BLT 5-Step Process Implementation Rubric
Directions:
Building BLT________________________________
STEPS
Beginning (1)
Developing (2)
Skilled (3)
Student performance
 Data is collected on
student performance, but
it is not on the
performance indicator.
Student performance
 Data on the indicator is
randomly collected but is not
easily accessible to BLT
members.
Student performance
 Data on the indicator is regularly
collected and is easily accessible
to BLT members.
Adult implementation
Adult implementation
Adult implementation
 Data is collected on adult
 Data aligned to the adult
 Data on the adult implementation
 Monitoring to include
 Monitoring of adult
 Monitoring of adult implementation
behaviors, but it is not
aligned to the adult
implementation indicator
in the district plan.
Step 1: Collect
and chart adult
implementation
and student
performance
data
Date____________
observation of classroom
instruction occurs for
evaluation purposes only.
CCIP
implementation of the district
plan to include observation of
classroom instruction
randomly occurs.
CCIP
 CCIP and IMM are not

implementation indicator is
randomly collected but is not
easily accessible.
complete. Action steps
meet 25% or less of
descriptors.**
Action steps are not
aligned to district goals
and strategies and are
written in general terms.
 The CCIP and IMM are
partially complete. Action
steps meet 26-50% of
descriptors.**
 Action steps are written
specifically but may or may
not lead to achieving district
strategies and goals.
indicator is regularly collected,
easily accessible, and reviewed
by the BLT.
to include observation of
classroom instruction regularly
occurs and includes suggestions
for improving the quality of
instruction.
CCIP
 The CCIP and IMM are not upto-date. Action steps meet 5189% of descriptors.**

Action steps are aligned to district
goals and strategies have been
written to make progress toward
achieving strategies and goals
Team members check boxes independently
Dialogue to come to consensus
Determine collective score
Complete one master copy
Accomplished
(4)
Evidence
Deter,ome cp;;ectove scpre
Student performance
 TBT data assembled and
,aster cp
organized for reporting
 Data- on theCp,[;ete
indicatorpme
is always
collected, easily accessible to team
members, and is utilized to make
decisions about improving student
performance.
Adult implementation
 Data on the adult indicator is
regularly collected, updated, easily
accessible, and utilized by the BLT to
make recommendations on
increasing the percent and quality of
adult implementation required by the
district plan.
 Monitoring of adult implementation to
include observation of classroom
instruction regularly occurs and has a
defined strategy (with implementation
steps) for improving the quality of
instruction.
CCIP
 The CCIP and IMM are fully
complete. Action steps meet 90% of
descriptors.**







