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2015
5Essentials FullReportReport for Minooka CCSD 201
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Table of Contents
The 5Essentials .......................................................................................................................................... 1
Effective Leaders........................................................................................................................................ 2
Measures of Effective Leaders .............................................................................................................. 3
Collaborative Teachers............................................................................................................................ 15
Measures of Collaborative Teachers ................................................................................................... 17
Involved Families ..................................................................................................................................... 31
Measures of Involved Families ............................................................................................................ 32
Supportive Environment.......................................................................................................................... 40
Measures of Supportive Environment.................................................................................................. 42
Ambitious Instruction .............................................................................................................................. 52
Measures of Ambitious Instruction....................................................................................................... 54
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
5Essentials Overview
State of Illinois
Minooka CCSD 201 schools'2015 5Essentials Performance
Minooka CCSD 201Number of schools at each performance level
5Essentials Predicts School Improvement
School improvement is challenging work. Withoutstrength in multiple areas, schools often struggle toimprove. Researchers at the University of ChicagoConsortium on Chicago School Research used 20years of evidence to define five essentialcomponents of organization and climate related toimproving schools. What they found is compelling.These researchers showed that schools strong onthese Essentials are more likely to:
improve student learning and attendance yearafter year;
graduate students from high school; improve student ACT scores; get students into college; and keep their teachers.
In fact, schools strong on at least 3 out of 5Essentials are 10 times more likely to improvestudent learning.
5Essentials in Minooka CCSD 201
Schools in Minooka CCSD 201 completed the5Essentials School Effectiveness Surveys in 2015.The results of these surveys indicate that, onaverage, schools in Minooka CCSD 201 areorganized.
Each of the Essentials provides a different lens intothe organizational and learning conditions atschools in the Minooka CCSD 201 and providesguidance on how each of its schools can organizeits work. On average, Minooka CCSD 201 had thefollowing performance on each of the Essentials:
Ambitious Instruction: Classes arechallenging and engaging. MoreImplementationEffective Leaders: Principals and teachers implement a shared vision for success. AverageImplementationCollaborative Teachers: Teachers collaborate to promote professional growth. AverageImplementationInvolved Families: The entire staff builds strong external relationships. More ImplementationSupportive Environment: The school is safe, demanding, and supportive. More Implementation
1
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Effective Leaders
Performance: Average Implementation
In schools with Effective Leaders, principals andteachers work together to implement a shared vision.In such schools, people, programs, and resources arefocused on a vision for sustained improvement.Leaders:
practice shared leadership, set high goals for quality instruction, maintain mutually trusting and respectful
relationships, support professional advancement for faculty and
staff, and manage resources for sustained program
improvement (not measured).
Minooka CCSD 201 received a score of 55,representing its aggregate performance across fourkey indicators of indicators of this essential:
Program Coherence (62 - More Implementation) Teacher-Principal Trust (59 - Average
Implementation) Teacher Influence (48 - Average Implementation) Instructional Leadership (50 - Average
Implementation)
Minooka CCSD 201 schools'2015 5Essentials Performance on Effective Leaders
Number of schools at each performance level
Measures for Effective Leaders
Program Coherence
Teacher-Principal Trust
Teacher Influence
Instructional Leadership
Performance on Effective Leaders Over Time
2
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Effective Leaders
Program Coherence
Performance: More Implementation
Program CoherenceSchool programs are coordinated and consistent withits goals for student learning.
Minooka CCSD 201 schools'2015 5Essentials Performance on Program Coherence
Number of schools at each performance level
Program Coherence Over Time
3
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that:
Many special programs come and go at thisschool.
Once we start a new program, we follow upto make sure that its working.
Curriculum, instruction, and learningmaterials are well coordinated across thedifferent grade levels at this school.
We have so many different programs in thisschool that I cant keep track of them all.
4
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
There is consistency in curriculum,instruction, and learning materials amongteachers in the same grade level at thisschool.
5
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teacher-Principal Trust
Performance: Average Implementation
Teacher-Principal TrustTeachers and principals share a high level of mutualtrust and respect.
Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher-Principal
Trust
Number of schools at each performance level
Teacher-Principal Trust Over Time
6
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that:
Its OK in this school to discuss feelings,worries, and frustrations with the principal.
The principal looks out for the personalwelfare of the faculty members.
I trust the principal at his or her word.
The principal at this school is an effectivemanager who makes the school runsmoothly.
7
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
The principal places the needs of childrenahead of personal and political interests.
The principal has confidence in theexpertise of the teachers.
The principal takes a personal interest in theprofessional development of teachers.
Teachers feel respected by the principal
8
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teacher Influence
Performance: Average Implementation
Teacher InfluenceTeachers have influence in a broad range ofdecisions regarding school policies and practices.
Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher Influence
Number of schools at each performance level
Teacher Influence Over Time
9
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report having influence on:
Planning how discretionary school fundsshould be used.
Determining the content of in-serviceprograms.
Determining books and other instructionalmaterials used in classrooms.
Establishing the curriculum andinstructional program.
10
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Setting standards for student behavior.
11
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Instructional Leadership
Performance: Average Implementation
Instructional LeadershipThe school leadership team sets high standards forteaching and student learning.
Minooka CCSD 201 schools'2015 5Essentials Performance on Instructional
Leadership
Number of schools at each performance level
Instructional Leadership Over Time
12
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that the school leadership team:
Knows whats going on in my classroom.
Provides me with useful feedback toimprove my teaching.
Has provided me with the support I need toimprove my teaching.
Presses teachers to implement what theyhave learned in professional development.
13
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Communicates a clear vision for our school.
Makes clear to the staff the leadershipsexpectations for meeting instructional goals.
14
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Collaborative Teachers
Performance: Average Implementation
In schools with strong Collaborative Teachers, allteachers collaborate to promote professional growth.In such schools, teachers are:
active partners in school improvement, committed to the school, and focused on professional development.
Minooka CCSD 201 received a score of 50,representing its aggregate performance across fourkey indicators of indicators of this essential:
Collaborative Practices (47 - AverageImplementation)
Collective Responsibility (50 - AverageImplementation)
Quality Professional Development (47 - AverageImplementation)
School Commitment (53 - AverageImplementation)
Teacher-Teacher Trust (51 - AverageImplementation)
Minooka CCSD 201 schools'2015 5Essentials Performance on Collaborative
Teachers
Number of schools at each performance level
Measures for Collaborative Teachers
Collaborative Practices
Collective Responsibility
Quality ProfessionalDevelopmentSchool Commitment
Teacher-Teacher Trust
Performance on Collaborative Teachers Over Time
15
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
16
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Collaborative Teachers
Collaborative Practices
Performance: Average Implementation
Collaborative PracticesTeachers observe each others' practice and worktogether to review assessment data and developinstructional strategies.
Minooka CCSD 201 schools'2015 5Essentials Performance on Collaborative
Practices
Number of schools at each performance level
Collaborative Practices Over Time
17
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report the frequency of these actions in school year:
Observed another teacher's classroom tooffer feedback.
Observed another teacher's classroom toget ideas for your own instruction.
Gone over student assessment data withother teachers to make instructionaldecisions.
Worked with other teachers to developmaterials or activities for particular classes.
18
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Worked on instructional strategies withother teachers.
19
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Collective Responsibility
Performance: Average Implementation
Collective ResponsibilityTeachers share a strong sense of responsibility forstudent development, school improvement, andprofessional growth.
Minooka CCSD 201 schools'2015 5Essentials Performance on Collective
Responsibility
Number of schools at each performance level
Collective Responsibility Over Time
20
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that other teachers in the school:
Feel responsible when studentsin this school fail.
Feel responsible to help eachother do their best.
Help maintain discipline in theentire school, not just theirclassroom.
Take responsibility for improvingthe school.
21
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Feel responsible for helpingstudents develop self-control.
Feel responsible that all studentslearn.
22
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Quality Professional Development
Performance: Average Implementation
Quality Professional DevelopmentProfessional development is rigorous and focused onstudent learning.
Minooka CCSD 201 schools'2015 5Essentials Performance on Quality Professional
Development
Number of schools at each performance level
Quality Professional Development Over Time
23
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that professional development this year has:
Included opportunities to work productivelywith teachers from other schools.
