5 Essentials Full Report For Minooka CCSD 201

2013
5Essentials Full
Report
Report for Minooka CCSD 201
Table of Contents
The 5Essentials .......................................................................................................................................... 1
Effective Leaders........................................................................................................................................ 2
Measures of Effective Leaders .............................................................................................................. 3
Collaborative Teachers............................................................................................................................ 15
Measures of Collaborative Teachers ................................................................................................... 17
Involved Families ..................................................................................................................................... 28
Measures of Involved Families ............................................................................................................ 29
Supportive Environment.......................................................................................................................... 40
Measures of Supportive Environment .................................................................................................. 42
Ambitious Instruction .............................................................................................................................. 55
Measures of Ambitious Instruction....................................................................................................... 57
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
5Essentials Overview
State of Illinois
Minooka CCSD 201 schools'
2013 5Essentials Performance
Very Strong
Strong
Neutral
Weak
Very Weak
Low Response or N/A
Minooka CCSD 201
Number of schools at each performance level
5Essentials Predicts School Improvement
School improvement is challenging work. Without
strength in multiple areas, schools often struggle to
improve. Researchers at the University of Chicago
Consortium on Chicago School Research used 20
years of evidence to define five essential
components of organization and climate related to
improving schools. What they found is compelling.
These researchers showed that schools strong on
these Essentials are more likely to:
improve student learning and attendance year
after 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 5
Essentials are 10 times more likely to improve
student learning.
5Essentials in Minooka CCSD 201
Schools in Minooka CCSD 201 completed the
5Essentials School Effectiveness Surveys in 2013.
The results of these surveys indicate that, on
average, schools in Minooka CCSD 201 are
moderately organized.
Each of the Essentials provides a different lens into
the organizational and learning conditions at
schools in the Minooka 201 and provides guidance
on how each of its schools can organize its work.
On average, Minooka 201 had the following
performance on each of the Essentials:
Ambitious Instruction: Classes are
challenging and engaging. Neutral
Effective Leaders: Principals and teachers implement a shared vision for success. Weak
Collaborative Teachers: Teachers collaborate to promote professional growth. Neutral
Involved Families: The entire staff builds strong external relationships. Strong
Supportive Environment: The school is safe, demanding, and supportive. Neutral
1
Effective Leaders
Performance: Weak
In schools with Effective Leaders, principals and
teachers work together to implement a shared vision.
In such schools, people, programs, and resources are
focused 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 35,
representing its aggregate performance across four
key indicators of indicators of this essential:
Teacher Influence (34 - Weak)
Principal Instructional Leadership (34 - Weak)
Program Coherence (31 - Weak)
Teacher-Principal Trust (42 - Neutral)
2013 5Essentials Performance on Effective Leaders
Measures for Effective Leaders
Teacher Influence
Principal Instructional
Leadership
Program Coherence
Teacher-Principal Trust
Performance on Effective Leaders Over Time
2
Measures of Effective Leaders
Teacher Influence
Performance: Weak
Teacher Influence
Teachers have influence in a broad range of
decisions regarding school policies and practices.
2013 5Essentials Performance on Teacher Influence
Teacher Influence Over Time
3
What are these results based on?
This groups's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this group
compare to the benchmark.
Teachers report having influence on:
Hiring new professional personnel.
Planning how discretionary school funds
should be used.
Determining books and other instructional
materials used in classrooms.
Setting standards for student behavior.
4
Establishing the curriculum and
instructional program.
Determining the content of in-service
programs.
5
Principal Instructional Leadership
Performance: Weak
Principal Instructional Leadership
The principal is an active and skilled instructional
leader who sets high standards for teaching and
student learning.
2013 5Essentials Performance on Principal
Instructional Leadership
Principal Instructional Leadership Over Time
6
Teachers report that the school principal:
Participates in instructional planning with
teams of teachers.
Knows whats going on in my classroom.
Carefully tracks student academic
progress.
Understands how children learn.
7
Presses teachers to implement what they
have learned in professional
development.
Communicates a clear vision for our
school.
Sets high standards for student learning.
Makes clear to the staff his or her
expectations for meeting instructional
goals.
8
Program Coherence
Performance: Weak
Program Coherence
School programs are coordinated and consistent with
its goals for student learning.
2013 5Essentials Performance on Program Coherence
Program Coherence Over Time
9
Teachers report that:
Many special programs come and go at
this school.
Once we start a new program, we follow
up to make sure that its working.
Curriculum, instruction, and learning
materials are well coordinated across the
different grade levels at this school.
We have so many different programs in
this school that I cant keep track of them
all.
10
There is consistency in curriculum,
instruction, and learning materials among
teachers in the same grade level at this
school.
11
Performance: Neutral
Teachers and principals share a high level of mutual
trust and respect.
2013 5Essentials Performance on Teacher-Principal
Trust
Teacher-Principal Trust Over Time
12
Its OK in this school to discuss feelings,
worries, and frustrations with the
principal.
The principal looks out for the personal
welfare of the faculty members.
I trust the principal at his or her word.
The principal at this school is an effective
manager who makes the school run
smoothly.
13
The principal places the needs of children
ahead of personal and political interests.
