5Essentials Full Report

Transcription

1 2013 5Essentials Full Report Report for Argo Community High School

2 Table of Contents The 5Essentials... 1 Effective Leaders... 2 Measures of Effective Leaders... 3 Collaborative Teachers Measures of Collaborative Teachers Involved Families Measures of Involved Families Supportive Environment Measures of Supportive Environment Ambitious Instruction Measures of Ambitious Instruction... 55

3 1 5Essentials Overview 5Essentials Predicts School Improvement School improvement is challenging work. Without strength in multiple areas, schools often struggle to improve. Researchers at the University of Chicago Consortium on Chicago School Research used 20 years of evidence to define five essential components of organization and climate related to improving schools. What they found is compelling. These researchers showed that schools strong on these Essentials are more likely to: improve student learning and attendance year after 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 5 Essentials are 10 times more likely to improve student learning. State of Illinois Argo Community High School Essentials Performance Very Strong Strong Neutral Weak Very Weak Low Response or N/A 5Essentials at Argo Community High School Survey Response Rates Argo Community High School completed the 2013 Illinois 5Essentials Survey in The results of these surveys at indicate that Argo Community High School is not yet organized for improvement. Respondent Response Rate (The State of Illinois) Students 55.2 (69%) Teachers 60.0% (70%) Survey results are available to schools if they have at least 8 valid student or teacher responses and if at least 50% of their students or teachers responded. Each of the Essentials provides a different lens into the organizational and learning conditions at Argo Community High School and provides guidance on how a school can organize its work: Ambitious Instruction: Classes are challenging and engaging. Neutral Effective Leaders: Principals and teachers implement a shared vision for success. Weak Collaborative Teachers: Teachers collaborate to promote professional growth. Weak Involved Families: The entire staff builds strong external relationships. Weak Supportive Environment: The school is safe, demanding, and supportive. Neutral

4 2 Effective Leaders Argo Community High School Performance on Effective Leaders Performance: Weak In schools with Effective Leaders, principals and teachers work together to implement a shared vision. In such schools, people, programs, and resources are focused 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). Measures for Effective Leaders Teacher Influence Principal Instructional Leadership Program Coherence Teacher-Principal Trust Performance on Effective Leaders Over Time Argo Community High School received a score of 23 on Effective Leaders, representing its aggregate performance across four key indicators of this essential: Teacher Influence (39 - Weak) Principal Instructional Leadership (11 - Very Weak) Program Coherence (15 - Very Weak) Teacher-Principal Trust (26 - Weak)

5 3 Measures of Effective Leaders Teacher Influence Performance: Weak Argo Community High School Performance on Teacher Influence Teacher Influence Teachers have influence in a broad range of decisions regarding school policies and practices. Teacher Influence Over Time

6 4 What are these results based on? 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 the benchmark. Teachers report having influence on: Hiring new professional personnel. Planning how discretionary school funds should be used. Determining books and other instructional materials used in classrooms. Setting standards for student behavior.

7 5 Establishing the curriculum and instructional program. Determining the content of in-service programs.

8 6 Principal Instructional Leadership Performance: Very Weak Principal Instructional Leadership The principal is an active and skilled instructional leader who sets high standards for teaching and student learning. Argo Community High School Performance on Principal Instructional Leadership Principal Instructional Leadership Over Time

9 7 What are these results based on? 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 the benchmark. Teachers report that the school principal: Participates in instructional planning with teams of teachers. Knows what s going on in my classroom. Carefully tracks student academic progress. Understands how children learn.

10 8 Presses teachers to implement what they have learned in professional development. Communicates a clear vision for our school. Sets high standards for student learning. Makes clear to the staff his or her expectations for meeting instructional goals.

11 9 Program Coherence Performance: Very Weak Argo Community High School Performance on Program Coherence Program Coherence School programs are coordinated and consistent with its goals for student learning. Program Coherence Over Time

12 10 What are these results based on? 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 the benchmark. Teachers report that: Many special programs come and go at this school. Once we start a new program, we follow up to make sure that it s working. Curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. We have so many different programs in this school that I can t keep track of them all.

13 11 There is consistency in curriculum, instruction, and learning materials among teachers in the same grade level at this school.

