The Implementation Rubric (IR) targets the key leadership levers that impact student achievement. The IR is a tool for Turnaround Leaders, Mentors, and Mentees to pulse-check the current state of implementation of Bambrick-Santoyo’s levers in PPE Mentees’ schools, determine growth and drivers moving forward, and differentiate coaching and professional development.
Data-Driven Instruction and Analysis
DATA-DRIVEN CULTURE / Exemplary Implementation / Proficient Implementation / Beginning Implementation / No ImplementationLeadership Team / Highly active leadership team facilitates teacher-leader data analysis meetings after each interim assessment and maintains focus on the process throughout the year / Active leadership team facilitates teacher-leader data analysis meetings after each interim assessment and maintains some focus on the process throughout the year / Leadership team facilitates teacher-leader data analysis meetings after each interim assessment / Leadership team does not facilitate teacher-leader data analysis meetings after each interim assessment
Introductory Professional Development / Teachers and leaders are effectively introduced to data-driven instruction—100% understand how interim assessments define rigor and experience the process of analyzing results and adapting instruction / Teachers and leaders are introduced to data-driven instruction—90% understand how interim assessments define rigor and experience the process of analyzing results and adapting instruction / Teachers and leaders are introduced to data-driven instruction—80% understand how interim assessments define rigor and experience the process of analyzing results and adapting instruction / Teachers and leaders are not introduced to data-driven instruction
Implementation Calendar / Begin school year with a detailed calendar that includes time for assessment creation/adaptation, implementation, analysis, planning meetings, and re-teaching (flexible enough to accommodate district changes/mandates) / Begin school year with a somewhat detailed calendar that includes time for assessment creation/adaptation, implementation, analysis, planning meetings, and re-teaching (flexible enough to accommodate district changes/mandates) / Begin school year with a rough calendar that includes time for assessment creation/adaptation, implementation, analysis, planning meetings, and re-teaching / Begin school year without an implementation calendar
Ongoing Professional Development (PD) / PD calendar is aligned with data-driven instructional plan: it includes modeling assessment analysis/action planning and is flexible to adapt to student learning needs / PD calendar is mostly aligned with data-driven instructional plan: it includes modeling assessment analysis/action planning and is somewhat flexible to adapt to student learning needs / PD calendar is partially aligned with data-driven instructional plan: it may or may not include modeling assessment analysis/action planning and be flexible to adapt to student learning needs / PD calendar is not aligned with data-driven instructional plan
ASSESSMENTS / Exemplary Implementation / Proficient Implementation / Beginning Implementation / No Implementation
Common Interim Assessments / Common interim assessments 4–6 times/year / Common interim assessments 3 times per year / Common interim assessments 2 times per year / No common interim assessments
Transparent Starting Point / Teachers see the assessments at the beginning of each cycle; they define the roadmap for teaching / Teachers see the assessments at the beginning of each cycle; they have some input on the roadmap for teaching / Teachers see the assessments at the beginning of each cycle; they have minimal input on the roadmap for teaching / Teachers do not see the assessments at the beginning of each cycle; they have no input on the roadmap for teaching
Aligned to State Tests and College Readiness / Fully aligned with state tests and college readiness / Mostly aligned with state tests and college readiness / Some areas are aligned with state tests and college readiness / No alignment with state tests and college readiness
Aligned to Instructional Sequence / Fully aligned with instructional sequence of clearly defined grade-level/content expectations / Mostly aligned with instructional sequence of clearly defined grade-level/content expectations / Some areas are aligned with instructional sequence of clearly defined grade-level/content expectations / No alignment with instructional sequence of clearly defined grade-level/content expectations
Reassess / Previously taught standards are reassessed 100% of the time / Previously taught standards are reassessed 90% of the time / Previously taught standards are inconsistently reassessed / Previously taught standards are not reassessed
ANALYSIS / Exemplary Implementation / Proficient Implementation / Beginning Implementation / No Implementation
Turnaround of Results / Immediate turnaround of assessment results (ideally 48 hours) / Quick turnaround of assessment results (within 96 hours) / Turnaround of assessment results takes longer than one week / Turnaround of assessment results does not occur
