5 Essentials Full Report for Minooka CCSD 201

2013

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 ..................................................................................................................................... 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 StrongStrongNeutralWeakVery WeakLow Response or N/A

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 2013.The results of these surveys indicate that, onaverage, schools in Minooka CCSD 201 aremoderately organized.

Each of the Essentials provides a different lens intothe organizational and learning conditions atschools in the Minooka 201 and provides guidanceon how each of its schools can organize its work.On average, Minooka 201 had the followingperformance on each of the Essentials:

Ambitious Instruction: Classes arechallenging and engaging. NeutralEffective Leaders: Principals and teachers implement a shared vision for success. WeakCollaborative Teachers: Teachers collaborate to promote professional growth. NeutralInvolved Families: The entire staff builds strong external relationships. StrongSupportive Environment: The school is safe, demanding, and supportive. Neutral

1


Effective Leaders

Performance: Weak

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 35,representing its aggregate performance across fourkey indicators of indicators of this essential:

• Teacher Influence (34 - Weak)• Principal Instructional Leadership (34 - Weak)• Program Coherence (31 - Weak)• Teacher-Principal Trust (42 - Neutral)

Minooka CCSD 201 schools'2013 5Essentials Performance on Effective Leaders

Number of schools at each performance level

Measures for Effective Leaders

Teacher Influence

Principal InstructionalLeadershipProgram Coherence

Teacher-Principal Trust

Performance on Effective Leaders Over Time

2


Measures of Effective Leaders

Teacher Influence

Performance: Weak

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

Minooka CCSD 201 schools'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. Relativeperformance (above, at, near, below, far below benchmark) is based on how responses in this groupcompare to the benchmark.

Teachers report having influence on:

Hiring new professional personnel.

Planning how discretionary school fundsshould be used.

Determining books and other instructionalmaterials used in classrooms.

Setting standards for student behavior.

4


Establishing the curriculum andinstructional program.

Determining the content of in-serviceprograms.

5


Principal Instructional Leadership

Performance: Weak

Principal Instructional LeadershipThe principal is an active and skilled instructionalleader who sets high standards for teaching andstudent learning.

Minooka CCSD 201 schools'2013 5Essentials Performance on Principal

Instructional Leadership


Principal Instructional Leadership Over Time

6




Teachers report that the school principal:

Participates in instructional planning withteams of teachers.

Knows what’s going on in my classroom.

Carefully tracks student academicprogress.

Understands how children learn.

7


Presses teachers to implement what theyhave learned in professionaldevelopment.

Communicates a clear vision for ourschool.

Sets high standards for student learning.

Makes clear to the staff his or herexpectations for meeting instructionalgoals.

8


Program Coherence

Performance: Weak

Program CoherenceSchool programs are coordinated and consistent withits goals for student learning.

Minooka CCSD 201 schools'2013 5Essentials Performance on Program Coherence


Program Coherence Over Time

9




Teachers report that:

Many special programs come and go atthis school.

Once we start a new program, we followup to make sure that it’s working.

Curriculum, instruction, and learningmaterials are well coordinated across thedifferent grade levels at this school.

We have so many different programs inthis school that I can’t keep track of themall.

10


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

11


Teacher-Principal Trust

Performance: Neutral

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

Minooka CCSD 201 schools'2013 5Essentials Performance on Teacher-Principal

Trust


Teacher-Principal Trust Over Time

12





It’s OK in this school to discuss feelings,worries, and frustrations with theprincipal.

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.

13


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 inthe professional development of teachers.

Teachers feel respected by the principal

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 43,representing its aggregate performance across fourkey indicators of indicators of this essential:

• Collective Responsibility (49 - Neutral)• Quality Professional Development (36 - Weak)• School Commitment (52 - Neutral)• Teacher-Teacher Trust (34 - Weak)

Minooka CCSD 201 schools'2013 5Essentials Performance on Collaborative

Teachers


Measures for Collaborative Teachers

Collective Responsibility

Quality ProfessionalDevelopmentSchool Commitment

Teacher-Teacher Trust

Performance on Collaborative Teachers Over Time

15


16


Measures of Collaborative Teachers

Collective Responsibility


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

Minooka CCSD 201 schools'2013 5Essentials Performance on Collective

Responsibility


Collective Responsibility Over Time

17



This groups's performance on this Measure is based on the questions shown below. Relativeperformance (above, at, near, below benchmark) is based on how responses in this group compare toresponses across the benchmark.

