The NEA KEYS 2.0: A Strategy for Union-Led Transformation KEYS Workshop Washington, DC August 14-15, 2013 Jacques Nacson, Ph.D. [email protected]

The NEA KEYS 2.0: A Strategy for Union-Led Transformation

KEYS Workshop

Washington, DC

August 14-15, 2013

Jacques Nacson, Ph.D.

[email protected]

Our Objectives

• Examine how KEYS promotes improvement in teaching and learning conditions and student outcomes in schools and districts

• Consider the power of KEYS to advance NEA organizational goals

• Identify NEA resources that support KEYS and the strategies to initiate KEYS and begin the continuous school improvement process

Beliefs and Assertions Underpinning the Development of KEYS

• Conditions of teaching and learning define school quality and influence student achievement

• Assessment of conditions is an essential first step for improvement and turnaround planning

• The system may be failing; not the people• Capacity building is critical for successful school

improvement and KEYS helps to build capacity• Internal capacity and system accountability are pre-requisites

for meeting test-based accountability requirements

KEYS Theoretical Roots

• Organizational quality (organizational conditions) :W. Edward Deming Effective Schools Research

• Curriculum & instruction: Newman and Wehlage (University of Wisconsin) APA’s Learner’s Centered Principles Charlotte Danielson’s framework for teaching NBPTS standards

• Professional development, learning communities and trust relationships:

Milbrey Mclaughlin, Judith Warren Little, Ann Lieberman, Michael Fullan, Anthony Bryk and the Learning Forward professional development standards

KEYS 2.0 As a School Assessment Tool

• KEYS staff survey• KEYS family survey• KEYS community survey• KEYS student survey• KEYS school facilitator implementation

survey

KEYS Website Access to Surveys

• http://www.keysonline.org/about.html

http://www.keysonline.org/results/index.html?school_id=826

What the KEYS Staff Survey Measures(250 Questions – 42 Indicators)

1. Shared understanding and commitment to high goals (5 indicators)

2. Open communication and collaborative problem-solving (9 indicators)

3. Continuous assessment for teaching & learning (5 indicators)

4. Personal and professional learning (11 indicators)

5. Resources to support teaching & learning (5 indicators)

6. Curriculum and instruction (7 indicators)

The Empirical Validation: (Research-Based)

• A Three Phase Process:

--The Advisory Groups

--The Development of the Instrument

--The Analyses of the Data

NEA KEYS 2.0 Survey Development The Advisory Groups

• NEA KEYS Advisory Group: Michael Fullan, Willis Hawley, Ann Lieberman, Joe Murphy, Jomills Braddock, Susan Moore Johnson

• KEYS 2.0 Research Advisory Group:

Jomills Braddock, Mark Smylie, Floraline Stevens, Helen Marks, Sylvia Rosenfield

NEA KEYS 2.0 Survey Development of Instrument

1. Identified critical concepts and generated the blueprint or specifications for the survey

2. Developed sets of questions and assembled into questionnaire format

3. Focus groups feedback and revisions ready for pilot testing

NEA KEYS 2.0 Survey DevelopmentPilot Testing New Instrument

• School is primary unit of analysis• National random sample of schools: NCES• All NEA Regions represented• 38 schools in sample (68%) 28 NEA, 10 AFT• 13 elementary (5 urban, 5 suburban, 3 rural)• 13 middle (4 urban, 3 suburban, 6 rural)• 12 high (4 urban, 5 suburban, 3 rural)

NEA KEYS 2.0 Survey Development Pilot Testing New Instrument

• Total number of respondents = 1491 (52%)

• Number of teachers responding = 1061 (71%)

• Education Support Professionals (378) and administrators (52) responding = 430 (29%)

NEA KEYS 2.0 Survey DevelopmentData Analyses

• Factor analyses to identify factors (indicators) based on clustering of items

• Regression analyses to examine the relationships of the factors (indicators) to objective and subjective measures of student achievement

