1. The NEA KEYS 2.0: A Strategy for Union-Led Transformation
KEYS Workshop
Washington, DC
August 14-15, 2013
Jacques Nacson, Ph.D.

2. Our Objectives
Examine how KEYS promotes improvement in teaching and learning conditions and student outcomes in schools and districts
Consider the power of KEYS to advance NEA organizational goals
Identify NEA resources that support KEYS and the strategies to initiate KEYS and begin the continuous school improvement process

3. Beliefs and Assertions Underpinning the Development of KEYS
Conditions of teaching and learning define school quality and influence student achievement
Assessment of conditions is an essential first step for improvement and turnaround planning
The system may be failing; not the people
Capacity building is critical for successful school improvement and KEYS helps to build capacity
Internal capacity and system accountability are pre-requisites for meeting test-based accountability requirements

4. 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 Learning Forward professional development standards

5. KEYS 2.0 As a School Assessment Tool
KEYS staff survey
KEYS family survey
KEYS community survey
KEYS student survey
KEYS school facilitator implementation survey

6. KEYS Website Access to Surveys

7. What the KEYS Staff Survey Measures (250 Questions – 42 Indicators)
Shared understanding and commitment to high goals (5 indicators)
Open communication and collaborative problem-solving (9 indicators)
Continuous assessment for teaching & learning (5 indicators)
Personal and professional learning (11 indicators)
Resources to support teaching & learning (5 indicators)
Curriculum and instruction (7 indicators)

8. The Empirical Validation: (Research-Based)
A Three Phase Process: The Advisory Groups --The Development of the Instrument --The Analyses of the Data

9. 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

10. 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

11. 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)

12. 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%)

13. 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 2,500 schools and 340 districts have participated in KEYS and our data base is larger than any school assessment and improvement system in the market

14. What the KEYS Family Survey Measures (8 Themes 52 Questions)
Shared responsibility for student learning
Shared understanding of and commitment to high goals for student learning
Frequency of communication between school and parent
Parent-school trust
Sense of welcome, comfort at school
Frequency and type of parent involvement in school
Parent support for student learning at home
School outreach to parents
The KEYS Parent Survey is much shorter than the staff survey.
Focused on issues which research has shown are of greatest concern to parents under eight themes.

15. What the KEYS Community Survey Measures (6 Themes 12 Questions)
Shared responsibility for student learning
Shared understanding and commitment to high goals for student learning
Guardian school-trust relationship
Sense of welcome and comfort at school
Frequency and type of guardian involvement in school
School outreach to guardians

16. What the KEYS Student Survey Measures (20 Themes 150 Questions)
Clarity of shared goals and expectations
Teachers taking responsibility for student success
Student-centered curriculum
All students can learn
Welcoming school environment
Home support for learning
Safe environment
Learning how to learn
Engaging instructional activities
In-depth learning
Personal instruction and feedback
Academic achievement
Academic efficacy
Assessment matters
Cultural capital
Social supports
Student Engagement in School
Student voice
Student-teacher trust
Support services are adequate

17. KEYS 2.0 As a Process for Continuing School Improvement
Differentiating among inputs, processes and outcomes in education
Commitment to 3DM (data driven decision making)
Application of the KEYS continuous school improvement cycle (action research, inquiry cycle, PDSA, etc…)
KEYS 2.0 online resources and strategies for analyzing KEYS data and planning for continuous improvement

18. Differentiating Among Inputs, Outputs and Process Measures and Objectives in Education
--What are some examples of inputs in education? What would be an input objective or goal?
--What are some examples of outputs or outcomes in education? What would be an outcome objective or goal?
--What are some examples of processes in education? What would be a process objective or goal?

19. Reliance on evidence as the basis for moving forward
Connecting KEYS to Student Outcomes: The Continuing School Improvement Cycle:
Reliance on evidence as the basis for moving forward
A collaborative culture to support the continuous improvement process
The process is iterative with feedback loops at every level and at end of the cycle

20. KEYS 2.0 and the Continuous School Improvement Process (Cycle)
Identify gap in current student outcome goals
Conduct KEYS 2.0 Surveys
Celebrate successes & revisit challenges
Product evaluation of (process goals & student outcome goals)
Initial & in-depth KEYS and other Data Analysis
Adjustments based on process evaluation of implementation data
Action Planning: possible interventions, best option, specific steps
Implementation with monitoring of treatment fidelity

21. KEYS Online Resources and Strategies for Analyzing the KEYS Data
NEA KEYS data analyses and interpretation trainings of school and district facilitators
KEYS data reports integrating strategies and resources for continuous school improvement, including action planning and implementation
Commitments of the district to support and provide assistance and sustain the schools’ improvement efforts

22. KEYS-Informed Continuous Improvement
Report & Repeat
Orientation
Initial Scan of 42 Indicators
Organizing
Cluster Selection (gap analysis)
Cluster 1
Overview
Deeper Analysis
Learn More
Action Plan
Overview
Deeper Analysis
Learn More
Action Plan
Inquiry
Cluster 2
Overview
Deeper Analysis
Learn More
Action Plan
Cluster 3
Evaluate
Monitor & Adjust
SIP Implemen-tation
Coherent SIP
Impact

23. Initial Scan of 42 Indicators
Purpose: build awareness of school profile and check for understanding about interpreting KEYS data.

