2017-2018 J.O. Kelly Middle School 2017-2018 SCHOOL STATISTICS Designated in 2008 Re-Designated in 2011, 2015, 2018 Community Size - Enrollment - 782 Grade Levels - 6, 7 School Calendar - Block Free and Reduced Lunch 90% English Learners 46% Students With Disabilities 12% Demographics Hispanic 68% White 13% African American 4% Asian 2% Native American 0% Pacific Islander 0% Filipino 0% Two or More 0% Other 2% School Characteristics and Replicable Practices Academic Excellence Teachers implement research based instructional strategies and create rigorous learning opportunities that adhere to state standards. Assessment drives instruction through data analysis of summative, formative, and interim assessments. Student led conferences provide an opportunity for students to reflect on and set goals for personal growth. 1:1 technology is integrated into every classroom and utilized to provide differentiation to support the development of all learners. Teachers engage in content PLCs conversations driven by the assessment cycle: Select and unwrap learning outcomes, screen for prior skills, Tier 1 instruction, formative assessment, Tier 2 intervention, continue Tier 1 instruction, summative assessment, and analysis of data. Developmental Responsiveness At J.O. Kelly, we implemented a Positive Behavior Intervention System which addresses restorative practices toward student behavior. Advisory is a systemic practice that provides for student-teacher relationship building, opportunities to experience enrichment as well as Tier 2 instruction. Collaboration is a consistent practice for every student in both core and encore classes. Teamwork is a daily practice at J.O. Kelly. Teachers engage in book studies to further their understanding of adolescent development: mentally, socially, and emotionally to enhance the culture of our school as well as the academic growth of students. Students are given the opportunity through Knight Time to sign up for clubs and classes that interest them. This supports student development of self-knowledge and broadens their experiences. Various leadership roles are assigned to students such as ambassadors to serve as role models for other students as well as prepare students to become contributing members of society. Social Equity Our counselors provide many resources for families that address physical, emotional, and social needs. Our Snack Pack program provides additional food items for any student needing this assistance. Every quarter, we implemented a building-wide practice of Team Meetings where grade level teams come together to discuss academic, mental, social, and emotional concerns of students. These meetings are also attended by the Leadership team and counselors. J.O. Kelly has a systemic and fluid intervention system that promotes mastery of skills, in both literacy and math, to move students toward grade level expectations. Students are identified by clear and concise criteria. Organizational Support The Leadership team meets weekly to discuss the progress of implementing the action steps of the mission: rigorous learning, culture, teacher learning, and behavior expectations. A systemic intervention system addresses the needs of all learners and is accessible to all students. The Professional Learning community model is implemented across both grade levels.

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.

Cathy Tomon President Cathy is principal of Bridges School, a 6-12 alternative school in Carteret County, North Carolina. She was the Executive Director of the North Carolina Association for Middle-Level Education and past President as well as the NC State Schools to Watch Director for 15 years. She is currently a board member of the National Forum to Accelerate Middle-Level Education. Cathy is a member of the Board of Directors for the Administration Division of NCAE (North Carolina Association of Educators) and is in her 7thyear as a member of the Penn State College of Education Board of Directors. In her community, she is a member of the Newport Planning Board and is Vice President of her homeowners' association. Dr. Tomon received her Bachelor of Science Degree in Elementary Education from Penn State University, a Masters Degree in Curriculum and Instruction from East Carolina University and her Doctoral Degree in Administration and Supervision also from East Carolina University. < Back

2016-2017 Old High Middle School 2016-2017 SCHOOL STATISTICS Designated in 2017 Enrollment - 622 Grade Levels - 5-6 School Schedule - CORE/ENCORE/PE 4 LIFE Free/Reduced Lunch- 26% English Learners- 1.9% Demographics Hispanic 7.7% White 85.12% African American 3.1% Asian 2.1% Native American 1.8% School Characteristics and Replicable Practices Academic Excellence Old High Middle School (OHMS) challenges all students to meet high academic standards. Academic excellence is expected of all students through a flexible yet systematic approach based on a faculty-created core belief statement. OHMS promotes lifelong learning through a culture of high expectations with purposeful and engaging instruction. This core belief is infused through curriculum, instruction, assessment, and intervention. The common belief that all students can learn and achieve is the foundation for relationships at OHMS while also guiding what happens each day in response to students’ needs and learning goals. This belief is evident in our flexible master schedule, student-centered opportunities to explore interests and master Old High Middle School Designated 2017 Old High Middle School - Bentonville Schools Benton County - Jeff Wasem, Principal 406 NW 2nd Street, Bentonville, Arkansas 72712 