Darryl Conner Middle-Grades Principal Darryl Conner is a dedicated advocate for middle level education who proudly serves as a Principal in Charlotte Mecklenburg Schools. Throughout his career, he has demonstrated unwavering commitment to supporting middle grade students and educators across the Carolinas. Currently serving as Principal in Charlotte Mecklenburg Schools, Darryl has led Alexander Graham Middle School with distinction, which is the first Middle School in the State of North Carolaina and has been awarded as a National Forum School to Watch for over 18 years. Darryl's extensive educational experience spans multiple roles and states. He has served as a High School Assistant Principal, Instructional Coach, and Middle School Teacher in both South Carolina and North Carolina. This diverse background has provided him with comprehensive insights into the educational continuum and the unique needs of adolescent learners. Beyond his local impact, Darryl plays significant leadership roles in state and regional educational organizations. He serves as the School to Watch Director for North Carolina and holds a board position with the North Carolina Association of Middle Level Educators, where he helps to advocate for policy and practice for middle level education throughout the state. Darryl's educational foundation was built through the prestigious Teaching Fellow program in South Carolina, where he attended both Winthrop University and Coastal Carolina University. He earned his Bachelor's Degree in Adolescent Education and continued his professional development by obtaining a Master's degree in Educational Leadership. Currently, he is advancing his expertise as a doctoral candidate at the University of North Carolina at Charlotte, further demonstrating his commitment to lifelong learning and educational excellence. Through his multifaceted roles as educator, administrator, and advocate, Darryl Conner continues to champion the cause of middle level education, ensuring that young adolescents receive the specialized attention and support they need during this critical developmental stage. < Back

2023 E.O. Green Jr. High School Hueneme Elementary School District Ventura County Irma Melgoza-Vasquez, Principal Enrollment: 1,066. Grade Levels: 6-8. School Characteristics and Replicable Practices Nine-year Spanish-English dual language immersion student cohorts (K-8) Social-emotional program helps students discuss emotions, social interactions, choices Teacher-provided instructional support for students below grade level CTE pathways align with local high school SEL advisory period embedded into all students’ schedules

2018-2019 Owl Creek School 2016-2017 SCHOOL STATISTICS Designated in 2013 Re-Designated in 2016, 2019 Community Size - Suburban School Enrollment - 968 Grade Levels - Pre-K through 6th School Calendar - Continuous Calendar Free & Reduced Lunch - 65% English Learners - 25% Students with Disabilities - 20% Demographics African American - 18% Asian - 4% Caucasian - 47% Filipino - 1% Hispanic - 20% Native American - 1% Pacific Islander - 1% Other - 0% Two or More - 8% School Characteristics and Replicable Practices Academic Excellence At Owl Creek School, our mission is to SOAR by inspiring leadership, maintaining high expectations, embracing diversity, developing good character, and creating lasting relationships. Professional Learning Communities are an integral component within each team meeting weekly to plan relevant curricular activities, align and review formative assessments, and develop intervention or enrichment opportunities. 2018-2019 SCHOOL STATISTICS Designated in 2013 Re-Designated in 2016, 2019 Community Size - Suburban School Enrollment - 968 Grade Levels - Pre-K through 6th School Calendar - Continuous Learning Calendar Free & Reduced Lunch - 65% English Learners - 25% Students with Disabilities - 20% OWL CREEK SCHOOL ARKANSAS Fayetteville Public Schools 375 N. Rupple Rd. Fayetteville, AR 72762 Tel 479-718-0200 Principal - Brandon Craft https://district.fayar.net/o/ocs ***our website does not have a www. 2018-2019 School Demographics • African American - 18% • Asian - 4% • Caucasian - 47% • Filipino - 1% • Hispanic - 20% • Native American - 1% • Pacific Islander - 1% • Other - 0% • Two or More - 8% Flexible block scheduling allows teachers to individualize instruction for students and provides increased opportunities for targeted small group opportunities. Developmental Responsiveness Owl Creek's advisory classes meet daily in small group student communities to develop social skills, increase collaborative opportunities, promoting individuality, and providing individual support, accountability, and advocacy. Supporting the social and emotional growth for all students, our advisory SEL curriculum incorporates the Jesse Lewis Choose Love program, counselor based guidance lessons, and opportunities for students to express and process issues of value to them. SOARing high, the Owl Creek community pledges to Support and Encourage Others, be Outstanding Leaders, Always be Safe, and be Respectful and Responsible. Our PBIS programming provides clear expectations, positive student recognition, accountability, and individual student support. Social Equity Supporting the physical and mental health of our students, our free breakfast program offers all students the opportunity to start their day with the nutritional energy to tackle the day. The school houses a wellness clinic on site to meet the needs of our families. Owl Creek also partners with local organizations to meet the needs of students transitioning from international refugee camps. As the third most diverse school in Arkansas, we offer a World Cultures Week that provides opportunities for students, and their families, to share information about their culture and heritage. Students and families representing 40 countries from around the world share food, dance, music, and fellowship in our annual culminating activity. Organizational Support The Response to Intervention System at Owl Creek provides structured opportunities for stakeholders to meet to analyze student performance and develop support plans for students' academic and behavioral needs. This process allows teachers to strengthen relationships with students through their depth of knowledge relevant to each student. Owl Creek School has partnered with the University of Arkansas to offer programs for students such as: Bi-Literacy education in dual languages, International Student Support for World Cultures Week, Behavior Incentive Programs and teacher candidate internship opportunities. The school also partners with our neighborhood Boys and Girls Club. On average 200 students a day leave our school to attend after school programs at the club. The school provides snacks for the students and coordinates tutoring opportunities with Boys and Girls Club staff. The principal of Owl Creek School also serves on the board of directors for the club.

