Agenda - 11-10-1998 - Attachment #11

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Individual Adaptation Profile Measures Support Social Support (Q92a -h): This summary scale assesses students' general level of social support by asking if there are people the student can turn to at least weekly who listen, express appreciation, comfort, talk about feelings, and help with concrete needs. A dichotomous "no "/"yes" response choice is provided. "Yes" responses are counted to give a score with an empirical range of 0 to 8, with higher scores indicating higher levels of perceived support. Home Academic Climate (Q65a -f): Six items are used to define a summary scale that reflects the degree to which parents show an interest in the student's courses at school and plans for the future. Students are asked whether they have discussed during the past 30 days such issues as things they have studied in class with any adults who live in their home. Positive responses are counted to create a summary score ranging from 0 to 6. Parent Education Monitoring (Q66a -d, f, g): Six items define this summary scale that assesses the extent to which adults in the student's home have had contact with the student's school during the past 30 days and provided the student with structure and encouragement to do well at school. Sample items include "Attended a meeting at school on your behalf," "Checked on whether you did your homework," "Encouraged you to do well in school," and "Limited the amount of time you could spend watching TV." A dichotomous "yes'Tno" response choice is provided and affirmative responses are counted to yield a summary score ranging from 0 to 6. Self - Confidence Self- Esteem (Q83a -h): This eight -item scale measures a student's sense of self - worth. Statements relating to feelings of failure, self - respect, self - satisfaction, and recognition of one's own positive qualities are answered on a three -point scale: "A Lot Like Me," "A Little Like Me," and "Not Like Me." Responses are recoded to range from negative to positive, and a summary score is created that ranges from 8 to 24. School Coherence (Q36a -i): A nine -item scale is used to assess the degree to which students find events at school comprehensible, meaningful, and manageable. Example items include "I find school fun and exciting," "I look forward to learning new things at school," and "I am able to overcome difficulties at school," Each item is rated on a three -point continuum from "A Lot Like Me" to "Not Like Me." A summary score from 9 to 27 is created, ranging from low to high sense of coherence. School Influence (Q40a -e): Students' perception of their influence over events at school is measured by this five -item summary scale. Feeling validated for ideas in class, ability to get the attention of the teacher in class, and being able to get help from a teacher when needed are example items. Students respond to each item as either "Difficult" or "Easy," and the number of "Easy" responses are counted to create a summary score from 0 to 5. School Behavior Attendance (Q31a -e): Five items are used to determine the attendance behavior of students over the past 7 days. Items include cutting at least one class, cutting the entire school day, and missing school because of sickness. Students respond either "No" or "Yes," and no responses are counted to create a response continuum ranging from poor attendance (0) to good attendance (5). Trouble Avoidance (Q32a, c, d, e): Students are asked to respond to four items that assess how often during the past 30 days they got into trouble at school or failed to turn in their schoolwork. Items include being sent out of class for misbehavior, fighting with another student, and being suspended or expelled from school. Students respond either 1 (Never), 2 (Once or Twice), or 3 (More than Twice). Responses are recoded to range from negative to positive and a summary score is created ranging from 4 to 12. 14