Tel: (479) 254-5440 Fax: (479) 271-1111 Webpage: bentonvillek12.org Twitter: @OLDHIGHMS Instagram: OLDHIGHMS 2016-2017 School Statistics (Sources: 2016 ESEA Report) Enrollment: 622 Grade Levels: 5-6 School Schedule: CORE/ENCORE/PE 4 LIFE Student Demographics • 7.7% Hispanic • 85.2% White • 3.1% African American • 2.1% Asian • 1.8% Native American • 26% Free/Reduced Lunch • 1.9% English Learners (Visit ade.gov to view this school’s data for prior years.) SCHOOLS TO WATCH – ARKANSAS DIAMOND SCHOOL OLD HIGH MIDDLE SCHOOL PROFILE challenging content, consistent and engaging instruction and feedback, and support and relationships among teachers, administration, and staff. OHMS has core content team that meet weekly. Each team works together to integrate curriculum by creating and implementing Project Based Learning (PBL) practices. Students research content-related subject, topics of interest, and develop community-based plans to improve the world around them. Community partners, such as Crystal Bridges, help students explore personal interests to drive their learning and create authentic engagement. OHMS uses a variety of instructional strategies to engage and challenge students. The teacher serves as a facilitator for all learners. Many teachers use the instructional tool of Socratic Circles to facilitate deeper analysis and to encourage students to listen and speak critically about content. OHMS faculty experienced this strategy first-hand through teacher-led professional development. Teachers expect students to develop goals, work in cooperative groups, utilize research tools, listen and discuss learning concepts, evaluate information, and create projects and presentations. For example, a core team is helping students recognize real-world problems and encouraging students to identify a cause to address the problem. Another team is collaborating on a theme-based unit focused on exploration of the New World. Each teacher focuses on content that relates to this theme. Science addresses the cause/effect relationship with new species and diseases. Math students analyze statistical data about the time period. Core teachers are also integrating the use of an organizational writing method called C.E.R. that focuses on creating a claim, providing evidence, and reasoning that explains how the evidence points back to the claim. This tool is used in core subject areas across the disciplines. Professional Learning Communities (PLCs) are vertically and horizontally aligned subject area teachers. PLCs work alongside content facilitators to identify standards that will guide formative and summative assessments, and rubric development for standards based grading. Rubrics are designed by a team of content teachers, including special education and acceleration teachers (interventionists) with the support of academic facilitators. Rubrics provide clarity of the content and expectation of what it means to meet the standard. To ensure high expectations, content-specific rubrics include exemplars of each level of performance. Students practice comparing their work to the exemplars and analyze how they can meet the expectation on each component within the rubric. For example, students read samples of responses explaining that matter still exists even though it may not be seen. They use the rubric to evaluate the written response by giving constructive feedback. In literacy, students evaluate the effectiveness of a claim using the rubric. Teacher and peer feedback, along with the rubric, guide student learning and provide direction on how to meet or exceed learning expectations. Developmental Responsiveness Old High faculty has developed a set of Core Beliefs to keep the staff and students focused on the unique developmental challenges of early adolescence. These Core Beliefs guide the staff on a developmentally responsive commitment to young adolescents from the way our teams are structured to the unique opportunities offered at OHMS. In doing so, students and core teachers are grouped into small learning communities called teams. Having students on teams allows them to feel a sense of belonging within the larger learning community of Old High and allows the students to build authentic relationships with one another. OHMS consists of 6 cross-curricular teams with a maximum of 112 students on each team. Each crosscurricular team is split into four homerooms where the homeroom teacher serves as the primary advisor. As an advisor, the homeroom teacher is responsible for establishing a positive rapport with his/her students and families. The team meets weekly to not only discuss student academic needs, but also social and emotional needs. This time allows for the team to function as a cross-curricular Professional Learning Community (PLC). Teachers also benefit from being grouped in content-specific PLCs. This allows time for conversation to ensure developmentally appropriate instruction is being delivered so that students’ intellectual needs are being met. Ensuring that each student has a homeroom teacher who acts as a mentor/advisor is important to the Old High staff. The staff strives to offer opportunities for building relationships beyond the structure of the small learning community. Students have opportunities to develop meaningful relationships with many adults in the building. For other students, their true advisor comes through their fine art class. Still others form a strong relationship with the school counselors or administrators. All in all, the staff as a whole is committed to making sure every student has one or more advocates within the building. Social Equity OHMS supports social equity for