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systemwide evidences of quality: implications for effective instruction, academic achievement, and targeted intervention

The Center for the School of the Future at Utah State University.

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systemwide evidences of quality: implications for effective instruction, academic achievement, and targeted intervention

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    1. Systemwide Evidences of Quality: Implications for Effective Instruction, Academic Achievement, and Targeted Interventions CCBD Forum 2008 February 9, 2008

    7. Context (Alterable Environmental Variables) and Learning “…Changing these identified contextual factors not only can help prevent antisocial behavior, but also can help to create an environment more conducive to learning” (G. Roy Mayer, 2001, Education and Treatment of Children)

    8. ISQ: Indicators of School Quality

    9. ISQ Status Report Item X Respondent Item X Respondent Disaggregated Demographics Grade Ethnicity Community/ Neighborhood Risk Factors Parent & Staff Priorities

    10. Progress & Normative Reports

    11. ISQ: 7.5 Years of Experience 2000-2008 850 Schools 10 States 30 of 40 Utah Districts International (Virgin Islands, Panama) 450,000 Students 350,000 Parents 25,000 Certified Teachers

    12. Why Assess the Learning Environment using ISQ? Systematic School Improvement Planning and Decision-Making Accountability and Reporting Improving outcomes Accreditation Endorsed by the Northwest Association of Accredited Schools (Eight Western States) Research Learning more about school quality and the variables that produce it Investigating relationships between contextual variables and educational outcomes

    13. Evidences: Three Studies All ISQ Domains and Academic Achievement Middle School Case Study: Longitudinal 5 Years of School Learning Environment Data 3 Years of Language Arts CRT Data Tracked an Entire Grade Cohort from Sixth to Eighth Grades Compared School Improvement to Academic Growth Single ISQ Domain (Behavior Support) and Academic Achievement 71 Utah Schools Responses to 5 Student Questions Adequate Yearly Progress (AYP) CRT (Criterion-Referenced Tests) Single ISQ Domain (Behavior Support) and School Quality 47 Schools in Utah 30 Low Risk Schools, 7 Moderate Risk, and 10 High Risk Schools

    14. 1. Middle School Case Study What impact is there on an entire grade’s Language Arts CRT scores when a school systematically improves its learning environment?

    17. School Leadership Guides

    18. School Leadership Guides

    19. 2. Indicators of Behavior Support Study Relationships to Academic Achievement Are schools more likely to achieve adequate yearly progress and CRT proficiency when students report Clarity in expectations Presence of a trusting adult Success in academic skills Success in social skills Presence of appropriate rewards?

    20. Support for the Behavior of Students and Teachers Conditions of behavior support are better predictors of academic achievement and school safety than are measures of Socioeconomic status Maternal education Demographic variables

    22. Positive Behavior Support Items Elementary/Secondary

    23. Signal Analysis Legend: Behavior Support Percent of 55,000 Students in Each School Who Answered Affirmatively to the Behavior Support Questions 90% or more 80-90% 70-80% Fewer than 70%

    28. Indicators of School Quality (ISQ) “Teaching and learning cannot be significantly improved until the underlying development and management decisions in a school are addressed.” James Comer, 1988 Founder and Developer of the Comer School Development Model Yale University

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