School and Program Improvement

Important Things to Know About the School Quality Review (SQR) Process   The goal of a School Quality Review is to assist each school to continuously improve by providing qualitative data which can be combined with internal assessment data and student assessment data to create a "panoramic" view of the school. The Quality Review report is of most use to the school if the team observes the "typical" operation of the school. We conceptualize this review as a "midternal" assessment, not an internal nor an external assessment. The review team is composed of staff from within the District. We work in collaboration with the school being reviewed, within the guidelines of our District's accountability plan. A web-based staff survey and parent survey is utilized as part of the School Quality Review process. These web-based surveys are typically accessible to school staff and parents approximately 3-4 weeks prior to the review visit. (Paper copies of the parent survey are also available during the review visit.) Survey data is collected and analyzed prior to the review visit in order that the findings can be incorporated into the review. The review team is typically at a school building for a 2-3 day period (depending on the size of the school---i.e. student enrollment and number of staff).  Some team members are there all of the time; others come and go in order to fulfill their responsibilities to the team. On the first day of the School Quality Review visit, the convenor arrives approximately 45 minutes before the school day begins in order to set up materials for the Review Team. Other Review Team members arrive approximately 30 minutes before school begins. Thereafter, Review Team members usually arrive closer to the school start time. Several reviewers typically stay to observe after-school, extended day activities. Reviewers look for evidence of student progress and accomplishments; how teaching and classroom environments support learning; the types of instructional approaches and repertoire of strategies being used; the learning opportunities different students experience; and how the school functions as a community. Members of the review team interview the principal, the assistant principal, teachers during their prep periods, support/para-professional staff at a "least inconvenient" time, students (2nd grade and older), parents, and community partners. Parents and Site Council or community members are interviewed in person or by telephone. We also observe classrooms, hallways, activities in common areas, meetings which are not confidential in nature and arrival/departure of busses. While we are in the building some of the review team members review documents which relate to their own roles/areas of expertise (i.e. financial records, student health records, IEPs, etc.). We also try to answer any questions about the process as completely as possible. Teachers are asked to have their daily schedule posted outside their classroom or in an easily accessible location so that the observer does not need to interrupt instruction in any way. (We truly do wish to be unobtrusive). The school is asked to provide a small workspace (i.e. conference room) for the review team to use as its hub of operations throughout the review. The school is also asked to provide access to a couple of phones during the review in order for review team members to contact parents and community partners.