2015
5Essentials Full
Report
Report for Walnut Trails Elem School
Table of Contents
The 5Essentials .......................................................................................................................................... 1
Effective Leaders........................................................................................................................................ 2
Measures of Effective Leaders .............................................................................................................. 3
Collaborative Teachers ............................................................................................................................ 15
Measures of Collaborative Teachers ................................................................................................... 16
Involved Families ..................................................................................................................................... 30
Measures of Involved Families ............................................................................................................ 31
Supportive Environment.......................................................................................................................... 39
Measures of Supportive Environment.................................................................................................. 40
Ambitious Instruction .............................................................................................................................. 44
Measures of Ambitious Instruction....................................................................................................... 45
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
5Essentials Overview
5Essentials Predicts School Improvement
School improvement is challenging work. Without
strength in multiple areas, schools often struggle to
improve. Researchers at the University of Chicago
Consortium on Chicago School Research used 20
years of evidence to define five essential
components of organization and climate related to
improving schools. What they found is compelling.
These researchers showed that schools strong on
these Essentials are more likely to:
improve student learning and attendance year
after 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 5
Essentials are 10 times more likely to improve
student learning.
5Essentials at Walnut Trails Elem School
Walnut Trails Elem School completed the 2015
Illinois 5Essentials in 2015. The results of these
surveys at indicate that Walnut Trails Elem
School is organized for improvement.
Each of the Essentials provides a different lens into
the organizational and learning conditions at
Walnut Trails Elem School and provides guidance
on how a school can organize its work:
State of Illinois
Walnut Trails Elem School
2015 5Essentials Performance
Very Strong
Strong
Neutral
Weak
Very Weak
Low Response or N/A
Survey Response Rates
Respondent Response Rate (State of Illinois)
Students
0.0
(70%)
Teachers
90.0%
(76%)
Survey results are available to schools if they have at least 8
valid student or teacher responses and if at least 50% of
their students or teachers responded.
Ambitious Instruction: Classes are challenging and engaging. Low Response/Not Applicable*
Effective Leaders: Principals and teachers implement a shared vision for success. Neutral
Collaborative Teachers: Teachers collaborate to promote professional growth. Neutral
Involved Families: The entire staff builds strong external relationships. Strong
Supportive Environment: The school is safe, demanding, and supportive. Low Response/Not
Applicable
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
Effective Leaders
Walnut Trails Elem School
Performance on Effective Leaders
Performance: Neutral
In schools with Effective Leaders, principals and
teachers work together to implement a shared vision.
In such schools, people, programs, and resources are
focused on a vision for sustained improvement.
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).
Measures for Effective Leaders
Program Coherence
Teacher-Principal Trust
Teacher Influence
Instructional Leadership
Performance on Effective Leaders Over Time
Walnut Trails Elem School received a score of 49 on
Effective Leaders, representing its aggregate
performance across four key indicators of this
essential:
Program Coherence (48 - Neutral)
Teacher-Principal Trust (64 - Strong)
Teacher Influence (41 - Neutral)
Instructional Leadership (41 - Neutral)
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
Measures of Effective Leaders
Program Coherence
Performance: Neutral
Walnut Trails Elem School
Performance on Program Coherence
Program Coherence
School programs are coordinated and consistent with
its goals for student learning.
Program Coherence Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
What are these results based on?
This schools performance on this measure is based on the questions shown below. Relative
performance is based on how responses in this school compare to the benchmark
Teachers report that:
Many special programs come and go at this
school.
Once we start a new program, we follow up
to make sure that its working.
Curriculum, instruction, and learning
materials are well coordinated across the
different grade levels at this school.
We have so many different programs in this
school that I cant keep track of them all.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
There is consistency in curriculum,
instruction, and learning materials among
teachers in the same grade level at this
school.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
Teacher-Principal Trust
Performance: Strong
Walnut Trails Elem School
Performance on Teacher-Principal Trust
Teacher-Principal Trust
Teachers and principals share a high level of mutual
trust and respect.
Teacher-Principal Trust Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
What are these results based on?
This schools performance on this measure is based on the questions shown below. Relative
performance is based on how responses in this school compare to the benchmark
Teachers report that:
Its OK in this school to discuss feelings,
worries, and frustrations with the principal.
