 69147 Have you ever felt that you had no one to protect you? . . . . . . . 69148 During the past 30 days, on how many days did you smoke cigarettes? 69149 During the past 30 days, on how many days did you use other tobacco

products? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69150 During the past 30 days, on how many days did you smoke tobacco

in a ”Hookah,” also known as a water pipe? . . . . . . . . . . . . . 70151 During the past 30 days, from which of the following sources did you

get tobacco (cigarettes, chew, cigars)? Please mark all that apply. . 70

152 Used any tobacco product during the past 30 days . . . . . . . . . 70153 How old were you when you smoked a whole cigarette for the first

time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70154 How old were you when you smoked a whole cigarette for the first

time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70155 How old were you the first time you used tobacco products other than

cigarettes such as snuff, chewing tobacco, and smoking tobacco froma pipe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

156 How old were you the first time you used tobacco products other thancigarettes such as snuff, chewing tobacco, and smoking tobacco froma pipe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

157 How old were you when you first tried e-cigarettes, vape-pens, ore-hookahs?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

158 During your life, on how many days have you had at least one drinkof alcohol? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

159 During the past 30 days, on how many days did you have at leastone drink of alcohol? . . . . . . . . . . . . . . . . . . . . . . . . . 72

160 During the past 30 days, on how many days did you have 5 or moredrinks of alcohol in a row, that is, within a couple of hours? . . . . 72

161 During the past 30 days, on how many days do you think moststudents in your school had at least one drink of alcohol? (your bestestimate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

162 During the past 30 days, on how many days do you think moststudents in your school had 5 or more drinks of alcohol in a row,that is, within a couple of hours? (your best estimate) . . . . . . . 73

163 Think of your four best friends (the friends you feel closest to). Inthe past 12 months, how many of your best friends have tried beer,wine, or hard liquor (for example, vodka, whiskey or gin)? . . . . . . 73

164 During the past 30 days, what type of alcohol did you usually drink?Select only one response. . . . . . . . . . . . . . . . . . . . . . . . 73

165 During the past 30 days, from which of the following sources did youget the alcohol you drank? Please mark all that apply. . . . . . . . 74

166 In the last 12 months, which of the following have you experienced?Please mark all that apply. . . . . . . . . . . . . . . . . . . . . . . 74

167 During the past 30 days, how many times did you ride in a vehicledriven by a parent or other adult who had been drinking alcohol? . . 74

168 During the past 30 days, how many times did you ride in a vehicledriven by a teenager who had been drinking alcohol? . . . . . . . . 75

169 During the past 30 days, how many times did you drive a car or othervehicle when you had been drinking alcohol? . . . . . . . . . . . . . 75

170 During the past 30 days, how many times did most students in yourschool ride in a vehicle driven by a parent or other adult who hadbeen drinking alcohol? . . . . . . . . . . . . . . . . . . . . . . . . . 75


171 During the past 30 days, how many times did most students in yourschool ride in a vehicle driven by a teenager who had been drinkingalcohol? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

172 During the past 30 days, how many times did most students in yourschool drive a car or other vehicle when they had been drinking alcohol? 76

173 How old were you when you had more than a sip or two of beer,wine, or hard liquor (for example, vodka, whiskey, or gin) for the firsttime? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

174 How old were you when you had more than a sip or two of beer,wine, or hard liquor (for example, vodka, whiskey, or gin) for the firsttime? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

175 How old were you when you first began drinking alcoholic beveragesregularly, that is at least once or twice a month? . . . . . . . . . . 76

176 How old were you when you first began drinking alcoholic beveragesregularly, that is at least once or twice a month? . . . . . . . . . . 76

177 During the past 30 days, how many times did you use marijuana? . 77178 During the past 30 days, from which of the following sources did you

get marijuana? Please mark all that apply. . . . . . . . . . . . . . . 77179 How old were you when you tried marijuana for the first time? . . . 78180 How old were you when you tried marijuana for the first time? . . . 78181 How old were you when you first tried synthetic marijuana (also called

K2, Spice, etc.) for the first time? . . . . . . . . . . . . . . . . . . 78182 How old were you when you first tried synthetic marijuana (also called

K2, Spice, etc.) for the first time? . . . . . . . . . . . . . . . . . . 78183 During the past 30 days, on how many days did you sniff glue, breathe

the contents of aerosol spray cans, or inhale any paints or sprays toget high? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

184 During the past 30 days, on how many days did you use syntheticmarijuana, example: K2, Spice, etc.? . . . . . . . . . . . . . . . . . 79

185 During the past 30 days, on how many days did you use a prescrip-tion drug (such as OxyContin, Percocet, Vicodin, codeine, Adderall,Ritalin, or Xanax) without a doctor’s orders? . . . . . . . . . . . . 79

186 Which of the following illicit drugs did you use during the past 30days? Please mark all that apply. . . . . . . . . . . . . . . . . . . . 80

187 Any illicit drug use including marijuana, synthetic marijuana, cocaine,ecstasy, heroin, hallucinogens or methamphetamines . . . . . . . . . 80

188 Any illicit drug use including cocaine, ecstasy, heroin, hallucinogensor methamphetamines . . . . . . . . . . . . . . . . . . . . . . . . . 80

189 During your life, how many times have you Used marijuana? . . . . 80190 During your life, how many times have you Sniffed glue, breathed

the contents of aerosol spray cans, or inhaled any paints or sprays toget high? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

191 During your life, how many times have you Taken steroid pills orshots without a doctor’s prescription? . . . . . . . . . . . . . . . . 81

192 During your life, how many times have you Taken a prescription drugnot prescribed to you? . . . . . . . . . . . . . . . . . . . . . . . . . 81

193 During your life, how many times have you Used any form of cocaine,including powder, crack or freebase? . . . . . . . . . . . . . . . . . 81

194 During your life, how many times have you Used ecstasy (also calledMDMA)? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

195 During your life, how many times have you Used heroin (also calledsmack, junk, or China White)? . . . . . . . . . . . . . . . . . . . . 82

196 During your life, how many times have you Used methamphetamines(also called speed, crystal, crank or ice)? . . . . . . . . . . . . . . . 82

197 During your life, how many times have you used a needle to injectany illegal drug into your body? . . . . . . . . . . . . . . . . . . . 82

198 Lifetime drug use (includes marijuana, inhalants, steroids, prescrip-tion drugs, cocaine, ecstasy, heroin, methamphetamines) . . . . . . 82

199 Lifetime drug use other than marijuana (includes inhalants, steroids,prescription drugs, cocaine, ecstasy, heroin, methamphetamines) . . 83

200 If you wanted to get some, how easy would it be for you to get somebeer, wine, or hard liquor (for example, vodka, whiskey, or gin)? . . 83

201 If you wanted to get some, how easy would it be for you to get somecigarettes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

202 If you wanted to get some, how easy would it be for you to get somemarijuana? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

203 If you wanted to get some, how easy would it be for you to get somesynthetic marijuana, example: K2, Spice, etc.? . . . . . . . . . . . . 83

204 If you wanted to get some, how easy would it be for you to get adrug like cocaine, LSD, or amphetamines? . . . . . . . . . . . . . . 83

205 If you wanted to get some, how easy would it be for you to getprescription drugs not prescribed to you? . . . . . . . . . . . . . . . 84

206 If you wanted to get some, how easy would it be for you to get somee-cigarettes, vape-pens, or e-hookahs? . . . . . . . . . . . . . . . . 84

207 How much do you think people risk harming themselves (physically orin other ways) if they take one or two drinks of an alcoholic beverage(beer, wine, liquor) nearly every day? . . . . . . . . . . . . . . . . . 84

208 How much do you think people risk harming themselves (physicallyor in other ways) when they have five or more drinks of an alcoholicbeverage once or twice a week? . . . . . . . . . . . . . . . . . . . . 84

209 How much do you think people risk harming themselves (physicallyor in other ways) if they smoke one or more packs of cigarettes perday? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

210 How much do you think people risk harming themselves (physicallyor in other ways) if they try marijuana once or twice? . . . . . . . . 85

211 How much do you think people risk harming themselves (physicallyor in other ways) if they smoke marijuana once or twice a week? . . 85

212 How much do you think people risk harming themselves (physicallyor in other ways) if they use prescription drugs not prescribed to them? 85


213 How do you feel about someone your age having one or two drinksof an alcoholic beverage nearly every day? . . . . . . . . . . . . . . 85

214 How do you feel about someone your age smoking one or more packsof cigarettes a day? . . . . . . . . . . . . . . . . . . . . . . . . . . 86

215 How do you feel about someone your age trying marijuana or hashishonce or twice? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

216 How do you feel about someone your age using prescription drugsnot prescribed to them? . . . . . . . . . . . . . . . . . . . . . . . . 86

217 How do you feel about someone your age use synthetic marijuana,example: K2, Spice? . . . . . . . . . . . . . . . . . . . . . . . . . . 86

218 How do you feel about someone your age smoke e-cigarettes, vape-pens, or e-hookahs? . . . . . . . . . . . . . . . . . . . . . . . . . . 87

219 During the past 12 months, do you recall hearing, reading, or watch-ing an advertisement about prevention of substance abuse? . . . . . 87

220 During the past 12 months, have you had a special class about drugsor alcohol in school? . . . . . . . . . . . . . . . . . . . . . . . . . . 87

221 During the past 12 months, have you talked with at least one of yourparents about the dangers of tobacco, alcohol, or drug use? . . . . . 87

222 Would you be more or less likely to want to work for an employerthat tests its employees for drug or alcohol use on a random basis? . 87

223 My parents ask if I’ve gotten my homework done. . . . . . . . . . . 88224 My parents would catch me if I skipped school. . . . . . . . . . . . 88225 When I am not at home, one of my parents knows where I am and

whom I am with. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88226 My family has clear rules about alcohol and drug use. . . . . . . . . 88227 How would most students in your school respond to this statement:

”My family has clear rules about alcohol and drug use.” . . . . . . . 88228 How wrong do you think your parents feel it would be for you to have

one or two drinks of an alcoholic beverage nearly every day? . . . . 89229 How wrong do you think your parents feel it would be for you to

smoke cigarettes? . . . . . . . . . . . . . . . . . . . . . . . . . . . 89230 How wrong do you think your parents feel it would be for you to

smoke marijuana? . . . . . . . . . . . . . . . . . . . . . . . . . . . 89231 How wrong do you think your parents feel it would be for you to use

prescription drugs not prescribed to you? . . . . . . . . . . . . . . . 89232 How wrong do you think your parents feel it would be for you to use

synthetic marijuana, example: K2, Spice? . . . . . . . . . . . . . . 89233 How wrong do you think your parents feel it would be for you to

smoke e-cigarettes, vape-pens, or e-hookahs? . . . . . . . . . . . . 89234 How wrong do you think your friends feel it would be for you to have

one or two drinks of an alcoholic beverage nearly every day? . . . . 90235 How wrong do you think your friends feel it would be for you to

smoke tobacco? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90236 How wrong do you think your friends feel it would be for you to

smoke marijuana? . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

237 How wrong do you think your friends feel it would be for you to useprescription drugs not prescribed to you? . . . . . . . . . . . . . . . 90

238 How wrong do you think your friends feel it would be for you to usesynthetic marijuana, example: K2, Spice? . . . . . . . . . . . . . . 90

239 How wrong do you think your friends feel it would be for you tosmoke e-cigarettes, vape-pens, or e-hookahs? . . . . . . . . . . . . 91

240 Body Mass Index Percentile Ranking . . . . . . . . . . . . . . . . . 91241 How do you describe your weight? . . . . . . . . . . . . . . . . . . 91242 Which of the following are you trying to do about your weight? . . . 92243 During the past 30 days, did you Go without eating for 24 hours

or more (also called fasting) to lose weight or to keep from gainingweight? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

244 During the past 30 days, did you Take any diet pills, powders, orliquids without a doctor’s advice to lose weight or to keep fromgaining weight? (Do not include meal replacement products such asSlim Fast.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

245 During the past 30 days, did you Vomit or take laxatives to loseweight or to keep from gaining weight? . . . . . . . . . . . . . . . . 92


List of Figures

1 Supportive Atmosphere involving teachers and peers . . . . . . . . . 152 Student’s Attachment to School . . . . . . . . . . . . . . . . . . . 173 Student Opportunities for Participation . . . . . . . . . . . . . . . . 194 Student Harassment Experience at School - Grade 11 . . . . . . . . 225 Student Reported Serious Problem Behaviors . . . . . . . . . . . . 246 Positive Youth Development - Grade 11 . . . . . . . . . . . . . . . 277 Psychological Distress, Depression and Suicide by Students Past 12

Months . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308 Adverse Childhood Experience . . . . . . . . . . . . . . . . . . . . 329 Reported Student Gambling - Grade 11 . . . . . . . . . . . . . . . 3510 Signs of Problem Gambling - Past 12 Months . . . . . . . . . . . . 3611 Alcohol, Tobacco and Other Drug Use - Grade 11 . . . . . . . . . . 39


1 INTRODUCTION

This is a report of key findings from the Oregon Student Wellness Survey, a surveyof 6th, 8th and 11th grade youth, conducted in the spring of 2018. The OregonStudent Wellness Survey is an anonymous and voluntary survey sponsored by theOregon Health Authority (OHA) in collaboration with the Oregon Department ofEducation. OHA contracted with International Survey Associates to recruit schools,administer the survey and report survey results. The survey was available free ofcharge to all Oregon public and charter schools that chose to participate. Schoolsthat agreed to participate in the Oregon Student Wellness Survey were given theoption of administering the survey either online or by paper and pencil with the schooldistrict determining which method would be best for their particular circumstances.

The Oregon Student Wellness Survey was designed to assess a wide range of topicsthat included school climate, positive youth development, mental health, physicalhealth, substance use, problem gambling, fighting and other problem behaviors.

Oregon Student Wellness Survey results are used by schools, state and local agencies,organizations and communities to assess and monitor the health and well being ofOregon youth and the environments in which they live. Oregon Student WellnessSurvey data can serve as a valuable tool for program planning, implementation, andevaluation. The data are essential information for communications with legislatorsand the public, and communities and local agencies will find the data improves theirability to procure funding by providing the baseline data needed for grant writing.In these ways, schools, communities and policy makers will find themselves poisedto make effective decisions about behavior and health related policies, services,programs and educational activities.

The Oregon Student Wellness Survey was designed as a split survey. The 6th and8th grade version of the survey consisted of a subset of the questions found on the11th grade version. In order to provide results that spanned all grade levels in asingle report, the data for questions that did not appear on the 6th and 8th gradeversion appear in this report as missing.

This report is divided into topic specific sections. Each section provides a briefoverview of the topic, followed by summary data tables that include results for allthree grades. In addition, both local data and state data are reported. State datawas weighted in a manner similar to the Oregon Healthy Teen Survey to allow forcomparative results on questions that both surveys have in common. The primaryweighting factor was based on enrollment numbers. The school data in this reportis unweighted.

For questions about the survey please contact:

Duyen Ngo, PhD, MPHHealth Promotion and Chronic Disease PreventionPublic Health DivisionEmail: [email protected]



1.1 Participants by Gender

Table 1: Participants by Gender

Grade 11School State

% %

Female 42.9 48.4

Male 53.2 49.3

Transgender 2.6 0.8

Something elsefits better

1.3 1.5

N of Valid 77

N of Miss 1

• Percentages exclude missing answers.

There was a total of 61,703 students that participated in Oregon’s Student WellnessSurvey. This includes 22,853 for 6th grade, 22,825 for 8th grade and 16,025 for 11thgrade.

1.2 Race and Ethnicity

Schools throughout Oregon vary considerably in the racial and ethnic compositionof their students. The Oregon Student Wellness Survey asks one question aboutrace and another about Hispanic or Latino ethnicity.

The table below shows the percentage of students that self-identified as...

Table 2: Race and Ethnicity


% %

Non-Hispanic AmericanIndian or Alaska Native

0.0 1.9

Non-Hispanic Asian 0.0 5.0

Non-Hispanic Black orAfrican American

1.3 2.6

Non-Hispanic NativeHawaiian or Other PacificIslander

0.0 0.8

Non-Hispanic White 85.5 61.7

Non-Hispanic Multiple -No best given

0.0 0.6

Hispanic / Latino 13.2 24.7

Non-Hispanic Other 0.0 2.7



The table below shows the student responses to the question ”Are you Hispanic orLatino/Latina?”

Table 3: Hispanic or Latino/Latina?


% %

No 87.0 75.4

Yes 13.0 24.6


1.3 Tribal Affiliation

Students were asked if they were enrolled in any of the following tribes.

Table 4: Tribal Enrollment


% %

I am not enrolled in atribe

94.6 95.6

Burns Paiute Tribe 0.0 0.0

Coquille Indian Tribe 0.0 0.1

Cow Creek Band ofUmpqua Tribe of Indians

0.0 0.1

Confederated Tribes ofGrand Ronde

0.0 0.2

Klamath Tribes 0.0 0.2

Confederated Tribes ofthe Umatilla IndianReservation

0.0 0.2

Confederated Tribes ofthe Coos, Lower Umpqua,and Siuslaw Indians

0.0 0.1

Confederated Tribes ofSiletz Indians

0.0 0.1

Confederated Tribes ofWarm Springs

0.0 0.1

Other 5.4 3.3



1.4 Language Used at Home

Students were asked what language they used most often at home.

Table 5: Language Used at Home


% %

English 89.7 84.8

Russian 0.0 0.7

Spanish 9.0 10.7

Vietnamese 0.0 0.8

A tribal language 0.0 0.2

Another language 1.3 2.7



2 SCHOOL CLIMATE

School climate is an important issue to parents, administrators and the commu-nity. The environment within a school directly impacts students’ academic, social,emotional and mental states. Respectful, supportive relationships among students,teachers and parents are fundamental. When students have opportunities to col-laborate and share a sense of purpose and ideals, students, faculty and staff lookforward to school. When students are attached to school and to teachers and proso-cial peers, they are more likely to behave in prosocial ways themselves, and to avoidengaging in high-risk behaviors.

There is strong evidence that the learning environment influences student attach-ment to school. Classroom and school interventions that make the learning environ-ment safer, more caring, better managed and highly participatory and that enhancestudents’ social competence have been shown to increase student attachment toschool. A comprehensive assessment of school climate involves input from students,faculty and staff on a wide range of topics. The data collected with the OregonStudent Wellness Survey deals exclusively with the student perception aspect ofschool climate. It provides an assessment of whether students feel they belong, arevalued and physically and emotionally safe at school.

2.1 Supportive Atmosphere

In supportive atmospheres students feel more comfortable approaching and interact-ing with teachers and peers, thereby strengthening their relationships.

The table below reports the percentage of students that agree with the followingstatements.

Table 6: Supportive Atmosphere involving teachers and peers


% %

My teachers notice whenI am doing a good joband let me know about it.

80.8 65.6

I can talk to my teachersopenly and freely aboutmy concerns.

75.3 61.2

In my school, teacherstreat students withrespect.

85.9 79.0

Most students at myschool help each otherwhen they are hurt orupset.

74.4 59.8

In my school, studentsthat work hard to getgood grades are pickedon by other students.

15.4 17.7


• Percentages include Strongly aqree and Somewhat agree.


Supportive Atmosphere involving teachers and peers

Supportive Atmosphere involving teachers and peersPhilomath High School - Philomath SD 17J

80.8

75.3

85.9

74.4

15.4

Tea

cher

tells

me

"goo

d jo

b"

I can

talk

to te

ache

rs

Tea

cher

s re

spec

t stu

dent

s

Stu

dent

s he

lp e

ach

othe

r

Get

pic

ked

onfo

r w

orki

ng h

ard

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 1: Supportive Atmosphere involving teachers and peers


2.2 Attachment to School

Students who like school, feel their assignments are important, and that what theyare learning in school will be valuable to them later in life, are better prepared tomake successful transitions after graduation. Young people who do not feel a part ofsociety, are not bound by rules, don’t believe in trying to be successful or responsibleare at high risk of academic failure and developing mental, emotional or behavioraldisorders.

Table 7: Student’s Attachment to School


% %

I like school* 39.7 38.4

I did not skip school inthe last four weeks**

82.1 63.8

I respect my teachers** 88.2 92.1


* Percentages include I like school very much and I like school.

** Percentages include Strongly agree and Somewhat agree.

The following tables show the percentage of students who say...

Table 8: Student’s Value of School Work


% %

I feel that schoolwork ismeaningful andimportant*

35.9 22.1

I tried to do my bestwork in school over thepast year*

74.4 69.0

I think the things I amlearning in school aregoing to be importantlater in life**

41.0 34.5


* Percentages include Almost always, Often and Sometimes.

** Percentages include Very important and Quite important.

Table 9: Parental Accountability to Students


% %

My parents ask if I’vegotten my homeworkdone.

75.0 68.4

My parents would catchme if I skipped school.

85.3 71.9

When I am not at home,one of my parents knowswhere I am and whom Iam with.

90.9 80.5


• Percentages include Very much true and Pretty much true.


Student's Attachment to School

Student's Attachment to SchoolPhilomath High School - Philomath SD 17J

39.735.9

41.0

Like

sch

ool

Sch

ool w

ork

is m

eani

ngfu

l

Sch

ool w

ork

impo

rtan

tfo

r la

ter

in li

fe

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 2: Student’s Attachment to School


2.3 Opportunities for Participation

When young people are given many opportunities to participate meaningfully inschool activities that are important to them, they are less likely to engage in problembehaviors. When opportunities are available for positive participation outside ofclass, children are less likely to engage in substance use, and other problem behaviors.

The table below shows the percentage of students that agree with the followingstatements about their school.

Table 10: Student Opportunities for Participation


% %

I have lots of chances tobe part of classdiscussions or activities.

93.6 88.2

There are lots of chancesfor students in my schoolto get involved in sports,clubs, and other schoolactivities outside of class.

97.4 91.4


• Percentages include Strongly agree and Somewhat agree.


Student Opportunities for Participation

Student Opportunities for ParticipationPhilomath High School - Philomath SD 17J

93.697.4

Cha

nces

topa

rtic

ipat

e in

cla

ss

Lots

of a

ctiv

ities

outs

ide

of c

lass

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 3: Student Opportunities for Participation


2.4 Safe Environment

Students who are harassed, feel unsafe or otherwise victimized are more likely tocut classes, skip school, feel depressed or become involved in problem behaviors.Comprehensive discipline, positive behavior support and anti-bullying programs inschools have been shown to reduce the incidence of harassment.

Table 11: Student Perception of Safe Environment at School


% %

Did not go to school oneor more times in the past30 days because you feltunsafe at school or onyour way to or fromschool

2.6 12.9


The following table shows the percentage of students that witnessed another studentbeing harassed in school or on the school bus in the past year.

Table 12: Student Witnessed Bullying


% %

Heard another studentbully others by sayingmean things, teasing orcalling other studentsnames in your school oron the school bus

57.1 65.1

Seen another studentbully others by hitting,kicking, punching orotherwise hurting them inschool or on the schoolbus

28.2 40.1

Heard another studentspread mean rumors orleave other students outof activities to be meanin your school or on theschool bus

64.9 65.5



This table shows the percentage of students that have been harassed during the past30 days. Students were asked to indicate whether they were harassed at school oron the way to or from school for any of the following reasons.

Table 13: Student Harassment Experience at School


% %

Your race or ethnic origin 3.8 10.5

Someone said you weregay, lesbian, bisexual ortransgender

1.3 7.0

Your friends 11.7 14.0

Your weight, clothes,acne or other physicalcharacteristics

10.4 19.3

Unwanted sexualcomments or attention

9.1 11.3

E-mail, social media, chatrooms, IM, web sites,texting or phone

12.0 15.6

For other reasons. 10.3 12.8

Any harassment in thepast 30 days

28.2 37.2



Student Harassment Experience at School - Grade 11

Student Harassment Experience at School - Grade 11Philomath High School - Philomath SD 17J

3.81.3

11.7 10.4 9.112.0 10.3

28.2

Rac

e or

eth

nici

ty

Sai

d yo

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ere

GLB

T

Gro

up o

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Phy

sica

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ract

eris

tic

Sex

ual c

omm

ents

E-m

ail,

chat

, IM

, etc

.

Oth

er r

easo

ns

Any

har

assm

ent0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School

State

Figure 4: Student Harassment Experience at School - Grade 11


2.5 Serious Problem Behaviors

Schools are one of the safest places for our children. This does not mean that theyare free of serious problem behaviors.

This table shows the prevalence of other serious problem behaviors reported to haveoccurred in the past 12 months at school.

Table 14: Student Reported Serious Problem Behaviors on School PropertyPast 12 Months


% %

Someone has offered, soldor given you an illegaldrug at school

11.5 18.7

Were in a physical fighton school property

2.6 5.3

Been threatened with aweapon on schoolproperty

1.3 7.3


This table shows the prevalence of other serious problem behaviors reported to haveoccurred in the past 30 days at school.

Table 15: Student Reported Serious Problem Behaviors on School PropertyPast 30 Days


% %

Took a weapon otherthan a gun to school

5.1 6.8

Took a gun to school 1.3 1.0

Have a gun/weapon onschool property

5.1 6.9


This table shows problem behaviors that took place in the past 12 months, but theymay take place anywhere, not necessarily on school property.

Table 16: Student Reported Serious Problem Behaviors AnywherePast 12 Months


% %

Been in a physical fight 15.6 13.8

Bullied someonephysically or verbally

5.1 10.0



Student Reported Serious Problem Behaviors

Student Reported Serious Problem BehaviorsPhilomath High School - Philomath SD 17J

2.65.1

1.35.1

1.3

Phy

sica

l fig

ht a

t sch

ool

Bul

lied

som

eone

phys

ical

ly o

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rbal

ly

Bee

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reat

ened

with

a w

eapo

n

Had

wea

pon

othe

r th

angu

n at

sch

ool

Had

gun

at s

choo

l0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 5: Student Reported Serious Problem Behaviors


3 POSITIVE YOUTH DEVELOPMENT

In 2006, a statewide benchmark of positive youth development (PYD) was estab-lished for 8th and 11th graders. High levels of positive youth development arestrongly associated with healthy behaviors and student success. The benchmarklooks at six components: emotional and mental health, physical health, feelings ofcompetence, self-confidence, support of a caring adult in school, and service to thecommunity.

3.1 Positive Youth Development Benchmark

Students that answer at least five of the six PYD questions in a positive manner areconsidered to have strong positive youth development.

Table 17: Positive Youth Development Benchmark


% %

Strong positive youthdevelopment

75.0 56.2

Weak positive youthdevelopment

25.0 43.8

3.2 General Health

Two questions are asked as an assessment of student health.

Table 18: Student’s Assessment of General Health


% %

Good to excellentphysical health

93.4 80.2

Good to excellentemotional and mentalhealth

85.9 66.1



3.3 Competence, Confidence, Support and Service

The following table reports the percentage of students that indicated the statementis ”pretty much true” or ”very much true.”

Table 19: Student Perception Competence, Confidence, Support and Service


% %

I can work out myproblems.

91.3 82.1

I can do most things if Itry.

88.3 85.4

There is at least oneteacher or other adult inmy school that reallycares about me.

75.0 68.8

I volunteer to help othersin my community.

57.1 53.4


• Percentages include Very much true and Pretty much true.


Positive Youth Development - Grade 11

Positive Youth Development - Grade 11Philomath High School - Philomath SD 17J

93.4

85.988.3

75.0

57.1

91.3

75.0

Phy

sica

l Hea

lth

Em

otio

nal/M

enta

l Hea

lth

Con

fiden

ce

Sup

port

Ser

vice

Com

pete

nce

PY

D B

ench

mar

k

0

10

20

30

40

50

60

70

80

90

100

Per

cent

ages

(%

)

School

State 2017-18

Figure 6: Positive Youth Development - Grade 11


4 MENTAL AND EMOTIONAL HEALTH

Good mental and emotional health makes it easier for youth to establish constructiveinterpersonal relationships, succeed in school and make a successful transition intothe workforce. Depression and psychological distress can interfere with the devel-opment of positive teacher and peer relationships. Youth with depression or highlevels of psychological distress may find it difficult to focus on academics. They aremore likely to smoke, drink alcohol or use other drugs and they are at increased riskof suicide.

The Oregon Student Wellness Survey asks questions about emotional and mentalhealth, depression, suicide thoughts and suicide attempts. The survey also asksa series of five questions known as the Mental Health Inventory (MHI-5). Whenresponses for all five are considered together, the result is an estimate of the levelof psychological distress that youth are experiencing. MHI-5 scores range from fiveto 30. Scores of 21 or higher are an indication that youth may be experiencing amental health concern that requires further assessment.

4.1 Psychological Distress

This table shows the percentage of students with high levels of psychological distressduring the past 30 days based on an MHI-5 score of 21 or higher.

Table 20: High Level Psychological Distress experienced by StudentsPast 30 Days


% %

Below MHI-5 cutoff 95.9 83.5

At or above MHI-5 cutoff 4.1 16.5

The following table contains data on each of the five Mental Health Inventory ques-tions. This series of questions asks about how the student was feeling during thepast 30 days. The table reports the percentage of students who indicated ”a goodbit of the time,” ”most of the time”, or ”all of the time.”

Table 21: Mental Health Inventory-5 Questions: How Students FeltPast 30 Days


% %

Been a happy person 74.4 61.9

Felt calm and peaceful 46.1 45.2

Been a very nervousperson

28.0 40.2

Felt downhearted andblue

12.8 29.8

Felt so down in thedumps that nothing couldcheer you up

7.7 19.0


• Percentages include A good bit of the time, Most of the time

and All of the time.


4.2 Depression and Suicide Ideation

Suicide is the second leading cause of death among Oregon youth aged 10-24.Depression is the most common underlying cause of suicide. The following tablereports the percentage of students who had signs of depression, thoughts aboutsuicide, or actually attempted suicide during the last 12 months.

Table 22: Depression and Suicide Ideation by StudentsPast 12 Months


% %

Did you ever feel so sador hopeless almost everyday for two weeks ormore in a row that youstopped doing some usualactivities?