The principal has confidence in the
expertise of the teachers.
The principal takes a personal interest in
the professional development of teachers.
Teachers feel respected by the principal
14
Collaborative Teachers
In schools with strong Collaborative Teachers, all
teachers collaborate to promote professional growth.
In such schools, teachers are:
active partners in school improvement,
committed to the school, and
focused on professional development.
representing its aggregate performance across four
key indicators of indicators of this essential:
Collective Responsibility (49 - Neutral)
Quality Professional Development (36 - Weak)
School Commitment (52 - Neutral)
Teacher-Teacher Trust (34 - Weak)
2013 5Essentials Performance on Collaborative
Teachers
Measures for Collaborative Teachers
Collective Responsibility
Quality Professional
Development
School Commitment
Teacher-Teacher Trust
Performance on Collaborative Teachers Over Time
15
16
Measures of Collaborative Teachers
Teachers share a strong sense of responsibility for
student development, school improvement, and
professional growth.
2013 5Essentials Performance on Collective
Responsibility
Collective Responsibility Over Time
17
performance (above, at, near, below benchmark) is based on how responses in this group compare to
responses across the benchmark.
Teachers report that other teachers in the school:
Feel responsible when
students in this school fail.
Feel responsible to help each
other do their best.
Help maintain discipline in the
entire school, not just their
classroom.
Take responsibility for
improving the school.
18
Feel responsible for helping
students develop self-control.
Feel responsible that all
students learn.
19
Quality Professional Development
Performance: Weak
Quality Professional Development
Professional development is rigorous and focused on
student learning.
2013 5Essentials Performance on Quality
Professional Development
Quality Professional Development Over Time
20
Teachers report that professional development this year has:
Included opportunities to work
productively with teachers from other
schools.
Included enough time to think carefully
about, try, and evaluate new ideas.
Been sustained and coherently focused,
rather than short-term and unrelated.
Included opportunities to work
productively with colleagues in my
school.
21
Been closely connected to my schools
improvement plan.
22
School Commitment
School Commitment
Teachers are deeply committed to the school.
2013 5Essentials Performance on School
Commitment
School Commitment Over Time
23
I wouldnt want to work in any other
school.
I would recommend this school to parents
seeking a place for their child.
I usually look forward to each working day
at this school.
I feel loyal to this school.
24
Performance: Weak
Teachers are supportive and respectful of one another,
personally and professionally.
2013 5Essentials Performance on Teacher-Teacher
Trust
Teacher-Teacher Trust Over Time
25
Teachers in this school trust each other.
It's OK in this school to discuss feelings,
worries, and frustrations with other
teachers.
Teachers respect other teachers who take
the lead in school improvement efforts.
Teachers at this school respect those
colleagues who are experts at their craft.
26
Teachers feel respected by other teachers
27
Involved Families
Performance: Strong
In schools with Involved Families, the entire staff
builds strong external relationships. Such schools:
see parents as partners in helping students
learn,
value parents' input and participation in
advancing the school's mission, and
support efforts to strengthen its students'
community resources.
Minooka 201s eScore of 63 represents its aggregate
performance across four key indicators of Involved
Families:
Human & Social Resources in the Community
(91 - Very Strong)
Outreach to Parents (52 - Neutral)
Parent Involvement in School (55 - Neutral)
Teacher-Parent Trust (73 - Strong)
2013 5Essentials Performance on Involved Families
Measures for Involved Families
Human & Social Resources
in the Community
Outreach to Parents
Parent Involvement in School
Teacher-Parent Trust
Performance on Over Time
28
Measures of Involved Families
Performance: Very Strong
Students come from communities where there are
adults they can trust who provide a safe environment.
2013 5Essentials Performance on Human & Social
Resources in the Community
Human & Social Resources in the Community Over
Time
29
Students report the following about their community:
People in this neighborhood can be
trusted.
The equipment and buildings in the
neighborhood park or playground are well
kept
There are adults in this neighborhood that
children can look up to.
Adults in this neighborhood know who
the local children are.
30
During the day, it is safe for children to
play in the local park or playground.
31
Outreach to Parents
Outreach to Parents
The school creates a welcoming and communicative
environment for all parents.
2013 5Essentials Performance on Outreach to Parents
Outreach to Parents Over Time
32
Teachers work closely with parents to
meet students' needs.
Parents are invited to visit classrooms to
observe the instructional program.
This school regularly communicates with
parents about how they can help their
children learn.
Teachers work at communicating to
parents about support needed to advance
the school mission.
33
Teachers encourage feedback from
parents and the community.
The principal pushes teachers to
communicate regularly with parents.
Teachers really try to understand parents'
problems and concerns.
Parents are greeted warmly when they
call or visit the school.
34
Parents participate in school activities related to their
child's academic growth.
2013 5Essentials Performance on Parent Involvement
in School
Parent Involvement in School Over Time
35
Teachers report that parents at the school:
Volunteered to help in the
classroom.
Attended parent-teacher
conferences when you
requested them.
Picked up their child's last
report card.
36
Performance: Strong
Teachers and parents are partners in improving
student learning.
