Loudoun County Public Schools Rubric and Sample Tasks for ... · Rubric and Sample Tasks for School...

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Loudoun County Public Schools

Rubric and Sample Tasks for School Improvement Planning Based on the 11 Indistar Indicators

High School Version

September 2013

This document is intended for use in school improvement planning. The rubric is aligned to the seven Indistar indicators where

schools must assess their practices and the three or four indicators (depending on level) where schools must implement strategies to

provide additional instructional supports for students.

For each indicator, the rubric describes three levels of practice, which are aligned with the implementation levels in Indistar (No

Development, Limited Development and Full Implementation). School teams review their practices for each indicator and assign a

level that most closely resembles their practice. Along with the rating, each school should provide evidence statements that describe

existing practice to support the rating.

Also included for each indicator is a reference to one or more Wise Ways that provide explanations and examples of effective

practices in that indicator area. The Wise Ways could be used in identifying improvement strategies and developing the action plans

for the school improvement plan. Finally, sample tasks for implementing effective practices are included.

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The following indicators must be

assessed by all Schools

No Development Limited Development Fully Implemented

HS2.04 The principal spends at least

50% of his/her time working

directly with teachers to

improve instruction,

including classroom

observations.

(Wise Way 59)

The principal spends less

than 25% of his/her time

working directly with

teachers.

The principal spends

almost all of his/her time

with teachers on non-

instructional matters

(discipline, building

management, etc.).

The principal spends 26-50%

of his/her time working

directly with teachers.

The principal spends most

of his/her time with teachers

on non-instructional matters

(discipline, building

management, etc.).

The principal spends 50%+ of his/her time working directly with teachers. The principal focuses staff development activities on the entire staff and on the specific academic goals and curriculum programs of the school. The principal provides both direct aid (e.g., concrete technical assistance and materials) and indirect support (e.g., encouragement) to teachers as they attempt to integrate skills learned during staff development programs into their repertoire of instructional behaviors.

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Tasks: 1. The school leadership team will meet with school staff to discuss the role of the team in setting expectations, conducting

walkthroughs and providing instructional feedback to staff. The team will facilitate a review and discussion of the characteristics

of effective instruction based on research. The team will review examples of walkthrough instruments and assist the staff with

revising or creating a walkthrough form and schedule for conducting walkthroughs.

2. The school leadership team will review teachers’ lesson plans and provide feedback using an established standard/rubric.

3. The school leadership team will implement a schedule for walkthroughs that will enable two visits for each teacher on a monthly

basis.

4. The principal will attend grade level/team meetings on a monthly basis to facilitate discussions of curriculum, assessment and

instruction.

5. The principal will share results of ongoing walkthroughs on a monthly basis with staff. The principal will facilitate discussions of results/impact of PD, identify areas of strength/growth and areas for PD. The principal will insure PD is provided in the areas of need. The principal will monitor changes in instructional practice in the areas of PD in subsequent analysis of monthly walkthrough data.

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HS2.13 Professional development

for the whole faculty

includes assessment of

strengths and areas in need

of improvement from

classroom observations of

indicators of effective

teaching.

(Wise Way 72)

Professional development

is based on general

instructional topics that

are not aligned with the

content of instructional

programs or teachers’

actual classroom practices.

Professional development is

based on the content of

instructional programs but

not teachers’ actual

classroom practices.

Classroom observations by the principal or other teachers are conducted and analyzed to identify strengths and areas of need for improvement across the faculty, which are used to plan professional development. When classroom observations by the principal or another teacher show an individual teacher’s areas that need improvement, personal development plans are developed to provide training or coaching to assist the teacher in the area of need.

Tasks: 1. The school leadership team will meet with school staff to discuss the role of the team in setting expectations, conducting

walkthroughs and providing instructional feedback to staff. The team will facilitate a review and discussion of the characteristics

of effective instruction based on research. The team will review examples of walkthrough instruments and assist the staff with

revising or creating a walkthrough form and schedule for conducting walkthroughs.

2. The principal will share results of ongoing walkthroughs on a monthly basis with staff. The principal will facilitate discussions of

results/impact of PD, identify areas of strength/growth and areas for PD.

3. The principal will insure PD is provided in the areas of need. The principal will monitor changes in instructional practice in the

areas of PD in subsequent analysis of walkthrough data on a monthly basis with school staff.