Included enough time to think carefullyabout, try, and evaluate new ideas.
Been sustained and coherently focused,rather than short-term and unrelated.
Included opportunities to work productivelywith colleagues in my school.
24
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Been closely connected to my schoolsimprovement plan.
25
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
School Commitment
Performance: Average Implementation
School CommitmentTeachers are deeply committed to the school.
Minooka CCSD 201 schools'2015 5Essentials Performance on School Commitment
Number of schools at each performance level
School Commitment Over Time
26
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that:
I wouldnt want to work in any other school.
I would recommend this school to parentsseeking a place for their child.
I usually look forward to each working day atthis school.
I feel loyal to this school.
27
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teacher-Teacher Trust
Performance: Average Implementation
Teacher-Teacher TrustTeachers are supportive and respectful of oneanother, personally and professionally.
Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher-Teacher
Trust
Number of schools at each performance level
Teacher-Teacher Trust Over Time
28
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that:
Teachers in this school trust each other.
It's OK in this school to discuss feelings,worries, and frustrations with otherteachers.
Teachers respect other teachers who takethe lead in school improvement efforts.
Teachers at this school respect thosecolleagues who are experts at their craft.
29
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teachers feel respected by other teachers
30
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Involved Families
Performance: More Implementation
In schools with Involved Families, the entire staffbuilds strong external relationships. Such schools:
see parents as partners in helping studentslearn,
value parents' input and participation inadvancing the school's mission, and
support efforts to strengthen its students'community resources.
Minooka CCSD 201 received a score of 60represents its aggregate performance across threekey indicators of Involved Families:
Teacher-Parent Trust (59 - AverageImplementation)
Parent Involvement in School (59 - AverageImplementation)
Parent Influence on Decision Making in Schools(61 - More Implementation)
Minooka CCSD 201 schools'2015 5Essentials Performance on Involved Families
Number of schools at each performance level
Measures for Involved Families
Teacher-Parent Trust
Parent Involvement in School
Parent Influence on DecisionMaking in Schools
Performance on Over Time
31
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Involved Families
Teacher-Parent Trust
Performance: Average Implementation
Teacher-Parent TrustTeachers and parents are partners in improvingstudent learning.
Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher-Parent
Trust
Number of schools at each performance level
Teacher-Parent Trust Over Time
32
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that:
Parents do their best to help theirchildren learn
Teachers feel good aboutparents' support for their work
Parents support teachersteaching efforts
Teachers and parents think ofeach other as partners ineducating children.
33
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Staff at this school work hard tobuild trusting relationships withparents.
Teachers feel respected by theparents of the students
34
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Parent Involvement in School
Performance: Average Implementation
Parent Involvement in SchoolParents are active participants in their child'sschooling.
Minooka CCSD 201 schools'2015 5Essentials Performance on Parent Involvement
in School
Number of schools at each performance level
Parent Involvement in School Over Time
35
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that parents at the school:
Volunteered time to support theschool (e.g., volunteer inclassrooms, help with school-wide events, etc.).
Contacted me about their child'sperformance.
Respond to my suggestions forhelping their child.
Attended parent-teacherconferences when you requestedthem.
36
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Parent Influence on Decision Making in Schools
Performance: More Implementation
Parent Influence on Decision Making in SchoolsThe school has created opportunities for parents toparticipate in developing academic programs andinfluencing school curricula.
Minooka CCSD 201 schools'2015 5Essentials Performance on Parent Influence on
Decision Making in Schools
Number of schools at each performance level
Parent Influence on Decision Making in Schools OverTime
37
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report the school:
Involves parents in commenting on schoolcurricula.
Develops formal networks to link all familieswith each other (for example: sharing parentdirectories, providing a website for parentsto connect with one another, etc.).
Encourages more-involved parents to reachout to less-involved parents.
Involves parents in the development ofprograms aimed at improving studentsacademic outcomes.
38
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Includes parent leaders from allbackgrounds in school improvement efforts.
