Criteria, Benefits and Responsibilities

Criteria
Is your middle school a model for others? To answer that question:

1. Download and review the Principal's Checklist (PDF).

2. Schools selected by the California Schools to Watch™-Taking Center Stage (STW-TCS) program must demonstrate:

3. In California, the Schools to Watch selection criteria are aligned to the recommendations of Taking Center Stage: A Commitment to Standards-Based Education for California 's Middle Grade Students (California Department of Education, 2001). View Taking Center Stage documentation.

Benefits
Selected schools will:

  • Be recognized at the community, state and national levels as leaders in middle-grades education
  • Receive complimentary site team registration at the CLMS Annual Conference
  • Benefit from CLMS professional development opportunities and networking through complimentary Institutional Membership (first year of selection)
  • Receive coaching toward continued success
  • Enjoy even stronger staff morale and dedication

Responsibilities
Selected schools will:

  • Guide, advise and mentor staff from other middle grades schools as needed
  • Help select Schools to Watch™-Taking Center Stage schools in future selection cycles
  • Present professional development sessions on their school programs at state and national conferences
  • Provide information on academic performance and improvement efforts each year

How to Apply
Follow the steps on the Application page.


Selection Criteria


ACADEMIC EXCELLENCE. The school is academically excellent. It challenges all students to use their minds well.

  1. All students are expected to meet high academic standards.
  2. Curriculum, instruction, assessment, and appropriate academic interventions are aligned with high standards.
  3. The curriculum emphasizes deep understanding of important concepts and the development of essential skills.
  4. Instructional strategies include a variety of challenging and engaging activities that are clearly related to the grade-level standards, concepts, and skills being taught.
  5. Teachers use a variety of methods to assess and monitor the progress of student learning (e.g., tests, quizzes, assignments, exhibitions, projects, performance tasks, portfolios).
  6. The faculty and master schedule provide students time to meet rigorous academic standards.
  7. Students are provided the support they need to meet rigorous academic standards.
  8. The adults in the school are provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and to improve their standards-based practice.

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DEVELOPMENTAL RESPONSIVENESS. The school is sensitive to the unique developmental challenges of early adolescence.

  1. The staff creates a personalized environment that supports each student's intellectual, ethical, social, and physical development.
  2. The school provides access to comprehensive services to foster healthy physical, social, emotional, and intellectual development.
  3. Teachers foster curiosity, creativity and the development of social skills in a structured and supportive environment.
  4. The curriculum is both socially significant and relevant to the personal and career interests of young adolescents.
  5. Teachers use an interdisciplinary approach to reinforce important concepts, skills, and address real-world problems.
  6. 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.
  7. All students have opportunities for voice-posing questions, reflecting on experiences, and participating in decisions and leadership activities.
  8. The school staff members develop alliances with families to enhance and support the well-being of the children.
  9. Staff members provide all students with opportunities to develop citizenship skills, to use the community as a classroom, and to engage the community in providing resources and support.
  10. The school provides age-appropriate, co-curricular activities to foster social skills and character, and to develop interests beyond the classroom environment.

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SOCIAL EQUITY. The school is socially equitable, democratic, and fair. It provides every student with high-quality teachers, resources, learning opportunities, and supports. It keeps positive options open for all students.

  1. To the fullest extent possible, all students, including English learners, students with disabilities, gifted and honors students, participate in heterogeneous classes with high academic and behavioral expectations.
  2. Students are provided the opportunity to use many and varied approaches to achieve and demonstrate competence and mastery of standards.
  3. Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet their students' diverse and changing needs.
  4. All students have equal access to valued knowledge in all school classes and activities.
  5. Students have ongoing opportunities to learn about and appreciate their own and others' cultures.
  6. The school community knows every student well.
  7. The faculty welcomes and encourages the active participation of all its families and makes sure that all its families are an integral part of the school, such as:
  8. The school's reward system is designed to value diversity, civility, service, and democratic citizenship.
  9. Staff members understand and support the family backgrounds and values of its students.
  10. The school rules are clear, fair, and consistently applied.

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ORGANIZATIONAL STRUCTURES AND PROCESSES. The school is a learning organization that establishes norms, structures, and organizational arrangements to support and sustain their trajectory toward excellence.

  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 time and opportunity for reflection are the norm.
  4. The school and district devote resources to content-rich professional development, which is connected to reaching and sustaining the school vision and increasing student achievement.
  5. The school is not an island unto itself; it is a part of a larger educational system, i.e., districts, networks and community partnerships.
  6. The school staff holds itself accountable for the students' success.
  7. 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.
  8. The school and district staffs work with colleges and universities to recruit, prepare, and mentor novice and experienced teachers.
  9. The school includes families and community members in setting and supporting the school's trajectory toward high performance.

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