Loudoun County Public Schools Rubric and Sample Tasks for … · 2016-11-27 · Loudoun County Public Schools Rubric and Sample Tasks for School Improvement Planning Aligned with

Loudoun County Public Schools Rubric and Sample Tasks for School Improvement Planning Aligned with District Initiatives

May 2015 This document is intended to guide the development of continuous improvement plans using the Indistar school improvement planning tool. The rubric is aligned to core Indistar indicators proven to be effective to support student achievement, as well as the LCPS initiatives of (1) One to the World (OTTW), (2) Project-Based Learning (PBL), (3) Bring Your Own Technology (BYOT) and (4) Loudoun Creates. For each indicator, the rubric describes three levels of practice that are aligned with the implementation levels in Indistar (No Development, Limited Development and Full Implementation). School teams compare their current practice to the rubric and assign a rating that most closely resembles their level of implementation. Along with the rating, each school will provide evidence statements in Indistar that support their assessment. The rubric also suggests tasks, action plans and sample monitoring comments that can be used to build a plan for each indicator to reach full implementation. Schools that have met all federal AMOs and are fully accredited will be identified as a Tier 1 school and will focus on the implementation of IE06 being utilized to document the One to the World initiatives. Additional indicators are optional. Schools that did not meet all federal AMOs, but are fully accredited will be identified as a Tier 2 school and will be required to implement TA01-03, in addition to IE06. This is necessary to ensure that a system is in place to address the needs of the subgroups that did not meet AMO. For high schools not meeting AMO in graduation rate, EE2.03 will be a requirement. Schools that are Accredited with Warning will be identified as a Tier 3 school and will implement Tier 2 expectations, plus IIIA02 (ES/MS) OR HS3.09 (HS). This is necessary to ensure the alignment of the written, taught and assessed curriculum.

TIER 1 TIER 2 TIER 3

Status Met all federal AMOs Fully Accredited

Did not meet all federal AMOs Fully Accredited

Accredited with Warning

Indicator/s IE06 (ES/MS) OR HS2.02 (HS) TA01-TA03 EE2.03 (HS)*

IE06 (ES/MS) OR HS2.02 (HS)

IIIA02 (ES/MS) OR HS3.09 (HS) TA01-TA03

EE2.03* IE06 (ES/MS) OR HS2.02 (HS)

Plan Update Expectations Quarterly entry of monitoring comments

Monthly entry of monitoring comments

Monthly entry of monitoring comments at SLT

District Plan Review Quarterly review w/coaching comments

Quarterly review w/coaching comments

Monthly review and support Monthly coaching

* For high schools not meeting AMO in graduation rate

Use the following rubric to assess the school’s level of implementation of IE06 / HS2.02.

The following indicators must be assessed by all schools

No Development Limited Development Fully Implemented

IE06 HS2.02

The principal keeps a focus on instructional improvement and student learning outcomes.

The leadership team has not assessed the implementation or set expectations for OTTW/PBL/Loudoun Creates/BYOT. The leadership team does not review teachers’ lesson plans. The leadership team does not conduct walkthroughs. The leadership team does not monitor the CLT’s use of data or the effectiveness of instructional delivery.

The leadership team has established expectations for OTTW/PBL/Loudoun Creates/BYOT but has not conducted differentiated professional development. The leadership team reviews lesson plans but does not provide ongoing explicit feedback to teachers on integrating OTTW/PBL/Loudoun Creates/BYOT. The leadership team conducts observations and walkthroughs, but does not provide ongoing explicit feedback to teachers aligned to OTTW/PBL/Loudoun Creates/BYOT. The leadership team monitors CLTs but does not provide guidance on the use of data to evaluate the effectiveness of instructional delivery to meet the needs of all students for OTTW/PBL/Loudoun Creates.

The leadership team aligns professional development to the needs of staff for OTTW/PBL/Loudoun Creates/BYOT as determined by review of lesson plans, walkthrough and assessment data. The leadership team provides ongoing explicit feedback and support to teachers on lesson planning and the development of OTTW/PBL/Loudoun Creates projects and exhibitions. The leadership team provides ongoing explicit feedback and support to teachers on the implementation of OTTW/PBL/Loudoun Creates based on observation and walkthrough data. The leadership team supports the CLTs and the use of data to evaluate the effectiveness of instructional delivery to meet the needs of all students for OTTW/PBL/Loudoun Creates.