18.4 35.6

Did you ever seriouslyconsider attemptingsuicide?

7.7 19.7

Actually attemptedsuicide?

3.8 8.1



Psychological Distress, Depression and Suicide by Students\\ Past 12 Months

Psychological Distress, Depression and Suicide by Students Past 12 MonthsPhilomath High School - Philomath SD 17J

4.1

18.4

7.73.8

Psy

chol

ogic

aldi

stre

ss

Dep

ress

ion

Con

side

red

suic

ide

Atte

mpt

ed s

uici

de

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 7: Psychological Distress, Depression and Suicide by StudentsPast 12 Months


4.3 Adverse Childhood Experiences

Adverse Childhood Experiences (ACEs) is a term used to describe neglect, abuse,violence and/or distressed family environments that children under the age of 18years may experience. The cumulative effect of ACEs can be traumatic, especiallyif experienced repeatedly beginning at a young age. There is a strong associationbetween the amount of ACEs an individual experienced during childhood and theincreased risk for negative health behaviors (smoking, drug and alcohol abuse andrisky sexual behaviors), chronic mental health concerns (depression and suicidalthoughts) and chronic diseases (heart disease, stroke, diabetes and cancer) later inlife.

The following table details the percentage of students who responded YES to theACE questions:

Table 23: Adverse Childhood Experience*


% %

Were your parents everseparated or divorcedafter you were born?

27.3 41.2

Have you ever lived withsomeone who is/was aproblem drinker oralcoholic?

35.1 34.3

Have you ever lived withsomeone who uses/usedstreet drugs?

14.5 21.1

Have you ever lived witha household member whois/was depressed ormentally ill?

32.9 40.2

Have you ever felt thatyou did not have enoughto eat?

6.6 17.2

Have you ever felt thatyou had to wear dirtyclothes?

6.5 11.2

Have you ever felt thatyou had no one to protectyou?

9.1 14.7


* Neglect, Abuse, Violence, and/or distressed family environments.


Adverse Childhood Experience

Adverse Childhood ExperiencePhilomath High School - Philomath SD 17J

27.3

35.1

14.5

32.9

6.6 6.59.1

Par

ents

sep

arat

edor

div

orce

d

Live

d w

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oble

m d

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Live

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dru

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er

Live

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ith d

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enta

lly il

l

Fel

t did

not

have

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ugh

to e

at

Fel

t had

tow

ear

dirt

y cl

othe

s

Fel

t had

no

one

to p

rote

ct y

ou

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 8: Adverse Childhood Experience


5 PROBLEM GAMBLING

Students today are increasingly being exposed to gambling opportunities - on theInternet, in the community, at home and even at church - so it’s no surprise thatproblems associated with gambling are being seen in youth. It’s generally not per-ceived nor treated as risky, yet research shows that youth who gamble are muchmore likely to engage in other risky behaviors such as drinking, smoking and usingdrugs and some of them will go on to develop serious gambling problems.

The adolescent brain is developmentally inclined towards risk, minimal considerationof consequences, preference for stimulation and novelty, all of which gambling offersin abundance.

The Oregon Student Wellness Survey asks a series of questions that address andmeasure various gambling activities. Students were asked questions regarding thetypes of gambling in which they participated, in their feelings about being involvedin gambling and the degree to which parents and teachers have communicated tothe students the risks involved in engaging in this particular activity.

Gambling can be addictive, yet most youth and parents treat it as harmless entertain-ment. The following tables and charts contain data on gambling questions. Thesepercentages are provided by grade level and statewide data are included for compar-ison purposes. For more information on youth gambling in Oregon, including moredata and educational resources, go to www.problemgamblingprevention.org

5.1 Types of Gambling in the Past 30 Days

Gambling involves betting anything of value (money, a watch, soda, etc.) on a gameor event. The following table shows the percentage of students who participated inthese types of gambling in the last 30 days.

Table 24: Types of Gambling in which Students ParticipatedPast 30 Days


% %

I did not gamble duringthe last 30 days.

71.6 75.6

Playing lottery tickets /Powerball / Megabucks.

1.4 4.1

Playing dice or coin flips. 8.1 6.4

Playing cards (poker,etc.).

14.9 8.4

Betting on a sports team. 17.6 10.2

Betting on games ofpersonal skill (bowling,video games, dares, etc.).

20.3 13.3

Gambling on the Internetfor free or with money.

0.0 3.3

Playing Bingo for money. 1.4 2.1

Other. 4.1 6.8



www.problemgamblingprevention.org

5.2 Risk of Problem Gambling

Most youth don’t have large sums of money to spend on gambling, so this measuremust be looked at within that context. The fact that youth are spending anymoney on a potentially addictive behavior is of concern, and some youth spendsignificant amounts on it. Even those who spend a small amount of money are still”spending” time and attention on gambling at the expense of other activities andresponsibilities. By the time they get into college, where problem gambling rates areamong the highest and the average college student gets 25 credit card solicitations ayear, some youth have developed seemingly innocent gambling habits that will costthem dearly.

The following table shows the percentage of students who reported the followingsigns of problem gambling in the last 12 months. The last two questions (liedabout/bet more) are based on a valid and reliable problem gambling screening in-strument which has been used for many years; saying yes to either of these is highlycorrelated to a potential gambling problem and indicates a need for further assess-ment by a trained counselor.

Table 25: Signs of Problem Gambling reported by StudentsPast 12 Months


% %

Felt bad about theamount you bet, or aboutwhat happens when youbet money

1.3 2.2

Felt that you would liketo stop betting moneybut didn’t think you could

2.6 1.1

Lied to anyone aboutbetting/gambling

2.6 3.4

Bet/gambled more thanyou wanted to

6.8 4.5


5.3 Communication about the Risks of Gambling

Table 26: Communication About the Risks of Gambling


% %

Parents have talked toyou about the risks ofbetting/gambling

51.3 38.0

Teachers have talked toyou about the risks ofbetting/gambling

26.7 18.4



Reported Student Gambling - Grade 11

Reported Student Gambling - Grade 11Philomath High School - Philomath SD 17J

33.8

1.4

8.1

14.917.6

20.3

0.0 1.44.1

Any

gam

blin

g

Lotte

ry,P

ower

ball,

etc

Dic

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ips

Car

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Spo

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team

s

Per

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l ski

ll

Inte

rnet

Bin

go

Oth

er

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School

State

Figure 9: Reported Student Gambling - Grade 11


Signs of Problem Gambling - Past 12 Months

Signs of Problem Gambling - Past 12 MonthsPhilomath High School - Philomath SD 17J

1.3 2.6 2.66.8

Fel

t bad

abou

t gam

blin

g

Trie

d bu

t cou

ldn'

t sto

p

Lied

abo

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ing

Bet

mor

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an w

ante

d

0

10

20

30

40

50

60

70

80

90

100Grade 11

Per

cent

ages

(%

)

School Grade 11

State

Figure 10: Signs of Problem Gambling - Past 12 Months


6 SUBSTANCE USE

During the elementary school years, most children express anti-drug, anti-crime andpro-social attitudes and have difficulty imagining why people use drugs. However,in middle school, as more youth are exposed to others who use cigarettes, alcohol orother drugs, their attitudes often shift toward greater acceptance of these behaviors.Typically, by 11th grade, most students have tried alcohol, and many have triedmarijuana, cigarettes or other tobacco products.

6.1 Abstinence from Substance Use

The following table shows the percent of students that have never used these sub-stances.

Table 27: Abstinence from Substance Use


% %

Never smoked a wholecigarette

84.2 85.0

Never used other tobaccoproducts

86.7 87.1

Never used an e-cigarette,vape-pen or e-hookah*

65.8 62.8

Never had more than asip or two of alcohol

35.5 37.1

Never tried marijuana 73.7 61.6

Never tried syntheticmarijuana

93.3 93.4


* Only 11th graders were asked this question.


6.2 Substance Use in the Past 30 Days

The next table provides the percentage of students who used one or more times inthe past 30 days.

Table 28: Student Reported Substance UsePast 30 Days


% %

Smoked cigarettes 5.5 5.8

Used other tobacco products 4.0 4.4

Used a hookah for tobacco* 3.9 2.8

Used an e-cigarette,vape-pen or e-hookah*

13.5 20.8

Had at least one drink ofalcohol

21.1 29.0

Had 5 or more drinks ofalcohol in a row, that is,within a couple of hours

12.0 15.3

Used marijuana 9.2 20.0

Used synthetic marijuana 2.6 2.6

Sniffed glue, breathed thecontents of aerosol spraycans, or any paints or spraysto get high

1.3 1.3

Used prescription drugs(without a doctor’s orders)

3.9 4.5

Any illicit drug use includingmarijuana, syntheticmarijuana, cocaine, ecstasy,heroin, hallucinogens ormethamphetamines

10.4 20.4

Any illicit drug use includingcocaine, ecstasy, heroin,hallucinogens ormethamphetamines

0.0 2.8




Alcohol, Tobacco and Other Drug Use - Grade 11

Alcohol, Tobacco and Other Drug Use - Grade 11Philomath High School - Philomath SD 17J

21.1

12.0

5.5 4.0 3.9

9.2

1.33.9

0.0 0.0 0.0 0.0 0.0 0.0

26.3

2.7 2.6

10.77.8

5.21.3

3.91.3

Alc

ohol

Bin

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n A

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Cig

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Oth

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0

10

20

30

40

50

60

70

80

90

100 Past 30 Days Lifetime

Per

cent

ages

(%

)

School 2017-18

State 2017-18

Figure 11: Alcohol, Tobacco and Other Drug Use - Grade 11


6.3 Norms About Alcohol Use

”Everybody’s doing it!” is a refrain commonly heard by parents and believed by fartoo many youth in Oregon. The Student Wellness Survey provides information aboutalcohol norms. A series of questions allows the comparison of actual alcohol-relatedbehaviors to what youth think most students are doing.

Correcting misperceptions is essential to establishing new, healthy norms about un-derage drinking.

The table below provides the percentage of students who responded one or moretimes in the past 30 days.

Table 29: Student Reported Alcohol UsePast 30 Days


% %


21.1 29.0

Think most students hadat least one drink ofalcohol

70.1 79.6


12.0 15.3

Think most students had5 or more drinks ofalcohol in a row

55.8 66.4


Table 30: Student Reported Alcohol and Vehicles BehaviorPast 30 Days


% %

Rode in a vehicle drivenby a parent or other adultwho had been drinking

7.8 11.4

Rode in a vehicle drivenby a teenager who hadbeen drinking alcohol*

5.2 5.6

Drove a car or othervehicle when you hadbeen drinking alcohol*

1.3 3.5

Think most students rodein a vehicle driven by aparent or other adult whohad been drinking

29.9 39.2

Think most students rodein a vehicle driven by ateenager who had beendrinking alcohol*

46.1 46.5

Think most studentsdrove a car or othervehicle when they hadbeen drinking alcohol*

43.4 43.3




The table below provides the percentage of students who responded ”somewhatdisapprove” or ”strongly disapprove”

Table 31: Student Disapproving Attitudes about Drinking


% %

How do you feel aboutsomeone your age havingone or two drinks of analcoholic beverage nearlyevery day?

75.0 66.3


• Percentages include Somewhat Disapprove and Strongly Disapprove.


6.4 Factors Associated with Initiation of Substance Use

This section reports on a variety of factors associated with initiation of substanceuse. Easy availability, attitudes about use, perceptions about the risk of harm fromuse and communication about substance use all influence whether young peoplechoose to use tobacco, alcohol or other drugs.

6.5 Availability

Adolescents that report easy availability of cigarettes, alcohol, marijuana, and otherillegal drugs are more likely to use these substances. Research has shown thatlegal restrictions on alcohol and tobacco use, such as raising the legal drinking age,restricting smoking in public, and increased taxation have been followed by decreasesin consumption.

The table below shows the percentage of students that said it would be ”sort ofeasy” or ”very easy” for the student to...

Table 32: Easy Availability of Cigarettes, Alcohol, Marijuana, and Other IllegalDrugs


% %

Get some cigarettes 48.7 46.4

Get some e-cigarettes,vape-pens, or e-hookahs*

62.7 61.7

Get some beer, wine, orhard liquor (for example,vodka, whiskey, or gin)

59.2 64.3

Get some marijuana 62.7 65.1

Get some syntheticmarijuana, example: K2,spice, etc.

29.7 32.3

Get a drug like cocaine,LSD, or amphetamines

14.5 21.5

Get prescription drugsnot prescribed to you

32.0 35.7



• Percentages include Sort of easy and Very easy.


6.6 Parental Attitude toward Substance Use

In families where parents are heavy users of alcohol, use illegal drugs or are tolerantof children’s use, adolescents are more likely to engage in substance use. The riskis further increased if parents involve children in their own using behavior such asasking the child to light the parent’s cigarette or get the parent a beer from therefrigerator.

The Oregon Student Wellness Survey asks students about how their parents wouldfeel if the student used alcohol, cigarettes or marijuana. The table below reportsthe percentage of students who said their parents feel it would be ”wrong” or ”verywrong” for youth to...

Table 33: Student Perception about Parental Attitude toward Substance Use


% %

Smoke cigarettes 98.7 95.3

Smoke e-cigarettes,vape-pens, or e-hookahs*

94.7 87.4

Have one or two drinks ofan alcoholic beveragenearly every day

92.0 91.0

Smoke marijuana 93.4 84.1

Use prescription drugsnot prescribed to you

98.7 95.9

Use synthetic marijuana,example: K2, Spice*

96.0 94.5



• Percentages include Wrong and Very wrong.

6.7 Student Attitude toward Substance Use

Youth who disapprove of substance use are less likely to engage in a variety ofproblem behaviors.

The following table shows the percentage of students that ”somewhat disapprove”or ”strongly disapprove” about someone their age...

Table 34: Student Disapproving Attitude towards Peer Substance Use


% %

Smoking one or morepacks of cigarettes a day

85.5 80.3

Smoking e-cigarettes,vape-pens, or e-hookahs*

56.0 53.3

Having one or two drinksof an alcoholic beveragenearly every day

75.0 66.3

Trying marijuana orhashish once or twice

57.9 42.9

Using prescription drugsnot prescribed to them

83.1 78.3

Using syntheticmarijuana, example: K2,Spice*

71.1 67.8



• Percentages include Somewhat Disapprove and Strongly Disapprove


6.8 Perceived Risk of Harm

Students who perceive cigarette, alcohol or marijuana use as risky are less likely toengage in use.

The following table reports the percentage of students who think there is a risk ofpeople harming themselves (physically or in other ways)...

Table 35: Student Perception of Moderate or Great Risk of Harm


% %

If they smoke one ormore packs of cigarettesper day

88.3 79.9

If they smokee-cigarettes, vape-pens,or e-hookahs*

40.3 36.2

If they take one or twodrinks of an alcoholicbeverage nearly every day

54.5 55.6

When they have five ormore drinks of analcoholic beverage onceor twice a week

84.2 74.8

If they try marijuana onceor twice

25.3 18.4

If they smoke marijuanaonce or twice a week

50.0 36.6

If they use prescriptiondrugs that are notprescribed to them

85.5 84.0



• Percentages include Moderate risk and Great risk.

6.9 Communication about Substance Use

The table below shows the percentage of students who recall communication aboutsubstance use during the past 12 months.

Table 36: Communication about Substance UsePast 12 Months


% %

Talked with at least oneof your parents about thedangers of tobacco,alcohol, or drug use

67.5 69.9

Had a special class aboutdrugs or alcohol in school

34.7 46.0

Recall hearing, reading,or watching anadvertisement aboutprevention of substanceabuse

70.1 74.3



7 DRUG FREE COMMUNITIES COREMEASURES

The Drug-Free Communities (DFC) Support Program, administered by the Centerfor Substance Abuse Prevention, requests specific data which are typically referredto as the Core Measures. Beginning in 2013, there was a new set of Core Measures.The 2018 Student Wellness Survey meets these new Core Measure requirements.At this time, grantees are required to report on four drug categories: tobacco,alcohol, marijuana and prescription drugs. A number of Oregon DFCs focus onother substances, so this report also includes 30-day use data for binge drinking,methamphetamines, and any illicit drugs other than marijuana.

Data in the tables that follow are provided by grade level. For each drug, and at eachgrade level, the percentage of students who responded positively to the question andthe number of students who responded to the question are reported.

7.1 30 Day Use

Table 37: 30 Day Use - Alcohol, Tobacco, and Other Drugs

Grade 11School

%


21.1


12.0

Smoked cigarettes 5.5

Used an e-cigarette,vape-pen or e-hookah*

13.5

Used marijuana 9.2

Used prescription drugs(without a doctor’sorders)

3.9

Used any form ofcocaine, includingpowder, crack or freebase

0.0

Used ecstasy (also calledMDMA)

0.0

Used heroin or otheropiates or narcotics

0.0

Used LSD or otherhallucinogens orpsychedelics

0.0

Used methamphetamines(also called speed,crystal, crank or ice)

0.0

Used steroid pills or shotswithout a doctor’sprescription

0.0




7.2 Perception of Moderate or Great Risk

The following table is based on the question How much do you think people harmthemselves (physically or in other ways)...

Table 38: Student Perception of Moderate or Great Risk of Harming Themselves

Grade 11School

%

If they take one or twodrinks of an alcoholicbeverage (beer, wine,liquor) nearly every day?

54.5

When they have five ormore drinks of analcoholic beverage onceor twice a week?

84.2

If they smoke one ormore packs of cigarettesper day?

88.3

If they smokee-cigarettes, vape-pens,or e-hookahs?*

40.3

If they smoke marijuanaonce or twice a week?

50.0

If they use prescriptiondrugs not prescribed tothem?

85.5



7.3 Parents Feel It Would Be Wrong or Very Wrong

Table 39: Parents Feel It Would Be Wrong or Very Wrong to...

Grade 11School

%

Smoke cigarettes 98.7


94.7


92.0

Smoke marijuana 93.4


96.0


98.7




7.4 Friends Feel It Would Be Wrong or Very Wrong

Table 40: Friends Feel It Would Be Wrong or Very Wrong to...

Grade 11School

%

Smoke tobbaco 84.2


48.0


70.1

Use marijuana 57.3


82.9


87.0



7.5 Average Age (in years) of Onset

Table 41: Average Age (in years) of Onset

Grade 11School

%

Had more than a sip ortwo of alcohol

13.5

Drinking alcohol regularly 14.6

Smoked a whole cigarette 13.6

Used tobacco productsother than cigarettes

14.3

Tried marijuana 13.8

Tried synthetic marijauna 10.6

Tried e-cigarettes,vape-pens or e-hookahs*

14.7

• Averages exclude missing answers.



8 HEIGHT, WEIGHT & BODY MASS INDEX (BMI)

The 2018 version of the Oregon Student Wellness Survey contains questions about height and weight. Information from these questions are broken down by sex rather thanby grade. From these questions it is possible to calculate a Body Mass Index (BMI) and to classify students on a percentile ranking, based on previous CDC analysis, as beingeither underweight (less than 5th percentile), healthy weight (5th percentile to less than 85th percentile), overweight (85th to less than 95th percentile) or obese (greaterthan or equal to 95th percentile). This information is detailed in the following tables.

Table 42: Average Weight

Grade 11Female MalePounds Pounds

Average 139.0 169.5


• The data in this table are not weighted.

Table 43: Average Height

Grade 11Female MaleInches Inches

Average 63.7 69.5


• The data in this table are not weighted.

Table 44: BMI Categories

Grade 11Female Male

% %

Underweight 0.0 0.0

Healthy Weight 80.6 65.5

Overweight 12.9 13.8

Obese 6.5 20.7



Table 45: How do you describe your weight?

Female Male% %

Very underweight 0.0 5.3

Slightly underweight 6.1 13.2

About the right weight 60.6 57.9

Slightly overweight 30.3 21.1

Very overweight 3.0 2.6


• Only 11th graders were asked this question.

Table 46: What are you trying to do about your weight?

Female Male% %

Lose weight 54.5 35.0

Gain weight 3.0 27.5

Stay the same weight 12.1 5.0

I am not trying to doanything about myweight

30.3 32.5



Table 47: During the past 30 days, did you go without eating for 24 hours or moreto lose weight or to keep from gaining weight?

Female Male% %

Yes 9.1 5.3

No 90.9 94.7



Table 48: During the past 30 days, did you take diet pills, powders, or liquidswithout a doctor’s advice to lose weight or to keep from gaining weight?

Female Male% %

Yes 3.0 0.0

No 97.0 100.0



Table 49: During the past 30 days, did you vomit or take laxatives to lose weightor to keep from gaining weight?

Female Male% %

Yes 0.0 5.0

No 100.0 95.0




9 COMPARISON TO PAST SURVEYS

This section contains comparisons to past survey results for specific variables. Theyare detailed below.

9.1 Past 30 Day Use

Table 50: Alcohol - Past 30 Day Use

Grade Group 2012 2014 2016 2018% % % %

11 school 31.2 28.7 33.8 21.1state 35.9 33.5 29.8 29.0

Table 51: Binge - Past 30 Day Use

Grade Group 2012 2014 2016 2018% % % %

11 school 18.3 17.2 23.3 12.0state 21.4 18.9 15.5 15.3

Table 52: Marijuana - Past 30 Day Use

Grade Group 2012 2014 2016 2018% % % %

11 school 18.3 8.9 14.5 9.2state 21.8 18.7 18.9 20.0

Table 53: Cigarettes - Past 30 Day Use

Grade Group 2012 2014 2016 2018% % % %

11 school 14.6 10.0 13.5 5.5state 11.9 10.0 7.7 5.8

Table 54: Illicit Drug Use - Past 30 Day Use

Grade Group 2012 2014 2016 2018% % % %

11 school 18.3 10.6 15.8 10.4state 22.2 19.1 19.6 20.4

9.2 Perceived Risk of Use

Table 55: Alcohol - Perceived Risk

Grade Group 2012 2014 2016 2018% % % %

11 school 74.2 73.5 66.2 84.2state 76.0 72.5 75.1 74.8

Table 56: Marijuana - Perceived Risk

Grade Group 2012 2014 2016 2018% % % %

11 school 48.3 48.7 52.9 50.0state 51.7 41.7 38.8 36.6

Table 57: Cigarettes - Perceived Risk

Grade Group 2012 2014 2016 2018% % % %

11 school 78.7 84.6 66.7 88.3state 87.1 83.2 81.3 79.9

9.3 Availability

Table 58: Alcohol - Easy to Get

Grade Group 2012 2014 2016 2018% % % %

11 school 78.7 68.6 79.7 59.2state 71.1 68.3 66.0 64.3


Table 59: Cigarettes - Easy to Get

Grade Group 2012 2014 2016 2018% % % %

11 school 65.5 50.0 65.3 48.7state 63.6 57.7 54.2 46.4

Table 60: Marijuana - Easy to Get

Grade Group 2012 2014 2016 2018% % % %

11 school 78.4 52.6 73.0 62.7state 69.3 66.0 67.9 65.1

9.4 Depression

Table 61: Felt sad almost every day for two weeksor more

Grade Group 2012 2014 2016 2018% % % %

11 school 16.1 28.5 26.7 18.4state 27.9 29.2 31.9 35.6

Table 62: Seriously consider attempting suicide

Grade Group 2012 2014 2016 2018% % % %

11 school 14.0 18.0 14.7 7.7state 15.1 17.7 18.1 19.7

Table 63: Actually attempted suicide

Grade Group 2012 2014 2016 2018% % % %

11 school 4.3 5.7 8.1 3.8state 6.0 7.7 7.8 8.1

9.5 Harassment In The Last 30 Days Related To:

Table 64: Race or ethnic origin

Grade Group 2012 2014 2016 2018% % % %

11 school 6.5 4.9 5.6 3.8state 10.8 9.6 9.7 10.5

Table 65: Being gay, lesbian, bisexual ortransgender

Grade Group 2012 2014 2016 2018% % % %

11 school 7.5 8.9 7.0 1.3state 8.0 7.0 7.3 7.0

Table 66: Who your friends are

Grade Group 2012 2014 2016 2018% % % %

11 school 10.8 18.6 18.6 11.7state 16.1 14.7 14.0 14.0

Table 67: How you look

Grade Group 2012 2014 2016 2018% % % %

11 school 11.8 20.3 23.9 10.4state 21.2 20.7 19.8 19.3

Table 68: Received unwanted sexual comments

Grade Group 2012 2014 2016 2018% % % %

11 school 8.6 9.8 7.1 9.1state 11.4 10.5 10.9 11.3


Table 69: Through e-mail, social media sites(Facebook, Twitter, etc.)

Grade Group 2012 2014 2016 2018% % % %

11 school 7.5 17.1 21.1 12.0state 11.9 14.3 13.5 15.6

Table 70: For other reasons

Grade Group 2012 2014 2016 2018% % % %

11 school 11.8 22.8 15.5 10.3state 16.2 16.5 15.4 12.8

9.6 Feeling Unsafe At or On the Way to School

Table 71: Did not go to school because of feelingsabout safety

Grade Group 2012 2014 2016 2018% % % %

11 school 4.3 2.5 6.9 2.6state 4.1 5.7 7.7 12.9

9.7 Skipped School in the Last Four Weeks

Table 72: Skipped school

Grade Group 2012 2014 2016 2018% % % %

11 school 14.0 13.0 24.0 17.9state 30.1 30.7 32.1 36.2


A FREQUENCY DISTRIBUTION TABLES

This section contains frequency distribution tables for all of the questions found onthe 2018 Oregon Student Wellness Survey. Two versions of the survey were used,one for 6th and 8th grades and another for the 11th grade. The 6th and 8th gradesurvey consisted of a subset of the questions found on the 11th grade version. Inorder to provide results that spanned all grade levels in a single report, the datafor questions that did not appear on the 6th and 8th grade version were coded asmissing.

A.1 Frequency Distribution Tables

A.1.1 Demographics

Table 73: How old are you?


% %

10 or younger 0.0 0.0

11 years old 0.0 0.0





16 years old 51.9 41.6

17 years old 45.5 56.4


19 years old or older 0.0 0.0

Table 74: How do you identiy?


% %

Female 42.9 48.4

Male 53.2 49.3

Transgender 2.6 0.8

Something elsefits better

1.3 1.5

Table 75: Which of the following best describes you?


% %

Heterosexual(straight)

92.2 84.3

Gay or lesbian 1.3 2.1

Bisexual 1.3 7.6

Queer 1.3 1.3

Other 1.3 1.8

Not sure 2.6 2.9



Table 76: In what grade are you?


% %

6th 0.0 0.0

7th 0.0 0.0

8th 0.0 0.0

9th 0.0 0.0

10th 0.0 0.0

11th 100.0 100.0

12th 0.0 0.0

Ungraded or othergrade

0.0 0.0

Table 77: What is your race?


% %

Non-HispanicAmerican Indian orAlaska Native

0.0 1.9

Non-Hispanic Asian 0.0 5.0

Non-Hispanic Black orAfrican American

1.3 2.6

Non-Hispanic NativeHawaiian or OtherPacific Islander

0.0 0.8

Non-Hispanic White 85.5 61.7

Non-Hispanic Multiple- No best given

0.0 0.6

Hispanic / Latino 13.2 24.7

Non-Hispanic Other 0.0 2.7

Table 78: Are you Hispanic or Latino/Latina?


% %

Yes 13.0 24.6

No 87.0 75.4

Table 79: What is the language you use most often at home?


% %

English 89.7 84.8

Russian 0.0 0.7

Spanish 9.0 10.7

Vietnamese 0.0 0.8

A tribal language 0.0 0.2

Another language 1.3 2.7

A.1.2 Transitions and Mobility

Table 80: Have you changed schools (including changing from elementary tomiddle and middle to high school) in the past year?


% %

Yes 10.5 17.1

No 89.5 82.9


Table 81: How many times have you changed homes since kindergarten?


% %

Never 28.2 29.2

1 or 2 times 33.3 30.8

3 or 4 times 23.1 20.2

5 or 6 times 6.4 10.6

7 or more times 9.0 9.1

A.2 School Climate

A.2.1 Academic Performance

Table 82: Putting them all together, what were your grades like last year?


% %

Mostly A’s 39.7 38.5

Mostly B’s 38.5 34.3

Mostly C’s 17.9 20.6

Mostly D’s 3.8 4.7

Mostly F’s 0.0 1.9

A.2.2 School Commitment

Table 83: During the LAST FOUR WEEKS how many whole days of school haveyou missed because you skipped or ”cut”?


% %

None 82.1 63.8

1 day 9.0 10.9

2 days 0.0 7.7

3 days 5.1 5.8

4 to 5 days 2.6 6.6

6 to 10 days 1.3 2.9

11 or more days 0.0 2.2


Table 84: How do you like school?


% %

I like school verymuch

7.7 6.6

I like school 32.1 31.7

I neither like nordislike school

37.2 37.1

I dislike school 14.1 15.1

I dislike school verymuch

9.0 9.4

Table 85: How important do you think the things you are learning in school aregoing to be for your later life?


% %

Very important 14.1 12.3

Quite important 26.9 22.3

Fairly important 39.7 34.0

Slightly important 16.7 25.1

Not at all important 2.6 6.3

Table 86: How often do you feel that the schoolwork you are assigned ismeaningful and important?


% %

Almost always 9.0 4.2

Often 26.9 18.0

Sometimes 35.9 43.2

Seldom 21.8 26.3

Never 6.4 8.4

Table 87: Thinking back over the past school year, how often did you try to doyour best work in school?


% %

Almost always 30.8 29.1

Often 43.6 39.9

Sometimes 23.1 22.4

Seldom 1.3 6.9

Never 1.3 1.7

Table 88: I have lots of chances to be part of class discussions or activities.


% %

Strongly agree 61.5 36.2

Somewhat agree 32.1 52.0

Somewhat disagree 5.1 9.6

Strongly disagree 1.3 2.2


Table 89: There are lots of chances for students in my school to get involved insports, clubs, and other school activities outside of class.


% %





Table 90: I respect most of my teachers.


% %





Table 91: My teachers notice when I am doing a good job and let me know aboutit.


