5 essentials full report for minooka ccsd 201
DESCRIPTION
Results of 5 Essentials SurveyTRANSCRIPT
2013
5Essentials FullReportReport for Minooka CCSD 201
Table of Contents
The 5Essentials .......................................................................................................................................... 1
Effective Leaders........................................................................................................................................ 2
Measures of Effective Leaders .............................................................................................................. 3
Collaborative Teachers............................................................................................................................ 15
Measures of Collaborative Teachers ................................................................................................... 17
Involved Families ..................................................................................................................................... 28
Measures of Involved Families ............................................................................................................ 29
Supportive Environment.......................................................................................................................... 40
Measures of Supportive Environment.................................................................................................. 42
Ambitious Instruction .............................................................................................................................. 55
Measures of Ambitious Instruction....................................................................................................... 57
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
5Essentials Overview
State of Illinois
Minooka CCSD 201 schools'2013 5Essentials Performance
Very StrongStrongNeutralWeakVery WeakLow Response or N/A
Minooka CCSD 201Number 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 Minooka CCSD 201
Schools in Minooka CCSD 201 completed the5Essentials School Effectiveness Surveys in 2013.The results of these surveys indicate that, onaverage, schools in Minooka CCSD 201 aremoderately organized.
Each of the Essentials provides a different lens intothe organizational and learning conditions atschools in the Minooka 201 and provides guidanceon how each of its schools can organize its work.On average, Minooka 201 had the followingperformance on each of the Essentials:
Ambitious Instruction: Classes arechallenging and engaging. NeutralEffective Leaders: Principals and teachers implement a shared vision for success. WeakCollaborative Teachers: Teachers collaborate to promote professional growth. NeutralInvolved Families: The entire staff builds strong external relationships. StrongSupportive Environment: The school is safe, demanding, and supportive. Neutral
1
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Effective Leaders
Performance: Weak
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).
Minooka CCSD 201 received a score of 35,representing its aggregate performance across fourkey indicators of indicators of this essential:
• Teacher Influence (34 - Weak)• Principal Instructional Leadership (34 - Weak)• Program Coherence (31 - Weak)• Teacher-Principal Trust (42 - Neutral)
Minooka CCSD 201 schools'2013 5Essentials Performance on Effective Leaders
Number of schools at each performance level
Measures for Effective Leaders
Teacher Influence
Principal InstructionalLeadershipProgram Coherence
Teacher-Principal Trust
Performance on Effective Leaders Over Time
2
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Effective Leaders
Teacher Influence
Performance: Weak
Teacher InfluenceTeachers have influence in a broad range ofdecisions regarding school policies and practices.
Minooka CCSD 201 schools'2013 5Essentials Performance on Teacher Influence
Number of schools at each performance level
Teacher Influence Over Time
3
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report having influence on:
Hiring new professional personnel.
Planning how discretionary school fundsshould be used.
Determining books and other instructionalmaterials used in classrooms.
Setting standards for student behavior.
4
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Establishing the curriculum andinstructional program.
Determining the content of in-serviceprograms.
5
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Principal Instructional Leadership
Performance: Weak
Principal Instructional LeadershipThe principal is an active and skilled instructionalleader who sets high standards for teaching andstudent learning.
Minooka CCSD 201 schools'2013 5Essentials Performance on Principal
Instructional Leadership
Number of schools at each performance level
Principal Instructional Leadership Over Time
6
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report that the school principal:
Participates in instructional planning withteams of teachers.
Knows what’s going on in my classroom.
Carefully tracks student academicprogress.
Understands how children learn.
7
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Presses teachers to implement what theyhave learned in professionaldevelopment.
Communicates a clear vision for ourschool.
Sets high standards for student learning.
Makes clear to the staff his or herexpectations for meeting instructionalgoals.
8
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Program Coherence
Performance: Weak
Program CoherenceSchool programs are coordinated and consistent withits goals for student learning.
Minooka CCSD 201 schools'2013 5Essentials Performance on Program Coherence
Number of schools at each performance level
Program Coherence Over Time
9
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report that:
Many special programs come and go atthis school.
