Report 5essentials 201

2015

5Essentials FullReportReport for Minooka CCSD 201

www.princexml.comPrince - Non-commercial LicenseThis document was created with Prince, a great way of getting web content onto paper.

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


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


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


Program Coherence Over Time

3


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


There is consistency in curriculum,instruction, and learning materials amongteachers in the same grade level at thisschool.

5


Teacher-Principal Trust


Teacher-Principal TrustTeachers and principals share a high level of mutualtrust and respect.

Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher-Principal

Trust


Teacher-Principal Trust Over Time

6





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


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


Teacher Influence


Teacher InfluenceTeachers have influence in a broad range ofdecisions regarding school policies and practices.

Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher Influence


Teacher Influence Over Time

9




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


Setting standards for student behavior.

11


Instructional Leadership


Instructional LeadershipThe school leadership team sets high standards forteaching and student learning.

Minooka CCSD 201 schools'2015 5Essentials Performance on Instructional

Leadership


Instructional Leadership Over Time

12




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


Communicates a clear vision for our school.

Makes clear to the staff the leadershipsexpectations for meeting instructional goals.

14


Collaborative Teachers


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


Measures for Collaborative Teachers

Collaborative Practices

Collective Responsibility

Quality ProfessionalDevelopmentSchool Commitment

Teacher-Teacher Trust

Performance on Collaborative Teachers Over Time

15


16


Measures of Collaborative Teachers

Collaborative Practices


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


Collaborative Practices Over Time

17




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


Worked on instructional strategies withother teachers.

19


Collective Responsibility


Collective ResponsibilityTeachers share a strong sense of responsibility forstudent development, school improvement, andprofessional growth.

Minooka CCSD 201 schools'2015 5Essentials Performance on Collective

Responsibility


Collective Responsibility Over Time

20




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


Feel responsible for helpingstudents develop self-control.

Feel responsible that all studentslearn.

22


Quality Professional Development


Quality Professional DevelopmentProfessional development is rigorous and focused onstudent learning.

Minooka CCSD 201 schools'2015 5Essentials Performance on Quality Professional

Development


Quality Professional Development Over Time

23




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


Been closely connected to my schoolsimprovement plan.

25


School Commitment


School CommitmentTeachers are deeply committed to the school.

Minooka CCSD 201 schools'2015 5Essentials Performance on School Commitment


School Commitment Over Time

26





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


Teacher-Teacher Trust


Teacher-Teacher TrustTeachers are supportive and respectful of oneanother, personally and professionally.

Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher-Teacher

Trust


Teacher-Teacher Trust Over Time

28





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


Teachers feel respected by other teachers

30


Involved Families


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


Measures for Involved Families

Teacher-Parent Trust

Parent Involvement in School

Parent Influence on DecisionMaking in Schools

Performance on Over Time

31


Measures of Involved Families

Teacher-Parent Trust


Teacher-Parent TrustTeachers and parents are partners in improvingstudent learning.

Minooka CCSD 201 schools'2015 5Essentials Performance on Teacher-Parent

Trust


Teacher-Parent Trust Over Time

32





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


Staff at this school work hard tobuild trusting relationships withparents.

Teachers feel respected by theparents of the students

34


Parent Involvement in School


Parent Involvement in SchoolParents are active participants in their child'sschooling.

Minooka CCSD 201 schools'2015 5Essentials Performance on Parent Involvement

in School


Parent Involvement in School Over Time

35




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


Parent Influence on Decision Making in Schools


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


Parent Influence on Decision Making in Schools OverTime

37




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


Includes parent leaders from allbackgrounds in school improvement efforts.

39


Supportive Environment


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


Measures for Supportive Environment

Peer Support for AcademicWorkAcademic Personalism

Safety

Student-Teacher Trust

Performance on Supportive Environment Over Time

40


41


Measures of Supportive Environment

Peer Support for Academic Work


Peer Support for Academic WorkStudents demonstrate behaviors that lead toacademic achievement.

Minooka CCSD 201 schools'2015 5Essentials Performance on Peer Support for

Academic Work


Peer Support for Academic Work Over Time

42




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


Academic Personalism


Academic PersonalismTeachers connect with students in the classroom andsupport them in achieving academic goals.

Minooka CCSD 201 schools'2015 5Essentials Performance on Academic

Personalism


Academic Personalism Over Time

44




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


Explains things in a different way if I don'tunderstand something in class.

46


Safety


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


Safety Over Time

47




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


In their classes

49


Student-Teacher Trust


Student-Teacher TrustStudents and teachers share a high level of mutualtrust and respect.

Minooka CCSD 201 schools'2015 5Essentials Performance on Student-Teacher

Trust


Student-Teacher Trust Over Time

50




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


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


Measures for Ambitious Instruction

English Instruction

Math Instruction

Academic Press

Quality of Student Discussion

Minooka CCSD 201Performance on Ambitious Instruction Over Time

52


53


Measures of Ambitious Instruction

English Instruction


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


English Instruction Over Time

54




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


Discuss connections between areading and real life people orsituations.

56


Math Instruction


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


Math Instruction Over Time

57




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


Discuss possible solutions toproblems with other students.

59


Academic Press


Academic PressTeachers expect students to do their best and tomeet academic demands.

Minooka CCSD 201 schools'2015 5Essentials Performance on Academic Press


Academic Press Over Time

60




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


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


Quality of Student Discussion


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


Quality of Student Discussion Over Time

63





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


Students show each other respect.

65


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?

Report 5essentials 201

Documents

Transcript of Report 5essentials 201