2017-2018 Butterfield Trail Middle School 2017-2018 SCHOOL STATISTICS Designated in 2011 Re-Designated in 2015 Community Size - Suburban School Enrollment - 663 Grade Levels - 6, 7, 8 School Calendar - Traditional Free and Reduced Lunch 71% English Learners 13% Students With Disabilities 16% Demographics Hispanic 22% White 65% African American 2% Asian 2% Native American 3% Pacific Islander 0% Filipino 0% Two or More 6% Other 0% School Characteristics and Replicable Practices Academic Excellence Expeditionary learning interdisciplinary unitsprovide opportunities for student voice and choicein authentic project-based learning experienceswhich strengthen engagement with requiredcurriculum expectations. Research, reading,writing (multiple drafts), and oral communicationskills are integral components of each EL unit. Learning opportunities within the community areconnected and provide authentic opportunities for students to experience the power of service learning. Multiple data sources, including adaptive technology programs, academic performance, habits of work and learning (HOWLs), attendance, and discipline are used to support personalized learning for each student. School wide processes, including daily advisory and teacher team meetings, continuously identify students who are struggling academically and provide support structures for RtI interventions. An academic honors banquet for students who excel in academics, attendance, and leadership is provided as an end of year celebration. Students in need of intensive academic support are identified weekly as part of our ICU program, then provided time to make up missing assignments before and after school and during lunch times. A schoolwide expectation for learning objectives is evident in classroom instruction as daily learning targets, beginning with “I can” provide clear language to support students in understanding their learning goals. Students establish and monitor academic goals by checking their grades and attendance each week and discussing with advisory teachers. Academic expectation processes are outlined in Habits of Work and Learning (HOWL) and are used to change the lens from teacher to student ownership. Students are equipped and empowered of as “Leaders of Their Own Learning” with various opportunities for student voice and hands on learning throughout multiple courses of study. Explore/activity teachers and athletic coaches value the schoolwide ICU system communicating missing work and intervene to support students turning in work is being turned in on time. Real life experiences being taught in the school (budgeting, water conservation, natural disaster preparedness, speaking skills) are interwoven throughout academic classroom expectations. Project Lead the Way (PLTW) courses are integrated in science classrooms (medical detectives, magic of electrons, flight and space) as well as during activity times (design and modeling, robotics, technology coding) providing opportunities for all students to learn through problem-based learning units. Students have one-to-one chromebook access, as well as iPad, smartboards, and interactive VR tools available to enhance learning experiences. The core curriculum includes readers/writers workshop and conceptual math units infused with engaging instructional practices to support student problem-solving and independence. Teachers meet in content and interdisciplinary team meetings to review curriculum expectations and design engaging instructional experiences and assessments to strengthen academic learning. Developmental Responsiveness Students meet daily for advisory time (Students, Teachers, and Relationships - STAR) which includes team building activities, conversations about “sticky situations,” goal setting,reviewing academic and behavioral progress, and other activities designed to meet the needs of the whole child (healthy, safe, engaged, supported, challenged). Small communities of learning for students in each grade level (Discoverers, Pathfinders, Imagineers, Innovators, Adventurers, Challengers, Ignitors) are designed to strengthen relationships and personal connections with each student. Students feel they are valued, accepted and connected to adults and others in the school with daily advisory time and smaller team learning communities. 