What is KEYS 2.0 and Why is it Unique? Jacques Nacson, Ph.D. National Education Association Center for Great Public Schools New Products & Programs Department

Objectives Learn about the NEA KEYS 2.0 initiative, its theoretical roots, its development and where it fits as a component of school internal capacity and accountability Learn what the KEYS data look like and how schools can use the data for school improvement planning

KEYS 2.0 Materials REVIEW OF MATERIALS IN FOLDERS

Organization of KEYS Presentation Why? and What is KEYS? What makes KEYS unique and why and how schools and districts use the KEYS initiative for continuous school improvement Questions and answers

WHY KEYS? Supports NEA’s efforts to focus on student achievement, help schools meet ESEA/NCLB requirements and address the achievement gaps Helps schools address the need for data-driven decision- making (3DM), prioritize and make systemic changes and improvements Involves and gives stakeholders a voice – teachers, support staff, parents and community can participate and provide valuable feedback Engages local education association and administrators in shared mission and vision and school improvement Creates opportunities for association-district cooperation Supports the association’s advocacy and membership recruitment and retention efforts

What is the NEA KEYS 2.0 Initiative? Brainstorming Exercise: “What are the essential elements or conditions that characterize a high performing, high quality school?”

What is the NEA KEYS 2.0 Initiative? Your Challenges How do you know whether (or not) these elements exist in your school? How do you know whether these elements exist at a level that is sufficiently high to make a difference? How would these elements be measured or quantified? And, if they cannot be measured, how would you know if improvement were made?

What is the NEA KEYS 2.0 Initiative? Deliberative process for continuous school improvement Research-based and data/information-driven Supports the school’s and district’s efforts to build internal capacity to improve and be accountable Begins with the use of a school assessment tool, an online survey, completed by the school community that yields scores on 42 indicators of school quality that correlate with high student achievement

The NEA Six “Keys” to School Quality The 42 indicators are clustered into six essential “Keys” that offer a vision and define the standards for school quality : 1. Shared understanding and commitment to high goals (5 Indicators) 2. Open communication and collaborative problem solving (9 Indicators) 3. Continuous assessment for teaching and learning (5 Indicators)

The NEA Six “Keys” to School Quality 4. Personal and professional learning (11 Indicators) 5. Resources to support teaching & learning (5 Indicators) 6. Curriculum and instruction (7 Indicators)

School Quality, Continuous Improvement and Capacity Building: The Bottom Line 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 cycle KEYS: a tool to help schools and school districts build the internal capacity to begin this continuous improvement journey

Expanding the Definition of School Capacity Resources Definition Teacher quality School infrastructure Educational resources Technology Class size Pre-K and all day k Special programs Proven educational programs and practices + KEYS’ 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

KEYS is NOT Prescriptive Three Alternative Uses 1.Survey only 2.Survey as part of an existing school or district improvement model 3. KEYS embedded in a continuous school improvement (CSI) as depicted and supported in the new KEYS 2.0 website

Problem/Opportunity Identified Data Collection Diagnosis & Feedback Action Planning Action Taking

Our KEYS 2.0 Top 10 List Ten Reasons that Make the NEA KEYS 2.0 Initiative Unique! (Not in Order of Importance)

REASON # 1 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 NSDC professional development standards

REASON # 2 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 Identified critical concepts and generated the blueprint or specifications for the survey Developed sets of questions and assembled into questionnaire format Focus groups feedback and revisions ready for pilot testing

NEA KEYS 2.0 Survey Development Pilot 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 Development Data 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 1,500 schools have participated in KEYS and our data base is larger than any school assessment and improvement system in the market

REASON # 3 KEYS is Highly Credible with School Staff Ownership of the process and the data KEYS surveys are completed anonymously and results are strictly confidential Schools decide what to do with the data The survey is available in English or Spanish

Reason # 4 Inclusiveness The whole school community can participate, including parents and community members, using new KEYS parent and community surveys The KEYS survey contains a skip pattern invisible to respondent depending on the individual’s role On items of curriculum and instruction, respondents are asked to respond in relation to a “target class” rather than generalize to the school as a whole Separate analyses are provided for each constituent group allowing for comparisons of perceptions among the groups

Reason # 5 Objective Baseline Data and Targets School average and standard deviation scores are provided for each of the 42 quality school indicators Normative and longitudinal comparisons can be made

Reason #6 Sets Stage for Further analysis and Reflection Opportunities to discuss difficult issues that would otherwise be muted Opportunities to collect and use data for establishing priorities and making more rational school improvement decisions Opportunities to link the KEYS data to school and district strategic goals or to state frameworks Opportunities for promoting learning communities and encouraging essential conversations

Reason # 7 School and District Results are Available School reports are available in hard copy and can be accessed online School data and normative comparison data are reported separately for each of the 42 quality indicators In the school online data report, results are linked to KEYS resources Separate district reports can be made available

Demo School Report with Links to Resources

Demo School Report with Links to Resources (Drilling Down)

Demo School Report with Links to Resources (Drilling Down further)

Example of a District Report Aggregate Scores for Key 6

Example of District Report Distribution of School Scores for Indicator 6.5 (Interventions)

Example of a District Report Aggregate Scores for Key 5 (Resources)

Example of District Report: Distribution of School Scores for Indicator 5.4 (Safe & Healthy Learning Environment)

