5Essentials Full Report - Norridge · 2016-01-25 · Teachers Report That Other Teachers In The...
Transcript of 5Essentials Full Report - Norridge · 2016-01-25 · Teachers Report That Other Teachers In The...
2015
5Essentials FullReportReport for J Giles Elem School
Table of Contents
The 5Essentials .......................................................................................................................................... 0
Effective Leaders........................................................................................................................................ 0
Measures of Effective Leaders .............................................................................................................. 0
Collaborative Teachers.............................................................................................................................. 0
Measures of Collaborative Teachers ..................................................................................................... 0
Involved Families ....................................................................................................................................... 0
Measures of Involved Families .............................................................................................................. 0
Supportive Environment............................................................................................................................ 0
Measures of Supportive Environment.................................................................................................... 0
Ambitious Instruction ................................................................................................................................ 0
Measures of Ambitious Instruction......................................................................................................... 0
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
State of Illinois
J Giles Elem School2015 5Essentials Performance
Survey Response Rates
Respondent Response Rate (The State of Illinois)Students 70.1 (71%)Teachers 81.3% (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 J Giles Elem School
J Giles Elem School completed the 2015 Illinois5Essentials Survey in 2015. The results of thesesurveys at indicate that J Giles Elem School ismoderately organized for improvement.
Each of the Essentials provides a different lens intothe organizational and learning conditions at JGiles Elem School and provides guidance on howa school can organize its work:
Ambitious Instruction: Classes arechallenging and engaging. Average ImplementationEffective Leaders: Principals And Teachers Implement A Shared Vision For Success. AverageImplementationCollaborative Teachers: Teachers Collaborate To Promote Professional Growth. AverageImplementationInvolved Families: The Entire Staff Builds Strong External Relationships. Average ImplementationSupportive Environment: The School Is Safe, Demanding, And Supportive. AverageImplementation
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Performance: Average Implementation
In Schools With Effective Leaders, Principals AndTeachers Work Together To Implement A SharedVision. In Such Schools, People, Programs, AndResources Are Focused On A Vision For SustainedImprovement. 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).
J Giles Elem School Received A Score Of 42 OnEffective Leaders, Representing Its AggregatePerformance Across Four Key Indicators Of ThisEssential:
• Program Coherence (44 - AverageImplementation)
• Teacher-Principal Trust (58 - AverageImplementation)
• Teacher Influence (40 - Average Implementation)• Instructional Leadership (27 - Less
Implementation)
J Giles Elem SchoolPerformance On Effective Leaders
Measures For Effective Leaders
Program Coherence
Teacher-Principal Trust
Teacher Influence
Instructional Leadership
Performance On Effective Leaders Over Time
Trends For Effective Leaders
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Program Coherence
Performance: Average Implementation
Program CoherenceSchool Programs Are Coordinated And ConsistentWith Its Goals For Student Learning.
J Giles Elem SchoolPerformance On Program Coherence
Program Coherence Over Time
Trends For Program Coherence
3
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report The Following:
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 OfThem All.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
There Is Consistency In Curriculum,Instruction, And Learning Materials AmongTeachers In The Same Grade Level At ThisSchool.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Teacher-Principal Trust
Performance: Average Implementation
Teacher-Principal TrustTeachers And Principals Share A High Level OfMutual Trust And Respect.
J Giles Elem SchoolPerformance On Teacher-Principal Trust
Teacher-Principal Trust Over Time
Trends For Teacher-Principal Trust
6
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report The Following:
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.
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2015 survey results for J Giles Elem School. 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
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Teacher Influence
Performance: Average Implementation
Teacher InfluenceTeachers Have Influence In A Broad Range OfDecisions Regarding School Policies And Practices.
J Giles Elem SchoolPerformance On Teacher Influence
Teacher Influence Over Time
Trends For Teacher Influence
9
2015 survey results for J Giles Elem School. 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 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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Setting Standards For Student Behavior.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Instructional Leadership
Performance: Less Implementation
Instructional LeadershipThe School Leadership Team Sets High StandardsFor Teaching And Student Learning.
