Program Quality Review for Elementary Schools
Program Quality Review for Elementary Schools

Author:

Publisher:

Published: 1987

Total Pages: 68

ISBN-13:

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This document has been designed to assist members of a program review team through the process of reviewing a program. The program review process has been designed for judging the effects of the curriculum, instructional methods, and improvement strategies on the students; guiding the development of planned assistance; and providing a model for the school's own self-study process. Chapter 1 describes the methods and procedures of program review, the application of appropriate criteria for judging the schools' instructional program, and the development of proposals for improving the instructional program. Chapter 2 describes a set of criteria for curricular quality and lists precautions for reviewers about applying these criteria to the school program. Chapter 3 describes how the interaction between the review team and the school results in an assistance plan for improving the instructional program. Two appendices comprise nearly two-thirds of the document. Appendix A, "The Quality Criteria for Judging the Effect of the Program on the Elementary School Student," contains criteria for excellence in 12 areas: language arts, mathematics, science, history-social science, visual and performing arts, physical education, schoolwide effectiveness, special needs, learning environment, staff development, leadership, and program planning. Appendix B is the guide to be used by schools in conducting a self-study. (TE)

Quality Criteria for Elementary Schools
Quality Criteria for Elementary Schools

Author: California. Office of School Improvement

Publisher:

Published: 1989

Total Pages: 96

ISBN-13:

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This report is designed to assist members of a Program Quality Review (PQR) team in: (1) conducting a review of the effects of an elementary school's curriculum, instructional methodologies, and effectiveness strategies on the students; (2) guiding the development of an action plan; and (3) providing a model for the school's own self-study. The report has four parts. Part I describes how the quality criteria can be used for planning and implementation of school improvement initiatives at a school site. Part II is a guide to be used by schools in conducting a self-study. Part III describes the methodology and procedures of program quality review (PQR), the application of the quality criteria to the school's curricular and instructional program, and the means by which suggestions in the Report of Findings might be developed. Part IV contains the criteria that consist of narrative statements portraying the central features of high quality, followed by a series of concrete descriptions indicative of each quality. A review team may consist of persons who are outside the district, as is the case in a formal PQR, or the team may be made up of school staff and parents who wish to conduct an informal self-study. (SI)

Quality Performance Assessment
Quality Performance Assessment

Author: Christina Brown

Publisher:

Published: 2012-11-01

Total Pages:

ISBN-13: 9780988311602

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Created at the Center for Collaborative Education, this is a practical guide for implementing performance assessments in schools and school districts. It includes extensive tools and assessments aligned with the Common Core. The guide is spiral bound for use by teachers and teams of educators. It offers full discussion of issues pertaining to performance assessment.

Guide and Criteria for Program Quality Review
Guide and Criteria for Program Quality Review

Author: California Department of Education Staff

Publisher:

Published: 1994

Total Pages: 324

ISBN-13: 9780801111303

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This document contains guidelines to be used by California schools in conducting the Program Quality Review (PQR). Part 1 describes the major steps in the process--preparation, the curriculum self-review process, and implementation/followup. It also outlines the role of consultants. Part 2 specifies criteria for evaluating curricula (health education, history and social science, language arts, mathematics, physical education, science, and visual performing arts) and instructional support. Each curriculum criterion includes a focus statement and description of student work. The instructional support criteria contain a focus statement and exemplars of teaching activity. The third part contains sample timelines, student work summaries, improvement plans, and visitation reports. The final part provides information about the California Alliance for Elementary Education. A list of available California Department of Education publications is included. (LMI)