For background, see the School/District Quality Review Plan Process

Click here for the Superintendent's 100-day plan (English) (Espanol)


Schools/District Comprehensive Review Highlights

MVWSDStratPlan3MVWSD recently completed its donor-sponsored comprehensive review of every school, division and program with the goal of clearly understanding our opportunities for growth and developing plans of action for improvement.

A School Quality Review (SQR) has been completed for all the elementary and middle schools. Independent reviewers met with teachers, parents, students and community members and observed in classrooms. This process encourages all members of our school community to get involved in the evaluation of and eventually the development of a strategic plan for our schools. The District Quality Review (DQR) used a process similar to the schools' of outside reviewers of its programs and initiatives.

This review will create a baseline; not a comparison. The idea is that most issues can be solved collectively. The intent is to create the conditions for everyone to be successful and include all stakeholders in solutions.   

The findings will be used in two primary ways:
  • First, we want to continue to capitalize on our schools'/district's strengths and identify areas of growth as part of the creation of the Strategic Plan 2021. This strategic plan will help us create the educational environment we all want and our kids deserve.
  • Secondly, the reports will help schools and departments develop a plan of action for how to meet goals.  
What we learned from the SQRs
The findings by Cambridge Education fall into these four general categories.

1. Student achievement. SQRs show that schools "promote a culture that enable students and staff to believe that they can succeed." "There is a passionate and shared belief among parents, school personnel and students that the school is a great place to learn." However, the report suggests the District needs to support teachers with data and systems to facilitate "effective differentiation of instruction." This differentiation, or tailoring instruction to students' academic level, is key to students "making academic progress at at acceptable rate." The report suggests that one way is to  "support teachers in development of assessment strategies to effectively check for students' understanding during lessons."

Dr. Rudolph says: "We're not satisfied. We can close the achievement gap while raising performance for all of our kids. When they leave us for high school, our goal is that they are ready to be successful in the classes that put them on the post-high school path of their choice."

2. Data. The report shows "there is an insufficient amount of data" to "give teachers the tools necessary to make informed decisions about instruction." At all schools there is a need for "robust data systems that inform teaching practices," especially in the areas of ELL, ELA and special education. The SQRs suggest the District organize a "data review committee" or "instructional data team." Groups like these can "focus on analyzing individual, classroom, subgroup, grade level and school-wide data to inform decisions."

Dr. Rudolph says: "Data are important to know where you are. Data are the check-ups that allow us to quickly identify and address student needs as they arise. Data will allow us to nimbly adjust instruction because we know one-size-fits-all doesn't work."

2. Training. The SQRs suggest that the District "provide teachers with professional development on rigor and strategies for its incorporation in daily lessons," especially in relation to "learning objectives and success criteria aligned" to the new California State Standards. It also recommends that more could be done to "provide a structure of informal peer or administration observations and feedback."

Dr. Rudolph says: "We know great schools have great teachers, great principals and great outcomes. Our teachers are committed to their own professional growth and development. I've heard staff and teachers say that they want more training to help them address students' needs.Training that is linked to data and improves student achievement outcomes."

3. Communication. The SQRs report parents feel welcomed to volunteer and as "true partners in their children's education."  Parent support is strong and schools "provide opportunities for parents and community members to have a voice in making school-wide decisions" as well as encourage "parental input in its everyday routines." The report mentions the "need for stakeholders to be well-informed" of student achievement plans and objectives as well as strategic plans and vision.

Dr. Rudolph says: We want to constantly communicate, early and often. Parents want to know how they can help their kids. We will be honest about where we are and where we are headed, and that will be clear in our District strategic planning process this spring.