Data Reports / User-friendly, succinct data reports include: item-level analysis, standards-level analysis, and bottom-line results / Succinct data reports include: item-level analysis, standards-level analysis, and bottom-line analysis / Data reports include: item-level analysis and standards-level analysis / Data reports do not include item-level analysis or standards-level analysis
Teacher-owned Analysis / Teachers complete analysis of their own students, facilitated by effective leadership preparation / Teachers complete analysis of their own students / Teachers sometimes complete analysis of their own students / Teachers do not complete analysis of their own students
Test-in-hand Analysis / Teacher(s) and the instructional leader analyze results test-in-hand / Teacher(s) and the instructional leader analyze results test-in-hand 90% of the time / Teacher(s) and the instructional leader analyze results test-in-hand 80% of the time / Teacher(s) and the instructional leader analyze results without the test-in-hand
Depth of Analysis / Analysis always moves beyond “what” students got wrong and answers “why” they got it wrong / Analysis usually moves beyond “what” students got wrong to answer “why” they got it wrong / Analysis rarely moves beyond “what” students got wrong to answer “why” they got it wrong / Analysis lacks depth
ACTION / Exemplary Implementation / Proficient Implementation / Beginning Implementation / No Implementation
Lesson Plans / Teacher(s) and instructional leader plan new lessons collaboratively to develop new strategies based on data analysis / Teacher(s) and instructional leader plan new lessons collaboratively 80% of the time to develop new strategies based on data analysis / Teacher(s) and instructional leader plan new lessons collaboratively 70% of the time to develop new strategies based on data analysis / Teacher(s) and instructional leader do not plan new lessons collaboratively
Teacher Action Plans / Teachers implement explicit teacher action-plans for whole-class instruction, small groups, interventions, and before/after-school supports / Teachers implement teacher action-plans for whole-class instruction, small groups, interventions, and before/after-school supports / Teachers implement teacher action-plans for whole-class instruction and small groups / Teachers do not write or implement teacher action-plans
Ongoing Assessment / Teachers skillfully differentiate in-the-moment checks for understanding and in-class assessments to ensure individual student progress between interim assessments / Teachers consistently utilize in-the-moment checks for understanding and in-class assessments to ensure student progress between interim assessments / Teachers occasionally utilize in-the-moment checks for understanding and in-class assessments to ensure student progress between interim assessments / Teachers rarely, if ever, utilize in-the-moment checks for understanding and in-class assessments to ensure student progress between interim assessments
Accountability / Instructional leaders review lesson/unit plans and give observation feedback driven by the action plan and student learning needs / Instructional leaders review lesson/unit plans 90% of the time and give observation feedback driven by the action plan and student learning needs / Instructional leaders review lesson/unit plans 80% of the time and give observation feedback driven by the action plan and student learning needs / Instructional leaders review lesson/unit plans less than 80% of the time and give observation feedback driven by the action plan and student learning needs
Engaged Students / Students know the end goal, how they perform on assessments, and what actions they are taking to improve / 80% of students know the end goal, how they perform on assessments, and what actions they are taking to improve / 70% of students know the end goal, how they perform on assessments, and what actions they are taking to improve / Fewer than 70% of students know the end goal, how they perform on assessments, and what actions they are taking to improve
Exemplary ____ /19
Proficient ____ /19
Beginning ____ /19
No Implementation ____ /19
Student Culture
Exemplary Implementation / Proficient Implementation / Beginning Implementation / No ImplementationCommon Spaces / o Bulletin boards are attractive and promote student learning
o Student work is no more than 3–4 weeks old
o Clutter-free / o Bulletin boards are filled and promote student learning
o Mostly clutter-free / o Bulletin boards are inconsistently used to promote student learning
o Somewhat cluttered / o Bulletin boards are inconsistently used to promote student learning
o Very cluttered
Positive Framing and Teacher Tone / o 90–100% of teachers are upbeat, positive, motivated, and inspiring in the classroom
o The general tone of classroom is efficient, respectful, and positive
o Frequently narrates positive student behaviors and uses praise, challenge, and aspiration to motivate students / o 75–90% of teachers are upbeat, positive, motivated, and inspiring in the classroom
o The general tone of classroom is efficient, respectful, and positive