each student in multiple ways to ensure an optimal educational experience. All students, including gifted students, students with special needs, and students who speak English as a second language are in heterogeneous general education classes with peers and share high academic and behavioral expectations. Teachers assess and differentiate based on student need, interest, and learning style, in order to give every student equal opportunity to comprehend the standards-based curriculum. Students utilize varied approaches to achieve competency and mastery of standards. A high emphasis is placed on interdisciplinary curriculum and project-based learning (PBL) as all students enhance teamwork and problem-solving skills. Students create essential questions based on passion, interest and voice. They set their own goals, choose materials, differentiate for themselves and guide their own learning. For example, a group of students, including one with an autism spectrum disorder, chose to research autism and to construct a brochure to create awareness. All students have access to valuable knowledge and student choice in classes. All students utilize technology for valued learning. Each OHMS team has access to a technology cart (iPad, Chromebooks, laptops) to use for reading, researching, analyzing data, accessing Google Classroom, and solving mathematical problems. Additionally, every OHMS student has a Bentonville Public Library Tech Card, which provides access to online research opportunities and eBooks. Fifth graders are allowed choice between music and choir. Sixth graders are allowed choice of musical opportunities based on interest, including band, orchestra, choir, and music. Out of 622 total students at OHMS, 164 are in choir, 67 are in band, and 124 are in orchestra. Students involved in these activities include students who speak English as a Second Language, students with IEPs, students with 504 accommodation plans, and students who are identified as gifted. These groups perform for peers, parents, and the community providing a foundation for future opportunities in music and performance. Old High offers a variety of clubs that are positive options to create a sense of belonging for all students. Clubs reach a diverse group of students seeking participation and association in social, physical, academic, and/or special interests groups based on like-mindedness. Clubs include: Knightly Gardeners, Tinkering Club, Tech Club, STEAM, Girls Club, Fitness Club, and Running Club, Girls on the Run, Book Clubs, and Odyssey of the Mind, Math Counts, Student Council, Recycled Art, Fellowship of Christian Athletes, and the Giving Tree Club. The OHMS club schedule is strategically planned to utilize different times of the day in order to allow opportunities for all students. At this time, the weekly club attendance is at 437 students. Organizational Support As a high performing middle school, Old High strives to establish norms, structures and organizational arrangements to support and sustain its trajectory toward excellence. OHMS began a journey several years ago of creating a document to highlight a shared vision that drives every decision made within the building: OHMS’s Core Beliefs. The Core Beliefs are the result of extensive work by the faculty, and they are the guiding principles of every decision made for the students at OHMS. The beliefs are centered on: academics, arts, social, and emotional aspects of a middle school-aged child. The purpose is to ensure our students have a common vocabulary which supports the vision of the Bentonville School District and OHMS. The Core Beliefs are in both principals’ offices and in classrooms. It is because of these established Core Beliefs that Old High is driven to seek constant improvement. Examples of the staff’s eagerness to improve abound throughout the building: staff members participate in book studies; teachers participate in “open door” walk-throughs to hone their craft and improve instructional practice; counselors seek to bring in new programs such as the Mentor Matters program as a means to connect the school and community, while also improving methods in which OHMS supports the emotional, social, and academic needs of the students. The school is in a constant state of change and improvement. Much of this growth and forward momentum is due to a system of checks and balances through shared, distributed, and sustained leadership. The administration team is the perfect combination of a person who pushes the school in new directions combined with a person who supports that same forward energy, but also strives to preserve the institutional memory and purpose of what makes Old High special. This allows the building leaders to work together in a positive manner to establish a well laid plan and keep the school’s vision and Core Beliefs at the central focus. Relationships, prioritizing literacy in instruction, calculated risk-taking, and a growth mindset are all valued highly at OHMS. The establishment of relationships is imperative in all learning goals set for students. Relationships among teachers, staff, administration, parents, community members, and students are based on trust and common goals. Literacy is prioritized across the curriculum in many ways, including giving presentations and using C.E.R. (claims-evidence-reasoning) in math, science, and social studies. Teachers and students are also encouraged to take calculated risks in various ways, such as through Genius Hour and interdisciplinary PBLs. Interdependent relationships developed among grade and content levels support a risktaking and reflective instructional culture. Using a variety