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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.
3
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
4
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
5
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
6
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
7
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
8
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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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The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
10
The following indicators must be
assessed by all Schools
No Development Limited Development Fully Implemented
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.
11
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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Targeted Interventions No Development Limited Development Fully Implemented
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.
13
Targeted Interventions No Development Limited Development Fully Implemented
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.
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 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.
14
Targeted Interventions No Development Limited Development Fully Implemented
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
students’ progress in the
intervention program.
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
students’ progress in the
intervention program.
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.
15
Targeted Interventions No Development Limited Development Fully Implemented
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.
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 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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Targeted Interventions No Development Limited Development Fully Implemented
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.