1:1 student technology is available and utilized daily by students in the learning process as a classroom tool for research, reading, and accessing/creating information as well as to address adaptive learning needs through programs such as ST Math, LightSail, Mindplay, etc. Student-led conferences where students take the lead role in communicating their learning are scheduled in the Fall and Spring which has increased family involvement to 90% parental participation. Health and Wellness (Whole-child) focuses are facilitated by numerous programs including a clothes closet, nurse, mentors, backpack meals, and our School Resource Officer (SRO. Habits of Work and Learning (HOWLs) learning targets are posted in classrooms in addition to academic Learning Targets, addressing student social and emotional needs. Sponsors and teacher teams are deliberate to ensure all diverse groups are represented on committees. Counselors have means for students to access them through various platforms. Flexible seating is used to meet students developmental needs. Parents request Butterfield Trail Middle School because of the way the school responds to students academic and social needs and the level of innovation embedded in the academic culture. Transition to middle school from elementary school is supported through a “That’s How Butterfield Does It” 6th grade learning expedition, culminating with a celebration of learning where students teach their families about Butterfield Trail Middle School. Social Equity All students, including English language learners, gifted and advanced, students with disabilities, multiple ethnicities, etc., participate in heterogeneous classes with high expectations for all students. Students earn tokens through positive behavior supports (PBIS) to buy items from the school store and earn incentives, encouraging both positive behavior habits and economic learning experiences. Student voice is integral to the school culture evident in student led leadership meetings. STAR (Students, Teachers And Relationships) advisory program is implemented daily in all grade levels focused on ongoing dialogue with students in a safe environment to talk and share, including team building, sticky situations, school safety, Habits of Work and Learning (HOWLs) and academic/behavioral goal setting. Student council is nominated by students and faculty and aligned to 4 areas to best meet identified needs across the school (Social, Service, Student Voice and Support). Leadership Council students meets once a month to support growth of student leadership through their STAR class built around the H.O.W.L. character attributes. Students learn through learning expedition units as equality and respect are interwoven components of each unit. Two way communication with families occurs through conferences, remind 101, surveys with feedback, email, newsletter, social media and student agendas. Habits of Work and Learning (HOWLs) ideals (Respect, Responsibility, Perseverance) are visible and evident throughout the school. Parents articulate how the HOWLs are modeled across the school by students and faculty. Organizational Support Exploratory/activity teachers are paired with core teachers for STAR Advisory to ensure a smaller teacher to student ratio to strengthen relationships. Distributive leadership practices for school initiatives is evident as staff members are encouraged and invited to participate in leadership roles and articulate ideals to improve learning across the school evident in the STAR advisory program, Live School, scheduling, etc. Transition documentation and dialogue with elementary school support seamless services for high need students Teachers participate in weekly team meetings with school counselors to review student data (academic, attendance, behavioral) and make RTI referrals. Professional Learning Communities (PLCs) meet weekly for both content and interdisciplinary planning utilizing team structures including agendas, setting norms, roles for team members, and access to student data and curriculum resources. Annual evidence of staff, student, and community contribution to the school vision and mission process resulting in a school mantra of “Igniting a Passion for Learning-NOW!” Evidence of distributive leadership across the school to strengthen academic and social responsive areas, including the school leadership team and sub-committees for various school initiatives. The school is connected and supported by the community through a partnership with a local university for the Professional Development School as well as the Van Buren High School Teacher Cadet Program, and project based expeditionary learning opportunities with multlple community supporters. Parents are offered involvement in the school through P.T.A., after school extra curricular activities, and sub committees to support school initiatives such as the PBIS committee. Leadership is continuously involved and responsive to parents, students and staff concerns as issues and questions are addressed immediately, often with phone or face-to-face communications.

