School Report Cards: Core Elements and Improvement Index
In school report cards, the CORE surveys measure social and emotional learning, including competency, growth mindset, self-efficacy, self-management, social awareness, and more. The surveys also assess school culture and climate, evaluating support for academic learning, sense of belonging, discipline rules, safety, and connectedness. Explore the results from the 2016-17 Culture and Climate analysis to understand the key aspects influencing school quality improvement.
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Presentation Transcript
Elements featured in school report cards under CORE Elements featured in school report cards under CORE Districts School Quality Improvement Index (SQII) Districts School Quality Improvement Index (SQII)
What do the CORE surveys measure on social and What do the CORE surveys measure on social and emotional learning? emotional learning? Competency/Skill Growth Mindset Definition The belief that one s abilities can grow with effort. Students with a growth mindset see effort as necessary for success, embrace challenges, learn from criticism, and persist in the face of setbacks. The belief in one s own ability to succeed in achieving an outcome or reaching a goal. Self-efficacy reflects confidence in the ability to exert control over one s own motivation, behavior, and environment. The ability to regulate one s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals. The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. Self-Efficacy Self-Management Social and Emotional Social Awareness
What do the CORE surveys that use to measure school What do the CORE surveys that use to measure school culture and climate? culture and climate? Competency/Skill Climate of Support for Academic Learning Definition Students and teachers feel that there is a climate conducive to learning and that teachers use supportive practices, such as: encouragement and constructive feedback; varied opportunities to demonstrate knowledge and skills; support for risk taking and independent thinking; atmosphere conducive to dialog and questioning; academic challenge; and individual attention to support differentiated learning. Sense of Belonging School Connectedness A positive sense of being accepted, valued, and included, by others (teacher and peers) in all school settings. Students and parents report feeling welcome at the school. Climate and Culture Knowledge and Fairness of Discipline Rules and Norms Clearly communicated rules and expectations about student and adult behavior, especially regarding physical violence, verbal abuse or harassment, and teasing; clear and consistent enforcement and norms for adult intervention Sense of Safety Students and adults report feeling safe from verbal abuse, teasing, or exclusion by others in the school.
2016 2016- -17 Culture and Climate Results 17 Culture and Climate Results 100 Hoover 90 80 70 60 50 40 30 20 10 0 Climate of Support for Academic Learning Sense of Belonging Knowledge & Fairness of Rules & Norms Safety Students Staff Parents
Social and Emotional Skills by Grade Social and Emotional Skills by Grade
Culture and Climate Areas by Grade Culture and Climate Areas by Grade
Self Self- -Management by Grade and Race/Ethnicity Management by Grade and Race/Ethnicity
Fresno Compared to CORE Districts: Growth Fresno Compared to CORE Districts: Growth Mindset in Elementary School Mindset in Elementary School (Elementary = grades 4-6; Secondary = Grades 7-12)
Fresno Compared to CORE Districts: Self Efficacy in Secondary Schools