% %





Table 92: I can talk to my teachers openly and freely about my concerns.


% %





Table 93: In my school, teachers treat students with respect.


% %





Table 94: Most students at my school help each other when they are hurt or upset.


% %






Table 95: In my school, students that work hard to get good grades are picked onby other students.


% %





A.2.3 Safe School Environment

Table 96: During the past 30 days, on how many days did you not go to schoolbecause you felt you would be unsafe at school or on your way to or from school?


% %

0 days 97.4 87.1

1 day 1.3 8.2

2 or 3 days 0.0 3.3

4 or 5 days 1.3 0.8


Table 97: During the past 30 days, on how many days did you carry a gun as aweapon on school property?


% %

0 days 98.7 99.0

1 day 0.0 0.3

2 or 3 days 0.0 0.1

4 or 5 days 1.3 0.1


Table 98: During the past 30 days, on how many days did you carry a weapon(other than a gun) such as a knife or club on school property?


% %

0 days 94.9 93.2

1 day 0.0 1.6

2 or 3 days 1.3 1.1

4 or 5 days 0.0 0.5



Table 99: During the past 12 months, how many times were you in a physicalfight?


% %

0 times 84.4 86.2

1 time 7.8 7.5

2 or 3 times 5.2 4.2

4 or 5 times 2.6 1.0

6 or 7 times 0.0 0.3

8 or 9 times 0.0 0.2

10 or 11 times 0.0 0.1


Table 100: During the past 12 months, how many times were you in a physicalfight on school property?


% %

0 times 97.4 94.7

1 time 1.3 3.9

2 or 3 times 1.3 0.9

4 or 5 times 0.0 0.2

6 or 7 times 0.0 0.1

8 or 9 times 0.0 0.1

10 or 11 times 0.0 0.0


Table 101: During the past 12 months, how many times did you bully someone(such as hitting, kicking, pushing, saying mean things, spreading rumors, or

making sexual comments that bothered them)?


% %

0 times 94.9 90.0

1 time 2.6 4.5

2 or 3 times 2.6 2.8

4 or 5 times 0.0 0.8

6 or 7 times 0.0 0.4

8 or 9 times 0.0 0.2

10 or 11 times 0.0 0.1


Table 102: During the past 12 months, how many times have you been suspendedfrom school?


% %

0 times 85.9 91.1

1 time 11.5 5.5

2 or 3 times 1.3 2.3

4 or 5 times 1.3 0.6

6 or 7 times 0.0 0.2

8 or 9 times 0.0 0.1

10 or 11 times 0.0 0.1



Table 103: During the past 12 months, how many times has someone threatenedyou with a weapon such as a gun, knife, or club on school property?


% %

0 times 98.7 92.7

1 time 0.0 3.9

2 or 3 times 1.3 1.8

4 or 5 times 0.0 0.7

6 or 7 times 0.0 0.3

8 or 9 times 0.0 0.1

10 or 11 times 0.0 0.1


Table 104: During the past 12 months, how many times have you been drunk orhigh at school?


% %

0 times 91.0 84.5

1 time 2.6 4.1

2 or 3 times 1.3 3.6

4 or 5 times 0.0 1.5

6 or 7 times 0.0 0.7

8 or 9 times 1.3 0.4

10 or 11 times 0.0 0.4



Table 105: During the past 12 months, has anyone offered, sold, or given you anillegal drug on school property?


% %

Yes 11.5 18.7

No 88.5 81.3

A.2.4 Harassment and Bullying

Table 106: Any harassment in the past 30 days


% %

No 71.8 62.8

Yes 28.2 37.2

Table 107: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school because of your race or ethnic origin?


% %

0 times 96.2 89.5

1 time 1.3 4.7

2 or 3 times 0.0 3.3

4 or 5 times 1.3 0.7



Table 108: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school because someone said you were gay,

lesbian, bisexual or transgender?


% %

0 times 98.7 93.0

1 time 1.3 2.6

2 or 3 times 0.0 2.2

4 or 5 times 0.0 0.6


Table 109: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school because of who your friends are?


% %

0 times 88.3 86.0

1 time 7.8 6.8

2 or 3 times 2.6 4.5

4 or 5 times 0.0 1.1


Table 110: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school because of how you look (weight,

clothes, acne, or other physical characteristics)?


% %

0 times 89.6 80.7

1 time 3.9 8.6

2 or 3 times 2.6 6.0

4 or 5 times 2.6 1.6


Table 111: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school because you received unwanted sexual

comments or attention?


% %

0 times 90.9 88.7

1 time 5.2 4.5

2 or 3 times 1.3 3.5

4 or 5 times 2.6 1.4



Table 112: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school through e-mail, social media sites(Facebook, Twitter, YouTube, etc.), chat rooms, instant messaging, web sites,

texting or phone?


% %

0 times 88.0 84.4

1 time 5.3 6.0

2 or 3 times 2.7 5.1

4 or 5 times 4.0 1.5


Table 113: In the last 30 days, how many times have you been harassed at school,on a school bus or going to and from school for other reasons?


% %

0 times 89.7 87.2

1 time 5.1 5.3

2 or 3 times 1.3 3.9

4 or 5 times 1.3 1.4


Table 114: How often have you seen another student bully others by hitting,kicking, punching or otherwise hurting them in school or on the school bus?


% %

Never 71.8 59.9

Once or twice per year 23.1 30.1

Once or twice permonth

2.6 6.1

Once or twice perweek

1.3 2.7

Every day 1.3 1.3

Table 115: How often have you heard another student bully others by saying meanthings, teasing or calling other students names in your school or on the school bus?


% %

Never 42.9 34.9



13.0 18.0


7.8 12.4

Every day 6.5 7.7


Table 116: How often have you heard another student spread mean rumors or leaveother students out of activities to be mean in your school or on the school bus?


% %

Never 35.1 34.5



10.4 19.3


13.0 12.9

Every day 5.2 9.4

A.3 Social, Emotional and Mental Health

A.3.1 Positive Youth Development

Table 117: Positive Youth Development


% %

Strong positive youthdevelopment

75.0 56.2

Weak positive youthdevelopment

25.0 43.8

Table 118: Would you say that in general your emotional and mental health is...


% %

Excellent 30.8 14.2

Very good 29.5 21.4

Good 25.6 30.5

Fair 11.5 23.3

Poor 2.6 10.6


Table 119: Would you say that in general your physical health is...


% %

Excellent 31.6 15.8

Very good 32.9 27.0

Good 28.9 37.4

Fair 5.3 16.5

Poor 1.3 3.3

Table 120: I can do most things if I try.


% %

Very much true 45.5 44.1

Pretty much true 42.9 41.3

A little true 7.8 12.2

Not at all true 3.9 2.4

Table 121: I can work out my problems.


% %





Table 122: I volunteer to help others in my community.


% %





Table 123: There is at least one teacher or other adult in my school that reallycares about me.


% %





Table 124: On an average school night, how many hours of sleep do you get?


% %

4 or less 3.8 8.0

5 hours 23.1 14.6

6 hours 25.6 26.5

7 hours 29.5 29.9

8 hours 15.4 16.6

9 hours 2.6 3.4

10 or more hours 0.0 1.0



A.3.2 Mental Health Inventory

Table 125: Mental Health Inventory 5


% %

Below MHI-5 cutoff 95.9 83.5

At or above MHI-5cutoff

4.1 16.5

Table 126: During the past 30 days, how much of the time have you been a happyperson


% %

All of the time 7.7 8.7

Most of the time 48.7 32.3

A good bit of the time 17.9 21.0

Some of the time 20.5 21.1

A little of the time 5.1 14.0

None of the time 0.0 3.0

Table 127: During the past 30 days, how much of the time have you been a verynervous person


% %







Table 128: During the past 30 days, how much of the time have you felt calm andpeaceful


% %








Table 129: During the past 30 days, how much of the time have you feltdownhearted and blue


% %







Table 130: During the past 30 days, how much of the time have you felt so downin the dumps that nothing could cheer you up


% %







A.3.3 Depression and Suicidality

Table 131: During the past 12 months, did you ever feel so sad or hopeless almostevery day for two weeks or more in a row that you stopped doing some usual

activities?


% %

Yes 18.4 35.6

No 81.6 64.4

Table 132: During the past 12 months, did you ever seriously consider attemptingsuicide?


% %

Yes 7.7 19.7

No 92.3 80.3

Table 133: During the past 12 months, how many times did you actually attemptsuicide?


% %

0 times 96.2 91.9

1 time 3.8 4.9

2 or 3 times 0.0 2.3

4 or 5 times 0.0 0.4



A.3.4 Problem Gambling

Table 134: Gambling involves betting anything of value (money, a watch, soda,etc.) on a game or event with an uncertain outcome. Please mark ALL the

different types of betting that you have done, if any, during the last 30 days:


% %

I did not gambleduring the last 30days.

71.6 75.6

Playing lottery tickets/ Powerball /Megabucks.

1.4 4.1

Playing dice or coinflips.

8.1 6.4

Playing cards (poker,etc.).

14.9 8.4

Betting on a sportsteam.

17.6 10.2

Betting on games ofpersonal skill(bowling, videogames, dares, etc.).

20.3 13.3

Gambling on theInternet for free orwith money.

0.0 3.3

Playing Bingo formoney.

1.4 2.1

Other. 4.1 6.8

Table 135: During the last 12 months, have you ever felt bad about the amountyou bet, or about what happens when you bet money?


% %

Yes 1.3 2.2

No 21.3 24.6

I don’t bet for money. 77.3 73.2

Table 136: During the last 12 months, have you ever felt that you would like tostop betting money but didn’t think you could?


% %

Yes 2.6 1.1

No 25.0 23.4

I don’t bet for money. 72.4 75.5

Table 137: Have you ever lied to anyone about betting/gambling?


% %

Yes 2.6 3.4

No 97.4 96.6


Table 138: Have you ever bet/gambled more than you wanted to?


% %

Yes 6.8 4.5

No 93.2 95.5

Table 139: Have your parents ever talked to you about the risks ofbetting/gambling?


% %

Yes 51.3 38.0

No 48.7 62.0

Table 140: Have your teachers ever talked to you about the risks ofbetting/gambling?


% %

Yes 26.7 18.4

No 73.3 81.6

A.3.5 Adverse Childhood Experiences

Table 141: Were your parents ever separated or divorced after you were born?


% %

Yes 27.3 41.2

No 72.7 58.8

Table 142: Have you ever lived with someone who is/was a problem drinker oralcoholic?


% %

Yes 35.1 34.3

No 64.9 65.7

Table 143: Have you ever lived with someone who uses/used street drugs?


% %

Yes 14.5 21.1

No 85.5 78.9

Table 144: Have you ever lived with a household member who is/was depressed ormentally ill?


% %

Yes 32.9 40.2

No 67.1 59.8


Table 145: Have you ever felt that you did not have enough to eat?


% %

Yes 6.6 17.2

No 93.4 82.8

Table 146: Have you ever felt that you had to wear dirty clothes?


% %

Yes 6.5 11.2

No 93.5 88.8

Table 147: Have you ever felt that you had no one to protect you?


% %

Yes 9.1 14.7

No 90.9 85.3

A.4 Substance Use

A.4.1 Tobacco Use

Table 148: During the past 30 days, on how many days did you smoke cigarettes?


% %

0 days 94.5 94.2

1 or 2 days 2.7 2.2

3 to 5 days 1.4 1.0

6 to 9 days 0.0 0.6

10 to 19 days 1.4 0.7

20 to 29 days 0.0 0.4

All 30 days 0.0 0.9

Table 149: During the past 30 days, on how many days did you use other tobaccoproducts?


% %

0 days 96.0 95.6

1 or 2 days 0.0 1.4

3 to 5 days 2.7 0.7

6 to 9 days 1.3 0.6

10 to 19 days 0.0 0.4

20 to 29 days 0.0 0.3

All 30 days 0.0 0.9


Table 150: During the past 30 days, on how many days did you smoke tobacco ina ”Hookah,” also known as a water pipe?


% %

0 days 96.1 97.2

1 or 2 days 0.0 1.4

3 to 5 days 2.6 0.5

6 to 9 days 0.0 0.3

10 to 19 days 1.3 0.2

20 to 29 days 0.0 0.2

All 30 days 0.0 0.3


Table 151: During the past 30 days, from which of the following sources did youget tobacco (cigarettes, chew, cigars)? Please mark all that apply.


% %

I did not get tobaccoduring the past 30days

92.2 85.4

A store or gas station 2.6 2.4

Friends 18 or older 2.6 6.7

Friends under 18 1.3 5.8

Took from homewithout permission

0.0 0.9

A family member 0.0 1.9

The Internet 1.3 1.3

Some other source 2.6 3.2


Table 152: Used any tobacco product during the past 30 days


% %

No Use 90.9 90.6

Use 9.1 9.4

Table 153: How old were you when you smoked a whole cigarette for the first time?


% %

Never have 84.2 85.0

8 years old or younger 1.3 0.8

9 years old 1.3 0.5









Table 154: How old were you when you smoked a whole cigarette for the first time?


% %

Avg Age in Years 13.6 13.9


Table 155: How old were you the first time you used tobacco products other thancigarettes such as snuff, chewing tobacco, and smoking tobacco from a pipe?


% %



9 years old 1.3 0.3









Table 156: How old were you the first time you used tobacco products other thancigarettes such as snuff, chewing tobacco, and smoking tobacco from a pipe?


% %


Table 157: How old were you when you first tried e-cigarettes, vape-pens, ore-hookahs?*


% %



9 years old 1.3 0.2






15 years old 10.5 8.8

16 years old 15.8 12.2




A.4.2 Alcohol Use

Table 158: During your life, on how many days have you had at least one drink ofalcohol?


% %

0 days 44.2 40.6

1 or 2 days 19.5 15.9

3 to 9 days 16.9 16.4

10 to 19 days 6.5 9.9

20 to 39 days 6.5 6.9

40 to 99 days 0.0 5.3



Table 159: During the past 30 days, on how many days did you have at least onedrink of alcohol?


% %

0 days 78.9 71.0

1 or 2 days 15.8 18.8

3 to 5 days 3.9 6.1

6 to 9 days 1.3 2.2

10 to 19 days 0.0 1.3

20 to 29 days 0.0 0.2

All 30 days 0.0 0.4

Table 160: During the past 30 days, on how many days did you have 5 or moredrinks of alcohol in a row, that is, within a couple of hours?


% %

0 days 88.0 84.7

1 or 2 days 9.3 10.1

3 to 5 days 2.7 2.9

6 to 9 days 0.0 1.3

10 to 19 days 0.0 0.6

20 to 29 days 0.0 0.2

All 30 days 0.0 0.3

Table 161: During the past 30 days, on how many days do you think moststudents in your school had at least one drink of alcohol? (your best estimate)


% %

0 days 29.9 20.4

1 or 2 days 27.3 21.9

3 to 5 days 22.1 22.9

6 to 9 days 14.3 16.2

10 to 19 days 6.5 11.0

20 to 29 days 0.0 3.7

All 30 days 0.0 3.9


Table 162: During the past 30 days, on how many days do you think moststudents in your school had 5 or more drinks of alcohol in a row, that is, within a

couple of hours? (your best estimate)


% %

0 days 44.2 33.6

1 or 2 days 26.0 27.5

3 to 5 days 19.5 17.3

6 to 9 days 9.1 10.7

10 to 19 days 0.0 6.6

20 to 29 days 1.3 2.2

All 30 days 0.0 2.1

Table 163: Think of your four best friends (the friends you feel closest to). In thepast 12 months, how many of your best friends have tried beer, wine, or hard

liquor (for example, vodka, whiskey or gin)?


% %

None of my friends 35.5 38.0

1 of my friends 18.4 17.0





Table 164: During the past 30 days, what type of alcohol did you usually drink?Select only one response.


% %

I did not drink alcoholduring the past 30days.

74.0 69.6

I do not have a usualtype.

5.2 4.0

Beer. 3.9 5.2

Flavored beverages(such as Smirnoff,Bacardi Silver, andHard Lemonade).

3.9 4.5

Wine coolers (such asBartles and Jaymes orSeagrams).

0.0 0.4

Wine. 3.9 2.3

Liquor (such asvodka, rum, scotch,bourbon, or whiskey).

9.1 12.8

Some other type. 0.0 1.0



Table 165: During the past 30 days, from which of the following sources did youget the alcohol you drank? Please mark all that apply.


% %

I did not drink alcoholduring the past 30days.

78.7 69.0

At a party 9.3 11.5



A brother or sister 1.3 3.0

A parent 4.0 8.0

A store or gas station 1.3 1.8

Liquor store 2.7 1.6

Bar, night club orrestaurant

0.0 0.8

Took it from homewithout permission

0.0 4.8

By asking a strangerto buy it for me

1.3 1.5

I got it some otherway

6.7 6.4


Table 166: In the last 12 months, which of the following have you experienced?Please mark all that apply.


% %

I did not drink alcoholin the last 12 months.

88.7 74.2

Missed school or classbecause of drinkingalcohol.

0.0 1.7

Gotten sick to mystomach because ofdrinking alcohol.

4.8 14.2

Not been able toremember whathappened while I wasdrinking alcohol.

6.5 12.5

Later regrettedsomething I did whiledrinking alcohol.

1.6 9.1

Worried that I drankalcohol too much ortoo often.

3.2 5.1


Table 167: During the past 30 days, how many times did you ride in a vehicledriven by a parent or other adult who had been drinking alcohol?


% %

0 times 92.2 88.6

1 time 3.9 6.0

2 or 3 times 2.6 3.4

4 or 5 times 0.0 0.8



Table 168: During the past 30 days, how many times did you ride in a vehicledriven by a teenager who had been drinking alcohol?


% %

0 times 94.8 94.4

1 time 5.2 3.3

2 or 3 times 0.0 1.5

4 or 5 times 0.0 0.4



Table 169: During the past 30 days, how many times did you drive a car or othervehicle when you had been drinking alcohol?


% %

0 times 98.7 96.5

1 time 1.3 2.1

2 or 3 times 0.0 0.8

4 or 5 times 0.0 0.2



Table 170: During the past 30 days, how many times did most students in yourschool ride in a vehicle driven by a parent or other adult who had been drinking

alcohol?


% %

0 times 70.1 60.8

1 time 16.9 21.2

2 or 3 times 11.7 13.6

4 or 5 times 0.0 2.3


Table 171: During the past 30 days, how many times did most students in yourschool ride in a vehicle driven by a teenager who had been drinking alcohol?


% %

0 times 53.9 53.5

1 time 27.6 21.8

2 or 3 times 15.8 17.3

4 or 5 times 0.0 4.4




Table 172: During the past 30 days, how many times did most students in yourschool drive a car or other vehicle when they had been drinking alcohol?


% %

0 times 56.6 56.7

1 time 28.9 22.9

2 or 3 times 10.5 14.2

4 or 5 times 1.3 3.7



Table 173: How old were you when you had more than a sip or two of beer, wine,or hard liquor (for example, vodka, whiskey, or gin) for the first time?


% %



9 years old 1.3 1.9






15 years old 9.2 13.7

16 years old 23.7 13.1


Table 174: How old were you when you had more than a sip or two of beer, wine,or hard liquor (for example, vodka, whiskey, or gin) for the first time?


% %


Table 175: How old were you when you first began drinking alcoholic beveragesregularly, that is at least once or twice a month?


% %



9 years old 1.3 0.1









Table 176: How old were you when you first began drinking alcoholic beveragesregularly, that is at least once or twice a month?


% %



A.4.3 Marijuana Use

Table 177: During the past 30 days, how many times did you use marijuana?


% %

0 times 89.0 78.8

1 or 2 times 6.8 8.0

3 to 9 times 0.0 5.3

10 to 19 times 1.4 2.8

20 to 39 times 0.0 1.7


Table 178: During the past 30 days, from which of the following sources did youget marijuana? Please mark all that apply.


% %

I did not usemarijuana during thepast 30 days

89.2 78.6

A public event such asa concert or sportingevent

2.7 1.0

A party 5.4 4.9



A family member 1.4 4.4

A medical marijuanacardholder or grower

2.7 1.8

I gave someone moneyto buy it for me

1.4 2.9

I grew it 1.4 1.2

I got it some otherway

4.1 5.4



Table 179: How old were you when you tried marijuana for the first time?


% %



9 years old 3.9 0.4






15 years old 7.9 10.4



Table 180: How old were you when you tried marijuana for the first time?


% %


Table 181: How old were you when you first tried synthetic marijuana (also calledK2, Spice, etc.) for the first time?


% %



9 years old 2.7 0.1









Table 182: How old were you when you first tried synthetic marijuana (also calledK2, Spice, etc.) for the first time?


% %



A.4.4 Other Drug Use

Table 183: During the past 30 days, on how many days did you sniff glue, breathethe contents of aerosol spray cans, or inhale any paints or sprays to get high?


% %

0 days 98.7 98.7

1 or 2 days 1.3 0.8

3 to 5 days 0.0 0.1

6 to 9 days 0.0 0.1

10 to 19 days 0.0 0.1

20 to 29 days 0.0 0.0

All 30 days 0.0 0.2

Table 184: During the past 30 days, on how many days did you use syntheticmarijuana, example: K2, Spice, etc.?


% %

0 days 97.4 97.4

1 or 2 days 2.6 1.4

3 to 5 days 0.0 0.5

6 to 9 days 0.0 0.2

10 to 19 days 0.0 0.2

20 to 29 days 0.0 0.1

All 30 days 0.0 0.2

Table 185: During the past 30 days, on how many days did you use a prescriptiondrug (such as OxyContin, Percocet, Vicodin, codeine, Adderall, Ritalin, or Xanax)

without a doctor’s orders?


% %

0 days 96.1 95.5

1 or 2 days 2.6 2.6

3 to 5 days 1.3 0.8

6 to 9 days 0.0 0.4

10 to 19 days 0.0 0.3

20 to 29 days 0.0 0.1

All 30 days 0.0 0.3


Table 186: Which of the following illicit drugs did you use during the past 30 days?Please mark all that apply.


% %

I did not use illicitdrugs during the past30 days

90.8 79.8

Marijuana 9.2 20.0

Any form of cocaineincluding powder,crack or freebase

0.0 0.7

Ecstasy (also calledMDMA)

0.0 0.6

Heroin or otheropiates or narcotics

0.0 0.3

LSD or otherhallucinogens orpsychedelics

0.0 1.9

Methamphetamines(also called speed,crystal, crank or ice)

0.0 0.2

Steroid pills or shotswithout a doctor’sprescription

0.0 0.2

Table 187: Any illicit drug use including marijuana, synthetic marijuana, cocaine,ecstasy, heroin, hallucinogens or methamphetamines


% %

No Use 89.6 79.6

Use 10.4 20.4

Table 188: Any illicit drug use including cocaine, ecstasy, heroin, hallucinogens ormethamphetamines


% %

No Use 100.0 97.2

Use 0.0 2.8

A.4.5 Lifetime Drug Use

Table 189: During your life, how many times have you Used marijuana?


% %

0 times 73.7 61.5

1 or 2 times 6.6 8.8

3 to 9 times 5.3 8.2

10 to 19 times 5.3 4.9

20 to 39 times 1.3 4.0




Table 190: During your life, how many times have you Sniffed glue, breathed thecontents of aerosol spray cans, or inhaled any paints or sprays to get high?


% %

0 times 97.3 94.2

1 or 2 times 1.3 3.5

3 to 9 times 0.0 1.1

10 to 19 times 0.0 0.5

20 to 39 times 0.0 0.2



Table 191: During your life, how many times have you Taken steroid pills or shotswithout a doctor’s prescription?


% %

0 times 97.4 98.4

1 or 2 times 1.3 0.6

3 to 9 times 0.0 0.4

10 to 19 times 0.0 0.2

20 to 39 times 0.0 0.1



Table 192: During your life, how many times have you Taken a prescription drugnot prescribed to you?


% %

0 times 89.3 86.7

1 or 2 times 6.7 6.6

3 to 9 times 1.3 3.6

10 to 19 times 1.3 1.5

20 to 39 times 0.0 0.7



Table 193: During your life, how many times have you Used any form of cocaine,including powder, crack or freebase?


% %

0 times 92.2 96.2

1 or 2 times 5.2 2.0

3 to 9 times 1.3 0.8

10 to 19 times 0.0 0.4

20 to 39 times 0.0 0.2




Table 194: During your life, how many times have you Used ecstasy (also calledMDMA)?


% %

0 times 94.8 96.8

1 or 2 times 3.9 1.8

3 to 9 times 1.3 0.7

10 to 19 times 0.0 0.2

20 to 39 times 0.0 0.1



Table 195: During your life, how many times have you Used heroin (also calledsmack, junk, or China White)?


% %

0 times 98.7 99.2

1 or 2 times 1.3 0.3

3 to 9 times 0.0 0.1

10 to 19 times 0.0 0.1

20 to 39 times 0.0 0.1



Table 196: During your life, how many times have you Used methamphetamines(also called speed, crystal, crank or ice)?


% %

0 times 96.1 98.6

1 or 2 times 3.9 0.7

3 to 9 times 0.0 0.2

10 to 19 times 0.0 0.2

20 to 39 times 0.0 0.1



Table 197: During your life, how many times have you used a needle to inject anyillegal drug into your body?


% %

0 times 98.7 99.3

1 time 1.3 0.4



Table 198: Lifetime drug use (includes marijuana, inhalants, steroids, prescriptiondrugs, cocaine, ecstasy, heroin, methamphetamines)


% %

No Use 71.4 57.8

Use 28.6 42.2



Table 199: Lifetime drug use other than marijuana (includes inhalants, steroids,prescription drugs, cocaine, ecstasy, heroin, methamphetamines)


% %

No Use 87.0 82.3

Use 13.0 17.7


A.4.6 Availability of Alcohol, Tobacco and Drugs

Table 200: If you wanted to get some, how easy would it be for you to get somebeer, wine, or hard liquor (for example, vodka, whiskey, or gin)?


% %

Very hard 17.1 18.7

Somewhat hard 23.7 17.0

Sort of easy 36.8 32.1

Very easy 22.4 32.2

Table 201: If you wanted to get some, how easy would it be for you to get somecigarettes?


% %

Very hard 30.3 31.7



Very easy 25.0 24.6

Table 202: If you wanted to get some, how easy would it be for you to get somemarijuana?


% %

Very hard 21.3 22.8



Very easy 32.0 42.3

Table 203: If you wanted to get some, how easy would it be for you to get somesynthetic marijuana, example: K2, Spice, etc.?


% %

Very hard 43.2 44.3



Very easy 12.2 15.4

Table 204: If you wanted to get some, how easy would it be for you to get a druglike cocaine, LSD, or amphetamines?


% %

Very hard 55.3 58.4



Very easy 6.6 9.6


Table 205: If you wanted to get some, how easy would it be for you to getprescription drugs not prescribed to you?


% %

Very hard 36.0 42.4



Very easy 16.0 17.6

Table 206: If you wanted to get some, how easy would it be for you to get somee-cigarettes, vape-pens, or e-hookahs?


% %

Very hard 24.0 26.5



Very easy 41.3 41.9


A.4.7 Perceived Risk of Harm from Substance Use

Table 207: How much do you think people risk harming themselves (physically orin other ways) if they take one or two drinks of an alcoholic beverage (beer, wine,

liquor) nearly every day?


% %

No risk 9.1 13.8

Slight risk 36.4 30.6

Moderate risk 35.1 31.9

Great risk 19.5 23.7

Table 208: How much do you think people risk harming themselves (physically orin other ways) when they have five or more drinks of an alcoholic beverage once or

twice a week?


% %

No risk 7.9 8.7





Table 209: How much do you think people risk harming themselves (physically orin other ways) if they smoke one or more packs of cigarettes per day?


% %

No risk 5.2 10.1




Table 210: How much do you think people risk harming themselves (physically orin other ways) if they try marijuana once or twice?


% %

No risk 37.3 49.1



Great risk 10.7 7.3

Table 211: How much do you think people risk harming themselves (physically orin other ways) if they smoke marijuana once or twice a week?


% %

No risk 15.8 30.8




Table 212: How much do you think people risk harming themselves (physically orin other ways) if they use prescription drugs not prescribed to them?


% %

No risk 6.6 7.0

Slight risk 7.9 9.0



Table 213: How do you feel about someone your age having one or two drinks ofan alcoholic beverage nearly every day?


% %

Neither approve ordisapprove

18.4 27.3

Somewhat disapprove 34.2 25.4

Strongly disapprove 40.8 40.9

Don’t know or can’tsay

6.6 6.5


Table 214: How do you feel about someone your age smoking one or more packsof cigarettes a day?


% %


9.2 14.9




5.3 4.9

Table 215: How do you feel about someone your age trying marijuana or hashishonce or twice?


% %


35.5 50.6




6.6 6.5

Table 216: How do you feel about someone your age using prescription drugs notprescribed to them?


% %


7.8 15.8




9.1 6.0

Table 217: How do you feel about someone your age use synthetic marijuana,example: K2, Spice?


% %


18.4 22.8




10.5 9.5



Table 218: How do you feel about someone your age smoke e-cigarettes,vape-pens, or e-hookahs?


% %


38.7 40.3




5.3 6.3


A.4.8 Communication about Substance Use

Table 219: During the past 12 months, do you recall hearing, reading, or watchingan advertisement about prevention of substance abuse?


% %

Yes 70.1 74.3

No 14.3 14.0


15.6 11.7

Table 220: During the past 12 months, have you had a special class about drugs oralcohol in school?


% %

Yes 34.7 46.0

No 50.7 43.7


14.7 10.3

Table 221: During the past 12 months, have you talked with at least one of yourparents about the dangers of tobacco, alcohol, or drug use?


% %

Yes 67.5 69.9

No 23.4 23.0


9.1 7.1

Table 222: Would you be more or less likely to want to work for an employer thattests its employees for drug or alcohol use on a random basis?


% %

More likely 31.2 25.9

Less likely 13.0 17.5

Would make nodifference

46.8 47.7


9.1 8.9



A.5 Parenting and Parental Attitudes

A.5.1 Family Management

Table 223: My parents ask if I’ve gotten my homework done.


