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– ccsr-survey@uchicago.edu

• Actual surveys and more information on our website: http://ccsr.uchicago.edu