Once we start a new program, we followup to make sure that it’s working.
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 of themall.
10
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
There is consistency in curriculum,instruction, and learning materials amongteachers in the same grade level at thisschool.
11
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teacher-Principal Trust
Performance: Neutral
Teacher-Principal TrustTeachers and principals share a high level of mutualtrust and respect.
Minooka CCSD 201 schools'2013 5Essentials Performance on Teacher-Principal
Trust
Number of schools at each performance level
Teacher-Principal Trust Over Time
12
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report that:
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.
13
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
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
14
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Collaborative Teachers
Performance: Neutral
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.
Minooka CCSD 201 received a score of 43,representing its aggregate performance across fourkey indicators of indicators of this essential:
• Collective Responsibility (49 - Neutral)• Quality Professional Development (36 - Weak)• School Commitment (52 - Neutral)• Teacher-Teacher Trust (34 - Weak)
Minooka CCSD 201 schools'2013 5Essentials Performance on Collaborative
Teachers
Number of schools at each performance level
Measures for Collaborative Teachers
Collective Responsibility
Quality ProfessionalDevelopmentSchool Commitment
Teacher-Teacher Trust
Performance on Collaborative Teachers Over Time
15
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
16
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Collaborative Teachers
Collective Responsibility
Performance: Neutral
Collective ResponsibilityTeachers share a strong sense of responsibility forstudent development, school improvement, andprofessional growth.
Minooka CCSD 201 schools'2013 5Essentials Performance on Collective
Responsibility
Number of schools at each performance level
Collective Responsibility Over Time
17
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this Measure is based on the questions shown below. Relativeperformance (above, at, near, below benchmark) is based on how responses in this group compare toresponses across the benchmark.
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.
18
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Feel responsible for helpingstudents develop self-control.
Feel responsible that allstudents learn.
19
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Quality Professional Development
Performance: Weak
Quality Professional DevelopmentProfessional development is rigorous and focused onstudent learning.
Minooka CCSD 201 schools'2013 5Essentials Performance on Quality
Professional Development
Number of schools at each performance level
Quality Professional Development Over Time
20
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this Measure is based on the questions shown below. Relativeperformance (above, at, near, below benchmark) is based on how responses in this group compare toresponses across the benchmark.
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.
21
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Been closely connected to my school’simprovement plan.
22
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
School Commitment
Performance: Neutral
School CommitmentTeachers are deeply committed to the school.
Minooka CCSD 201 schools'2013 5Essentials Performance on School
Commitment
Number of schools at each performance level
School Commitment Over Time
23
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this Measure is based on the questions shown below. Relativeperformance (above, at, near, below benchmark) is based on how responses in this group compare toresponses across the benchmark.
Teachers report that:
I wouldn’t 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.
24
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teacher-Teacher Trust
Performance: Weak
Teacher-Teacher TrustTeachers are supportive and respectful of one another,personally and professionally.
Minooka CCSD 201 schools'2013 5Essentials Performance on Teacher-Teacher
Trust
Number of schools at each performance level
Teacher-Teacher Trust Over Time
25
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups's performance on this Measure is based on the questions shown below. Relativeperformance (above, at, near, below benchmark) is based on how responses in this group compare toresponses across 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 otherteachers.
Teachers respect other teachers who takethe lead in school improvement efforts.
Teachers at this school respect thosecolleagues who are experts at their craft.
26
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teachers feel respected by other teachers
27
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Involved Families
Performance: Strong
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.
Minooka 201’s eScore of 63 represents its aggregateperformance across four key indicators of InvolvedFamilies:
• Human & Social Resources in the Community(91 - Very Strong)
• Outreach to Parents (52 - Neutral)• Parent Involvement in School (55 - Neutral)• Teacher-Parent Trust (73 - Strong)
Minooka CCSD 201 schools'2013 5Essentials Performance on Involved Families
Number of schools at each performance level
Measures for Involved Families
Human & Social Resourcesin the CommunityOutreach to Parents
Parent Involvement in School
Teacher-Parent Trust
Performance on Over Time
28
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Involved Families
Human & Social Resources in the Community
Performance: Very Strong
Human & Social Resources in the CommunityStudents come from communities where there areadults they can trust who provide a safe environment.