% %





Table 224: My parents would catch me if I skipped school.


% %





Table 225: When I am not at home, one of my parents knows where I am andwhom I am with.


% %





Table 226: My family has clear rules about alcohol and drug use.


% %





Table 227: How would most students in your school respond to this statement:”My family has clear rules about alcohol and drug use.”


% %







A.5.2 Parental Attitudes towards Substance Use

Table 228: How wrong do you think your parents feel it would be for you to haveone or two drinks of an alcoholic beverage nearly every day?


% %

Very wrong 76.0 76.3

Wrong 16.0 14.8

A little bit wrong 6.7 5.4

Not wrong at all 1.3 3.5

Table 229: How wrong do you think your parents feel it would be for you to smokecigarettes?


% %


Wrong 13.2 11.4



Table 230: How wrong do you think your parents feel it would be for you to smokemarijuana?


% %


Wrong 26.3 13.9



Table 231: How wrong do you think your parents feel it would be for you to useprescription drugs not prescribed to you?


% %


Wrong 15.8 10.0



Table 232: How wrong do you think your parents feel it would be for you to usesynthetic marijuana, example: K2, Spice?


% %


Wrong 12.0 10.6




Table 233: How wrong do you think your parents feel it would be for you to smokee-cigarettes, vape-pens, or e-hookahs?


% %


Wrong 24.0 14.9





A.6 Influence of Friendships

A.6.1 Friends’ Attitudes towards Substance Use

Table 234: How wrong do you think your friends feel it would be for you to haveone or two drinks of an alcoholic beverage nearly every day?


% %


Wrong 28.6 30.0



Table 235: How wrong do you think your friends feel it would be for you to smoketobacco?


% %


Wrong 42.1 30.8



Table 236: How wrong do you think your friends feel it would be for you to smokemarijuana?


% %


Wrong 28.0 19.3



Table 237: How wrong do you think your friends feel it would be for you to useprescription drugs not prescribed to you?


% %


Wrong 35.1 29.4



Table 238: How wrong do you think your friends feel it would be for you to usesynthetic marijuana, example: K2, Spice?


% %


Wrong 31.6 27.9





Table 239: How wrong do you think your friends feel it would be for you to smokee-cigarettes, vape-pens, or e-hookahs?


% %


Wrong 21.3 20.3




A.7 Height and Weight

A.7.1 Body Mass Index and Weight

Table 240: Body Mass Index Percentile Ranking


% %

Underweight 0.0 2.7

Healthy Weight 73.3 64.3

Overweight 13.3 16.8

Obese 13.3 16.2

Table 241: How do you describe your weight?


% %

Very underweight 2.7 2.0

Slightly underweight 9.3 13.2

About the rightweight

60.0 52.2

Slightly overweight 25.3 26.8

Very overweight 2.7 5.8



Table 242: Which of the following are you trying to do about your weight?


% %

Lose weight 42.9 44.7

Gain weight 15.6 17.7

Stay the same weight 9.1 16.4

I am not trying to doanything about myweight

32.5 21.1


Table 243: During the past 30 days, did you Go without eating for 24 hours ormore (also called fasting) to lose weight or to keep from gaining weight?


% %

Yes 6.7 14.0

No 93.3 86.0


Table 244: During the past 30 days, did you Take any diet pills, powders, or liquidswithout a doctor’s advice to lose weight or to keep from gaining weight? (Do not

include meal replacement products such as Slim Fast.)


% %

Yes 1.3 4.7

No 98.7 95.3


Table 245: During the past 30 days, did you Vomit or take laxatives to lose weightor to keep from gaining weight?


% %

Yes 2.6 5.0

No 97.4 95.0



B SWS QUESTIONNAIRES

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oo

l b

eca

use

yo

u fe

lt y

ou

wo

uld

be

un

sa

fe a

t sch

oo

l o

r o

n y

ou

r w

ay to

or

fro

m s

ch

oo

l?

28

. ca

rry a

gu

n a

s a

we

ap

on

on

sch

oo

l p

rop

ert

y?

29

. ca

rry a

we

ap

on

(o

the

r th

an

a g

un

) su

ch

as

a k

nife

or

clu

b o

n s

ch

oo

l p

rop

ert

y?

Du

rin

g t

he

pa

st

30

da

ys

, o

n h

ow

ma

ny d

ays

did

yo

u…

1 tim

e

2 or 3

tim

es

4 or 5

tim

es

6 or 7

tim

es

8 or 9

tim

es

10 o

r 11

times

30

. w

ere

yo

u in

a p

hysic

al fig

ht?

31

. w

ere

yo

u in

a p

hysic

al fig

ht

on

sch

oo

l p

rop

ert

y?

32

. d

id y

ou

bu

lly s

om

eo

ne

(su

ch

as

hittin

g,

kic

kin

g,

pu

sh

ing

, sa

yin

g

me

an

th

ing

s,

sp

rea

din

g r

um

ors

, o

r

ma

kin

g s

exu

al co

mm

en

ts th

at

bo

the

red

th

em

)?

33

. h

ave

yo

u b

ee

n s

usp

en

de

d fro

m

sch

oo

l?

34

. h

as s

om

eo

ne

th

rea

ten

ed

yo

u w

ith

a

we

ap

on

su

ch

as a

gu

n,

kn

ife

, o

r clu

b

on

sch

oo

l p

rop

ert

y?

Du

rin

g t

he

pa

st

12

mo

nth

s,

ho

w m

an

y t

ime

s…

12 o

r more

tim

es

0 tim

es

Ye

s

No

35

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, h

as

an

yo

ne

off

ere

d, s

old

, o

r

giv

en

yo

u a

n ill

eg

al

dru

g o

n s

ch

oo

l p

rop

ert

y?

Mo

stly C

's

Mo

stly D

's

Mo

stly A

's

Mo

stly B

's

13

. P

utt

ing

th

em

all

to

ge

the

r, w

ha

t w

ere

yo

ur

gra

de

s lik

e

las

t ye

ar?

Mo

stly F

's

19

. I

ha

ve

lo

ts o

f ch

an

ce

s t

o b

e p

art

of cla

ss

dis

cu

ssio

ns o

r a

ctivitie

s.

20

. T

he

re a

re lo

ts o

f ch

an

ce

s fo

r stu

de

nts

in

my

sch

oo

l to

ge

t in

vo

lve

d in

sp

ort

s,

clu

bs, a

nd

oth

er

sch

oo

l a

ctivitie

s o

uts

ide

of

cla

ss.

21

. I

resp

ect m

ost

of

my te

ach

ers

.

22

. M

y te

ach

ers

no

tice

wh

en

I a

m d

oin

g a

go

od

jo

b

an

d le

t m

e k

no

w a

bo

ut

it.

23

. I

ca

n ta

lk t

o m

y t

ea

ch

ers

op

en

ly a

nd

fre

ely

ab

ou

t m

y c

on

ce

rns.

24

. In

my s

ch

oo

l, t

ea

ch

ers

tre

at

stu

de

nts

with

resp

ect.

25

. M

ost stu

de

nts

at

my s

ch

oo

l h

elp

ea

ch

oth

er

wh

en

th

ey a

re h

urt

or

up

se

t.

26

. In

my s

ch

oo

l, s

tud

en

ts t

ha

t w

ork

ha

rd to

ge

t

go

od

gra

de

s a

re p

icke

d o

n b

y o

the

r stu

de

nts

.

Ho

w m

uc

h d

o y

ou

ag

ree

wit

h t

he

foll

ow

ing

sta

tem

en

ts a

bo

ut

sc

ho

ol?

Strongly

agre

e

Somew

hat a

gree

Somew

hat d

isag

ree

Strongly

dis

agre

e

Ye

sN

o

5 o

r 6

tim

es

7 o

r m

ore

tim

es

Ne

ve

r

1 o

r 2

tim

es

3 o

r 4

tim

es


17360

3

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

Ga

mb

lin

g i

nvo

lve

s b

ett

ing

an

yth

ing

of

va

lue

(m

on

ey,

a

wa

tch

, s

od

a, e

tc.)

on

a g

am

e o

r e

ve

nt

wit

h a

n u

nc

ert

ain

ou

tco

me

.

54

. P

lea

se

ma

rk A

LL

th

e d

iffe

ren

t ty

pe

s o

f b

ett

ing

th

at

yo

u

ha

ve

do

ne

, if

an

y,

du

rin

g t

he

la

st

30

da

ys

: (P

lea

se

ma

rk

all

th

at

ap

ply

)

43

. s

ee

n a

no

the

r stu

de

nt

bu

lly o

the

rs b

y h

ittin

g,

kic

kin

g,

pu

nch

ing

, o

r o

the

rwis

e h

urt

ing

th

em

in s

ch

oo

l o

r o

n t

he

sch

oo

l b

us?

44

. h

ea

rd a

no

the

r stu

de

nt

bu

lly o

the

rs b

y s

ayin

g

me

an

th

ing

s,

tea

sin

g,

or

ca

llin

g o

the

r stu

de

nts

na

me

s in

yo

ur

sch

oo

l o

r o

n t

he

sch

oo

l b

us?

45

. h

ea

rd a

no

the

r stu

de

nt

sp

rea

d m

ea

n r

um

ors

or

lea

ve

oth

er

stu

de

nts

ou

t o

f a

ctivitie

s t

o b

e

me

an

in

yo

ur

sch

oo

l o

r o

n t

he

sch

oo

l b

us?

Ho

w o

fte

n h

ave

yo

u…

On

ce

or

twic

e p

er

we

ek

On

ce

or

twic

e p

er

mo

nth

On

ce

or

twic

e p

er

ye

ar

Ne

ver

Ev

ery

da

y

0 t

ime

s

1 t

ime

2 o

r 3

tim

es

4 o

r 5

tim

es

6 o

r m

ore

tim

es

53

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, h

ow

ma

ny t

ime

s d

id y

ou

ac

tua

lly a

tte

mp

t s

uic

ide

?

52

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, d

id y

ou

eve

r s

eri

ou

sly

co

ns

ide

r a

tte

mp

tin

g s

uic

ide

?

Ye

s

No

Ye

s

No

51

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, d

id y

ou

eve

r fe

el

so

sa

d o

r

ho

pe

les

s a

lmo

st

eve

ry d

ay f

or

two

we

ek

s o

r m

ore

in

a

row

th

at

yo

u s

top

pe

d d

oin

g s

om

e u

su

al

ac

tivit

ies

?

Du

rin

g t

he

pa

st

30

da

ys

,

ho

w m

uc

h o

f th

e t

ime

ha

ve

yo

u..

.

46

. b

ee

n a

ha

pp

y p

ers

on

?

47

. b

ee

n a

ve

ry n

erv

ou

s p

ers

on

?

48

. fe

lt c

alm

an

d p

ea

ce

ful?

49

. fe

lt d

ow

nh

ea

rte

d a

nd

blu

e?

50

. fe

lt s

o d

ow

n in

th

e d

um

ps t

ha

t n

oth

ing

co

uld

ch

ee

r yo

u u

p?

So

me o

f th

e t

ime

Mo

st

of

the

tim

e

A g

oo

d b

it o

f th

e t

ime

All

of

the

tim

e

A l

ittl

e o

f th

e t

ime

No

ne

of

the

tim

e

[SE

RIA

L]

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

Ha

ras

sm

en

t c

an

in

clu

de

th

rea

ten

ing

, b

ull

yin

g, n

am

e-c

all

ing

or

ob

sc

en

itie

s,

off

en

siv

e n

ote

s o

r g

raff

iti,

un

wa

nte

d

tou

ch

ing

, a

nd

be

ing

pu

sh

ed

aro

un

d o

r h

it.

36

. b

eca

use

of

yo

ur

race

or

eth

nic

ori

gin

.

37

. b

eca

use

so

me

on

e s

aid

yo

u w

ere

ga

y,

lesb

ian

, b

ise

xu

al, o

r tr

an

sg

en

de

r.

38

. b

eca

use

of

wh

o y

ou

r fr

ien

ds a

re.

39

. b

eca

use

of

ho

w y

ou

lo

ok (

we

igh

t, c

loth

es,

acn

e,

or

oth

er

ph

ysic

al ch

ara

cte

ristics).

40

. b

eca

use

yo

u r

ece

ive

d u

nw

an

ted

se

xu

al

co

mm

en

ts o

r a

tte

ntio

n.

41

. fo

r o

the

r re

aso

ns.

42

. th

rou

gh

em

ail,

so

cia

l m

ed

ia s

ite

s (

Fa

ce

bo

ok,

Tw

itte

r, Y

ou

Tu

be

, e

tc.)

, ch

at

roo

ms, in

sta

nt

me

ssa

gin

g,

we

b s

ite

s, te

xtin

g,

or

ph

on

e?

2 or 3

tim

es

6 or m

ore ti

mes

In t

he

la

st

30

da

ys

, h

ow

ma

ny t

ime

s h

ave

yo

u b

ee

n h

ara

ss

ed

at

sc

ho

ol, o

n a

sc

ho

ol

bu

s, o

r g

oin

g t

o

an

d f

rom

sc

ho

ol…

4 or 5

tim

es

1 tim

e

0 tim

es

I d

id n

ot

ga

mb

le d

uri

ng

th

e la

st

30

da

ys

Pla

yin

g lo

tte

ry t

icke

ts/P

ow

erb

all/

Me

ga

bu

cks

Pla

yin

g d

ice

or

co

in f

lips

Pla

yin

g c

ard

s (

po

ke

r, e

tc.)

Be

ttin

g o

n a

sp

ort

s te

am

Be

ttin

g o

n g

am

es o

f p

ers

on

al skill

(b

ow

ling

, vid

eo

ga

me

s,

da

res,

etc

.)

Ga

mb

ling

on

th

e I

nte

rne

t fo

r fr

ee

or

with

mo

ne

y

Pla

yin

g B

ing

o fo

r m

on

ey

Oth

er

No

Yes

57

. H

ave

yo

u e

ve

r lie

d to

an

yo

ne

ab

ou

t

be

ttin

g/g

am

blin

g?

58

. H

ave

yo

u e

ve

r b

et/

ga

mb

led

mo

re t

ha

n y

ou

wa

nte

d t

o?

59

. H

ave

yo

ur

pa

ren

ts e

ve

r ta

lke

d t

o y

ou

ab

ou

t th

e

risks o

f b

ettin

g/g

am

blin

g?

60

. H

ave

yo

ur

tea

ch

ers

eve

r ta

lke

d t

o y

ou

ab

ou

t th

e

risks o

f b

ettin

g/g

am

blin

g?

56

. D

uri

ng

th

e l

as

t 1

2 m

on

ths

, h

ave

yo

u e

ve

r fe

lt t

ha

t yo

u

wo

uld

lik

e t

o s

top

be

ttin

g m

on

ey b

ut

did

n’t

th

ink

yo

u

co

uld

?

Ye

s

No

I d

on

't b

et

for

mo

ne

y

Ye

s

No

I d

on

't b

et

for

mo

ne

y

55

. D

uri

ng

th

e l

as

t 1

2 m

on

ths

, h

ave

yo

u e

ve

r fe

lt b

ad

ab

ou

t

the

am

ou

nt

yo

u b

et,

or

ab

ou

t w

ha

t h

ap

pe

ns

wh

en

yo

u

be

t m

on

ey?


1736

04

Th

e n

ex

t q

ue

sti

on

s a

sk

ab

ou

t d

rin

kin

g a

lco

ho

l. T

his

in

clu

de

s

dri

nk

ing

be

er,

win

e/w

ine

co

ole

rs,

fla

vo

red

be

ve

rag

es

su

ch

as

Mik

e’s

Ha

rd L

em

on

ad

e a

nd

liq

uo

r “s

ho

ts” s

uc

h a

s r

um

, g

in,

vo

dk

a, o

r w

his

ke

y.

Fo

r th

es

e q

ue

sti

on

s, d

rin

kin

g a

lco

ho

l d

oe

s

no

t in

clu

de

dri

nk

ing

a f

ew

sip

s o

f w

ine

fo

r re

lig

iou

s p

urp

os

es

.

76

. w

he

n y

ou

ha

d m

ore

tha

n a

sip

or

two

of

be

er,

win

e,

or

ha

rd liq

uo

r (f

or

exa

mp

le,

vo

dka

, w

his

ke

y,

or

gin

) fo

r th

e fir

st

tim

e?

77

. w

he

n y

ou

fir

st b

eg

an

dri

nkin

g a

lco

ho

lic b

eve

rag

es

reg

ula

rly, th

at

is a

t le

ast

on

ce

or

twic

e a

mo

nth

?

78

. w

he

n y

ou

sm

oke

d a

wh

ole

cig

are

tte

fo

r th

e fir

st

tim

e?

79

. th

e f

irst tim

e y

ou

use

d

tob

acco

pro

du

cts

oth

er

tha

n

cig

are

tte

s s

uch

as s

nu

ff,

ch

ew

ing

to

ba

cco

, a

nd

sm

okin

g t

ob

acco

fro

m a

pip

e?

80

. w

he

n y

ou

tri

ed

ma

riju

an

a

for

the

fir

st

tim

e?

81

. w

he

n y

ou

tri

ed

syn

the

tic

ma

riju

an

a (

als

o c

alle

d K

2,

Sp

ice

, e

tc.)

fo

r th

e f

irst tim

e?

3 to

5 d

ays20

to 2

9 day

s

10 to

19

days

61

. h

ave

at

lea

st

on

e d

rin

k o

f a

lco

ho

l?

62

. h

ave

5 o

r m

ore

dri

nks o

f a

lco

ho

l in

a

row

, th

at is

, w

ith

in a

co

up

le o

f h

ou

rs?

63

. h

ad

at

lea

st

on

e d

rin

k o

f a

lco

ho

l?

(yo

ur

be

st

estim

ate

)

64

. h

ad

5 o

r m

ore

dri

nks o

f a

lco

ho

l in

a

row

, th

at is

, w

ith

in a

co

up

le o

f h

ou

rs?

(yo

ur

be

st

estim

ate

)

Du

rin

g t

he

pa

st

30

da

ys

, o

n h

ow

ma

ny

da

ys

do

yo

u t

hin

k m

os

t s

tud

en

ts in

yo

ur

sc

ho

ol…

Du

rin

g t

he

pa

st

30

da

ys

, o

n

ho

w m

an

y d

ays

did

yo

u..

.

6 to

9 d

ays

1 or 2

day

s

0 day

s

All

30 d

ays

66

. D

uri

ng

th

e p

ast

30

da

ys,

ho

w m

an

y tim

es

did

mo

st

stu

de

nts

in

yo

ur

sch

oo

l ri

de

in

a

ve

hic

le d

rive

n b

y a

pa

ren

t o

r o

the

r

ad

ult w

ho

ha

d b

ee

n d

rin

kin

g a

lco

ho

l?

65

. D

uri

ng

th

e p

ast

30

da

ys,

ho

w m

an

y

tim

es d

id y

ou

rid

e in

a v

eh

icle

dri

ve

n

by a

pa

ren

t o

r o

the

r a

du

lt w

ho

ha

d

be

en

dri

nkin

g a

lco

ho

l?4

or 5 ti

mes

2 or 3

tim

es

6 or m

ore ti

mes

0 tim

es1 tim

e

67

. sm

oke

cig

are

tte

s?

68

. u

se

oth

er

tob

acco

pro

du

cts

su

ch

as

sn

uf,

dip

or

ch

ew

ing

to

ba

cco

(R

ed

ma

n,

Co

pe

nh

ag

en

, M

arl

bo

ro S

nu

s e

tc)?

20 to

29

days

3 to

5 d

ays

10 to

19

days

Du

rin

g t

he

pa

st

30

da

ys

, o

n

ho

w m

an

y d

ays

did

yo

u..

.

6 to

9 d

ays

1 or 2

day

s

0 day

s

All

30 d

ays

70

. g

et

so

me

be

er,

win

e, o

r h

ard

liq

uo

r

(fo

r e

xa

mp

le,

vo

dka

, w

his

ke

y, o

r g

in)?

71

. g

et

so

me

cig

are

tte

s?

72

. g

et

so

me

ma

riju

an

a?

73

. g

et

so

me

syn

the

tic m

ari

jua

na

, e

xam

ple

: K

2,

Sp

ice

etc

.?

74

. g

et

a d

rug

lik

e c

oca

ine

, L

SD

, o

r a

mp

he

tam

ine

s?

75

. g

et

pre

scri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o y

ou

?

Very

hard

If y

ou

wa

nte

d t

o g

et

so

me

, h

ow

ea

sy w

ou

ld i

t b

e f

or

yo

u t

o…

Very

easy

Somew

hat h

ard

Sort o

f eas

y

8 ye

ars

old o

r younger

Nev

er h

ave

10 y

ears

old

9 ye

ars

old

13 y

ears

old

11 y

ears

old

12 y

ears

old

15 y

ears

old

14 y

ears

old

Ho

w o

ld

we

re y

ou

...

10

to

19

tim

es

20

to

39

tim

es

40

or

mo

re t

ime

s

0 t

ime

s

1 o

r 2

tim

es

3 t

o 9

tim

es

69

. D

uri

ng

th

e p

as

t 3

0 d

ays

, h

ow

ma

ny t

ime

s d

id y

ou

us

e m

ari

jua

na

?

0 day

s

6 to

9 d

ays

20 to

29

days

1 or 2

day

s

3 to

5 d

ays

10 to

19

days

88

. sn

iff g

lue

, b

rea

the

th

e c

on

ten

ts o

f

ae

roso

l sp

ray c

an

s,

or

inh

ale

an

y

pa

ints

or

sp

rays t

o g

et h

igh

?

89

. u

se

syn

the

tic m

ari

jua

na

, e

xa

mp

le:

K2

,

Sp

ice

etc

?

90

. u

se

a p

rescri

ptio

n d

rug

(su

ch

as

OxyC

on

tin

, P

erc

oce

t, V

ico

din

,

co

de

ine

, A

dd

era

ll, R

ita

lin, o

r X

an

ax)

with

ou

t a

do

cto

r's o

rde

rs?

Du

rin

g t

he

pa

st

30

da

ys

, o

n

ho

w m

an

y d

ays

did

yo

u..

.

All

30 d

ays

No ri

skM

oderat

e ris

k

82

. if th

ey h

ave

on

e o

r tw

o d

rin

ks o

f a

n a

lco

ho

lic

be

ve

rag

e (

be

er,

win

e, liq

uo

r) n

ea

rly e

ve

ry d

ay?

83

. w

he

n t

he

y h

ave

fiv

e o

r m

ore

dri

nks o

f a

n

alc

oh

olic

be

ve

rag

e o

nce

or

twic

e a

we

ek?

84

. if th

ey s

mo

ke

on

e o

r m

ore

pa

cks o

f cig

are

tte

s

pe

r d

ay?

85

. if th

ey try

ma

riju

an

a o

nce

or

twic

e?

86

. if th

ey s

mo

ke

ma

riju

an

a o

nce

or

twic

e a

we

ek?

87

. if th

ey u

se

pre

scri

ptio

n d

rug

s th

at a

re n

ot

pre

scri

be

d t

o t

he

m?

Ho

w m

uc

h d

o y

ou

th

ink

pe

op

le

ris

k h

arm

ing

th

em

se

lve

s

(ph

ys

ica

lly o

r in

oth

er

wa

ys

)...

Gre

at ri

sk

Slight r

isk


11

7.

is/w

as a

pro

ble

m d

rin

ke

r o

r a

lco

ho

lic?

11

8.

use

s/u

se

d s

tre

et d

rug

s?

17360

5

11

5.

We

re y

ou

r p

are

nts

eve

r se

pa

rate

d o

r

d

ivo

rce

d a

fte

r yo

u w

ere

bo

rn?

11

6.

Ha

ve

yo

u e

ve

r liv

ed

with

a h

ou

se

ho

ld m

em

be

r

w

ho

is/w

as d

ep

resse

d o

r m

en

tally

ill?

Th

e n

ex

t q

ue

sti

on

s a

sk

ab

ou

t c

ert

ain

ex

pe

rie

nc

es

yo

u m

ay

ha

ve

or

ha

d i

n y

ou

r li

fe,

wh

ich

mig

ht

ha

ve

ma

de

yo

u f

ee

l

un

co

mfo

rta

ble

or

sa

d i

n y

ou

r s

urr

ou

nd

ing

s.

No

Yes

Ha

ve

yo

u e

ve

r li

ve

d w

ith

so

me

on

e w

ho

:

Ha

ve

yo

u e

ve

r fe

lt t

ha

t:

11

9.

yo

u d

id n

ot

ha

ve

en

ou

gh

to

ea

t?

12

0.

yo

u h

ad

to

we

ar

dir

ty c

loth

es?

12

1.

yo

u h

ad

no

on

e t

o p

rote

ct

yo

u?

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

12

2.

Ho

w t

all

are

yo

u w

ith

ou

t y

ou

r sh

oe

s o

n?

Dir

ectio

ns:

Wri

te y

ou

r h

eig

ht

in t

he

sh

ad

ed

bla

nk

bo

xes.

Fil

l in

th

e m

atc

hin

g c

ircl

e b

elo

w e

ach

nu

mb

er

on

th

e

an

swe

r sh

ee

t.

92

. d

o y

ou

re

ca

ll h

ea

rin

g, re

ad

ing

, o

r w

atc

hin

g a

n

ad

ve

rtis

em

en

t a

bo

ut

pre

ve

ntio

n o

f su

bsta

nce

ab

use

?

93

. h

ave

yo

u h

ad

a s

pe

cia

l cla

ss a

bo

ut

dru

gs o

r

alc

oh

ol in

sch

oo

l?

94

. h

ave

yo

u t

alk

ed

with

at

lea

st o

ne

of yo

ur

pa

ren

ts

ab

ou

t th

e d

an

ge

rs o

f to

ba

cco

, a

lco

ho

l, o

r d

rug

use

?

By p

are

nts

we

me

an

yo

ur

bio

log

ica

l p

are

nts

,

ad

op

tive

pa

ren

ts,

ste

pp

are

nts

, o

r a

du

lt g

ua

rdia

ns,

wh

eth

er

or

no

t th

ey liv

e w

ith

yo

u.

Fe

et

In

ch

es

3 4 5 6 7

0 1 2 3 4 5 6 7 8 9 10

11

He

igh

t

Fe

et

In

ch

es

4

10

EX

AM

PL

E

3 4 5 6 7

He

igh

t

0 1 2 3 4 5 6 7 8 9 10

11

10

3.

ha

ve

on

e o

r tw

o d

rin

ks o

f a

n a

lco

ho

lic b

eve

rag

e

n

ea

rly e

ve

ryd

ay?

10

4.

sm

oke

cig

are

tte

s?

10

5.

sm

oke

ma

riju

an

a?

10

6.

use

pre

scri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o y

ou

?

Ho

w w

ron

g d

o y

ou

th

ink

yo

ur

pa

ren

ts f

ee

l it

wo

uld

be

fo

r

yo

u t

o…

No

t w

ron

g a

t allW

ron

g

A l

ittl

e b

it w

ron

g

Ve

ry w

ron

g

99

.

ha

ve

on

e o

r tw

o d

rin

ks o

f

a

n a

lco

ho

lic b

eve

rag

e n

ea

rly e

ve

ry d

ay?

10

0.

sm

oke

to

ba

cco

?

10

1.

use

ma

riju

an

a?

10

2.

use

pre

scri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o y

ou

?

Ho

w w

ron

g d

o y

ou

r fr

ien

ds

fee

l it

wo

uld

be

fo

r yo

u t

o…

No

t w

ron

g a

t allW

ron

g

A l

ittl

e b

it w

ron

g

Ve

ry w

ron

g

I d

id n

ot

use

illi

cit d

rug

s d

uri

ng

th

e p

ast 3

0 d

ays

Ma

riju

an

a

An

y f

orm

of co

ca

ine

in

clu

din

g p

ow

de

r, c

rack o

r fr

ee

ba

se

Ecsta

sy (

als

o c

alle

d M

DM

A)

He

roin

or

oth

er

op

iate

s o

r n

arc

otics

LS

D o

r o

the

r h

allu

cin

og

en

s o

r p

sych

ed

elic

s

Me

tha

mp

he

tam

ine

s (

als

o c

alle

d s

pe

ed

, cry

sta

l,

cra

nk o

r ic

e)

Ste

roid

pill

s o

r sh

ots

with

ou

t a

do

cto

r’s p

rescri

ptio

n

91

. W

hic

h o

f th

e f

oll

ow

ing

ill

icit

dru

gs

did

yo

u u

se

du

rin

g

th

e p

as

t 3

0 d

ays

? (

Ple

as

e m

ark

all

th

at

ap

ply

.)

10

7.

I ca

n d

o m

ost

thin

gs if

I tr

y.

10

8.

I ca

n w

ork

ou

t m

y p

rob

lem

s.

10

9.

I vo

lun

tee

r to

he

lp o

the

rs in

my c

om

mu

nity.

11

0.

Th

ere

is a

t le

ast o

ne

te

ach

er

or

oth

er

ad

ult in

m

y s

ch

oo

l th

at re

ally

ca

res a

bo

ut m

e.

11

1.

My p

are

nts

ask if

I've

go

tte

n m

y h

om

ew

ork

d

on

e.

11

2.

My p

are

nts

wo

uld

ca

tch

me

if

I skip

pe

d s

ch

oo

l.

11

3.

Wh

en

I a

m n

ot a

t h

om

e,

on

e o

f m

y p

are

nts

kn

ow

s w

he

re I a

m a

nd

wh

om

I a

m w

ith

.

11

4.

My f

am

ily h

as c

lea

r ru

les a

bo

ut

alc

oh

ol a

nd

d

rug

use

.

Not a

t all

true

Pretty

much

true

Very

much

true

Ho

w t

rue

are

th

e f

ollo

win

g

sta

tem

en

ts?

A li

ttle

true

Du

rin

g t

he

pa

st

12

mo

nth

s...