J Giles Elem SchoolPerformance On Instructional Leadership
Instructional Leadership Over Time
Trends For Instructional Leadership
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report That A Member Of The School Leadership Team:
Knows What’s Going On In My Classroom.
Provides Me With Useful Feedback ToImprove My Teaching.
Has Provided Me With The Support I NeedTo Improve My Teaching.
Presses Teachers To Implement What TheyHave Learned In Professional Development.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Communicates A Clear Vision For OurSchool.
Makes Clear To The Staff The Leadership’sExpectations For Meeting InstructionalGoals.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Performance: Average Implementation
In Schools With Strong Collaborative Teachers, AllTeachers Collaborate To Promote ProfessionalGrowth. In Such Schools, Teachers Are:
• Active Partners In School Improvement,• Committed To The School, And• Focused On Professional Development.
J Giles Elem School Received A Score Of 57 OnCollaborative Teachers, Representing Its AggregatePerformance Across Four Key Indicators Of ThisEssential:
• Collaborative Practices (68 - MoreImplementation)
• Collective Responsibility (49 - AverageImplementation)
• Quality Professional Development (78 - MoreImplementation)
• School Commitment (61 - More Implementation)• Teacher-Teacher Trust (29 - Less
Implementation)
J Giles Elem SchoolPerformance On Collaborative Teachers
Measures For Collaborative Teachers
Collaborative Practices
Collective Responsibility
Quality ProfessionalDevelopmentSchool Commitment
Teacher-Teacher Trust
Performance On Collaborative Teachers Over Time
Trends For Collaborative Teachers
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Collaborative Practices
Performance: More Implementation
Collaborative PracticesTeachers Observe Each Others' Practice And WorkTogether To Review Assessment Data And DevelopInstructional Strategies.
J Giles Elem SchoolPerformance On Collaborative Practices
Collaborative Practices Over Time
Trends For Collaborative Practices
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report How Often They Have Done The Following:
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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Worked On Instructional Strategies WithOther Teachers.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Collective Responsibility
Performance: Average Implementation
Collective ResponsibilityTeachers Share A Strong Sense Of ResponsibilityFor Student Development, School Improvement, AndProfessional Growth.
J Giles Elem SchoolPerformance On Collective Responsibility
Collective Responsibility Over Time
Trends For Collective Responsibility
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report That Other Teachers In The School:
Feel Responsible When StudentsIn 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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Feel Responsible For HelpingStudents Develop Self-control.
Feel Responsible That AllStudents Learn.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Quality Professional Development
Performance: More Implementation
Quality Professional DevelopmentProfessional Development Is Rigorous And FocusedOn Student Learning.
J Giles Elem SchoolPerformance On Quality Professional Development
Quality Professional Development Over Time
Trends For Quality ProfessionalDevelopment
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare 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 My School.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Been Closely Connected To My School’sImprovement Plan.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
School Commitment
Performance: More Implementation
School CommitmentTeachers Are Deeply Committed To The School.
J Giles Elem SchoolPerformance On School Commitment
School Commitment Over Time
Trends For School Commitment
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report The Following:
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 WorkingDay At This School.
I Feel Loyal To This School.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Teacher-Teacher Trust
Performance: Less Implementation
Teacher-Teacher TrustTeachers Are Supportive And Respectful Of OneAnother, Personally And Professionally.
J Giles Elem SchoolPerformance On Teacher-Teacher Trust
Teacher-Teacher Trust Over Time
Trends For Teacher-Teacher Trust
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report The Following:
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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Teachers Feel Respected By Other Teachers
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Performance: Average Implementation
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.