Minooka CCSD 201 schools'2013 5Essentials Performance on Human & Social
Resources in the Community
Number of schools at each performance level
Human & Social Resources in the Community OverTime
29
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Students report the following about their community:
People in this neighborhood can betrusted.
The equipment and buildings in theneighborhood park or playground are wellkept
There are adults in this neighborhood thatchildren can look up to.
Adults in this neighborhood know whothe local children are.
30
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
During the day, it is safe for children toplay in the local park or playground.
31
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Outreach to Parents
Performance: Neutral
Outreach to ParentsThe school creates a welcoming and communicativeenvironment for all parents.
Minooka CCSD 201 schools'2013 5Essentials Performance on Outreach to Parents
Number of schools at each performance level
Outreach to Parents Over Time
32
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report that:
Teachers work closely with parents tomeet students' needs.
Parents are invited to visit classrooms toobserve the instructional program.
This school regularly communicates withparents about how they can help theirchildren learn.
Teachers work at communicating toparents about support needed to advancethe school mission.
33
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teachers encourage feedback fromparents and the community.
The principal pushes teachers tocommunicate regularly with parents.
Teachers really try to understand parents'problems and concerns.
Parents are greeted warmly when theycall or visit the school.
34
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Parent Involvement in School
Performance: Neutral
Parent Involvement in SchoolParents participate in school activities related to theirchild's academic growth.
Minooka CCSD 201 schools'2013 5Essentials Performance on Parent Involvement
in School
Number of schools at each performance level
Parent Involvement in School Over Time
35
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report that parents at the school:
Volunteered to help in theclassroom.
Attended parent-teacherconferences when yourequested them.
Picked up their child's lastreport card.
36
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Teacher-Parent Trust
Performance: Strong
Teacher-Parent TrustTeachers and parents are partners in improvingstudent learning.
Minooka CCSD 201 schools'2013 5Essentials Performance on Teacher-Parent
Trust
Number of schools at each performance level
Teacher-Parent Trust Over Time
37
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Teachers report that:
Parents do their best to helptheir children learn
Teachers feel good aboutparents' support for their work
Parents support teachersteaching efforts
Teachers and parents think ofeach other as partners ineducating children.
38
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Staff at this school work hardto build trusting relationshipswith parents.
Teachers feel respected by theparents of the students
39
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Supportive Environment
Performance: Neutral
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.
Minooka 201’s eScore of 57 represents its aggregateperformance across four key indicators of SupportiveEnvironment:
• Peer Support for Academic Work (56 - Neutral)• Academic Personalism (29 - Weak)• Academic Press (31 - Weak)• Safety (77 - Strong)• Student-Teacher Trust (68 - Strong)
Minooka CCSD 201 schools'2013 5Essentials Performance on Supportive
Environment
Number of schools at each performance level
Measures for Supportive Environment
Peer Support for AcademicWorkAcademic Personalism
Academic Press
Safety
Student-Teacher Trust
Performance on Supportive Environment Over Time
40
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
41
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Supportive Environment
Peer Support for Academic Work
Performance: Neutral
Peer Support for Academic WorkStudents demonstrate behaviors that lead toacademic achievement.
Minooka CCSD 201 schools'2013 5Essentials Performance on Peer Support for
Academic Work
Number of schools at each performance level
Peer Support for Academic Work Over Time
42
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Students report that their classroom peers:
Think doing homework isimportant.
Feel it is important to payattention in class.
Feel it is important to come toschool every day.
Try hard to get good grades.
43
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Academic Personalism
Performance: Weak
Academic PersonalismTeachers connect with students in the classroom andsupport them in achieving academic goals.
Minooka CCSD 201 schools'2013 5Essentials Performance on Academic
Personalism
Number of schools at each performance level
Academic Personalism Over Time
44
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Students report that their teacher:
Helps me catch up if I am behind.
Notices if I have trouble learningsomething.
Gives me specific suggestions about howI can improve my work in this class.
Is willing to give extra help on schoolworkif I need it.
