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MS SIG Indicator Rubric

MS SIG Indicator Rubric – Revised June, 2014 1

ORGANIZATIONAL STRUCTURES

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation

(Supported by Multiple

Sources)

Exceeds Standard

(Sustained Practice and

Aligned with Evidence of

Impact)

1 2 3 4

1. LEA and school conducted needs

assessment (NA) to inform the SIG

implementation plan

LEA and school conduct

NA that does not include

input and participation from

all key stakeholder groups

(parents, students, staff,

community members) or

omits critical data

identifying needs, such as

performance framework,

fiscal, or school climate

data.

LEA and school conduct

comprehensive NA that

includes participation and

input from a representative

group of all external and

internal stakeholders

(parents, students, staff,

and community members).

NA determines needs

through use of data

collection instruments such

as surveys, sign-in sheets,

agendas, minutes,

performance framework

(leading and lagging

progress data), and other

school data to identify

comprehensive school

improvement goals.

In addition to those stated in

Full Implementation, LEA

and school communicate

results of NA with all staff

and stakeholders through

various means (newsletters,

meetings, mail outs, events,

and media) and

continuously monitor and

review NA priorities for

school improvement (district

and school leadership team

meeting agendas, sign in

sheets, minutes, MS

SOARS entries).

2. LEA personnel are organized and

assigned to support schools in their

SIG implementation

LEA organizational chart

does not include all SIG

assigned personnel and/or

job descriptions lack

specificity to support SIG

implementation.

LEA organizational chart

includes SIG assigned

personnel; job descriptions

include prescribed duties

and responsibilities to

support SIG

implementation.



has a process in place to

sustain school improvement

efforts with locally funded

personnel through a

continuous review of their

effectiveness in providing

support to schools to

increase student

achievement and build staff

capacity.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

3. LEA modified policies and

practices to support full and

effective implementation

Evidence of policy

modifications in a few key

areas (e.g., increased

learning time, incentives,

leader/staff evaluations,

fiscal resources) and/or

limited evidence of

changes in practice based

on policy modifications to

support full SIG

implementation.

LEA modified policies and

practices supporting full

and effective SIG

implementation (e.g.,

extended learning time,

organizational chart,

incentives, master

schedules, fiscal

resources).


Full Implementation, district

leadership team maintains a

documented process to

review policies and

practices (e.g., input from

stakeholders, frequency of

review, description of review

criteria).

4. LEA provides operational flexibility

to the principal to lead the school

improvement process

Principal flexibility

evidenced by written

statement or evidence of

adjustments in scheduling,

calendars, human and/or

fiscal resource allocations.

LEA provides operational

flexibility to principal as

documented by principal’s

written statement and

evidence of flexibility may

include adjustments in

scheduling, calendars,

human and/or fiscal

resource allocations.

District leadership team

monitors the effectiveness

of decisions made by school

leadership to

transform/turnaround

schools and sustain

successful practices (as

evidenced by agendas,

minutes, sign in sheets,

progress data by school).

5. LEA has established a district

turnaround office to support SIG

implementation

Turnaround office

staff/District Leadership

Team meets inconsistently

as evidenced by meeting

schedule, agenda/minutes;

at least one component of

MS SOARS is not

addressed (e.g.,

implementing, monitoring,

LEA has established a

district turnaround office

(District Leadership Team)

as evidenced by a

schedule of monthly

meeting dates; meeting

agendas/minutes. LEA

utilizes MS SOARS as the

system for implementing,



and school leadership

teams collaborate quarterly

to review MS SOARS data

and other resources (i.e.,

fiscal, curriculum,

professional development,

technical assistance) to




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

reporting); and/or

documentation of technical

assistance in supporting

SIG implementation is

minimal.

monitoring, and reporting

SIG data. LEA documents

site visits and technical

assistance provided to

school in supporting SIG

implementation.

ensure SIG implementation

support.

