WEST VIRGINIA TITLE I SCHOOL IMPROVEMENT 1003(g) GRANT FUNDING SCORING RUBRIC FOR TIER I & II
Criteria/Indicator
Letter of Intent to
Apply
- Lack of LEA Capacity
to Serve a Tier I school
SCALE
Meets/Exceeds Requirements
Minimally Addressed
If applicable, acceptable revisions
of the letter of intent was submitted
by the LEA.
If the LEA is not applying to serve
each Tier I school, the district
explains why it lacks capacity to
serve each Tier I school.
Inadequate or Information
Not Provided
If applicable, acceptable revisions of
the letter of intent was not submitted
by the LEA.
The LEA is not serving all Tier I
schools and does not provide an
explanation for the decision.
Points Earned
For Section
No Points for this
Section
0
Section I: Schools To Be Served
Section I
Schools to be Served
& Intervention
Selection
- Identification of
Schools
Meets/Exceeds Requirements
Proposal includes an identification
of the schools to be served with a
school improvement 1003(g) grant.
Additional information (i.e., NCES
#, principal contact information,
indicated Tier, and selected
intervention for Tier I and Tier II
schools) is clearly indicated.
- Selection of
An intervention model has been
Intervention Model
selected based on a review of
school data.
Revisions Required/Comments:
Minimally Addressed
Inadequate or Information
Not Provided
No Points for This
Section
Information is omitted for each school
to be served.
0
The intervention model is not
identified.
0
1
Section II: Descriptive Information
Section II-A
Data Analysis
(5 points maximum)
Section II-A
LEA Capacity
(no points for this
section)
4-5
Meets/Exceeds Requirements
1-3
Minimally Addressed
All data sets are current, carefully
examined and provide
unquestionable evidence students
are performing at levels below state
standards.
All relevant data sets have not been
examined, are vaguely examined or
do not support the need for reform.
Information is not summarized nor
is an analysis of data provided.
The data analysis is used to identify
the root causes for each area (i.e.,
administrators and teachers;
curriculum and materials; master
schedule, classroom schedules, and
classroom management/discipline;
students and parents).
Root causes are not identified for
specific areas.
Meets/Exceeds Requirements
The LEA scored 20-24 points on
the capacity index and does not
require SEA technical assistance.
0
Inadequate or Information
Not provided
Limited data analysis has been
completed.
Points Earned
For Section
No root causes are identified.
Minimally Addressed
Inadequate or Information
Not provided
The LEA scored below 20 points on
the capacity index and has
identified technical assistance and
support needed from the SEA to
build capacity.
The LEA scored below 20 points on
the capacity index and DOES NOT
identify technical assistance and
support requested from the SEA to
build capacity.
Points Earned
For Section
0
Revisions Required/Comments:
2
Section II B
LEA Consultation
with Stakeholders
(5 points maximum)
4-5
Meets/Exceeds Requirements
Proposal clearly identifies relevant
stakeholders in the improvement
process for Tier I and/or Tier II
schools.
Proposal thoroughly describes the
stakeholder consultation process
used to communicate and seek input
regarding the application and
implementation of school
intervention models.
Revisions Required/Comments:
Section II-C
Summative and
Growth Goals
(5 points maximum)
4-5
Meets/Exceeds Requirements
Measurable summative and growth
goals have been developed for the
school and will be used by the LEA
to monitor progress of student
achievement on the State’s
assessments in both
reading/language arts and
mathematics.
The proposal includes a clear
description of how the goals will be
reviewed by the LEA to evaluate the
school’s academic progress.
Revisions Required/Comments:
1-3
Minimally Addressed
Proposal vaguely identifies relevant
stakeholders in the improvement
process for Tier I and/or Tier II
schools.
0
Inadequate or Information
Not Provided
Points Earned
For Section
Proposal does not include a
description of consultation with
stakeholder groups.
Proposal provides a vague description
of the stakeholder consultation process
used to communicate and seek input
regarding the application and
implementation of school intervention
models.
1-3
Minimally Addressed
0
Inadequate or Information
Not Provided
Proposal includes realistic and
measureable summative goals for the
school. No growth goals or vague
growth goals have been identified.
Proposal lacks realistic and
measurable goals for the school.
No growth goals or vague
growth goals have been
identified.
The proposal does not address how the
goals will be reviewed by the LEA to
evaluate the school’s academic
progress.
The proposal does not address
how the goals will be reviewed
by the LEA to evaluate the
school’s academic progress.
