MS Priority School Indicator Rubric
Turnaround Principle 1
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
Principal extends message of
expectations for shared
accountability by promoting a
culture of participation,
responsibility, and ownership at
the school; and engages in
discussions with internal
stakeholders about school
improvement. Teachers have
meaningful roles in decisionmaking 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.
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 collective 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, principal
promotes a culture of
responsibility and ownership
in the community by
networking with community
groups, serving in leadership
roles in the community, and
providing continuous updates
of progress toward achieving
shared accountability for
meeting school improvement
performance objectives.
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
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.
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 aligned across
schools and with the school
system.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 1
3.
Principal possesses the
competencies of a
transformation leader
4.
LEA has developed a
plan/process to establish
a pipeline of potential
turnaround leaders
5.
LEA and school
conducted needs
assessment (NA) to
inform the SIG
implementation plan
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
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
turnaround/transformation leader
(i.e., achieving and influencing
results, problem solving, and
confidence in ability to lead).
In addition to those stated in
Full Implementation, the
principal promotes the
development of competencies
of turnaround/transformation
leadership in teachers, and
staff.
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 nontraditional means.
LEA has implemented a process
for identifying and recruiting
turnaround leaders (e.g.,
outreach to community-based
organizations, relationships with
local colleges/universities,
recommendations from alumni).
A career ladder/pathway for
developing leaders within the
district has been developed
(e.g., NISL, mentoring program,
school and district leadership).
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.
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 external
and internal stakeholders
(parents, students, staff,
community members). NA
determines needs through use of
data collection instruments such
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
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 1
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
as surveys, sign-in sheets,
agendas, minutes, performance
framework (leading and lagging
progress data), and other school
data to identify comprehensive
school improvement goals.
priorities for school
improvement (district and
school leadership team
meeting agendas, sign in
sheets, minutes, MS SOARS
entries).
6.
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.
In addition to those stated in
Full Implementation, LEA 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.
7.
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).
In addition to those stated in
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).
8.
LEA provides operational
flexibility to the principal
to lead transformation or
turnaround
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).
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 1
9.
LEA has established a
district turnaround office
to support SIG
implementation
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
Turnaround office staff meets
inconsistently as evidenced by
meeting schedule,
agenda/minutes; at least one
component of MS SOARS is
not addressed (e.g.,
implementing, monitoring,
reporting); and/or
documentation of technical
assistance in supporting SIG
implementation is minimal.
LEA has established a district
turnaround office as evidenced
by a schedule of meeting dates;
meeting agendas/minutes. LEA
utilizes MS SOARS as the
system for implementing,
monitoring, and reporting SIG
data. LEA documents site visits
and technical assistance
provided to school in supporting
SIG implementation.
In addition to those stated in
Full Implementation, district
and school leadership teams
collaborate to review MS
SOARS data and other
resources (i.e., fiscal,
curriculum, professional
development, technical
assistance) to ensure SIG
implementation support.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 2
Not
Addressed
or No
Evidence
1
Emerging/Limited
Evidence
Full Implementation
(Supported by Multiple
Sources)
Exceeds Standard
(Sustained Practice and
Aligned with Evidence of
Impact)
2
3
4
LEA and school have established
board policies addressing
recruitment and retention
procedures; job announcements
are placed on district and various
other Web sites; districtwide
incentive plan is fully
implemented; school
administration implements
protocols and procedures for
interviewing and placement of
new staff members.
In addition to those stated in
Full Implementation, 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
leaders, in-house aspiring
administrator programs).
1.
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 primarily local. The
districtwide incentive plan is
not widely publicized and
funds are seldom expended.
2.
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.
3.
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.
System is being monitored
and evaluated for perceived
usefulness and to guide
revisions to the evaluation
process; evaluation process
incorporates self-reflection
and personal goal setting.
4.
LEA and school have a
system of rewards for
school staff who
positively impact student
achievement and
LEA and school have a
process to identify school staff
who 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 (i.e., high needs
students, growth exceeding a
year, closing
achievement/graduation gaps
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 2
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
among student groups).
graduation rates
5.
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.
In addition to those stated in
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.
In addition to those stated in
Full Implementation, LEA and
school consider “inequity
factors” (e.g., teaching
experience, class/school
composition, class make-up,
size) in developing
intervention plans for
struggling teachers.
6.
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,
roster).
All teachers are meeting in
teams in accordance with
established structures and
expectations as evidenced by
agendas, participant rosters, and
meeting minutes that reflect
instructional focus.
In addition to those stated in
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
(e.g., instructional
tools/strategies, rubrics,
common assessments).
7.
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 23 professional learning
activities for all teachers.
School uses both formative and
summative evaluation data (i.e.,
observations, teacher reflections,
student performance, etc.) to
identify common teacher needs,
and plan and provide
professional learning
opportunities targeted to those
needs throughout the school
year.
