Developmental Responsiveness High-performing schools with middle grades are sensitive to the unique developmental challenges of early adolescence. General Criteria Detailed Evidence of Criteria Self-Rating 1. The staff creates a personalized environment that supports each student's intellectual, ethical, social, and physical development. 4 3 2 1 Average ____ Adults and students are grouped into smaller communities (e.g., teams, houses, academies) for enhanced teaching and learning. 4 3 2 1 These small learning communities are characterized by stable, close, and mutually respectful relationships. 4 3 2 1 Every student has a mentor, advisor, advocate, or other adult he/she trusts and stays in relationship with throughout the middle school experience. 4 3 2 1 2. The school provides access to comprehensive services to foster healthy physical, social, emotional, and intellectual development. 4 3 2 1 Average ____ Teachers are trained to recognize and handle student problems. 4 3 2 1 Students with difficulties, and their families, can get help. 4 3 2 1 The school houses a wide range of support (e.g., nurses, counselors, resource teachers) to help students and families. 4 3 2 1 School staff members offer parent education activities involving families. 4 3 2 1 3. All teachers foster curiosity, creativity and the development of social skills in a structured and supportive environment. 4 3 2 1 Average ____ Teachers enhance standards-based learning by using a wide variety of instructional strategies. 4 3 2 1 Teachers incorporate well-developed procedures and routines for effective classroom management. 4 3 2 1 Teachers facilitate learning by deliberately teaching study and organizational skills. 4 3 2 1 Teachers integrate creative activities in the lessons (e.g., current technologies, visual and performing arts, etc.). 4 3 2 1 4. The curriculum is both socially significant and relevant to the personal and career interests of young adolescents. 4 3 2 1 Average Students talk about daily issues in their own lives, their community and their world. 4 3 2 1
____ Students and parents are informed of school rules and know exactly what will and does happen if students break the rules. 4 3 2 1 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. 4 3 2 1 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. 4 3 2 1 Organizational Structures and Processes High-performing schools with middle grades are learning organizations that establish norms, structures, and organizational arrangements to support and sustain their trajectory toward excellence. General Criteria Detailed Evidence of Criteria Self-Rating 1. A shared vision of what a high-performing school is and does drives every facet of school change. 4 3 2 1 Average ____ The shared vision drives constant improvement. 4 3 2 1 Shared, distributed, and sustained leadership propels the school forward and preserves its institutional memory and purpose. 4 3 2 1 Everyone knows what the plan is and the vision is posted and evidenced by actions. 4 3 2 1 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. 4 3 2 1 Average ____ Lines of leadership for the school’s improvement efforts are clear. 4 3 2 1 The school leadership team has the responsibility to make things happen. 4 3 2 1 The principal makes sure that assignments for staff are clear and explicit and are completed in a timely manner. 4 3 2 1 3. The school is a community of practice in which learning, experimentation, and the opportunity for reflection are the norm. 4 3 2 1 Average ____ School leadership fosters and supports interdependent collaboration. 4 3 2 1 Expectations of continuous improvement permeate the school culture. 4 3 2 1 Learning is on-going for everyone. 4 3 2 1 4. The school and district devote resources to content-rich professional learning, which is connected to reaching and sustaining the school vision and increasing student achievement. 4 3 2 1 Average ____ Professional learning is intensive, of high quality, ongoing, and relevant to education. 4 3 2 1 Teachers get professional support to improve instructional practice (i.e., classroom visitations, peer coaching, demonstration lessons, etc.). 4 3 2 1