24. Six Keys and 12 Clusters

25. Cluster Selection (gap analysis)

26. Inquiry (Overview)

27. Inquiry (Deeper Analysis)

28. Inquiry (Learn More)

29. Inquiry (Action Planning)

31. KEYS 2.0 and School Capacity Building
Why is capacity important?
How do we define capacity?
What is meant by organizational capacity?
How does KEYS serve to increase or build school (organizational) capacity?

32. Defining School Quality, Capacity Building and Continuous Improvement
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 improvement cycle

33. Expanding the Definition of School Capacity
(Resource-Based) Definition
+ KEYS 2.0’ 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
Teacher quality
School infrastructure
Educational resources
Technology
Class size
Pre-K and all day k
Special programs
Proven educational programs and practices
This slide is intended to demonstrate how KEYS expands the definition of school capacity beyond the needs for additional resources. There is no doubt that adequate financial based resources are necessary but they are NOT sufficient. The KEYS information provides the additional “social” capacity needed to ensure success.

34. KEYS 2.0 As a Measure of Internal School Capacity and Accountability
INPUTS
OUTCOMES
PROCESSES

35. KEYS 2.0 as a Measure of Internal School Capacity and Accountability
INPUTS
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
$Adequate/Equitable
Quantity and Quality of Teaching Pool
Readiness of Students to Learn
National, State, District Policies
External Supports Partnerships-Community Parent/Business

36. KEYS 2.0 as a Measure of Internal School Capacity and Accountability
INPUTS
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
$Adequate/Equitable
Quantity and Quality of Teaching Pool
Readiness of Students to Learn
National, State, District Policies
External Supports Partnerships-Community Parent/Business

37. KEYS and Internal Capacity Building and Process Accountability
PROCESSES
KEY 1
Shared Understanding
and Commitment to High Goals

38. Shared Understanding and Commitment to High Goals: The Big Picture
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

39. KEYS and Internal Capacity Building and Process Accountability
PROCESSES
KEY 1
Open Communication and Collaborative Problem Solving
KEY 2
Shared Understanding
and Commitment to High Goals

40. Open Communication and Collaborative Problem Solving: The Big Picture
KEY 2
Open Communication and Collaborative Problem Solving: The Big Picture
Culture and shared decision making structures
Professional learning community with major focus on academics
Collaborative and supportive environment
Strong sense of trust and collegiality
Cooperative labor-management relations
Supportive parent-community-school relations

41. KEYS and internal Capacity Building and Process Accountability
PROCESSES
KEY 1
KEY 2
Continuous Assessment for Teaching
and Learning
KEY 3
Shared Understanding
and Commitment to High Goals
Open Communication and Collaborative Problem Solving

42. Continuous Assessment for Teaching and Learning: The Big Picture
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

43. KEYS and Internal Capacity Building and Process Accountability
PROCESSES
KEY 1
KEY 2
KEY 3
Shared Understanding
and Commitment to High Goals
Open Communication and Collaborative Problem Solving
Continuous Assessment for Teaching
and Learning
KEY 4
Personal & Professional Learning 43

44. Personal and Professional Learning : The Big Picture
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

45. KEYS and Internal Capacity Building and Process Accountability
PROCESSES
KEY 1
KEY 2
KEY 3
Shared Understanding
and Commitment to High Goals
Open Communication and Collaborative Problem Solving
Continuous Assessment for Teaching
and Learning
Appropriate Use of Resources for Teaching and Learning
KEY 5
Personal & Professional Learning
KEY 4