o Narrates positive student behaviors and uses praise, challenge, and aspiration to motivate students / o 60–75% of teachers are upbeat, positive, motivated, and inspiring in the classroom
o The general tone of classroom is inconsistent in efficiency, respectfulness, and positivity
o Does not use positive framing or narrates negative student behaviors or inconsistently uses praise, challenge, or aspiration to motivate students / o Most teachers are uninspiring and/or negative in the classroom
o The general tone of classroom is inefficient and/or negative
o Does not use positive framing and does not work to motivate students
Student Joy and Engagement / o Students seem joyful and excited to be in a school where learning is the focus
o 90–100% of students are engaged in classroom activities
o Older students internalize and model expectations without teacher supervision / o Most students seem joyful and excited to be in a school where learning is the focus
o 80–90% of students are engaged in classroom activities
o Older students internalize and model expectations with minimal teacher supervision / o While many students seem joyful, there are notable instances of student arguments and/or lack of joy
o 70–80% of students are engaged in classroom activities
o Older students have not internalized behavior expectations and are resistant to those expectations / o Students seem disinterested in school
o Fewer than 70% of students are engaged in classroom activities
o The older students have not internalized expectations and are more resistant to those expectations than younger students
Strong Voice / o Economy of language
o Adults never talk over student chitchat
o Adults never engage student excuses/distractions during correction of misbehavior
o Adults always display nonverbal authority through posture and proximity
o Teachers always speak quietly and slowly to develop compliance / o Economy of language
o Adults rarely allow student side conversations while talking
o Adults rarely engage student excuses/distractions during correction of misbehavior
o Adults almost always display nonverbal authority through posture and proximity
o Teachers almost always speak quietly and slowly to develop compliance / o More language is used than needed to build student compliance
o Adults sometimes allow student side conversations while talking
o Adults sometimes engage student excuses/ distractions during correction of misbehavior
o Adults sometimes display nonverbal authority through posture and proximity
o Teachers sometimes speak quietly and slowly to develop compliance / o Teachers are so verbose that students do not understand compliance requested
o Student side conversations often occur while teacher is talking
o Teachers/leaders often engage student excuses/ distractions during correction of student misbehavior
o Adults rarely use posture and proximity to maintain student compliance
100% Engagement / o Least invasive interventions (non-verbal, group reminders, positive framing)
o Less than 10% of class time spent redirecting students
o 100% of hands raised during group work
o 100% of students are able to answer upon being cold-called / o Least invasive interventions (non-verbal, group reminders, positive framing)
o 20% of class time spent redirecting students
o 90% of hands raised during group work
o 90% of students are able to answer upon being cold-called / o Mostly non-invasive interventions (non-verbal, group reminders, positive framing)
o 40% of class time spent redirecting students
o 80% of hands raised during group work
o 80% of students are able to answer upon being cold-called / o Mostly non-invasive interventions (non-verbal, group reminders, positive framing)
o 60% of class time spent redirecting students
o Fewer than 80% of hands raised during group work
o Fewer than 80% of students are able to answer upon being cold-called
Behavior Corrections / o Immediate, silent, positive/respectful
o Teacher correction accomplished through direct eye contact
o Behavior does not reoccur during class period / o Fairly quick, silent, neutral/respectful
o Teacher correction is nonverbal (tap on desk, hand signal, etc.)
o Behavior does not reoccur during class period / o There is wait time before the action is corrected
o Teacher correction is verbal
o Student responds negatively, but corrects action
o Student action has to be corrected multiple times during class period / o Student doesn’t respond
o Student talks back, is openly defiant
o Student only responds after the threat of a serious consequence
Entry to Class / o 90–100% of students enter the classroom in less than one minute
o 100% of teachers greet 100% of their students with a handshake and greeting
o All teachers ensure that 100% of students give eye contact and return the greeting
o 100% of students enter the classroom and follow set directions or classroom routines
o 100% of classes start on time or within 2 minutes of teacher receiving the class
o 90% of teachers notice 100% of compliance issues (i.e., uniform, manners, etc.)
o Student work is no more than 3–4 weeks old / o 80–90% of students enter the classroom in less than one minute
o 90% of teachers greet 100% of their students with a handshake and greeting