Center for Educational Effectiveness

Data Based Inquiry and Partnership Approach

Using our own internal culture of data-based inquiry, The Center focuses on action research, data analysis and support for the school improvement planning process.

Using data to paint the picture of reality in a school provides a solid foundation for school improvement decisions and goals. Using a comprehensive portfolio of data from all 4 domains of data - outcome (student achievement), perceptual (parent, student, staff, leadership), demographic and program/process is the key to school improvement goal setting. CEE will help you create a comprehensive, visual data portfolio that is friendly and useful, meaningful to your school population and pinpoints student needs to indicate intervention steps. CEE provides you with data that will inform appropriate changes in curriculum, instructional practice, assessment and the systems you have in place to increase student learning and achieve second order changes.

CEE has been a leader in data-based inquiry and shares both expertise and research findings frequently throughout the year at conferences sponsored by:

OSPI - Office of the Superintendent of Public Instruction
AWSP - Association of WA School Principals
WASA - WA Association of School Administrators
WERA - WA Educational Research Association
WSSDA - WA State School Directors Association
WAASCD - WA Association of Supervision and Curriculum Development

Data Training and Seminars

Next scheduled presentations:

November 20 - WSSDA Conference - Spokane

K-12 School Improvement Facilitation and Assistance

CEE has a staff of highly trained data consultantts and school improvement facilitators to help you focus and accelerate your improvement planning and implementation. Based upon our close partnership with a school or its facilitator, and our experience in school assistance, we can recommend solutions, tools and services to quantify the strengths and opportunities of a building and how that information can be used to create and support school improvement plans.

Click here for more information about CEE Associates

Data Analysis and Display of Student Achievement and Other Outcome Data

The Center will analyze and display your student data in highly actionable ways to start conversations, identify needs and support decisions for school improvement.

School Culture Assessment

The Educational Effectiveness Survey © (EES © ) is a survey that has been designed to provide school leaders and staff with reliable and valid measurement of the characteristics of high performing schools as well as the readiness to benefit, cultural responsiveness, organizational trust and district support for school improvement - all essential to inform conversations and decisions for improvement. The culture of a school and district and the effectiveness of the professional adult organization(s) are the keys to systemic, sustainable school improvement. Also available: EES Parent Survey and Student Survey - both available in Spanish or English.

Leadership Development

Effective leadership is the key to successful school and district improvement. Data-driven decisions about professional development and goal setting for leaders is essential. CEE provides formative feedback for educational leaders - superintendents, principals and other administrators. This formative feedback process, the Leader's POLE 360, provides a leader perspective from staff, peers and supervisor(s) on his/her demonstrated leadership skills as defined by the ISLLC standards. A web-based process, that is both simple to administer and provides action-research findings to state-level organizations for the planning of professional development opportunities.

Perceptual Surveys

As schools struggle with the ever-changing landscape of K-12 education, school improvement must be continuous. Quantifying the current reality of your school and identifying the needs from that reality is essential for effective school improvement. According to Allen Kraut's seminal work Organizational Surveys, Tools for Assessment and Change, staff surveys serve seven key functions:

1. To pinpoint areas of concern and success
2. To identify long term trends
3. To monitor the impact of organizational change (new administration, personalization, the shift from time-based credits to performance-based requirements, etc.
4. To provide input for future decisions
5. To add a two-way communication channel
6. To assist with organizational change and improvement
7. To convey important messages from leadership to staff about what is important for the success of the organization (i.e. THIS is what MATTERS)

CHARACTERISTICS OF HIGH PERFORMING SCHOOLS

These characteristics of high performing schools have been identified by the following researchers and/or organizations. The EES is based on the OSPI 9 characteristics of high performing schools.

Attribute		OSPI 9 Characteristics of High Performing Schools	Linda Darling-Hammond 10 Qualities of Effective Schools	Gates 7 Attributes of High Achievement Schools	Robert J.Marzano School Level Factors (from "What Works in Schools", 2003)
	Focus	Clear and Shared Focus	Shared Values and Vision	Common Focus
	High Expectations	High Standards and Expectations	Standards and Performance Assessments	High Expectations for All Students	Pressure to Achieve
	Effective Leadership	Effective Leadership	Democratic Decision-making		Leadership
	Collaboration & Communication	Collaboration and Cooperation	Collaborative Professionals	Time to Collaborate	Collegiality and Cooperation
	Safe & Supportive	Supportive Learning Environment	1.Personalization 2.Continuous relationships 3.Anti-racist teaching	1. Personalized 2. School environment promotes respect and responsibility	School Climate
	Monitor Teaching and Learning	Monitor Teaching and Learning	Adaptive Pedagogy - Monitor student learning and adjust teaching accordingly	Performance Based Instruction and promotion are based on demonstrated learning	Effective Feedback - Monitoring
	Professional Development	Focused Professional Development	Qualified Teachers Teachers are members of learning communities	Time to collaborate to improve instruction	Professionalism and Pedagogical Knowledge
	Curriculum and Instruction	Curriculum and Instruction Aligned with Standards	Authentic Curriculum		Guaranteed and Viable Curriculum - " Opportunity to Learn" and Time & Viability of Instruction
	Parent Involvement	Parent and Community Involvement	Family and Community Connections		Parental Involvement
	Use of Technology			Technology is used as an effective teaching and learning tool

	= characteristics measured on the Educational Effectiveness Survey