14 12 Teacher-Principal Trust Performance: Weak Argo Community High School Performance on Teacher-Principal Trust Teacher-Principal Trust Teachers and principals share a high level of mutual trust and respect. Teacher-Principal Trust Over Time

15 13 What are these results based on? 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 the benchmark. Teachers report that: It s OK in this school to discuss feelings, worries, and frustrations with the principal. The principal looks out for the personal welfare of the faculty members. I trust the principal at his or her word. The principal at this school is an effective manager who makes the school run smoothly.

16 14 The principal places the needs of children ahead of personal and political interests. The principal has confidence in the expertise of the teachers. The principal takes a personal interest in the professional development of teachers. Teachers feel respected by the principal

17 15 Collaborative Teachers Argo Community High School Performance on Collaborative Teachers Performance: Weak In schools with strong Collaborative Teachers, all teachers collaborate to promote professional growth. In such schools, teachers are: active partners in school improvement, committed to the school, and focused on professional development. Argo Community High School received a score of 38 on Collaborative Teachers, representing its aggregate performance across four key indicators of this essential: Collective Responsibility (33 - Weak) Quality Professional Development (32 - Weak) School Commitment (61 - Strong) Teacher-Teacher Trust (25 - Weak) Measures for Collaborative Teachers Collective Responsibility Quality Professional Development School Commitment Teacher-Teacher Trust Performance on Collaborative Teachers Over Time

18 16 Measures of Collaborative Teachers Collective Responsibility Performance: Weak Argo Community High School Performance on Collective Responsibility Collective Responsibility Teachers share a strong sense of responsibility for student development, school improvement, and professional growth. Collective Responsibility Over Time

19 17 What are these results based on? 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 the benchmark. Teachers report that other teachers in the school: Feel responsible when students in this school fail. Feel responsible to help each other do their best. Help maintain discipline in the entire school, not just their classroom. Take responsibility for improving the school.

20 18 Feel responsible for helping students develop self-control. Feel responsible that all students learn.

21 19 Quality Professional Development Performance: Weak Quality Professional Development Professional development is rigorous and focused on student learning. Argo Community High School Performance on Quality Professional Development Quality Professional Development Over Time

22 20 What are these results based on? 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 the benchmark. Teachers report that professional development this year has: Included opportunities to work productively with teachers from other schools. Included enough time to think carefully about, try, and evaluate new ideas. Been sustained and coherently focused, rather than short-term and unrelated. Included opportunities to work productively with colleagues in my school.

23 21 Been closely connected to my school s improvement plan.

24 22 School Commitment Performance: Strong Argo Community High School Performance on School Commitment School Commitment Teachers are deeply committed to the school. School Commitment Over Time

25 23 What are these results based on? 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 the benchmark. Teachers report that: I wouldn t want to work in any other school. I would recommend this school to parents seeking a place for their child. I usually look forward to each working day at this school. I feel loyal to this school.

26 24 Teacher-Teacher Trust Performance: Weak Argo Community High School Performance on Teacher-Teacher Trust Teacher-Teacher Trust Teachers are supportive and respectful of one another, personally and professionally. Teacher-Teacher Trust Over Time

27 25 What are these results based on? 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 the benchmark. Teachers report that: Teachers in this school trust each other. It's OK in this school to discuss feelings, worries, and frustrations with other teachers. Teachers respect other teachers who take the lead in school improvement efforts. Teachers at this school respect those colleagues who are experts at their craft.

28 26 Teachers feel respected by other teachers

29 27 Involved Families Argo Community High School Performance on Involved Families Performance: Weak In schools with Involved Families, the entire staff builds strong external relationships. Such schools: see parents as partners in helping students learn, value parents' input and participation in advancing the school's mission, and support efforts to strengthen its students' community resources. Argo Community High School s escore of 35 represents its aggregate performance across four key indicators of Involved Families: Measures for Involved Families Human & Social Resources in the Community Outreach to Parents Parent Involvement in School Teacher-Parent Trust Performance on Over Time Human & Social Resources in the Community (50 - Neutral) Outreach to Parents (11 - Very Weak) Parent Involvement in School (16 - Very Weak) Teacher-Parent Trust (63 - Strong)

30 28 Measures of Involved Families Human & Social Resources in the Community Performance: Neutral Human & Social Resources in the Community Students come from communities where there are adults they can trust who provide a safe environment. Argo Community High School Performance on Human & Social Resources in the Community Human & Social Resources in the Community Over Time

31 29 What are these results based on? 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 the benchmark. Students report the following about their community: People in this neighborhood can be trusted. The equipment and buildings in the neighborhood park or playground are well kept There are adults in this neighborhood that children can look up to. Adults in this neighborhood know who the local children are.

