CHARTER SCHOOL CHARTER SCHOOL MONITORING:MONITORING:

The Program Development Review

PDR SnapshotPDR Snapshot

The PDR consists of 6 Domains:

Curriculum Instruction Assessments School Climate School Improvement Goveranance

Each of these domains consists of indicators that will be scored by the review team based on triangulation of the data evaluated by the review team. The data points are: document reviews, stakeholder interviews, and classroom observations.

Data TriangulationData TriangulationDocument Review

Stakeholder Interviews

Classroom Observations

Document ReviewDocument Review

Each school is asked to prepare binders for each rubric domain. The documents that are included in the binders are acceptable sources of evidence of a school’s description of its programs, policies, procedures, and practices. In cases where there is no documented evidence of these documents, a school suffers with the review team. If however the documents are sufficient, it benefits a school as this review is 1/3 of the review process.

Stakeholder InterviewsStakeholder Interviews

The PDR team interviews a representation of all stakeholders associated with the school: the administration team, other levels of school leadership, teachers, students, parents, and board members. Interview sessions with stakeholder groups are scheduled but the review team reserves the right to request follow-up interviews. The purpose of the interviews is to determine the degree to which information learned from the interviews triangulates with what is learned from the document review and observations.

Classroom/Climate ObservationsClassroom/Climate Observations

The review team will visit as many classes as possible during the designated time for classroom visits. Typically, they are able to conduct 20-22 observations on the first day of the visit. The team reserves the right to visit additional classrooms. The visits, in fact, the entire PDR, represent a snapshot of the schools program or instruction. The visits are typically 15-20 minutes. To evaluate classrooms, the review team uses a classroom observation tool. At Maya, the “Look Fors” that are a part of our instructional expectations are aligned to the tool. The purpose is to evaluate instruction or programs and to what degree they are aligned to the document review and information learned in interviews.

ScoringScoring

There is a score for each indicator in each domain. A school can be rated inadequate, limited, adequate, proficient, or exemplary. The ratings are determined through intense discussions and debating by the review team that must be evidence based. The review team must reach a consensus in order come to a finding. In summary, if the review team arrives at a finding that is favorable, it means that there was evidence in the document review, observations, and interviews that was consistent. If a rating is unfavorable, that means that the team was unable to triangulate the data or find consistency.

ScoringScoring

Inadequate

Limited

Adequate

Proficient

Exemplary

QuestionsQuestions

For the interviews, the reviewers have prepared questions to ask the members of the interview groups. The team reserves the right and often does ask many follow-up questions to gather more information, or to verify findings.  

Sample QuestionsSample QuestionsCurriculum:How do teachers know what to teach?Instruction:What is your school’s instructional philosophy?Assessments:How is assessment data made available to you?School Climate:How does the school foster a climate conducive to learning that promotes academic achievement?Governance:How does the board decide which resources the school needs?School Improvement:How does your school monitor interventions?

TipsTips

PDRS are a disruption to the schools for two days, but are great opportunities to show that the school is delivering what it promised in its charter agreement. The best way a teacher or staff member can help their school during a PDR is to meet the expectations of instruction and/or performance at their school consistently. Therefore, the best tip for faculty and staff is to be themselves and answer questions with integrity. The review teams consist of experts with various strengths in education and collectively have a keen eye for authenticity.