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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
There is consistency in curriculum,instruction, and learning materials amongteachers in the same grade level at thisschool.
5
2015 survey results for Aux Sable. Produced by UChicago Impact.
Teacher-Principal Trust
Performance: Neutral
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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:
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
2015 survey results for Aux Sable. 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 in theprofessional development of teachers.
Teachers feel respected by the principal
8
2015 survey results for Aux Sable. Produced by UChicago Impact.
Teacher Influence
Performance: Neutral
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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 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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Setting standards for student behavior.
11
2015 survey results for Aux Sable. Produced by UChicago Impact.
Instructional Leadership
Performance: Neutral
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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 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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Communicates a clear vision for our school.
Makes clear to the staff the leadershipsexpectations for meeting instructional goals.
14
2015 survey results for Aux Sable. 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.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
What are these results based on?
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Worked on instructional strategies withother teachers.
18
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
What are these results based on?
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 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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Feel responsible for helpingstudents develop self-control.
Feel responsible that allstudents learn.
21
2015 survey results for Aux Sable. Produced by UChicago Impact.
Quality Professional Development
Performance: Neutral
Quality Professional DevelopmentProfessional development is rigorous and focused onstudent learning.
Aux SablePerformance on Quality Professional Development
Quality Professional Development Over Time
22
2015 survey results for Aux Sable. Produced by UChicago Impact.
What are these results based on?
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 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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Been closely connected to my schoolsimprovement plan.
24
2015 survey results for Aux Sable. Produced by UChicago Impact.
School Commitment
Performance: Neutral
School CommitmentTeachers are deeply committed to the school.
Aux SablePerformance on School Commitment
School Commitment Over Time
25
2015 survey results for Aux Sable. Produced by UChicago Impact.
What are these results based on?
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 that:
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
What are these results based on?
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 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.
28
2015 survey results for Aux Sable. Produced by UChicago Impact.
Teachers feel respected by other teachers
29
2015 survey results for Aux Sable. Produced by UChicago Impact.
Involved Families
Performance: Neutral
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Measures of Involved Families
Teacher-Parent Trust
Performance: Neutral
Teacher-Parent TrustTeachers and parents are partners in improving student learning.
Aux SablePerformance on Teacher-Parent Trust
Teacher-Parent Trust Over Time
31
2015 survey results for Aux Sable. Produced by UChicago Impact.
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 thebenchmark.
Teachers report that:
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Staff at this school work hard tobuild trusting relationships withparents.
Teachers feel respected by theparents of the students
33
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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 thebenchmark.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
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 thebenchmark.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Includes parent leaders from all backgroundsin school improvement efforts.
38
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Measures of Supportive Environment
Peer Support for Academic Work
Performance: Low Response/NotApplicable
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Academic Personalism
Performance: Low Response/NotApplicable
Academic PersonalismTeachers connect with students in the classroom andsupport them in achieving academic goals.
Aux SablePerformance on Academic Personalism
Academic Personalism Over Time
41
2015 survey results for Aux Sable. Produced by UChicago Impact.
Safety
Performance: Low Response/NotApplicable
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Student-Teacher Trust
Performance: Low Response/NotApplicable
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Ambitious Instruction
Performance: Low Response/NotApplicable
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Measures of Ambitious Instruction
English Instruction
Performance: Low Response/NotApplicable
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Math Instruction
Performance: Low Response/NotApplicable
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Academic Press
Performance: Low Response/NotApplicable
Academic PressTeachers expect students to do their best and tomeet academic demands.
Aux SablePerformance on Academic Press
Academic Press Over Time
47
2015 survey results for Aux Sable. Produced by UChicago Impact.
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
What are these results based on?
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 that:
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
2015 survey results for Aux Sable. Produced by UChicago Impact.
Students show each other respect.
50
2015 survey results for Aux Sable. Produced by UChicago Impact.
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?