6. LEA and school recruit, screen,

and select external partners

Inconsistent knowledge

and/or implementation of

established written protocol

for recruiting, screening,

selecting external partners.

LEA and school establish

and implement a written

protocol for recruiting,

screening, and selecting

external partners (e.g.,

selection criteria, aligned to

SIG needs/goals) that is

communicated to all

stakeholder groups.



maintains a database/list of

external partners whose

services are aligned with

district improvement goals.

7. LEA and school clearly specify

expectations of external partners in

contracts and continuously

evaluate their performance

Contracts with external

partners contain goals,

deliverables, and

benchmarks of progress,

aligned with school

improvement goals. Semi-

annually, or twice a year,

evidence exists that the

LEA and school implement

processes to continuously

monitor and evaluate the

outcomes of specified

services and make

adjustments where needed.

Contracts with external

partners contain

deliverables and

benchmarks of progress

toward achieving school

improvement goals.

Quarterly, or four times a

year, evidence exists that

the LEA and school

implement processes to

continuously monitor and

evaluate the outcomes of

specified services, including

teacher input, and make

adjustments where needed.


Full Implementation,

quarterly round table

meetings are held with

district and school

leadership teams, and all

external partners to gather

and provide multi-directional

feedback on services

provided, expected

outcomes and goals as

evidenced by meeting

agenda, minutes, sign in

sheets.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

At a minimum, a semi-

annual meeting is held with

the school leadership team

to provide feedback on

services provided.

8. All teachers meet in teams (vertical

and horizontal) with clear

expectations and time for planning

Team meeting structures

and expectations are

established for all teachers

(e.g., schedule, agenda,

focus, minutes, and roster).

All teachers are meeting in

teams in accordance with

written, established

structures and expectations

as evidenced by agendas,

participant rosters, and

meeting minutes that reflect

instructional focus.


Full Implementation, all staff

contribute to school wide

efforts to build a supportive,

collaborative culture, identify

common goals and

assessments, and monitor

and evaluate progress

toward those goals as

evidenced by an expanding

collection of exemplars for

teacher use (examples:

instructional tools/strategies,

rubrics, common

assessments).

9. LEA and school have increased

learning time for all students

LEA and school have

developed a plan to

increase learning time for

all students in core areas.

Implementation of plan may

have begun for targeted

students.

LEA and school are

implementing their plan for

increased learning time for

all students in core areas.



evidence exists that

increased learning time is

differentiated according to

individual student needs.

LEA may also facilitate the

expansion of increased

learning time throughout the

district with the provision of




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

resources, professional

development, technical

assistance, and cross-

school collaboration.

10. School continuously evaluates the

effectiveness of increased learning

time

School identifies

benchmarks and expected

outcomes of increased

learning time and develops

measures to monitor

progress toward goals

(e.g., student participation,

individualized academic

plans, curriculum-based

assessments).

In addition to those stated

in Emerging/Limited

Evidence, data is collected

throughout the month and

provided to the school

leadership team at least

monthly for review of

progress toward goals and

decisions related to needed

adjustments in programs

(as evidenced in leadership

team meeting notes,

changes to increased

learning time programs).


in Full Implementation,

school includes surveys

from parents and

community on quality,

relevance, and usefulness

of current increased

learning time programs

semi-annually to

recommend programmatic

changes.

LEADERSHIP

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

1. Principal promotes a culture of

shared accountability for meeting

school improvement performance

objectives

Principal provides

inconsistent messages

regarding expectations

around shared

accountability for meeting

Principal extends message

of expectations for shared

accountability by promoting

a culture of participation,

responsibility, and



principal promotes a culture

of responsibility and

ownership in the community



LEADERSHIP

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

school improvement

performance objectives.

ownership at the school; and

engages in discussions with

internal stakeholders about

school improvement.