45
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Explains things in a different way if I don'tunderstand something in class.
46
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Academic Press
Performance: Weak
Academic PressTeachers expect students to do their best and tomeet academic demands.
Minooka CCSD 201 schools'2013 5Essentials Performance on Academic Press
Number of schools at each performance level
Academic Press Over Time
47
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Students report that:
The teacher asks difficult questions inclass
The teacher asks difficult questions ontests
This class challenges me
This class really makes me think.
48
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
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
49
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Safety
Performance: Strong
SafetyStudents feel safe both in and around the schoolbuilding, and while they travel to and from home.
Minooka CCSD 201 schools'2013 5Essentials Performance on Safety
Number of schools at each performance level
Safety Over Time
50
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Students report how safe they feel:
Outside around the school.
Traveling between home and school.
In the hallways and bathrooms of theschool.
In their classes
51
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Student-Teacher Trust
Performance: Strong
Student-Teacher TrustStudents and teachers share a high level of mutualtrust and respect.
Minooka CCSD 201 schools'2013 5Essentials Performance on Student-Teacher
Trust
Number of schools at each performance level
Student-Teacher Trust Over Time
52
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to the benchmark.
Students report that:
My teachers always keep their promises
I feel safe and comfortable with myteachers at this school.
My teachers will always listen to students'ideas.
When my teachers tell me not to dosomething, I know they have a goodreason
53
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
My teachers treat me with respect.
54
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Ambitious Instruction
Performance: Neutral
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).
Minooka CCSD 201 received a score of 55,representing its aggregate performance acrossfour key indicators of indicators of this essential:
• Course Clarity (33 - Weak)• English Instruction (42 - Neutral)• Math Instruction (29 - Weak)• Quality of Student Discussion (74 - Strong)
Minooka CCSD 201 schools'2013 5Essentials Performance on Ambitious Instruction
Number of schools at each performance level
Measures for Ambitious Instruction
Course Clarity
English Instruction
Math Instruction
Quality of Student Discussion
Minooka CCSD 201Performance on Ambitious Instruction Over Time
55
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
56
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Measures of Ambitious Instruction
Course Clarity
Performance: Weak
Course ClarityStudents are provided clear learning goals andinstruction that supports achievement.
Minooka CCSD 201 schools'2013 5Essentials Performance on Course Clarity
Number of schools at each performance level
Course Clarity Over Time
57
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to responses across the benchmark.
Students report that:
I learn a lot from feedback on my work.
The homework assignments help me tolearn the course material.
The work we do in class is goodpreparation for the test.
I know what my teacher wants me to learnin this class.
58
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
It's clear to me what I need to do to get agood grade.
59
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
English Instruction
Performance: Neutral
English InstructionStudents interact with course material and oneanother to build and apply critical reading and writingskills.
Minooka CCSD 201 schools'2013 5Essentials Performance on English Instruction
Number of schools at each performance level
English Instruction Over Time
60
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to responses across the benchmark.
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.
61
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Discuss connections betweena reading and real life peopleor situations.
62
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Math Instruction
Performance: Weak
Math InstructionStudents interact with course material and oneanother to build and apply knowledge in their mathclasses.
Minooka CCSD 201 schools'2013 5Essentials Performance on Math Instruction
Number of schools at each performance level
Math Instruction Over Time
63
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to responses across the benchmark.
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.
Explain how you solved aproblem to the class.
64
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Discuss possible solutions toproblems with other students.
65
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Quality of Student Discussion
Performance: Strong
Quality of Student DiscussionStudents participate in classroom discussions thatbuild their critical thinking skills.
Minooka CCSD 201 schools'2013 5Essentials Performance on Quality of Student
Discussion
Number of schools at each performance level
Quality of Student Discussion Over Time
66
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
What are these results based on?
This groups'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 groupcompare to responses across the benchmark.
Teachers report that:
Students use data and text references tosupport their ideas.
Students provide constructive feedbackto their peers/teachers.
Students build on each other's ideasduring discussion.
Most students participate in thediscussion at some point.
67
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.
Students show each other respect.
68
2013 survey results for Minooka CCSD 201. Produced by UChicago Impact.