Use this chart to research key components of state and national initiatives that relate to safety, resilience, and health.
Recommendation 8—Safety, Resilience, and Health. Create and sustain a fair, safe, and healthy school environment through a positive discipline policy; civic and character education; safe and engaging facilities; and access to adult mentors, counseling, and school and community health and social services.
| Initiatives that Support Student Achievement |
Key Components that Relate to this TCSII Recommendation |
Essential Program Components for School Improvement: |
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| No Child Left Behind (NCLB) |
Safe and Drug-Free Schools and Communities Act (SDFSC): Title IV, Part A of NCLB |
National Forum to Accelerate Middle Grades Reform (Outside Source) California Schools to Watch™-Taking Center Stage (STW-TCS) School Self-Study and Rating Rubric
(DOC; 413KB; 9pp.) |
Developmental Responsiveness #2 and 6: Social Equity #6 and 10
Developmental Responsiveness
- The school provides access to comprehensive services to foster healthy physical, social, emotional, and intellectual development.
- Students are provided multiple opportunities to explore a rich variety of topics and interests in order to develop their identity, learn about their strengths, discover and demonstrate their own competence, and plan for their future.
Social Equity
- The school community knows every student well.
- The school rules are clear, fair, and consistently applied.
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| Advancement Via Individual Determination (AVID) (Outside Source) |
Essential Elements 7, 8, and 11
- Collaboration, including structured AVID tutorials (as opposed to one-on-one tutoring or homework study sessions), is used to bring students together to develop their critical thinking skills and enable them to take responsibility for their own learning.
- A sufficient number of tutors (recommended ratio is 1 tutor to 7 students) must be available in the AVID class to facilitate student access to rigorous curriculum. Tutors should be students from colleges and universities, and they must be trained to implement the WIC-R (writing, inquiry, collaboration and reading) methodologies used in AVID.
- The school must have an active interdisciplinary site team that meets regularly and collaborates on issues of student access to and success in rigorous college preparatory classes. This site team should routinely set site goals, develop and implement a site plan, and document evidence to illustrate support for students’ access to and success in rigorous curriculum.
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| GEAR UP (Outside Source) School Self-Assessment Rubric (PDF; 92KB; 15 pp.) |
Family-Neighborhood-School Supports |
Breaking Ranks in the Middle
(Outside Source) |
Cornerstone Strategies #17 and 18
- The school community, which cannot be values-neutral, will advocate and model a set of core values essential in a democratic and civil society.
- Schools, in conjunction with agencies in the community, will help coordinate the delivery of physical and mental health as well as social services.
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Turning Points Principle
(Outside Source) |
Safe—physically and emotionally |
This We Believe (Outside Source)
and
Fundamentals for Student Success in the Middle Grades (Outside Source) |
An inviting, supportive, and safe environment. Schoolwide efforts and policies that foster health, wellness, and safety
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| Comprehensive School Reform Quality Center (Outside Source) |
Key issues in middle school
- Violence and bullying (p. 25)
- Alcohol, tobacco, and other drugs (p. 31)
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Comprehensive School Reform Quality Center—Report on Middle and High School Comprehensive Reform Models (Outside Source)
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- This report provides specific details about research results on key school reform models at the middle and high school levels.
- Developed by American Institutes for Research (AIR) for the Comprehensive School Reform Quality Center, October 2006.
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