Schools to Watch

1. Expectations are clear for students and parents.

Poor Quality Self-Rating 4.8% (1) Good Quality 42.9% (9) High Quality 33.3% (7) Rating Average 3.05 Response Count 21 21 0

Fair Quality

19.0% (4)

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2. Prior to students beginning an assignment, teachers supply students with exemplars of high quality work that meet the performance standard or level.
Poor Quality Self-Rating 4.8% (1) Good Quality 52.4% (11) High Quality 14.3% (3) Rating Average 2.76 Response Count 21 21 0

Fair Quality

28.6% (6)

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3. Students know what high quality work should be like.

Poor Quality Self-Rating 10.0% (2) Good Quality 55.0% (11) High Quality 5.0% (1) Rating Average 2.55 Response Count 20 20 1

Fair Quality

30.0% (6)

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4. Students revise their work based on meaningful feedback until they meet or exceed the performance standard or level.
Poor Quality Self-Rating 25.0% (5) Good Quality 20.0% (4) High Quality 5.0% (1) Rating Average 2.05 Response Count 20 20 1

Fair Quality

50.0% (10)

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5. Standards provide a coherent vision for what students should know and be able to do.
Poor Quality Self-Rating 10.0% (2) Good Quality 45.0% (9) High Quality 15.0% (3) Rating Average 2.65 Response Count 20 20 1

Fair Quality

30.0% (6)

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6. Students, teachers and families understand what students are learning and why.
Poor Quality Self-Rating 22.2% (4) Good Quality 27.8% (5) High Quality 5.6% (1) Rating Average 2.17 Response Count 18 18 3

Fair Quality

44.4% (8)

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7. In any class and at any time, students can explain the importance of what they are learning.
Poor Quality Self-Rating 16.7% (3) Good Quality 27.8% (5) High Quality 0.0% (0) Rating Average 2.11 Response Count 18 18 3

Fair Quality

55.6% (10)

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8. The curriculum is rigorous, non-repetitive, and moves forward substantially.

Poor Quality Self-Rating 5.6% (1) Good Quality 50.0% (9) High Quality 16.7% (3) Rating Average 2.78 Response Count 18 18 3

Fair Quality

27.8% (5)

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9. Work is demanding and steadily progresses.

Poor Quality Self-Rating 5.6% (1) Good Quality 44.4% (8) High Quality 11.1% (2) Rating Average 2.61 Response Count 18 18 3

Fair Quality

38.9% (7)

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10. Teachers make connections across the disciplines to reinforce important concepts and assist students in applying what they have learned to solve real-world problems.
Poor Quality Self-Rating 11.1% (2) Good Quality 16.7% (3) High Quality 11.1% (2) Rating Average 2.28 Response Count 18 18 3

Fair Quality

61.1% (11)

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11. All teachers incorporate academic and informational literacy into their course work (i.e., reading, writing, note taking, researching, listening, and speaking).
Poor Quality Self-Rating 5.6% (1) Good Quality 38.9% (7) High Quality 5.6% (1) Rating Average 2.44 Response Count 18 18 3

Fair Quality

50.0% (9)

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12. To reach students, all teachers draw from a common subset of instructional strategies and activities such as:
Poor Quality Direct instrution Cooperative learning Project-based learning Simulations Hands-on learning -- integrated technology Other 5.9% (1) 11.8% (2) 23.5% (4) 23.5% (4) Good Quality 70.6% (12) 47.1% (8) 29.4% (5) 29.4% (5) High Quality 5.9% (1) 0.0% (0) 5.9% (1) 5.9% (1) Rating Average 2.76 2.35 2.18 2.18 Response Count 17 17 17 17

Fair Quality

17.6% (3) 41.2% (7) 41.2% (7) 41.2% (7)

29.4% (5)

23.5% (4)

29.4% (5)

17.6% (3)

2.35

17

14.3% (1)

28.6% (2)

57.1% (4)

0.0% (0)

2.43

7 17 4

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13. All teachers use common, frequent assessments to benchmark key concepts and the achievement of their students.
Poor Quality Self-Rating 18.8% (3) Good Quality 50.0% (8) High Quality 25.0% (4) Rating Average 2.81 Response Count 16 16 5

