5essentials full report · 5essentials predicts school improvement school improvement is...

2018

5Essentials FullReportReport for Argo CHSD 217

Table of Contents

The 5Essentials .......................................................................................................................................... 1

Effective Leaders........................................................................................................................................ 3

Measures of Effective Leaders .............................................................................................................. 4

Collaborative Teachers............................................................................................................................ 16

Measures of Collaborative Teachers ................................................................................................... 18

Involved Families ..................................................................................................................................... 32

Measures of Involved Families ............................................................................................................ 33

Supportive Environment.......................................................................................................................... 41

Measures of Supportive Environment.................................................................................................. 43

Ambitious Instruction .............................................................................................................................. 54

Measures of Ambitious Instruction....................................................................................................... 56

2018 survey results for Argo CHSD 217. Produced by UChicago Impact.

5Essentials Overview

State of Illinois

Argo CHSD 217 schools'2018 5Essentials Performance

Most ImplementationMore ImplementationAverage ImplementationLess ImplementationLeast ImplementationNo DataLow Response/Not Applicable

Argo CHSD 217Number 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 Argo CHSD 217

Schools in Argo CHSD 217 completed the5Essentials School Effectiveness Surveys in 2018.The results of these surveys indicate that, onaverage, schools in Argo CHSD 217 are not yetorganized.

Each of the Essentials provides a different lens intothe organizational and learning conditions atschools in the Argo CHSD 217 and providesguidance on how each of its schools can organizeits work. On average, Argo CHSD 217 had thefollowing performance on each of the Essentials:

Ambitious Instruction: Classes arechallenging and engaging. AverageImplementationEffective Leaders: Principals And Teachers Implement A Shared Vision For Success. LessImplementationCollaborative Teachers: Teachers Collaborate To Promote Professional Growth. LessImplementationInvolved Families: The Entire Staff Builds Strong External Relationships. Less Implementation

1


Supportive Environment: The School Is Safe, Demanding, And Supportive. AverageImplementation

2


Effective Leaders

Performance: Less Implementation

In Schools With Effective Leaders, Principals AndTeachers Work Together To Implement A SharedVision. In Such Schools, People, Programs, AndResources Are Focused On A Vision For SustainedImprovement. Leaders: <ul> <li>practice SharedLeadership,</li> <li>set High Goals For QualityInstruction,</li> <li>maintain Mutually Trusting AndRespectful Relationships,</li> <li>supportProfessional Advancement For Faculty And Staff,And</li> <li>manage Resources For SustainedProgram Improvement (Not Measured).</li> </ul>

Argo CHSD 217 Received A Score Of 22,Representing Its Aggregate Performance Across FourKey Indicators Of Indicators Of This Essential:

• Program Coherence (32 - Less Implementation)• Teacher-Principal Trust (17 - Least

Implementation)• Teacher Influence (25 - Less Implementation)• Instructional Leadership (14 - Least

Implementation)

Argo CHSD 217 Schools'2018 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

3

Measures Of Effective Leaders

Program Coherence


Program Coherence SchoolPrograms Are Coordinated And Consistent With ItsGoals For Student Learning.

Argo CHSD 217 Schools'2018 5Essentials Performance On Program

Coherence


Program Coherence Over Time

4

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 Following:

Many Special Programs Come And Go AtThis School.

Once We Start A New Program In ThisSchool, We Follow Up To Make Sure That It'sWorking.

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 OfThem All.

5


There Is Consistency In Curriculum,Instruction, And Learning Materials AmongTeachers In The Same Grade Level At ThisSchool.

6


Teacher-Principal Trust

Performance: Least Implementation

Teacher-Principal Trust TeachersAnd Principals Share A High Level Of Mutual TrustAnd Respect.

Argo CHSD 217 Schools'2018 5Essentials Performance On Teacher-Principal

Trust


Teacher-Principal Trust Over Time

7




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.

8


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

9


Teacher Influence


Teacher Influence Teachers HaveInfluence In A Broad Range Of Decisions RegardingSchool Policies And Practices.

Argo CHSD 217 Schools'2018 5Essentials Performance On Teacher Influence


Teacher Influence Over Time

10



Teachers Report Having Influence On:

Planning How Discretionary School FundsShould Be Used.

