1. Survey Results March 2013

2. We have become obsessed with the use of test data alone to drive school improvement and transformation efforts. “Culture drives strategy” and the appropriate use of both quantitative and qualitative data is essential for successful and sustainable transformation work. -Raymond J. McNulty Vice Chairman, Successful Practices Network President, International Center for Leadership in Education “ “

3. District Staff Survey: Middle and High Schools Data Report and Results

4. Our research has shown that teachers who first focus on relationships and learner engagement are capable of changing a schools’ culture to be more rigorous and relevant.

5. NISD Secondary Schools

7. NISD Middle and High Schools Rigor

8. NISD Middle and High Schools Relevance

9. NISD Middle and High Schools

10. Leadership

11. District Student Survey Data Report and Results

12. The lesson from model schools is simple to say, but easily obscured by competing forces: relationships make rigor and relevance possible.

13. NISD Secondary Schools

14. NISD Secondary School

15. NISD Middle and High Schools

16. Relevance

17. NISD Middle and High Schools Relationships

18. NISD Middle and High Schools Leadership

19. Co-curricular and extra-curricular activities are all school wide opportunities for young people to develop leadership skills. The classroom is a critical place for students to develop these skills as well. Highly effective teachers use their classroom to improve student’s leadership skills as part of their curriculum.

20. High School Comparative Analysis Data Report and Results

21. High School: Rigor IndicatorTotal in AgreementPercentage Gap Teacher: In my class students discuss and solve open-ended questions and problems. 88.3% 17.1% Discrepancy Student: In class we discuss and solve problems that have more than one answer. 71.2%

22. High School: Rigor IndicatorTotal in AgreementPercentage Gap Teacher: I spend too much time re-teaching what students should already know. 54.2% 10% Discrepancy Student: My teachers are teaching me things I already know. 44.2%

23. High School: Rigor IndicatorTotal in AgreementPercentage Gap Teacher: This school has high expectations for all students. 80.0% 14.0% Discrepancy Student: This school has high expectations for all students. 66%

24. High School: Relevance IndicatorTotal in AgreementPercentage Gap Teacher: Students can apply what I am teaching to their everyday lives. 85.5% 42.8% Discrepancy Student: I can apply what I learn in my classes to my everyday life. 42.7%

25. High School: Relevance IndicatorTotal in AgreementPercentage Gap Teacher: I use information and communication technology (e.g., computers, internet) to promote learning. 95.8% 14.3% Discrepancy Student: Teachers use computers in the classroom. 84.5% Student: Teachers use the Internet in the classroom. 78.5%

26. High School: Relationships IndicatorTotal in AgreementPercentage Gap Teacher: Staff respect students. 91.3% 30.7% Discrepancy Student: My teacher cares about me. 60.6%

27. High School: Relationships IndicatorTotal in AgreementPercentage Gap Teacher: I am aware of my students’ interests outside of school. 90.6% 62.1% Discrepancy Students: My teachers know my interests outside of school. 28.5%

28. High School: Relationships IndicatorTotal in AgreementPercentage Gap Teacher: Students talk about academic problems and concerns with me. 85.9% 29.4% Discrepancy Students: I can share my academic problems and concerns with my teachers. 56.5%

29. Middle School Comparative Analysis Data Report and Results

30. Middle School: Rigor IndicatorTotal in AgreementPercentage Gap Teacher: In my class students discuss and solve open-ended questions and problems. 95.4% 22.4% Discrepancy Student: In class we discuss and solve problems that have more than one answer. 73.0%

31. Middle School: Rigor IndicatorTotal in AgreementPercentage Gap Teacher: I spend too much time re-teaching what students should already know. 42.7% 4.2% Similarity Student: My teachers are teaching me things I already know. 46.9%

32. Middle School: Rigor IndicatorTotal in AgreementPercentage Gap Teacher: This school has high expectations for all students. 88.9% 8.4% Similarity Student: This school has high expectations for all students. 80.5%

33. Middle School: Relevance IndicatorTotal in AgreementPercentage Gap Teacher: Students can apply what I am teaching to their everyday lives. 95.3% 28.4% Discrepancy Student: I can apply what I learn in my classes to my everyday life. 66.9%

34. Middle School: Relevance IndicatorTotal in AgreementPercentage Gap Teacher: I use information and communication technology (e.g., computers, internet) to promote learning. 93.9% 5.5% Similarity Student: Teachers use computers in the classroom. 92.3% Student: Teachers use the Internet in the classroom. 84.5%

35. Middle School: Relationships IndicatorTotal in AgreementPercentage Gap Teacher: I am aware of my students’ interests outside of school. 88.5% 63.3% Discrepancy Students: My teachers know my interests outside of school. 25.2%

36. Middle School: Relationships IndicatorTotal in AgreementPercentage Gap Teacher: I know my students’ academic interests and goals. 84.9% 47.8% Discrepancy Students: My teachers know my academic interests and goals. 37.1%

37. Middle School: Relationships IndicatorTotal in AgreementPercentage Gap Teacher: Students talk about academic problems and concerns with me. 86.7% 22.9% Discrepancy Students: I can share my academic problems and concerns with my teachers. 63.8%

38. High School Successes and Challenges Data Report and Results

39. High School We Teach: Successes Four year change I teach students to use information and communication technology responsibly. +4 (93%) Staff are expected to provide opportunities for students to discuss and solve open-ended questions and problems. +6 (96%) The school administration clearly communicates the goals of the school to staff. +15 (84%) School administration recognizes the achievements of the staff. +30 (78%) Staff are expected to use a variety of instructional strategies to help students learn. +4 (98%)

40. High School We Teach: Challenges Four year change If students are given more challenging work, they do it. +2 (48%) Students who graduate from this school are college and/or workforce ready. (53%) Time is available to collaborate with other teachers. -3 (54%) School administration implements change without undue stress. +23 (51%) Struggling and disengaged learners receive the support necessary to be successful. +10 (75%)

41. High School We Learn: Successes Four year change Teachers use computers in the classroom.+9 (88%) My teachers expect me to use the Internet on some of my class assignments. +10 (82%) My teachers help me. +24 (80%) I know my school’s mission/vision. +15 (62%) In class we discuss and solve problems that have more than one answer. +6 (72%)

42. High School We Learn: Challenges Four year change At this school, students care about doing well academically. +9 (48%) My teachers know my academic interests and goals. +4 (35%) My teachers take action on student concerns and suggestions. +9 (51%) My ideas are important to my teachers when they plan lessons. +6 (34%) School administration listens to our concerns. +10 (36%)

43. Survey Results March 2013