J Giles Elem School Received A Score Of 43Represents Its Aggregate Performance Across ThreeKey Indicators Of Involved Families:
• Teacher-Parent Trust (53 - AverageImplementation)
• Parent Involvement In School (42 - AverageImplementation)
• Parent Influence On Decision Making In Schools(33 - Less Implementation)
J Giles Elem SchoolPerformance On Involved Families
Measures For Involved Families
Teacher-Parent Trust
Parent Involvement In School
Parent Influence On DecisionMaking In Schools
Performance On Over Time
Trends For Involved Families
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Teacher-Parent Trust
Performance: Average Implementation
Teacher-Parent TrustTeachers And Parents Are Partners In Improving StudentLearning.
J Giles Elem SchoolPerformance On Teacher-Parent Trust
Teacher-Parent Trust Over Time
Trends For Teacher-Parent Trust
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report The Following:
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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Staff At This School Work HardTo Build Trusting RelationshipsWith Parents.
Teachers Feel Respected By TheParents Of The Students
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Parent Involvement In School
Performance: Average Implementation
Parent Involvement In SchoolParents Are Active Participants In Their Child'sSchooling.
J Giles Elem SchoolPerformance On Parent Involvement In School
Parent Involvement In School Over Time
Trends For Parent Involvement In School
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2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report That Students' Parents:
Volunteered Time To SupportThe School (E.g., Volunteer InClassrooms, Help With School-wide Events, Etc.).
Contacted Me About TheirChild's Performance.
Respond To My Suggestions ForHelping Their Child.
Attended Parent-teacherConferences When YouRequested Them.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Parent Influence On Decision Making In Schools
Performance: Less Implementation
Parent Influence On Decision Making In SchoolsThe School Has Created Opportunities For Parents ToParticipate In Developing Academic Programs AndInfluencing School Curricula.
J Giles Elem SchoolPerformance On Parent Influence On Decision
Making In Schools
Parent Influence On Decision Making In SchoolsOver Time
Trends For Parent Influence On DecisionMaking In Schools
36
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report That The School:
Involves Parents In Commenting On SchoolCurricula.
Develops Formal Networks To Link AllFamilies With Each Other (For Example:Sharing Parent Directories, Providing AWebsite For Parents To Connect With OneAnother, Etc.).
Encourages More-involved Parents ToReach Out To Less-involved Parents.
Involves Parents In The Development OfPrograms Aimed At Improving Students’Academic Outcomes.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Includes Parent Leaders From AllBackgrounds In School ImprovementEfforts.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Performance: Average Implementation
In Schools With A Supportive Environment, TheSchool Is Safe, Demanding, And Supportive. In SuchSchools:
• 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.
J Giles Elem School Received A Score Of 57Represents Its Aggregate Performance Across FiveKey Indicators Of Supportive Environment:
• Peer Support For Academic Work (58 - AverageImplementation)
• Academic Personalism (61 - MoreImplementation)
• Safety (51 - Average Implementation)• Student-Teacher Trust (56 - Average
Implementation)
J Giles Elem SchoolPerformance On Supportive Environment
Measures For Supportive Environment
Peer Support For AcademicWorkAcademic Personalism
Safety
Student-Teacher Trust
Performance On Supportive Environment Over Time
Trends For Supportive Environment
39
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Peer Support For Academic Work
Performance: Average Implementation
Peer Support For Academic WorkStudents Demonstrate Behaviors That Lead ToAcademic Achievement.
J Giles Elem SchoolPerformance On Peer Support For Academic Work
Peer Support For Academic Work Over Time
Trends For Peer Support For AcademicWork
40
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare 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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Academic Personalism
Performance: More Implementation
Academic PersonalismTeachers Connect With Students In The ClassroomAnd Support Them In Achieving Academic Goals.
J Giles Elem SchoolPerformance On Academic Personalism
Academic Personalism Over Time
Trends For Academic Personalism
42
2015 survey results for J Giles Elem School. 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 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 LearningSomething.
Gives Me Specific Suggestions About How ICan Improve My Work In This Class.
Is Willing To Give Extra Help On SchoolworkIf I Need It.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Explains Things In A Different Way If I Don'tUnderstand Something In Class.
44
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Safety
Performance: Average Implementation
SafetyStudents Feel Safe Both In And Around The SchoolBuilding, And While They Travel To And From Home.