Determining The Content Of In-servicePrograms.

Determining Which Books And OtherInstructional Materials Are Used InClassrooms.

Establishing The Curriculum AndInstructional Program.

11


Setting Standards For Student Behavior.

12


Instructional Leadership

Performance: Least Implementation

Instructional Leadership The SchoolLeadership Team Sets High Standards For TeachingAnd Student Learning.

Argo CHSD 217 Schools'2018 5Essentials Performance On Instructional

Leadership


Instructional Leadership Over Time

13



Teachers Report That A Member Of The School Leadership Team:

Knows What's Going On In My Classroom.

Provides Me With Useful Feedback ToImprove My Teaching.

Has Provided Me With The Support I NeedTo Improve My Teaching.

Presses Teachers To Implement What TheyHave Learned In Professional Development.

14


Communicates A Clear Vision For OurSchool.

Makes Clear To The Staff The Leadership’sExpectations For Meeting InstructionalGoals.

15


Collaborative Teachers


In Schools With Strong Collaborative Teachers,All Teachers Collaborate To Promote ProfessionalGrowth. In Such Schools, Teachers Are: <ul><li>active Partners In School Improvement,</li><li>committed To The School, And</li> <li> FocusedOn Professional Development. </li> </ul>

Argo CHSD 217 Received A Score Of 39,Representing Its Aggregate Performance Across FourKey Indicators Of Indicators Of This Essential:

• Collaborative Practices (59 - AverageImplementation)

• Collective Responsibility (27 - LessImplementation)

• Quality Professional Development (21 - LessImplementation)

• School Commitment (56 - AverageImplementation)

• Teacher-Teacher Trust (32 - LessImplementation)

Argo CHSD 217 Schools'2018 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

16

17


Measures Of Collaborative Teachers

Collaborative Practices

Performance: Average Implementation

Collaborative Practices Teachers ObserveEach Others' Practice And Work Together To ReviewAssessment Data And Develop Instructional Strategies. 

Argo CHSD 217 Schools'2018 5Essentials Performance On Collaborative

Practices


Collaborative Practices Over Time

18



Teachers Report How Often They Have Done The Following:

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?

19


Worked On Instructional Strategies With OtherTeachers?

20


Collective Responsibility


Collective Responsibility Teachers Share AStrong Sense Of Responsibility For Student Development,School Improvement, And Professional Growth.

Argo CHSD 217 Schools'2018 5Essentials Performance On Collective

Responsibility


Collective Responsibility Over Time

21



Teachers Report That Other Teachers In The School:

Feel Responsible When Students InThis School Fail?

Feel Responsible To Help EachOther Do Their Best?

Help Maintain Discipline In TheEntire School, Not Just TheirClassroom?

Take Responsibility For ImprovingThe School?

22


Feel Responsible For HelpingStudents Develop Self-control?

Feel Responsible That All StudentsLearn?

23


Quality Professional Development


Quality ProfessionalDevelopment Professional Development Is RigorousAnd Focused On Student Learning.

Argo CHSD 217 Schools'2018 5Essentials Performance On Quality

Professional Development


Quality Professional Development Over Time

24



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.

25


Been Closely Connected To My School’sImprovement Plan.

26


School Commitment


School Commitment Teachers Are DeeplyCommitted To The School.

Argo CHSD 217 Schools'2018 5Essentials Performance On School

Commitment


School Commitment Over Time

27




I Wouldn’t 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 DayAt This School.

I Feel Loyal To This School.

28


Teacher-Teacher Trust


Teacher-Teacher Trust Teachers AreSupportive And Respectful Of One Another, Personally AndProfessionally.

Argo CHSD 217 Schools'2018 5Essentials Performance On Teacher-

Teacher Trust


Teacher-Teacher Trust Over Time

29




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.

30


Teachers Feel Respected By Other Teachers

31


Involved Families


In Schools With Involved Families, The EntireStaff Builds Strong External Relationships. SuchSchools: <ul> <li>see Parents As Partners InHelping Students Learn,</li> <li>value Parents' InputAnd Participation In Advancing The School's Mission,And</li> <li>support Efforts To Strengthen ItsStudents' Community Resources.</li> </ul>

Argo CHSD 217 Received A Score Of 26 RepresentsIts Aggregate Performance Across Three KeyIndicators Of Involved Families:

• Teacher-Parent Trust (33 - Less)• Parent Involvement In School (21 - Less)• Parent Influence On Decision Making In Schools

(23 - Less)

Argo CHSD 217 Schools'2018 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

32

Measures Of Involved Families

Teacher-Parent Trust


Teacher-Parent Trust Teachers AndParents Are Partners In Improving Student Learning.

