Welcome to PEOPLE SKILLS - Mercer Island School District

Transcript Welcome to PEOPLE SKILLS - Mercer Island School District

C E N T E R F O R E D U C A T I O N A L E F F E C T I V E N E S S , I N C . EDUCATIONAL EFFECTIVENESS SURVEY - STUDENT v2.0

EES - Students' View:

tru ct ion The Center for Educational Effectiveness, Inc.

www.effectiveness.org

The Center for Educational Effectiveness, Inc.

The Center for Educational Effectiveness (CEE) is a service, consulting, and research organization dedicated to the mission of partnering with K-12 schools to improve student learning.

NOTICE The Center for Educational Effectiveness, Inc. (CEE) makes substantial effort to ensure the accurate scoring, analysis, and reporting of the results of the Educational Effectiveness Survey. However, CEE makes no warranty of any kind with regard to this material, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. CEE shall not be liable for errors contained herein or for incidental or consequential damages in connection with the furnishing, performance, or use of this material. Reproduction rights granted for non-commercial use-- including all school and district improvement activities.

Published by: The Center for Educational Effectiveness, Inc.

2249 152nd Ave. NE. Redmond WA 98052. Copyright © Center for Educational Effectiveness, Inc. 2003-08. Printed in the U.S.A. Contact Information: Phone: 425-283-0384 Fax: 425-747-0439 www.effectiveness.org

Getting the Most from Your EES Student

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3. Who took the survey? Familiarize yourself with the demographics.

These charts set the stage by explaining who took the survey and their characteristics or contexts – length of service in this building, gender, position, etc.

Characteristics of High Performing Schools: This section presents

the details on each characteristic that research has determined is present in high performing schools. The details provide both attitudinal and tactical data on specific elements.

References: Includes the references used in the development of the

survey instrument as well as the resources used to support the application and use of perceptual data in the process of school and district improvement.

Finally, don’t forget to start planning for the future - today! Using formative data from the EES only works when you have an intentional, focused process you are following. Longitudinal data, over time, is essential to keep improvement conversations alive and to measure progress toward stated goals. Some questions to keep in mind might include: - What is our plan for sharing this data with leadership, the school improvement team, staff, students and parent community?

- What is our plan for interpreting, and creating an action plan based on this data?

- What is our 5 year plan for looking at longitudinal progress with perceptual and/or organizational data?

Using Data to Focus and Accelerate Your School Improvement Planning

The school improvement planning and transformation process is supported and driven by both quantitative and qualitative data. Data should be used to inform decisions, set goals, create school improvement plans and measure progress toward stated goals.

We are accustomed to looking at the outcomes-- particularly the outcomes that are published in the local newspapers (e.g. “high-stakes” test scores). Truly effective schools realize that these outcomes are influenced and driven by the Mission/Vision, Leadership, and Processes/Programs/Culture in place in their buildings and districts. The relationship between the mission/vision, leadership, and the other characteristics of high performing schools is well discussed in Marzano (2003), Wagner (2002), and Schlechty (2001).

While most schools focus on the

outcomes

they are reaching for, truly successful schools focus on organizational effectiveness and the programs and systems that drive and sustain improvement in the outcomes. The Educational Effectiveness Survey (EES), was developed to assist schools in continuous, sustainable improvement by helping schools understand their strengths and challenges in the areas known to impact the effectiveness of a school. While there is no single solution for all schools, research on effective schools has identified 7 - 10 common characteristics of high performing schools (Marzano, 2003). Successful schools and schools engaged in improvement focus on these characteristics to create and improve the system(s) that drive the outcomes. To help schools identify and leverage these drivers and focus on what makes a school successful, the EES quantifies these characteristics. This results report contains a summary of the information your student community provided on the EES survey form.

CHARACTERISTICS OF HIGH PERFORMING SCHOOLS: Clear and Shared Focus High Standards and Expectations Effective School Leadership Supportive Learning Environment High Levels of Community and Parent Involvement High Levels of Collaboration and Communication Frequent Monitoring of Teaching and Learning Curriculum, Instruction and Assessment Aligned with Standards (Note: Focused Professional Development is one of the Nine Characteristics of High Performing Schools not measured in the EES Student Survey)

Characteristics of High Performing Schools

Characteristics of High Performing Schools

i = implied

School Effectiveness EES - Educational Effectiveness Survey

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Nine Characteristics of High Performing Schools (Shannon & Bylsma, 2003) 10 Qualities of Effective Schools, (Darling Hammond)

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School Turnarounds What Works In Schools (Marzano, 2003) Leave No Child Behind (Carlson et al.)

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Beat The Odds Organizational Characteristics of Schools That Successfully Serve (Cole Henderson) Turning Around Low Performing Schools (Dept of Ed) Schooling Practices That Matter Most (Cotton) Toward An Understanding of Unusually Successful Programs… (Anderson & Pellicer)

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For More Information see: Shannon, G.S. & Bylsma, P. (2003). Nine Characteristics of High Performing Schools. A research-based resource foir school leadership teams to assist with the School Improvement Process. Office of Superintendent of Public Instruction. Olympia, WA.