46. Resources for Teaching and Learning: The Big Picture
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

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

48. Curriculum and Instruction: The Big Picture
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

49. Redefining School accountability: A systems Approach
KEYS 2.0 as a Measure of Internal and Accountability School Capacity
INPUTS
OUTCOMES
PROCESSES
$ Adequate/Equitable
Improved Student
Learning/
Achievement
KEY 1
KEY 2
KEY 3
Shared Understanding
and Commitment to High Goals
Open Communication and Collaborative Problem Solving
Continuous Assessment for Teaching
and Learning
Higher Graduation
Rates(Lower Drop
Out Rates)
Quantity and Quality of Teaching Pool
Readiness of Students to Learn
Improved Attendance
(Students/Staff)
National, State, District Policies
Appropriate Use of Resources for Teaching and Learning
Increased Satisfaction
(Student/Staff/Parent)
Personal & Professional Learning
Curriculum and Instruction
External Supports Partnerships-Community Parent/Business
Successful Citizenship
Post Sec. Enrollments
Satisfying Careers
Etc.
KEY 4
KEY 5
KEY 6

50. In Summary
Building capacity is essential if a school is to take steps to improve and meet performance based accountability requirements
Capacity building must be defined as both resource-based measures and KEYS measures
School capacity is also a measure of internal school accountability
Schools that have strong internal accountability are more likely to be successful in meeting external requirements
KEYS is an effective tool to measure internal capacity and accountability and take steps to improve these constructs

51. The “Elevator” Speech What is an elevator speech? Purpose?
The KEYS take on the “elevator” speech
Strategies for developing a KEYS-related elevator speech
Practice – practice - practice

52. Evaluative Criteria for a KEYS “Elevator” Speech
The Hook to grab attention
Provide clear information
Explain what/how KEYS
Explain benefits – impact
Be passionate, enthusiastic

53. KEYS Results Reports
Staff Report: displays aggregate of school respondents' scores for each of 42 KEYS Indicators and points to resources
Family/Parent Report: displays aggregate responses for each question, clustered under 8 themes with comparison to staff
Community Report: assesses and displays a subset of the questions from the parent survey, clustered under 6 themes
Student Report: displays aggregate student responses to a set of questions clustered under 20 different categories
Special “Theme” Reports: display KEYS results composed of indicators from more than one Key around alternative themes:
Collaborative Culture
School as a Learning Organization
Standards-Based Curriculum, Instruction and Assessment
Data-Based Decision Making
Closing the Achievement Gap
District Report: displays aggregate of school responses and distribution of school responses for each of 42 indicators in the staff survey

54. KEYS Website Report Page

55. KEYS Results Reports
Staff Report: All Indicators

56. KEYS Results Reports
Staff Report: One Key at a Time

57. KEYS Results Reports
Staff Report: One Indicator at a Time

58. KEYS Results Reports
Staff Report: Questions from One Indicator

59. KEYS Results Reports
Notice the statistics and PDF report.

60. KEYS Results Reports
Staff Report: Multiple Runs

61. KEYS District Report: Aggregate Scores for Key 1—Multiple School Runs

62. KEYS District Results for a Single Indicator

63. KEYS District Results Aggregate Scores for Key 6

64. KEYS District Results Distribution of School Scores for Indicator 6
KEYS District Results Distribution of School Scores for Indicator 6.5 (Interventions)

65. KEYS District Results Aggregate Scores for Key 5 (Resources)

66. KEYS District Results Distribution of School Scores for Indicator 5
KEYS District Results Distribution of School Scores for Indicator 5.4 (Safe & Healthy Learning Environment)

67. District-Wide KEYS: A Partnership between the District and the Local Association
Promotes local association, district, parent and community partnerships and establishes the local as an equal partner to address mutual concerns through the creation of KEYS steering committees
Links KEYS to ongoing district school improvement efforts
Ensures the commitment and support of all stakeholders through partnership agreements, including appropriate resources to individual schools
Establishes procedures, including training and technical assistance that apply to schools across the district
KEYS district reports provide valuable information for allocation of technical assistance and resources to schools

68. Benefits of a KEYS District-Association Partnership
A more rational basis for allocating resources and technical assistance to schools.
The ability to track patterns of school and district performance over time
More effective planning for district-wide improvement strategies
The ability to create online professional communities among schools across the district
Shared accountability and commitments and improved district-association relations
A stronger and more effective local association with greater membership engagement and commitment

69. How Can KEYS Support Our Priority Schools
Provides a framework to establish priorities and supports continuous school improvement
Encourages shared understanding and clear directions regarding areas needing improvement
Highlights “bright spots” to celebrate and replicate
Provides motivation, inspiration, and buy-in for staff & stakeholders to commit to and implement turnaround efforts
Supports the internal capacity to make improvement and accountability possible
KEYS provides the opportunity to the staff and parents and community members in priority schools to have a voice in how to go about to bring change and improvement to their school rather than having the interventions imposed top down. KEYS helps to establish:
Priorities with respect to what needs must be addressed first
Shared understanding regarding goals and objectives as well as implementation and monitoring and evaluation plans
Opportunities to learn together and celebrate successes
Build trust and develop capacity to bring about the needed changes for school improvement