39
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Supportive Environment
Performance: More Implementation
In schools with a Supportive Environment, the schoolis safe, demanding, and supportive. In such schools:
students feel safe in and around the school, they find teachers trust-worthy and responsive to
their academic needs, all students value hard work, and teachers push all students toward high academic
performance.
Minooka CCSD 201 received a score of 63represents its aggregate performance across five keyindicators of Supportive Environment:
Peer Support for Academic Work (61 - MoreImplementation)
Academic Personalism (59 - AverageImplementation)
Safety (56 - Average Implementation) Student-Teacher Trust (77 - More
Implementation)
Minooka CCSD 201 schools'2015 5Essentials Performance on Supportive
Environment
Number of schools at each performance level
Measures for Supportive Environment
Peer Support for AcademicWorkAcademic Personalism
Safety
Student-Teacher Trust
Performance on Supportive Environment Over Time
40
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
41
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Supportive Environment
Peer Support for Academic Work
Performance: More Implementation
Peer Support for Academic WorkStudents demonstrate behaviors that lead toacademic achievement.
Minooka CCSD 201 schools'2015 5Essentials Performance on Peer Support for
Academic Work
Number of schools at each performance level
Peer Support for Academic Work Over Time
42
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report that their classroom peers:
Think doing homework isimportant.
Feel it is important to payattention in class.
Feel it is important to come toschool every day.
Try hard to get good grades.
43
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Academic Personalism
Performance: Average Implementation
Academic PersonalismTeachers connect with students in the classroom andsupport them in achieving academic goals.
Minooka CCSD 201 schools'2015 5Essentials Performance on Academic
Personalism
Number of schools at each performance level
Academic Personalism Over Time
44
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report that their teacher:
Helps me catch up if I am behind.
Notices if I have trouble learning something.
Gives me specific suggestions about how Ican improve my work in this class.
Is willing to give extra help on schoolwork ifI need it.
45
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Explains things in a different way if I don'tunderstand something in class.
46
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Safety
Performance: Average Implementation
SafetyStudents feel safe both in and around the schoolbuilding, and while they travel to and from home.
Minooka CCSD 201 schools'2015 5Essentials Performance on Safety
Number of schools at each performance level
Safety Over Time
47
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report how safe they feel:
Outside around the school.
Traveling between home and school.
In the bathrooms of the school.
In the hallways of the school.
48
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
In their classes
49
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Student-Teacher Trust
Performance: More Implementation
Student-Teacher TrustStudents and teachers share a high level of mutualtrust and respect.
Minooka CCSD 201 schools'2015 5Essentials Performance on Student-Teacher
Trust
Number of schools at each performance level
Student-Teacher Trust Over Time
50
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report that:
My teachers always keep their promises
I feel safe and comfortable with my teachersat this school.
My teachers will always listen to students'ideas.
My teachers treat me with respect.
51
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Ambitious Instruction
Performance: MoreImplementation
In schools with strong Ambitious Instruction,classes are challenging and engaging. Theinstruction is clear, well-structured, andencourages students to build and applyknowledge. When combined with a supportiveenvironment, Ambitious Instruction has the mostdirect effect on student learning. It is:
well-defined with clear expectations forstudent success,
interactive and encourages students to buildand apply knowledge,
well-paced (not measured), and aligned across grades (not measured).
Minooka CCSD 201 received a score of 70,representing its aggregate performance acrossfour key indicators of indicators of this essential:
English Instruction (68 - MoreImplementation)
Math Instruction (74 - More Implementation) Academic Press (64 - More Implementation) Quality of Student Discussion (72 - More
Implementation)
Minooka CCSD 201 schools'2015 5Essentials Performance on Ambitious Instruction
Number of schools at each performance level
Measures for Ambitious Instruction
English Instruction
Math Instruction
Academic Press
Quality of Student Discussion
Minooka CCSD 201Performance on Ambitious Instruction Over Time
52
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
53
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Ambitious Instruction
English Instruction
Performance: More Implementation
English InstructionStudents interact with course material and oneanother to build and apply critical reading and writingskills.