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Demographic Charts – Who Took the Survey?

White/ Caucasian 62%

Student Ethnicity

Multi-racial 10% Other 5% African American 2% Asian/ Pacific Islander 20% American Indian/ Alaska Native 1% Female 49%

Gender

Male 51%

What Grade Are You In?

Is English Your Primary Language At Home?

On the Overall Summary Chart Consider:

• • • • • • • This is the 10,000 foot view Look at the overall relationship between the characteristics and their bar charts Remember – green is good! The 2 greens (“Almost Always True” and “Often True” are the positive perceptions Ivory (“sometimes true”) is the “land of opportunity” – these people represent the easiest persons to bring to the positive side – give them more information and bring them into the process. If you ignore the ivory – they usually become disconnected and move to the negative Orange and red are the two negative perceptions – often times they reflect “history” – something that happened years ago, or something in a person’s personal life. Don’t spend a lot of time and energy here, it may be out of your ability to influence. Do pay attention to significant amounts of negative!

Grey – “No Opinion or N/A”. Ask why?

In response to “where should we be?” Ask “where do we want to be?”

Student View- Nine Characteristics of High Performing Schools

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Clear & Shared Focus

53% 25% 13% 3%

High Standards & Expectations

64% 25% 7% 2% 37% 29% 15% 6% 3% 10%

Effective Leadership Collaboration & Communication Parent & Community Involvement

38% 38% 32% 28% 16% 6% 4% 15% 6% 4% 8% 44% 29% 15% 6% 3%

Supportive Learning Environment Monitor Teaching & Learning

Clear and Shared Focus

Clear & Shared Mission/Vision: Everybody knows where they are going and why. The vision is shared, everybody is involved and all understand their roles in achieving the vision. The vision is developed from common beliefs and values, creating a consistent focus.

Clear & Shared Focus: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% My teachers believe student learning is important.

88% 9% 2%

I understand the mission/purpose of this school.

54% 32% 10%

4% This school is doing a good job of preparing me to succeed in my life

49% 31% 11%

4% Students are involved in decisions about things that affect them in this school.

24% 28% 28% 12%

Almost Always Often True Sometimes True Seldom True Almost Never True Missing • • • Are you all on the same train, headed to the same place?

Do your decisions and conversations all echo the same vision/mission?

You have to have a destination if you are ever going to get there!

High Standards and Expectations

High Standards and Expectations: Teachers and staff believe all students can learn and that they can teach all students. There is a recognition of barriers for some students to overcome, but the barriers are not insurmountable. Students become engaged in an ambitious and rigorous course of study.

High Standards and Expectations: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

86% 11% 0%

My teachers expect me to do my best.

Teachers at this school always challenge me to learn.

I understand the expectations and standards of this school.

53% 60% 34% 9% 1% 27% 9% 3%

Teachers in this school expect all students to succeed, no matter who they are.

58% 28% 8% 3%

Almost Always Often True Sometimes True Seldom True Almost Never True Missing • • Evidenced in our behavior – what we say and do conveys our expectations and standards Always apply the building or district context to the question “there are a large number of qualified applicants per opening here.” Copyright © The Center for Educational Effectiveness, 2003-08. All Rights Reserved .

Effective Leadership

Effective School Leadership: Effective leadership is required to implement change processes within the school. This leadership takes many forms. Principals often play this role, but so do teachers and other staff, including those in the district office. Effective leaders advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.

Effective Leadership: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% The principal of this school believes student learning is the #1 priority The principal of this school listens to my ideas and/or concerns.

I am comfortable talking with the principal of this school

40% 35% 52% 29% 31% 34% 5%

10% 7% 4%

11%

18% 9%

My principal is active in our community.

39% 25% 13%

17% If I want to talk with the principal, he/she is available to me.

21% 25% 30% 9% 2%

13% Almost Always Often True Sometimes True Seldom True Almost Never True Missing • • • • Leadership keeps you on track Leadership has vision around the corner – they know what is coming and what you need to be prepared for it Leadership sets an example Your school improvement plan must be able to survive leaders coming and leaving your school Copyright © The Center for Educational Effectiveness, 2003-08. All Rights Reserved .

High Levels of Collaboration & Communication

High Levels of Collaboration and Communication: There is constant collaboration and communication between and among teachers of all grades. Everybody is involved and connected, including parents and members of the community, to solve problems and create solutions.

High Levels of Collaboration & Communication: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% I get help from teachers, counselors, or other adults in this school when I need it

52% 31% 10% 1%

I feel comfortable asking my teacher for additional help.

It is easy for students to talk with teachers in this school Students are involved in solving problems in this school.