Teachers have meaningful

roles in decision-making

processes as evidenced by

interview data, meeting

agendas and minutes, and

participant rosters. Shared

accountability also includes

developing a culture of high

expectations that may be

evidenced by student work

displays, student

engagement, newsletters,

and collaborative teacher

planning focused on

performance objectives.

by networking with

community groups, serving

in active roles in the

community, or providing

continuous updates of

progress toward achieving

shared accountability for

meeting school

improvement performance

objectives.

2. Principal communicates a

compelling vision for school

improvement to all stakeholders

Principal communicates

vision statement and

school goals in a variety of

formats with staff, students,

parents, and community.

Principal communicates vision statement and school goals in a variety of formats with staff, students, parents, and community to remind all of the school’s common purpose. Refers to the school’s vision statement consistently to guide discussions and decision making (e.g., about curriculum, instruction, budget and time allocations, adoption of new programs).

In addition to those stated in Full Implementation, the principal helps staff and students create a shared understanding of how the school’s vision relates to and drives their daily work. Encourages members of the community to focus on how they can contribute to achieving the school’s shared vision. Works with feeder schools to ensure that school visions are



LEADERSHIP

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

aligned across schools and with the school system.

3. School leadership team meets

regularly to manage the school

improvement process

School leadership team

meets less than twice

monthly to review progress

on performance framework

and addresses applicable

plans and tasks. Evidence

consists of documentation

of leadership team meeting

agendas and minutes in

MS SOARS.


meets at least two (2) times

monthly to review progress

on performance framework

and addresses applicable

plans and tasks. Leadership

team members share

responsibility for overseeing

and/or completing school

improvement task

implementation and

communicating progress to

the entire faculty on a

monthly basis. Evidence

consists of documentation of

leadership team meeting

agendas and minutes in MS

SOARS.


in Full Implementation, all

team members share the

responsibility for facilitating

leadership team meetings.

4. School leadership team

continuously uses data to drive

school improvement


collects data on a regular

basis from multiple

sources, but no connection

between analysis of data

and decision making is

documented.

School leadership team establishes a systematic and ongoing cycle of continuous improvement that includes data collection from multiple sources to identify accomplishments and challenges. Attention is focused on results through consistently asking questions to prompt reflection (e.g., In what ways


in Full Implementation, uses

multiple methods of

communication (examples:

data walls, newsletters and

Web updates) to convey

progress toward goals to all

stakeholder groups.

Networks with other districts

and/or schools regarding

successful school



LEADERSHIP

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

is this helping to achieve our goals? What was the result? What can we learn?). Results of data analyses are used to make decisions about school improvement efforts and are documented in MS SOARS.

improvement strategies.

5. Principal continuously monitors the

delivery of instruction in all

classrooms

Principal systematically

monitors classroom

instruction but does not

maintain a record keeping

system.

Principal has an established

schedule of daily classroom

visits to monitor the delivery

of instruction in classrooms

and maintains a record-

keeping system that

documents the observations.

Principal provides feedback

after each observation to

staff regarding data

gathered.



school leaders model the

high expectations they have

for staff (i.e., principles of

instruction) and promote,

encourage, and facilitate

peer observations on

effective practices.

6. LEA and school leadership teams

collect and monitor

benchmark/interim data on all

leading and lagging indicators

District and school

leadership teams collect

data and monitor progress

of leading and lagging

indicators (performance

framework) and school

leadership team records

data in MS SOARS.

District and school

leadership teams establish a

systematic cycle of

continuous data collection

and progress monitoring of

leading and lagging

indicators (performance

framework). School

leadership team records

progress monitoring in MS

SOARS and provides a

report to district leadership

LEA and school leadership

teams collaborate on

recommendations for

revisions to the plans

addressing performance

framework indicators. LEA

and school collaboratively

identify key indicators

related to continuous school

improvement and establish

a monitoring plan for

sustaining the process.



LEADERSHIP

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

team and school staff on a

monthly basis.