Indicator

Sample Task

Action Steps

Sample Monitoring Comments

IE06 / HS2.02 – Sample Professional Development Task with Action Steps

IE06 / HS2.02 - The principal keeps a focus on instructional improvement and student

learning outcomes.

The school leadership team will facilitate differentiated professional development in the areas of OTTW/PBL/BYOT/Loudoun

Creates.

Discuss and define the four components of One to the World

(Significant content and important competencies; Authentic problems in the world; Product performance, service or exhibition for the world and Connected with the World).

Share expectations on the

implementation of OTTW/PBL/BYOT/ Loudoun Creates.

Shares rubrics/templates for

reviewing lesson plans, conducting walkthroughs and

providing instructional

feedback.

Plan and implement professional

development based on walkthroughs and

instructional feedback.

MM/DD/YYYY – Staff participated in a county-developed One to the World staff development module “Delve into Key Elements 1: How can we make sure that our One to the World learning experiences include significant content and competencies?”

And/Or

MM/DD/YYYY – Staff participated in a county-developed One to the World staff development module “Assessement of One to the World Learning Experiences: How do we assess learning during a One to the World Learning Experience?”

Indicator

Sample Task

Action Steps


IE06 / HS2.02 – Sample Lesson Planning Task with Action Steps

IE06 / HS2.02 - The principal keeps a focus on instructional improvement and student learning outcomes.

School leadership will provide ongoing explicit feedback and support to teachers on lesson plans and the

development of OTTW/PBL/Loudoun Creates projects.

Review lesson plans for elements of OTTW/PBL/BYOT/Loudoun

Creates

Provide ongoing explicit feedback to teachers on the elements of

OTTW/PBL/BYOT/Loudoun Creates.

Identify areas of strength/growth to plan PD.

MM/DD/YYYY – Staff brought One to the World lesson plans to a staff development session and used the One to the World Learning Experiences Lesson Planning Rubric to evaluate and improve lessons. MM/DD/YYYY – Staff planned an exhibition of student work for MM/DD/YYYY.

Indicator

Sample Task

Action Steps


IE06 / HS2.02 - The principal keeps a focus on instructional improvement and student learning

outcomes.

School leadership will provide ongoing explicit feedback and support to teachers with lesson delivery of OTTW/PBL/Loudoun Creates based

on observations and walkthroughs.

Conduct observations and walkthroughs to

assess the level of implementation of OTTW/PBL/BYOT/ Loudoun Creates.

Provide ongoing explicit feedback to teachers on

lesson planning and delivery.

Review and analyze the trend data from

observations and walkthroughs.

Identify areas of strength/growth to plan

PD.

IE06 / HS2.02 – Sample Lesson Delivery Task with Action Steps

MM/DD/YYYY – During the month of November, the school administration conducted 56 walkthroughs focused on the implementation of OTTW/PBL/BYOT/Loudoun Creates. Upon review of the data, three areas of strength are a, b, and c. Three areas for growth are x, y, z. Professional Development in January and February will focus on these areas.

MM/DD/YYYY – During the month of March, the school administration conducted 75 walkthroughs focused on the implementation of OTTW/PBL/BYOT/Loudoun Creates. Improvements were found in the areas of x and y, previously identified as areas for growth. Continued professional development will be planned in the area of Z.

MM/DD/YYYY – School administration conducted 12 formal observations. Teachers were provided explicit feedback on lesson delivery. When applicable, feedback also addressed their successful implementation of OTTW/PBL/BYOT/Loudoun Creates.

Indicator

Sample Task

Action Steps


IE06 / HS2.02 - The principal keeps a focus on instructional improvement and student learning

outcomes.

School administration will monitor the work of CLTs in evaluating the effectiveness of instructional delivery that

meets the needs of all students based on assessment data.

Develop and administer

assessments aligned to the

written and taught curriculum.

Collect assessment data

(IIM tool, Phoenix, IA, Rubrics, etc.).

Guide CLTs through the

analysis of data.