Teachers report that other teachers in the school:

Feel responsible whenstudents in this school fail.

Feel responsible to help eachother do their best.

Help maintain discipline in theentire school, not just theirclassroom.

Take responsibility forimproving the school.

18


Feel responsible for helpingstudents develop self-control.

Feel responsible that allstudents learn.

19


Quality Professional Development

Performance: Weak

Quality Professional DevelopmentProfessional development is rigorous and focused onstudent learning.

Minooka CCSD 201 schools'2013 5Essentials Performance on Quality

Professional Development


Quality Professional Development Over Time

20




Teachers report that professional development this year has:

Included opportunities to workproductively with teachers from otherschools.

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 workproductively with colleagues in myschool.

21


Been closely connected to my school’simprovement plan.

22


School Commitment


School CommitmentTeachers are deeply committed to the school.

Minooka CCSD 201 schools'2013 5Essentials Performance on School

Commitment


School Commitment Over Time

23





I wouldn’t want to work in any otherschool.

I would recommend this school to parentsseeking a place for their child.

I usually look forward to each working dayat this school.

I feel loyal to this school.

24


Teacher-Teacher Trust

Performance: Weak

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

Minooka CCSD 201 schools'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 otherteachers.

Teachers respect other teachers who takethe lead in school improvement efforts.

Teachers at this school respect thosecolleagues 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 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 201’s eScore of 63 represents its aggregateperformance across four key indicators of InvolvedFamilies:

• 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)

Minooka CCSD 201 schools'2013 5Essentials Performance on Involved Families


Measures for Involved Families

Human & Social Resourcesin the CommunityOutreach to Parents

Parent Involvement in School

Teacher-Parent Trust

Performance on Over Time

28


Measures of Involved Families

Human & Social Resources in the Community

Performance: Very Strong

Human & Social Resources in the CommunityStudents come from communities where there areadults they can trust who provide a safe environment.

Minooka CCSD 201 schools'2013 5Essentials Performance on Human & Social

Resources in the Community


Human & Social Resources in the Community OverTime

29




Students report the following about their community:

People in this neighborhood can betrusted.

The equipment and buildings in theneighborhood park or playground are wellkept

There are adults in this neighborhood thatchildren can look up to.

Adults in this neighborhood know whothe local children are.

30


During the day, it is safe for children toplay in the local park or playground.

31


Outreach to Parents


Outreach to ParentsThe school creates a welcoming and communicativeenvironment for all parents.

Minooka CCSD 201 schools'2013 5Essentials Performance on Outreach to Parents


Outreach to Parents Over Time

32





Teachers work closely with parents tomeet students' needs.

Parents are invited to visit classrooms toobserve the instructional program.

This school regularly communicates withparents about how they can help theirchildren learn.

Teachers work at communicating toparents about support needed to advancethe school mission.

33


Teachers encourage feedback fromparents and the community.

The principal pushes teachers tocommunicate regularly with parents.

Teachers really try to understand parents'problems and concerns.

Parents are greeted warmly when theycall or visit the school.

34


Parent Involvement in School


Parent Involvement in SchoolParents participate in school activities related to theirchild's academic growth.

Minooka CCSD 201 schools'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 theclassroom.

Attended parent-teacherconferences when yourequested them.

Picked up their child's lastreport card.

36


Teacher-Parent Trust

Performance: Strong

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

Minooka CCSD 201 schools'2013 5Essentials Performance on Teacher-Parent

Trust


Teacher-Parent Trust Over Time

37





Parents do their best to helptheir children learn

Teachers feel good aboutparents' support for their work

Parents support teachersteaching efforts

Teachers and parents think ofeach other as partners ineducating children.

