EDUCATIONAL EFFECTIVENESS SURVEY TM

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EDUCATIONAL

EFFECTIVENESS

SURVEY

TM

Student Edition V3.0

Mercer Island HS

3/21/2013

Sample Size: N= 1204

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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

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. 14040 NE 8th_{Street, Suite 303. Bellevue, WA 98007}

Contact Information: Contact Information: Phone: 425-283-0384 [email protected] www.effectiveness.org

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Introduction and Structure

While there is no single solution for all schools, research on effective schools identified common characteristics of high performing schools. The Office of the Superintendent of Public Instruction for the state of Washington, at the direction of Dr. Mary Alice Heuschel, Deputy Superintendent, along with teams from all nine Educational Service Districts in Washington, conducted a year-long meta-analysis of 20 years of effective school research to identify the characteristics of high performing schools. Successful schools who are engaged in improvement activities focus on these characteristics to create and improve the system(s) that drive the outcomes. This work was refined and published as the Nine Characteristics of High Performing Schools (Shannon and Bylsma, 2002).

Research Framework

The Center for Educational Effectiveness brought this research basis together with leading research The Center for Educational Effectiveness brought this research basis together with leading research on effective organizations, organizational trust, culturally responsive teaching, and attributes of

effective instructional practice to create a formative and diagnostic tool designed to stimulate conversations within your school and district. This tool is the Educational Effectiveness SurveyTM

(EES), student edition.

Structure of the EES Report Structure of the EES Report

In order to simplify the material contained in this report, details on the research basis, the validity and reliability statistics, and other supportive material can be found in your EES-Users Guide

(included in the binder with every report). If you cannot find this document, please notify CEE at

[email protected] and we will email you a copy immediately.

CEE’s primary concern is that this report be useful and informative in stimulating conversation. If you require any additional assistance in using your report, please contact us at

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Characteristics of High Performing Schools

While most schools focus on the outcomesthey 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

Educational Effectiveness Survey (EES): Attributes

and S h ar ed F oc u s S tan d ard s an d Ex p ec ta ti on s cti ve L ea d er sh ip igh L ev els o f ab or at io n an d m m uni ca ti on ev el s o f F am ily a n d u n it y I n vo lv em en t p or ti ve L ea rn in g Env ir on m ent en t M onit or ing o f in g an d L earn in g se d P rof es si on al D ev el ep m en t Q u alit y C u rr ic u lu m , str u cti on , a n d A ss essm en t

Educational Effectiveness Survey

TM

_{Research Views}

Cl ea r a Hi g h E Ef fe c _Hi Co ll _Co Hi g h L e Co m m u Sup p E Fr eq u e Te ac h i Fo cu s _D Hi g h Q _Ins A

Nine Characteristics of High Performing Schools (Shannon

& Bylsma-WA OSPI)

P

Characteristics of Improving Districts (Shannon &

Bylsma-WA OSPI)

I

Ten Qualities of Effective School Design (L.

Darling-Hammond)

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I

√

I

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I

School Turnarounds(Center

on Innovation & Improvement)

√

I

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What Works in Schools

(Marzano-ASCD)

√

I

√

h Odd ( i

_√

Beat The Odds (Morrison

Institute for Public Policy)

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I

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Turning Around Low Performing Schools (U.S.

Dept. of Education)

√

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Characteristic Definitions

To help schools identify and leverage these drivers and focus on what makes a school successful, the p y g EES quantifies these characteristics. This results report contains a summary of the information your parent community provided on the EES survey form.

• 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.

• 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.

• 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.

• 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 Parent and Community Involvement: There is a sense that all educational stakeholders

• 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.

• Supportive Learning Environment: The school has a safe, civil, healthy and intellectually stimulating pp g , , y y g 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.

• 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.

• Curriculum, Instruction and Assessment Aligned with Standards: Curriculum is aligned with the state standards for learning. Research-based materials and teaching and learning strategies are implemented. There is a clear understanding of the assessment system, what is measured in various assessments and how it is measured.

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Using Your EES- A Quick Start Guide

The school improvement planning and transformation process is supported and driven by both 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

t i fl d d d i b th Mi i /Vi i L d hi d

outcomes are influenced and driven by the Mission/Vision, Leadership, and Processes/Programs/Culture in place in their buildings and districts.

If you are just starting with your EES data, the following roadmap is recommended:

Who took the survey? Familiarize yourself with the demographics. Did you get a good sample of students? These charts set the stage by explaining who took the survey and their characteristics or contexts. See page 7.

Summary View: As a next step - spend a few moments looking at the overall view of each characteristic. Are there dramatic differences in positive and negative responses? See page 8. c a acte st c e t e e d a at c d e e ces pos t e a d egat e espo ses See page 8

Summary Comparison View: As a next step - spend a few moments looking at the radar graph which compares your school to the highest improving schools at your level. This enables you to have additional context in interpreting your results. See page 9.

