Report 5essentials AUX

2015

5Essentials FullReportReport for Aux Sable

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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 ................................................................................................... 16

Involved Families ..................................................................................................................................... 30

Measures of Involved Families ............................................................................................................ 31

Supportive Environment.......................................................................................................................... 39

Measures of Supportive Environment.................................................................................................. 40

Ambitious Instruction .............................................................................................................................. 44

Measures of Ambitious Instruction....................................................................................................... 45

2015 survey results for Aux Sable. Produced by UChicago Impact.

5Essentials Overview

State of Illinois

Aux Sable2015 5Essentials Performance

Very StrongStrongNeutralWeakVery WeakLow Response or N/A

Survey Response Rates

Respondent Response Rate (State of Illinois)Students 0.0 (70%)Teachers 71.9% (76%)

Survey results are available to schools if they have at least 8valid student or teacher responses and if at least 50% oftheir students or teachers responded.

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 at Aux Sable

Aux Sable completed the 2015 Illinois 5Essentialsin 2015. The results of these surveys at indicatethat Aux Sable is moderately organized forimprovement.

Each of the Essentials provides a different lens intothe organizational and learning conditions at AuxSable and provides guidance on how a school canorganize its work:

Ambitious Instruction: Classes are challenging and engaging. Low Response/Not Applicable*Effective Leaders: Principals and teachers implement a shared vision for success. NeutralCollaborative Teachers: Teachers collaborate to promote professional growth. NeutralInvolved Families: The entire staff builds strong external relationships. NeutralSupportive Environment: The school is safe, demanding, and supportive. Low Response/NotApplicable

1


Effective Leaders

Performance: Neutral

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).

Aux Sable received a score of 51 on EffectiveLeaders, representing its aggregate performanceacross four key indicators of this essential:

Program Coherence (66 - Strong) Teacher-Principal Trust (50 - Neutral) Teacher Influence (44 - Neutral) Instructional Leadership (44 - Neutral)

Aux SablePerformance on Effective Leaders

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: Strong

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

Aux SablePerformance on Program Coherence

Program Coherence Over Time

3


What are these results based on?

This schools performance on this measure is based on the questions shown below. Relativeperformance is based on how responses in this school 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.

Aux SablePerformance 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


In schools with strong Teacher Influence, teachershave influence in a broad range of decisions regardingschool policies and practices.

Based on a comparison to the benchmark, anmScore of 44 means that Aux Sable is neutral onthis measure.

Aux SablePerformance 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


In schools with strong Instructional Leadership, theleadership team is an active and skilled group thatsets high standards for teaching and student learning.

On average, % of teachers at Aux Sableresponded favorably to questions related toInstructional Leadership.

Based on a comparison to the benchmark, anmScore of 44 means that Aux Sable is neutral onthis measure.

Aux SablePerformance 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.

Aux Sable received a score of 47 on CollaborativeTeachers, representing its aggregate performanceacross four key indicators of this essential:

Collaborative Practices (35 - Weak) Collective Responsibility (36 - Weak) Quality Professional Development (51 - Neutral) School Commitment (43 - Neutral) Teacher-Teacher Trust (68 - Strong)

Aux SablePerformance on Collaborative Teachers

Measures for Collaborative Teachers

Collaborative Practices

Collective Responsibility

Quality ProfessionalDevelopmentSchool Commitment

Teacher-Teacher Trust

Performance on Collaborative Teachers Over Time

15


Measures of Collaborative Teachers

Collaborative Practices

Performance: Weak

Collaborative PracticesTeachers observe each others' practice and worktogether to review assessment data and developinstructional strategies.

Aux SablePerformance on Collaborative Practices

Collaborative Practices Over Time

16



This school'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 schoolcompare to the benchmark.

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 particularclasses.

17


Worked on instructional strategies withother teachers.

18


Collective Responsibility

Performance: Weak

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

Aux SablePerformance on Collective Responsibility

Collective Responsibility Over Time

19




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.

20


Feel responsible for helpingstudents develop self-control.

Feel responsible that allstudents learn.

21


Quality Professional Development


Quality Professional DevelopmentProfessional development is rigorous and focused onstudent learning.

Aux SablePerformance on Quality Professional Development

Quality Professional Development Over Time

22




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.

23


Been closely connected to my schoolsimprovement plan.

24


School Commitment


School CommitmentTeachers are deeply committed to the school.

Aux SablePerformance on School Commitment

School Commitment Over Time

25





I wouldnt 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.

26


Teacher-Teacher Trust

Performance: Strong

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

Aux SablePerformance on Teacher-Teacher Trust

Teacher-Teacher Trust Over Time

27





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.

28


Teachers feel respected by other teachers

29


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.

Aux Sables eScore of 58 represents its aggregateperformance across four key indicators of InvolvedFamilies:

Teacher-Parent Trust (49 - Neutral) Parent Involvement in School (65 - Strong) Parent Influence on Decision Making in Schools

(60 - Strong)

Aux SablePerformance on Involved Families

Measures for Involved Families

Teacher-Parent Trust

Parent Involvement in School

Parent Influence on DecisionMaking in Schools

Performance on Over Time

30


Measures of Involved Families

Teacher-Parent Trust


Teacher-Parent TrustTeachers and parents are partners in improving student learning.