• To date more than 2,500 schools and 340 districts have participated in KEYS and our data base is larger than any school assessment and improvement system in the market

1. Shared responsibility for student learning

2. Shared understanding of and commitment to high goals for student learning

3. Frequency of communication between school and parent

4. Parent-school trust

5. Sense of welcome, comfort at school

6. Frequency and type of parent involvement in school

7. Parent support for student learning at home

8. School outreach to parents

What the KEYS Family Survey Measures(8 Themes 52 Questions)

What the KEYS Community Survey Measures(6 Themes 12 Questions)

1. Shared responsibility for student learning

2. Shared understanding and commitment to high goals for student learning

3. Guardian school-trust relationship

4. Sense of welcome and comfort at school

5. Frequency and type of guardian involvement in school

6. School outreach to guardians

What the KEYS Student Survey Measures(20 Themes 150 Questions)

1. Clarity of shared goals and expectations

2. Teachers taking responsibility for student success

3. Student-centered curriculum

4. All students can learn

5. Welcoming school environment

6. Home support for learning

7. Safe environment

8. Learning how to learn

9. Engaging instructional activities

10. In-depth learning

11. Personal instruction and feedback

12. Academic achievement

13. Academic efficacy

14. Assessment matters

15. Cultural capital

16. Social supports

17. Student Engagement in School

18. Student voice

19. Student-teacher trust

20. Support services are adequate

KEYS 2.0 As a Process for Continuing School Improvement

• Differentiating among inputs, processes and outcomes in education

• Commitment to 3DM (data driven decision making)

• Application of the KEYS continuous school improvement cycle (action research, inquiry cycle, PDSA, etc…)

• KEYS 2.0 online resources and strategies for analyzing KEYS data and planning for continuous improvement

Differentiating Among Inputs, Outputs and Process Measures and Objectives in Education

--What are some examples of inputs in education? What would be an input objective or goal?

--What are some examples of outputs or outcomes in education? What would be an outcome objective or goal?

--What are some examples of processes in education? What would be a process objective or goal?

Connecting KEYS to Student Outcomes: The Continuing School Improvement Cycle:

• Reliance on evidence as the basis for moving forward

• A collaborative culture to support the continuous improvement process

• The process is iterative with feedback loops at every level and at end of the cycle

KEYS 2.0 and the Continuous School Improvement Process (Cycle)

Identify gap in current student outcome goals

Conduct KEYS 2.0 Surveys

Initial & in-depth KEYS and other Data Analysis

Action Planning: possible interventions, best option, specific steps

Implementation with monitoring of treatment fidelity

Adjustments based on process evaluation of implementation data

Product evaluation of (process goals & student outcome goals)

Celebrate successes & revisit challenges

KEYS Online Resources and Strategies for Analyzing the KEYS Data

• NEA KEYS data analyses and interpretation trainings of school and district facilitators

• KEYS data reports integrating strategies and resources for continuous school improvement, including action planning and implementation

• Commitments of the district to support and provide assistance and sustain the schools’ improvement efforts

Report & Repeat

Orientation

Cluster Selection (gap analysis)

Initial Scan of 42 Indicators

Coherent SIP

SIP Implemen-

tation

Monitor & Adjust

Organizing

InquiryKEYS-Informed Continuous Improvement

Impact

Overview

Overview

Overview

Deeper Analysis

Deeper Analysis

Deeper Analysis

Learn More

Learn More

Learn More

Action Plan

Action Plan

Action Plan

Cluster 1

Cluster 2

Cluster 3

Evaluate

Initial Scan of 42 Indicators

Purpose: build awareness of school profile and check for understanding about interpreting KEYS data.

Six Keys and 12 Clusters

Cluster Selection (gap analysis)

Inquiry (Overview)

Inquiry (Deeper Analysis)

Inquiry (Learn More)

Inquiry (Action Planning)

KEYS 2.0 and School Capacity Building

• Why is capacity important?• How do we define capacity?• What is meant by organizational capacity?• How does KEYS serve to increase or build

school (organizational) capacity?