o Short cycle
o SLO
o Quarterly
o Universal screeners
o Discipline/attendance
Walkthrough data
CCIP
Monitoring process and tools
Examples of data reviewed
Examples of walk throughs,
coaching, peer observation
Common formative
assessment that is researchbased, reliable, valid, and
sensitive to student growth
Score
BLT
Collective
Score
External
Score
Action steps are aligned and
specifically written and targeted to
lead to achieving district goals and
strategies
Evidence
Justification
for Scoring
(Anecdotal
comments
related to the
items selected
from the rubric.
Note )
**OIP Resource 9
Developed by SST 10 – January 2014
Draft #2 MKB
BLT 5-Step Process Implementation Rubric
STEPS
Beginning (1)
Student performance
Accomplished (4)
Student performance
 BLT discusses general
 BLT discusses high performing
 BLT identifies specific student strengths, areas
 BLT makes no connection
 BLT begins to recognize
 BLT occasionally makes connections
 BLT makes consistent connections between
between the data being
analyzed and the building and
district’s strategies and actions.
Adult implementation
Step 2:
Skilled (3)
Student performance
 BLT discusses problem areas in
grades/subject areas, skills or
groups of students.
Analyze adult
implementation
and student
performance
relative to the
data
Developing (2)
Student performance
concerns/weaknesses and
strengths in grade/subject areas,
skill/content areas, or groups of
students.
connections between the data
being analyzed and the building
and district’s strategies and actions.
Adult implementation
grade/subject areas, strong performance
in skill/content areas, and areas of
concern by grade/content based on data.
between the data being analyzed and the
building and district’s strategies and
actions.
Adult implementation
 BLT does not discuss adult
 BLT discusses generally adult
 BLT has no process for
 BLT discusses high performing
strengths or areas of concern by grade
levels, subject areas, etc.
 BLT discusses the possibility of
replication, e.g., high performing TBTs,
effective instructional strategies, etc.
 BLT begins to recognize
 BLT occasionally makes connections
performance
identifying points of possible
replication, e.g., high performing
TBTs, effective instructional
strategies, etc.
 BLT makes no connection
between the adult data being
analyzed and the building and
district’s strategies and actions.
BLT develops feedback to TBTs
relative to:
 BLT discusses adult performance
performance as a building.
TBTs, effective instructional
strategies, etc.
connections between the adult data
being analyzed and the building
and district’s strategies and actions.
BLT develops feedback to TBTs
relative to:
between the adult data being analyzed
and the building and district’s strategies
and actions.
BLT develops feedback to TBTs relative
to:
of concern, and points of possible replication,
e.g., high performing grade/subject areas,
strong performance in skill/content areas, etc.
based on several clear data points.
the data being analyzed and the building and
district’s strategies and actions.
Adult implementation
 BLT determines overall adult performance
strengths and areas of concern by grade
levels, subject areas, etc.
 BLT identifies points of possible replication,
e.g., high performing TBTs, effective
instructional strategies, etc. that are matched
to student need based on data.
BLT develops feedback to TBTs relative to:
 Growth areas of concern in student
 Growth areas and areas of concern in student

 General concerns about adult
 Growth areas of concern in adult
 Growth areas and areas of concern in adult
 Grade-levels, subject areas that are
 Grade-levels, subject areas that may be
Procedures rather than datadriven decisions.
performance
of concern.
performance
performance and suggestions for
improving the quality of instruction.
performing well as well are those that are
of concern
External
Score
adult data being analyzed and the building and
district’s strategies and actions.
 General concerns about student
performance
Score
BLT
Collective
Score
 BLT always makes connections between the
 Decisions made during BLT
meetings.
Evidence
 BLT minutes
 Walk through
data
 Process for
identifying
factors
relating to
high
performance
 Process for
identifying key
data factors
 Process for
identifying
factors
reflecting the
gap between
actual and
expected
performance
performance.
performance as well as defined strategies (with
implementation steps) for improving the quality
of instruction.
 Grade-levels, subject areas that have shown
significant growth and may be worthy of
replication.
Evidence
Justification
for Scoring
(Anecdotal
comments
related to the
items selected
from the rubric.
Note )
**OIP Resource 9
Developed by SST 10 – January 2014
Draft #2 MKB
BLT 5-Step Process Implementation Rubric
STEPS
Step 3: Review
and/or refine the
buildingfocused
adult/student
indicators
relative to the
data and TBT
needs
Beginning (1)
 BLT does not look at:
o Adult implementation
indicator(s)
o Student performance
indicators/assessment(s)
used
 BLT suggests that individual
teachers be allowed to
determine how they will
improve/change.
 BLT makes decisions
randomly rather than based
on data.
Developing (2)
Skilled (3)
 BLT reviews the following:
 BLT discusses revising the
o Adult implementation
indicator(s)
o Student performance
indicators (s)/assessment(s)
used
but does not consider the role of
the BLT in making
recommendations for change.
 BLT discusses the need for
building-wide
improvement/changes.
 BLT begins to look at data in a
summative way.
steps/details for achieving the
following if needed:
o Adult implementation indicator(s)
o Student performance indicators
(s)/assessment(s) used
and shares that information with the
TBTs.
 BLT identifies general expectations for
improvement/changes.
 BLT looks at a variety of data and
makes general recommendations
based on that data.
Accomplished (4)
 BLT develops or refines the steps/details
for implementing/achieving the following if
needed:
o Adult implementation indicator(s)
o Student performance indicators
(s)/assessment(s) used
and assists the TBT in implementing the
steps as recommended.
Evidence
Score
 BLT minutes
 Refined list of
“look fors” or
implementation
steps/details
 Revised
assessments
BLT
Collective
Score
 BLT determines specific expectations for
External
Score
improvement/changes.
 BLT uses adult implementation and student
performance data to drive the decisions
necessary for building/district improvement.
Evidence
Justification
for Scoring
(Anecdotal
comments
related to the
items selected
from the rubric.
Note )
**OIP Resource 9
Developed by SST 10 – January 2014
Draft #2 MKB
BLT 5-Step Process Implementation Rubric
STEPS
Beginning (1)
Step 4:
 BLT does not consider
Establish
building-wide
implementation
and monitoring
action
steps/tasks for
Step 3
taking action on the
execution of the action
steps/tasks
 BLT determines that
individual teachers be
allowed to select their own
professional development.
 BLT suggests that
individual teachers and
staff decide how best to
implement the action steps.
 BLT suggests that teachers
be reminded to address
student needs in general.
 BLT does not consider
whether or not
administrator walkthroughs are tied to the
strategies/actions.
Developing (2)
Skilled (3)
 BLT determines some tasks that
 BLT generates some ideas for how
 BLT suggests professional
 BLT makes suggestions about
could be undertaken at the
building level
professional development/support that
the building could provide that
generally aligns to the plan.
 BLT makes some suggestions about
how the staff will implement the action
steps.
the action steps/tasks will be executed,
who will be responsible, and within what
time frame.
 BLT determines the specific professional
development/support that the district or
building will provide that is specifically
aligned to the plan.
 BLT determines specific steps for
implementation of the action steps with
fidelity.
 BLT suggests that the instructors
 BLT outlines possible ways for the
 BLT reviews the data to determine
 BLT suggests the continued use
 BLT reviews administrator walk-
development/support that
teachers can attend outside the
district that may align to the plan.
 BLT suggests how the staff might
implement the action steps.
need to address student needs.
of the walkthroughs.
the action steps/tasks will be executed
Accomplished (4)
 BLT makes specific determination of how
instructors to address ALL students’
needs.
throughs relative to effective,
research-based instructional practices.
Evidence