PERSONNEL AND PROFESSIONAL

DEVELOPMENT

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

1. Principal possesses the

competencies of a transformation

leader

Principal provides evidence

of successful school

improvement tied to at least

one competency of a

turnaround/transformation

leader (i.e., achieving and

influencing results, problem

solving, and confidence in

ability to lead), and

demonstrates the potential

to develop capacity in the

remaining areas.

Principal provides evidence of

successful school

improvement tied to

competencies of a


leader (i.e., achieving and

influencing results, problem

solving, and confidence in

ability to lead).


Full Implementation, the

principal promotes the

development of

competencies of


leadership in teachers, and

staff.

2. LEA and school have a process in

place for recruiting, placing, and

retaining school teachers and

leaders with skills needed for

school transformation

LEA and school have

established board policies

addressing recruitment and

retention procedures; job

announcements are placed

on district and various other

Web sites; however, efforts

to recruit and retain

teachers and leaders are

LEA and school have

established board policies

addressing recruitment and

retention procedures; job

announcements are placed

on district and various other

Web sites; districtwide/state

incentive plan is fully

implemented; school



interview committee includes

faculty representation and

school uses innovative ways

to seek out applicants (e.g.,

infomercials, partnerships

with potential providers of

effective teachers and




DEVELOPMENT

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

primarily local. The

districtwide/state incentive

plan is not widely

publicized and funds are

seldom expended.

administration implements

protocols and procedures for

interviewing and placement of

new staff members.

leaders, in-house aspiring

administrator programs).

3. LEA and school have a rigorous

and transparent evaluation system

with input from teachers and

principals that includes evidence of

student achievement/growth

LEA and school are

developing plans for a

rigorous and transparent

evaluation system or have

adopted the SEA model.

(Plans include steps for

building stakeholder

support, performance

indicators, budget

incentives, etc.)

LEA and school have a

rigorous and transparent

evaluation system that

included input from

teachers/principal and

student growth data.

LEA rigorously monitors the

implementation of the

evaluation system as it

correlates to the evidence of

student growth and

achievement.

4. LEA and school implemented the

new evaluation system for

principals and teachers

Evaluators and teachers

are receiving training on

the new evaluation system.

Evaluation system is in place

and all teachers and

principals are being evaluated

annually. The evaluation

process incorporates self-

reflection and personal goal

setting.

System is being monitored

and evaluated for perceived

usefulness and to guide

revisions to the evaluation

process. The LEA and

school will analyze

schoolwide observation data

and make programmatic

recommendations annually.

5. School aligns professional

development programs with

teacher evaluation results

School uses formative or

summative evaluation data

(year end results of

strengths and weaknesses)

to identify 2-3 professional

School uses both formative

and summative evaluation

data (i.e., observations,

teacher reflections, student

performance, etc.) to identify


Full Implementation, school

uses individual teacher data

to establish individual

professional learning plans.




DEVELOPMENT

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

learning activities for all

teachers.

common teacher needs, and

plan and provide professional

learning opportunities

targeted to those needs

throughout the school year.

6. LEA and school have a system of

rewards for school staff that

positively impact student

achievement and graduation rates


process to identify school

staff that positively impact

student achievement and

graduation rates.

LEA and school use multiple

measures of performance to

identify and reward school

staff who positively impact

student achievement and

graduation rates.

The system of rewards is

based on the significance of

impact (e.g., high needs

students, growth exceeding

a year, closing

achievement/graduation

gaps among student

groups).

7. LEA and school identify and

support school staff who are

struggling or remove staff who fail

to improve their professional

practice

LEA and school identify

struggling teachers and

develop an intervention

plan for those teachers that

include benchmarks,

timelines, expectations,

and consequences.


Emerging/Limited Evidence,

LEA and school

collaboratively develop

intervention plans within the

first semester of the school

year for each struggling

teacher. LEA and school

support implementation of

intervention plans, and

teachers who fail to improve

according to their plan are

removed.



and school consider

“inequity factors” (e.g.,

teaching experience,

class/school composition,

class make-up, size) in

developing individualized

intervention plans for

struggling teachers.