4. The school leadership team will identify teachers with exemplary practices based on walkthrough results. The principal will utilize these staff in planning and delivering monthly PD for all teachers in areas of need identified from walkthrough results. The school leadership may also identify teachers in need of more intensive PD/support bases in their walkthrough data.

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HS1.12 The school’s Leadership

Team regularly looks at

school performance data

and aggregated classroom

observation data and uses

that data to make decisions

about school improvement

and professional

development needs.

(Wise Way 45)

The school leadership

team typically makes

school improvement and

PD decisions based on

state assessment data. The

school leadership does not

have a process for utilizing

classroom observation

data.

The school leadership uses

assessment and classroom

observation data to make

some school improvement

and PD decisions. Some

school improvement and PD

activities are not aligned

with data.

The school leadership team analyzes student achievement data (1) at the school level to focus on areas that need schoolwide improvement to meet Annual Measureable Objectives (AMOs), (2) at the classroom level to focus on teachers’ instructional strengths and weaknesses, and (3) at the student level to focus on instructional needs of individual students. Classroom observations by the principal or other teachers are conducted and analyzed to identify strengths and areas of need for improvement across the faculty, which are used to plan professional development.

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Tasks: 1. The school leadership team will meet with each grade and content area to identify assessments (DRA, PALs, BMAs, AIMSWEB,

etc.) that will be used to measure student progress and identify students in need of interventions for reading and math. The team will determine cutpoints for placing students in tiers 1-3. The team will identify staff to manage the data for each grade and content area using Excel or other software.

2. At the end of each quarter, the school leadership team will convene data meetings with each grade and content area to analyze the assessment data and place students into tiers. Students assigned to tiers 2 and 3 will be assigned specific interventions that are aligned to specific standards and skills based on the students’ needs.

3. The school leadership team will meet with staff to discuss the role of the team in setting expectations, conducting walkthroughs and providing instructional feedback to staff. The team will facilitate a review and discussion of the characteristics of effective instruction based on research. The team will review examples of walkthrough instruments and assist the staff with revising or creating a walkthrough form and schedule for conducting walkthroughs.

4. The principal will share results of ongoing walkthroughs on a monthly basis with staff. The principal will facilitate discussions of results/impact of PD, identify areas of strength/growth and areas for PD.

5. The principal will insure PD is provided in the areas of need. The principal will monitor changes in instructional practice in the areas of PD in subsequent analysis of walkthrough data on a monthly basis with school staff.

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HS1.14 Instructional Teams meet

for blocks of time (4 to 6

hour blocks, once a month;

whole days before and after

the school year) sufficient to

develop and refine units of

instruction and review

student learning data).

(Wise Way 2532)

Instructional teams meet

but DO NOT develop

instructional strategies

aligned to the standards-

based curriculum OR

monitor progress of

students.

Manageable groupings of teachers by grade level or subject area meet to develop instructional strategies aligned to the standards-based curriculum OR monitor progress of students. The instructional teams meet twice a month to maintain communication and organize the work at hand, operating with agendas, minutes, and focus.

Manageable groupings of teachers by grade level or subject area meet to develop instructional strategies aligned to the standards-based curriculum and to monitor the progress of the students in the grade levels or subject area. The instructional teams meet twice a month (or as needed) to maintain communication and organize the work at hand, operating with agendas, minutes, and focus.

Tasks: 1. The instructional teams establish a schedule for meeting to discuss curriculum, instructional strategies and progress of students. 2. The instructional teams meet on a monthly basis and produce analysis of student progress and adjustments to

instruction/interventions for the students who have instructional needs. 3. The instructional teams meet on a monthly basis to monitor the impact of the adjustments to the curriculum/interventions on

student progress.

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EE2.01 Multiple assessment

strategies, including

formative assessment, are

implemented across all

content areas. (2504)

Instructional teams and

teachers use NEITHER

interim nor formative

assessments to assess

student progress and plan

for instruction.

Instructional teams and

teachers use interim OR

formative assessments to

assess student progress and

plan for instruction.

Instructional teams and teachers use

interim and formative assessments to

assess student progress and plan for

instruction.