Fair Quality

6.3% (1)

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14. Students learn how to assess their own and others' work against the performance standards, expectations, or levels.
Poor Quality Self-Rating 17.6% (3) Good Quality 29.4% (5) High Quality 5.9% (1) Rating Average 2.24 Response Count 17 17 4

Fair Quality

47.1% (8)

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15. Students are provided more time to learn the content, concepts or skills if needed.
Poor Quality Self-Rating 25.0% (4) Good Quality 43.8% (7) High Quality 0.0% (0) Rating Average 2.19 Response Count 16 16 5

Fair Quality

31.3% (5)

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16. Flexible scheduling enables students to engage in academic interventions, extended projects, hands-on experiences, and inquiry-based learning.
Poor Quality Self-Rating 37.5% (6) Good Quality 18.8% (3) High Quality 6.3% (1) Rating Average 1.94 Response Count 16 16 5

Fair Quality

37.5% (6)

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17. Teachers know what each student has learned and still needs to learn.
Poor Quality Self-Rating 0.0% (0) Good Quality 53.3% (8) High Quality 6.7% (1) Rating Average 2.67 Response Count 15 15 6

Fair Quality

40.0% (6)

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18. Students have multiple opportunities to succeed and receive extra help as needed, such as:
Poor Quality co-teaching or collaborative resource model support and intervention classes before- and after-school tutoring homework centers other Good Quality High Quality Rating Average Response Count

Fair Quality

57.1% (8)

14.3% (2)

28.6% (4)

0.0% (0)

1.71

14

7.1% (1) 6.3% (1) 35.7% (5) 0.0% (0)

35.7% (5) 12.5% (2) 42.9% (6) 42.9% (3)

42.9% (6) 75.0% (12) 21.4% (3) 57.1% (4)

14.3% (2) 6.3% (1) 0.0% (0) 0.0% (0)

2.64 2.81 1.86 2.57

14 16 14 7 16 5

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19. They collaborate in analyzing student achievement data and making decisions about rigorous curriculum, standards-based assessment practice, effective instructional methods, and evaluation of student work.
Poor Quality Self-Rating 33.3% (5) Good Quality 33.3% (5) High Quality 6.7% (1) Rating Average 2.13 Response Count 15 15 6

Fair Quality

26.7% (4)

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20. The professional learning community employs coaching, mentoring, and peer observation as a means of continuous instructional improvement.
Poor Quality Self-Rating 35.7% (5) Good Quality 14.3% (2) High Quality 7.1% (1) Rating Average 1.93 Response Count 14 14 7

Fair Quality

42.9% (6)

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21. Adults and students are grouped into smaller communities (i.e., teams, houses, academies) for enhanced teaching and learning.
Poor Quality Self-Rating 33.3% (4) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.75 Response Count 12 12 9

Fair Quality

58.3% (7)

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22. These small learning communities are characterized by stable, close, and mutually respectful relationships.
Poor Quality Self-Rating 53.8% (7) Good Quality 7.7% (1) High Quality 0.0% (0) Rating Average 1.54 Response Count 13 13 8

Fair Quality

38.5% (5)

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23. Every student has a mentor, advisor, advocate, or other adult he/she trusts and stays in relationship with throughout the middle school experience.
Poor Quality Self-Rating 46.2% (6) Good Quality 15.4% (2) High Quality 7.7% (1) Rating Average 1.85 Response Count 13 13 8

Fair Quality

30.8% (4)

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24. Teachers are trained to recognize and handle student problems.

Poor Quality Self-Rating 23.1% (3) Good Quality 38.5% (5) High Quality 0.0% (0) Rating Average 2.15 Response Count 13 13 8

Fair Quality

38.5% (5)

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25. Students with difficulties, and their families, can get help.
Poor Quality Self-Rating 15.4% (2) Good Quality 38.5% (5) High Quality 15.4% (2) Rating Average 2.54 Response Count 13 13 8

Fair Quality

30.8% (4)

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26. The school houses a wide range of support - nurses, counselors, resource teachers to help students and families who need special assistance.
Poor Quality Self-Rating 23.1% (3) Good Quality 38.5% (5) High Quality 15.4% (2) Rating Average 2.46 Response Count 13 13 8