8. LEA and school provide induction

programs for new teachers and

administrators

LEA and school are

developing plans for

induction programs for new

Induction programs for new

teachers and administrators

are implemented and include

A representative group of

stakeholders (i.e., teacher

associations, LEA and




DEVELOPMENT

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

teachers and

administrators. Plans

include a bridge between

preparation and practice

that supports the distinct

learning needs of new staff.

a written system of intensive

support, professional

development, and ongoing

monitoring to support the

distinct learning needs of new

staff.

school administrators,

school committee members)

annually analyze evaluation

results (i.e., surveys, teacher

performance data, student

data) about the value and

effectiveness of the program

to make appropriate

improvements.

9. School provides all staff with high-

quality, job-embedded,

differentiated professional

development to support school

improvement

School identifies and

provides professional

development opportunities

that are aligned with school

goals. Teachers are

encouraged to apply their

learning and share with

colleagues.

School provides all staff with

relevant, job-embedded

professional development

according to a cohesive plan

aligned with school goals.

Structures are in place to

provide support (i.e.,

collaborative learning teams,

coaches, mentors) to address

all individual staff needs

taking into account teacher

experience, backgrounds,

and teaching assignments.



staff engage in action

research on strategies to

support school improvement

efforts and develop networks

for sharing effective

practices across the district.

10. LEA and school monitors extent

that professional development

changes teacher practice

LEA and school monitors

the extent to which


changes teacher practice

through teacher surveys.

Results are reported to

school leadership team

annually.

LEA and school monitors the

extent to which professional

development changes

teacher practice through

collection and analysis of

data from classroom

observations, lesson plans,

and teacher surveys. Results

of these analyses are


in Full Implementation, LEA

and school identifies the

most effective professional

development practices and

formally shares those with

other schools.




DEVELOPMENT

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

reported to the school

leadership team quarterly

and become the basis for

programmatic revisions to


plans.

11. LEA has developed a plan/process

to establish a pipeline of potential

turnaround leaders

LEA has developed a

process for identifying

turnaround leaders and a

plan for a leadership

career ladder/pathway.

LEA ensures that

leadership opportunities

are available and

publicized through

traditional and non-

traditional means.

LEA has implemented a

process for identifying and

recruiting turnaround leaders

(e.g., use of MDE Teacher

Center resources,

relationships with local

colleges/universities). A

career ladder/pathway for

developing leaders within the

district has been developed.

LEA ensures that leadership

opportunities are available

and publicized through

traditional and non-traditional

means.

LEA has developed a

system for evaluating the

leadership development

and recruitment initiatives.

Evaluation occurs on an

annual basis and results in

the identification of effective

approaches and

discontinuation of

ineffective practices.



CURRICULUM AND INSTRUCTION

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard (Sustained

Practice and Aligned with

Evidence of Impact)

1 2 3 4

1. LEA and school establish annual

goals for student achievement in

all core areas

LEA and school establish

annual achievement goals

for district and schools.

LEA and school establish,

communicate, and publish

annual achievement goals

in all core areas for district,

schools, grade levels, and

subpopulations.

In addition to those stated in Full

Implementation, goals are

communicated to all

stakeholders (e.g., parents,

community members, students)

and teachers work with students

to establish individual

achievement goals. Students

can identify, describe, and show

evidence of their progress

toward achieving their goals.

2. LEA and school have a process for

the selection of research-based

instructional programs/strategies


written process for

selecting research-based

instructional programs/

strategies but the process

lacks one or more of the

criteria under Full

Implementation.


written process for

selecting research-based

instructional

programs/strategies that

includes (a) research on

effectiveness, (b) criteria

for evaluating the

appropriateness of a

program, (c) input from

teachers, and (d) an

analysis of cost and

sustainability.


Implementation, LEA and school

establish outcome goal(s) for

program/strategy and

continuously evaluate its

effectiveness in impacting

student outcomes, including

fidelity of implementation among

teachers implementing program/

strategy.

