As you begin to learn more about the Call for Quality Schools, you will soon find yourself confronted with an almost impenetrable wall of references, acronyms, and group names.  To help you translate the jargon, we have created a Glossary to define the most important terms.  Put on these rubber boots as you wade through the morass.  Check out the informational post describing the Call for Quality Schools process here.

Academic Review Board

As part of the proposal evaluation process, the District will convene an ongoing team of content experts to review the proposals, conduct interview of proposal teams, and facilitate protocols with Site Based Committees to evaluate the quality of the proposals submitted.   The current membership can be found here

Balanced Scorecard

Provides data to support continuous school improvement efforts.  Indicators include:  chronic absences, participation in Common Core Aligned assessments, suspension rates of African Americans and Latinos, participation growth in the Scholastic Reading Inventory, graduation rates, CAHSEE passage rates, A-G requirement rates, Advanced Placement rates

Cycles of Inquiry

The process of analyzing data, making a plan and implementing it, evaluating the progress of the plan, and making adjustments.

Development Plan Implementation Team

A body set forth charged with participating in yearlong Program Development Process where they detail an implementation plan for Intensive Support Schools.

Effective Practices Database

A database of effective practices that support the sharing of effective practices in and among schools

Extended Site Visits

Extended Site Visits are ongoing annual assessments of school quality conducted once a year in all District-run schools and all District-Authorized charter schools. Extended Site Visits include4 hour visit by a team of trained individuals; classroom observations; interviews with key staff; focus groups with students and teachers; review of data and relevant documents; and observations of other relevant activities within the school.

Incubation Design Committee

The approved proposals for each Intensive Support School will undergo a yearlong Incubation Process. The process involves much more detailed planning, research and preparation. Design Teams will be formed in each school community to lead the incubation process.

Inputs

The Schooling Process

Intensive Support Schools (ISS)

This year, the schools identified are: Brookfield Elementary, Castlemont High School, Fremont High School, Frick Middle School and McClymonds High School.  ISS will be reorganized according to a plan submitted by any of several potential entities (including the District or charter organizations) and chosen by a Site-based Committee.  These schools will received additional support and scrutiny and may operate under different work rules (e.g., longer school day/year, alternative hiring practices)

Measurable Pupil Outcomes (MPOs)

Charter applicants  certain measurements they will be accountable for achieving, which must include performance on State assessments required of all public schools. The District, as the authorizer, determines if the MPOs effectively evaluate the school’s performance, as well as ensure that the school is adequately improving pupil learning  according to these measurments.

Outputs

Results

Proposal Writing Team

Teams are likely to form to create a proposal to meet the Call for Quality Schools. These teams will likely include parents, teachers, students, and community members from the Intensive Support Schools. These teams will engage with the Site-based Committees and may share membership.

Quality

A quality school is defined as one that ensures thriving students and healthy communities.  The specific standards can be found here.

Quality School Development

Quality School Development is the District’s approach to ensuring that the conditions necessary to continuously improve are in place in every school.

School Improvement Partners

A district employee who will serve as a thought-partner to principals (and ILT’s) and Network and Deputy Network Superintendents and as a critical friend to school leaders and ILT’s to help them improve overall school/ student performance.

School Performance Framework

A collection of indicators contained in the Balanced Scorecard, compared alongside additional relevant indicators, such as enrollment facilities utilization, stakeholder surveys, and other demographic information.

School Quality Review (SQR)

A process in which all schools, through their school governance team, are accountable for assessing performance quality standards, student, student outcome goals, identifying key priorities for school improvement and establishing a school improvement plan.

Site-based Committee

The composition of 10-15 members will include at least two of the following; parents of current students, staff of the school, current secondary students, community-based partners, and community members. The purpose of this body is to elevate students and community need and to evaluate proposals submitted through the Call for Quality Schools Process. Committee may also include prospective parents and prospective secondary students.

Site Governance Team

A body that represents the School Site council that will provides ongoing monitoring and oversight of the implementation of the Intensive Support School’s School Quality Improvement Plan for five years.

Strategic Regional Analysis

An analysis that considers a robust set of factors including: school performance, enrollment trends, facilities capacity, and utilization, demographic trends, and school choice trends in supporting decision-making to identify Intensive Support Schools, changing school grade configurations, enrollment patterns, program placement and alternative program needs.

The Design Community

An informal, broad cross-section of stakeholders, comprised of representative parents, staff, community members and students.   Provides monthly feedback to the Development Plan Implementation Team.

Tiered Intervention

A standard approach to differentiating the supports provided to students based upon an assigned Tier or level of a school having met established quality standards.

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