32 30 During the day, it is safe for children to play in the local park or playground.

33 31 Outreach to Parents Performance: Very Weak Argo Community High School Performance on Outreach to Parents Outreach to Parents The school creates a welcoming and communicative environment for all parents. Outreach to Parents Over Time

34 32 What are these results based on? 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 the benchmark. Teachers report that: Teachers work closely with parents to meet students' needs. Parents are invited to visit classrooms to observe the instructional program. This school regularly communicates with parents about how they can help their children learn. Teachers work at communicating to parents about support needed to advance the school mission.

35 33 Teachers encourage feedback from parents and the community. The principal pushes teachers to communicate regularly with parents. Teachers really try to understand parents' problems and concerns. Parents are greeted warmly when they call or visit the school.

36 34 Parent Involvement in School Performance: Very Weak Argo Community High School Performance on Parent Involvement in School Parent Involvement in School Parents participate in school activities related to their child's academic growth. Parent Involvement in School Over Time

37 35 What are these results based on? 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 the benchmark. Teachers report that parents at the school: Volunteered to help in the classroom. Attended parent-teacher conferences when you requested them. Picked up their child's last report card.

38 36 Teacher-Parent Trust Performance: Strong Argo Community High School Performance on Teacher-Parent Trust Teacher-Parent Trust Teachers and parents are partners in improving student learning. Teacher-Parent Trust Over Time

39 37 What are these results based on? 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 the benchmark. Teachers report that: Parents do their best to help their children learn Teachers feel good about parents' support for their work Parents support teachers teaching efforts Teachers and parents think of each other as partners in educating children.

40 38 Staff at this school work hard to build trusting relationships with parents. Teachers feel respected by the parents of the students

41 39 Supportive Environment Argo Community High School Performance on Supportive Environment Performance: Neutral In schools with a Supportive Environment, the school is 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, and they are well-supported in planning for college and other post-high school experiences. Argo Community High School s escore of 47 represents its aggregate performance across four key indicators of Supportive Environment: Academic Personalism (36 - Weak) Safety (65 - Strong) School-Wide Future Orientation (36 - Weak) Student-Teacher Trust (59 - Neutral) Expectations for Postsecondary Education (40 - Neutral) Measures for Supportive Environment Academic Personalism Safety School-Wide Future Orientation Student-Teacher Trust Expectations for Postsecondary Education Performance on Supportive Environment Over Time

42 40 Measures of Supportive Environment Academic Personalism Performance: Weak Argo Community High School Performance on Academic Personalism Academic Personalism Teachers connect with students in the classroom and support them in achieving academic goals. Academic Personalism Over Time

43 41 What are these results based on? 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 the benchmark. Students report that their teacher: Helps me catch up if I am behind. Notices if I have trouble learning something. Gives me specific suggestions about how I can improve my work in this class. Is willing to give extra help on schoolwork if I need it.

44 42 Explains things in a different way if I don't understand something in class.

45 43 Safety Performance: Strong Argo Community High School Performance on Safety Safety Students feel safe both in and around the school building, and while they travel to and from home. Safety Over Time

46 44 What are these results based on? 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 the benchmark. Students report how safe they feel: Outside around the school. Traveling between home and school. In the hallways and bathrooms of the school. In their classes

47 45 School-Wide Future Orientation Performance: Weak Argo Community High School Performance on School-Wide Future Orientation School-Wide Future Orientation The school engages all students in planning for life after graduation. School-Wide Future Orientation Over Time

48 46 What are these results based on? 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 the benchmark. Students report that: Teachers work hard to make sure that students stay in school. Teachers pay attention to all students, not just the top students. Teachers make sure that all students are planning for life after graduation. Teachers work hard to make sure that all students are learning.