3. LEA and school align curriculum,

instruction and assessment with

state standards

LEA and school have

adopted the standards

aligned state curriculum

frameworks, and provided

them to teachers.


in Emerging/Limited

Evidence, the district

ensures articulation and

continuity across grade


Implementation, teachers

participate in the annual

evaluation and updating of

pacing guides.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)



Evidence of Impact)

1 2 3 4

levels and includes

benchmarks, pacing

guides, blueprints, sample

assessments, performance

level descriptors, etc., to

guide instruction. Teacher

lesson plans reflect

linkages to the curriculum.

4. All teachers routinely assess

students’ mastery of instructional

objectives

Teachers infrequently

assess for mastery of

instructional objectives

using a single form of

assessment. Teachers

maintain limited or

inaccurate records of

individual student mastery.

All teachers use multiple

forms of assessment data

(formal and/or informal)

and assess student

mastery of instructional

objectives on a daily basis.

Teachers maintain a record

of individual student

mastery by objective.


Implementation, teacher teams

meet on at least a quarterly

basis to review student mastery

of objectives, discuss

assessment strategies and

share ideas for improvement.

5. All teachers adjust instruction

based on students’ mastery of

objectives

Some teachers use

assessment data to identify

students at various levels

of mastery and apply

differentiated instructional

approaches to provide

remediation using

alternative strategies (i.e.,

different from the initial

lesson).

The school has plans and

procedures in place to

ensure all teachers use

assessment data to identify

students at various levels

of mastery and apply

differentiated instructional

approaches, when

appropriate, to provide

remediation and

enrichment using

alternative strategies (i.e.,

different from the initial

lesson).


Implementation, teacher teams

meet on at least a quarterly

basis to collaborate on success

and challenges with strategies

for remediation and enrichment,

and add identified strategies to

the curriculum.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)



Evidence of Impact)

1 2 3 4

6. All teachers integrate technology-

based interventions and supports

into instructional practices.

Some teachers use

technology-based

interventions and supports

as documented in their

lesson plans and

demonstrated in classroom

practice.

All teachers use

technology-based

interventions and supports,

when appropriate, as

documented in their lesson

plans and demonstrated in

classroom practice.


Implementation teachers use

technology-based interventions

and supports to scaffold and

advance learning for individual

students. Students are actively

involved in using technology

supports to assess, interpret,

and apply information.

7. Schools provide students with

opportunities to enroll in and

master rigorous coursework for

college and career-readiness

Schools offer advanced

placement courses in fewer

than four core areas.

Schools offer the

International Baccalaureate

program, dual enrollment,

or one advanced

placement course in each

of the four core areas.

Schools also offer career-

oriented vocational

courses.


Implementation, schools also

offer early graduation programs

(e.g., Cambridge program).

8. All teachers incorporate

instructional strategies that

promote higher-level learning for

all students

Lesson planning includes

the incorporation of at least

one of the following within

some context: reflection;

identification and appraisal

of assumptions; inquiry,

interpretation and analysis;

and reasoning and

judgment. The teacher

serves primarily as a

disseminator of learning.

The lessons are geared

All teachers plan and

deliver lessons that include

the daily incorporation of

the following within some

context: reflection;

identification and appraisal

of assumptions; inquiry,

interpretation and analysis;

and reasoning and

judgment. The teacher

serves primarily as a

mediator of learning.


Implementation, the lesson is

geared toward DOK level 3 or

above, when applicable.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)



Evidence of Impact)

1 2 3 4

toward DOK level 2 or

above, when applicable.

Lessons are geared toward

DOK level 2 or above,

when applicable.

9. All teachers actively engage

students in the learning process

Lesson plans incorporate

standard lesson line

components, but classroom

delivery does not engage

students.

All teachers actively

engage students in the

learning process through

implementation of a

standard lesson line

including the use of

strategies such as effective

questioning, relevant

activities, authentic

projects, allowing for

student choice.


