Tim  Bazemore ,
Catlin  Gabel  School
Ned  Murray ,
Episcopal  Day  School
Dave  Michelman ,
Duke  School
Cindy  Stadulis ,  Dwight-­‐
Englewood  School
Jennifer  Phillips ,  Far  Hills
Country  Day  School
Chuck  Baldecchi ,
Lexington  School
Lisa  Pullman ,
INDEX
Allison  Webster ,
Shady  Hill  School

Patrick  Kyllonen ,
Director
Kevin  Petway ,
Asc.  Research  ScienFst
Meghan  Brenneman ,  Sr.
Research  Project  Manager
Sam  Rikoon ,  Associate
Research  ScienFst
Jennifer  LenEni ,
Research  Associate

•   Correlate  posiFvely  with  NAEP,  PISA  achievement   1
•   Predict  college  grades  as  strongly  as  many  cogniFve  variables  2
•   Ranked  higher  than  academic  skills   as  “very  important”  by
American  employers   3
•   Predict  happiness,  health,  marital  saFsfacFon,  and  peer   relaFonships   4
•   Demonstrable  benefits  across  IQ,  socio-­‐economic  class,  gender,   and  race   5
1.
ETS,  (2008)
2.
Poropat,  (2009)
3.
The  Conference  Board,  Corporate  Voices  for  Working  Families,  Partnership  for  21 st  Century  Working  Skills,  and  the  Society  for
Human  Resource  Management.
4.
Diener  &  Lucas  (1999);  Bogg  &  Roberts  (2004);  Watson,  Hubbard,  &  Wiese,  (2000);  Jensen-­‐Campbell  et  al.  (2002)
5.
Tough,  Paul.   How  Children  Succeed:  Grit,  Curiosity  and  the  Hidden  Power  of  Character.
(2012)
4

•   U.  Pennsylvania  -­‐  Duckworth  Lab  Grit  scale
•   Choate  Rosemary  Hall  -­‐  Admission  Self-­‐Assessment
•   KIPP  and  the  Character  Lab  -­‐  Character  Report  Card/
Growth  Card
•   Yale  Center  for  EmoFonal  Intelligence  -­‐  RULER
•   SSATB  Think  Tank  on  Assessment
•   CASEL:  SEL  Competency  Assessment  and  Model  State  SEL
Standards
Mission  Skills  Assessment:  Independent  Schools  Data
Exchange  (INDEX)  and  ETS
5

Can  we  mobilize  and  collaborate  and  bring   purpose  and  science  to  teaching  these  skills?
6

Designed  and  tested  2009-­‐2014  by  INDEX  and  ETS’s
Center  for  Workforce  Readiness  and  Success
Longitudinal  assessment  measuring  and  benchmarking   student  achievement  and  improvement  in  six   noncogniFve  skills:
Teamwork    Resilience
Crea1vity    Curiosity
Ethics      Time  Management
7