38


Staff at this school work hardto build trusting relationshipswith parents.

Teachers feel respected by theparents of the students

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 201’s eScore of 57 represents its aggregateperformance across four key indicators of SupportiveEnvironment:

• Peer Support for Academic Work (56 - Neutral)• Academic Personalism (29 - Weak)• Academic Press (31 - Weak)• Safety (77 - Strong)• Student-Teacher Trust (68 - Strong)

Minooka CCSD 201 schools'2013 5Essentials Performance on Supportive

Environment


Measures for Supportive Environment

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

Minooka CCSD 201 schools'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 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

Performance: Weak

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

Minooka CCSD 201 schools'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 learningsomething.

Gives me specific suggestions about howI can improve my work in this class.

Is willing to give extra help on schoolworkif I need it.

45


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

46


Academic Press

Performance: Weak

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

Minooka CCSD 201 schools'2013 5Essentials Performance on Academic Press


Academic Press Over Time

47




Students report that:

The teacher asks difficult questions inclass

The teacher asks difficult questions ontests

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 dowell

The teacher wants us to become betterthinkers, not just memorize things

The teacher expects me to do my best allthe time

The teacher expects everyone to workhard

49


Safety

Performance: Strong

SafetyStudents feel safe both in and around the schoolbuilding, and while they travel to and from home.

Minooka CCSD 201 schools'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 theschool.

In their classes

51


Student-Teacher Trust

Performance: Strong

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

Minooka CCSD 201 schools'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 myteachers at this school.

My teachers will always listen to students'ideas.

When my teachers tell me not to dosomething, I know they have a goodreason

53


My teachers treat me with respect.

54


Ambitious Instruction


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 55,representing its aggregate performance acrossfour 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)

Minooka CCSD 201 schools'2013 5Essentials Performance on Ambitious Instruction


Measures for Ambitious Instruction

Course Clarity

English Instruction

Math Instruction

Quality of Student Discussion

Minooka CCSD 201Performance on Ambitious Instruction Over Time

55


56


Measures of Ambitious Instruction

Course Clarity

Performance: Weak

Course ClarityStudents are provided clear learning goals andinstruction that supports achievement.

Minooka CCSD 201 schools'2013 5Essentials Performance on Course Clarity


Course Clarity Over Time

57



This groups's performance on this Measure is based on the questions shown below. Relativeperformance (above, at, near, below, far below benchmark) is based on how responses in this groupcompare to responses across the benchmark.


I learn a lot from feedback on my work.

The homework assignments help me tolearn the course material.

The work we do in class is goodpreparation for the test.

I know what my teacher wants me to learnin this class.

58


It's clear to me what I need to do to get agood grade.

59


English Instruction


English InstructionStudents interact with course material and oneanother to build and apply critical reading and writingskills.

Minooka CCSD 201 schools'2013 5Essentials Performance on English Instruction


English Instruction Over Time

60




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 areading.

Discuss how culture, time, orplace affects an author'swriting.

61


Discuss connections betweena reading and real life peopleor situations.

62


Math Instruction

Performance: Weak

Math InstructionStudents interact with course material and oneanother to build and apply knowledge in their mathclasses.

Minooka CCSD 201 schools'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 otherstudents to solve.

Write a few sentences toexplain how you solved a mathproblem.

Apply math to situations in lifeoutside of school.

Explain how you solved aproblem to the class.

64


Discuss possible solutions toproblems with other students.

65


Quality of Student Discussion

Performance: Strong

Quality of Student DiscussionStudents participate in classroom discussions thatbuild their critical thinking skills.

Minooka CCSD 201 schools'2013 5Essentials Performance on Quality of Student

Discussion


Quality of Student Discussion Over Time

66





Students use data and text references tosupport their ideas.

Students provide constructive feedbackto their peers/teachers.

Students build on each other's ideasduring discussion.

Most students participate in thediscussion at some point.

67


Students show each other respect.

68


5 Essentials Full Report for Minooka CCSD 201

Documents

essentials fullreportreport

naminooka ccsd

number of schools

measures of effective

measures of involved

high school

student learning

chicago school research