Five Fundamentals for School Success
Consortium on Chicago School Research
2007 Individual Survey Reports
Presented by Holly Hart
Today’s Objectives
• Learn how to read and interpret the graphs
• Consider how results can be used for planning and action
Background
• Biannual surveys of students, teachers and principals
• Content developed over the years
• Developed with broad input and consultation
Survey Administration
• Administered in late spring, 2007
• 6th through 10th grade students*
• All teachers and principals*
• Results are confidential
Survey Returns
• Elementary Schools– 77,724 students (6-8th grade)– 11,582 teachers
• High Schools– 39,945 students (9-10th grade)– 4,284 teachers
Who Gets a Report?
• Schools with at least 42% of teachers responding and/or
• Schools with at least 50% of students responding• = 587 schools (92%)
Framework of the Essential Supports and Contextual Resources for School Improvement
Impact of the Essential Supports
• Schools strong in 3-5 essential supports were 10 times more likely to show increasing reading gains than schools strong in only 1-2 supports.
Impact in High Schools• In recent report, What Matters for Staying On-
Track and Graduating in Chicago Public High Schools…
• Grades, failures and absence rates were better than expected, given the students served by the school, in schools with (1) supportive relationships between teachers and students, and (2) a perception among students that the work they were doing in high school was preparing them for the future.
What is a Scale?
• Combines questions that– Fit together conceptually (same idea)– Fit together statistically
• Summarizes the data
• More reliable than a single item
Program CoherenceTeachers agree or disagree that:• You can see continuity from one program to another• Many special programs come and go• Once we start a new program, we follow up with it• Curriculum and instruction are well coordinated
across grades• We have so many programs that I can’t keep track• Curriculum and instruction are consistent among
teachers in the same grade• Coordination/focus of instruction has changed for
better in last 2 years
Value of Your School Reports• Not what CCSR thinks but…
– How the teachers and students from your school responded
• Anonymous responses • More comprehensive view • Focused areas of inquiry and
methodologically sound scales
Essential Supports for School Improvement
Five Fundamentals for School Success
CPS Five Fundamentals
Instructional LeadershipGoal setting
The principal and leadership team collaborate to
establish and communicate instructional goals for
school success.
Resource management
The leadership team allocates and manages resources to support the
school’s instructional program.
Shared leadershipSchool staff share
leadership responsibilities and participate in decision
making that advancesthe school’s
mission.
Professional Capacity
Focused PDAll staff participate in concrete, targeted professional development aligned with SIPAAA priorities.
Peer collaborationSchool leaders schedule and protect sufficient planning time, which teachers use to build collegiality and collaborate on instruction.
Continuous learningThe leadership team facilitates dialogue focused on progress and actively engages with staff to improve instruction.
Learning Climate
EnvironmentStudents and staff
establish and maintain a safe, welcoming school
environment.
ExpectationsAll members of the school community demonstrate
high expectations for themselves and others.
RelationshipsAll school-based
interactions are mutually respectful, caring, and
personalized.
Family & Community InvolvementCommunicationThere is regular, effective, two-way communication between school staff and families about expectations and student progress.
PartnershipsThe school and community share leadership and resources, including time, expertise, and facilities.
Community investmentCommunity members recognize the school as an integral part of the neighborhood and support school improvement.
InstructionInstructional visionSchool staff develop and implement a coherent school-wide instructional program based on the school’s vision and mission.
Content and pedagogyTeachers engage all students in rigorous lessons aligned with the school’s instructional goals and the appropriate standards.
Data-driven improvementTeachers address all students’ needs by using student work and assessments to make instructional decisions.
CCSR Individual School Report
Instructional LeadershipGoal setting
The principal and leadership team collaborate to
establish and communicate instructional goals for
school success.
Resource management
The leadership team allocates and manages resources to support the
school’s instructional program.
Shared leadershipSchool staff share
leadership responsibilities and participate in decision
making that advancesthe school’s
mission.
Professional Capacity
Focused PDAll staff participate in concrete, targeted professional development aligned with SIPAAA priorities.
Peer collaborationSchool leaders schedule and protect sufficient planning time, which teachers use to build collegiality and collaborate on instruction.
Continuous learningThe leadership team facilitates dialogue focused on progress and actively engages with staff to improve instruction.
Learning Climate
EnvironmentStudents and staff
establish and maintain a safe, welcoming school
environment.
ExpectationsAll members of the school community demonstrate
high expectations for themselves and others.
RelationshipsAll school-based
interactions are mutually respectful, caring, and
personalized.
Family & Community InvolvementCommunicationThere is regular, effective, two-way communication between school staff and families about expectations and student progress.
PartnershipsThe school and community share leadership and resources, including time, expertise, and facilities.
Community investmentCommunity members recognize the school as an integral part of the neighborhood and support school improvement.
InstructionInstructional visionSchool staff develop and implement a coherent school-wide instructional program based on the school’s vision and mission.
Content and pedagogyTeachers engage all students in rigorous lessons aligned with the school’s instructional goals and the appropriate standards.
Data-driven improvementTeachers address all students’ needs by using student work and assessments to make instructional decisions.
Reading Five Fundamentals Diagram
• 5 colors based on distance from CPS average
• Lack of data
Performance on Five Fundamentals
• Your school’s unique performance on five fundamentals• Quick impression of performance• Each box represents the average of
all scales• Also shows performance on sub-
components of each fundamental• Compared to CPS norms
Digging Deeper – Ambivalence Elementary
Digging Deeper – Ambivalence Elementary
Reading Individual scales
• Performance is more mixed than overall diagram implies
• Some strengths, some weaknesses (Academic press, Academic Engagement, etc)
Low-Response Rate Example
Two Reports
• Summary
• Details
Example of a profile
Program Coherence
Schools like yours
System
Details Report
• Lists all the questions that went into the scale
• Compares your school’s responses on each question to the system
• Shows the variation among your students/teachers on each scale
• Gives more information about why your school may be high or low on a scale
Program Coherence
System
Program Coherence
1 None2 Little3 Moderate4 Strong
Program Coherence
1 None 2 Little 3 Moderate
4 Strong
Conclusion
Individual Survey Reports:
• Can help you learn more about strengths and weaknesses at your school
• Can provide a tool for identifying and explaining issues that you would like to address
For more information
• Consortium Survey Office – 773-834-3629– [email protected]
• Actual surveys and more information on our website: http://ccsr.uchicago.edu
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