J Giles Elem SchoolPerformance On Safety
Safety Over Time
Trends For Safety
45
2015 survey results for J Giles Elem School. 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 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 Bathrooms Of The School.
In The Hallways Of The School.
46
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
In Their Classes
47
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Student-Teacher Trust
Performance: Average Implementation
Student-Teacher TrustStudents And Teachers Share A High Level Of MutualTrust And Respect.
J Giles Elem SchoolPerformance On Student-Teacher Trust
Student-Teacher Trust Over Time
Trends For Student-Teacher Trust
48
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Students Report:
My Teachers Always Keep Their Promises
I Feel Safe And Comfortable With MyTeachers At This School.
My Teachers Will Always Listen To Students'Ideas.
My Teachers Treat Me With Respect.
49
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Performance: AverageImplementation
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 TheMost Direct Effect On Student Learning. It Is:
• Well-defined With Clear Expectations ForStudent Success,
• Interactive And Encourages Students ToBuild And Apply Knowledge,
• Well-paced (Not Measured), And• Aligned Across Grades (Not Measured).
J Giles Elem School Received A Score Of 58 OnAmbitious Instruction, Representing ItsAggregate Performance Across Four KeyIndicators Of This Essential:
• English Instruction (69 - MoreImplementation)
• Math Instruction (59 - AverageImplementation)
• Academic Press (54 - AverageImplementation)
• Quality Of Student Discussion (49 - AverageImplementation)
J Giles Elem SchoolPerformance On Ambitious Instruction
Measures For Ambitious Instruction
English Instruction
Math Instruction
Academic Press
Quality Of Student Discussion
J Giles Elem SchoolPerformance On Ambitious Instruction Over Time
Trends For Ambitious Instruction
50
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
English Instruction
Performance: More Implementation
English InstructionStudents Interact With Course Material And One AnotherTo Build And Apply Critical Reading And Writing Skills.
J Giles Elem SchoolPerformance On English Instruction
English Instruction Over Time
Trends For English Instruction
51
2015 survey results for J Giles Elem School. 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 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 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.
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2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Discuss Connections Between AReading And Real Life People OrSituations.
53
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Math Instruction
Performance: Average Implementation
Math InstructionStudents Interact With Course Material And One AnotherTo Build And Apply Knowledge In Their Math Classes.
J Giles Elem SchoolPerformance On Math Instruction
Math Instruction Over Time
Trends For Math Instruction
54
2015 survey results for J Giles Elem School. 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 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 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.
55
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Discuss Possible Solutions ToProblems With Other Students.
56
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Academic Press
Performance: Average Implementation
Academic PressTeachers Expect Students To Do Their Best And To MeetAcademic Demands.
J Giles Elem SchoolPerformance On Academic Press
Academic Press Over Time
Trends For Academic Press
57
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Students Report The Following About One Specific Class:
The Teacher Asks Difficult Questions InClass
The Teacher Asks Difficult Questions OnTests
This Class Challenges Me
This Class Really Makes Me Think.
58
2015 survey results for J Giles Elem School. 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
59
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Quality Of Student Discussion
Performance: Average Implementation
Quality Of Student DiscussionStudents Participate In Classroom Discussions That BuildTheir Critical Thinking Skills.
J Giles Elem SchoolPerformance On Quality Of Student Discussion
Quality Of Student Discussion Over Time
Trends For Quality Of Student Discussion
60
2015 survey results for J Giles Elem School. 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 Is Based On How Responses In This School Compare To The Benchmark
Teachers Report The Following About Classroom Discussions:
Students Use Data And Text References ToSupport Their Ideas.
Students Provide Constructive Feedback ToTheir Peers And To Me.
Students Build On Each Other’s IdeasDuring Discussion.
Most Students Participate In The DiscussionAt Some Point.
61
2015 survey results for J Giles Elem School. Produced by UChicago Impact.
Students Show Each Other Respect.
62
2015 survey results for J Giles Elem School. Produced by UChicago Impact.