Almaden  Country  School  (CA)
ACS  InternaFonal  School  -­‐  (Doha,  Qatar)
All  Saints  Academy  (FL)
Berwick  Academy  (ME)
Blake  School  (MN)
Bush  School  (WA)
Cape  Henry  Collegiate  (VA)
Catlin  Gabel  School  (OR)
Chadwick  School  (CA)
Christ  Church  Episcopal  (SC)
CincinnaF  Country  Day  School  (OH)
Colorado  Academy  (CO)
Countryside  Montessori  School  (IL)
Detroit  Country  Day  School  (MI)
Duke  School  (NC)  *
Durham  Academy  (NC)
Dwight-­‐Englewood  School  (NJ)
Ensworth  School  (TN)
Episcopal  Day  School  (GA)  *
Evergreen  School  (WA)
Far  Hills  Country  Day  School  (NJ)  *
Foote  School  (CT)*
Francis  Parker  School  (CA)
Friends  Academy  (NY)
Georgetown  Day  School  (DC)
Grace-­‐St.  Luke's  Episcopal
School  (TN)  *
Graland  Country  Day  School  (CO)  *
Green  Vale  School  (NY)*
Greenhill  School  (TX)
Greenwich  Country  Day  School  (CT)  *
Harding  Academy  (TN)
Hawken  School  (OH)
Head-­‐Royce  School  (CA)
Hillbrook  School  (CA)
Holland  Hall  (OK)
InternaFonal  School  of  Boston  (MA)
Isidore  Newman  School  (LA)
Katherine  Delmar  Burke  School  (CA)
Keys  School  (CA)
La  Jolla  Country  Day  School  (CA)
Lake  Country  School  (MN)
Lancaster  Country  Day  School  (PA)
Lexington  School  (KY)  *
Lincoln  Schoo  l  (Kathmandu,  Nepal)
Marin  Country  Day  School  (CA)  *
Mark  Day  School  (CA)
Metairie  Park  Country  Day  School  (LA)
MICDS  (MO)
Montessori  School  of  Lake  Forest  (IL)
Moorestown  Friends  School  (NJ)
Mounds  Park  Academy  (MN)
Near  North  Montessori  School  (IL)
New  Canaan  Country  School  (CT)  *
North  Shore  Country  Day  School  (IL)
Old  Trail  School  (OH)  *
Pace  Academy  (GA)
Palm  Beach  Day  Academy  (FL)
Pike  School  (MA)  *
Pingry  School  (NJ)
Porter-­‐Gaud  School  (SC)
Post  Oak  School  (TX)
Presbyterian  School  (TX)
Princeton  Day  School  (NJ)
Randolph  School  (AL)
Ravenscroo  School  (NC)
Rippowam  Cisqua  School  (NY)  *
Riverdale  Country  School  (NY)
Rowland  Hall  -­‐  St.  Mark's  School  (UT)
Rumson  Country  Day  School  (NJ)*
Saint  MarFn’s  Episcopal  School  (GA)*
School  of  the  Woods  (TX)
Sewickely  Academy  (PA)
Shady  Hill  School  (MA)*
Shore  Country  Day  School  (MA)*
St.  Andrew's  Episcopal  School  (MS)
St.  Edmond's  Academy  (DE)
St.  John's  Episcopal  School  (TX)
St.  Johns'  School  (TX)
St.  Margaret's  Episcopal  School  (CA)
St.  Patrick's  Episcopal  Day
School  (DC)*
St.  Stephens  &  St.  Agnes  School  (VA)
Summit  Country  Day  School  (OH)
Tatnall  School  (DE)
Tower  Hill  School  (DE)
Trevor  Day  School  (NY)
Trinity  Episcopal  School  (NC)*
University  School  of  Milwaukee  (WI)
University  School  of  Nashville  (TN)
William  Penn  Charter  School  (PA)
Wilmington  Friends  School  (DE)
Winchester  Thurston  School  (PA)

•   Web-­‐based  –  approximately  45  minutes
•   Assess  6 th ,  7 th ,  and  8 th  graders  once  per  year
•   Correlated  with  outcome  data  (ERB  scores,   grades,  absences,  financial  aid  status,  etc.)
•   InsFtuFonal  focus  -­‐   no  individual  performance   scores
10

“TriangulaFon”  Measurement  Method
Student  Self
RaFngs
True
Resiliency
SituaFonal
Judgment/
Performance-­‐based
Baron  &  Kashy,  1992,  p.  170
Teacher
RaFngs
11

•   Self  raEngs   [(a)  never/rarely  (b)  someFmes  (c)  ooen  (d)  usually/always]
•   I  remain  calm  under  pressure.
I  am  easily  discouraged.
I  determine  what  will  happen  in  my  life.
•   Teacher  raEngs   [(a)  never/rarely  (b)  someFmes  (c)  ooen  (d)  usually/always]
•   x  overcomes  challenges  and  setbacks  x  does  not  give  up  easily   x  is  resilient
•   SituaEonal  judgment  test
•   You  are  feeling  stressed  about  the  amount  of  homework  that  you  have  been  given   by  your  teacher(s).  Below  are  some  ways  that  you  might  think,  feel,  or  act  in  this   situaFon,  right  at  the  Fme  that  you  feel  stressed-­‐out.  Rate  how  ooen  you  do  each   acFvity  when  you  feel  stressed.  How  do  you  think,  feel,  or  act  when  you  are   stressed  from  having  too  much  homework  to  do?
•   a)  I  try  to  get  organized  to  get  on  top  of  my  homework.   b)  I  blame  my  teacher(s)  for  giving  me  too  much  homework  in  the  first  place.  c)  I   go  out  with  my  friends.

