using data and success stories

Howell Wechsler, EdD, MPHDirector, Division of Adolescent and School Health

Healthy Maine Partnerships Annual MeetingAugusta ME, January 20, 2011

Using Data and Success Stories

National Center for Chronic Disease Prevention and Health Promotion

Division of Adolescent and School Health

Overview• DATA

– Purposes

– Sources

– Presentation

• SUCCESS STORIES

− Purposes

− Components

− Identifying Successes

Identify 5 Ways We Can Use Data to Support Health

Promotion Programs• Focus attention on a problem

• Compare results in different locations

• Plan programs and monitor progress over time

• Guide curriculum and professional development

• Support proposed policies and legislation

• Seek funding

“Without data you are just a schmuck with an opinion.”Alan Greenspan,Former Chair of theU.S. Federal Reserve

Identify 5 Sources of Data That You Might Use

• Student Surveys

• School Health Profiles

• Census

• Vital Statistics

• School Policy Database

• Agency Reports

• Event participant evaluations

Presenting Data So That You Get Attention

Dissemination of YRBS DataTraining Materials

Fact Sheets

Summary Reports

Websites

Data Release Event

Brochures

Newsletters

Combination Reports

Special Reports

Posters

Presenting Data So That You Get Attention

• Describing a problem

• Comparing different locations

• Showing trends over time

Number of students in a high school class of 30 who:

Maine Youth Risk Behavior Survey, 2009

Source: Maine Youth Risk Behavior Survey

1 - During the past 12 months; 2 – During the past 30 days; 3 – During the past week

2

5

6

7

10

14

21

25

Attempted suicide1 (7.9%)

Smoked cigarettes2 (18.1%)

Used marijuana2 (20.5%)

Had been in a physical fight1 (22.8%)Had at least one drink of alcohol2

(32.2%)Had ever had sexual intercourse (46.0%)Did not eat enough fruit3 (70.9%)

Did not get enough physical activity3 (82.1%)

will develop Diabetes during lifetime

U. S. Children Born in 2000

Narayan KMV et al. Lifetime risk for diabetes mellitus in the United States. JAMA. 2003;290(14):1884

1 in 31 in 3

Consequences of Obesity in Children

Freedman DS et al. JPediatr 2007;150(1):12-17

26% 13%

% of children, aged 5-17, with 1 or more risk factors for heart disease:


Consequences of Obesity in Children

26% 13%



obese

70%

obese

39%

Freedman DS et al. JPediatr 2007;150(1):12-17

Percentage of Secondary Schools that Prohibited All Tobacco Use in All

Locations*

*Prohibited the use of all tobacco, including cigarettes, smokeless tobacco, cigars, and pipes; by students, faculty and school staff, and visitors; in school buildings; outside on school grounds; on school buses or other vehicles used to transport students; and at off-campus, school-sponsored events; during school hours and non-school hours.

18% - 41%

42% - 50%

51% - 58%

59% - 73%

No Data

School Health Profiles, 2008

MAINE: 59%

CDC, School Health Profiles, 2008

* Prohibited the use of all tobacco, including cigarettes, smokeless tobacco, cigars, and pipes; by students, faculty and school staff, and visitors; in school buildings, outside on school grounds, on school buses or other vehicles used to transport students, and at

Percentage of Middle and High Schools That Prohibited All Tobacco Use in All Locations* — Selected States and Median Among 47 States,

2008

22

18

24

33

51

66

66

66

73

Teen Births Per 1,000 Females in U.S. and 16 Other Nations, 2006*

*All birth rates are for 2006 unless otherwise noted; Source: United Nations Demographic Yearbook, 2006

3.8

41.926.7

11.511.3

7.8

16.816.1

13.3

10.19.4

8.7

7.05.95.9

5.14.5

0 5 10 15 20 25 30 35 40 45

United StatesUnited Kingdom

PortugalAustralia (2004)

CanadaSpain

GreeceGermanyFinlandNorwayFrance

ItalySweden

DenmarkJapan

SwitzerlandNetherlands

Percentage of U.S. Children and Adolescents Who Were Obese, 1963-

2008*

Ages 6-11 Ages 12-19

4.2

4.6

*>95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts. **1963-1970 data are from 1963-1965 for children 6-11 years of age and from 1966-1970 for adolescents 12-17 years of age.CDC, National Center for Health Statistics

19.6

18.1

Obesity Trends* Among U.S. AdultsBRFSS, 1990

(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person)

No Data <10% 10%–14%



No Data <10% 10%-14% 15%-19%



No Data <10% 10%–14% 15%–19%



No Data <10% 10%-14% 15%-19%



No Data <10% 10%–14% 15%–19%



No Data < 10 % 10%-14%

15%-19% ≥ 20%



No Data <10%

10%-14% 15%-19% 20%-24% ≥25%



No Data <10%

10%-14% 15%-19% 20%-24% 25%-29% 30%

1999

Obesity Trends* Among U.S. AdultsBRFSS, 1990, 1999, 2008

2008

1990

No Data <10%

10%-14% 15%-19% 20%-24% 25%-29% 30%

http://www.flixxy.com/200-countries-200-years-4-minutes.htm

What do you think of when you hear the phrase “success story”?

• A brief (1-2 page) narrative that describes the achievements and progress of a program/activity

• Three basic sections 1. Problem overview2. Program/ activity description3. Program/ activity outcomes

DASH Definition of a Success Story

• Capture progress over time• Educate decision makers about the

outcome of your program• Demonstrate responsible use of resources

to stakeholders• Share “best practices” with other similarly

funded programs• Attract new partners for collaboration

Why Are Success Stories Important?

Components of a Compelling Success Story

• Problem overview– Describe problem and why it’s important (use data

when available)– Specify affected populations

• Program/ activity– Outline steps taken to implement program– Identify who, what, when, and where– Link to funding source

• Documentation of outcomes– Clearly describe outcomes of program and associated

impact– Provide context for why impact is important– Provides conclusion that effectively wraps up the story

Distinguish Compelling Outcomes from Activities &

OutputsActivity:Hosted a symposium to provide policy guidance to school district teams

Output:Fifty teams indicated on a post-training evaluation that they would likely use the information received to develop district policy

Compelling Outcome:Twenty of the fifty district teams adopted a new (or strengthened an existing) tobacco-free school policy

Effectively Reaching Your Audience with Success

Stories• Identify your target audience • Determine the needs or interests of

your target audience• Tailor your success story to meet

their needs

ACTIVITYIdentifying a Success Story

• Identify one success from your program that you would like to highlight in a success story

– Keep in mind:• Components of a Compelling Success Story

• Difference between Compelling Outcomes, Outputs, and Activities

• Target Audience

• Discuss with person sitting next to you

Group Discussion

• What is exciting about the stories you heard from your partner?

• Did you get information on all 3 components?

• Were you able to distinguish between activities, outputs, and outcomes?

• Were you able to explain the needs of a key target audience?

Distinguishing Outcomes from Program Activities and Outputs

Activity

• Discuss the following questions at your table– How have you communicated with decision makers?– What strategies have been the most effective for

you in reaching this audience?– What lessons you would share with someone about

communicating successes with a decision maker?

Group Discussion:Communicating Success

Questions

&

Comments

Howell Wechsler, EdD, MPHDirector, Division of Adolescent and School Health

Healthy Maine Partnerships Annual MeetingAugusta ME, January 20, 2011

Using Data and Success Stories

National Center for Chronic Disease Prevention and Health Promotion

Division of Adolescent and School Health

using data and success stories

Documents

school staff

school buildings

school grounds

school hours

school buses

tobacco use

risk factors

high school class