Key Benefits for District Participation A rational basis for allocating resources and technical assistance to schools. The ability to track patterns of school performance over time The ability to create online communities of learners across schools within the district More effective planning for district-wide improvement strategies, including the collection and sharing of local school improvement plans Shared accountability and commitments and improved district-association relations

Reason # 8 NEA and State Affiliates Supports NEA and its state affiliates support KEYS 2.0 through a variety of resources and continued technical support in the context of action research and continuous school improvement

NEA Supports—Other Elements of KEYS 2.0 Initiative KEYS trainings—introductory and advanced NEA KEYS tool kit – migrated to the Web Action guide and facilitation guide Quality schools infrastructure: NEA KEYS coaches 24/7 technical assistance on web access issues and technical problems KEYS Spanish language version KEYS networking NEA KEYS online school improvement resources (data reports, CSI model and facilitator’s toolkit)

Reason # 9 Cost Sharing Factors Other than in-kind school and district supports, for NEA affiliated schools and districts, at this time, there are no costs associated with use of the NEA KEYS initiative. Competitive (less comprehensive and credible) private sector needs assessment initiatives could cost as much as $500.-$1,000. per school

Reason # 10 KEYS + KEYS is more than a school and district assessment system KEYS as a set of standards for measuring school conditions for effective teaching and learning KEYS as a set of tools for helping schools assess their strengths and weaknesses and build capacity for school improvement KEYS as a measure of internal school accountability

Redefining School accountability: A systems Approach Input accountability -- equity and adequacy standards (opportunity to learn OTL standards) Output accountability – performance based standards (outcome-based standards) Process accountability – internal accountability (capacity to perform)

OUTCOMES INPUTS Redefining School Accountability: A Systems Approach KEYS as a Systemic 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 OUTCOMES INPUTS National, State, District Policies KEYS as a Measure of Internal School Capacity and Accountability PROCESSES

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 KEYS as a Measure of Internal School Capacity and Accountability $ Adequate/Equitable Quantity and Quality of Teaching Pool Readiness of Students to Learn External Supports Partnerships- Community Parent/Business INPUTS National, State, District Policies 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 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

KEYS as a Measure of Internal School Capacity and Accountability Shared Understanding and Commitment to High Goals 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 KEYS as a Measure of Internal School Capacity and Accountability

KEY 2 Open Communication and Collaborative Problem Solving: The Big Picture Culture, governance and decision making structures Professional community and learning organization 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 Shared Understanding and Commitment to High Goals Open Communication and Collaborative Problem Solving KEY 2KEY 1 Continuous Assessment for Teaching and Learning KEY 3 KEYS as a Measure of Internal School Capacity and Accountability

KEY 3 Continuous 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 Shared Understanding and Commitment to High Goals Open Communication and Collaborative Problem Solving Continuous Assessment for Teaching and Learning KEY 4 Personal & Professional Learning KEY 2KEY 1KEY 3 KEYS as a Measure of Internal School Capacity and Accountability

KEY 4 Personal 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 Shared Understanding and Commitment to High Goals Open Communication and Collaborative Problem Solving Continuous Assessment for Teaching and Learning KEY 4 Personal & Professional Learning Appropriate Use of Resources for Teaching and Learning KEY 5 KEY 2KEY 1KEY 3 KEYS as a Measure of Internal School Capacity and Accountability

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 Shared Understanding and Commitment to High Goals Open Communication and Collaborative Problem Solving Continuous Assessment for Teaching and Learning KEY 4 Personal & Professional Learning Appropriate Use of Resources for Teaching and Learning KEY 6 Curriculum and Instruction KEY 5 KEY 2KEY 1KEY 3 KEYS as a Measure of Internal School Capacity and Accountability

KEY 6 Curriculum 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 Understanding and Commitment to High Goals Open Communication and Collaborative Problem Solving Continuous Assessment for Teaching and Learning KEY 4KEY 6 Personal & Professional Learning Appropriate Use of Resources for Teaching and Learning Curriculum and Instruction KEY 5 KEY 2KEY 1KEY 3 KEYS as a Measure of Internal School Capacity and Accountability $ Adequate/Equitable Quantity and Quality of Teaching Pool Readiness of Students to Learn External Supports Partnerships- Community Parent/Business INPUTS National, State, District Policies Successful Citizenship Post Sec. Enrollments Satisfying Careers Etc. Increased Satisfaction (Student/Staff/Parent ) Improved Attendance (Students/Staff ) Higher Graduation Rates (Lower Drop Out Rates) Improved Student Learning/ Achievement OUTCOMES

KEYS 2.0 Means Opportunities for the NEA and its Local Affiliates To create partnerships and improve district- association relations To address members needs, improve quality of professional life (conditions of teaching and learning) and increase levels of job satisfaction To address ESEA accountability requirements by providing for data-based school improvement interventions, leading to high student achievement To help our members address achievement gaps issues and help narrow the gaps To support our advocacy and membership recruitment and retention efforts

Nuts and Bolts Discussion Questions How can I be sure that my responses will remain anonymous and confidential? How long will the survey take? Can I complete parts of it, then log out and come back later to finish? What happens if someone doesn’t answer a question? How many participants (staff/parents) must complete the survey before the data are aggregated and the school report is generated? Who has access to the school data report? How much time do we have to complete the survey? Can the period of time to complete the survey be extended? How can we track the survey completion progress? Will the district facilitators have access to the individual school data reports? How can schools share information and learn from each other?

How To Access KEYS 2.0 The KEYS 2.0 online is available at: Access to the KEYS initiative is available only through the NEA state and local affiliates.

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