1. LEVERAGE POINTS

2. STANDARD 1: Vision and Purpose 1)Stakeholder Engagement 1)Stakeholder Engagement (Indicator 1.1 and 1.2) Peter Block, Community, The Structure of Belonging Visioning process - Meaningful visions emerge over time through conversations among small groups of committed stakeholders. 2)Strategic Guidance 2)Strategic Guidance (Indicator 1.5) Rachel Curtis and Elizabeth City, Strategy In Action: How School Systems Can Support Powerful Learning and Teaching Everyone’s Vision - Statements of vision and purpose will only aid the work of improvement if they have implications for the work of everyone in the system to work on their behalf.

3. STANDARD 2: Governance and Leadership 1)Oversight 1)Oversight (Indicator 2.2) 2)Shared Leadership 2)Shared Leadership (Indicator 2.7) John Carver, Boards That Make A Difference Establish policies vs. managing implementation of policies Richard Elmore, School Reform From the Inside Out “Loose coupling” – system-wide decisions about instruction Robert Kegan, In Over Our Heads Inside vs. Outside leadership

4. STANDARD 3: Teaching and Learning 1)Clearly Defined Expectations 1)Clearly Defined Expectations (Indicator 3.1) 2)Research-based Instruction 2)Research-based Instruction (Indicator 3.4) Jonathan A. Supovitz, The Case for District-Based Reform Robert J. Marzano/Timothy Waters, District Leadership That Works

5. STANDARD 4: Documenting and Using Results 1)Shared Assessments 1)Shared Assessments (Indicator 4.2) 2)Using Data to Inform Organizational Effectiveness (Indicator 4.4) Robert Marzano, Getting Serious About School Reform: Three Critical Commitments Comprehensive throughout system. Linda Darling-Hammond, “America’s Commitment to Equity Will Determine Our Future” Kappan (V91,N4. January 2010) All data is informative. Victoria Bernhardt, The School Portfolio Toolkit Record, collect, analyze data.

6. STANDARD 5: Resources and Support Systems 1)Strategic Resource Management 1)Strategic Resource Management (Indicators 5.1, 5.2) 2)Powerful Professional Development 2)Powerful Professional Development (Indicator 5.3) Karen Hawley Miles, Education Resource Strategies Checklist Instructional Core support. Richard DuFour, Professional Learning Communities at Work Adult learning principles, built into the school day, happens on site collaboratively, inquiry and problem-solving, including application/ evaluation/reflection, and is sustained over time.

7. STANDARD 6: Stakeholder Communication and Relationshi ps 1)System-wide, two-way communication strategies (Indicator 6.2) 2)Involve stakeholders in meaningful ways (Indicator 6.3) Michael Fullan, Leadership And Sustainability Collective capacity. Meaningful roles.

8. STANDARD 7: Commitment to Continuous Improvement 1)Formal, disciplined structure for improvement (Indicator 7.1) 2)Active monitoring and evaluating 2)Active monitoring and evaluating (Indicators 7.5, 7.6) Michael Fullan, Leadership and Sustainability Larry Lezotte and Barbara Jacoby, Sustainable School Reform

9. DISTRICT (SYSTEMS) STANDARDS, LEVERAGE INDICATORS Standard 1: Indicators 1.1, 1.2, 1.5 Standard 2: Indicators 2.2, 2.11 Standard 3: Indicators 3.1, 3.4 Standard 4: Indicators 4.1, 4.3 Standard 5: Indicators 5.1, 5.2, 5.3, 5.4, 5.5 (with 5.3 being critically important) Standard 6: Indicators 6.2, 6.3 Standard 7: Indicators 7.1, 7.6, 7.7

10. The AdvancED Process Use “leverage points” as a core set of indicators for which at least an “Operational” status rating is required for accreditation. Make “instructional core” essential to both SAR and QAR evaluations Instructional Design and Delivery Develop resources and tools supporting “leverage points” Recommendations from the Findings:

11. Instructional Core Defined: All that occurs in the classroom and all the decisions made regarding them: what students are to be taught, how they are to be taught, and how we will know when they learn.