Tasks: 1. The instructional teams establish expectations and standards of practice for the different assessments that will be utilized by

teachers. 2. The instructional teams identify common assessments in the form of interim assessments, formative assessments that are built

into lesson plans, classroom assignments and other assessments. 3. The instructional teams implement a schedule in which the results of the assessments are analyzed to guide instructional

decisions.

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EE1.05 Instruction is informed by

student data across all

content areas and is

differentiated to meet the

needs of all students. (2803)

The school does not

analyze student data

during the school year to

inform instruction.

The school has assessments

that are aligned to

curriculum and administered

throughout the school year

but the results are not

analyzed and used to make

decisions about instruction

or addressing student needs.

The school has unit assessments that are aligned to curriculum and administered throughout the school year. The instructional teams utilize the unit assessment results to identify students for remediation and enrichment. The instructional teams utilize the results of the unit assessments to review/revise their curriculum and instructional plans.

Tasks: 1. The school leadership team will meet with each grade and content area to identify unit/benchmark assessments that will be

used to measure student progress and identify students in need of interventions for reading and math. The team will determine cutpoints for placing students in tiers 1-3.

2. At the end of each quarter, the school leadership team will convene data meetings with each grade and content area to analyze the assessment data and place students into tiers. Students assigned to tiers 2 and 3 will be assigned specific interventions that are aligned to specific standards and skills based on the students’ needs. Students in tier 1 will be assigned interventions to enrich their understanding of the content (from proficient to advanced).

3. The instructional teams utilize the results of the unit/benchmark assessments to review/revise their curriculum and instructional plans based upon the needs of the students. Lessons that resulted in high levels of proficiency will be identified as exemplary lessons, while lessons that did not produce the desired results will be studied and revised based on teacher discussions.

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HS3.19 The school provides all

students with opportunities

to enroll in and master

rigorous coursework for

college and career

readiness. (Wise Way 2365)

The school does not have

a plan to provide all

students with

opportunities to enroll in

and master rigorous

coursework for college

and career readiness.

The school offers courses and curricula that prepare students for college-level work or a specific career.

The school offers courses and curricula that prepare students for college-level work or a specific career, and ensures that students understand what constitutes a college-ready curriculum by 9th grade. The school implements a curriculum that prepares all students for college and includes opportunities for college-level work for advanced students.

Tasks: 1. The school identifies courses that are aligned to college preparedness or preparation for a specific career. 2. The school monitors the implementation of the curriculum in the college and career-ready courses to adjust instruction if

necessary. 3. The school monitors data on students’ access to rigorous coursework for college and career readiness for all students.

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The following indicators must be implemented by all Schools

Targeted Interventions No Development Limited Development Fully Implemented

TA01

The school uses an

identification process

(including ongoing

conversations with

instructional leadership

teams and data points to

be used) for all students at

risk of failing or in need of

targeted interventions.

(Wise Way 108, 2931)

There is no clear process for

identifying students for

interventions.

The process for identifying

students for interventions

includes data points on

assessments and other

indicators that are

determined by staff

based on student

behavior or perceptions

by teachers.

The process for identifying students

for interventions includes data

points on assessments and other

indicators that are aligned to

research.

The process for identifying at-risk

students involves discussion and

decision-making that includes school

leadership and teachers and other

relevant staff.

Tasks:

1. The school leadership team will meet with each grade and content area to identify assessments (DRA, PALs, BMAs, AIMSWEB,

etc.) that will be used to measure student progress and identify students in need of interventions for reading and math. The

school leadership team will use behavioral data to identify students in need of behavioral interventions. The team will determine

cutpoints for placing students in tiers 1-3. The team will identify staff to manage the data for each grade and content area using

Excel or other software.

2. At the end of each quarter, the district will send each school a spreadsheet with demographic, behavioral and assessment data

for their currently enrolled students.

3. At the end of each quarter, the school leadership team will convene data meetings with each grade and content area to analyze

the assessment and behavioral data and place students into tiers for reading, math and behavior.

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TA02

The school uses a tiered,

differentiated

intervention process to

assign research-based

interventions aligned with

the individual needs of

identified students (the

process includes a

description of how

interventions are selected

and assigned to students

as well as the frequency

and duration of

interventions for Tier 2

and Tier 3 students).

(Wise Way 109, 2932)

Students participate in the

interventions based upon

availability or interest.

The interventions do not include

descriptions or frequency and

duration of the strategies.

The intervention system

assigns students to

general interventions that

do not appear to be

aligned to student needs.