No

Do

n't

kn

ow

or

ca

n't

say

Ye

s

95

. h

avin

g o

ne

or

two

dri

nks o

f

an

alc

oh

olic

be

ve

rag

e n

ea

rly e

ve

ry d

ay?

96

. sm

okin

g o

ne

or

mo

re p

acks o

f cig

are

tte

s a

da

y?

97

. tr

yin

g m

ari

jua

na

or

ha

sh

ish

on

ce

or

twic

e?

98

. u

sin

g p

rescri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o t

he

m?

Ho

w d

o y

ou

fe

el

ab

ou

t

so

me

on

e y

ou

r a

ge

…

Do

n’t

kn

ow

/Can

’t s

ay

So

me

wh

at

Dis

ap

pro

ve

Str

on

gly

Dis

ap

pro

ve

Ne

ith

er

Ap

pro

ve

no

r D

isa

pp

rov

e

[SE

RIA

L]


17380

1

Ore

go

n S

tud

en

t W

ell

ne

ss

Su

rve

y f

or

Gra

de

11

1. T

he s

urv

ey is c

om

ple

tely

vo

lun

tary

an

d a

no

nym

ou

s. D

O N

OT

pu

t yo

ur

nam

e o

n t

he q

uesti

on

nair

e.

2. T

his

is n

ot a test, s

o there

are

no r

ight or

wro

ng a

nsw

ers

. W

e w

ould

lik

e y

ou to w

ork

quic

kly

so y

ou c

an f

inis

h.

3. A

ll of

the q

uestions s

hould

be a

nsw

ere

d b

y com

ple

tely

fill

ing in o

ne o

f th

e a

nsw

er

spaces. If

you d

o n

ot find a

n

answ

er

that fits

exactly, use the o

ne that com

es c

losest. If

any

question d

oes n

ot apply

to y

ou, or

you a

re n

ot sure

w

hat it m

eans, ju

st le

ave it bla

nk. Y

ou c

an s

kip

any

question that yo

u d

o n

ot w

ish to a

nsw

er.

4. P

lease m

ark

on

ly O

NE

ov

al u

nle

ss t

he q

uesti

on

sp

ecif

ically a

sks y

ou

to

"P

lease m

ark

all t

hat

ap

ply

." C

om

ple

tely

fill in

th

e o

val u

sin

g a

#2 p

en

cil.

2.

Ho

w d

o y

ou

id

en

tify

?

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

9th

10

th

11

th

4.

In w

ha

t g

rad

e a

re y

ou

?

5.

Wh

at

is y

ou

r ra

ce

? (

Ple

as

e m

ark

all

th

at

ap

ply

)

6.

If y

ou

se

lec

ted

mo

re t

ha

n o

ne

ra

ce

, w

ha

t o

ne

ra

ce

b

es

t d

es

cri

be

s y

ou

?

Ye

s

No

7.

Are

yo

u H

isp

an

ic o

r L

ati

no

/La

tin

a?

8.

Wh

at

is t

he

la

ng

ua

ge

yo

u u

se

mo

st

oft

en

at

ho

me

?

En

glis

h

Ru

ssia

n

Sp

an

ish

Vie

tna

me

se

A t

rib

al la

ng

ua

ge

An

oth

er

lan

gu

ag

e

Qu

ee

r

Oth

er

No

t su

re

He

tero

se

xu

al (s

tra

igh

t)

Ga

y o

r le

sb

ian

Bis

exu

al

3.

Wh

ich

of

the

fo

llo

win

g b

es

t d

es

cri

be

s y

ou

?

14

ye

ars

old

15

ye

ars

old

16

ye

ars

old

1.

Ho

w o

ld a

re y

ou

?

17

ye

ars

old

18

ye

ars

old

19

ye

ars

old

or

old

er

9.

Are

yo

u e

nro

lle

d in

an

y o

f th

e f

oll

ow

ing

tri

be

s?

I a

m n

ot e

nro

lled

in

a t

rib

e

Bu

rns P

aiu

te T

rib

e

Co

qu

ille

In

dia

n T

rib

e

Co

w C

ree

k B

an

d o

f U

mp

qu

a T

rib

e o

f In

dia

ns

Co

nfe

de

rate

d T

rib

es o

f G

ran

d R

on

de

Kla

ma

th T

rib

es

Co

nfe

de

rate

d T

rib

es o

f th

e U

ma

tilla

In

dia

n R

ese

rva

tio

n

Co

nfe

de

rate

d T

rib

es o

f th

e C

oo

s,

Lo

we

r U

mp

qu

a,

an

d S

iusla

w I

nd

ian

s

Co

nfe

de

rate

d T

rib

es o

f S

iletz

In

dia

ns

Co

nfe

de

rate

d T

rib

es o

f W

arm

Sp

rin

gs

Oth

er

12

th

Un

gra

de

d o

r o

the

r g

rad

e

Am

eri

can

In

dia

n/N

ati

ve A

me

rica

n

Ala

ska

Na

tive

Asi

an

In

dia

n

Ch

ine

se

Jap

an

ese

Ko

rea

n

Vie

tna

me

se

Fil

ipin

o

Na

tive

Ha

wa

iia

n

Oth

er

Pa

cifi

c Is

lan

de

r

Bla

ck o

r A

fric

an

Am

eri

can

Wh

ite

Oth

er

Tra

nsg

en

de

r

So

me

thin

g e

lse

fits b

ette

r

Fe

ma

le

Ma

le

Am

eri

can

In

dia

n/N

ati

ve A

me

rica

n

Ala

ska

Na

tive

Asi

an

In

dia

n

Ch

ine

se

Jap

an

ese

Ko

rea

n

Vie

tna

me

se

Fil

ipin

o

Na

tive

Ha

wa

iia

n

Oth

er

Pa

cifi

c Is

lan

de

r

Bla

ck o

r A

fric

an

Am

eri

can

Wh

ite

Oth

er

(Sp

eci

fy)

[SE

RIA

L]


10

. W

ou

ld y

ou

sa

y t

ha

t in

ge

ne

ral yo

ur

em

oti

on

al

an

d

me

nta

l h

ea

lth

is

...

po

or

fair

11

. W

ou

ld y

ou

sa

y t

ha

t in

ge

ne

ral yo

ur

ph

ys

ica

l h

ea

lth

is

...

1738

02

Alm

ost a

lway

sSomet

imes

18

. H

ow

oft

en

do

yo

u f

ee

l th

at th

e s

ch

oo

lwo

rk

y

ou

are

assig

ne

d is m

ea

nin

gfu

l a

nd

im

po

rta

nt?

19

. T

hin

kin

g b

ack o

ve

r th

e p

ast

sch

oo

l ye

ar,

ho

w

oft

en

did

yo

u t

ry t

o d

o y

ou

r b

est w

ork

in

sch

oo

l?

Ofte

nSel

domNev

er

20

. I

ha

ve

lo

ts o

f ch

an

ce

s t

o b

e p

art

of cla

ss

dis

cu

ssio

ns o

r a

ctivitie

s.

21

. T

he

re a

re lo

ts o

f ch

an

ce

s fo

r stu

de

nts

in

my

sch

oo

l to

ge

t in

vo

lve

d in

sp

ort

s,

clu

bs, a

nd

oth

er

sch

oo

l a

ctivitie

s o

uts

ide

of

cla

ss.

22

. I

resp

ect m

ost

of

my te

ach

ers

.

23

. M

y te

ach

ers

no

tice

wh

en

I a

m d

oin

g a

go

od

jo

b

an

d le

t m

e k

no

w a

bo

ut

it.

24

. I

ca

n ta

lk t

o m

y t

ea

ch

ers

op

en

ly a

nd

fre

ely

ab

ou

t m

y c

on

ce

rns.

25

. In

my s

ch

oo

l, t

ea

ch

ers

tre

at

stu

de

nts

with

resp

ect.

26

. M

ost stu

de

nts

at

my s

ch

oo

l h

elp

ea

ch

oth

er

wh

en

th

ey a

re h

urt

or

up

se

t.

27

. In

my s

ch

oo

l, s

tud

en

ts t

ha

t w

ork

ha

rd to

ge

t

go

od

gra

de

s a

re p

icke

d o

n b

y o

the

r stu

de

nts

.

Ho

w m

uc

h d

o y

ou

ag

ree

wit

h t

he

foll

ow

ing

sta

tem

en

ts a

bo

ut

sc

ho

ol?

Strongly

agre

e

Somew

hat a

gree

Somew

hat d

isag

ree

Strongly

dis

agre

e

1 tim

e

2 or 3

tim

es

4 or 5

tim

es

6 or 7

tim

es

8 or 9

tim

es

10 o

r 11

times

31

. w

ere

yo

u in

a p

hysic

al fig

ht?

32

. w

ere

yo

u in

a p

hysic

al fig

ht

on

sch

oo

l p

rop

ert

y?

33

. d

id y

ou

bu

lly s

om

eo

ne

(su

ch

as

hittin

g,

kic

kin

g,

pu

sh

ing

, sa

yin

g

me

an

th

ing

s,

sp

rea

din

g r

um

ors

, o

r

ma

kin

g s

exu

al co

mm

en

ts th

at

bo

the

red

th

em

)?

34

. h

ave

yo

u b

ee

n s

usp

en

de

d fro

m

sch

oo

l?

35

. h

as s

om

eo

ne

th

rea

ten

ed

yo

u w

ith

a

we

ap

on

su

ch

as a

gu

n,

kn

ife

, o

r clu

b

on

sch

oo

l p

rop

ert

y?

36

. h

ave

yo

u b

ee

n d

run

k o

r h

igh

at

sch

oo

l?

Du

rin

g t

he

pa

st

12

mo

nth

s,

ho

w m

an

y t

ime

s…

12 o

r more

tim

es

0 tim

es

4 or 5

day

s

0 day

s

6 or m

ore d

ays

1 day

2 or 3

day

s

28

. n

ot

go

to

sch

oo

l b

eca

use

yo

u fe

lt y

ou

wo

uld

be

un

sa

fe a

t sch

oo

l o

r o

n y

ou

r w

ay to

or

fro

m s

ch

oo

l?

29

. ca

rry a

gu

n a

s a

we

ap

on

on

sch

oo

l p

rop

ert

y?

30

. ca

rry a

we

ap

on

(o

the

r th

an

a g

un

) su

ch

as

a k

nife

or

clu

b o

n s

ch

oo

l p

rop

ert

y?

Du

rin

g t

he

pa

st

30

da

ys

, o

n h

ow

ma

ny d

ays

did

yo

u…

go

od

ve

ry g

oo

d

exce

llen

t

po

or

fair

go

od

ve

ry g

oo

d

exce

llen

t

I lik

e s

ch

oo

l ve

ry m

uch

I lik

e s

ch

oo

l

I n

eith

er

like

no

r d

islik

e s

ch

oo

l

I d

islik

e s

ch

oo

l

I d

islik

e s

ch

oo

l ve

ry m

uch

16

. H

ow

do

yo

u lik

e s

ch

oo

l?

Ve

ry im

po

rta

nt

Qu

ite

im

po

rta

nt

Fa

irly

im

po

rta

nt

Slig

htly im

po

rta

nt

No

t a

t a

ll im

po

rta

nt

17

. H

ow

im

po

rta

nt

do

yo

u t

hin

k t

he

th

ing

s y

ou

are

lea

rnin

g in

sc

ho

ol a

re g

oin

g t

o b

e f

or

yo

ur

late

r li

fe?

Mo

stly C

's

Mo

stly D

's

Mo

stly A

's

Mo

stly B

's

14

. P

utt

ing

th

em

all

to

ge

the

r, w

ha

t w

ere

yo

ur

gra

de

s lik

e

las

t ye

ar?

Mo

stly F

's

13

. H

ow

ma

ny t

ime

s h

ave

yo

u c

ha

ng

ed

ho

me

s s

inc

e

kin

de

rga

rte

n?

12

. H

ave

yo

u c

ha

ng

ed

sc

ho

ols

(in

clu

din

g c

ha

ng

ing

fro

m

ele

me

nta

ry t

o m

idd

le a

nd

mid

dle

to

hig

h s

ch

oo

l) i

n t

he

pa

st

ye

ar?

No

ne

1 d

ay

2 d

ays

3 d

ays

15

. D

uri

ng

th

e L

AS

T F

OU

R W

EE

KS

ho

w m

an

y w

ho

le d

ays

of

sc

ho

ol h

ave

yo

u m

iss

ed

be

ca

us

e y

ou

sk

ipp

ed

or

"cu

t"?

4 t

o 5

da

ys

6 t

o 1

0 d

ays

11

da

ys o

r m

ore

5 o

r 6

tim

es

7 o

r m

ore

tim

es

Ne

ve

r

1 o

r 2

tim

es

3 o

r 4

tim

es

Ye

sN

o


17380

3

Ga

mb

lin

g i

nvo

lve

s b

ett

ing

an

yth

ing

of

va

lue

(m

on

ey,

a

wa

tch

, s

od

a, e

tc.)

on

a g

am

e o

r e

ve

nt

wit

h a

n u

nc

ert

ain

ou

tco

me

.

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

Ha

ras

sm

en

t c

an

in

clu

de

th

rea

ten

ing

, b

ull

yin

g, n

am

e-c

all

ing

or

ob

sc

en

itie

s,

off

en

siv

e n

ote

s o

r g

raff

iti,

un

wa

nte

d

tou

ch

ing

, a

nd

be

ing

pu

sh

ed

aro

un

d o

r h

it.

57

. P

lea

se

ma

rk A

LL

th

e d

iffe

ren

t ty

pe

s o

f b

ett

ing

th

at

yo

u

ha

ve

do

ne

, if

an

y,

du

rin

g t

he

la

st

30

da

ys

: (P

lea

se

ma

rk

all

th

at

ap

ply

)

Du

rin

g t

he

pa

st

30

da

ys

,

ho

w m

uc

h o

f th

e t

ime

ha

ve

yo

u..

.

49

. b

ee

n a

ha

pp

y p

ers

on

?

50

. b

ee

n a

ve

ry n

erv

ou

s p

ers

on

?

51

. fe

lt c

alm

an

d p

ea

ce

ful?

52

. fe

lt d

ow

nh

ea

rte

d a

nd

blu

e?

53

. fe

lt s

o d

ow

n in

th

e d

um

ps t

ha

t n

oth

ing

co

uld

ch

ee

r yo

u u

p?

So

me

of

the t

ime

Mo

st

of

the t

ime

A g

oo

d b

it o

f th

e t

ime

All

of

the

tim

e

A l

ittl

e o

f th

e t

ime

No

ne o

f th

e t

ime

0 t

ime

s

1 t

ime

2 o

r 3

tim

es

4 o

r 5

tim

es

6 o

r m

ore

tim

es

56

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, h

ow

ma

ny t

ime

s d

id y

ou

ac

tua

lly a

tte

mp

t s

uic

ide

?

Ye

s

No

I d

on

't b

et

for

mo

ne

y

58

. D

uri

ng

th

e l

as

t 1

2 m

on

ths

, h

ave

yo

u e

ve

r fe

lt b

ad

ab

ou

t

the

am

ou

nt

yo

u b

et,

or

ab

ou

t w

ha

t h

ap

pe

ns

wh

en

yo

u

be

t m

on

ey?

55

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, d

id y

ou

eve

r s

eri

ou

sly

co

ns

ide

r a

tte

mp

tin

g s

uic

ide

?

Ye

s

No

Ye

s

No

54

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, d

id y

ou

eve

r fe

el

so

sa

d o

r

ho

pe

les

s a

lmo

st

eve

ry d

ay f

or

two

we

ek

s o

r m

ore

in

a

row

th

at

yo

u s

top

pe

d d

oin

g s

om

e u

su

al

ac

tivit

ies

?

[SE

RIA

L]

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

Ye

s

No

37

. D

uri

ng

th

e p

as

t 1

2 m

on

ths

, h

as

an

yo

ne

off

ere

d, s

old

, o

r

giv

en

yo

u a

n ill

eg

al

dru

g o

n s

ch

oo

l p

rop

ert

y?

38

. b

eca

use

of

yo

ur

race

or

eth

nic

ori

gin

.

39

. b

eca

use

so

me

on

e s

aid

yo

u w

ere

ga

y,

lesb

ian

, b

ise

xu

al, o

r tr

an

sg

en

de

r.

40

. b

eca

use

of

wh

o y

ou

r fr

ien

ds a

re.

41

. b

eca

use

of

ho

w y

ou

lo

ok (

we

igh

t, c

loth

es,

acn

e,

or

oth

er

ph

ysic

al ch

ara

cte

ristics).

42

. b

eca

use

yo

u r

ece

ive

d u

nw

an

ted

se

xu

al

co

mm

en

ts o

r a

tte

ntio

n.

43

. fo

r o

the

r re

aso

ns.

44

. th

rou

gh

em

ail,

so

cia

l m

ed

ia s

ite

s (

Fa

ce

bo

ok,

Tw

itte

r, Y

ou

Tu

be

, e

tc.)

, ch

at

roo

ms, in

sta

nt

me

ssa

gin

g,

we

b s

ite

s, te

xtin

g,

or

ph

on

e?

2 or 3

tim

es

6 or m

ore ti

mes

In t

he

la

st

30

da

ys

, h

ow

ma

ny t

ime

s h

ave

yo

u b

ee

n h

ara

ss

ed

at

sc

ho

ol, o

n a

sc

ho

ol

bu

s, o

r g

oin

g t

o

an

d f

rom

sc

ho

ol…

4 or 5

tim

es

1 tim

e

0 tim

es

45

. s

ee

n a

no

the

r stu

de

nt

bu

lly o

the

rs b

y h

ittin

g,

kic

kin

g,

pu

nch

ing

, o

r o

the

rwis

e h

urt

ing

th

em

in s

ch

oo

l o

r o

n t

he

sch

oo

l b

us?

46

. h

ea

rd a

no

the

r stu

de

nt

bu

lly o

the

rs b

y s

ayin

g

me

an

th

ing

s,

tea

sin

g,

or

ca

llin

g o

the

r stu

de

nts

na

me

s in

yo

ur

sch

oo

l o

r o

n t

he

sch

oo

l b

us?

47

. h

ea

rd a

no

the

r stu

de

nt

sp

rea

d m

ea

n r

um

ors

or

lea

ve

oth

er

stu

de

nts

ou

t o

f a

ctivitie

s t

o b

e

me

an

in

yo

ur

sch

oo

l o

r o

n t

he

sch

oo

l b

us?

Ho

w o

fte

n h

ave

yo

u…

On

ce

or

twic

e p

er

we

ek

On

ce

or

twic

e p

er

mo

nth

On

ce

or

twic

e p

er

ye

ar

Ne

ver

Ev

ery

da

y

8 h

ou

rs

9 h

ou

rs

10

or

mo

re h

ou

rs

4 o

r le

ss

5 h

ou

rs

6 h

ou

rs

7 h

ou

rs

48

. O

n a

n a

ve

rag

e s

ch

oo

l n

igh

t, h

ow

ma

ny h

ou

rs o

f s

lee

p

do

yo

u g

et?

I d

id n

ot

ga

mb

le d

uri

ng

th

e la

st

30

da

ys

Pla

yin

g lo

tte

ry t

icke

ts/P

ow

erb

all/

Me

ga

bu

cks

Pla

yin

g d

ice

or

co

in f

lips

Pla

yin

g c

ard

s (

po

ke

r, e

tc.)

Be

ttin

g o

n a

sp

ort

s te

am

Be

ttin

g o

n g

am

es o

f p

ers

on

al skill

(b

ow

ling

, vid

eo

ga

me

s,

da

res,

etc

.)

Ga

mb

ling

on

th

e I

nte

rne

t fo

r fr

ee

or

with

mo

ne

y

Pla

yin

g B

ing

o fo

r m

on

ey

Oth

er


1738

04

Th

e n

ex

t q

ue

sti

on

s a

sk

ab

ou

t d

rin

kin

g a

lco

ho

l. T

his

in

clu

de

s

dri

nk

ing

be

er,

win

e/w

ine

co

ole

rs,

fla

vo

red

be

ve

rag

es

su

ch

as

Mik

e’s

Ha

rd L

em

on

ad

e a

nd

liq

uo

r “s

ho

ts” s

uc

h a

s r

um

, g

in,

vo

dk

a, o

r w

his

ke

y.

Fo

r th

es

e q

ue

sti

on

s, d

rin

kin

g a

lco

ho

l d

oe

s

no

t in

clu

de

dri

nk

ing

a f

ew

sip

s o

f w

ine

fo

r re

lig

iou

s p

urp

os

es

.

No

Yes

60

. H

ave

yo

u e

ve

r lie

d to

an

yo

ne

ab

ou

t

be

ttin

g/g

am

blin

g?

61

. H

ave

yo

u e

ve

r b

et/

ga

mb

led

mo

re t

ha

n y

ou

wa

nte

d t

o?

62

. H

ave

yo

ur

pa

ren

ts e

ve

r ta

lke

d t

o y

ou

ab

ou

t th

e

risks o

f b

ettin

g/g

am

blin

g?

63

. H

ave

yo

ur

tea

ch

ers

eve

r ta

lke

d t

o y

ou

ab

ou

t th

e

risks o

f b

ettin

g/g

am

blin

g?

I d

id n

ot

dri

nk a

lco

ho

l d

uri

ng

th

e p

ast

30

da

ys

I d

o n

ot

ha

ve

a u

su

al ty

pe

Be

er

Fla

vo

red

be

ve

rag

es (

su

ch

as S

mir

no

ff,

Ba

ca

rdi S

ilve

r,

Ha

rd L

em

on

ad

e, Jo

ose

an

d S

pa

rks)

Win

e c

oo

lers

(su

ch

as B

art

les &

Ja

ym

es o

r S

ea

gra

ms)

Win

e

Liq

uo

r (s

uch

as v

od

ka

, ru

m,

sco

tch

, b

ou

rbo

n o

r w

his

ke

y)

So

me

oth

er

typ

e

70

. D

uri

ng

th

e p

as

t 3

0 d

ays

, w

ha

t ty

pe

of

alc

oh

ol

did

yo

u

us

ua

lly d

rin

k?

Se

lec

t o

nly

on

e r

es

po

ns

e.

No

ne

of

my f

rie

nd

s

1 o

f m

y fri

en

ds

2 o

f m

y fri

en

ds

3 o

f m

y fri

en

ds

4 o

f m

y fri

en

ds

69

. T

hin

k o

f yo

ur

fou

r b

es

t fr

ien

ds

(th

e f

rie

nd

s y

ou

fe

el

clo

se

st

to).

In

th

e p

as

t 1

2 m

on

ths

, h

ow

ma

ny o

f yo

ur

be

st

frie

nd

s h

ave

tri

ed

be

er,

win

e, o

r h

ard

liq

uo

r (f

or

ex

am

ple

,

vo

dk

a, w

his

ke

y o

r g

in)?

3 to

5 d

ays20

to 2

9 day

s

10 to

19

days

65

. h

ave

at

lea

st

on

e d

rin

k o

f a

lco

ho

l?

66

. h

ave

5 o

r m

ore

dri

nks o

f a

lco

ho

l in

a

row

, th

at is

, w

ith

in a

co

up

le o

f h

ou

rs?

67

. h

ad

at

lea

st

on

e d

rin

k o

f a

lco

ho

l?

(yo

ur

be

st

estim

ate

)

68

. h

ad

5 o

r m

ore

dri

nks o

f a

lco

ho

l in

a

row

, th

at is

, w

ith

in a

co

up

le o

f h

ou

rs?

(yo

ur

be

st

estim

ate

)

Du

rin

g t

he

pa

st

30

da

ys

, o

n h

ow

ma

ny

da

ys

do

yo

u t

hin

k m

os

t s

tud

en

ts in

yo

ur

sc

ho

ol…

Du

rin

g t

he

pa

st

30

da

ys

, o

n

ho

w m

an

y d

ays

did

yo

u..

.

6 to

9 d

ays

1 or 2

day

s

0 day

s

All

30 d

ays

64

. D

uri

ng

yo

ur

life

, o

n h

ow

ma

ny d

ays

ha

ve

yo

u h

ad

at

lea

st

on

e d

rin

k o

f a

lco

ho

l?

0 d

ays

1 o

r 2

da

ys

3 t

o 9

da

ys

10

to

19

da

ys

20

to

39

da

ys

40

to

99

da

ys

10

0 o

r m

ore

da

ys

59

. D

uri

ng

th

e l

as

t 1

2 m

on

ths

, h

ave

yo

u e

ve

r fe

lt t

ha

t yo

u

wo

uld

lik

e t

o s

top

be

ttin

g m

on

ey b

ut

did

n’t

th

ink

yo

u

co

uld

?

Ye

s

No

I d

on

't b

et

for

mo

ne

y

76

. ri

de

in

a v

eh

icle

dri

ve

n b

y a

pa

ren

t o

r o

the

r

ad

ult w

ho

ha

d b

ee

n d

rin

kin

g a

lco

ho

l?

77

. ri

de

in

a v

eh

icle

dri

ve

n b

y a

te

en

ag

er

wh

o

ha

d b

ee

n d

rin

kin

g a

lco

ho

l?

78

. d

rive

a c

ar

or

oth

er

ve

hic

le w

he

n t

he

y h

ad

be

en

dri

nkin

g a

lco

ho

l?

73

. ri

de

in

a v

eh

icle

dri

ve

n b

y a

pa

ren

t o

r

oth

er

ad

ult w

ho

ha

d b

ee

n d

rin

kin

g a

lco

ho

l?

74

. ri

de

in

a v

eh

icle

dri

ve

n b

y a

te

en

ag

er

wh

o h

ad

be

en

dri

nkin

g a

lco

ho

l?

75

. d

rive

a c

ar

or

oth

er

ve

hic

le w

he

n y

ou

ha

d

be

en

dri

nkin

g a

lco

ho

l?

4 or 5

tim

es

2 or 3

tim

es

6 or m

ore ti

mes

0 tim

es1 tim

e

Du

rin

g t

he

pa

st

30

da

ys

, h

ow

ma

ny t

ime

s

did

mo

st

stu

de

nts

in

yo

ur

sc

ho

ol…

Du

rin

g t

he

pa

st

30

da

ys

,

ho

w m

an

y t

ime

s d

id y

ou

...

I d

id n

ot

dri

nk a

lco

ho

l in

th

e la

st 1

2 m

on

ths

Mis

se

d s

ch

oo

l o

r cla

ss b

eca

use

of d

rin

kin

g a

lco

ho

l

Go

tte

n s

ick to

my s

tom

ach

be

ca

use

of d

rin

kin

g a

lco

ho

l

No

t b

ee

n a

ble

to

re

me

mb

er

wh

at

ha

pp

en

ed

wh

ile I w

as

dri

nkin

g a

lco

ho

l

La

ter

reg

rett

ed

so

me

thin

g I

did

wh

ile d

rin

kin

g a

lco

ho

l

Wo

rrie

d t

ha

t I

dra

nk a

lco

ho

l to

o m

uch

or

too

oft

en

72

. In

th

e l

as

t 1

2 m

on

ths

, w

hic

h o

f th

e f

oll

ow

ing

ha

ve

yo

u

ex

pe

rie

nc

ed

? (

Ple

as

e m

ark

all

th

at

ap

ply

.)

I d

id n

ot

dri

nk a

lco

ho

l d

uri

ng

th

e p

ast

30

da

ys

At

a p

art

y

Fri

en

ds u

nd

er

21

Fri

en

ds 2

1 o

r o

lde

r

A b

roth

er

or

sis

ter

A p

are

nt

A s

tore

or

ga

s s

tatio

n

Liq

uo

r sto

re

Ba

r, n

igh

t clu

b,

or

resta

ura

nt

To

ok it

fro

m h

om

e w

ith

ou

t p

erm

issio

n

By a

skin

g a

str

an

ge

r to

bu

y it fo

r m

e

I g

ot

it s

om

e o

the

r w

ay

71

. D

uri

ng

th

e p

as

t 3

0 d

ays

, fr

om

wh

ich

of

the

fo

llo

win

g

so

urc

es

did

yo

u g

et

the

alc

oh

ol yo

u d

ran

k?

(Ple

as

e m

ark

all

th

at

ap

ply

.)


Very

hard

If y

ou

wa

nte

d t

o g

et

so

me

, h

ow

ea

sy w

ou

ld i

t b

e f

or

yo

u t

o…

Very

easy

Somew

hat h

ard

Sort o

f eas

y 17380

5

PL

EA

SE

DO

NO

T W

RIT

E I

N T

HIS

AR

EA

86

. g

et

so

me

be

er,

win

e, o

r h

ard

liq

uo

r

(fo

r e

xa

mp

le,

vo

dka

, w

his

ke

y, o

r g

in)?

87

. g

et

so

me

cig

are

tte

s?

88

. g

et

so

me

ma

riju

an

a?

89

. g

et

so

me

syn

the

tic m

ari

jua

na

, e

xam

ple

: K

2,

Sp

ice

etc

.?

90

. g

et

a d

rug

lik

e c

oca

ine

, L

SD

, o

r a

mp

he

tam

ine

s?

91

. g

et

pre

scri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o y

ou

?

92

. g

et

so

me

e-c

iga

rett

es, va

pe

-pe

ns, o

r e

-ho

oka

hs?

93

. w

he

n y

ou

ha

d m

ore

tha

n a

sip

or

two

of

be

er,

win

e,

or

ha

rd liq

uo

r (f

or

exa

mp

le,

vo

dka

, w

his

ke

y,

or

gin

) fo

r th

e fir

st

tim

e?

94

. w

he

n y

ou

fir

st b

eg

an

dri

nkin

g a

lco

ho

lic b

eve

rag

es

reg

ula

rly, th

at

is a

t le

ast

on

ce

or

twic

e a

mo

nth

?

95

. w

he

n y

ou

sm

oke

d a

wh

ole

cig

are

tte

fo

r th

e fir

st

tim

e?

96

. th

e f

irst tim

e y

ou

use

d

tob

acco

pro

du

cts

oth

er

tha

n

cig

are

tte

s s

uch

as s

nu

ff,

ch

ew

ing

to

ba

cco

, a

nd

sm

okin

g t

ob

acco

fro

m a

pip

e?