Argo CHSD 217 Schools'2018 5Essentials Performance On Teacher-

Parent Trust


Teacher-Parent Trust Over Time

33




Parents Do Their Best To HelpTheir Children Learn

Teachers Feel Good AboutParents' Support For Their Work

Parents Support TeachersTeaching Efforts

Teachers And Parents At ThisSchool Think Of Each Other AsPartners In Educating Children.

34


Staff At This School Work Hard ToBuild Trusting Relationships WithParents.

Teachers Feel Respected By TheParents Of The Students

35


Parent Involvement In School


Parent Involvement In School Parents AreActive Participants In Their Child's Schooling.

Argo CHSD 217 Schools'2018 5Essentials Performance On Parent

Involvement In School


Parent Involvement In School Over Time

36



Teachers Report That Students' Parents:

Volunteered Time To Support TheSchool (E.g., Volunteer InClassrooms, Help With School-wide Events, Etc.)?

Contacted You About TheirChild's Performance?

Responded To Your SuggestionsFor Helping Their Child?

Attended Parent-teacherConferences When YouRequested Them?

37


Parent Influence On Decision Making In Schools


Parent Influence On Decision Making InSchools The School Has Created Opportunities ForParents To Participate In Developing Academic ProgramsAnd Influencing School Curricula.

Argo CHSD 217 Schools'2018 5Essentials Performance On ParentInfluence On Decision Making In Schools


Parent Influence On Decision Making InSchools Over Time

38



Teachers Report That The School:

Involves Parents In Commenting On SchoolCurricula.

Develops Formal Networks To Link AllFamilies With Each Other (For Example:Sharing Parent Directories, Providing AWebsite For Parents To Connect With OneAnother, Etc.).

Encourages More-involved Parents To ReachOut To Less-involved Parents.

Involves Parents In The Development OfPrograms Aimed At Improving Students’Academic Outcomes.

39


Includes Parent Leaders From AllBackgrounds In School Improvement Efforts.

40


Supportive Environment


In Schools With A Supportive Environment, TheSchool Is Safe, Demanding, And Supportive. In SuchSchools: <ul> <li>students Feel Safe In AndAround The School,</li> <li>they Find TeachersTrust-worthy And Responsive To Their AcademicNeeds,</li> <li>and They Are Well-supported InPlanning For College And Other Post-high SchoolExperiences.</li> </ul>

Argo CHSD 217 Received A Score Of 55 RepresentsIts Aggregate Performance Across Five KeyIndicators Of Supportive Environment:

• Safety (38 - Less)• School-Wide Future Orientation (62 - More)• Student-Teacher Trust (83 - Most)• Expectations For Postsecondary Education (35 -

Less)

Argo CHSD 217 Schools'2018 5Essentials Performance On Supportive

Environment


Measures For Supportive Environment

Safety

School-Wide FutureOrientationStudent-Teacher Trust

Expectations ForPostsecondary Education

Performance On Supportive Environment Over Time

41

42


Measures Of Supportive Environment

Safety


Safety Students Feel Safe Both InAnd Around The School Building, And While TheyTravel To And From Home.

Argo CHSD 217 Schools'2018 5Essentials Performance On Safety


Safety Over Time

43



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?

44


In Your Classes?

45


School-Wide Future Orientation

Performance: More Implementation

School-Wide Future Orientation TheSchool Engages All Students In Planning For LifeAfter Graduation.

Argo CHSD 217 Schools'2018 5Essentials Performance On School-Wide

Future Orientation


School-Wide Future Orientation Over Time

46



Students Report That:

Teachers Work Hard To Make Sure ThatStudents Stay In School.

Teachers Pay Attention To All Students, NotJust The Top Students.

Teachers Make Sure That All Students ArePlanning For Life After Graduation.

Teachers Work Hard To Make Sure That AllStudents Are Learning.

