Priority School Quality Review (PSQR)

● The PSQR is prepared by a Quality Reviewer from NCDPI to assist the School Improvement
Grant (SIG)/Priority School with the five-year planning process.

● SIG and Priority Schools typically receive 2 PSQRs during each year of the grant cycle.

● Quality Reviewers use information provided in NCStar, in addition to data gathered from the on-
site visit, to complete a PSQR.

● The PSQR provides feedback regarding a school’s current status in addressing NCStar® Key
Indicators in alignment with the SIG Reform Model Components.

● Feedback from Quality Reviewer (Site Visit):

○ Strengths:
■ “I Can” statements tied to standards are posted in every classroom.
■ Student work aligned with standards is displayed in hallways throughout the
school.
■ PBIS and Capturing Kids’ Hearts provide emotional support for students and
staff.
■ Creative scheduling includes using “specials teachers” during literacy blocks to
support students.
■ Students demonstrate self-discipline to rotate efficiently throughout centers and
stations.
■ Parent involvement has increased due to Title 1 Math and Literacy nights, which
include music presentations and feeding those in attendance.
■ Budget adjustments were made based on data and school needs.

● Feedback from Quality Reviewer on Key Indicators

A1.07
○ Recommendations: Non-negotiables should be clarified, specified, and written so the
expectations are universally understood, and greater progress can be made toward
effective implementation of this indicator. Comprehensive Plan should clearly indicate
what is expected in each classroom.

A2.04
○ Recommendations: It is recommended that the school consider what the “non-negotiable”
expectation is for lesson planning and add this, as well as methods of accountability for it
to the Comprehensive Plan. Also, clearly develop, document, and articulate expectations
for posting standards, learning objectives, I Can Statements, etc. so there is continuity
throughout the school and instruction is clearly aligned to standards.

A4.01
 ○ Recommendations: It is recommended that the school be clear about the focus areas and
non-negotiables and develop and carry out actions/tasks to monitor and ensure the
differentiation of learning at each tier is taking place. Also, consider the use of data walls
school-wide and in classrooms and the use of student data notebooks to support the tiered
instructional system. The improvement team should also spend some time discussing
SMART goals (school-wide, in classrooms, and for individual students) to create a
climate of high expectations.

A4.06
○ Recommendations: Monitoring the progress of Capturing Kids Hearts and PBIS with data
and the celebration of subsequent successes is recommended to ensure further progress in
implementing this indicator. Since behavior is being managed, team should take the
opportunity to increase expectations for rigor and higher levels of student performance in
each class.

A4.16
○ Recommendations: The team should consult Wise Ways research for the indicator to
develop additional ideas for strengthening the system of support for transitions into, out
of, and within the school.

B1.01*
○ Recommendations: Changes at the district level raise questions about the current rating
and it is recommended that the rating be revised to limited implementation. It is
recommended the district staff examine the current service level given the staff changes
and adjust as needed. It is also recommended that someone from the district staff attend
the regular meetings with the School Improvement Team to offer support and guidance.

B1.03
○ Recommendations: It is recommended that the team move to more distributive leadership
so responsibility for the indicators does not rest solely on the administrative team. It is
also recommended that the team be more strategic about which indicators to focus on,
build the calendar, meetings and agendas, with the index ratings in mind, giving more
time and attention to indicators with the highest ratings.

B2.03
○ Recommendations: The improvement team should consult Wise Ways research for this
indicator for more ideas to strengthen the teacher teams. Also, the team should develop or
revise actions/tasks to establish specific duties and accomplishments that should occur
during planning time. Actions should also be developed and carried out that establish
practices to monitor the expectations once they have been set and to give specific
feedback to strengthen the capacity of the teachers working in teams.

B3.03
 ○ Recommendations: It is recommended that the non-negotiables be clearer, more specific,
and written so everyone on the team knows exactly what is expected when they enter
classrooms. It is further recommended that lesson plans be visible and accessible to
support monitoring and feedback. Consult Wise ways research for this indicator for
added suggestions on what the instructional monitoring should look like and develop or
revise actions to encompass these findings. Lastly, the IMPACT team should set aside
time to consistently visit classrooms and give specific, descriptive feedback to improve
teaching and learning and thereby, make greater progress towards full implementation

C2.01
○ Recommendations: The improvement team should consider strengthening the process of
using data by making it more transparent and visible throughout the school and in
classrooms. Also, the team should consider developing actions for this indicator that
support the use of data walls throughout the school and in classrooms and the utilization
of student data notebooks to ensure that students know their own data and embrace goals
for their learning.

C3.04
○ Recommendations: Consult Wise Ways research, and “The Irreplaceables” research for
additional ideas for recruiting and retaining staff members and revise of develop
additional actions in the Comprehensive Plan to support full implementation of this
indicator.

E1.06
○ Recommendations: The improvement team should consult Wise Ways research for
further ideas for strengthening ties to the parent community and ways to include them in
the instructional progress of their students. Use this information to revise current actions
in the Comprehensive Plan or to develop additional actions to support this indicator,
particularly ways parents can support their children in their learning at home.

*Indicator needs to be revised

Note: Formula for Index Rating: Priority Score x Opportunity Score. The rating gives the leadership team
some guidance for working on Indicators that might be considered “quick wins”—those items that are
easily accomplished and can show to the school community that changes are taking place.