97

. w

he

n y

ou

tri

ed

ma

riju

an

a

for

the

fir

st

tim

e?

98

. w

he

n y

ou

tri

ed

syn

the

tic

ma

riju

an

a (

als

o c

alle

d K

2,

Sp

ice

, e

tc.)

fo

r th

e f

irst tim

e?

99

. w

he

n y

ou

fir

st tr

ied

e-c

iga

rett

es,

va

pe

-pe

ns,

or

e-h

oo

ka

hs?

8 ye

ars

old o

r younger

Nev

er h

ave

10 y

ears

old

9 ye

ars

old

13 y

ears

old

11 y

ears

old

12 y

ears

old

15 y

ears

old

14 y

ears

old16

yea

rs o

ld

17 y

ears

old

or o

lder

Ho

w o

ld

we

re y

ou

...

No ri

skM

oderat

e ris

k

10

0.

if t

he

y h

ave

on

e o

r tw

o d

rin

ks o

f a

n a

lco

ho

lic

b

eve

rag

e (

be

er,

win

e,

liqu

or)

ne

arl

y e

ve

ry d

ay?

10

1.

wh

en

th

ey h

ave

fiv

e o

r m

ore

dri

nks o

f a

n

a

lco

ho

lic b

eve

rag

e o

nce

or

twic

e a

we

ek?

10

2.

if t

he

y s

mo

ke

on

e o

r m

ore

pa

cks o

f cig

are

tte

s

p

er

da

y?

10

3.

if t

he

y try

ma

riju

an

a o

nce

or

twic

e?

10

4.

if t

he

y s

mo

ke

ma

riju

an

a o

nce

or

twic

e a

we

ek?

10

5.

if t

he

y u

se

pre

scri

ptio

n d

rug

s th

at a

re n

ot

p

rescri

be

d t

o th

em

?

10

6.

if t

he

y s

mo

ke

e-c

iga

rette

s,

va

pe

-pe

ns, o

r

e

-ho

oka

hs?

Ho

w m

uc

h d

o y

ou

th

ink

pe

op

le

ris

k h

arm

ing

th

em

se

lve

s

(ph

ys

ica

lly o

r in

oth

er

wa

ys

)...

Gre

at ri

sk

Slight r

isk

83

. D

uri

ng

th

e p

as

t 3

0 d

ays

, fr

om

wh

ich

of

the

fo

llo

win

g

so

urc

es

did

yo

u g

et

tob

ac

co

(c

iga

rett

es

, c

he

w,

cig

ars

)?

(Ple

as

e m

ark

all

th

at

ap

ply

.) 10

to

19

tim

es

20

to

39

tim

es

40

or

mo

re t

ime

s

0 t

ime

s

1 o

r 2

tim

es

3 t

o 9

tim

es

84

. D

uri

ng

th

e p

as

t 3

0 d

ays

, h

ow

ma

ny t

ime

s d

id y

ou

us

e m

ari

jua

na

?

I d

id n

ot

use

ma

riju

an

a d

uri

ng

th

e p

ast

30

da

ys

A p

ub

lic e

ve

nt

su

ch

as a

co

nce

rt o

r sp

ort

ing

eve

nt

A p

art

y

Fri

en

ds 1

8 o

r o

lde

r

Fri

en

ds u

nd

er

18

A f

am

ily m

em

be

r

A m

ed

ica

l m

ari

jua

na

ca

rdh

old

er

or

gro

we

r

I g

ave

so

me

on

e m

on

ey t

o b

uy it

for

me

I g

rew

it

I g

ot

it s

om

e o

the

r w

ay

85

. D

uri

ng

th

e p

as

t 3

0 d

ays

, fr

om

wh

ich

of

the

fo

llo

win

g

so

urc

es

did

yo

u g

et

ma

riju

an

a?

(P

lea

se

ma

rk a

ll

tha

t a

pp

ly.)

79

. sm

oke

cig

are

tte

s?

80

. u

se

oth

er

tob

acco

pro

du

cts

su

ch

as

sn

uf,

dip

or

ch

ew

ing

to

ba

cco

(R

ed

ma

n,

Co

pe

nh

ag

en

, M

arl

bo

ro S

nu

s e

tc)?

81

. sm

oke

to

ba

cco

in

a “

Ho

oka

h,”

als

o

kn

ow

n a

s a

wa

ter

pip

e?

82

. sm

oke

e-c

iga

rett

es, va

pe

-pe

ns, o

r

e-H

oo

ka

hs?

20 to

29

days

3 to

5 d

ays

10 to

19

days

Du

rin

g t

he

pa

st

30

da

ys

, o

n

ho

w m

an

y d

ays

did

yo

u..

.

6 to

9 d

ays

1 or 2

day

s

0 day

s

All

30 d

ays

I d

id n

ot

ge

t to

ba

cco

du

rin

g th

e p

ast

30

da

ys

A s

tore

or

ga

s s

tatio

n

Fri

en

ds 1

8 o

r o

lde

r

Fri

en

ds u

nd

er

18

To

ok f

rom

ho

me

with

ou

t p

erm

issio

n

A f

am

ily m

em

be

r

Th

e I

nte

rne

t

So

me

oth

er

so

urc

e

[SE

RIA

L]


13

6.

ha

ve

on

e o

r tw

o d

rin

ks o

f a

n a

lco

ho

lic b

eve

rag

e

n

ea

rly e

ve

ryd

ay?

13

7.

sm

oke

cig

are

tte

s?

13

8.

sm

oke

ma

riju

an

a?

13

9.

use

pre

scri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o y

ou

?

14

0.

use

syn

the

tic m

ari

jua

na

, e

xa

mp

le:

K2

, S

pic

e?

14

1.

sm

oke

e-c

iga

rett

es, va

pe

-pe

ns,

or

e-h

oo

ka

hs?

13

0.

ha

ve

on

e o

r tw

o d

rin

ks o

f

a

n a

lco

ho

lic b

eve

rag

e n

ea

rly e

ve

ry d

ay?

13

1.

sm

oke

to

ba

cco

?

13

2.

use

ma

riju

an

a?

13

3.

use

pre

scri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o y

ou

?

13

4.

use

syn

the

tic m

ari

jua

na

, e

xa

mp

le:

K2

, S

pic

e?

13

5.

sm

oke

e-c

iga

rett

es, va

pe

-pe

ns,

or

e-h

oo

ka

hs?

12

4.

ha

vin

g o

ne

or

two

dri

nks o

f

a

n a

lco

ho

lic b

eve

rag

e n

ea

rly e

ve

ry d

ay?

12

5.

sm

okin

g o

ne

or

mo

re p

acks o

f cig

are

tte

s a

da

y?

12

6.

tryin

g m

ari

jua

na

or

ha

sh

ish

on

ce

or

twic

e?

12

7.

usin

g p

rescri

ptio

n d

rug

s n

ot

pre

scri

be

d t

o t

he

m?

12

8.

usin

g s

yn

the

tic m

ari

jua

na

, e

xa

mp

le:

K2

, S

pic

e?

12

9.

sm

okin

g e

-cig

are

tte

s,

va

pe

-pe

ns,

or

e-h

oo

ka

hs?

1 or 2

tim

es

10 to

19

times

20 to

39

times

1738

06

10

7.

use

d m

ari

jua

na

?

10

8.

sn

iffe

d g

lue

, b

rea

the

d t

he

co

nte

nts

of

a

ero

so

l sp

ray c

an

s,

or

inh

ale

d a

ny p

ain

ts

o

r sp

rays to

ge

t h

igh

?

10

9.

take

n s

tero

id p

ills o

r sh

ots

with

ou

t a

d

octo

r’s p

rescri

ptio

n?

11

0.

take

n a

pre

scri

ptio

n d

rug

no

t p

rescri

be

d

to

yo

u?

11

1.

use

d a

ny f

orm

of co

ca

ine

, in

clu

din

g

p

ow

de

r, c

rack,

or

fre

eb

ase

?

11

2.

use

d e

csta

sy (

als

o c

alle

d M

DM

A)?

11

3.

use

d h

ero

in (

als

o c

alle

d s

ma

ck,

jun

k,

or

C

hin

a W

hite

)?

11

4.

use

d m

eth

am

ph

eta

min

es (

als

o c

alle

d

sp

ee

d,

cry

sta

l, c

ran

k o

r ic

e)?

40 o

r more

tim

es

3 to

9 ti

mes

Du

rin

g y

ou

r li

fe,

ho

w m

an

y t

ime

s h

ave

yo

u..

.

0 tim

es

0 day

s

6 to

9 d

ays

20 to

29

days

1 or 2

day

s

3 to

5 d

ays

10 to

19

days

11

6.

sn

iff

glu

e,

bre

ath

e th

e c

on

ten

ts o

f

a

ero

so

l sp

ray c

an

s,

or

inh

ale

an

y

p

ain

ts o

r sp

rays to

ge

t h

igh

?

11

7.

use

syn

the

tic m

ari

jua

na

, e

xa

mp

le:

K2

,

S

pic

e e

tc?

11

8.

use

a p

rescri

ptio

n d

rug

(su

ch

as

O

xyC

on

tin

, P

erc

oce

t, V

ico

din

,

co

de

ine

, A

dd

era

ll, R

ita

lin,

or

Xa

na

x)

w

ith

ou

t a

do

cto

r's o

rde

rs?

Du

rin

g t

he

pa

st

30

da

ys

, o

n

ho

w m

an

y d

ays

did

yo

u..

.

All

30 d

ays

12

0.

do

yo

u r

eca

ll h

ea

rin

g, re

ad

ing

, o

r w

atc

hin

g a

n

a

dve

rtis

em

en

t a

bo

ut

pre

ve

ntio

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ha

ve

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u t

alk

ed

with

at

lea

st o

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cco

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9.

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of

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fo

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as

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ely

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pa

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lp o

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w w

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stu

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sp

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pill

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dvic

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se

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igh

t o

r to

ke

ep

fro

m

g

ain

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we

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t? (

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t in

clu

de

me

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re

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mit o

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la

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ing

we

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rin

g t

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pa

st

30

da

ys

, d

id y

ou

...

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se

we

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t

Ga

in w

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y t

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sa

me

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do

an

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ab

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y w

eig

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16

1.

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ich

of

the

fo

llo

win

g a

re y

ou

try

ing

to

do

a

bo

ut

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ur

we

igh

t?

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ry u

nd

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htly u

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0.

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w d

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de

sc

rib

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15

9.

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w m

uc

h d

o y

ou

we

igh

wit

ho

ut

yo

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sh

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n?

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ire

cti

on

s:

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te y

ou

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eig

ht

in t

he

sh

ad

ed

bla

nk

bo

xe

s.

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ill

in t

he

ma

tch

ing

cir

cle

be

low

ea

ch

nu

mb

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15

8.

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w t

all

are

yo

u w

ith

ou

t yo

ur

sh

oe

s o

n?

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ire

cti

on

s:

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te y

ou

r h

eig

ht

in t

he

sh

ad

ed

bla

nk

bo

xe

s.

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ill

in t

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ma

tch

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cir

cle

be

low

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ch

nu

mb

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14

4.

is/w

as a

pro

ble

m d

rin

ke

r o

r a

lco

ho

lic?

14

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use

s/u

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tre

et d

rug

s?

14

2.

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re y

ou

r p

are

nts

eve

r se

pa

rate

d o

r

d

ivo

rce

d a

fte

r yo

u w

ere

bo

rn?

14

3.

Ha

ve

yo

u e

ve

r liv

ed

with

a h

ou

se

ho

ld m

em

be

r

w

ho

is/w

as d

ep

resse

d o

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en

tally

ill?

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e n

ex

t q

ue

sti

on

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sk

ab

ou

t c

ert

ain

ex

pe

rie

nc

es

yo

u m

ay

ha

ve

or

ha

d i

n y

ou

r li

fe,

wh

ich

mig

ht

ha

ve

ma

de

yo

u f

ee

l

un

co

mfo

rta

ble

or

sa

d i

n y

ou

r s

urr

ou

nd

ing

s.

No

Yes

Ha

ve

yo

u e

ve

r li

ve

d w

ith

so

me

on

e w

ho

:

Ha

ve

yo

u e

ve

r fe

lt t

ha

t:

14

6.

yo

u d

id n

ot

ha

ve

en

ou

gh

to

ea

t?

14

7.

yo

u h

ad

to

we

ar

dir

ty c

loth

es?

14

8.

yo

u h

ad

no

on

e t

o p

rote

ct

yo

u?

Fe

et

In

ch

es

3 4 5 6 7

0 1 2 3 4 5 6 7 8 9 10

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igh

t

Fe

et

In

ch

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4

10

EX

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PL

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3 4 5 6 7

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t

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Th

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fo

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pa

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tio

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[SE

RIA

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March 21, 2019 Personnel ~ Information Only

A. New Hire/Transfers/Change of FTE: none at this time B. Resignation/Retirement:

1. PES Self Contained Classroom 2. PMS Media Specialist (from LOA) 3. PHS Instructional Assistant

C. Leave of Absence: no requests D. Extra Duty & Coaches:

1. 6th Grade Outdoor School 2. 6th Grade Outdoor School 3. 6th Grade Outdoor School 4. 6th Grade Outdoor School 5. 6th Grade Outdoor School 6. 6th Grade Outdoor School 7. 6th Grade Outdoor School

E. Pool: none at this time


March 15, 2019 Board Members: Attached you will find the financial reports for the period ending February 28, 2019. Our current report of enrollment for the 2018-2019 school year compared with the previous year is broken down as follows:

School March 2019 March 2018 Change CPS 178 177 1 PES 375 384 -9 BL 32 30 2

PMS 362 356 6 PHS 454 469 -15

KVCS 203 199 4 Subtotal 1604 1615 -11

Part-Time 29 19 10 Total 1633 1634 -1

Our current report of enrollment for the 2018-2019 school year compared with the previous month is broken down as follows:

School March 2019 February 2019 Change CPS 178 178 - PES 375 377 -2 BL 32 33 -1

PMS 362 365 -3 PHS 454 461 -7

KVCS 203 205 -2 Subtotal 1604 1619 -15

Part-Time 29 23 6 Total 1633 1642 -9

February 2019 General Fund Expenditures totaled $1,675,187. Expenditures that exceed $10,000 are as follows:

• Philomath School District $ 12,400 (P-Card Reimbursement – PHS) • Mid-Columbia Bus Company $ 71,574 (Monthly Bus Service - January) • Corvallis School District $ 22,645 (Monthly Food Service - December) • Starker Forests $ 10,000 (New Truck for Forestry – Donation Funded) • Kings Valley Charter School $ 174,221

Two resolutions are being submitted tonight for your approval. Resolution 1819-09 is to accept and appropriate carry-over funding for the HS Success Grant (Measure 98) which was not spent from FY 17-18. Resolution 1819-10 is to reallocate funds in the General Fund to cover the annual transfer to the Vehicle Replacement Fund. Respectfully Submitted,

Wdm Bill Mancuso Business Manager

Philomath School District Benton County School District No. 17J, 1620 Applegate Street Philomath OR 97370 (541) 929-3169


PHILOMATH SCHOOL DISTRICT, 17JGeneral Fund

Statement of Revenues, Budget vs. ActualFiscal Year 2018-2019

As of 2/28/2019

3/14/2019

Actual Projected Total Actual2018-2019 YTD Rev. as of Estimated (Over)/Under 2017-2018 YTD Rev. 2017-2018

Source Budget 2/28/2019 6/30/2019 2018-2019 Budget Budget 6/30/2018 % Received SSF Funding 1111 Current Year Property Taxes 3,707,663$ 3,366,762$ 341,736 3,708,498$ (835)$ 3,271,300$ 3,364,037$ 102.83% 1112 Prior Year's Property Taxes 46,500 111,720 - 111,720$ (65,220) 46,500 36,700 78.92% 1113 County Tax Sales for Back Taxes - 87 - 87$ (87) - 14 0.00% 1114 Payments in Lieu of Property Tax - 1,223 - 1,223$ (1,223) - 1,159 0.00% 1190 Interest on Property Tax 10,000 4,957 5,043 10,000$ - 10,000 7,481 74.81% 2101 County School Funds 30,000 56,365 - 56,365$ (26,365) 30,000 32,763 109.21% 3101 State School Support Funds 11,985,669 8,997,613 2,379,894 11,377,507$ 608,162 10,963,296 11,748,150 107.16% 3101 SSF- PY Adjustment - - -$ - - (204,486) 0.00% 3103 Common School Fund 156,757 - 221,730 221,730$ (64,973) 193,631 221,730 114.51% 3104 State Timber 50,000 562,263 - 562,263$ (512,263) 50,000 205,384 410.77% 4801 Federal Forest Fees - - - -$ - - - 0.00%Total SSF Revenue 15,986,589 13,100,990 2,948,402 16,049,393 (62,804) 14,564,727 15,412,930 105.82%

Non State School Support Formula SourcesLocal Sources 1120 Local Option Ad Valorem Taxes 816,088 798,538 17,550 816,088$ - 424,700 641,588 151.07% 1123 Interest on Local Option Taxes 1,000 2,378 - 2,378$ (1,378) 1,000 2,100 0.00% 1331 Tuition - 150 - 150$ (150) - 2,420 #DIV/0! 1510 Earnings on Investments 120,000 182,627 - 182,627$ (62,627) 35,000 156,662 447.61% 1700 Fees 90,000 - 90,000 90,000$ - 95,000 101,663 107.01% 1910 Rentals 15,000 8,905 6,095 15,000$ - 15,000 17,415 116.10% 1920 Donations from Private Sources 51,000 14,225 36,775 51,000$ - 51,000 36,290 71.16% 1943 Serv Provided to Charter Schools 117,000 84,098 32,902 117,000$ - 110,000 120,067 109.15% 1960 Recovery of Prior Year Expenditures 500 - 500 500$ - 500 - 0.00% 1980 Fees Charged to Grants 3,500 1,433 2,067 3,500$ - 500 3,942 788.40% 1990 Miscellaneous Local Revenue 70,000 33,534 36,466 70,000$ - 70,000 93,102 133.00%Total Non Formula Local Sources 1,284,088 1,125,888 222,355 1,348,243 (64,155) 802,700 1,175,249 146.41%

Intermediate Sources 2102 ESD Apportionment 53,000 - 53,000 53,000 - 53,000 52,893 0.00% 2197 Severe Disabilities Reimbursement 88,000 54,437 33,563 88,000$ - 88,000 90,485 102.82%

141,000 54,437 86,563 141,000 - 141,000 143,378 101.69%State/Federal Sources 2200 Restricted Revenue - 1,938 - 1,938$ (1,938) 7,000 2,564 0.00% 3199 Local Option Equalization Grant - - -$ - 200,000 296,368 148.18% 3299 Other Restricted Grants-In-Aid 30,500 25,098 5,402 30,500$ - 30,500 98,615 323.33% 4200 Third Party Bill/Medicaid 30,000 27,971 2,029 30,000$ - 30,000 49,177 0.00%Total State/Federal Sources 60,500 55,007 7,431 62,438 (1,938) 267,500 446,723 167.00%

Other Sources 5300 Sale/Loss of Fixed Assets - - - - 500 3,200 640.00% 5400 Beginning Fund Balance 3,250,000 3,118,535 - 3,118,535$ 131,465 3,000,000 2,790,674 93.02%Total Other Sources 3,250,000 3,118,535 - 3,118,535 131,465 3,000,500 2,793,874 733.02%

Total Non SSF Revenue 4,735,588 4,353,867 316,349 4,670,216 65,372 4,211,700 4,559,224 108.25%

Total Resources 20,722,177 17,454,857 3,264,752 20,719,609 2,568 18,776,427 19,972,154 106.37%

Less Estimated Requirements (17,525,091)

Estimated Ending Fund Balance 3,194,518

Estimated Available Ending Fund Balance 1,175,218


PHILOMATH SCHOOL DISTRICT, 17JGeneral Fund

Statement of Expenditures, Budget vs. ActualFiscal Year 2018-2019

As of 2/28/2019

3/14/2019

Actual Total Actual2018-2019 YTD Exp. Projected Estimated % 2017-2018 YTD Exp. % Of Budget

Function Budget 2/28/2019 6/30/2019 2018-2019 Committed Budget 6/30/2018 Spent for 17/18

Instruction

1111 Elementary, K-5 or K-6 2,949,514$ 1,440,364 1,349,932$ 2,790,296$ 159,218$ 95% 2,753,623$ 2,731,615$ 99.20% 1113 Elementary, Extracurricular 4,206 1,585 1,574$ 3,159$ 1,047 75.12% 100 3,576 3576.00% 1121 Middle/Junior High Programs 1,511,390 705,192 689,074$ 1,394,266$ 117,124 92.25% 1,503,239 1,396,479 92.90% 1122 Middle/Junior High School Extracurricular 47,278 38,246 24,027$ 62,273$ (14,995) 131.72% 45,045 62,400 138.53% 1131 High School Programs 2,402,100 1,089,396 1,051,738$ 2,141,134$ 260,966 89.14% 2,262,372 2,150,359 95.05% 1132High School Extracurricular 270,855 164,437 68,816$ 233,253$ 37,602 86.12% 239,184 301,603 126.10% 1210 Programs for the Talented and Gifted 14,198 2,298 3,498$ 5,796$ 8,402 40.82% 2,529 773 30.57% 1221 Learning Centers 664,234 312,676 304,984$ 617,661$ 46,574 92.99% 642,311 619,749 96.49% 1223 Community Transition Centers 89,689 52,574 25,123$ 77,698$ 11,991 86.63% 73,729 81,378 110.37% 1225 Out of District Programs - - -$ -$ - #DIV/0! 5,000 - 0.00% 1227 Extended School Year Programs - - -$ -$ - #DIV/0! 150 - 0.00% 1250 Programs for Students w/Severe Disabilities 1,511,538 594,653 577,803$ 1,172,456$ 339,082 77.57% 1,043,218 1,018,548 97.64% 1272 Title 1A 47,915 17,690 16,880$ 34,570$ 13,345 72.15% 46,201 44,366 96.03% 1280 District Alternative Programs 76,071 50,856 3,144$ 54,000$ 22,071 70.99% 84,937 73,112 86.08% 1281 Enhance Diploma 22,000 1,589 -$ 1,589$ 20,411 7.22% 40,317 56,131 139.22% 1288 Charter Schools 2,131,127 1,473,692 612,435$ 2,086,127$ 45,000 97.89% 1,793,169 2,005,933 111.87% 1291 English Second Language Programs 89,833 40,429 38,878$ 79,307$ 10,526 88.28% 79,088 57,726 72.99% 1299 Other Programs 57,388 38,367 19,168$ 57,535$ (147) 100.26% 57,158 56,532 0.00% 1460 Summer School 36,064 19,304 -$ 19,304$ 16,760 53.53% 25,365 25,648 101.12%Total Instruction 11,925,400 6,043,349 4,787,074 10,830,423$ 1,094,977 90.82% 10,696,735 10,685,928

Support Services 2110 Attendance & Social work 208,809 106,799 77,332$ 184,131$ 24,678 88.18% 220,434 193,271 87.68% 2115 Student Safety 5,500 835 -$ 835$ 4,665 15.18% 500 3,968 793.60% 2120 Guidance Services 476,004 249,207 223,408$ 472,615$ 3,389 99.29% 403,069 399,072 99.01% 2130 Health Services 68,240 61,198 45,658$ 106,856$ (38,616) 156.59% 76,410 92,548 121.12% 2150 Speech Pathology and Audiology Services 141,918 50,727 47,537$ 98,264$ 43,654 69.24% 139,353 136,355 97.85% 2190 Service Direction, Student Support Services 165,614 134,620 65,079$ 199,699$ (34,085) 120.58% 160,007 189,343 118.33% 2220 Educational Media Services 136,100 49,887 44,262$ 94,149$ 41,951 69.18% 136,715 123,132 90.06% 2230 Assessment and Testing 7,041 15,432 -$ 15,432$ (8,391) 219.17% 7,041 3,300 46.87% 2240 Staff Development 37,076 22,730 -$ 22,730$ 14,346 61.31% 42,076 32,495 77.23% 2310 Board of Education 52,800 35,721 5,431$ 41,152$ 11,648 77.94% 64,550 45,423 70.37% 2321 Office of the Superintendent Services 302,310 209,661 107,760$ 317,422$ (15,112) 105.00% 319,957 314,046 98.15% 2410 Office of the Principal Services 1,312,498 907,285 483,999$ 1,391,284$ (78,786) 106.00% 1,157,589 1,135,426 98.09% 2520 Fiscal Services 384,616 260,554 127,380$ 387,934$ (3,318) 100.86% 376,927 380,105 100.84% 2542 Care and Upkeep of Building Services 1,534,855 1,049,041 439,450$ 1,488,491$ 46,364 96.98% 1,477,380 1,456,969 98.62% 2543 Care and Upkeep of Grounds Services 46,475 43,577 375$ 43,952$ 2,524 94.57% 46,475 39,750 85.53% 2550 Student Transportation Services 890,961 420,336 470,625$ 890,961$ - 100.00% 694,256 791,831 114.05% 2626 Grant Writing 2,000 - -$ -$ 2,000 0.00% 2,000 - 0.00% 2640 Staff Services 7,500 5,785 1,575$ 7,360$ 140 98.14% 5,300 8,679 163.75% 2662 Systems Analysis Services 514,332 310,662 139,774$ 450,436$ 63,896 87.58% 289,700 314,951 108.72% 2700 Supplemental Retirement Program 250,000 250,000 -$ 250,000$ - 100.00% 450,000 400,000 88.89%Total Support Services 6,544,649 4,184,057 2,279,644 6,463,701$ 80,948 98.76% 6,069,739 6,060,665

Community Services 3120 Food Preparation & Dispensing 7,828 3,267 2,700$ 5,967$ 1,861 4,654 5,218 112.12%Total Community Services 7,828 3,267 2,700 5,967 1,861 4,654 5,218

Other Requirements 5200 Transfers of Funds 225,000 225,000 -$ 225,000$ - 100.00% 260,000 254,325 97.82% 6110 Contingency 305,000 - -$ -$ 305,000 0.00% 387,616 - 0.00% 7000 Unappropriated Ending Fund Balance 1,714,300 - -$ -$ 1,714,300 1,357,683 - 0.00%Total Other Requirements 2,244,300 225,000 - 225,000 2,019,300 100.00% 2,005,299 254,325

Total Requirements 20,722,177 10,455,673 7,069,418 17,525,091 3,197,085 81.76% 18,776,427 17,006,136

(Over)/ Under Budget


PHILOMATH SCHOOL DISTRICT, 17JAppropriations, Budget vs. Actual

Fiscal Year 2018-2019As of 2/28/2019

Appropriations YTD Encumbrances Resolutions Totals (Over)/Under BudgetGeneral Fund (100) 1000 Instruction 11,421,449 6,043,349 4,787,074 503,951 10,830,423 1,094,977

2000 Support Services 6,544,649 4,184,057 1,830,033 6,014,090 530,559 3000 Community Services 7,828 3,267 2,700 5,967 1,861 5200 Transfers 185,000 225,000 40,000 225,000 - 6000 Contigency 305,000 - 305,000

Sub Totals 18,463,926 10,455,673 6,619,807 543,951 17,075,480 1,932,397

Local/State/Federal Programs Funds 1000 Instruction 457,214 213,700 114,036 45,951 327,736 175,429 Special Revenue Fund (200) 2000 Support Services 751,822 305,788 247,863 6,937 553,651 205,107

3000 Community Services 292,400 117,498 155,870 273,368 19,032 4000 Facilities 50,000 - 50,000 5200 Transfers - - -

Sub Totals 1,551,436 636,986 517,770 52,888 1,154,755 449,569

Pool Operations Fund (295) 1000 Instruction 9,222 8,648 4,454 10,000 13,102 6,120 2000 Support Services - - - 34,720 - 34,720 3000 Community Services 177,978 86,478 18,522 69,603 105,000 142,581

Sub Totals 187,200 95,127 22,976 114,323 118,102 183,421

Assoc. Student Body (284, 285, 286) 1000 Instruction 763,800 289,759 52,474 - 342,233 421,567

Debt Service Funds (300) 5000 Debt Service 2,039,725 669,581 935,068 1,604,649 435,076

Capital Improvement Funds (400) 1000 Instruction 41,583 1,776 888 2,664 38,919 2000 Support Services 237,558 49,834 114,137 163,970 73,588 4000 Facilities 412,311 33,841 4,920 420,500 38,761 794,050 5110 Debt Service 10,600 5,904 4,697 - 10,600 (0)

Sub Totals 702,052 91,354 124,641 420,500 215,995 906,557

Unemployment Fund (600) 5000 Other Uses 36,000 5,785 200 5,985 30,015

Reserve Funds (700) 1000 Instruction 1,000 25,583 23,749 50,000 49,332 1,668 2000 Support Services 398,500 198,923 87,163 (10,000) 286,085 102,415

Sub Totals 399,500 224,506 110,911 40,000 335,417 104,083 - -

Total Appropriations 24,143,639 12,468,771 8,383,846 1,171,662 20,852,617 4,462,684 Total Unappropriated 6,169,222 - - 243,023 - 6,412,245 Total Adopted Budget 30,312,861 12,468,771 8,383,846 1,414,685 20,852,617 10,874,929


Philomath School District 17JBoard Report ACTUAL & PROJECTED CASH FLOWS2/28/19

2018-2019General Fund July August September October November December January February March April May June Actual Adopted Variance

Actual Actual Actual Actual Actual Actual Actual Actual Projected Projected Projected Projected Estimate Budget to BudgetREVENUE

Beginning Fund Balance 5000s $3,250,000 $3,250,000 $2,966,018 $2,966,018 $2,966,018 3,118,535 3,118,535 3,118,535 3,118,535 3,118,535 3,118,535 3,118,535 $3,118,535 $3,250,000 ($131,465)