49 47 All students are encouraged to go to college. High school is seen as preparation for the future.

50 48 Student-Teacher Trust Performance: Neutral Argo Community High School Performance on Student-Teacher Trust Student-Teacher Trust Students and teachers share a high level of mutual trust and respect. Student-Teacher Trust Over Time

51 49 What are these results based on? 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 the benchmark. Students report that: My teachers always keep their promises I feel safe and comfortable with my teachers at this school. My teachers will always listen to students' ideas. When my teachers tell me not to do something, I know they have a good reason

52 50 My teachers treat me with respect.

53 51 Expectations for Postsecondary Education Performance: Neutral Expectations for Postsecondary Education The school expects all students to attend college and promotes college-readiness. Argo Community High School Performance on Expectations for Postsecondary Education Expectations for Postsecondary Education Over Time

54 52 What are these results based on? 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 the benchmark. Teachers report that: Most of the students in this school are planning to go to college. Teachers expect most students in this school to go to college. Teachers at this school help students plan for college outside of class time. The curriculum at this school is focused on helping students get ready for college.

55 53 Teachers in this school feel that it is a part of their job to prepare students to succeed in college.

56 54 Ambitious Instruction Argo Community High School Performance on Ambitious Instruction Performance: Neutral In schools with strong Ambitious Instruction, classes are challenging and engaging. The instruction is clear, well-structured, and encourages students to build and apply knowledge. When combined with a supportive environment, Ambitious Instruction has the most direct effect on student learning. It is: well-defined with clear expectations for student success, interactive and encourages students to build and apply knowledge, well-paced (not measured), and aligned across grades (not measured). Measures for Ambitious Instruction Course Clarity English Instruction Math Instruction Quality of Student Discussion Argo Community High School Performance on Ambitious Instruction Over Time Argo Community High School received a score of 56 on Ambitious Instruction, representing its aggregate performance across four key indicators of this essential: Course Clarity (46 - Neutral) English Instruction (46 - Neutral) Math Instruction (65 - Strong) Quality of Student Discussion (65 - Strong)

57 55 Measures of Ambitious Instruction Course Clarity Performance: Neutral Argo Community High School Performance on Course Clarity Course Clarity Students are provided clear learning goals and instruction that supports achievement. Course Clarity Over Time

58 56 What are these results based on? 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 the benchmark. Students report that: I learn a lot from feedback on my work. The homework assignments help me to learn the course material. The work we do in class is good preparation for the test. I know what my teacher wants me to learn in this class.

59 57 It's clear to me what I need to do to get a good grade.

60 58 English Instruction Performance: Neutral English Instruction Students interact with course material and one another to build and apply critical reading and writing skills. Argo Community High School Performance on English Instruction English Instruction Over Time

61 59 What are these results based on? 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 the benchmark. Students report doing the following in English class: Rewrite a paper or essay in response to comments. Improve a piece of writing as a class or with partners. Debate the meaning of a reading. Discuss how culture, time, or place affects an author's writing.

62 60 Discuss connections between a reading and real life people or situations. Explain how writers use tools like symbolism and metaphor to communicate meaning.

63 61 Math Instruction Performance: Strong Math Instruction Students interact with course material and one another to build and apply knowledge in their math classes. Argo Community High School Performance on Math Instruction Math Instruction Over Time

64 62 What are these results based on? 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 the benchmark. Students report that they do the following in math class: Write a math problem for other students to solve. Write a few sentences to explain how you solved a math problem. Apply math to situations in life outside of school. Solve a problem with multiple steps that takes more than 20 minutes.

65 63 Explain how you solved a problem to the class. Discuss possible solutions to problems with other students.

66 64 Quality of Student Discussion Performance: Strong Argo Community High School Performance on Quality of Student Discussion Quality of Student Discussion Students participate in classroom discussions that build their critical thinking skills. Quality of Student Discussion Over Time

67 65 What are these results based on? 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 the benchmark. Teachers report that: Students use data and text references to support their ideas. Students provide constructive feedback to their peers/teachers. Students build on each other's ideas during discussion. Most students participate in the discussion at some point.

68 66 Students show each other respect.