13

•    IdenFfy  opportuniFes  to  improve  desired   outcomes
•  Gather  informaFon  on  how  best  to  design/focus   policies/  intervenFons/programs  to  improve  the   odds  of  improving  selected  outcomes
•    To  monitor  effecFveness  of  improvement   efforts  (perhaps)
-­‐
Jonathan  MarFn,   MSA  Toolkit
14

3.8
3.7
3.6
3.5
3.4
3.3
3.2
1st  QuinFle   2nd  QuinFle   3rd  QuninFle
Curiosity
4th  QuinFle   5th  QuinFle
15

3.5
3.0
2.5
2.0
1st  QuinFle   2nd  QuinFle   3rd  QuninFle
Curiosity
4th  QuinFle   5th  QuinFle
16

57
56
55
54
53
52
51
50
6th   7th   8th
17

3.5
3.0
2.5
2.0
1st  QuinFle   2nd  QuinFle   3rd  QuninFle   4th  QuinFle   5th  QuinFle
CreaEvity
18

3.8
3.7
3.6
3.5
3.4
3.3
3.2
1st  QuinFle   2nd  QuinFle   3rd  QuninFle   4th  QuinFle   5th  QuinFle
Resilience
19

80
75
70
90
85
65
1st  QuinFle   2nd  QuinFle   3rd  QuninFle   4th  QuinFle   5th  QuinFle
Resilience
20

3.5
3.4
3.3
3.2
3.8
3.7
3.6
1st  QuinFle   2nd  QuinFle   3rd  QuninFle
Time  Management
4th  QuinFle   5th  QuinFle
21

80
70
60
50
40
30
20
Time
Management
Girls   Boys
Ethics
90
80
70
60
50
40
30
20
Girls   Boys
90
80
70
60
50
40
30
20
Life  SaEsfacEon
Girls   Boys
22

70
Time  Management   Life  SaEsfacEon
65
60
55
50
0%   1-­‐50%   51-­‐100%
85
80
75
70
65
60
55
50
0%   1-­‐50%   51-­‐100%
0%=  no  financial  assistance;  1-­‐50%  =  parFal  financial  assistance;  51-­‐100%=  financial  assistance   provided  for  majority  of  tuiFon.
23

•  Focus  on  outcomes,  work   backwards  to  them
•   What  surprises,  what  confirms?
•   What’s  acFonable?
•   What  are  the  trends?
•   What’s  most  important?
•   What’s  most  improvable?
•  What   study  subgroups  to  create?,  gender,   grade,  FA
-­‐
Jonathan  MarFn,   MSA  Toolkit
24

25

•   Regional Teacher Meetings
•   MSA Listserv

•
•
•
30

Catalyst           è             Tool  to  implement  change
Mind  the  gap  between   mission  and   prac1ce
31

32

Data  Review  of  Student  Outcomes:
ü   ERB
ü   SSAT
ü   CWRA
ü   Mission  Skills  Assessment
ü   Community  surveys  and  informaFon   collecFon
33

•   Focus  on  quesFons,  correlaFons,  and   connecFons:   what  can  we  do  with  this   informaEon  to  improve  teaching  and   learning?
•   Resist  focus  on  deficits  &  school  comparisons
•   School  Leadership  Team-­‐key  conclusions
•   Faculty  Study  Group
34

•   IntervenFons  and  refinements
•   Larger  community  engagement
•   EvaluaFon  and  reassessment
35

36

Girls  vs.  Boys  CreaFvity  Construct  vs.  INDEX  median
37

•   What  are  we  doing  (or  NOT)  to  rate  below  the   mean?  How  can  we  learn  more  about  the   reasons  and  respond  to  them?
•   How  can  we  more  nurture  and  develop   students’  intenEonally  and  teachers’   creaFvity?
38

Curriculum  and  InstrucEonal  Methodology:
Ø   Project  Approach
Ø   STEM  and  problem  solving  frameworks
Ø   Thinking  Maps
Ø   WriFng  process
Ø   Social  problem  solving  model:  F.I.G.T.E.S.P.N.
FormaEve  Assessments
Ø   Rubrics
Ø   Far  Hills  Folios
39

40

•   Faculty  and  parent  reading  groups
•   P ersonal   L earning   C ommiyees  on  MSA
•   Growth  mindset  development
41

•   FormaFve  assessments  and  performance   tasks
•   Progress  reports  and  conference
•   IntegraFon  into  faculty  evaluaFon  system
42

•   Expanding  “Tool  Kits”  for  research-­‐based     intervenFons
•   Field  test  research  in  collaboraFon  with  school   psychologist:  translaFng   research  into  acEon
•   Exploring  correlaFons  and  their  significance
43

•   We  must  be  as  intenFonal  about  building  non-­‐ cogniFve  skills  as  we  are  academic  skills– both/and   proposiFon.
•   Approach  must  be  integrated,  intenFonal,   ongoing  and  reflecFve.
44