Fair Quality

23.1% (3)

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27. The school staff members offer parent education activities involving families.
Poor Quality Self-Rating 38.5% (5) Good Quality 15.4% (2) High Quality 7.7% (1) Rating Average 1.92 Response Count 13 13 8

Fair Quality

38.5% (5)

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28. All teachers:

Poor Quality enhance standards-based learning by using a wide variety of instructional strategies; incorporate well-developed procedures and routines for effective classroom management; facilitate learning by deliberately teaching study and organized skills; integrate creative activities in the lessons, e.g., current technologies, visual and performing arts, etc. answered question skipped question 12 9 16.7% (2) 66.7% (8) 8.3% (1) 8.3% (1) 2.08 12 8.3% (1) 33.3% (4) 41.7% (5) 16.7% (2) 2.67 12 16.7% (2) 33.3% (4) 33.3% (4) 16.7% (2) 2.50 12 Good Quality High Quality Rating Average Response Count

Fair Quality

16.7% (2)

33.3% (4)

33.3% (4)

16.7% (2)

2.50

12

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29. Students talk about daily issues in their own lives, their community and their world.
Poor Quality Self-Rating 25.0% (3) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.83 Response Count 12 12 9

Fair Quality

66.7% (8)

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30. Students take action, make informed choices, work collaboratively, and learn to resolve conflicts.
Poor Quality Self-Rating 16.7% (2) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.92 Response Count 12 12 9

Fair Quality

75.0% (9)

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31. For example, students may read a historical novel for language arts and history and then study music from the same time period in music ideas.
Poor Quality Self-Rating 63.6% (7) Good Quality 9.1% (1) High Quality 0.0% (0) Rating Average 1.45 Response Count 11 11 10

Fair Quality

27.3% (3)

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32. Students can work on the same project in several different classes.
Poor Quality Self-Rating 83.3% (10) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.25 Response Count 12 12 9

Fair Quality

8.3% (1)

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33. Teachers and counselors push students to challenge themselves and set high academic and career goals for their future.
Poor Quality Self-Rating 27.3% (3) Good Quality 27.3% (3) High Quality 0.0% (0) Rating Average 2.00 Response Count 11 11 10

Fair Quality

45.5% (5)

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34. All students have a real say, or have legitimate representation, in what happens at school.
Poor Quality Self-Rating 27.3% (3) Good Quality 18.2% (2) High Quality 0.0% (0) Rating Average 1.91 Response Count 11 11 10

Fair Quality

54.5% (6)

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35. School staff members have an "open-door" policy to encourage student involvement and connection.
Poor Quality Self-Rating 33.3% (4) Good Quality 16.7% (2) High Quality 8.3% (1) Rating Average 2.00 Response Count 12 12 9

Fair Quality

41.7% (5)

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36. Students take an active role in school-family conferences.

Poor Quality Self-Rating 25.0% (3) Good Quality 16.7% (2) High Quality 0.0% (0) Rating Average 1.92 Response Count 12 12 9

Fair Quality

58.3% (7)

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37. Parents are more than just volunteers or fund-raisers; they are meaningful involved in all aspects of the school.
Poor Quality Self-Rating 50.0% (6) Good Quality 0.0% (0) High Quality 0.0% (0) Rating Average 1.50 Response Count 12 12 9

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50.0% (6)

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38. Parents are informed, included, and involved as partners and decision makers in their children's education.
Poor Quality Self-Rating 41.7% (5) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.67 Response Count 12 12 9

Fair Quality

50.0% (6)

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39. Students take on projects to improve their school, commmunity, state, nation, and world.
Poor Quality Self-Rating 58.3% (7) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.50 Response Count 12 12 9

Fair Quality

33.3% (4)

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40. Student cocurricular activities cover a wide range of interests- team sports, clubs, exploratory opportunities, service opportunities, and a rich program in the visual and performing arts.
Poor Quality Self-Rating 58.3% (7) Good Quality 16.7% (2) High Quality 0.0% (0) Rating Average 1.58 Response Count 12 12 9

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25.0% (3)

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41. Faculty and administrators are committed to helping each student produce proficient work.
Poor Quality Self-Rating 8.3% (1) Good Quality 25.0% (3) High Quality 16.7% (2) Rating Average 2.50 Response Count 12 12 9