2023 Pleasant View West School Pleasant View Elementary School District Tulare County Kimberly Parrish, Principal Enrollment: 200. Grade Levels: 5-8. School Characteristics and Replicable Practices School-wide co-teaching and collaborative practices, all day, every day Mentoring and student relationship webs for all students Student-driven learning, “Falcon Up Time,” implemented weekly School-wide focus on self-efficacy and collective efficacy Instructional rounds

2023 March Middle School Val Verde Unified School District Riverside County Rosalind Henderson, Principal Enrollment: 770. Grade Levels: 6-8. School Characteristics and Replicable Practices FLEX-FLEX Tues./Thurs. interventions allow reteaching, extra time, material review School-wide discipline flowchart created with teacher input Tier 1 climate and culture team for trends, SEL supports, positive incentives Panorama student success IDs students needing academic/behavior/SEL support Online incident reporting system accessible to students and parents 24/7

2023 Vineyard Junior High School Alta Loma School District San Bernardino County Sandy Rose, Principal Enrollment: 642. Grade Levels: 7-8. School Characteristics and Replicable Practices Gold PBIS award: positive school culture Ongoing kindness and culture campaigns build positive connections MTSS to meet students’ individual academic, behavioral, SEL needs 1:1 technology, Google Classroom, i-Ready, English 3D, LANGUAGE! Live, more Instruction: differentiation, hands-on, thinking maps, writing across the curriculum

2023 Portola Middle School Orange Unified School District Orange County Jeffery Morgan, Principal Enrollment: 595. Grade Levels: 6-8. School Characteristics and Replicable Practices AVID best practices school wide Verizon Innovative Learning School Portola PREP Days for college-and-career readiness 1-to-1 device implementation with built-in LTE/WIFI and instructional coach Knowing their stories: Building relationships with our students