The principal looks out for the personal
welfare of the faculty members.
I trust the principal at his or her word.
The principal at this school is an effective
manager who makes the school run
smoothly.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
The principal places the needs of children
ahead of personal and political interests.
The principal has confidence in the
expertise of the teachers.
The principal takes a personal interest in the
professional development of teachers.
Teachers feel respected by the principal
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
Teacher Influence
Performance: Neutral
Walnut Trails Elem School
Performance on Teacher Influence
In schools with strong Teacher Influence, teachers
have influence in a broad range of decisions regarding
school policies and practices.
Based on a comparison to the benchmark, an
mScore of 41 means that Walnut Trails Elem
School is neutral on this measure.
Teacher Influence Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
10
What are these results based on?
This schools performance on this measure is based on the questions shown below. Relative
performance is based on how responses in this school compare to the benchmark
Teachers report having influence on:
Planning how discretionary school funds
should be used.
Determining the content of in-service
programs.
Determining books and other instructional
materials used in classrooms.
Establishing the curriculum and
instructional program.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
11
Setting standards for student behavior.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
12
Instructional Leadership
Performance: Neutral
Walnut Trails Elem School
Performance on Instructional Leadership
In schools with strong Instructional Leadership, the
leadership team is an active and skilled group that
sets high standards for teaching and student learning.
On average, % of teachers at Walnut Trails Elem
School responded favorably to questions related
to Instructional Leadership.
Based on a comparison to the benchmark, an
mScore of 41 means that Walnut Trails Elem
School is neutral on this measure.
Instructional Leadership Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
13
What are these results based on?
This schools performance on this measure is based on the questions shown below. Relative
performance is based on how responses in this school compare to the benchmark
Teachers report that the school leadership team:
Knows whats going on in my classroom.
Provides me with useful feedback to
improve my teaching.
Has provided me with the support I need to
improve my teaching.
Presses teachers to implement what they
have learned in professional development.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
14
Communicates a clear vision for our school.
Makes clear to the staff the leaderships
expectations for meeting instructional goals.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
15
Collaborative Teachers
Walnut Trails Elem School
Performance on Collaborative Teachers
Performance: Neutral
In schools with strong Collaborative Teachers, all
teachers collaborate to promote professional growth.
In such schools, teachers are:
active partners in school improvement,
committed to the school, and
focused on professional development.
Walnut Trails Elem School received a score of 44 on
Collaborative Teachers, representing its aggregate
performance across four key indicators of this
essential:
Collaborative Practices (37 - Weak)
Collective Responsibility (46 - Neutral)
Quality Professional Development (14 - Very
Weak)
School Commitment (71 - Strong)
Teacher-Teacher Trust (53 - Neutral)
Measures for Collaborative Teachers
Collaborative Practices
Collective Responsibility
Quality Professional
Development
School Commitment
Teacher-Teacher Trust
Performance on Collaborative Teachers Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
16
Measures of Collaborative Teachers
Collaborative Practices
Performance: Weak
Collaborative Practices
Teachers observe each others' practice and work
together to review assessment data and develop
instructional strategies.
Walnut Trails Elem School
Performance on Collaborative Practices
Collaborative Practices Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
17
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this school
compare to the benchmark.
Teachers report the frequency of these actions in school year:
Observed another teacher's classroom to
offer feedback.
Observed another teacher's classroom to
get ideas for your own instruction.
Gone over student assessment data with
other teachers to make instructional
decisions.
Worked with other teachers to develop
materials or activities for particular
classes.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
18
Worked on instructional strategies with
other teachers.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
19
Collective Responsibility
Performance: Neutral
Collective Responsibility
Teachers share a strong sense of responsibility for
student development, school improvement, and
professional growth.
Walnut Trails Elem School
Performance on Collective Responsibility
Collective Responsibility Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
20
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this school
compare to the benchmark.
Teachers report that other teachers in the school:
Feel responsible when
students in this school fail.
Feel responsible to help each
other do their best.
Help maintain discipline in the
entire school, not just their
classroom.
Take responsibility for
improving the school.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
21
Feel responsible for helping
students develop self-control.