Fair Quality

50.0% (6)

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42. Evidence of this commitment includes tutoring, mentoring, enrichment assignments, differentiated instruction, special adaptations, supplemental classes and other supports.
Poor Quality Self-Rating 25.0% (3) Good Quality 41.7% (5) High Quality 0.0% (0) Rating Average 2.17 Response Count 12 12 9

Fair Quality

33.3% (4)

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43. Accelerated, short-term interventions for students with similar needs are fluid and do no t become low-level or permanent tracks.
Poor Quality Self-Rating 41.7% (5) Good Quality 16.7% (2) High Quality 0.0% (0) Rating Average 1.75 Response Count 12 12 9

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41.7% (5)

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44. Teachers know each student's learning style.

Poor Quality Self-Rating 27.3% (3) Good Quality 27.3% (3) High Quality 18.2% (2) Rating Average 2.36 Response Count 11 11 10

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27.3% (3)

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45. Teachers differentiate instruction in order to give each student equal opportunity to comprehend the standards-based curriculum.
Poor Quality Self-Rating 8.3% (1) Good Quality 50.0% (6) High Quality 8.3% (1) Rating Average 2.58 Response Count 12 12 9

Fair Quality

33.3% (4)

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46. The faculty is always seeking ways to improve programs, curriculum, and assessment to better meet the student needs.
Poor Quality Self-Rating 33.3% (4) Good Quality 33.3% (4) High Quality 8.3% (1) Rating Average 2.17 Response Count 12 12 9

Fair Quality

25.0% (3)

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47. All students use technology to do research and analyze data, read more than textbooks, and understand how to solve complex problems.
Poor Quality Self-Rating 58.3% (7) Good Quality 8.3% (1) High Quality 8.3% (1) Rating Average 1.67 Response Count 12 12 9

Fair Quality

25.0% (3)

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48. To the fullest extent possible, students with disabilities are in regular classrooms that are co-taught by special education professionals.
Poor Quality Self-Rating 27.3% (3) Good Quality 27.3% (3) High Quality 0.0% (0) Rating Average 2.00 Response Count 11 11 10

Fair Quality

45.5% (5)

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49. All students have access to participate in interest-based classes, activities, or opportunities.
Poor Quality Self-Rating 58.3% (7) Good Quality 8.3% (1) High Quality 0.0% (0) Rating Average 1.50 Response Count 12 12 9

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33.3% (4)

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50. The school values knowledge from the diverse cultures represented in the school, community, and our nation.
Poor Quality Self-Rating 25.0% (3) Good Quality 50.0% (6) High Quality 0.0% (0) Rating Average 2.25 Response Count 12 12 9

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25.0% (3)

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51. Materials in the media center represent all of the cultures of the students.
Poor Quality Self-Rating 16.7% (2) Good Quality 33.3% (4) High Quality 16.7% (2) Rating Average 2.50 Response Count 12 12 9

Fair Quality

33.3% (4)

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52. Families often come and share their traditions and beliefs.
Poor Quality Self-Rating 58.3% (7) Good Quality 0.0% (0) High Quality 0.0% (0) Rating Average 1.42 Response Count 12 12 9

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41.7% (5)

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53. Teachers use multicultural materials and methods.

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41.7% (5)

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54. Multiple viewpoints are encouraged.

Poor Quality Self-Rating 16.7% (2) Good Quality 25.0% (3) High Quality 16.7% (2) Rating Average 2.42 Response Count 12 12 9

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41.7% (5)

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55. Each student is appreciated and respected.

Poor Quality Self-Rating 8.3% (1) Good Quality 16.7% (2) High Quality 25.0% (3) Rating Average 2.58 Response Count 12 12 9

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50.0% (6)

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56. Staff members do not use negative labels or discuss students in negative ways.
Poor Quality Self-Rating 50.0% (6) Good Quality 16.7% (2) High Quality 8.3% (1) Rating Average 1.83 Response Count 12 12 9

Fair Quality

25.0% (3)

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57. Every student has an adult advocate and supporter in the school.
Poor Quality Self-Rating 41.7% (5) Good Quality 16.7% (2) High Quality 8.3% (1) Rating Average 1.92 Response Count 12 12 9

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33.3% (4)

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58. Transportation, meals, childcare, and translation support are provided so all families of diverse cultures and languages can attend school events.
Poor Quality Self-Rating 25.0% (3) Good Quality 25.0% (3) High Quality 8.3% (1) Rating Average 2.17 Response Count 12 12 9

Fair Quality

41.7% (5)

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59. The faculty recognizes the contributions of all its students.