Local Sources 1000s $49,757 $41,811 $202,383 $47,520 $4,052,381 $61,119 $96,708 $58,956 $125,402 $75,241 $85,457 $283,034 $5,179,771 $4,625,735 $554,036County Sources 2000s $0 $0 $0 $0 $270 $54,167 $56,365 $1,938 $32,405 $0 $7,828 $46,330 $199,303 $171,000 $28,303State Sources 3000s $1,998,011 $998,406 $998,406 $1,044,325 $1,009,568 $1,003,435 $1,531,727 $1,001,096 $1,047,727 $1,100,479 $452,247 $6,571 $12,191,999 $12,101,491 $90,508Federal Sources 4000s $21,003 $1,061 $0 $0 $3,909 $394 $1,134 $470 $1,533 $0 $0 $496 $30,000 $30,000 ($0)Sale of Assets 5000s $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 TOTAL RESOURCES $2,068,770 $1,041,278 $1,200,789 $1,091,845 $5,066,129 $1,119,115 $1,685,935 $1,062,460 $1,207,067 $1,175,720 $545,532 $336,432 $17,601,073 $16,928,226 $672,847

EXPENDITURESInstructional 1000s $213,744 $227,445 $930,286 $950,271 $929,008 $949,880 $911,037 $931,677 $997,569 $1,009,550 $1,055,761 $1,724,194 $10,830,424 $11,421,447 $591,023Support Services 2000s $445,972 $382,789 $426,370 $603,648 $546,332 $538,463 $497,562 $742,920 $588,265 $549,840 $626,290 $515,249 $6,463,701 $6,544,651 $80,950Community Services 3000s $0 $0 $619 $528 $510 $572 $448 $589 $793 $627 $725 $555 $5,967 $7,828 $1,861Facility Acquisition 4000s $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0Transfers 5000s $0 $185,000 $40,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $225,000 $185,000 ($40,000) Total Expend. (by Function) $659,717 $795,235 $1,397,275 $1,554,447 $1,475,851 $1,488,915 $1,409,047 $1,675,187 $1,586,627 $1,560,017 $1,682,776 $2,239,998 $17,525,091 $18,158,926 $633,835

Revenue over (Expenses) $1,409,054 $246,043 ($196,485) ($462,601) $3,590,278 ($369,799) $276,887 ($612,727) ($379,560) ($384,297) ($1,137,244) ($1,903,566) $75,982 ($1,230,700) $1,306,682

Contingency 6000s $0 $305,000 $305,000Unappropriated End. Fund 7000s $0 $1,714,300 $1,714,300 FUND BALANCE $0 $2,019,300 ($2,019,300)

Ending Fund Balance $3,194,518 $4,038,600 ($844,082)


284.0000.9701.097.797.811 PES BE KIND 97.50 .00.00 97.50 .00 97.50284.0000.9701.097.797.812 PES Blodgett 4,998.64 .0023.41 5,022.05 .00 5,022.05284.0000.9701.097.797.813 PES Blodgett Parent Club 793.78 (509.31)1,386.64 1,671.11 .00 1,671.11284.0000.9701.097.797.815 CPS Donations 4,475.72 (1,439.80)1,166.07 4,201.99 .00 4,201.99284.0000.9701.097.797.816 PES Grants 4,847.87 (1,010.45)1,335.00 5,172.42 .00 5,172.42284.0000.9701.097.797.817 CPS Field Trips - KG (609.05) 1,311.05.00 702.00 .00 702.00284.0000.9701.097.797.818 PES Field Trips - Assorted .00 .00.00 .00 .00 .00284.0000.9701.097.797.819 PES Field Trips - 1st Grade 1,522.67 (556.17).00 966.50 .00 966.50284.0000.9701.097.797.820 PES Field Trips - 2ndGrade

(37.28) 1,287.28.00 1,250.00 .00 1,250.00

284.0000.9701.097.797.821 PES Field Trips - 3rd Grade 229.28 1,020.72.00 1,250.00 (150.00) 1,100.00284.0000.9701.097.797.822 PES Field Trips - 4th Grade (1,051.42) 2,301.42.00 1,250.00 (337.50) 912.50284.0000.9701.097.797.823 PES Field Trips - 5th Grade (719.62) 1,969.62.00 1,250.00 (200.00) 1,050.00284.0000.9701.097.797.826 PES Field Trip Donation 2,033.11 (1,120.42).00 912.69 .00 912.69284.0000.9701.097.797.827 PES Library 1,725.74 .00140.00 1,865.74 .00 1,865.74284.0000.9701.097.797.828 PES Donations 14,599.58 (3,014.36)249.01 11,834.23 .00 11,834.23284.0000.9701.097.797.830 PES Music 923.75 .00550.00 1,473.75 .00 1,473.75284.0000.9701.097.797.833 PES Parent Club 11,236.08 (19,222.51)10,932.79 2,946.36 (73.19) 2,873.17284.0000.9701.097.797.836 PES PC Special Projects 2,138.36 .00(941.28) 1,197.08 .00 1,197.08284.0000.9701.097.797.837 PES Pop Machine/Faculty 64.50 (64.50).00 .00 .00 .00284.0000.9701.097.797.838 PES Reading Enhancement 875.80 .00.00 875.80 .00 875.80284.0000.9701.097.797.840 PES School Enhancement (340.90) (115.17).00 (456.07) .00 (456.07)284.0000.9701.097.797.841 PES Science 149.90 .00.00 149.90 .00 149.90284.0000.9701.097.797.842 PES Social Committee 233.40 (250.00)585.00 568.40 .00 568.40

Fiscal Year: 2018-2019From: 7/1/2018 2/28/2019To:

Benton County School District 17JStudent Activities Summary Report

Print Detail Page Break by Activity

Range Beg.Balance

RangeExpenditures

RangeRevenue

Balance Encumbrances Available BalanceReverse Signs Subtotal By JournalExclude Encumbrances

Printed: 03/08/2019 3:44:27 PM rptStudentActivitiesSummaryReport: 2019.1.08 Page: 1


284.0000.9701.097.797.845 PES Textbook DamageFees

65.70 .00.00 65.70 .00 65.70

284.0000.9701.097.797.847 PES Students in Need 1,311.00 (549.95)1.72 762.77 .00 762.77284.0000.9701.097.797.848 PES Angel Food Donations 100.00 .00.00 100.00 .00 100.00284.0000.9701.097.797.849 CPS Students in Need 150.00 .00.00 150.00 .00 150.00284.0000.9701.097.797.850 PES School Supplies .00 (4,555.00)4,555.00 .00 .00 .00

19,983.36GRAND TOTALS 49,814.11 (24,517.55) 45,279.92

End of Report

(760.69) 44,519.23




Range Beg.Balance

RangeExpenditures

RangeRevenue




285.0000.9701.098.798.500 PMS Apparel 620.00 .00.00 620.00 .00 620.00285.0000.9701.098.798.501 PMS Art .00 .00.00 .00 .00 .00285.0000.9701.098.798.502 PMS Athletics 4,367.51 (116.50)128.00 4,379.01 .00 4,379.01285.0000.9701.098.798.503 PMS Band BeginningBalance

1,581.22 (650.96)948.00 1,878.26 .00 1,878.26

285.0000.9701.098.798.504 PMS Band Repair/Replace 1,412.76 .00160.00 1,572.76 .00 1,572.76285.0000.9701.098.798.505 PMS Book Fair .00 .00.00 .00 .00 .00285.0000.9701.098.798.506 PMS Choir BeginningBalance

679.17 (820.80)504.00 362.37 (180.00) 182.37

285.0000.9701.098.798.507 PMS Donations .00 .00.00 .00 .00 .00285.0000.9701.098.798.508 PMS Drama BeginningBalance

12,547.68 (3,766.22)4,450.00 13,231.46 (3,478.96) 9,752.50

285.0000.9701.098.798.510 PMS Library 1,128.17 .008.00 1,136.17 .00 1,136.17285.0000.9701.098.798.511 PMS Life Skills 1,605.74 (194.08).00 1,411.66 (250.00) 1,161.66285.0000.9701.098.798.512 PMS Lock Replacement 1,706.17 .004.00 1,710.17 .00 1,710.17285.0000.9701.098.798.513 PMS Lunch CardReplacement

.00 .00.00 .00 .00 .00

285.0000.9701.098.798.514 PMS Miscellaneous .00 .00.00 .00 .00 .00285.0000.9701.098.798.515 PMS Outdoor School 24,704.54 (43.50)10.00 24,671.04 .00 24,671.04285.0000.9701.098.798.516 PMS Sports/Pay-to-Play 585.00 (235.00)9,295.00 9,645.00 .00 9,645.00285.0000.9701.098.798.518 PMS Reeds (53.61) (203.75)180.00 (77.36) .00 (77.36)285.0000.9701.098.798.519 PMS School Enhancement 5,005.50 (311.55)13.42 4,707.37 .00 4,707.37285.0000.9701.098.798.520 PMS Science 396.71 .00.00 396.71 .00 396.71285.0000.9701.098.798.521 PMS Shop BeginningBalance

275.09 (602.85).00 (327.76) (300.00) (627.76)

285.0000.9701.098.798.522 PMS Struxness - HelpingFamilies

1,305.39 .00.00 1,305.39 .00 1,305.39




Range Beg.Balance

RangeExpenditures

RangeRevenue




285.0000.9701.098.798.523 PMS Student Body Fees 10,434.07 (4,395.46)9,440.00 15,478.61 (40.74) 15,437.87285.0000.9701.098.798.524 PMS Suspension Account 1.50 .00.00 1.50 .00 1.50285.0000.9701.098.798.525 PMS Technology 877.35 .00.00 877.35 .00 877.35285.0000.9701.098.798.526 PMS Testing IncentiveProgram

.00 .00.00 .00 .00 .00

285.0000.9701.098.798.527 PMS TextbookDamage/Replacement

241.00 .00.00 241.00 .00 241.00

285.0000.9701.098.798.528 PMS EXCEL (Leadership) 1,790.46 .00.00 1,790.46 .00 1,790.46285.0000.9701.098.798.529 PMS Student Wellness 4,701.75 (3,615.85)330.00 1,415.90 .00 1,415.90285.0000.9701.098.798.530 PMS Oregon ResearchInstitute

7,084.25 (2,138.00).00 4,946.25 .00 4,946.25

285.0000.9701.098.798.531 PMS Trip Club 419.49 (116.00)660.00 963.49 .00 963.49285.0000.9701.098.798.532 PMS Health/PE 1,404.05 .00.00 1,404.05 .00 1,404.05285.0000.9701.098.798.533 PMS Elective Rotation fee 2,194.78 (286.01)810.00 2,718.77 .00 2,718.77285.0000.9701.098.798.534 PMS Battle of the Books 35.38 (35.38).00 .00 .00 .00285.0000.9701.098.798.535 PMS School Supplies .00 .002,579.10 2,579.10 .00 2,579.10285.0000.9701.098.798.536 PMS Turkey Bingo .00 (760.00)8,769.00 8,009.00 .00 8,009.00

38,288.52GRAND TOTALS 87,051.12 (18,291.91) 107,047.73

End of Report

(4,249.70) 102,798.03




Range Beg.Balance

RangeExpenditures

RangeRevenue




286.0000.9701.099.799.600 PHS Over/Short 97.05 .0053.00 150.05 .00 150.05286.0000.9701.099.799.601 PHS Adopt A Family 2,199.76 (1,500.00)1,119.32 1,819.08 .00 1,819.08286.0000.9701.099.799.603 PHS AP Testing 913.84 .00.00 913.84 .00 913.84286.0000.9701.099.799.604 PHS Art 8,161.80 (2,273.89)2,105.65 7,993.56 (1,984.52) 6,009.04286.0000.9701.099.799.606 PHS ASB 4,946.26 (10,277.77)10,992.56 5,661.05 (1,352.90) 4,308.15286.0000.9701.099.799.607 PHS Athletic Officials (3,698.44) (21,820.97)28,322.41 2,803.00 .00 2,803.00286.0000.9701.099.799.611 PHS Athletics 20,490.52 (14,786.71)12,577.31 18,281.12 .00 18,281.12286.0000.9701.099.799.612 PHS AV Technology 132.24 (36.94).00 95.30 .00 95.30286.0000.9701.099.799.613 PHS Baseball 9,017.00 (13,515.08)7,025.00 2,526.92 (1,270.00) 1,256.92286.0000.9701.099.799.616 PHS Botany 3,395.99 (912.54).00 2,483.45 (700.00) 1,783.45286.0000.9701.099.799.617 PHS Boys Basketball 18,417.82 (11,237.03)11,570.00 18,750.79 (360.40) 18,390.39286.0000.9701.099.799.618 PHS Cheerleading (1,963.87) (6,652.09)9,185.53 569.57 (219.84) 349.73286.0000.9701.099.799.619 PHS Cinematic Art Club 443.86 .00.00 443.86 .00 443.86286.0000.9701.099.799.620 PHS Community Service-G.Lake

353.04 .00.00 353.04 .00 353.04

286.0000.9701.099.799.621 PHS Cross Country 2,550.81 (1,871.38)2,586.00 3,265.43 (300.00) 2,965.43286.0000.9701.099.799.622 PHS Dance Team 2,630.97 (24,394.76)25,201.56 3,437.77 (178.23) 3,259.54286.0000.9701.099.799.624 PHS Special District Swim 1,340.71 (1,011.00)778.00 1,107.71 .00 1,107.71286.0000.9701.099.799.625 PHS Donation 24,335.74 (18,024.57)533.55 6,844.72 (1,412.00) 5,432.72286.0000.9701.099.799.627 PHS Driver Education .00 (594.42)12,150.00 11,555.58 .00 11,555.58286.0000.9701.099.799.632 PHS FFA (3,535.33) 3,535.33.00 .00 .00 .00286.0000.9701.099.799.633 PHS First Team 7,062.80 (7,245.10)9,358.21 9,175.91 .00 9,175.91286.0000.9701.099.799.635 PHS Foods 827.00 (3,683.64)4,300.00 1,443.36 .00 1,443.36286.0000.9701.099.799.636 PHS Football 4,042.12 (11,151.09)7,303.68 194.71 (788.78) (594.07)




Range Beg.Balance

RangeExpenditures

RangeRevenue




286.0000.9701.099.799.637 PHS Forestry 5,791.96 (1,500.03)2,860.00 7,151.93 (1,916.83) 5,235.10286.0000.9701.099.799.638 PHS GED 2,226.80 (1,459.19)475.00 1,242.61 .00 1,242.61286.0000.9701.099.799.639 PHS German Class 521.53 (22.40).00 499.13 .00 499.13286.0000.9701.099.799.640 PHS Girls Basketball 8,746.00 (8,407.91)7,790.72 8,128.81 (896.95) 7,231.86286.0000.9701.099.799.641 PHS Health Occ/Anatomy .00 786.00.00 786.00 .00 786.00286.0000.9701.099.799.642 PHS Green Team .00 .00.00 .00 .00 .00286.0000.9701.099.799.645 PHS Library 1,100.82 (515.31)9.00 594.51 .00 594.51286.0000.9701.099.799.646 PHS Lifeguard 63.92 .00175.00 238.92 .00 238.92286.0000.9701.099.799.647 PHS Link Crew 1,557.39 .00(100.00) 1,457.39 (500.00) 957.39286.0000.9701.099.799.648 PHS Lock Replacement 250.00 .00.00 250.00 .00 250.00286.0000.9701.099.799.649 PHS ManufacturingTechnology

3,557.01 (570.14)1,960.00 4,946.87 (2,941.04) 2,005.83

286.0000.9701.099.799.652 PHS Misc Books 420.00 .00.00 420.00 .00 420.00286.0000.9701.099.799.653 PHS Music Band 1,230.16 (3,245.78)3,145.33 1,129.71 .00 1,129.71286.0000.9701.099.799.654 PHS Music Choir 593.00 (505.90).00 87.10 .00 87.10286.0000.9701.099.799.655 PHS Music Tour 6,792.88 (11,585.00)19,104.05 14,311.93 (11,760.00) 2,551.93286.0000.9701.099.799.656 PHS National HonorSociety

1,625.03 (279.44)1,027.00 2,372.59 (220.56) 2,152.03

286.0000.9701.099.799.658 PHS Overpayments .00 .00.00 .00 .00 .00286.0000.9701.099.799.659 PHS Parking/StudentSafety

695.43 .002.00 697.43 .00 697.43

286.0000.9701.099.799.660 PHS PE Fees 351.11 (900.52)1,200.00 650.59 (200.00) 450.59286.0000.9701.099.799.661 PHS Peer Counseling 1,203.19 .00.00 1,203.19 .00 1,203.19286.0000.9701.099.799.664 PHS PHS Pay to Play .00 (1,960.00)55,822.00 53,862.00 .00 53,862.00286.0000.9701.099.799.665 PHS Preschool 1,018.67 (1,739.25)1,922.00 1,201.42 .00 1,201.42




Range Beg.Balance

RangeExpenditures

RangeRevenue




286.0000.9701.099.799.666 PHS Prom 1,737.00 .00.00 1,737.00 (5,000.00) (3,263.00)286.0000.9701.099.799.667 PHS PSAT Fee Collections 1,287.00 (464.00)480.00 1,303.00 .00 1,303.00286.0000.9701.099.799.670 PHS Scholarship 6,027.11 (500.00).00 5,527.11 .00 5,527.11286.0000.9701.099.799.672 PHS Scholarship - SteveMoos

300.00 (300.00).00 .00 .00 .00

286.0000.9701.099.799.673 PHS Scholarship - XerxesDas

260.40 .00.62 261.02 .00 261.02

286.0000.9701.099.799.674 PHS School Enhancement 6,917.87 (4,506.52)2,361.36 4,772.71 .00 4,772.71286.0000.9701.099.799.675 PHS School of Business 7,355.49 (2,842.05)1,350.15 5,863.59 (206.80) 5,656.79286.0000.9701.099.799.676 PHS Science 8,411.63 (7,092.76)4,663.00 5,981.87 (1,745.03) 4,236.84286.0000.9701.099.799.678 PHS Soccer Boys 985.64 (1,491.85)3,269.50 2,763.29 .00 2,763.29286.0000.9701.099.799.679 PHS Soccer Girls 1,205.69 (3,390.15)4,498.01 2,313.55 (500.00) 1,813.55286.0000.9701.099.799.680 PHS Softball 3,760.40 (3,101.92)4,183.00 4,841.48 (134.00) 4,707.48286.0000.9701.099.799.681 PHS Spanish Workbook 1,673.91 (2,088.27)2,190.00 1,775.64 .00 1,775.64286.0000.9701.099.799.682 PHS Youth TransitionProgram

1,433.08 (1,424.35)979.00 987.73 .00 987.73

286.0000.9701.099.799.684 PHS Student Body Fee 245.00 (9,155.00)8,910.00 .00 .00 .00286.0000.9701.099.799.686 PHS Swim Team 2,553.78 (10,555.14)11,578.45 3,577.09 (1,188.90) 2,388.19286.0000.9701.099.799.687 PHS Tennis 4,160.31 (250.00)4,476.05 8,386.36 (500.00) 7,886.36286.0000.9701.099.799.688 PHS Tennis Court Fund .00 .00.00 .00 .00 .00286.0000.9701.099.799.689 PHS Theatre 5,801.79 (5,317.05)3,466.50 3,951.24 .00 3,951.24286.0000.9701.099.799.690 PHS Track (607.57) .00863.00 255.43 .00 255.43286.0000.9701.099.799.691 PHS ASB Leadership Camp 420.00 .00.00 420.00 .00 420.00286.0000.9701.099.799.693 PHS Volleyball 2,187.54 (2,778.35)4,592.75 4,001.94 .00 4,001.94286.0000.9701.099.799.695 PHS Warrior Wellness .00 1,500.00.00 1,500.00 .00 1,500.00




Range Beg.Balance

RangeExpenditures

RangeRevenue




286.0000.9701.099.799.696 PHS Wrestling 2,630.65 (9,274.76)10,127.25 3,483.14 (1,092.00) 2,391.14286.0000.9701.099.799.697 PHS Yearbook 34,885.55 (7,487.36)19,820.00 47,218.19 (9,540.00) 37,678.19286.0000.9701.099.799.698 PHS Lagestee PTP WaiverScholarship

1,259.74 .00(175.00) 1,084.74 .00 1,084.74

286.0000.9701.099.799.700 PHS Mr. PHS 682.23 .00.00 682.23 .00 682.23286.0000.9701.099.799.702 PHS Dominican RepublicTrip

469.20 .00.00 469.20 .00 469.20

286.0000.9701.099.799.704 PHS Booster Club Donation 7,731.89 .00.00 7,731.89 .00 7,731.89286.0000.9701.099.799.705 HS Student Transcript Fees 868.80 .0081.00 949.80 (300.00) 649.80286.0000.9701.099.799.713 PHS Class of 2019 367.00 .00.00 367.00 .00 367.00286.0000.9701.099.799.714 PHS Class of 2020 207.00 .00.00 207.00 .00 207.00286.0000.9701.099.799.715 PHS Class of 2021 128.00 .00.00 128.00 .00 128.00286.0000.9701.099.799.720 BFB Due to PMS 4.00 .00.00 4.00 .00 4.00286.0000.9701.099.799.721 BFB Due to PES .00 .00.00 .00 .00 .00

328,268.52GRAND TOTALS 245,256.72 (249,878.05) 323,647.19

End of Report

(47,208.78) 276,438.41




Range Beg.Balance

RangeExpenditures

RangeRevenue




District CPS PES BL PMS PHS Part Time KVCS Part Time

Kindergarten 111 87 7 17

1st 113 91 3 1 18

2nd 108 90 4 14

3rd 108 83 7 18

4th 124 94 11 19

5th 126 108 18

6th 128 111 17

7th 142 125 1 16

8th 141 126 15

9th 141 120 3 18

10th 145 128 1 16

11th 123 107 3 13 *

12th 123 99 20 4Totals 178 375 32 362 454 29 203 0

TOTAL FULL-TIME ENROLLMENT - All Schools 1,604

Philomath School District 17J - 2018-2019 School Year -- Summary of Enrollment

School 09/20 10/18 11/15 12/20 01/17 02/21 03/21 04/18 05/16 06/20

CPS 175 173 174 175 175 178 178

PES 380 378 376 375 377 377 375

BL 32 33 33 33 33 33 32

PMS 360 360 361 361 361 365 362

PHS 480 485 485 470 465 461 454KVCS 201 199 198 198 202 205 203

SubTotal 1,628 1,628 1,627 1,612 1,613 1,619 1,604 0 0 0

Part-time students 10 11 12 23 22 23 29 0 0 0

Total Enrollment 1,638 1,639 1,639 1,635 1,635 1,642 1,633 0 0 0

Philomath School District 17J - 2017-2018 School Year -- Summary of Enrollment

School 09/21 10/19 11/16 12/14 01/18 02/15 03/15 04/19 05/17 06/14

CPS 183 182 177 176 174 176 177 175 172 172

PES 368 370 369 370 375 384 384 384 381 380

BL 28 27 27 27 27 28 30 30 30 30

PMS 355 350 349 348 352 355 356 347 347 347

PHS 487 474 473 471 463 469 469 463 461 460KVCS 207 207 207 206 206 206 199 199 200 200

SubTotal 1,628 1,610 1,602 1,598 1,597 1,618 1,615 1,598 1,591 1,589

Part-time students 8 16 13 13 12 12 19 18 19 18

Total Enrollment 1,636 1,626 1,615 1,611 1,609 1,630 1,634 1,616 1,610 1,607

lotus: enrollment/0319

2018 / 2019 SCHOOL YEAR

ENROLLMENT FIGURES as of: March 13, 2019


Philomath School District 17J CONSENT AGENDA

Updated: 3/15/19 10:35 AM

1. List of Bills: A. February 2019

2. Minutes:

A. Special Session – February 7, 2019 B. Regular Session – February 21, 2019

3. Travel/Field Trips:

A. Erica Epperley, PHS Band & Choir students, and parent chaperones to Music in the Parks Music Festival in Santa Clara, CA, April 12-14, 2019 (funded by Tour account).

B. Outdoor School at Camp Tadmore (Lebanon, Oregon) the week of April 29-May 3, 2019. Approximately 116 sixth grade students, 7 teachers, high school and college counselors, and parent volunteers will be attending.

C. Fourth Grade classrooms (Laukkanen, Holroyd, House) 68 students and 14 adults to Fort Vancouver, Vancouver Washington, May 14, 2019.

D. Kim St. Clair to Pacific NW Association for College Admission Counseling conference in Phoenix, AZ, May 20-22, 2019 (funded by LBL C-3 mini grant).

4. Surplus Property: none at this time

5. Board Policies: none at this time

board/consent agenda 032119

March 21, 2019


2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?27 02/20/2019 MASCOT JUNCTION, INC. $1,200.00 Printed1223 Expense28 02/20/2019 PHILOMATH SCHOOL DISTRICT $1,117.08 Printed1223 Expense29 02/20/2019 TUMBLEWEED PRESS INC $599.00 Printed1223 Expense30 02/21/2019 PHILOMATH SCHOOL DISTRICT $210.92 Printed1225 Expense35 02/08/2019 HANNIGAN-DAWNS, LOGAN $75.00 Printed1214 Expense36 02/08/2019 KILDEA, LAURA $219.04 Printed1214 Expense37 02/08/2019 THOMPSON, NANCY $56.00 Printed1214 Expense245 02/07/2019 APPLEGATE APPAREL, INC $935.00 Printed1213 Expense 02/28/2019246 02/07/2019 BSN SPORTS $876.46 Printed1213 Expense 02/28/2019247 02/07/2019 DUNHAM, DAVE $1,000.00 Printed1213 Expense 02/28/2019248 02/07/2019 OMEA DISTRICT 11 $60.00 Printed1213 Expense249 02/07/2019 OREGON THESPIANS $30.00 Printed1213 Expense250 02/07/2019 PHILOMATH SCHOOL DISTRICT $375.00 Printed1213 Expense 02/28/2019251 02/12/2019 ENG, MARISSA $1,000.00 Printed1218 Expense 02/28/2019252 02/14/2019 DDCA $1,554.98 Printed1221 Expense253 02/14/2019 GREENGABLE GARDENS $30.00 Printed1221 Expense 02/28/2019254 02/14/2019 INDUSTRIAL WELDING SUPPLY INC $24.24 Printed1221 Expense 02/28/2019255 02/14/2019 KETCHIKAN HIGH SCHOOL $6,254.38 Printed1221 Expense256 02/14/2019 LES & BOB'S SPORTS & APPAREL,

INC.$857.50 Printed1221 Expense 02/28/2019

257 02/14/2019 NANNEMAN, MARTY $1,011.00 Printed1221 Expense 02/28/2019259 02/14/2019 STACK SPORTS $60.00 Printed1221 Expense 02/28/2019260 02/14/2019 STUEVE, NICOLE $60.78 Printed1221 Expense261 02/14/2019 WORLD'S FINEST CHOCOLATE $3,000.00 Printed1221 Expense 02/28/2019

Benton County School District 17JReprint Check ListingFiscal Year: 2018-2019

02/01/2019From Date: 02/28/2019To Date:From Check: To Check:From Voucher: To Voucher:

Bank Account:Criteria:

Printed: 03/08/2019 3:37:31 PM rptGLCheckListingReport: 2019.1.08 Page: 1


2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?262 02/15/2019 SPECIAL OLYMPICS $1,000.00 Printed1222 Expense 02/28/2019263 02/21/2019 BSN SPORTS $599.63 Printed1226 Expense 02/28/2019264 02/21/2019 INDUSTRIAL WELDING SUPPLY INC $34.72 Printed1226 Expense265 02/21/2019 OMEA DISTRICT 11 $150.00 Printed1226 Expense266 02/21/2019 PEPSI $75.45 Printed1226 Expense 02/28/2019267 02/21/2019 PEPSI - COLA $180.04 Printed1226 Expense 02/28/2019268 02/21/2019 PHILOMATH SCHOOL DISTRICT $12,399.87 Printed1226 Expense 02/28/2019269 02/21/2019 WILLAMETTE HOSE & FITTING $7.44 Printed1226 Expense 02/28/2019270 02/21/2019 WILLAMETTE VALLEY PIE

COMPANY, LLC$2,193.00 Printed1226 Expense

271 02/21/2019 WOOSLEY, TROY $180.00 Printed1226 Expense 02/28/2019272 02/22/2019 LES & BOB'S SPORTS & APPAREL,

INC.$1,224.00 Printed1228 Expense

273 02/22/2019 WESTERN OREGON UNIVERSITY $300.00 Printed1228 Expense274 02/22/2019 WOOSLEY, TROY $240.00 Printed1228 Expense 02/28/201918038 02/11/2019 US POSTMASTER - BULK MAIL

PERMIT$1,000.00 Printed1215 Expense 02/28/2019

18039 02/12/2019 SODEXO $288.00 Printed1217 Expense 02/28/201918040 02/15/2019 CARSON OIL COMPANY, INC. $331.71 Printed1219 Expense 02/28/201918041 02/15/2019 CDW GOVERNMENT, INC. $1,008.94 Printed1219 Expense 02/28/201918042 02/15/2019 CENTER ON TEACHING &

LEARNING$2,475.00 Printed1219 Expense 02/28/2019

18043 02/15/2019 CINTAS CORP $4,709.88 Printed1219 Expense 02/28/201918044 02/15/2019 CONSUMERS POWER INC $1,128.68 Printed1219 Expense 02/28/201918045 02/15/2019 CORVALLIS HEATING, LLC $316.00 Printed1219 Expense






2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?18046 02/15/2019 CORVALLIS SCHOOL DISTRICT

509J$22,645.20 Printed1219 Expense 02/28/2019

18047 02/15/2019 CREATIVE GRAPHICS $1,176.00 Printed1219 Expense 02/28/201918048 02/15/2019 CRIMINAL INFORMATION

SERVICES, INC.$54.50 Printed1219 Expense 02/28/2019

18049 02/15/2019 CTX $355.00 Printed1219 Expense 02/28/201918050 02/15/2019 DEPARTMENT OF ADMINSTRATIVE

SERVICES$279.21 Printed1219 Expense 02/28/2019

18051 02/15/2019 DIAL-A-BUS $750.00 Printed1219 Expense 02/28/201918052 02/15/2019 EMERALD SWIMMING POOLS $168.09 Printed1219 Expense 02/28/201918053 02/15/2019 ENVIRONMENTAL PROTECTION

SERVICES $497.00 Printed1219 Expense 02/28/2019

18054 02/15/2019 FERRELLGAS $85.00 Printed1219 Expense 02/28/201918055 02/15/2019 GARRETT HEMANN ROBERTSON $47.00 Printed1219 Expense 02/28/201918056 02/15/2019 GRAINGER $28.81 Printed1219 Expense 02/28/201918057 02/15/2019 HOME DEPOT, THE $1,329.10 Printed1219 Expense 02/28/201918058 02/15/2019 INDUSTRIAL WELDING SUPPLY INC $686.91 Printed1219 Expense 02/28/201918059 02/15/2019 J.W. PEPPER & SONS, INC. $234.99 Printed1219 Expense 02/28/201918060 02/15/2019 KNIFE RIVER CORPORATION $1,728.74 Printed1219 Expense 02/28/201918061 02/15/2019 LINN-BENTON COMMUNITY

COLLEGE$6,020.09 Printed1219 Expense 02/28/2019

18062 02/15/2019 MARYS PEAK TRUE VALUE $2,563.09 Printed1219 Expense 02/28/201918063 02/15/2019 MCLELLAN TEMPORARIES, INC $863.60 Printed1219 Expense 02/28/201918064 02/15/2019 MID COLUMBIA BUS COMPANY,

INC.$71,573.61 Printed1219 Expense 02/28/2019

18065 02/15/2019 NURSE'S AIDE $300.00 Printed1219 Expense 02/28/201918066 02/15/2019 PACIFIC POWER $9,936.93 Printed1219 Expense 02/28/2019






2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?18067 02/15/2019 PEAK INTERNET $2,050.00 Printed1219 Expense 02/28/201918068 02/15/2019 PHILOMATH RENTAL $1,299.40 Printed1219 Expense 02/28/201918069 02/15/2019 R3 CUSTOM ENGRAVING $280.00 Printed1219 Expense 02/28/201918070 02/15/2019 RENEWABLE RESOURCE GROUP,

INC.$55.00 Printed1219 Expense 02/28/2019

18071 02/15/2019 REPUBLIC SERVICES $2,294.42 Printed1219 Expense 02/28/201918072 02/15/2019 ROTO ROOTER $234.50 Printed1219 Expense 02/28/201918073 02/15/2019 SMITH GLASS SERVICE INC $334.00 Printed1219 Expense 02/28/201918074 02/15/2019 STRENGTHENING RURAL FAMILIES $8,745.00 Printed1219 Expense 02/28/201918075 02/15/2019 TIMBER SUPPLY CO INC $1,088.40 Printed1219 Expense 02/28/201918076 02/15/2019 TRUAX $91.46 Printed1219 Expense 02/28/201918077 02/15/2019 TWGW, INC. $12.98 Printed1219 Expense 02/28/201918078 02/15/2019 US BANK EQUIPMENT FINANCE $1,015.40 Printed1219 Expense 02/28/201918079 02/15/2019 WALTER E. NELSON OF EUGENE $699.35 Printed1219 Expense 02/28/201918080 02/28/2019 AFLAC $45.50 Printed1231 Payroll Ded18081 02/28/2019 AMERICAN FIDELITY - INS $3,876.44 Printed1231 Payroll Ded18082 02/28/2019 AMERICAN FIDELITY ASSURANCE

CO - 403b$3,114.87 Printed1231 Payroll Ded

18083 02/28/2019 AMERIPRISE FINANCIALSERVICES, INC.