47


All Students Are Encouraged To Go ToCollege.

High School Is Seen As Preparation For TheFuture.

48


Student-Teacher Trust

Performance: Most Implementation

Student-Teacher Trust Students AndTeachers Share A High Level Of Mutual Trust AndRespect.

Argo CHSD 217 Schools'2018 5Essentials Performance On Student-Teacher

Trust


Student-Teacher Trust Over Time

49



Students Report:

My Teachers Always Keep Their Promises

I Feel Safe And Comfortable With MyTeachers At This School.

My Teachers Will Always Listen To Students'Ideas.

My Teachers Treat Me With Respect.

50


Expectations For Postsecondary Education


Expectations For PostsecondaryEducation The School Expects All StudentsTo Attend College And Promotes College-readiness.

Argo CHSD 217 Schools'2018 5Essentials Performance On Expectations For

Postsecondary Education


Expectations For Postsecondary Education Over Time

51



Teachers Report That:

Most Of The Students In This School ArePlanning To Go To College.

Teachers Expect Most Students In ThisSchool To Go To College.

Teachers At This School Help Students PlanFor College Outside Of Class Time.

The Curriculum At This School Is FocusedOn Helping Students Get Ready For College.

52


Teachers In This School Feel That It Is APart Of Their Job To Prepare Students ToSucceed In College.

53


Ambitious Instruction

Performance: AverageImplementation

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 TheMost Direct Effect On Student Learning. ItIs: <ul> <li> Well-defined With ClearExpectations For Student Success, </li> <li>Interactive And Encourages Students To BuildAnd Apply Knowledge, </li> <li> Well-paced (NotMeasured), And </li> <li> Aligned Across Grades(Not Measured). </li> </ul>

Argo CHSD 217 Received A Score Of 58,Representing Its Aggregate Performance AcrossFour Key Indicators Of Indicators Of ThisEssential:

• English Instruction (67 - More)• Math Instruction (59 - Average)• Academic Press (68 - More)• Quality Of Student Discussion (38 - Less)

Argo CHSD 217 Schools'2018 5Essentials Performance On Ambitious Instruction


Measures For Ambitious Instruction

English Instruction

Math Instruction

Academic Press

Quality Of Student Discussion

Argo CHSD 217Performance On Ambitious Instruction Over Time

54

55


Measures Of Ambitious Instruction

English Instruction


English Instruction Students Interact WithCourse Material And One Another To Build And ApplyCritical Reading And Writing Skills.

Argo CHSD 217 Schools'2018 5Essentials Performance On English

Instruction


English Instruction Over Time

56



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.

57


Discuss Connections Between AReading And Real Life People OrSituations.

Explain How Writers Use ToolsLike Symbolism And MetaphorTo Communicate Meaning.

58


Math Instruction


Math Instruction Students Interact WithCourse Material And One Another To Build And ApplyKnowledge In Their Math Classes.

Argo CHSD 217 Schools'2018 5Essentials Performance On Math

Instruction


Math Instruction Over Time

59



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.

Solve A Problem With MultipleSteps That Takes More Than 20Minutes.

60


Explain How You Solved AProblem To The Class.

Discuss Possible Solutions ToProblems With Other Students.

61


Academic Press


Academic Press Teachers Expect StudentsTo Do Their Best And To Meet Academic Demands.

Argo CHSD 217 Schools'2018 5Essentials Performance On Academic

Press


Academic Press Over Time

62



Students Report The Following About One Specific Class:

The Teacher Asks Difficult Questions InClass

The Teacher Asks Difficult Questions OnTests

This Class Challenges Me

This Class Really Makes Me Think.

63


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

64


Quality Of Student Discussion


Quality Of Student Discussion StudentsParticipate In Classroom Discussions That Build TheirCritical Thinking Skills.

Argo CHSD 217 Schools'2018 5Essentials Performance On Quality Of

Student Discussion


Quality Of Student Discussion Over Time

65



Teachers Report The Following About Classroom Discussions:

Students Use Data And Text References ToSupport Their Ideas.

Students Provide Constructive Feedback ToTheir Peers And To Me.

Students Build On Each Other's IdeasDuring Discussion.

Most Students Participate In The DiscussionAt Some Point.

66


Students Show Each Other Respect.

67


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