Characteristics of High Performing Schools: Characteristics which are consistently present in high performing schools. See pages 10-16.

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Demographic Charts

M

I l

d HS

American Indian / Other 0 Ethnicity

Mercer Island HS

3/21/2013

Sample Size: N= 1204

12th Grade Grade / Alaskan Native, 10, 1% Asian / Pacific Islander, 227, 20% Hispanic, 27, 2% Multi‐racial, 128, 11% Other, 0, 0% 9th Grade 28% 11th Grade 24% 12th Grade 24% White, 753, 64% 10th Grade_24% Male, 595, F l Gender No, 122, 10% English Primary Language at Home? , , 51% Female, 568, 49% Yes, 1069, 90%

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Summary Chart: Overall

This page summarizes your results on the Nine Characteristics of High Performing Schools As This page summarizes your results on the Nine Characteristics of High-Performing Schools. As you look at these categories do you see one or two that indicate real strength as represented in significant green? Do you see one or two that lean more toward the negative values of orange and red? To further understand the meaning of this data you will need to review the breakdown of the individual items which comprise each of these categories. Those pages follow.

19% 34% 29% 12% 5%1% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Collaboration and Communication

Nine Characteristics of High Performing Schools -- Summary View 25% 40% 37% 41% 25% 15% 9% 3% 3% 1% 1% 0%

Clear and Shared Focus

High Standards and Expectations 0%

28% % 41% 5% 24% 3% 5% % 1% 0% 1%

High Standards and Expectations

Ef f ective Leadership 32% 20% 37% 31% 22% 28% 6% 13% 3% 7% 1% 1%

Supportive Learning Environment

Parent and Community Involvement

20% 31% 31% 12% 4%1%

Monitoring of Teaching and Learning

Almost Always True Often True Sometimes True Seldom True Almost Never True Missing

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Summary Chart: Mean Score View

While the details of each response presented on the pervious chart are informative researchers While the details of each response presented on the pervious chart are informative, researchers often look at the mean scores in each characteristic to create a single quantifiable view. This chart presents the mean-score view of each characteristic. To further understand the meaning of this data you will need to review the breakdown of the individual items which comprise each of these

categories. Those pages follow.

4.17 3.90

3 89 _{4 00}

4.50 5.00

Nine Characteristics of High Performing Schools Mean Score by Characteristic

3.52 3.73 3.90 3.89 3.45 3.51 2.00 2.50 3.00 3.50 4.00 0.00 0.50 1.00 1.50 n s s p n t n t g n and C o m m unic a ti o n ar and S har ed F o c u s rds and E x pec ta ti on s E ff e c tiv e Leader s h ip L ear ning E n v ir onm e n m m unit y I n v o lv em e n e ac hing and Lear nin g C o llabor at io n Cl e H igh S tanda r S uppor ti v e L P a rent and C o m M onit o ri ng of T e

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Clear and Shared Focus

Effective schools are comprised of committed people (adults and students) who passionately Effective schools are comprised of committed people (adults and students) who passionately embrace the vision and mission of education. They have a commitment to making a difference in the lives of their students and the communities from which they come. These schools are staffed with people whose purpose for working is for those they serve.

Cl d Sh d F

55% 33% 8%2%1%1% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

My teacher(s) believe student learning is important

Clear and Shared Focus

25% 41% 23% 7%3%2%

This school is doing a good job of preparing me to succeed in my lif e 12% 7% 49% 27% 32% 37% 5% 21% 1% 7% 0% 1%

In my classes, students are busy doing schoolwork

Students are involved in decisions about things that af f ect them in this school

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High Standards and Expectations

“Excellence” is a reflection of the personal discipline that staff members bring to their workExcellence is a reflection of the personal discipline that staff members bring to their work. Schools that place a high emphasis on performance development and have a clear understanding of the distinction between experience and expertise are more likely to experience a commitment from staff to achieving performance excellence.

Teachers and staff believe all students can learn and that they have the skills and systems in

l t t h ll t d t Th h ld th t bl f t d t l i

place to teach all students. They hold one another accountable for student learning.

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

High Standards and Expectations

52% 47% 37% 39% 9% 12% 1% 1% 1% 0% 0% 0%

My teacher(s) expect me to do my best

I understand the expectations and standards of _47%

36% 39% 41% 12% 17% 1% 5% 0% 1% 0% 0% p this school

My teacher(s) expects all students to succeed, no matter who they are

24% 49% 23% 3%1%0%

My teacher(s)provide lessons and activities that challenge me to learn

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Effective Leadership

Effective leaders are committed to the core values of the school and district and provide feedback Effective leaders are committed to the core values of the school and district, and provide feedback and encouragement to achieve performance excellence. Effective leaders bring maturity, good judgment, strategic and critical thinking to the process of creating within the organization they lead, the increased capacity for success.