$640.00 Printed1231 Payroll Ded18084 02/28/2019 CREDITORS COLLECTION SERV $65.71 Printed1231 Payroll Ded18085 02/28/2019 DOJ - Child Support $575.00 Printed1231 Payroll Ded18086 02/28/2019 FIRST INVESTORS FUND $200.00 Printed1231 Payroll Ded18087 02/28/2019 Foresters Financial $5,471.68 Printed1231 Payroll Ded18088 02/28/2019 NEWPORT TRUST COMPANY $5,391.57 Printed1231 Payroll Ded






2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?18089 02/28/2019 OPPENHEIMER SHAREHOLDER

SERVICES$1,247.88 Printed1231 Payroll Ded

18090 02/28/2019 OSEA $2,217.58 Printed1231 Payroll Ded18091 02/28/2019 PHILOMATH EDUCATION ASSOC $651.00 Printed1231 Payroll Ded18092 02/28/2019 Pioneer Credit Recovery Inc $197.11 Printed1231 Payroll Ded18093 02/28/2019 PRUDENTIAL ANNUITIES $2,874.90 Printed1231 Payroll Ded18094 02/28/2019 RAY KLEIN INC. $509.69 Printed1231 Payroll Ded18095 02/28/2019 TEXAS LIFE $376.30 Printed1231 Payroll Ded18096 02/28/2019 VOYA RETIREMENT INSURANCE

AND ANNUITY CO$4,485.26 Printed1231 Payroll Ded

18097 02/28/2019 AT&T MOBILITY $227.73 Printed1237 Expense18098 02/28/2019 AT&T ONENET SERVICE $17.24 Printed1237 Expense18099 02/28/2019 BSN SPORTS $800.00 Printed1237 Expense18100 02/28/2019 CARSON OIL COMPANY, INC. $79.84 Printed1237 Expense18101 02/28/2019 CESAR E. CHAVES LEADERSHIP

CONF.$800.00 Printed1237 Expense

18102 02/28/2019 CTX $2,175.06 Printed1237 Expense18103 02/28/2019 EARTH2O $122.47 Printed1237 Expense18104 02/28/2019 EDTECH TEAM, INC. $598.00 Printed1237 Expense18105 02/28/2019 EWING IRRIGATION PRODUCTS,

INC$4,411.96 Printed1237 Expense

18106 02/28/2019 INDUSTRIAL WELDING SUPPLY INC $137.40 Printed1237 Expense18107 02/28/2019 INGRAM LIBRARY SERVICES $903.13 Printed1237 Expense18108 02/28/2019 J.W. PEPPER & SONS, INC. $85.50 Printed1237 Expense18109 02/28/2019 JOSTENS $809.90 Printed1237 Expense18110 02/28/2019 LINN-BENTON-LINCOLN ESD $180.00 Printed1237 Expense






2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?18111 02/28/2019 MAINLINE PUMP & IRRIGATION $22.98 Printed1237 Expense18112 02/28/2019 MCLELLAN TEMPORARIES, INC $2,450.47 Printed1237 Expense18113 02/28/2019 MID AMERICA BOOKS $18.95 Printed1237 Expense18114 02/28/2019 NAPA/TWGW,INC. $88.21 Printed1237 Expense18115 02/28/2019 NORTHWEST NATURAL GAS CO. $4,001.86 Printed1237 Expense18116 02/28/2019 OFFICE DEPOT $684.58 Printed1237 Expense18117 02/28/2019 OSU MOTOR POOL $506.12 Printed1237 Expense18118 02/28/2019 PACIFIC POWER $5,717.54 Printed1237 Expense18119 02/28/2019 RENEWABLE RESOURCE GROUP,

INC.$55.00 Printed1237 Expense

18120 02/28/2019 SENSORY PATH.COM $1,500.00 Printed1237 Expense18121 02/28/2019 SHRED-IT USA, LLC $51.08 Printed1237 Expense18122 02/28/2019 TIMBER SUPPLY CO INC $130.00 Printed1237 Expense18123 02/28/2019 TWGW, INC. $48.84 Printed1237 Expense18124 02/28/2019 US BANK EQUIPMENT FINANCE $920.21 Printed1237 Expense18125 02/28/2019 WALTER E. NELSON OF EUGENE $61.00 Printed1237 Expense18126 02/28/2019 WILLAMETTE SAW SERVICE $957.80 Printed1237 Expense18127 02/28/2019 STARKER FORESTS, INC. $10,000.00 Printed1238 Expense45448 02/28/2019 HUMPHREY, SARAH A $83.01 Printed12 Payroll45449 02/28/2019 ANDERTON, CHERYL M $46.06 Printed12 Payroll45450 02/28/2019 HALL, JAMES R $1,516.53 Printed12 Payroll45451 02/28/2019 STUCKI, NICHOLE A $276.41 Printed12 Payroll45452 02/28/2019 VAN VLACK, ERNEST E $677.47 Printed12 Payroll45453 02/28/2019 BREESE, PAUL M $332.06 Printed12 Payroll






2247018126Account:

Check Number Date Payee Amount StatusVoucher Type Clear Date Void DateCleared?45454 02/28/2019 BROWNING, TAYLOR R $207.97 Printed12 Payroll45455 02/28/2019 FRANKINO, JENNA N $496.59 Printed12 Payroll45456 02/28/2019 KAUPE, KATHLEEN G $252.62 Printed12 Payroll45457 02/28/2019 KROEGER, MORGAN L $166.03 Printed12 Payroll45458 02/28/2019 MANN, ELIZABETH K $77.61 Printed12 Payroll45459 02/28/2019 SCHWINABART, DARLA J $1,629.61 Printed12 Payroll45460 02/28/2019 GRUVER, SHELLY A $4,352.14 Printed12 Payroll45461 02/28/2019 SKAAR, LINDA M $3,890.81 Printed12 Payroll45462 02/28/2019 GRAFF, CYNTHIA S $4,261.72 Printed12 Payroll

$278,741.52Total Amount:End of Report






SCHOOL BOARD MEETING PHILOMATH SCHOOL DISTRICT 17J

FEBRUARY 7, 2019 M I N U T E S

Call to Order: The Special Session of the Philomath School District Board of Directors was called to order by Board Chair, Jim Kildea on February 7, 2019 at 7:08 p.m. at the Philomath School District (1620 Applegate Street, Philomath OR). Those in attendance included Board members Shelly Brown, Greg Gerding, Jim Kildea, Shelley Niemann and Rick Wells; Superintendent Melissa Goff and Secretary Janet Skaugset.

The meeting began with recognition of National School Counselors Week. The leadership reports this month will highlight the work being accomplished by our school counselors. The main topic tonight is the focus on student success and to clarify the motion made at the Regular session in December regarding investigating gaps in curriculum. Following discussion, Jim Kildea made a motion directing the superintendent to return in April to recommend strategies to increase student achievement in the high school. This would replace the December motion. Shelly Brown seconded. VOTE: MOTION PASSED UNANIMOUSLY (5-0).

The next steps in this process, as outlined by Superintendent Goff, include tasks led by a leadership group of high school staff. They have been asked to:

1. First evaluate which student groups are underperforming. “Underperforming” in this context means

performing below grade level (as reflected by grades, assessment scores, rate of course passage), being underrepresented/overrepresented in advanced or below grade level coursework, graduating at lower rates than their peers, etc. Particularly focus on the high school Key Success Factors as a starting point.

2. Summarize the recent actions at PHS to address the needs of these students and the initial findings from these changes. These findings may only be measured qualitatively at first, as some of these changes may take more time to bear fruit. The team will work to identify both and articulate anticipated timing and appropriate measures of success of these changes.

3. Propose next steps to further meet the needs of our underperforming students, considering all leverage points and recommending the highest leverage improvements of support.

4. Identify a continued cycle of improvement by which staff may engage in self-reflection and inquiry on a regular basis.

The timeline was extended until April, with a preliminary update to the Board in March. The update will address numbers 1 and 2 from above. The Board would meet for a work session with the lead group, focusing on this work, between March and April to learn more about what has been discovered and to encourage the Board to ask follow up questions to help guide in the cycle of inquiry. Chair Kildea proposed a Board Development work session (facilitated by an OSBA specialist) on how to understand any data presented. If the second Budget work session is not needed, the March 14 date would be best. Chair Kildea reminded Board members of the next Joint School Board session with the Kings Valley Charter School Board on Monday, April 8 at 5:30 pm in the district office Board room. Mrs. Goff thanked Director Wells for the donation on behalf of the Wells Family Memorial Scholarship Fund for the “Neverland” mural project to be painted in the multi-sensory room at Clemens Primary School. Thank you! The meeting was adjourned at 7:48 p.m. _______________________ Board Chair Date Superintendent


___________________________________________________________________________________________ Philomath School District 17J

Regular Session Board Minutes – February 21, 2019 Page 1 of 4

SCHOOL BOARD MEETING PHILOMATH SCHOOL DISTRICT 17J

FEBRUARY 21, 2019 M I N U T E S

B. REGULAR SESSION

1. Call to Order: The Regular Session of the Philomath School District Board of Directors was called to order by Board Chair, Jim Kildea on February 21, 2019 at 7:00 p.m. at the Philomath School District (1620 Applegate Street, Philomath OR). Those in attendance included Board members Shelley Niemann, Jim Kildea, Shelly Brown and Rick Wells; Administrators Steve Bell, Krista McGuyer, Abby Couture, Mike Bussard, Jamon Ellingson and Susan Halliday (7:43); Director of Finance Bill Mancuso and Secretary Janet Skaugset. Mr. Bell led the Pledge of Allegiance.

2. Student Government Report (ASB Co-President, Ella Skinkis): Students recently participated in the Polar Plunge, raising approximately $1,000 for Special Olympics and the United teams. Coming up is the pancake feed for everyone at school. Excitement is building for the boys and girls basketball teams and potential trips to the state tournament. There will be a dance on March 2 after the girls game in the new “mirror room” location.

3. Audience Introductions, Community Comments Requests for Information: none at this time.

4. Guest Presentation- KVCS Annual Report with Audit: Director Ellingson noted this is the 17th year that the charter school has been in operation. Highlights of the annual report were shared including academic goals, assessments, test data, attendance information, volunteers and parent questionnaires. The school is participating in AVID along with the district. Audit information was also included in the written report.

C. STRATEGY & DISCUSSION

1. Leadership Reports-Our School Counselors: Each administrator provided an in-depth synopsis of the counseling program at their school. Introductions were made of the counselors attending tonight. When asked “what is your favorite thing to do with kids?” answers were varied and insightful. Chair Kildea read the proclamation for the February National School Counseling Week.

2. Facilities Annual Updates (Joey DiGiovannangelo): Information on the top budget priorities for

the coming summer and fiscal year were highlighted. As always, the process of planning emphasizes student/staff safety first, the impacts on student learning, and the budget. The budget for the Capital Projects plan for 2019-2024 has been updated. For all buildings, 2019-20 projects are estimated to cost $695,000.

3. Technology Annual Update (Rob Singleton): The Instructional Technology Development Model was shared again, highlighting the comprehensive view of technology needs. The 5-year plan includes: transitioning all schools to a 5-year computer replacement cycle; knowledge that all student and staff computers cannot be replaced in one year; growing the infrastructure capacity to keep pace with learning goals and an increased student population; fostering innovation and supporting district priorities. Budgeting priorities include: student learning needs; teacher capacities adopting technology; and maximizing any E-rate funding while minimizing general fund expenditures. The 5-year budget sheet also identified funding sources.

4. Book Discussion “Improving School Board Effectiveness”: Members have finished reading the book and will have a final discussion when Director Gerding returns next month.




D. REPORTS & CORRESPONDENCE

1. Superintendent’s Report: Mrs. Goff was unable to attend this evening, but included an update report in the monthly packet.

Personnel ~ Information Only:

A. New Hire/Transfers/Change of FTE: 1. PHS Custodian

B. Resignation/Retirement: none at this time C. Leave of Absence: none at this time D. Extra Duty/Coaches:

1. Elementary TAG Advisor 2. PMS Track (.90 of allotted FTE stipend) 3. PMS Track (.90 of allotted FTE stipend) 4. PMS Track (.90 of allotted FTE stipend) 5. PHS Baseball Asst (.50 of FTE stipend) 6. PHS Baseball Asst (.50 of FTE stipend) 7. PHS Softball Asst (.50 of FTE stipend) 8. PHS Softball Asst (.50 of FTE stipend) 9. PHS Tennis Asst 10. PHS Track/Field Asst (.50 of FTE stipend) 11. PHS Track/Field Asst (.50 of FTE stipend) 12. PHS Track/Field Asst (.50 of FTE stipend) 13. PHS Track/Field Asst (.50 of FTE stipend)

E. Pool: none at this time

2. Director of Finance Report (Bill Mancuso): Monthly updates are in the packet. District enrollment increased slightly this month with 1,619 full-time students and 23 part-time students. The district did receive a timber payment in January of $517,000 so the next State School Fund (SSF) estimate will be lower to the district.

3. Education Advisory Committee Reports: no report.

4. Association Reports: (PEA-Jennifer Buchanan). Ms. Buchanan noted a successful annual Gallery Night, hosted by the 5th graders at PES. As next year’s budget is created, PEA expressed hope for adequate funding to meet all of the staffing needs for implementing new requirements. No OSEA report this month.

5. Board Reports: Director Wells reported that the Policy Subcommittee is working diligently on

policy updates.

6. Board Thanks: Shelley Niemann gave thanks to all of the school counselors that attended tonight and for the many hats they wear on a daily basis. Also, thanks to PHS staff for supporting and mentoring students with their senior projects. She is recommending one student come to the next meeting for a presentation. Kudos to Ben Reams for his playing the national anthem before a recent basketball game. Shelly Brown wished good luck to all of the sports teams in their post-season quests, thanks again to our school counselors, to the Samaritan Award winners, and to the City of Philomath and those on the committee that worked towards getting the tennis court project going. Rick Wells and Jim Kildea echoed all the above.




E. ACTION ITEMS 1. Consent Agenda:

A. List of Bills: 1. January 2019

B. Minutes: 1. Special Joint Board Session - January 14, 2019 2. Regular Session – January 17, 2019

C. Licensed Teacher Renewals: *see information below D. Surplus Property:

1. 1968 Pontiac GTO E. Travel/Field Trips:

1. 56 people to AVID Summer Institute, San Diego California, July 28-31, 2019 (paid by federal Title IIA & Title III; Miller Foundation, Nike School Innovation Fund and State of Oregon High School Success grant funding).

2. Nick Traini, Donna Carter, Nicole Stueve, Beth Edgemon and Jessica Motter to the Regional CTE Conference, Bozeman Montana, April 10-13, 2019 (paid with Perkins CTE funds).

3. Tom Thompson & PHS Robotics team to District Championships at Tacoma Convention Center, Tacoma Washington, April 3-6, 2019 (funded by Robotics student body account).

F. Board Policies: none at this time

* Licensed Teaching Renewals 1 (one) - Licensed teacher will be renewed into a full 1st Year of Probationary status

(due to being hired on 2/1/19) 11-Licensed Teachers will be moved from 1st Year to 2nd Year Probationary status 11-Licensed Teachers will be moved from 2nd Year to 3rd Year Probationary status 10-Licensed Teachers will be moved from 3rd Year Probationary to Contract status -

(with a two-year rolling contract for years 2019-20 and 2020-21) 58-Licensed Teachers will be renewed for years 2019-20 and 2020-21

(replacing the existing two-year rolling contract) 3- Licensed Teachers are non-renewed due to being hired into a Temporary Position

Licensed Administrator Renewals

4- Administrators will be moved from 1st Year to 2nd Year Probationary status 2- Administrators will be moved from 2nd Year to 3rd Year Probationary status 1- Administrator will be moved from 3rd Year Probationary to Contract status (2019-2022) 2- Administrators will renew Contract status (2019-2022)

A summary listing indicating how many probationary teachers are recommended for renewal in each category was provided in the packet. Notification, in writing, must be made annually to all Licensed staff by March 15. This annual task will be added to the Board’s planning calendar of assignments. Shelley Niemann made a motion to approve the consent agenda as presented. Shelly Brown seconded. Discussion continued regarding the surplus property item. The Washington D.C. trip (as presented in the Superintendent’s report) is noted as “recognition” or awareness for the Board, not as a trip sponsored by the district. VOTE: MOTION PASSED UNANIMOUSLY (4-0-1 absent).

2. Old Business : none at this time

3. New Business: New PACE Trust Agreement: Oregon law requires that self-insured public entity

programs be formed through an intergovernmental agreement between the participating entities. PACE’s original Trust Agreement was adopted in 2006 and updated in 2016. After all final reviews, it’s ready for local school boards to approve as well. Four bullet points with minor changes were noted. Shelley Niemann made a motion to adopt the updated PACE Trust Agreement as presented. Rick Wells seconded. VOTE: MOTION PASSED UNANIMOUSLY (4-0).




F. MEETING CLOSURE

1. Meeting Feedback: A Board work session has been scheduled from 6-8 pm. on March 14 in lieu of the budget work session. The next KVCS-PSD Joint Board work session is scheduled for April 8.

2. Next Meeting Agenda Items: PHS student to present a senior project, school year calendar for 2019-20 and an update in Executive session on potential litigation with the PHS roof issue.

3. Board Requests & Adjournment: none

The meeting was adjourned at 8:57 p.m.

Board Chair Superintendent Date


Philomath Public Schools Benton County School District 17J, 1620 Applegate Street, Philomath OR 97370 (541) 929-3169

To: Philomath School Board of Directors From: Calendar Committee (Jean Chiappisi, Janine Luta, and Melissa Goff) August Start Date: Pros:

• Continues our professional learning Fridays

• No school the day after Halloween

• Thanksgiving Week with families

• Thanksgiving Week aligns with many colleges, universities and other districts

• Starting before Labor Day is nice because all of the rules and expectations and introductory items are completed and you are ready to roll in September

• Graduating June 6th does not conflict with OSU graduation

• Gives offices over 2 weeks to close out before end of summer Cons:

• Traditionally, schools always started after Labor Day

• May interrupt family vacations in August

• Parents may not show up for conferences held on the day after Halloween September Start Date: Pros:

• Maintains professional learning Fridays

• Traditional school calendar start date

• Teachers do not return until last full week of August Cons:

• Students are in school the day after Halloween

• Work through Tuesday/Wednesday of Thanksgiving Week

• Graduation conflicts with Oregon State’s graduation

• Only gives school offices less than 2 weeks to close out before end of summer All union members and administrators have been given the opportunity to review and provide feedback on both calendars. Their feedback is reflected in this recommendation.

The Calendar Committee recommends that the Philomath School Board adopt the August start date version for both the 2019-20 and 2020-21 school years.


PHILOMATH SCHOOL DISTRICT 17J

Sun Mon Tue Wed Thur Fri Sat Sun Mon Tue Wed Thur Fri Sat Sun Mon Tue Wed Thur Fri Sat

1 2 3 H 5 6 1 2 3 1 H 3 4 5 6 7

7 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14

14 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21

21 22 23 24 25 26 27 18 19 20 21 IN NC 24 22 23 24 25 26 27 28

28 29 30 31 25 IN IN (28 ((29 30 31 29 30


1 2 3 4 5 CG 2 1 2 3 4 5 6 7

6 7 8 9 10 X 12 DS 4 5 6 7 8 9 8 9 10 11 12 13 14

13 14 15 16 17 CG 19 10 H 12 13 14 15 16 15 16 17 18 19 20 21

20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 V V V V V 28

27 28 29 30 31 24 CG NC NC H H 30 29 V V


V V V 4 1 1 2 3 4 5 CG 7

5 6 7 8 9 10 11 2 3 4 5 6 7 8 DS 9 10 11 12 13 14

12 13 14 15 16 17 18 9 10 11 12 13 14 15 15 16 17 18 19 MU 21

19 H 21 22 23 CG 25 16 MU 18 19 20 21 22 22 V V V V V 28

26 27 28 29 30 31 23 24 25 26 27 28 29 29 30 31


1 2 3 4 1 2 1 2 3 S 5 G

5 6 7 8 CG X 11 3 4 5 6 7 8 9 7 8 9 10 11)) MU 13

12 13 14 15 16 CG 18 10 11 12 13 14 15 16 14 CG 16 17 18 19 20

19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27

26 27 28 29 30 24/31 H 26 27 28 29 30 28 29 30

CODES STUDENT HOLIDAYS

School begins KG-1st: staggered start (8/28-8/30) 11/11 Veterans Day

( School begins 2nd, 6th, 9th 11/28 Thanksgiving

(( School begins 3rd-5th, 7th-8th, 10th-12th 11/29 Thanksgiving

)) 1/2 day, last day of school 1/20 Martin Luther King, Jr.

CG Conference/Grading/Assessment, no classes 5/25 Memorial Day

DS Daylight Savings

G Graduation

H Holiday TEACHER CONTRACT DAYS

IN Inservice Day-staff only, no classes 173 Student days

MU Possible inclement weather make-up day 8 Conference/Grading/Assessmen

NC Non-Contract, no classes 6 Holidays

S Seniors-last day 3 Inservice days

V Vacation - Winter/Spring Break 190

X Statewide or Regional Inservice, no classes plus 3 make-up days

January 2020

July 2019

October 2019 November 2019

D R A F T

2019-20 AUGUST START DATE

August 2019 September 2019

December 2019

February 2020 March 2020

April 2020 May 2020 June 2020


PHILOMATH SCHOOL DISTRICT 17J


1 2 H 4 2 3 4 5 6 7 1/8 1 2 3 4 5

5 6 7 8 9 10 11 9 10 11 12 13 14 15 6 H 8 9 10 11 12

12 13 14 15 16 17 18 16 17 18 19 IN NC 22 13 14 15 16 17 18 19

19 20 21 22 23 24 25 23 IN IN (26 ((27 28 29 20 21 22 23 24 25 26

26 27 28 29 30 31 30 31 27 28 29 30


1 2 3 DS 2 3 4 5 6 7 1 2 3 4 5

4 5 6 7 8 X 10 8 9 10 H 12 13 14 6 7 8 9 10 11 12

11 12 13 14 15 CG 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19

18 19 20 21 22 23 24 22 CG NC NC H H 28 20 V V V V V 26

25 26 27 28 29 CG 31 29 30 27 V V V V


V 2 1 2 3 4 5 6 1 2 3 4 CG 6

3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13

10 11 12 13 14 15 16 14 MU 16 17 18 19 20 DS 15 16 17 18 MU 20

17 H 19 20 21 CG 23 21 22 23 24 25 26 27 21 V V V V V 27

24/31 25 26 27 28 29 30 28 28 29 30 31


1 2 3 2 3 4 5 6 7 1/8 1 2 S 4 G

4 5 6 7 CG X 10 9 10 11 12 13 14 15 6 7 8 9 10)) MU 12

11 12 13 14 15 CG 17 16 17 18 19 20 21 22 13 CG 15 16 17 18 19

18 19 20 21 22 23 24 23 24 25 26 27 28 29 20 21 22 23 24 25 26

25 26 27 28 29 30 30 H 27 28 29 30

CODES HOLIDAYS

School begins KG-1st: staggered start (8/26-8/28) 9/7 Labor Day

( School begins 2nd, 6th, 9th 11/11 Veterans Day

(( School begins 3rd-5th, 7th-8th, 10th-12th 11/26 Thanksgiving

)) 1/2 day, last day of school 11/27 Thanksgiving

CG Conference/Grading/Assessment, no classes 1/18 Martin Luther King, Jr.

DS Daylight Savings 5/31 Memorial Day

Early Release Day

G Graduation

H Holiday TEACHER CONTRACT DAYS

IN Inservice Day-staff only, no classes 173 Student days

MU Possible inclement weather make-up day 8 Conference/Grading/Assessment

NC Non-Contract, no classes 6 Holidays

S Seniors-last day 3 Inservice days

V Vacation - Winter/Spring Break 190

X Statewide or Regional Inservice, no classes plus 3 make-up days

D R A F T

April 2021 May 2021 June 2021

July 2020

October 2020

March 2021

2020-2021

January 2021 February 2021

AUGUST START DATE

August 2020 September 2020

December 2020November 2020


RESOLUTION NO. 1819-09

A RESOLUTION APPROVING UNANTICIPATED FUNDING FOR FISCAL YEAR 2018-2019

WHEREAS, the Board of Directors would like to recognize and accept carry over funding from 2017-18 of $162,722.59 awarded by the Oregon Department of Education for the purpose of supporting the High School Graduation and College and Career Readiness Fund, also known as Measure 98. WHEREAS, ORS 294.338(2) provides exceptions to Local Budget Law if the governing body of a municipal corporation could not have foreseen a specific purpose grant at the time of the preparation of the budget for the current year.

BE IT RESOLVED BY THE BOARD OF DIRECTORS OF THE PHILOMATH SCHOOL DISTRICT 17J: The budget for fiscal year 2018-2019 is hereby amended, and the amounts appropriated by the Board of Directors under Resolution 1819-09 for the Local/State/Federal Programs Fund are hereby amended as follows:

Appropriation Category Original Budget

Increase/ (Decrease)

Amended Budget

Local/State/Federal Programs Fund - Instruction

$ 502,602

$ 162,723

$ 665,325

Passed by the Board of Directors of Philomath School District this 21st day of March, 2019.

By: __________________________________ Jim Kildea, Chairperson

By: __________________________________ Melissa Goff, Superintendent

Philomath School District 17J Benton County School District No. 17J, 1620 Applegate Street Philomath OR 97370 (541) 929-3169


RESOLUTION No. 1819-10

A RESOLUTION OF THE BOARD OF DIRECTORS FOR THE PURPOSE OF

TRANSFERRING APPROPRIATIONS WITHIN A FUND. WHEREAS, the Board of Directors of Philomath School District has determined that an increase in appropriations in General Fund Transfers is needed for the purpose of reclassing previously appropriated costs. NOW THEREFORE, it is resolved by the Board of Directors of Philomath School District to transfer appropriations in the General Fund: Existing Increase/ Adjusted Appropriation Category

Amount (Decrease) Amount

(General Fund)

Instruction

$11,925,400 ( $11,000) $11,914,400

Transfers $ 225,000 $11,000 $ 236,000

Passed by the Board of Directors of Philomath School District this 21st day of March, 2019. By: By: __________________________ Jim Kildea, Chairperson Melissa Goff, Superintendent

Philomath School District 17J Benton County School District No. 17J, 1620 Applegate Street Philomath OR 97370 (541) 929-3169


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