loudoun county public schools rubric and sample tasks for ...€¦ · this document is intended for...

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Loudoun County Public Schools

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

Elementary and Middle Schools

May 2014

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

IE08 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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IF08

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.

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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 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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ID10 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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IID11 Instructional Teams review the

results of unit pre-/post-tests to

make decisions about the

curriculum and instructional plans

and to "red flag" students in need

of intervention (both students in

need of tutoring or extra help and

students needing enhanced

learning opportunities because of

their early mastery of objectives).

(Wise Way 109)

The school does not have

unit assessments that are

aligned to the curriculum

and administered during

the school year.

The school has unit

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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VA10

Teachers create effective

classroom discussions, questions,

and learning tasks that elicit

evidence of learning. These include

strategies for gathering information

such as on-the-fly, planned, and

curriculum embedded

assessments.

(Wise Way 105-107)

Some lesson plans

(0-50%) include

embedded formative

assessments that collect

evidence of student

learning.

Most lesson plans (51-79%) include embedded formative assessments that collect evidence of student learning. The formative assessments include daily, weekly or interim assessments that are aligned with the curriculum and lesson plan.

Almost all lesson plans (80%+) include embedded formative assessments that collect evidence of student learning. The formative assessments include daily, weekly and interim assessments that are aligned with the curriculum and lesson plan.

Tasks: 1. The school leadership team will provide PD for staff on the use of evidence of student learning to guide instruction. The

leadership will assist teachers in developing daily and weekly assessments that are aligned with the curriculum and lesson plan and the format of the interim/benchmark and summative assessments.

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

3. Principals will collect data on teachers’ use of formative assessments from walkthrough data and observations of data meetings to plan for ongoing PD for teachers.

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VC01 Teachers use evidence of student

learning as feedback to adapt and

differentiate instruction to meet

the needs of the different students.

(Wise Way 108)

Some teachers (0-50%)

collect and analyze

evidence of student

learning during the year

to adjust their

instruction.

Most teachers (51-79%)

use the feedback to adjust

ongoing teaching and

learning to improve

students’ achievement of

intended instructional

outcomes.

On some occasions, the

teachers adjust their

lesson plans and other

documents based on the

analysis of the student

learning data.

Almost all teachers (80%+) use the feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. The teachers produce lesson plans, curriculum maps and other documents that integrate the revisions from the analysis of the data.


leadership will assist teachers in developing daily and weekly assessments that are aligned with the curriculum and lesson plan and the format of the interim/benchmark and summative assessments.

2. The school leadership team will provide PD for teachers in using results of formative assessment to make adjustments to instruction on a weekly or daily basis.


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VC02 Teachers use feedback to respond

quickly to students’ learning needs.

This includes on the spot changes

during a lesson (when it is obvious

students are not understanding), as

well as anticipating where students

might struggle and planning ahead

to address those needs.

(These activities occur more quickly

and frequently than the activities in

VC01.) (Wise Way 108)

Some teachers (0-50%)

use the feedback from

the formative assessment

data to adapt ongoing

teaching and learning to

improve students’

achievement of intended

instructional outcomes.

Most teachers (51-79%)

use the feedback from the

formative assessment data

to adapt ongoing teaching

and learning to improve

students’ achievement of

intended instructional

outcomes.

Almost all teachers (80%+) use the feedback from the formative assessment data to adapt ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.


leadership will assist teachers in developing formative assessments for during the lesson that are aligned with the curriculum and lesson plan and the format of the interim/benchmark and summative assessments.

2. The school leadership team will provide PD for teachers in using results of formative assessment to make adjustments to instruction during the lesson.


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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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New indicator for 2014-15


IIIA02

All teachers develop weekly lesson plans based on aligned units of instruction. (111)

There are no common

expectations for lesson planning

(LCPS Essential Components).

Lesson plans are not required of

all staff or are not reviewed on a

frequent basis.

Not all teachers develop lesson

plans.

The school leadership has

provided expectations for

lesson planning (LCPS

Essential Components).

Teachers do not receive

ongoing and timely

feedback on the quality of

lesson planning.

Teachers generally

develop lesson plans

individually.

The school leadership establishes

clear expectations for lesson planning

(LCPS Essential Components) with

examples of exemplary lesson plans.

Teachers meet in instructional teams

to develop common units of

instruction with differentiated and

aligned activities and formative

assessments.

Lesson plans are reviewed on a weekly

or monthly basis and teachers are

provided with ongoing and timely

feedback on the quality of the lesson

plans.

Teachers receive ongoing and job-

embedded professional development

in lesson planning based on the

results of review and feedback on

lesson planning provided by the

leadership.

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Tasks:

1. The leadership team guides the staff through the review of the curriculum guides. Each grade or content area team uses the

curriculum guide to align units of instruction to the LCPS Essential Components.

2. Teachers develop lesson plans based on the units of instruction. Lesson plans include objectives that identify condition, behavior

and criteria for success, the cognitive level (Bloom’s) and the other Essential Components.

3. The principal/leadership team reviews lesson plans on a monthly/weekly basis and provides ongoing and timely feedback to

teachers according to the Essential Components.

4. The principal/leadership team plans professional development for teachers based on the review of the lesson plans.

5. Teachers revise lesson plans based on review of formative and interim assessments to address instructional needs of students.

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