2013 5Essentials Performance on Teacher-Parent
Trust
Teacher-Parent Trust Over Time
37
Parents do their best to help
their children learn
Teachers feel good about
parents' support for their work
Parents support teachers
teaching efforts
Teachers and parents think of
each other as partners in
educating children.
38
Staff at this school work hard
to build trusting relationships
with parents.
Teachers feel respected by the
parents of the students
39
Supportive Environment
In schools with a Supportive Environment, the school
is 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 201s eScore of 57 represents its aggregate
performance across four key indicators of Supportive
Environment:
Peer Support for Academic Work (56 - Neutral)
Academic Personalism (29 - Weak)
Academic Press (31 - Weak)
Safety (77 - Strong)
Student-Teacher Trust (68 - Strong)
2013 5Essentials Performance on Supportive
Environment
Measures for Supportive Environment
Peer Support for Academic
Work
Academic Personalism
Academic Press
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 Work
Students demonstrate behaviors that lead to
academic achievement.
2013 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 is
important.
Feel it is important to pay
attention in class.
Feel it is important to come to
school every day.
Try hard to get good grades.
43
Performance: Weak
Teachers connect with students in the classroom and
support them in achieving academic goals.
2013 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
I can improve my work in this class.
Is willing to give extra help on schoolwork
if I need it.
45
Explains things in a different way if I don't
understand something in class.
46
Academic Press
Performance: Weak
Academic Press
Teachers expect students to do their best and to
meet academic demands.
2013 5Essentials Performance on Academic Press
Academic Press Over Time
47
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.
48
I really learn a lot in this class
This class requries me to work hard to do
well
The teacher wants us to become better
thinkers, not just memorize things
The teacher expects me to do my best all
the time
The teacher expects everyone to work
hard
49
Safety
Performance: Strong
Safety
Students feel safe both in and around the school
building, and while they travel to and from home.
2013 5Essentials Performance on Safety
Safety Over Time
50
Students report how safe they feel:
Outside around the school.
Traveling between home and school.
In the hallways and bathrooms of the
school.
In their classes
51
Performance: Strong
Students and teachers share a high level of mutual
trust and respect.
2013 5Essentials Performance on Student-Teacher
Trust
Student-Teacher Trust Over Time
52
My teachers always keep their promises
I feel safe and comfortable with my
teachers at this school.
My teachers will always listen to students'
ideas.
When my teachers tell me not to do
something, I know they have a good
reason
53
My teachers treat me with respect.
54
Ambitious Instruction
In schools with strong Ambitious Instruction,
classes are challenging and engaging. The
instruction is clear, well-structured, and
encourages students to build and apply
knowledge. When combined with a supportive
environment, Ambitious Instruction has the most
direct effect on student learning. It is:
well-defined with clear expectations for
student success,
interactive and encourages students to build
and apply knowledge,
well-paced (not measured), and
aligned across grades (not measured).
representing its aggregate performance across
four key indicators of indicators of this essential:
Course Clarity (33 - Weak)
English Instruction (42 - Neutral)
Math Instruction (29 - Weak)
Quality of Student Discussion (74 - Strong)
2013 5Essentials Performance on Ambitious Instruction
Measures for Ambitious Instruction
Course Clarity
English Instruction
Math Instruction
Quality of Student Discussion
Minooka CCSD 201
Performance on Ambitious Instruction Over Time
55
56
Measures of Ambitious Instruction
Course Clarity
Performance: Weak
Course Clarity
Students are provided clear learning goals and
instruction that supports achievement.
2013 5Essentials Performance on Course Clarity
Course Clarity Over Time
57
compare to responses across the benchmark.
I learn a lot from feedback on my work.
The homework assignments help me to
learn the course material.
The work we do in class is good
preparation for the test.
I know what my teacher wants me to learn
in this class.
58
It's clear to me what I need to do to get a
good grade.
59
English Instruction
English Instruction
Students interact with course material and one
another to build and apply critical reading and writing
skills.
2013 5Essentials Performance on English Instruction
English Instruction Over Time
60
Students report doing the following in English class:
Rewrite a paper or essay in
response to comments.
Improve a piece of writing as a
class or with partners.
Debate the meaning of a
reading.
Discuss how culture, time, or
place affects an author's
writing.
61
Discuss connections between
a reading and real life people
or situations.
62
Math Instruction
Performance: Weak
Math Instruction
Students interact with course material and one
another to build and apply knowledge in their math
classes.
2013 5Essentials Performance on Math Instruction
Math Instruction Over Time
63
Students report that they do the following in math class:
Write a math problem for other
students to solve.
Write a few sentences to
explain how you solved a math
problem.
Apply math to situations in life
outside of school.
Explain how you solved a
problem to the class.
64
Discuss possible solutions to
problems with other students.
65
Performance: Strong
Students participate in classroom discussions that
build their critical thinking skills.
2013 5Essentials Performance on Quality of Student
Discussion
Quality of Student Discussion Over Time
66
Students use data and text references to
support their ideas.
Students provide constructive feedback
to their peers/teachers.
Students build on each other's ideas
during discussion.
Most students participate in the
discussion at some point.
67
Students show each other respect.
68

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