Poor Quality Self-Rating 8.3% (1) Good Quality 16.7% (2) High Quality 8.3% (1) Rating Average 2.25 Response Count 12 12 9

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66.7% (8)

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60. Awards are not limited to sports and academic honors.

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58.3% (7)

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61. Students' success and good deeds are always noticed.

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41.7% (5)

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62. The school recruits a culturally and linguistically diverse staff.

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50.0% (6)

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63. The staff members are a good match to the school's community.
Poor Quality Self-Rating 16.7% (2) Good Quality 25.0% (3) High Quality 8.3% (1) Rating Average 2.25 Response Count 12 12 9

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50.0% (6)

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64. Students and parents are informed of school rules and know exactly what will and does happen if students break the rules.
Poor Quality Self-Rating 16.7% (2) Good Quality 33.3% (4) High Quality 33.3% (4) Rating Average 2.83 Response Count 12 12 9

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16.7% (2)

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65. The school's suspension rate is low.

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81.8% (9)

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66. Staff members routinely analyze and act upon referral and suspension data to make sure that no one group of students is unfairly singled out by classroom and school staff.
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54.5% (6)

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67. The school's disciplinary referrals and suspension rate are low as a result of proactive interventions that keep students engaged, resilient, healthy, safe, and respectful of one another.
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54.5% (6)

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68. The shared vision drives constant improvement.

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69. Shared, distributed, and sustained leadership propels the school forward and preserves its institutional memory and purpose.
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41.7% (5)

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70. Everyone knows what the plan is and the vision is posted and evidenced by actions.
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41.7% (5)

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71. Lines of leadership for the school's improvement efforts are clear.
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33.3% (4)

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72. The school leadership team has the responsibility to make things happen.
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25.0% (3)

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73. The principal makes sure that assignments are completed.

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74. School leadership fosters and supports interdependent collaboration.

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75. Expectations of continuous improvement permeate the school culture.

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18.2% (2)

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76. Everyone's job is to learn.

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77. Professional development is intensive, of high quality, ongoing, and relevant to middlegrades education.
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58.3% (7)

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78. Teachers get professional support to improve instructional practice (i.e., classroom, visitations, peer coaching, demonstrative lessons, etc.)
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41.7% (5)

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79. Opportunities for learning increase knowledge and skills, challenge outmoded beliefs and practices, and provide support in the classroom.
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58.3% (7)

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80. There are deliberate vertical articulation and transition programs between feeder elementary schools and destination high schools.
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25.0% (3)

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81. The district supports (funding and time) its schools' participation in best practice networks, associations, learning communities, and professional development focused on middle grades improvement and achievement.
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25.0% (3)

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82. School and district work collaboratively to bring coherence to curriculum, instruction, assessment, intervention, data collection, analysis, and accountability for student achievement.
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41.7% (5)

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83. The school collects, analyzes, and uses data as a basis for making decisions.
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33.3% (4)

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84. The administrators and faculty grapple with school-generated evaluation data to identify areas for more extensive and intensive improvement.
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41.7% (5)

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85. The staff delineates benchmarks, and insists upon evidence and results.
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41.7% (5)

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86. The school staff intentionally and explicitly reconsiders its vision and practices when data call them into question.
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41.7% (5)

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87. The faculty and administrators see barriers as challenges, not problems.
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50.0% (6)

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88. Principals insist on having teachers who promote young adolescents' intellectual, social, emotional, physical, and ethical growth.
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25.0% (3)

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89. The administrators and teachers inform families and community members about the school's goals for student success and the students' responsibility for meeting those goals.
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58.3% (7)

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90. The administrators and teachers engage all stakeholders in ongoing and reflective conversation, consensus building, and decision making about governance.
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