Plan and implement

instruction based on data.

Evaluate the effectiveness of

the delivery based on the data collection.

IE06 / HS2.02 – Sample Evaluation of Effectiveness Task with Action Steps

MM/DD/YYYY – Fourth grade CLT met to review their results of their December OTTW project. It was determined that direct instruction is necessary for the students to better understand the rubric and goals of the project. Lessons will be planned prior to the spring project. MM/DD/YYYY – Fourth grade CLT met and reviewed Interactive Achievement data. The results of the second quarter assessment revealed that the OTTW project was aligned to the content in standards x, y, z. The average scores were 12.5% higher than last year’s second quarter assessment.

Use the following rubric to assess the school’s level of implementation of TA01.

The following indicators must be implemented by Tier 2 and Tier 3

schools.


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.

There is a process for identifying students for academic and behavioral support, but does not include multiple data points aligned to research. Teachers identify at-risk students in isolation, rather than in CLTs.

The process for identifying students for academic and behavioral supports include multiple 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, teachers and other relevant staff.

Indicator

Sample Task

Action Steps


TA01 – Sample Identification Task with Action Steps

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.

All staff will identify students for academic and behavioral supports utilizing multiple data points.

Determine criteria that will be used to identify students for reading, math, or behavior

interventions.

Convene data meetings with each grade and content area to

analyze the assessment and behavioral data and place

students into tiers.

Target students in the AMO subgroup(s) of concern.

MM/DD/YYYY– Based on the IIM tool which included DRA, PALS, IA SGA1, the following number of students were identified for supports: Grade K - Tier 3: Reading 25 Tier 2: Reading 13 Grade 1 - Tier 3: Reading 10 Tier 2: Reading 20 Grade 2 - Tier 3: 19(*10) Reading 52 Math Tier 2: 124 (*16) Reading 96 Math Grade 3- Tier 3: 14 Reading 20 Math (Gap Group1: 10) Tier 2: 48 Reading 59 Math (Gap Group1: 10) Grade 4 - Tier 3: 17 Reading 42 Math (Gap Group1: 10) Tier 2: 22 Reading 76 Math (Gap Group1: 10) Grade 5 - Tier 3: 10 Reading 22 Math (Gap Group1: 10) Tier 2: 34 Reading 44 Math (Gap Group1: 10)



schools.


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 students in each tier). (Wise Way 109, 2932)

An intervention system is not in place.

The intervention system assigns students to general interventions that do not appear to be aligned to student needs. The intervention plans include descriptions of the strategies but not frequency and duration. Intervention strategies are not research based.

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 intervention plans include descriptions of the strategies and provides guidance for the frequency and duration of the intervention. Intervention strategies are research based.

Indicator

Sample Task

Action Steps


TA02 – Sample Intervention Task with Action Steps

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 students in each tier).

All staff will provide academic and behavioral supports for identified students.

Identify interventions that are research based

and align to specific standards and skills.

Determine strategies that allow for

differentiation for students’ needs using

different formats (mini-lessons, Do Nows,

homework, tests, etc.).

Assign specific interventions based on

the students’ needs.

Create intervention plans that include the

frequency and duration.

MM/DD/YY - 4th grade has identified 18 tier 3 students who will receive differentiated reading interventions. Interventions include: reading low level text to improve fluency, teaching self-monitoring, small group reading, work with reading specialists. Interventions will occur at least weekly but as often as daily depending on need. MM/DD/YY - 4th Grade - Math - We determined specific interventions for tier 3 students in math. They will receive small group instruction in the class room between 3 and 4 times a week targeting skill deficits. In addition we agreed to use a common problem solving method across 4th grade to help students with word problems. Reading - we identified the students in tier 2 reading who receive classroom interventions. They meet in small groups focused on specific skills 3 to 5 times a week. Our current skill is main idea and detail.



schools.


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 to monitor students’ progress in the intervention program.

The school has a process that determines the assessment data that will be used to monitor students’ progress in the intervention program. The monitoring process does not have a multidisciplinary team. The monitoring process does not include making adjustments to interventions or to tiered placement to reflect student progress.