The interventions include

descriptions of the

strategies but not

frequency and duration.

The intervention system provides

guidance for selecting interventions

that are aligned to students’

individual instructional needs and

level of need for Tiers 2 and 3 as

determined by assessment data.

The interventions include

descriptions of the strategies and

references to the research base

supporting the intervention.

The description also provides

guidance for the frequency and

duration of the intervention.

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Tasks:

1. The school leadership team will meet with the staff at the beginning of the school year to identify individual, small-group and

whole-class interventions that are research-based and aligned to specific standards and skills that will be assessed during the

school year. The interventions will include methods and strategies that allow for differentiation for students’ needs using

different formats (mini-lessons, Do Nows, homework, tests, etc.). The interventions will also include guidance on the frequency

and duration for each intervention. . The behavioral interventions will be based upon guidelines developed by the Office of Pupil

Services.


the assessment and behavioral data and place students into tiers. Students assigned to tiers 2 and 3 will be assigned specific

interventions that are aligned to specific standards and skills based on the students’ needs

3. After the interventions have been assigned to students, the school leadership team will create an implementation schedule for

each grade and content area. The implementation schedule will allow for interim assessments during the quarter to assess

student progress and make adjustments to the implementation schedule.

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TA03

The school uses a

monitoring process

(including a

multidisciplinary team that

meets regularly to review

student intervention

outcome data and

identifies “triggers” and

next steps for unsuccessful

interventions) for targeted

intervention students to

ensure fidelity and

effectiveness.

(Wise Way 109, 2933)

The school has not identified a

process that determines the data

that will be used to monitor

students’ progress in the

intervention program.

The school implements a

process that determines

the assessment data that

will be used to monitor



The team that monitors

the interventions consists

of math and reading

teachers.

The monitoring process

does not identify next

steps when interventions

have not been successful.

The school implements a process

that determines the assessment

data that will be used to monitor



The monitoring identifies specific

skills that may be in need of being

reviewed and retaught.

The team that monitors the

interventions consists of math,

reading, social studies, science, ELL,

SPED and other teachers/staff to

ensure that the needs of all students

are being met.

The process also includes guidance

for determining next steps when

students should receive a different

intervention or level of service or

exit the program.

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Tasks:

1. The school leadership team will establish guidelines for assessing growth on the assessment and behavioral data and the process

for students to exit and enter the tiers. The team will include staff with expertise with ELLs and students with IEPs to consult on

decisions, insuring that the needs of all students are met. The team will also include staff with expertise in addressing the

behavioral needs of students.

2. The school leadership team will maintain an Excel spreadsheet or similar tool to monitor the interventions (the Research Office

will assist with this step). The school leadership team will facilitate monthly meetings with grade and content area teams to

document whether students whether students have received the planned interventions.


the assessment and behavioral data and revise the placement of the students into tiers accordingly. Students that remain in tiers

2 and 3 from the previous quarter will be assigned DIFFERENT interventions that are aligned to specific standards and skills

based on the students’ needs.

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HS1.02, EE2.03 (High

Schools Only)

An early warning system is established to identify students who may be at-risk for dropping out of high school and to match students to appropriate interventions.

The school has not identified indicators that are clear predictors of students who are at-risk of failure or dropping out. The school is not providing interventions for students who are at-risk of failure or dropping out.

The school has identified indicators that are predictors of students who are at-risk of failure or dropping out (2506). Wise Way The school has identified interventions that are general in nature and not aligned with the needs of students.

The school has identified indicators that are predictors of students who are at-risk of failure or dropping out (2506). Wise Way The school has identified interventions with research-based strategies, such as high intensity, accelerated instruction for catch-up purposes and significant counseling (2506). Students who are identified as at-risk are matched to interventions that are aligned with their needs (2506). Wise Way The school monitors the progress being made by students who are receiving interventions (2506). Wise Way

Tasks: 1. The school leadership team coordinates with the district to identify and define indicators that are predictors of failure or

dropping out of school. 2. The school leadership team identifies and develops research-based interventions that will prevent at-risk students from

dropping out of school. 3. The school leadership team will match the interventions to the needs of the students identified as at-risk or dropping out of

the school. 4. The school leadership team will develop and implement a process for monitoring the interventions being provided to the at-

risk students and the progress those students are making.

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