Implementation, all teachers use

student feedback/reflection to

enhance engagement.

10. All teachers communicate clearly

and effectively

All teachers implement a

lesson plan, but goals and

expectations for student

learning are not always

clearly communicated.

Teachers speak clearly and

at an appropriate pace, but

limit student participation in

discussions. Teachers

adapt communication style

(verbal and nonverbal) in

response to student

behavior.

All teachers implement a

lesson plan, articulating

clear goals and

expectations for student

learning. Teachers speak

clearly, using correct

grammar, and at an

appropriate pace, and

successfully facilitate

student discussion.

Teachers adapt

communication style

(verbal and nonverbal) in

response to student

behavior.


Implementation, teachers’

communication style motivates

all students to participate and

fully engage in discussions.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)



Evidence of Impact)

1 2 3 4

11. All teachers maximize time

available for instruction

Teachers begin class on

time, establish and follow

procedures consistently,

but disruptions and

digressions are managed

inefficiently. Pacing does

not maximize time students

spend engaged in lessons.

All teachers begin class on

time, establish and follow

procedures consistently,

transition smoothly

between tasks, address

disruptions and digressions

in a consistent manner, and

use appropriate pacing to

maximize time students

spend engaged in lessons.


Implementation, students assist

in developing and managing

classroom procedures.

12. All teachers establish and maintain

a culture of learning to high

expectations

All teachers do not clearly

and consistently

communicate rigorous

instructional goals to

students, or do not hold all

students accountable for

meeting these goals. Not

all students report feeling

safe in expressing their

thoughts, feelings and

ideas.

All teachers clearly and

consistently communicate

rigorous instructional goals

to students and hold all

students accountable for

meeting these goals.

Classroom instructional

climate is conducive to

student expression of

thoughts, feelings, and

ideas (i.e., students feel

safe and secure in the

classroom, bulletin board

displays of student

accomplishments, college

and career goals and

aspirations).


Implementation, teachers

encourage student participation

when revising or establishing

learning goals.



SUPPORT SYSTEM/STRATEGIES

Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

1. LEA and district transformation

specialists provide intensive,

ongoing assistance to support

school improvement

District transformation

specialists/district priority

contact person participate

in leadership team

meetings at the district

and school levels, and

serve as a communication

liaison for the MDE Office

of School Recovery. LEA

and district transformation

specialists do not

consistently collect,

monitor, and report data

related to school

improvement efforts.



contact person participate in

leadership team meetings at

the district and school levels,

and serve as a

communication liaison for

the MDE Office of School

Recovery. LEA and district

transformation


contact person monitor and

assist with implementation of

all aspects of the school

improvement plan (e.g.,

collecting and monitoring

leading and lagging

indicators).



benchmarks for leading and

lagging indicators are met.

Plans are in place to sustain

ongoing technical assistance

that includes identification of

staff as part of the initiative.


specialist/district priority

contact person ensures

policies and procedures are

in place to meet benchmarks

for all leading and lagging

indicators.

2. LEA and school ensure that

external providers deliver

intensive, ongoing assistance to

support school reform strategies

LEA outlines the scope of

work for external

providers, establishing

clear responsibilities for

each party. LEA and

school ensure that a

process for continuous

reporting of progress by

the external providers is

established and includes

ongoing, informal

evaluation of the

partnership, but this

LEA outlines the scope of

work for external providers,

establishing clear

responsibilities for each

party. LEA and school

ensure that a process for

continuous reporting of

progress by external

providers is established and

includes ongoing, informal

evaluation of the

partnership. Administrators

and teachers formally


Full Implementation, formal

evaluation of external

providers occurs more

frequently than annually,

and the scope of work is

adjusted based on changing

needs.




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

process is not consistently

followed.

evaluate external providers

on an annual basis.