of systematic communication efforts, including monthly faculty meetings, a weekly Next Week @ OHMS email, daily emails, electronic calendar, text messages, and administrative visibility. The driving force is getting information to the necessary stakeholders in an efficient and responsive manner. The key is thorough and precise communication through clear lines of leadership. Much of the success of OHMS can be attributed to the variety of communication tools utilized. There are nine teams (three-6th grade, three5th grade, SPED, Encore, & PE4Life). Each team has a representative to voice concerns and act as a liaison between administration and staff. Additionally, team leader minutes are shared with staff through Google drive. Weekly team meetings and weekly PLC meetings provide opportunities for reflection and school improvement, Administrators attend team and PLC meetings regularly and provide clear feedback to the teachers regarding team and PLC discussions and notes. Communication with students and families is vital. Communication methods include daily announcements for students, weekly Tuesday Folders, 5th and 6th grade information boards, a marquee at the entrance of the school, a monthly newsletter, the utilization of social media (via Twitter), Parent-Teacher conferences, and an active PTO (Parent-Teacher Organization). The hashtag #weareoldhigh is used on Twitter when communicating about student achievements, engaging activities, and school events. Additionally, when a student’s data indicates a schedule change is needed, the first step is to directly involve the student’s family, teachers, counselors, and administration. Families are informed about the school’s goals for each student and progress in meeting those goals. The acceleration teachers send postcards home to parents with positive notes regarding student participation and progress throughout the year. Feedback for accountability from all stakeholders is important. Through the counseling program, online surveys via Google Docs are available to all students. Students have access to surveys at the beginning of the year through the school counselors meeting with each homeroom class. Data is collected and counseling procedures are determined. Surveys are sent to parents electronically and in Tuesday Folders. The data collected from this survey guides the quarterly Parent Involvement meetings. The district conducts an online survey for parents. Ninety-eight percent of responders agreed/strongly agreed that they feel welcomed when visiting OHMS. While 97% of responders said they receive timely communication in many different ways.

2016-2017 Greenbrier Middle School 2016-2017 SCHOOL STATISTICS Designated in 2017 School Enrollment - 546 Grade Levels - 6-7 Free/ Reduced Lunch 39.19% English Learners 1.9% Demographics African American - 1.5% Asian - 0.8% White - 93.2% Filipino - 0% Hispanic - 3% Native American - 0.2% School Characteristics and Replicable Practices Academic Excellence “It is the mission of Greenbrier Middle School to empower students to be successful, productive leaders in society. We are devoted to an engaging and rigorous curriculum, to a safe and student-centered environment, and to innovative teaching and learning that is built on stakeholder collaboration to educate the whole child.” These are not just words to the staff at Greenbrier Middle School, instead they are what drives us each and every day to be the best for our students and their families. We hold high expectations for teaching and learning, which is evidenced by the following practices that take place at Greenbrier Middle School. Teachers have collaborated and developed YAGs (Year at a Glance) documents that identify both content and literacy standards, topics/themes, texts, resources, and student projects for all units of study throughout the year. Training has been provided for teachers on identifying power standards so that emphasis can be placed on skills that will help students across the curriculum. LDC (Literacy by Design) modules are used in Literacy classrooms, as well as content areas of social studies and science in order to develop student’s competencies in reading research, and writing skills. MDC (Math by Design) units are utilized in all math classes to supplement the CMP curriculum with pre and post assessments that drive daily instruction. Based on work done by the school’s Leadership Team, an intervention period called Fast Focus, takes place 4 days a week, targeting math, literacy, and science remediation based on student needs. Once a week this period is used as student club time, and the last week of the month it is used as a student data day. Both grade level and content level PLC’s use student data from common formative assessments to plan for re-teaching skills during a daily Fast Focus intervention time. In addition, quarterly meetings are held to review student data based on summative testing and teachers use a visual, interaction assessment wall to move students to quadrats as based on their achievement and growth patterns.’ As evidence of our “whatever it takes” district motto, Greenbrier Middle School has developed a no zero policy, with the expectation that all students will complete every assignment. Using the Power of ICU book study and accompanying database parents are notified at the beginning of the week if students have missing work from the prior week. Working lunches for students to complete their assignments are held beginning on Wednesdays and continue each day until Friday. On Friday, our No Fail Friday time kicks in and students are pulled from elective and athletic courses to complete any work that is still not complete. The use of technology in instruction is an expectation for all classrooms at GMS, to include tools such as Google classroom, Smart boards, Kid blogs, Apple TV’s, and many others. Teachers utilize over 10 Google Chromebook carts to ensure that students are learning how to participate in digital learning communities and develop their technology skills. Our EAST (Environmental and Spatial Technologies) classes are open to students in both 6th and 7th grade, who demonstrate an interest in using tehccn9ology to learn problem solving skills as well as participate in project based learning, to conclude projects focused on serving the overall community. Students are encouraged to keep their own data notebook throughout the year, where they are able to reflect on their own individual test scores including the NWEA MAP, ACT Aspire interims and classroom assessments, grades, and work samples. Students have a data day on the last Wednesday of each month where they work on developing a SMART goal A variety or courses are available to students to differentiate as based on student needs including Pre-AP in all core subjects, co-teaching for math and literacy, and Learning Strategies courses to further met student’s individual learning needs and provide remediation. Teachers work to use a variety of instructional methods with emphasis on cooperative learning and projects. Middle School OEP Awards 2014 Grade 7 Literacy-GMS #8 Overall in Arkansas 2014 Grade 7 Math Achievement-GMS #1 in Central Arkansas Region 2014 Top 5 Overall Middle Schools by Grade in Literacy Benchmark Achievement-GMS #2 2014 Top 3 Schools by Grade Level in Central Arkansas-Literacy Achievement-GMS #1 2015 Top 25 Schools in State based on the Science Benchmark Exam-GMS #4 2015 Top 5 Schools in the Central Region based on the Science Benchmark Exam-GMS #1 2016 Overall High Achieving ACT Aspire-GMS #6 2016 Overall High Achieving ACT Aspire Central Region-GMS #1 2016 Overall High Achieving in Math ACT Aspire 2016-GMS #8 2016 Overall High Achieving in Math ACT Aspire Central Region-GMS #2 2016 Overall High Achieving in Literacy ACT Aspire-GMS #8 2016 Overall High Achieving in Literacy ACT Aspire Central Region-#3 2016 Overall High Achieving in Science ACT Aspire-GMS #6 2016 Overall High Achieving in Science ACT Apsire Central Region-#1 Developmental Responsiveness Greenbrier Middle School evidences high performance in the realm of being sensitive to the unique developmental challenges of early adolescents. The environment of Greenbrier Middle School is personalized in many ways. Intellectual development is supported through strategic creation of Fast Focus groups so that students receive enrichment and/or remediation based on their current levels of learning. Through these groups, each student also creates a data notebook that identified their current progress in learning through many data sets, such as through student and family input in selection of elective courses. Every GMS student has an advocate via their Fast Focus teacher. Fast Focus is a period built into the school day that incorporates relationship building, teamwork, personal and academic growth, goal setting, and more. Each teacher also identifies “claimed kids” on our assessment wall who are in need of an additional adult advocate, and writes SMART goals on how to specifically build stronger and better relationships with those identified students Core teacher and student teams in 6th grade and math/literacy teacher and student teams in 7th grade are created for smaller communities with the goal of increasing and improving collaboration and communication to support students. Content teams with elective teacher members make up several professional learning communities throughout the school, who meet at least weekly on topics to improve teaching and learning. These PLCs created team identities based on individual strengths identified in Marcus Buckingham’s Stand Out Strengths assessment, then created charters in order to establish norms, responsibilities, and goals. The Student Intervention and multiple other teams and committees collaborate regularly to support students, families, and improvement. Staff members participate in training on how to handle student problems prevalent for this age group,, such as the book study of AMLE’s This We Believe and connecting each school initiative and program to one of the 16 characteristics. Ruby Payne’s poverty research and materials have provided additional support for staff members, while they also receive specific professional development on suicide prevention, identifying abuse or neglect, bullying, and more. Teachers are trained in the Response to Intervention model, SIT procedures, and a wide variety of instructional strategies in order to maximize support for academic problems. GMS offers many co-curricular activities such as the Clubnections described above, 7th grade athletics (basketball, football, volleyball, track, cross country), other clubs and student groups (books clubs, ACS, G4, student ambassadors, student council). Interests in the fine arts are also supported through many Clubnections (Drama, Art, Photography I, Photography II, Voices, Fashion with Attention to Details) as well as courses (art, band, general music, choir). Unique fitness and health opportunities exist through Clubnections such as Movin’ and Groovin’, Baton Twirling, Weight Lifting, and Lifetime Sports. The school wide fitness program increases interest of these students as well with morning courtyard fitness, brain break, Google Classroom for embedding physical activity across the curriculum, and stability balls. Through