Aux SablePerformance on Teacher-Parent Trust

Teacher-Parent Trust Over Time

31



This school'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 school compare to thebenchmark.


Parents do their best to help theirchildren learn

Teachers feel good about parents'support for their work

Parents support teachersteaching efforts

Teachers and parents think ofeach other as partners ineducating children.

32


Staff at this school work hard tobuild trusting relationships withparents.

Teachers feel respected by theparents of the students

33


Parent Involvement in School

Performance: Strong

Parent Involvement in SchoolParents participate in school activities related to their child'sacademic growth.

Aux SablePerformance on Parent Involvement in

School

Parent Involvement in School Over Time

34




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.

35


Parent Influence on Decision Making in Schools

Performance: Strong

In schools with strong Parent Influence on Decision Making inSchools, the school actively creates opportunities for parents toparticipate in developing academic programs and influencingschool curricula.

On average, % of teachers at Aux Sable responded favorablyto questions related to Parent Influence on Decision Makingin Schools.

Based on a comparison to the benchmark, an mScore of 60means that Aux Sable is strong on this measure.

Aux SablePerformance on Parent Influence on

Decision Making in Schools

Parent Influence on Decision Making inSchools Over Time

36




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.

37


Includes parent leaders from all backgroundsin school improvement efforts.

38


Supportive Environment

Performance: Low Response/NotApplicable

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.

Aux SablePerformance on Supportive Environment

Measures for Supportive Environment

Peer Support for AcademicWorkAcademic Personalism

Safety

Student-Teacher Trust

Performance on Supportive Environment Over Time

39


Measures of Supportive Environment

Peer Support for Academic Work


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

Aux SablePerformance on Peer Support for Academic Work

Peer Support for Academic Work Over Time

40


Academic Personalism


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

Aux SablePerformance on Academic Personalism

Academic Personalism Over Time

41


Safety


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

Aux SablePerformance on Safety

Safety Over Time

42


Student-Teacher Trust


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

Aux SablePerformance on Student-Teacher Trust

Student-Teacher Trust Over Time

43


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).

Aux SablePerformance on Ambitious Instruction

Measures for Ambitious Instruction

English Instruction

Math Instruction

Academic Press

Quality of Student Discussion

Aux SablePerformance on Ambitious Instruction Over Time

44


Measures of Ambitious Instruction

English Instruction


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

Aux SablePerformance on English Instruction

English Instruction Over Time

45


Math Instruction


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

Aux SablePerformance on Math Instruction

Math Instruction Over Time

46


Academic Press


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

Aux SablePerformance on Academic Press

Academic Press Over Time

47


Quality of Student Discussion

Performance: Weak

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

Aux SablePerformance on Quality of Student Discussion

Quality of Student Discussion Over Time

48





Students use data and text references tosupport their ideas.

Students provide constructive feedbackto their peers and to me.

Students build on each others ideasduring discussion.

Most students participate in thediscussion at some point.

49


Students show each other respect.

50


5Essentials Full ReportReport for Aux Sable

Table of Contents5Essentials OverviewSurvey Response Rates5Essentials Predicts School Improvement5Essentials at Aux Sable

Effective LeadersPerformance: neutral

Measures of Effective LeadersProgram CoherencePerformance: strongWhat are these results based on?

Teacher-Principal TrustPerformance: neutralWhat are these results based on?

Teacher InfluencePerformance: neutralWhat are these results based on?

Instructional LeadershipPerformance: neutralWhat are these results based on?

Collaborative TeachersPerformance: neutral

Measures of Collaborative TeachersCollaborative PracticesPerformance: weakWhat are these results based on?

Collective ResponsibilityPerformance: weakWhat are these results based on?

Quality Professional DevelopmentPerformance: neutralWhat are these results based on?

School CommitmentPerformance: neutralWhat are these results based on?

Teacher-Teacher TrustPerformance: strongWhat are these results based on?

Involved FamiliesPerformance: neutral

Measures of Involved FamiliesTeacher-Parent TrustPerformance: neutralWhat are these results based on?

Parent Involvement in SchoolPerformance: strongWhat are these results based on?

Parent Influence on Decision Making in SchoolsPerformance: strongWhat are these results based on?

Supportive EnvironmentPerformance: low response/not applicable

Measures of Supportive EnvironmentPeer Support for Academic WorkPerformance: low response/not applicable

Academic PersonalismPerformance: low response/not applicable

SafetyPerformance: low response/not applicable

Student-Teacher TrustPerformance: low response/not applicable

Ambitious InstructionPerformance: low response/not applicable

Measures of Ambitious InstructionEnglish InstructionPerformance: low response/not applicable

Math InstructionPerformance: low response/not applicable

Academic PressPerformance: low response/not applicable

Quality of Student DiscussionPerformance: weakWhat are these results based on?

Documents

Report 5essentials AUX