The multidisciplinary team implements a process that determines the assessment data that will be used to monitor students’ progress in the intervention program. The multidisciplinary team reviews the student outcome data to assess the effectiveness of the intervention for the student. The multidisciplinary team makes adjustments to interventions when students have not made progress as expected. The multidisciplinary team adjusts tiered placement to reflect student progress.

Indicator

Sample Task

Action Steps


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.

All staff will monitor the effectiveness of the academic and behavioral supports and adjust as needed

Determine the criteria for students to

exit/enter tiers.

Conduct meetings to review data to

determine intervention

effectiveness.

Revise the placement of the

students into tiers to reflect progress.

Assign different interventions based

on the level of progress.

The multidisciplinary team records trend data to document

movement between tiers.

TA03 – Sample Monitoring Task with Action Steps

MM/DD/YY - Students in grades 3-5 were given the SGA2 math and reading assessments prior to our 3rd quarter

data sessions. Students in grade 2 were given the 3rd quarter math and reading BMA. Students in 1st grade were

given a grade level made 3rd quarter math benchmark assessment. Students were identified as needing tier 2 and

3 interventions during the 3rd quarter data meetings. Groupings were revised and lesson planning templates were

adjusted based on identified needs. The data from these assessments was reviewed during the quarterly data

meeting to plan tiered interventions. Results of the fifth grade SGA2 data session are as follows:

Math SGA2 Benchmark: 32 of 95 students or 34 % students below 70%; Tier 3 - 5 of 95 students (5%) Tier 2 - 22

of 95 students (23%); 2 students moved from T3 to T2; 5 students moved from T2 to T1.

Reading SGA2 Benchmark results: 17/95 students scored below 63%; Tier 3- 12 of 95 students(12%); Tier 2- 37

of 95 students (38%); no students moved from T3 to T2 and no students moved from T2 to T1

Use the following rubric to assess the school’s level of implementation of IIIA02 / HS3.09.

The following indicators must be implemented by Tier 3 schools.


IIIA02 / HS3.09

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 generally develop lesson plans individually. Teachers do not receive ongoing and explicit feedback on the quality of lesson planning.

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 ongoing and explicit 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.

Indicator

Sample Task

Action Steps

Sampled Monitoring Comments

IIIA02 / HS3.09 - All teachers develop weekly lesson plans based on aligned units of instruction.

Differentiated professional development is provided to

teachers.

CLTs develop lesson plans based on the LCPS Essential

Components.

The leadership team reviews lesson plans and provides ongoing

explicit feedback.

IIIA02 / HS3.09 – Sample Lesson Plan Task with Action Steps

MM/DD/YYYY - Professional development was conducted on 8/25/2014 by school staff regarding lesson plan expectations in accordance with LCPS 9 key components. The two components the school will be focusing on are content objectives and Bloom's taxonomy, as indicated by 2013-2014 instructional audit. At CLT meetings on 10/7/2014 a review of lesson plan expectations will be provided with exemplar lessons provided by primary and intermediate teachers. MM/DD/YYYY - Teachers continue to collaborate during weekly team and CLT meetings to develop common lesson plans that contain agreed upon essential components: content objectives and Bloom's taxonomy. Our inclusive teams are meeting weekly to collaborate in the development of these common lesson plans to include the use of online plans tools. MM/DD/YYYY - The administrative team continues to note lesson plan availability in walk-throughs and formal observations conducted this month. The administrative team noted that lesson plans were available in 100% of the walk-throughs conducted in February. The content objective was present 100% of the time and the Bloom's level was present 69% of the time. It was also noted that analysis and evaluation are up from January.

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

Facilitate professional development for teachers based on the review of the lesson plans.

Review lesson plans on a monthly/weekly basis and provide ongoing and timely feedback to teachers according to the Essential Components.

Ensure CLTs develop lesson plans based on the units of instruction to include objectives that identify condition, behavior and criteria for success, the cognitive level (Bloom’s) and the other Essential Components.

Establish expectations for utilizing the LCPS Essential Lesson Plan Components.

Documents

Loudoun County Public Schools Rubric and Sample Tasks for … · 2016-11-27 · Loudoun County Public Schools Rubric and Sample Tasks for School Improvement Planning Aligned with