many of these groupings students are continually involved with other students with very similar interests and goals, and therefore increasing opportunities to practice effective social skills outside of the regular classroom setting with peers with whom they are comfortable. In addition to science labs taking place at least weekly, a Maker Space Classroom, Mobile Makerspaces, choice boards, Ignite 360, coding in business classes, student and teacher facilitated Digital Learning Day, and other opportunities outside of the classroom further develop interests of students with such focuses. A goal for the VIP program is for students to understand appropriate behavior, attire, and social skills for various settings, and therefore lessons on etiquette, hygiene, ordering from menus, use of formal table setting, etc, are embedded into bi weekly VIP sessions after school. Social Equity Greenbrier Middle School is socially equitable, democratic, and fair, and provides every student with highquality teachers, resources, learning opportunities, and supports. Positive options are continually open for all students. All faculty and administrators are committed to helping each student produce proficient work and master skills. Essential questions and student learning objectives communicate the learning expectations, rubrics are used across the content, students have opportunities to improve their work and re-take tests, and teachers focus on the quality of work even when turned in late because of our ICU program. Teachers specifically plan for differentiation for co-taught, regular, and pre advanced placements classes in order to help all ranges of learners reach proficiency. Other opportunities include before school Homework Club, lunch time and after school tutoring, Very Important Panther after school program, learning strategies courses for students to receive double blocks of math or literacy instruction as needed, pre advanced placement core courses, Clubnections, Destination Imagination, Quiz Bowl, Chess competitions. Protected time and teachers for accelerated, short term interventions for students with similar needs is provided through Fast Focus built into the master schedule. Math & literacy teachers facilitate small, fluid intervention groups while all other students participate in tier 1 instruction or enrichment activities with assigned teachers. All students participate in any of the services that support their learning, regardless of ethnicity, disability, language proficiency, or gifted status. Teachers include methods for differentiation for co-teaching, regular, and pre advanced placement classes in their lesson plans, including time, processes, learning products, student choices, level 2 co-teaching strategies, learning environment, etc. A wide variety of learning experiences include integrated Literacy Design Collaborative modules, science labs, interactive notebooks, extensive cooperative learning, field trips, service based learning projects, hands on activities, use of manipulatives and equipment, and a variety of digital and technology tools. Every GMS student is recognized throughout the school year with academic, PRIDE, and/or Clubnection awards at quarterly awards assemblies based on their strengths, growth, and/or achievement. Teachers also nominate students weekly who are noticed going above and beyond in PRIDE. Conversations and collaboration about students are results oriented with the 95/5 mindset (5% problem, 95% solution). Conversations about late, missing work are directed by four common questions used by all staff that are all focused on completing the work rather than irresponsibility or organization. GMS’ PRIDE matrix gives multiple positive examples of what each character word looks like in action rather than a list of “do not” rules, which is an asset in discussions about behavior and choices. Every student has an adult advocate through their Fast Focus teacher. While our assessment wall tracks achievement and growth with quantitative data, it also uniquely tracks qualitative data of relationships and connections with students. Students with minimal or no connections with adults at school are selected by each teacher as his/her “claimed kids,” and teachers write SMART goals on how to strengthen the relationships with those students. Greenbrier Middle School has well established norms, structures, and organizational arrangements to support and sustain its trajectory toward excellence. Staff members, students, parents, and community all shared input in the process of creating the GMS mission, vision, and core beliefs. Question stems regarding what the perfect school looks like, sounds like, and feels like to each shareholder group guided the creation while the leadership team crafted the statements. The GMS Vision, “To be the turning point in teaching, leading, and learning,” describes the mindset of constantly looking down the road to how we want to be described 10 years from now. GMS strives to be the most effective turning point for middle school age students as they transition from elementary to secondary school, from childhood to teenage years, while also be the leading trend setter and model school locally to nationally. The shared mission and vision is the foundation of our culture of distributed leadership, including student leadership via student council, ambassadors, Student Leadership Team, Clubnections, and academics. The Student Leadership Team was a leading force in communicating problem areas on campus in regards to behavior and developing the PRIDE matrix. Leadership is distributed to parents through Parent Advisory Council, PTO, and the abundance