Points Earned
For Section
3
Section III Transformation Model
A. Develop Teacher
and School Leader
Effectiveness
(30 points
maximum)
1a – Replace the
Principal
(no points for this
subsection)
1b – Leadership
Competencies
2 – Evaluation
Systems
3- Identify and
Reward Staff
4a – PLC Professional
Development
4-5
Meets/Exceeds Requirements
1-3
Minimally Addressed
The LEA identifies each Tier I or
Tier II school, the method of
principal replacement and the start
date of the new principal.
0
Inadequate or Information
Not Provided
The LEA does not identify each
Tier I or Tier II school, the method
of principal replacement and the
start date of the new principal.
The LEA clearly describes the
leadership competencies the district
will require for principals in schools
implementing the transformation
model.
The LEA clearly describes how each
school will use rigorous, transparent
and equitable evaluation systems
that take into account data on
student growth.
The LEA vaguely describes the
leadership competencies the district
will require for principals in schools
implementing the transformation
model.
The LEA vaguely describes how
each school will use rigorous,
transparent and equitable evaluation
systems that take into account data
on student growth.
The LEA clearly describes how the
district will identify and reward
school leaders, teachers and other
staff who have increased student
achievement and/or the graduation
rate.
The LEA clearly describes the
format for professional learning
communities in the school.
The LEA vaguely describes how the
district will identify and reward
school leaders, teachers and other
staff who have increased student
achievement and/or the graduation
rate.
The LEA vaguely describes the
format for professional learning
communities in the school.
The description addresses: structure
(e.g., grade level, content area,
facilitators, others), frequency of
meetings, major areas of focus and
how the effectiveness of the PLCs
will be monitored.
The description addresses some of
the following: structure (e.g., grade
level, content area, facilitators,
others), frequency of meetings, major
areas of focus and how the
effectiveness of the PLCs will be
monitored.
The LEA does not describe the
leadership competencies the
district will require for principals
in schools implementing the
transformation model.
The LEA does not provide a
description of how each school
will use rigorous, transparent and
equitable evaluation systems that
take into account data on student
growth.
The LEA does not include a
description of how the district will
identify and reward school leaders,
teachers and other staff who have
increased student achievement
and/or the graduation rate.
The LEA does not describe the
format for professional learning
communities in the school.
Points Earned
For Section
0
0
The description does not address:
structure (e.g., grade level, content
area, facilitators, others),
frequency of meetings, major areas
of focus and how the effectiveness
of the PLCs will be monitored.
4
4-5
Meets/Exceeds Requirements
4b – Overall
Description of
Professional
Development
4c – Specific Annual
Professional
Development Plan
5 – Recruit, Place and
Retain School Staff
The LEA provides a clear
description of the school’s overall
professional development plan
including the focus of the PD and
how it will fundamentally change
teaching and learning in the school.
The LEA provides a detailed listing
of research-based and sustainable
annual PD activities for each of the
three years.
The LEA clearly describes the
strategies utilized to recruit, place
and retain staff in the school.
6- Other Permissible
Activities
Revisions Required/Comments:
B. Comprehensive
Instructional
Reform Programs
(10 points
maximum)
1 – Utilization of Data
4-5
Meets/Exceeds Requirements
The LEA clearly describes how the
school will use data to identify and
implement an instructional program
that is research-based and vertically
aligned from one grade to the next as
well as aligned with state academic
standards.
1-3
Minimally Addressed
0
Inadequate or Information
Not Provided
The LEA provides a vague
description of the school’s overall
professional development plan.
The LEA does not provide an
adequate description of the
school’s overall professional
development plan.
The LEA provides an incomplete
listing of research-based and
sustainable annual PD activities for
each of the three years.
The LEA vaguely describes the
strategies utilized to recruit, place
and retain staff in the school.
The LEA provides an incomplete
listing of research-based and
sustainable annual PD activities for
some of the three years.
The LEA does not adequately
describe the strategies utilized to
recruit, place and retain staff in the
school.
Optional section (no points awarded)
1-3
Minimally Addressed
The LEA vaguely describes how the
school will use data to identify and
implement an instructional program
that is research-based and vertically
aligned from one grade to the next as
well as aligned with state academic
standards.
Points Earned
For Section
0
0
Inadequate or Information
Not Provided
Points Earned
For Section
The LEA does not adequately
describe how the school will use
data to identify and implement
an instructional program that is
research-based and vertically
aligned from one grade to the
next as well as aligned with state
academic standards.