Score
BLT minutes
PD plan
Walk throughs
TBT
implementation
selfassessment
data
PD surveys
BLT
Collective
Score
External
Score
strategies the instructors can implement to
best match student needs and address the
gap between actual and expected
performance.
 BLT assures administrator walk-throughs
are tied to the strategies/actions the district
expects to be implemented and the TBTs
have agreed to implement.
Evidence
Justification
for Scoring
(Anecdotal
comments
related to the
items selected
from the rubric.
Note )
**OIP Resource 9
Developed by SST 10 – January 2014
Draft #2 MKB
BLT 5-Step Process Implementation Rubric
STEPS
Beginning (1)
Developing (2)
Step 5: Define
 BLT does not believe the
 BLT agrees to look at some data
adult and student
data for review at
next meeting
data they need is available
or reliable.
 BLT does not have a
consistent form for the
presentation of data.
 BLT inconsistently assigns
roles and responsibilities.
Skilled (3)
at the next meeting but does not
recommend any specific data for
review.
 BLT offers suggestions about what
data should be collected and how it
might be collected.
Accomplished (4)
 BLT determines the specific data to be
collected, the person responsible for
collecting it, and how it will be aggregated
for the next meeting.
 BLT is unsure how the data
 BLT offers possible forms for
 BLT determines the form for presentation of
 BLT assigns someone to be
 BLT identifies possible person(s)
 BLT determines person(s) responsible for
should be presented.
responsible for collecting the
data.
presentation of the data.
responsible who could collect and
prepare the data.
Evidence



Score
BLT data
collection tools
Examples of
data collection
processes
BLT minutes
the data.
BLT
Collective
Score
External
Score
collecting and preparing the data.
Evidence
Justification
for Scoring
(Anecdotal
comments
related to the
items selected
from the rubric.
Note )
**OIP Resource 9
Developed by SST 10 – January 2014
Draft #2 MKB