Country  School’s  Focus  for  2014-­‐2015:
•   ConFnued  reinforcement  of  shared  vocabulary  and   understanding
•   Rapid  brainstorm  of  ideas  and  lessons  related  to  each
Mission  Skill
•   IdenFfied  lessons  and  ideas  for  teachers  in  all  grades  to   implement  this  year
•   Hosted  an  INDEX/MSA  Regional  MeeFng
•   Analyze  and  review  results  (last  year  and  this  year)  to   develop  a  plan
–   Emerging  trends?
–   GeneraFng  quesFons  for  full  faculty  reflecFon  and   discussion
45

•   CerFfies  that  a  school  is  a  non-­‐profit  501(c)(3)  organizaFon  and  operates   sufficiently  independent  of  all  other  organizaFons  to  determine  its  own   mission  and  program.
•   Validates  that  the  school  has  met  more  than  fioy  standards  of  best  pracFce  for   independent  educaFon.
•   Confirms  that  the  school  subscribes  to  principles  of  good  pracFce  in  admissions   and  employment.
•   Requires  that  the  school  undergo  a  financial  audit  on  a  periodic  basis  and   respond  to  any  recommendaFons  by  the  auditors.
•   Requires  a  survey  of  the  school’s  consFtuencies  be  undertaken  as  part  of  the   accreditaFon  process.
•   AYests  that  the  school  has  a  fully   developed  and  disclosed  mission  and   philosophy  of  educaEon,  and  that  its   programs  are  in  congruence  with  that
philosophy.
•   Requires  that  the  school  undergo  a  comprehensive,  rigorous  and  thorough   process  of  school  improvement  every  seven  years  involving  broad  parFcipaFon   of  school  personnel,  the  board  of  trustees,  and  major  consFtuencies.
Chuck  Baldecchi
Head  of  School
@cbaldecchi
46

Year  1
Begin
Year  2
Learn  from
Year  1
Year  3
Grow
Term  1
Awareness
Term  2
Start  planning
Term  3
Assess  all  six   traits
Take  a  risk
Formalize  Curriculum
Develop  Classroom  Assessments
Share  Work  Internally
ConFnue  Curriculum  Development
Deepen  Understanding  of  Classroom
Assessments
Professional  Development
47

Targeted  Standards
48

49

“Teachers  have  been  charged  to  implement  and  to  begin   assessing  the  Mission  Skills.  InnovaFons  in  curriculum  design,  as   a  result  of  the  implementaFon  of  these  Mission  Skills,  are   expanding  our  commitment  to  and  fulfillment  of  the  mission  and   philosophy  statements.”
50

“ All  members  of  The  Lexington  School  community  were  emphaFc  that  The
Mission  Skills  Assessment  IniFaFve  is  an  important  new  keystone  that  will   enable  the  school  to  deliver  on  their  longstanding  values  and  mission.
Far  from  being  a  fad,  The  Mission  Skills  IniFaFve  is   deeply  connected  to  the  principles  that  have  defined
The  Lexington  School  since  its  incepFon.     All  community   members  demonstrated  excitement  and  pride  about  The  Lexington
School’s  leading  role  in  what  has  become  a  naFonal  and  an  internaFonal   endeavor  to  assess  and  beyer  teach  these  ayributes  in  students.
”
51

•   MSA  is  capturing  key  social-­‐emoFonal/character   skills
•   World-­‐wide  growth  of  interest  in  these  skills   reflects  awareness  of  their  importance  in  life
–  and  the  school’s  importance  in  developing  them
•   InsFtuFonal  reports  idenFfy  areas  where   intervenFons/programs/policies  might  be   targeted
•   MSA  future  is  anchored  raFngs  and  reporFng  to   create  standards,  benchmarks,  &  learning   progressions  for  social-­‐emoFonal  skills

•   MSA  is  capturing  key  social-­‐emoFonal/ character  skills
•   World-­‐wide  growth  of  interest  in  these  skills   reflects  awareness  of  their  importance  in  life
–  and  the  school’s  importance  in  developing   them
•   InsFtuFonal  reports  idenFfy  areas  where   intervenFons/programs/policies  might  be   targeted

•   Anchored  raFngs  and  reporFng  to  create   standards,  benchmarks,  &  learning   progressions  for  social-­‐emoFonal  skills
•   Expansion  of  network  schools:  Australia
•   Refinement  of  insFtuFonal  reports
•   ConFnued  development  of  intervenFons  and   research