Eff ti L d hi

46% 35% 12% 3%2%2%

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

The principal of this school believes student learning is the #1 priority Effective Leadership 25% 31% 46% 38% 23% 25% 4% 4% 1% 1% 0% 0%

If I want to talk with my teacher(s), he/she is available to me

I am comfortable talking with my teacher

23% 41% 28% 6%1%0%

My teacher(s) listens to my ideas and/or concerns

15% 43% 33% 6%1%1%

In class we often work with other students to solve a problem

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High Levels of Collaboration and Communication

Effective schools intentionally foster teamwork to create an environment that celebrates Effective schools intentionally foster teamwork to create an environment that celebrates individual differences and contributions to organizational outcomes. Effective organizations and teams are a reflection of equal participation, substantive conversations, clear expectations, accountability, and continual feedback. There is constant collaboration and communication between and among teachers of all grades, students, and parents, families, or guardians. Everybody is involved and connected, including students, parents and members of the community, to solve problems and create solutions.

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

Collaboration and Communication

32% 23% 42% 39% 19% 26% 4% 8% 1% 3% 0% 1%

I get help f rom teachers or other adults in this school when I need it

I f eel comf ortable asking my teacher(s) f or additional help

19% 37% 31% 9%3%1%

My teacher(s) help us learn in more ways than just talking in f ront of class

Ad lt i thi h l h l l d t l _19% 13% 31% 30% 31% 35% 12% 15% 5% 6% 1% 1%

Adults in this school help me plan and set goals f or my f uture

Students are involved in solving problems in this school

10% 25% 32% 22% 10%1%

My teacher(s) of ten tell me how I am doing in their class

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Parent and Community Involvement

Effective schools create and sustain high levels of parent and community involvement There is a Effective schools create and sustain 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.

35% 38% 20% 4%2%1% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

This school respects student dif f erences

Parent and Community Involvement

29% 22% 33% 39% 25% 28% 9% 7% 3% 2% 1% 1%

My parents/f amily f eel welcome to visit this school at anytime

My teacher(s) ask questions of all students, not just some students

18% 16% 35% 27% 30% 32% 12% 17% 4% 7% 1% 1%

This school has activities to celebrate student dif f erences

This school communicates with my f amily about how I am doing

10% 24% 34% 21% 10%1%

how I am doing

I see people like me in the books and materials used in my classroom

My parents/f amily participate in events or

10% 20% 29% 21% 19% 1%

My parents/f amily participate in events or activities at this school

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Supportive Learning Environment

The environment in which a staff works and students learn has a significant impact on the quality g p q y of educational work. Equality, safety, and a sense of fairness go a long way toward encouraging staff members to strive for excellence. A sense of community as distinct from being a team is another avenue to achieving organizational success, the pride and support of all staff members.

Supportive Learning Environment

58% 38% 30% 45% 7% 14% 2% 2% 1% 2% 1% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I f eel saf e at this school

Adults in this school are respectf ul of others

55% 32% 37% 27% 46% 36% 13% 17% 18% 3% 3% 5% 1% 1% 3% 1% 1% 1%

In this school there is at least one adult who knows and cares about me

This school is orderly and cares a lot about student learning

The rules against bullying are enf orced by all _37%

27% 32% 36% 43% 37% 18% 24% 19% 5% 4% 7% 3% 1% 4% 1% 1% 1%

adults in this school

In this school, students get extra help when they need it

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

26% 22% 28% 38% 37% 31% 24% 28% 27% 7% 7% 9% 4% 3% 4% 1% 2% 1%

I enjoy coming to this school

Discipline problems are handled f airly and quickly in this school

Student success is celebrated in this school

14% 11% 41% 31% 32% 37% 9% 13% 3% 6% 1% 1%

Most students are respectf ul of others at this school

Work I do in this school is usef ul and interesting to me

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Frequent Monitoring of Teaching and Learning

Effective schools engage in constant thorough and rigorous monitoring of teaching and learning Effective schools engage in constant, thorough, and rigorous 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– both for monitoring adult work and student work. The results of the assessments are used to improve student performances and also improve the instructional program.

45% 37% 13% 2%1%2%

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

I clearly understand the behavior rules of this school

Monitoring of Teaching and Learning

13% 34% 36% 13% 3%1%

My teacher(s) help me learn by challenging me with interesting activities in class

16% 29% 34% 16% 5%1%

I of ten see the principal or administrators visiting my classroom

My teacher(s) f ind other ways f or me to learn _14%

11% 30% 27% 34% 39% 14% 15% 6% 6% 1% 1%

My teacher(s) f ind other ways f or me to learn things I f ind dif f icult

My teacher(s) tell me the purpose f or each lesson or activity