3. School aligns allocation of

resources (money, time,

personnel) to school improvement

goals

School’s allocation of

resources is not aligned to

all school improvement

goals, or autonomy does

not exist for allocating all

available resources.

School’s program goal

decisions are based on data

and supported by the

allocation of resources

(money, time, and/or

personnel). Building level

autonomy exists for

allocating all available

resources for school

improvement goals.

Allocated resources are

expended in a timely

manner.



seeks out additional

resources (money, time,

and/or personnel) beyond

the school system.

4. School accesses innovative

partnerships to support extended

learning time

School develops plan and

identifies potential

partners to assist with

extended learning time

needs.

School’s partnerships

support extended learning

time and school staff and

parents are aware of

partnerships and how they

connect to extended

learning time needs.

School uses data to adjust,

refine, and/or reconfigure

partnerships and activities to

reflect changing student

needs.

5. School and teachers provide

parents with regular

communication about learning

standards, the progress of their

child, and the parents’ roles in

supporting their child’s success in

school

School and teachers

provide parents with

information about learning

standards and the

progress of their child, but

the information is unclear

or provided irregularly.

School and teachers provide

parents with clear,

understandable information

about learning standards,

the progress of their child,

and the parents’ roles in

supporting their child’s



teachers collaborate with

students and parents to

establish mutual

expectations to support

student development and




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

success in school on at least

a monthly basis.

achievement.

6. School includes parents in

decision-making roles for school

improvement

School includes parents

as members of advisory

teams and parent-teacher

organizations. Parents

have limited to no

opportunities for providing

input or making decisions

regarding school

improvement.

School includes parents as

members of advisory teams

and parent-teacher

organizations. Parents

provide input into decisions

for school improvement

through surveys and

committee decisions and

recommendations.


Full Implementation, parents

are also involved in

implementing school

improvement decisions (e.g.,

helping to gain additional

parent involvement,

assisting with

identifying/evaluating parent

resource center materials).

7. School engages community

members in partnerships that

benefit students

School partners with

community members to

identify community

resources that could be

used to connect the

curriculum to students’

community and

experiences, but has yet

to begin implementation.

School partners with

community members and

businesses to provide

supports such as service

learning, place-based

education, internships, guest

instructors, “adopt-a-school”

resources, and other needed

services to students (e.g.,

medical/dental screenings,

tutorial sessions) and/or

documents attempts.



and community collaboration

results in identification of

ways in which the school

provides service

opportunities for mutual

benefit (e.g., Habitat for

Humanity, food pantry

assistance). LEA creates a

database of community

resources and opportunities.

8. School partners with community

groups to provide social-emotional

supports for students

School identifies the

social-emotional needs of

the students, and

determines potential

community resources

School, in collaboration with

parents, community groups,

and other stakeholders,

identifies the social-

emotional needs of the



and community groups

collaborate to identify

additional funding/resources




Not

Addressed

or No

Evidence

Emerging/ Limited

Evidence

Full Implementation


Sources)

Exceeds Standard



Impact)

1 2 3 4

available to support these

needs.

students, and determines

community resources

available to support these

needs. School and

community groups (e.g.,

mental health organizations

and churches) work to

prioritize students’ needs

and connect available

resources to students with

highest needs.

to provide site-based

services for students.

9. School implements approaches to

improve school climate and

discipline

Schools adopt a research-

based approach to

improve school climate

and discipline that is multi-

tiered and focused on the

teaching of positive

behaviors, but is only

partially implemented.

Schools maintain a crisis

intervention plan that is

not rehearsed as required

by MDE.

Schools implement

research-based approaches

to improve school climate

and discipline that are multi-

tiered and focused on the

teaching of positive

behaviors. Schools maintain

an up-to-date crisis

intervention plan that is

rehearsed as required by

MDE. Schools attend to

factors that make school

more inviting and welcoming

to students, parents, and

community (e.g.,

landscaping, lighting,

upkeep of facilities).


Full Implementation, schools

seek out partnerships to

promote and support

positive school climates.

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