5
4-5
Meets/Exceeds Requirements
2 – Continuous Use of
Data to Inform and
Differentiate
Instruction
The LEA clearly describes how the
school will promote continuous use
of student data to inform and
differentiate instruction.
3 – Other Permissible
Activities
Revisions Required/Comments:
C. Increasing
Learning Time
and Creating
Community
Oriented Schools
(10 points
maximum)
1 – Schedules and
Strategies for
Creating Community
Oriented Schools
4-5
Meets/Exceeds Requirements
The LEA clearly describes how the
school will establish schedules and
strategies that provides increased
learning time and creates community
oriented schools.
The LEA clearly describes how the
2 – Ongoing
school will provide ongoing
Mechanisms for
mechanisms for family and
Family and
community engagement.
Community
Engagement
3 – Other Permissible
Activities
Revisions Required/Comments:
1-3
Minimally Addressed
The LEA vaguely describes how the
school will promote continuous use of
student data to inform and differentiate
instruction.
0
Inadequate or Information
Not Provided
The LEA does not adequately
describe how the school will
promote continuous use of
student data to inform and
differentiate instruction.
Optional section (no points awarded)
1-3
Minimally Addressed
The LEA vaguely describes how the
school will establish schedules and
strategies that provides increased
learning time and creates community
oriented schools.
The LEA vaguely describes how the
school will provide ongoing
mechanisms for family and community
engagement.
Optional section (no points awarded)
Points Earned
For Section
0
0
Inadequate or Information
Not Provided
Points Earned
For Section
The LEA does not adequately
describe how the school will
establish schedules and
strategies that provides
increased learning time and
creates community oriented
schools.
The LEA does not adequately
describe how the school will
provide ongoing mechanisms
for family and community
engagement.
0
6
D. Provide Operating
Flexibility and
Sustained Support
(10 points
maximum)
1- Operational
Flexibility
4-5
Meets/Exceeds Requirements
1-3
Minimally Addressed
0
Inadequate or Information
Not Provided
The LEA clearly describes the
operational flexibility (e.g., staffing,
calendar, time, budget) the school
will be given in order to fully
implement a comprehensive
approach to substantially improve
student achievement outcomes and
increase the graduation rate.
The LEA vaguely describes the
operational flexibility (e.g., staffing,
calendar, time, budget) the school
will be given in order to fully
implement a comprehensive
approach to substantially improve
student achievement outcomes and
increase the graduation rate.
2a- SEA Technical
Assistance
Already provided.
Already provided.
The LEA does not adequately
describe the operational flexibility
(e.g., staffing, calendar, time,
budget) the school will be given in
order to fully implement a
comprehensive approach to
substantially improve student
achievement outcomes and increase
the graduation rate.
Already provided.
2b-LEA Technical
assistance
The LEA clearly describes ongoing,
intensive technical assistance and
support the LEA will provide to the
school.
The LEA clearly describes the
technical assistance and related
support provided by a designated
external lead partner, if applicable.
The LEA vaguely describes
ongoing, intensive technical
assistance and support the LEA will
provide to the school.
The LEA vaguely describes the
technical assistance and related
support provided by a designated
external lead partner, if applicable.
3- External Lead
Partners
(Optional)
4- Other permissible
activities
Optional section (no points awarded)
Points Earned
For Section
The LEA does not adequately
describe ongoing, intensive
technical assistance and support the
LEA will provide to the school.
Approved ______
Revisions
Required _______
0
Revisions Required/Comments:
7
Section IV: Additional Information
IV. Additional
Information
(15 points maximum)
A. Procedures to
Recruit, Screen
and Select
External Partners
B. Modification of
Practices or
Policies
4-5
Meets/Exceeds Requirements
1-3
Minimally Addressed
The LEA clearly describes the
procedures used to recruit, screen
and select external partners.
A specific timeline to complete
these activities is included.
The LEA vaguely describes the
procedures used to recruit, screen
and select external partners. An
incomplete timeline to complete
these activities is included.
0
Inadequate or Information
Not Provided
The LEA does not adequately
describe the procedures used to
recruit, screen and select external
partners. A timeline to complete
these activities is not included.
The LEA provides a clear
description of how external
partner(s) meet the identified needs
of the school, the projected work to
be completed annually and the
procedures the LEA will use to
evaluate the effectiveness of the
external partner.
The LEA provides a vague
description of how external
partner(s) meet the identified needs
of the school, the projected work to
be completed annually and the
procedures the LEA will use to
evaluate the effectiveness of the
external partner.