Feel responsible that all
students learn.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
22
Quality Professional Development
Performance: Very Weak
Walnut Trails Elem School
Performance on Quality Professional Development
Quality Professional Development
Professional development is rigorous and focused on
student learning.
Quality Professional Development Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
23
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this school
compare to the benchmark.
Teachers report that professional development this year has:
Included opportunities to work
productively with teachers from other
schools.
Included enough time to think carefully
about, try, and evaluate new ideas.
Been sustained and coherently focused,
rather than short-term and unrelated.
Included opportunities to work
productively with colleagues in my
school.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
24
Been closely connected to my schools
improvement plan.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
25
School Commitment
Performance: Strong
Walnut Trails Elem School
Performance on School Commitment
School Commitment
Teachers are deeply committed to the school.
School Commitment Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
26
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this school
compare to the benchmark.
Teachers report that:
I wouldnt want to work in any other
school.
I would recommend this school to parents
seeking a place for their child.
I usually look forward to each working day
at this school.
I feel loyal to this school.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
27
Teacher-Teacher Trust
Performance: Neutral
Walnut Trails Elem School
Performance on Teacher-Teacher Trust
Teacher-Teacher Trust
Teachers are supportive and respectful of one
another, personally and professionally.
Teacher-Teacher Trust Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
28
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this school
compare to the benchmark.
Teachers report that:
Teachers in this school trust each other.
It's OK in this school to discuss feelings,
worries, and frustrations with other
teachers.
Teachers respect other teachers who take
the lead in school improvement efforts.
Teachers at this school respect those
colleagues who are experts at their craft.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
29
Teachers feel respected by other teachers
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
30
Involved Families
Walnut Trails Elem School
Performance on Involved Families
Performance: Strong
In schools with Involved Families, the entire staff
builds strong external relationships. Such schools:
see parents as partners in helping students
learn,
value parents' input and participation in
advancing the school's mission, and
support efforts to strengthen its students'
community resources.
Walnut Trails Elem Schools eScore of 67 represents
its aggregate performance across four key indicators
of Involved Families:
Measures for Involved Families
Teacher-Parent Trust
Parent Involvement in School
Parent Influence on Decision
Making in Schools
Performance on Over Time
Teacher-Parent Trust (67 - Strong)
Parent Involvement in School (74 - Strong)
Parent Influence on Decision Making in Schools
(59 - Neutral)
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
31
Measures of Involved Families
Teacher-Parent Trust
Performance: Strong
Walnut Trails Elem School
Performance on Teacher-Parent Trust
Teacher-Parent Trust
Teachers and parents are partners in improving student learning.
Teacher-Parent Trust Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
32
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative performance
(above, at, near, below, far below benchmark) is based on how responses in this school compare to the
benchmark.
Teachers report that:
Parents do their best to help their
children learn
Teachers feel good about parents'
support for their work
Parents support teachers
teaching efforts
Teachers and parents think of
each other as partners in
educating children.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
33
Staff at this school work hard to
build trusting relationships with
parents.
Teachers feel respected by the
parents of the students
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
34
Parent Involvement in School
Performance: Strong
Walnut Trails Elem School
Performance on Parent Involvement in
School
Parent Involvement in School
Parents participate in school activities related to their child's
academic growth.
Parent Involvement in School Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
35
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative performance
(above, at, near, below, far below benchmark) is based on how responses in this school compare to the
benchmark.
Teachers report that parents at the school:
Volunteered time to support the
school (e.g., volunteer in
classrooms, help with schoolwide events, etc.).
Contacted me about their child's
performance.
Respond to my suggestions for
helping their child.
Attended parent-teacher
conferences when you requested
them.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
36
Parent Influence on Decision Making in Schools
Performance: Neutral
Walnut Trails Elem School
Performance on Parent Influence on
Decision Making in Schools
In schools with strong Parent Influence on Decision Making in
Schools, the school actively creates opportunities for parents to
participate in developing academic programs and influencing
school curricula.
On average, % of teachers at Walnut Trails Elem School
responded favorably to questions related to Parent Influence
on Decision Making in Schools.