of parent input tools used. PAC has the specific goal to become more informed about aspects of GMS and tell our school story in the community, while also giving input and parent perspectives to the parent involvement facilitator. Evidence from its impact include when PAC shared confusion between Home Access Center, Google Classroom, and ICU, which led to a technology family night to teach parents the purpose and how to use each. Community members are included in leadership through our Smile Starters program, allowing for them to serve as door greeters at school, continue the morning with learning walks through classrooms, and debrief with administrators or lead teachers about current education topics, our school or district, and any other questions they may have. Community members also share leadership as they are connections to each Clubnection. A teacher leadership team represents each grade level and content/team, including elective teachers and special education, who studied Professional Learning Communities at Work, lead PLCs, developed initiatives such as Clubnection, Walk in My Shoes Night, etc. A branch of this team is the Arkansas Leadership Academy Team, which is participating in year 2 of Team Institute for its own leadership development and to develop school improvement goals. An evidence example is this team moving GMS from a weekly intervention period to a daily intervention period built into the master schedule (Fast Focus). “Be the Turning Point” and related arrow logos are posted on newsletters, communication tools, throughout the campus, on apparel, on social media. GMS continually collects, analyzes, reflects on, and uses data to make decisions, with data sets from pre/post Measures of Academic Progress assessment, ACT Aspire assessments, behavior data, SAI and other perception surveys, ICU, IXL intervention/enrichment, Edutyping, assessment wall, relationships/connections as qualitative data, Stand Out results, interest inventories, and more. This data is used to identify areas of growth and make improvements, such as tally marks used on student assessment wall photographs to communicate which teachers have a strong relationship with each at risk student. Teachers then “claimed” students who needed to be more connected with adults at school and wrote SMART goals to carry this out. MAP data analysis completed by all teachers helps them identify whether each of their course sections need more support in vocabulary acquisitions or informational text components. Other other data sets are used for the same purposes, to improve our school and student learning. By these constant cycles of action research taking place throughout the school, staff members continually strive to meet the mission and vision collaboratively created and determine which actions may or may not be meeting the expectation set out in core beliefs. The leadership team and family night committee facilitate Walk in My Shoes Family Night each May so that families of all entering 5th graders can tour the campus, meet and have conversations with staff members, receive important information about programs and courses, and ease the transition to secondary schools. Throughout the summer, families attend fluid, flexible registration days to better familiarize themselves with the campus, set up and practice lockers, complete paperwork, etc, and then are invited to a formal Parent Orientation to further communicate with teachers. Similar transition occurs through Career Action Planning conferences for exiting 7th graders going to GJHS. The district supports all of the above mentioned adult learning experiences and funds ALA Team Institute, the annual retreat, PBIS, EAST, and other specific professional learning experiences. Time is allowed to visit other classrooms and even other schools as requested to broaden networks and support continual improvement. District wide focuses on RTI, power standards, curriculum development, use of assessments, and PBIS maintain solid collaboration between GMS and the district, showing GMS as an integral part of our district and educational system. GMS’s extensive collaboration with the larger Greenbrier community and region is evidence through Clubnections and Smile Starters, while in the educational realm both teachers and administrators present GMS’ work from regional to national levels while also hosting several other schools on campus to learn from our programs, hence striving towards our vision “to be the turning point.” Organizational Support Our practice of shared leadership across the building helps ensure that we work every day to fulfill our mission statement and provide the best possible environment for student success. As a Professional Learning Community, we have embraced the belief that "all" means "all" and that learning cannot be optional for students. Content specific collaborative teams meet weekly to determine essential learning outcomes, create assessments for those outcomes, and analyze data to identify which students need additional time and support to reach proficiency, as well as which students are ready to extend their learning. As a leadership team, we are intentional about modeling for our staff the characteristics of continuous learning, experimentation, and reflection on a daily basis. We continually read about and expose ourselves to new ideas, then share with each other what we are learning. At Elmwood, we work hard to develop relationships with all the members of our larger educational system. We work very closely with our feeder schools to host events that invite families of future raiders into the building to begin learning about our culture.