The LEA does not adequately
provide a description of how
external partner(s) meet the
identified needs of the school, the
projected work to be completed
annually and the procedures the
LEA will use to evaluate the
effectiveness of the external partner.
The LEA clearly describes how the
school will modify practices or
policies to implement the
interventions fully and effectively.
The LEA vaguely describes how
the school will modify practices or
policies to implement the
interventions fully and effectively.
The LEA does not adequately
describe how the school will modify
practices or policies to implement
the interventions fully and
effectively.
Barriers have been clearly identified
and willingness of district to modify
procedures has been specified.
Barriers have been vaguely
identified and willingness of district
to modify procedures has not been
specified.
Barriers have not been identified
and willingness of district to modify
procedures has not been specified.
Points Earned
For Section
8
4-5
Meets/Exceeds Requirements
C. Sustainability of
Reform Efforts
The LEA clearly describes how the
school will sustain the reform
efforts after the funding period has
ended.
Funding, staffing and other
resources that will be needed to
sustain improvement efforts have
been thoroughly addressed.
Revisions Required/Comments:
1-3
Minimally Addressed
0
Inadequate or Information
Not Provided
The LEA vaguely describes how
the school will sustain the reform
efforts after the funding period has
ended.
The LEA does not adequately
describe how the school will sustain
the reform efforts after the funding
period has ended.
Funding, staffing and other
resources that will be needed to
sustain improvement efforts have
been partially addressed.
Funding, staffing and other
resources that will be needed to
sustain improvement efforts have
not been addressed.
Points Earned
For Section
Section V: Budget
V: Budget
(10 points total)
- Budget
4-5
Meets/Exceeds Requirements
The budget spreadsheet:
- Covers a three year period
- Includes correct amounts for
the total, LEA, and each
individual school
- Includes indirect costs
- Reflects sufficient size and
scope to support full and
effective implementation of the
selected intervention over the
three year period for Tier I and
Tier II schools
1-3
Minimally Addressed
Budget amounts or required
information is not complete.
0
Inadequate or Information
Not Provided
Points Earned
For Section
Budget amounts or required
information is omitted.
9
- Budget Narrative
4-5
Meets/Exceeds Requirements
1-3
Minimally Addressed
0
Inadequate or Information
Not Provided
The budget narrative aligns with the
budget, is representative of the
contents of the proposal and clearly
focuses on full and effective
implementation of the selected
model(s) in Tier I and Tier II
schools.
The budget narrative does not
clearly align with the budget and/or
is not representative of the contents
of the proposal and does not clearly
focus on full and effective
implementation of the selected
model(s) in Tier I and Tier II
schools.
The budget narrative does not align
with the budget and is not
representative of the contents of the
proposal and does not clearly focus
on full and effective
implementation of the selected
model(s) in Tier I and Tier II
schools.
The budget narrative clearly reflects
how funding will be spent at the
LEA level and in each individual
school.
The budget narrative does not
clearly reflect how funding will be
spent at the LEA level and in each
individual school.
Funding sources include school
improvement, Title I, other federal
sources (e.g., regular school Title I,
Title I 1003(a), Title II, Part A,
Title III, Part A, state/local
commitment, and community
resources).
Additional funding sources are
omitted or are vaguely described.
Narrative includes a clear
description of large budget
amounts.
Required Revisions/Comment:
Points Earned
For Section
Narrative omits or provides a vague
description of large budget
amounts.
10
VI: Assurances
(no points for this
section)
- Assurance Agreement
Meets Requirements __________
All applicable assurance boxes have been checked indicating
agreement to comply with the stated assurances. Assurances that are
not applicable are marked not applicable.
The superintendent has signed and dated the school improvement
grant application indicating agreement to comply with the stated
assurances.
Required Revisions/Comments:
VII: Waivers
(no points for this
section)
- Waiver Agreement
Requires Revision _________
Some applicable assurance boxes have not been checked or
marked not applicable.
The superintendent has not signed and/or dated the school
improvement grant application indicating agreement to comply
with the stated assurances.
Meets Requirements __________
The LEA has checked applicable boxes indicating which waivers it
intends to implement for each school served with a school
improvement 1003(g) grant.
Requires Revision _________
The LEA has not checked applicable boxes indicating which
waivers it intends to implement for each school served with a
school improvement 1003(g) grant.
Required Revisions:
Total Possible Points = 100
Points Earned
11