Based on a comparison to the benchmark, an mScore of 59
means that Walnut Trails Elem School is neutral on this
measure.
Parent Influence on Decision Making in
Schools Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
37
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative performance
(above, at, near, below, far below benchmark) is based on how responses in this school compare to the
benchmark.
Teachers report the school:
Involves parents in commenting on school
curricula.
Develops formal networks to link all families
with each other (for example: sharing parent
directories, providing a website for parents
to connect with one another, etc.).
Encourages more-involved parents to reach
out to less-involved parents.
Involves parents in the development of
programs aimed at improving students
academic outcomes.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
38
Includes parent leaders from all backgrounds
in school improvement efforts.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
39
Supportive Environment
Walnut Trails Elem School
Performance on Supportive Environment
Performance: Low Response/Not
Applicable
Measures for Supportive Environment
In schools with a Supportive Environment, the school
is safe, demanding, and supportive. In such schools:
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.
Peer Support for Academic
Work
Academic Personalism
Safety
Student-Teacher Trust
Performance on Supportive Environment Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
40
Measures of Supportive Environment
Peer Support for Academic Work
Performance: Low Response/Not
Applicable
Peer Support for Academic Work
Students demonstrate behaviors that lead to
academic achievement.
Walnut Trails Elem School
Performance on Peer Support for Academic Work
Peer Support for Academic Work Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
41
Academic Personalism
Performance: Low Response/Not
Applicable
Academic Personalism
Teachers connect with students in the classroom and
support them in achieving academic goals.
Walnut Trails Elem School
Performance on Academic Personalism
Academic Personalism Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
42
Safety
Performance: Low Response/Not
Applicable
Safety
Students feel safe both in and around the school
building, and while they travel to and from home.
Walnut Trails Elem School
Performance on Safety
Safety Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
43
Student-Teacher Trust
Performance: Low Response/Not
Applicable
Student-Teacher Trust
Students and teachers share a high level of mutual
trust and respect.
Walnut Trails Elem School
Performance on Student-Teacher Trust
Student-Teacher Trust Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
44
Ambitious Instruction
Walnut Trails Elem School
Performance on Ambitious Instruction
Performance: Low Response/Not
Applicable
In schools with strong Ambitious Instruction,
classes are challenging and engaging. The
instruction is clear, well-structured, and
encourages students to build and apply
knowledge. When combined with a supportive
environment, Ambitious Instruction has the most
direct effect on student learning. It is:
well-defined with clear expectations for
student success,
interactive and encourages students to build
and apply knowledge,
well-paced (not measured), and
aligned across grades (not measured).
Measures for Ambitious Instruction
English Instruction
Math Instruction
Academic Press
Quality of Student Discussion
Walnut Trails Elem School
Performance on Ambitious Instruction Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
45
Measures of Ambitious Instruction
English Instruction
Performance: Low Response/Not
Applicable
English Instruction
Students interact with course material and one
another to build and apply critical reading and writing
skills.
Walnut Trails Elem School
Performance on English Instruction
English Instruction Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
46
Math Instruction
Performance: Low Response/Not
Applicable
Math Instruction
Students interact with course material and one
another to build and apply knowledge in their math
classes.
Walnut Trails Elem School
Performance on Math Instruction
Math Instruction Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
47
Academic Press
Performance: Low Response/Not
Applicable
Academic Press
Teachers expect students to do their best and to
meet academic demands.
Walnut Trails Elem School
Performance on Academic Press
Academic Press Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
48
Quality of Student Discussion
Performance: Very Strong
Walnut Trails Elem School
Performance on Quality of Student Discussion
Quality of Student Discussion
Students participate in classroom discussions that
build their critical thinking skills.
Quality of Student Discussion Over Time
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
49
What are these results based on?
This school's performance on this Measure is based on the questions shown below. Relative
performance (above, at, near, below, far below benchmark) is based on how responses in this school
compare to the benchmark.
Teachers report that:
Students use data and text references to
support their ideas.
Students provide constructive feedback
to their peers and to me.
Students build on each others ideas
during discussion.
Most students participate in the
discussion at some point.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
50
Students show each other respect.
2015 survey results for Walnut Trails Elem School. Produced by UChicago Impact.