Minooka CCSD 201 schools'2015 5Essentials Performance on English Instruction
Number of schools at each performance level
English Instruction Over Time
54
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report doing the following in English class:
Rewrite a paper or essay inresponse to comments.
Improve a piece of writing as aclass or with partners.
Debate the meaning of a reading.
Discuss how culture, time, orplace affects an author's writing.
55
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Discuss connections between areading and real life people orsituations.
56
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Math Instruction
Performance: More Implementation
Math InstructionStudents interact with course material and oneanother to build and apply knowledge in their mathclasses.
Minooka CCSD 201 schools'2015 5Essentials Performance on Math Instruction
Number of schools at each performance level
Math Instruction Over Time
57
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report that they do the following in math class:
Write a math problem for otherstudents to solve.
Write a few sentences to explainhow you solved a math problem.
Apply math to situations in lifeoutside of school.
Explain how you solved aproblem to the class.
58
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Discuss possible solutions toproblems with other students.
59
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Academic Press
Performance: More Implementation
Academic PressTeachers expect students to do their best and tomeet academic demands.
Minooka CCSD 201 schools'2015 5Essentials Performance on Academic Press
Number of schools at each performance level
Academic Press Over Time
60
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Students report that:
The teacher asks difficult questions in class
The teacher asks difficult questions on tests
This class challenges me
This class really makes me think.
61
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
I really learn a lot in this class
This class requries me to work hard to dowell
The teacher wants us to become betterthinkers, not just memorize things
The teacher expects me to do my best all thetime
The teacher expects everyone to work hard
62
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Quality of Student Discussion
Performance: More Implementation
Quality of Student DiscussionStudents participate in classroom discussions thatbuild their critical thinking skills.
Minooka CCSD 201 schools'2015 5Essentials Performance on Quality of Student
Discussion
Number of schools at each performance level
Quality of Student Discussion Over Time
63
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this group compare to the benchmark.
Teachers report that:
Students use data and text references tosupport their ideas.
Students provide constructive feedback totheir peers and to me.
Students build on each others ideas duringdiscussion.
Most students participate in the discussionat some point.
64
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Students show each other respect.
65
2015 survey results for Minooka CCSD 201. Produced by UChicago Impact.
5Essentials Full ReportReport for Minooka CCSD 201
Table of Contents5Essentials Overview5Essentials Predicts School Improvement5Essentials in Minooka CCSD 201
Effective LeadersPerformance: average implementation
Measures of Effective LeadersProgram CoherencePerformance: more implementationWhat are these results based on?
Teacher-Principal TrustPerformance: average implementationWhat are these results based on?
Teacher InfluencePerformance: average implementationWhat are these results based on?
Instructional LeadershipPerformance: average implementationWhat are these results based on?
Collaborative TeachersPerformance: average implementation
Measures of Collaborative TeachersCollaborative PracticesPerformance: average implementationWhat are these results based on?
Collective ResponsibilityPerformance: average implementationWhat are these results based on?
Quality Professional DevelopmentPerformance: average implementationWhat are these results based on?
School CommitmentPerformance: average implementationWhat are these results based on?
Teacher-Teacher TrustPerformance: average implementationWhat are these results based on?
Involved FamiliesPerformance: more implementation
Measures of Involved FamiliesTeacher-Parent TrustPerformance: average implementationWhat are these results based on?
Parent Involvement in SchoolPerformance: average implementationWhat are these results based on?
Parent Influence on Decision Making in SchoolsPerformance: more implementationWhat are these results based on?
Supportive EnvironmentPerformance: more implementation
Measures of Supportive EnvironmentPeer Support for Academic WorkPerformance: more implementationWhat are these results based on?
Academic PersonalismPerformance: average implementationWhat are these results based on?
SafetyPerformance: average implementationWhat are these results based on?
Student-Teacher TrustPerformance: more implementationWhat are these results based on?
Ambitious InstructionPerformance: more implementation
Measures of Ambitious InstructionEnglish InstructionPerformance: more implementationWhat are these results based on?
Math InstructionPerformance: more implementationWhat are these results based on?
Academic PressPerformance: more implementationWhat are these results based on?
Quality of Student DiscussionPerformance: more implementationWhat are these results based on?