In addition to those stated in
Full Implementation, school
uses individual teacher data
to establish individual
professional learning plans.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 2
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
8.
LEA and school provide
induction programs for
new teachers and
administrators
LEA and school are
developing plans for induction
programs for new teachers
and administrators. Plans
include a bridge between
preparation and practice that
supports the distinct learning
needs of new staff.
Induction programs for new
teachers and administrators are
implemented and include a
system of intensive support,
professional development, and
ongoing monitoring to support
the distinct learning needs of
new staff.
A representative group of
stakeholders (i.e., teacher
associations, LEA and 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, jobembedded, 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 relevant, jobembedded 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
individual staff needs taking into
account teacher experience,
backgrounds, and teaching
assignments.
In addition to those stated in
Full Implementation, school
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 professional
development 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 reported to
the school leadership team
quarterly and become the basis
for programmatic revisions to
professional development plans.
In addition to those stated in
Full Implementation, school
identifies the most effective
professional development
practices and formally
shares those with other
schools.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 3
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 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.
In addition to those stated in
Full Implementation, evidence
exists that extended learning
time is differentiated
according to individual
student needs. LEA may also
facilitate the expansion of
extended learning time
throughout the district with
the provision of resources,
professional development,
technical assistance, and
cross-school collaboration.
2.
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 addition to those stated in
Full Implementation, school
includes perceptual data
from parents and community
on quality, relevance, and
usefulness of current
increased learning time
programs semi-annually to
recommend programmatic
changes.
3.
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.
In addition to those stated in
Full Implementation, students
assist in developing and
managing classroom
procedures.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 3
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
4.
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).
In addition to those stated in
Full Implementation, teachers
encourage student
participation when revising or
establishing learning goals.
5.
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.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 4
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.
School leadership team
continuously uses data to
drive school improvement
School leadership team
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 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.
In addition to those stated in
Full Implementation, uses
multiple methods of
communication (e.g., data
walls, newsletters and Web
updates) to convey progress
toward goals to all
stakeholder groups. Networks
with other districts and
schools regarding successful
school improvement
strategies.
2.
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.
In addition to those stated in
Full Implementation, school
leaders model in their own
monitoring behavior the high
expectations they have for
staff (i.e., principles of
instruction) and promote,
encourage, and facilitate peer
observations on effective
practices.
3.
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.
In addition to those stated in
Full Implementation, teacher
teams meet on at least a
quarterly basis to review
student mastery of objectives,
discuss assessment
strategies and share ideas for
improvement.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 4
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
4.
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 LEA and school have 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 to
provide remediation and
enrichment using alternative
strategies (i.e., different from the
initial lesson).
In addition to those stated in
Full 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.
5.
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 technologybased interventions and supports
as documented in their lesson
plans and demonstrated in
classroom practice.
In addition to those stated in
Full 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.
6.
Schools provide students
with opportunities to
enroll in and master
rigorous coursework for
college and careerreadiness
Schools offer advanced
placement courses in fewer
than four core areas, or at
least one honors course in a
core area.
Schools offer the International
Baccalaureate program, dual
enrollment, or one advanced
placement course in each of the
four core areas. Schools also
offer honors courses, and careeroriented vocational courses.
In addition to those stated in
Full Implementation, schools
also offer early graduation
programs (e.g., Cambridge
program).
7.
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
All teachers plan and deliver
lessons that include the daily
incorporation the following within
some context: reflection;
identification and appraisal of
In addition to those stated in
Full Implementation, the
lesson is geared toward DOK
level 3 or above.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 4
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
assumptions; inquiry,
interpretation and analysis;
and reasoning and judgment.
The teacher serves primarily
as a disseminator of learning.
The lessons are geared toward
DOK level 2 or above, when
applicable.
assumptions; inquiry,
interpretation and analysis; and
reasoning and judgment. The
teacher serves primarily as a
mediator of learning. Lessons
are geared toward DOK level 2
or above, when applicable.
8.
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.
In addition to those stated in
Full Implementation, all
teachers use student
feedback/reflection to
enhance engagement.
9.
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 and at an
appropriate pace, and
successfully facilitate student
discussion. Teachers adapt
communication style (verbal and
nonverbal) in response to
student behavior.
In addition to those stated in
Full Implementation,
teachers’ communication
style motivates all students to
participate and fully engage in
discussions.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 5
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
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 report to district
leadership team on a monthly
basis.
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.
2.
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 and
communicate 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.
3.
LEA and school have a
process for the selection
of research-based
instructional
programs/strategies
LEA and school have a written
process for selecting researchbased instructional programs/
strategies but the process
lacks one or more of the
criteria under Full
Implementation.
LEA and school have a written
process for selecting researchbased 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
In addition to those stated in
Full 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
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 5
4.
LEA and school align
curriculum, instruction
and assessment with
state standards
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
LEA and school have adopted
the standards aligned state
curriculum frameworks, and
provided them to teachers.
sustainability.
implementing program/
strategy.
