California Department of Education
Taking Center Stage – Act II

Initiatives Crosswalk

Recommendation 9—Leadership

Use this chart to research key components of state and national initiatives that relate to leadership.

Recommendation 9—Leadership. Foster distributed leadership, collaborative decision making, and regular data analysis to realize and sustain a middle grades vision for focused learning and continuous improvement.

Initiatives that Support Student Achievement

Key Components that Relate to Recommendation 9 of the California Department of Education's 12 Recommendations for Middle Grades Success

Essential Program Components for School Improvement:

Essential Program Components # 6, 7, and 8

  1. Ongoing instructional assistance and support for teachers (use of content experts and instructional coaches)
  2. Monthly teacher collaboration by grade level (K-8)
  1. Fiscal support

No Child Left Behind

Highly qualified teachers

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.)

Organizational Structures and Processes #1, 2, 3, 5, and 7

  1. A shared vision of what a high-performing school is and does, drives every facet of school change.
  2. The principal has the responsibility and authority to hold the school-improvement enterprise together, including day-to-day know-how, coordination, strategic planning, and communication.
  3. The school is a community of practice in which learning, experimentation, and reflection are the norm.
  4. The school is not an island unto itself; it is a part of a larger educational system, i.e., districts, networks and community partnerships.
  5. District and school staff possess and cultivate the collective will to persevere, believing it is their business to produce increased achievement and enhanced development of all students.

Essential Elements #2, 3, 9,10, 11

  1. AVID program participants, both students and staff, must choose to participate.
  2. The school must be committed to full implementation of the AVID program with students enrolled in the AVID year-long (9-10 months) elective class provided as an integral part of the academic school day. (If the AVID elective is offered in a “zero” period, there must be other academic classes offered at that same time.)
  3. AVID program implementation and student progress must be monitored through the AVID Data System, and results must be analyzed to ensure success. All sites must complete the online General Data Collection, the online Certification Initial Self-Study and Certification Self-Study. High school sites with seniors must complete the Senior Data Collection.
  4. The school must identify resources for program costs, agree to implement the AVID Program Implementation Essentials (all 11) to participate in AVID Certification, and commit to ongoing participation in AVID professional development.
  5. 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.
GEAR UP (Outside Source) School Self-Assessment Rubric (PDF; 92KB; 15 pp.)
Development of a College-Going Culture

Breaking Ranks in the Middle
(Outside Source)

Cornerstone Strategy #7

Institute structural leadership systems that allow for substantive involvement in decision making by students, teachers, family members, and the community and that support effective communication among these groups.

This We Believe
(Outside Source)
Fundamentals for Student Success in the Middle Grades

(Outside Source)

Courageous, collaborative leadership; all stakeholders share a vision to guide decisions.

Works in Progress: A Report on Middle and High School Improvement Programs, (PDF; Outside Source) Comprehensive School Reform Quality Center

Key issues in middle school

AIM [one model examined in the study] is based on the premise that all schools are capable of accelerating learning and development through team leadership, strong professional development, continued communication with students and parents, and quality technical assistance (p. 81).

Strong leadership: This involves including principals as a part of the planning team of MMGW and helping various planning groups to identify which research-based programs will best suit the needs of a student population (p. 82).

Distributed leadership and sustainable partnership: Teamwork and cooperative working groups represent the core of the model (p. 83).

Comprehensive School Reform Quality Center Report on Middle and High School Comprehensive Reform Models (PDF; Outside Source)

This report provides specific details about research results on key school reform models in the middle and high school levels.

Developed by American Institutes for Research (AIR) for the Comprehensive School Reform Quality Center, October 2006.

Initiatives Crosswalk Index

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