Driving Quality (with a capital “Q”)
NPEA – Friday, April 25th
• Welcome and Introductions
• Who do we have in the room?
• Background Info
• What is BELL?
• What problem did we want to solve?
• Backwards Planning Model
• What do our mission and values “look like”?
• How do we define what Quality looks like?
• What demonstrates evidence of Quality?
• How do we prepare staff to achieve Quality?
• “You do”
• What does this look like for your school/organization?
• Wrap-up and Q&A
Transform the academic achievements, the self
confidence & life trajectories of children living in
under-resourced, urban communities.
• Core Essentials
• High expectations of scholars, staff, schools &
• Strong partnerships
• Teaching excellence
• Exceptional leadership & environment for
• Engaging & relevant learning experiences for
We pursue our mission through three educational
offerings targeting scholars in grades K-8
• Summer Learning
• 6-8 hours/day; 5 days/week; 5-8 weeks
• Small-group instruction in reading, writing, and math
• Enrichment courses in science, technology, arts, health, and physical fitness
• Field trips, family and community engagement
• School & community-based staff
• After School / Before School / Saturdays / Intersessions
• After school program for 2.5 - 3 hours/day; 3-5 days/week; up to 30 weeks
• Before school, Saturday, and Intersession programs customizable
• Program design tailored to specific reading, writing, math, and test prep
• (Optional blended learning using school’s technology)
• Summer program model geared toward K-3 scholars
• Literacy instruction only
• Aligned to the initiatives of the Campaign for Grade-level Reading
• Features half-day and full-day programs as well as blended learning options
• Use of Scholastic curriculum
"...if he... starts to look for options of Quality, and secretly pursues these
options, just for their own sake, thus making an art of what he is doing, he's
likely to discover that he becomes a much more interesting person and
much less of an object to the people around him because his Quality
decisions change him too. And not only the job and him, but others too
because the Quality tends to fan out like waves. The Quality job he didn't
think anyone was going to see is seen, and the person who sees it feels a
little better because of it, and is likely to pass that feeling on to others, and
in that way the Quality tends to keep on going. My personal feeling is that
this is how any further improvement of the world will be done: by
individuals making Quality decisions and that's all.” – “Zen and the Art of
How do we define Quality and cultivate this Quality driven culture?
When conducting quality assurance (QA) visits at
sites in Summer 2013, we realized staff was not
clear on how to meet BELL’s expectations. How do
• data-driven instruction?
• differentiated instruction?
• welcoming environment for learning?
• college-going culture?
“You know it when you see it”, but what are we
Backwards Planning Model
Bringing the mission to life
1. align quality assurance indicators to our larger
mission/values and define tangibly what that
2. determine how to identify and quantify
evidence of Quality implementation
3. identify information/resources/professional
development necessary to prepare staff for
successful, Quality implementation
4. establish a culture driven by decision making
with a focus on Quality
backwards planning model
1. We demonstrate high expectations that all
children can excel.
2. We develop partnerships to support each child’s
3. Exceptional Leadership creates an environment
4. We demonstrate teaching excellence.
5. We provide relevant and engaging learning
BELL core essentials
What do these tangibly “look like” at site and in clusters?
BELL Library – digital resource library connected to our e-Learning system where staff can
download and access additional resources, tools, references and professional development.
Observational Tool – used by our Instructional Coaches to observe instruction and provide
QA Rubric – identifies the evidence of quality in both individual clusters as well as the site as a
Strengthened the Managers of Regional Program (MRP) Role – greater focus and
autonomy of regional program leaders to customize and adapt training to be more regionalized
Instructional Coach – developing additional training and tools for this role surrounding how to
make regular cluster observations, what to look for, and how to provide actionable feedback to
Standards of Practice – explicit details and additional resources to support differentiated and
data-driven instruction using the specific assessment and curricula implemented by BELL
Questioning – providing additional resources and professional development on how to use
questioning strategies to scaffold instruction and promote higher-order thinking
steps 1 & 2
1) Identify one value to focus on
• what do you already know
about how you demonstrate
2) What does this value “look
like” in action?
steps 3 & 4
3) How will you determine if
Quality expectations have
4) What are the tools,
development, etc. necessary
to meet Quality expectations?
Exactly how are you preparing
staff to be successful?
Cultivating a Culture of Quality
“... and in that way the Quality tends to keep on going”