In addition to those stated in
Emerging/Limited Evidence, the
district ensures articulation and
continuity across grade levels
and includes benchmarks,
pacing guides, blueprints,
sample assessments,
performance level descriptives,
etc., to guide instruction. Teacher
lesson plans reflect linkages to
the curriculum.
In addition to those stated in
Full Implementation, teachers
participate in the annual
evaluation and updating of
pacing guides, as necessary.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 6
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.
School implements
approaches to improve
school climate and
discipline
Schools adopt a researchbased 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 researchbased 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).
In addition to those stated in
Full Implementation, schools
seek out partnerships to
promote and support positive
school climates.
2.
School partners with
community groups to
provide social-emotional
supports for students
School identifies the socialemotional needs of the
students, and determines
potential community resources
available to support these
needs.
School, in collaboration with
parents, community groups, and
other stakeholders, identifies the
social-emotional needs of the
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.
In addition to those stated in
Full Implementation, school
and community groups
collaborate to identify
additional funding/resources
to provide site-based services
for students.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 7
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.
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 success in school on at
least a monthly basis.
In addition to those stated in
Full Implementation, teachers
collaborate with students and
parents to establish mutual
expectations to support
student development and
achievement.
2.
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.
3.
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.
In addition to those stated in
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).
In addition to those stated in
Full Implementation, school
and community collaboration
results in identification of
ways in which the school can
provide services opportunities
for mutual benefit (e.g.,
Habitat for Humanity, food
pantry assistance). LEA
creates a network of
community businesses that
provide resources, student
leadership programs and
internships, (database of
community resources and
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 7
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
opportunities).
Turnaround Principle 8
Not
Addressed
Or No
Evidence
1
Emerging/Limited
Evidence
Full Implementation
(Supported by Multiple
Sources)
Exceeds Standard
(Sustained Practice and
Aligned with Evidence of
Impact)
2
3
LEA and school establish and
implement a protocol for
recruiting, screening, and
selecting external partners (e.g.,
selection criteria, aligned to SIG
needs/goals) that is
communicated to all
stakeholders.
In addition to those stated in
Full Implementation, district
maintains a database of
external partners whose
services are aligned with
district improvement goals.
4
1.
LEA and school recruit,
screen, and select
external partners
Inconsistent knowledge and/or
implementation of established
protocol for recruiting,
screening, selecting external
partners.
2.
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. Semiannually, 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
and make adjustments where
needed.
In addition to those stated in
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.
3.
School leadership team
meets regularly to
manage the school
improvement process
School leadership team meets
less than monthly to review
progress on performance
framework and addresses
applicable plans and tasks.
School leadership team meets at
least monthly to review progress
on performance framework and
addresses applicable plans and
tasks. Leadership team members
In addition to those stated in
Full Implementation, there is
shared responsibility for
facilitating leadership team
meetings.
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 8
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
Evidence consists of
documentation of leadership
team meeting agendas and
minutes in MS SOARS.
share responsibility for
overseeing and/or completing
school improvement task
implementation. Evidence
consists of documentation of
leadership team meeting
agendas and minutes in MS
SOARS.
4.
LEA and district
transformation specialists
provide intensive,
ongoing assistance to
support school
improvement
District transformation
specialists 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.
District transformation specialists
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 monitor and assist
with implementation of all
aspects of the school
improvement plan (e.g.,
collecting and monitoring leading
and lagging indicators).
In addition to those stated in
Full Implementation,
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.
5.
LEA and school ensure
that external service
providers deliver
intensive, ongoing
assistance to support
school reform strategies
LEA outlines the scope of work
for external service providers,
establishing clear
responsibilities for each party.
LEA and school ensure that a
process for continuous
reporting of progress by the
external service providers is
established and includes
ongoing, informal evaluation of
the partnership, but this
process is not consistently
followed.
LEA outlines the scope of work
for external service providers,
establishing clear responsibilities
for each party. LEA and school
ensure that a process for
continuous reporting of progress
by external service providers is
established and includes
ongoing, informal evaluation of
the partnership. Administrators
and teachers formally evaluate
external service providers on an
annual basis.
In addition to those stated in
Full Implementation, formal
evaluation of external service
providers occurs more
frequently than annually, and
the scope of work is adjusted
based on changing needs.
6.
School aligns allocation
School’s allocation of
School’s program goal decisions
In addition to those stated in
August 2013
MS Priority School Indicator Rubric
Turnaround Principle 8
of resources (money,
time, personnel) to school
improvement goals
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
are based on data and supported
by the allocation of resources
(money, time, and personnel).
Building level autonomy exists
for allocating all available
resources for school
improvement goals. Allocated
resources are expended in a
timely manner.
Full Implementation, school
seeks out additional
resources (money, time, and
personnel) beyond the school
system.
resources is not aligned to all
school improvement goals, or
autonomy does not exist for
allocating all available
resources.
August 2013