Adults in this school help me plan and set goals for my future

34% 30% 52% 43% 33% 32% 28% 12%

36% 13%

17% 8%

16% 12%

My teachers regularly talk with me about how I am doing in class.

19% 31% 27% 10% 6%

6% Almost Always Often True Sometimes True Seldom True Almost Never True Missing • • Communication is the essential vehicle for effective, sustained change Collaboration is the only way you will get everything done that is being asked and required of you today 11 Copyright © The Center for Educational Effectiveness, 2003-08. All Rights Reserved .

Parent and Community Involvement

High Levels of Parent and Community Involvement: There is a sense that all educational stakeholders have a responsibility to educate students, not just the teachers and staff in schools. Parents, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort. It is essential that parents be informed and involved in decision making to support their student’s educational experience.

Parent & Community Involvement: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% This school respects the different cultures in our community.

52% 27% 3%

9% My parents feel welcome to visit this school at anytime.

My parents are told of the ways they can be involved in this school.

My parents believe my teacher(s) and the principal listens to their concerns or ideas.

I see the cultures of our community reflected in what we study at school

25%

My parents participate in events or activities at this school.

28% 50% 50% 44% 38% 26% 28% 12%

25% 12% 2%

28% 13%

11%

19% 9%

20% 11% 9%

5% This school has activities to celebrate the cultures of all students

17% 25% 27% 9% 13%

9% Almost Always Often True Sometimes True Seldom True Almost Never True Missing • • Both parent and student involvement and perspective are essential in the improvement process. Both groups need clarity of vision and expectations and to be asked for their support.

How will you involve students in the process of accessing and involving their parents?

Supportive Learning Environment

Supportive Learning Environment: The school has a safe, civil, healthy and intellectually stimulating learning environment. Staff feel supported, respected and valued and students feel respected and connected with the staff, and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.

Supportive Learning Environment: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% This school is orderly and cares a lot about student learning

61% 30%

1% Adults in this school are respectful of others

63% 25% 5%

4% In this school there are adults who care about me.

I feel safe at this school In this school, struggling students get extra help when they need it.

The rules about behavior are equally applied to all students in this school.

I enjoy coming to this school.

Work I do in this school is useful and interesting to me Most students are respectful of others at this school.

32% 28% 25% 57% 50% 50% 33% 35% 35% 24% 11%

30% 12%

25% 15%

19% 8%

24% 7%

24% 12%

Student success is celebrated in this school

29% 28% 20% 13% 7%

4% Discipline problems are handled fairly and quickly.

28% 61% 27% 25% 26% 11%

5% • • • • • Almost Always Often True Sometimes True Seldom True Almost Never True Missing Do we support our colleagues?

Do we encourage one another to continue to grow professionally?

Do we have professional conversations with one another?

Are we encouraging of parents and students?

Is the environment in this school one of learning and high expectations?

Frequent Monitoring of Teaching and Learning

Monitoring of Teaching and Learning: Teaching and learning are continually adjusted based on frequent monitoring of student progress and needs. A variety of assessment procedures are used. The results of the assessment are used to improve student performances and also improve the instructional program.

Monitoring of Teaching & Learning: Summary View

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% My teachers find other ways for me to learn things I find difficult My teachers tell me how I can improve to pass tests

34% 47% 42% 29% 13% 15% 4%

3% My teachers make learning interesting

48% 27% 16%

3% Teachers clearly tell me what is expected of me at the start of new classes.

I often see the principal or administrators visiting my classroom.

20% 46% 29% 28% 30% 14%

13%

EES Student v2.1 Research and Development History

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Bringing the Conceptual Model to Reality

The journey to the current Educational Effectiveness Survey (v8.0) demonstrates that the EES is a dynamic research instrument -- one that has been, and will continue to be evolving over time.

The vision of the Center for Educational Effectiveness, Inc. is to develop, maintain and enhance tools and services that are catalysts to improvement in the organizational effectiveness of schools. In 2001, CEE integrated organizational effectiveness and school effectiveness research into the development of 3 instruments (EES Staff/Parent and Student Surveys) designed to provide a school quantifiable data on its culture and effectiveness as a learning institution to assist in the school improvement process.

Over the last 5 years CEE has continued to research, evaluate, and respond to recent developments in school effectiveness research. Additionally, client feedback has also been consistently factored into each new version. Through strong relationships with leading educators, professional associations, and OSPI, the Educational Effectiveness Parent and Student Surveys have undergone 2 revisions, each bringing the latest in research based understandings into the instrument. Major enhancements to the instrument include: This process has yielded the most widely used school effectiveness instruments in the state-- focused on quantifying perceptions of the Nine Characteristics of High Performing Schools.

As of April 2008, CEE’s data repository contains responses from over 41,000 staff, 110,500 students, and 38,500 parents (30% students and parents from homes where English is not the primary language).