South Carolina Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | Missouri New Jersey | New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director David McDonald, Ph.D. dmcdonald@greenville.k12.sc.us Participating Organizations South Carolina Association for Middle-Level Education 225 Gardenwalk Drive West Columbia, SC 29170 Phone: 803-261-6117 E-mail: tina.jamison@scamle.org State Website: www.scamle.org Joined National STW Program in 2006 Schools to Watch Application 2026 Application Instructions South Carolina Schools to Watch Batesburg-Leesville Middle School (2020, 2023) Beck International Academy (2020, 2023) Blue Ridge Middle School (2023) Blythewood Middle School (2008, 2011, 2014, 2017, 2020, 2023) Camden Middle School (2019, 2022, 2025) Campobello Gramling School (2014, 2017, 2020, 2023) Carolina Springs Middle School (2023) Castle Heights Middle School (2011, 2014, 2017, 2020, 2023) CE Williams Middle School (2018) Chapin Middle (2017, 2020, 2023) College Park Middle School (2011, 2015, 2017, 2020) Crayton Middle School (2017, 2020, 2023) Cyril B Busbee Middle School (2021, 2024) Dent Middle School (2021, 2024) Dr. Phinnize J. Fisher Middle School (2022, 2025) Dutchman Creek Middle School (2013, 2016, 2019, 2022, 2025) Greenville Middle Academy (2024) H.E. McCracken Middle School (2015, 2018, 2023) Hand Middle School (2024) Landrum Middle School (2015, 2018, 2021, 2024) League Academy for Communication Arts (2011, 2015, 2017, 2020, 2023) Leavelle McCampbell Middle School (2023) Leslie M. Stover Middle School (2022, 2025) Lugoff-Elgin Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Mabry Middle School (2011, 2014, 2017, 2021, 2024) Mid-Carolina Middle School (2017, 2020, 2023) Muller Road Middle (2020, 2023) New Ellenton STEAM Middle School (2024) North Central Middle School (2023) Northwest Middle School (2021, 2024) Northwood Middle School (2022, 2025) Palmetto Middle School (2008, 2011, 2014, 2017, 2020, 2023) R. H. Fulmer Middle School (2012, 2015, 2018, 2021, 2024) Ralph Chandler Middle (2021, 2024) Riverside Middle School (2019, 2023) Royal Live Oaks Middle School (2025) Sevier Middle School (2020, 2023) South Middle School (2013, 2017, 2019) Springfield Middle School (2016, 2019, 2022, 2025) St. James Middle School (2015, 2018, 2022, 2024) Summit Parkways Middle School (2025) Woodmont Middle School (2024) School Profiles Coming Soon

2017-2018 Hellstern Middle School 2017-2018 SCHOOL STATISTICS Designated in 2012 Re-Designated in 2018,2018 Community Suze -Suburban School Enrollment - 968 Grade Levels - 6, 7 School Calendar - Traditional Free and Reduced Lunch 50% English Learners 25% Students With Disabilities 9% Demographics Hispanic 30% White 58% African American 2% Asian <1% Native American 1% Pacific Islander 7% Filipino 0% Two or More 0% Other 0% School Characteristics and Replicable Practices Academic Excellence Ranked in top 20 schools in state Top 5 in region Science teachers writing and submitting NGSS lessons at the national level Use of flexible scheduling to meet the needs of students Personalized Learning Plans developed for each student Above state and national norms in all tested subjects Goal Setting, Rigor Matrix, Extensions, Growth Mindset Developmental Responsiveness Advisory Program called Habitudes Service learning projects School garden Action-based learning and flexible seating Social Equity Tutoring available to all students Regrouping and point-in-time remediation Extensions such as GT, EAST, Honors Challenge Inclusion model in place Different cultures valued through clubs, celebrations, performances, etc. Daily protected advisory time Student-led conferences (attended by 93% of families) Organizational Support Multi-tiered Response to Intervention in place Highly productive Professional Learning Communities (Teams and Departments) Principal in year 3 of Master Principal Academy Administrative support for teacher professional development

Indiana Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | Missouri New Jersey | New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director Susie Highley IMLEA_ED@iasp.org Participating Organizations Indiana Association of School Principals Indiana Middle Level Education Association 11025 E. 25th Street Indianapolis, IN 46229 317-759-4344 Email: IMLEA_ED@iasp.org State Website: https://imlea.org Joined National STW Program in 2009 Schools to Watch Application 2026 Application Instructions Indiana Schools to Watch Benjamin Franklin Middle School (2019, 2023) Cascade Middle School (2024) Center for Inquiry School 84 (2018, 2023) Christel House Academy South (2011) East Central Middle School (2018) East Washington Middle School (2019) Hebron Middle School (2012, 2022) Jac-Cen-Del Jr Sr High School (2018) Lebanon Middle School (2015) Northridge Middle School (2015, 2023) Plainfield Community Middle School (2023) Riverside Intermediate School Plymouth (2012, 2022) Rochester Middle School (2017, 2020, 2023) Shelbyville Middle School (2014, 2020) South Ripley Jr. High School (2016) Thomas Jefferson Middle School (2011, 2023) Triton Central Middle School (2010, 2020) Tri-West Middle School (2023, 2020, 2023) School Profiles Coming Soon

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