School and Classroom Practices Studies
Are you looking for a third-party to provide some persepective?
A one-day school review will provide a third party perspective on the leadership, teaching, learning and school climate of the school. This review can help you identify focus areas for improvement and examine how closely your school is aligned with Washington State Office of the Superintendent of Public Instruction’s research-based Nine Characteristics of High Performing Schools. A School and Classroom Practices Study (SCPS) is the foundation of The BERC Group’s Turnaround Plan.
On the day of the visit, a team of BERC researchers (two to eight people depending on the size of your school) will conduct interviews, focus groups, and classroom observations.
STAR Data Collection
Classroom Level Data Collection study determines the nature of classroom instruction taking place throughout the school.
Interviews and Focus Groups
Throughout the visit, BERC researchers conduct formal and informal interviews and focus groups with building administrators, the school leadership team, counselors, teachers, students, parents and community members, and classified staff. Staff members are asked questions about school practices and the policies pertinent to that specific stakeholder group. Researchers meet with teachers during prep periods, at lunch, and/or before and after school to limit the impact on the classroom.
Reporting the Results
Within two weeks of the visit, the school (or district) will receive a SCPS report on the school and classroom practices, detailing findings and highlighting the school’s capacity to improve in each of the Nine Characteristics of High Performing Schools. The report will discuss barriers to implementing improvement plans at the school and offer suggestions. BERC Group researchers will review data with schools and district personnel and assist in thinking about how will to use this data to move forward with school improvement efforts. Because information in the report is aligned with district and state goals for improving student achievement and with research on best practices, the school review data for each school can be very useful in setting expectations for what kinds of structures, policies, and practices should be in place in order to improve student achievement for all students. The data shows schools very clearly where they are falling short. Because the process is based on a rubric, school personnel can see a continuum and a path they can follow toward improvement. School and district personnel will have access to the rubrics and the Facilitator’s Handbook, which can be used for ongoing internal self-assessment and reflection.
Document Collection
To ensure a greater understanding of the school, BERC researchers review school documents including: master schedule, bell schedule, school/campus map, school improvement plan, parent/student handbook, and course catalog newsletters, activity schedules, and examples of Student Learning Plans and High School and Beyond Plans. In addition to the above documents, researchers will work with the school district to access additional data such as district climate surveys, school effectiveness surveys, and other school level information.