Defining School Quality, Capacity Building and Continuous Improvement

School quality defined as the internal capacity of the school to assess accurately and objectively its strengths and weaknesses, to determine root causes and to take appropriate actions to implement improvements and evaluate the effects of such interventions as part of a continuous improvement cycle

Expanding the Definition of School Capacity

(Resource-Based) Definition

• Teacher quality• School infrastructure• Educational resources• Technology• Class size• Pre-K and all day k• Special programs• Proven educational

programs and practices

+ KEYS 2.0’ Definition

• Effective distributed leadership• Mutual trust and respect• Collegial, professional culture and

community• Collaborative problem solving• Program coherence• Shared responsibility and

accountability• Strong parental support• Knowledge-based decisions• Effective professional development

OUTCOMESINPUTS

KEYS 2.0 As a Measure of Internal School Capacity and Accountability

PROCESSES

$Adequate/Equitable

Quantity and Quality of Teaching Pool

Readiness of Students to Learn

External Supports Partnerships-Community Parent/Business

INPUTS

National, State, District Policies

KEYS 2.0 as a Measure of Internal School Capacity and Accountability

Successful Citizenship•Post Sec. Enrollments•Satisfying Careers•Etc.

Increased Satisfaction-students, staff, parents

Improved Attendance(Students/Staff)

Higher Graduation Rates (Lower Drop Out Rates)

Improved Student Learning/Achievement

OUTCOMES PROCESSES

$Adequate/Equitable

Quantity and Quality of Teaching Pool



INPUTS


KEYS 2.0 as a Measure of Internal School Capacity and Accountability


Increased Satisfaction-students, staff, parents


Higher Graduation Rates (Lower Drop Out Rates)


OUTCOMES PROCESSES

PROCESSES

KEYS and Internal Capacity Building and Process Accountability

Shared Understandingand Commitment to High

Goals

KEY 1

KEY 1

Shared Understanding and Commitment to High Goals: The Big Picture

• Effective leadership

• Clear focus, purpose, and directions related to academic emphasis and instructional issues

• Shared commitments, collective responsibility and trust

PROCESSES

Shared Understanding

and Commitment to High Goals

KEY 1

Open Communication and Collaborative Problem Solving

KEY 2


KEY 2Open Communication and Collaborative Problem

Solving: The Big Picture

• Culture and shared decision making structures• Professional learning community with major focus on academics• Collaborative and supportive environment• Strong sense of trust and collegiality• Cooperative labor-management relations• Supportive parent-community-school

relations

PROCESSES




KEY 2KEY 1

Continuous Assessment for Teaching

and Learning

KEY 3

KEYS and internal Capacity Building and Process Accountability

KEY 3Continuous Assessment for Teaching and Learning:

The Big Picture

• Culture of data-based decision-making• Action research (school and classroom levels)• Process and product evaluation of instructional programs• Use of multiple data sources to make decisions that affect student learning• Use of feedback from stakeholders to shape and modify curricular offerings

PROCESSES




Continuous Assessment for Teaching and Learning

KEY 4

Personal & Professional Learning

KEY 2KEY 1 KEY 3


KEY 4Personal and Professional Learning : The Big

Picture

• Quality teaching/ collective efficacy (content and pedagogy and general knowledge)•Teacher and staff selection and assignments• Professional development including professional community, mentoring, peer assistance• Teacher and staff evaluation• Compensation, rewards, recognitions

PROCESSES





KEY 4


Appropriate Use of Resources for Teaching and Learning

KEY 5

KEY 2KEY 1 KEY 3


KEY 5

Resources for Teaching and Learning: The Big Picture

• Appropriate use of resources with decisions based on quality not price •Availability of a broad range of resources:

-- Safe and healthy learning environment--Curriculum materials (books, library resources and

computer services)--Social, emotional and psychological services --Health and recreational services--Art, music and physical education

PROCESSES





KEY 4


Appropriate Use of Resources for Teaching

and Learning

KEY 6

Curriculum and Instruction

KEY 5

KEY 2KEY 1 KEY 3


KEY 6Curriculum and Instruction: The Big Picture

• Challenging content standards• Curriculum aligned to the challenging standards• Wide range of assessments appropriate to the

curriculum• Flexible and varied pedagogy to address individual differences among students• Appropriate curricular programs responsive to the varying needs of students

PROCESSES

Shared Understandingand Commitment to

High Goals

Open Communication and Collaborative Problem

Solving

Continuous Assessment for

Teaching and Learning

KEY 4 KEY 6


Appropriate Use of Resources for Teaching

and LearningCurriculum and

Instruction

KEY 5

KEY 2KEY 1 KEY 3

Redefining School accountability: A systems ApproachKEYS 2.0 as a Measure of Internal and Accountability

School Capacity

$ Adequate/Equitable

Quantity and Quality of Teaching

Pool



INPUTS



Increased Satisfaction(Student/Staff/Parent)


Higher Graduation Rates(Lower Drop Out Rates)


OUTCOMES

In Summary

Building capacity is essential if a school is to take steps to improve and meet performance based accountability requirements

Capacity building must be defined as both resource-based measures and KEYS measures

School capacity is also a measure of internal school accountability

Schools that have strong internal accountability are more likely to be successful in meeting external requirements

KEYS is an effective tool to measure internal capacity and accountability and take steps to improve these constructs

The “Elevator” Speech

• What is an elevator speech?• Purpose?• The KEYS take on the “elevator” speech• Strategies for developing a KEYS-related

elevator speech• Practice – practice - practice

Evaluative Criteria for a KEYS “Elevator” Speech

• The Hook to grab attention• Provide clear information• Explain what/how KEYS• Explain benefits – impact• Be passionate, enthusiastic

KEYS District Report: Aggregate Scores for Key 1—Multiple School Runs

KEYS District Results for a Single Indicator

KEYS District Results Aggregate Scores for Key 6

KEYS District Results Distribution of School Scores for Indicator 6.5 (Interventions)

KEYS District Results Aggregate Scores for Key 5 (Resources)

KEYS District Results Distribution of School Scores for Indicator 5.4 (Safe &

Healthy Learning Environment)

•Promotes local association, district, parent and community partnerships and establishes the local as an equal partner to address mutual concerns through the creation of KEYS steering committees•Links KEYS to ongoing district school improvement efforts•Ensures the commitment and support of all stakeholders through partnership agreements, including appropriate resources to individual schools •Establishes procedures, including training and technical assistance that apply to schools across the district•KEYS district reports provide valuable information for allocation of technical assistance and resources to schools

District-Wide KEYS: A Partnership between the District and the Local Association

•A more rational basis for allocating resources and technical assistance to schools.•The ability to track patterns of school and district performance over time•More effective planning for district-wide improvement strategies•The ability to create online professional communities among schools across the district •Shared accountability and commitments and improved district-association relations•A stronger and more effective local association with greater membership engagement and commitment

Benefits of a KEYS District-Association Partnership

1. Provides a framework to establish priorities and supports continuous school improvement

2. Encourages shared understanding and clear directions regarding areas needing improvement

3. Highlights “bright spots” to celebrate and replicate4. Provides motivation, inspiration, and buy-in for staff &

stakeholders to commit to and implement turnaround efforts

5. Supports the internal capacity to make improvement and accountability possible

How Can KEYS Support Our Priority Schools

Documents

The NEA KEYS 2.0: A Strategy for Union-Led Transformation KEYS Workshop Washington, DC August 14-15, 2013 Jacques Nacson, Ph.D. [email protected]