About the National Forum. About The Forum The National Forum is a nonprofit educators’ association dedicated to improving education and school-based supports for all young adolescents in the middle grades. Its alliance of educators, researchers, associations, and state departments of education operate the organization’s Schools to Watch recognition, continuous improvement, and model schools program. Today, there are hundreds of Schools to Watch in 20 states all focused on serving the social, emotional, and academic needs of each student in culturally relevant and inclusive ways. These exceptional schools continue to improve each year and serve as models and mentors for educators from other schools. Advancing excellence in the middle grades Our Mission Our Mission The mission of the National Forum is to unite key stakeholders in leveraging research, policy, leadership, community, and replicable practices in order to optimize the social, emotional, and academic growth of all middle-grades students. Our Vision In order to prepare students to be lifelong learners ready for college, career, and citizenship, the National Forum seeks to make every middle-grades school academically excellent, responsive to the developmental needs and interests of young adolescents, and socially equitable. Our History In the mid-nineties, a group of K-12 and higher-ed educators gathered together to map out real-world guidance for middle-grades schools on ways to support the whole child during the young-adolescent stage of development. The middle school movement, with its focus on students’ social and emotional well-being, had started to lose steam in the national education conversation. Indeed, the group was concerned that the unique needs of middle-grades students were no longer being addressed in an organized way at the district, state, and national levels. The Schools to Watch Rubric The group decided to focus on producing an evidence-based framework that would provide schools with practical guidance on what elements should be present in a thriving middle-grades school. The resulting Schools to Watch rubric was finalized in 2002. Since then, thousands of schools across the country have used the rubric to measure their school’s level of effectiveness in the areas of social equity, developmental responsiveness, academic excellence, and innovative systems. The National Forum & the Schools to Watch Program In 1997, the group formed the nonprofit National Forum. In 1999, the organization debuted its Schools to Watch program, which leveraged the Schools to Watch rubric to identify exceptional middle-grades schools that serve all students well and are on a trajectory toward excellence. The program’s usefulness and ability to motivate staff to continue to grow appealed to schools, and the number of states and participating schools grew steadily. While each state has its own process for identifying and celebrating schools, all states align when it comes to the core Schools to Watch requirements. Today, there are hundreds Schools to Watch in 20 states, with more being added each year. The National Schools to Watch Conference, held in the Washington, DC metro area, is attended by over 750 Schools to Watch educators annually Schools to Watch is now a thriving national network. Schools To Watch

Privacy Policy GENERAL The National Forum to Accelerate Middle Grades Reform (“Company” or “we” or “us” or “our”) respects the privacy of its users (“user” or “you”) that use our website located at https://www.middlegradesforum.org/, including other media forms, media channels, mobile website or mobile application related or connected thereto (collectively, the “Website”). The following Company privacy policy (“Privacy Policy”) is designed to inform you, as a user of the Website, about the types of information that Company may gather about or collect from you in connection with your use of the Website. It also is intended to explain the conditions under which Company uses and discloses that information, and your rights in relation to that information. Changes to this Privacy Policy are discussed at the end of this document. Each time you use the Website, however, the current version of this Privacy Policy will apply. Accordingly, each time you use the Website you should check the date of this Privacy Policy (which appears at the beginning of this document) and review any changes since the last time you used the Website. The Website is hosted in the United States of America and is subject to U.S. state and federal law. If you are accessing our Website from other jurisdictions, please be advised that you are transferring your personal information to us in the United States, and by using our Website, you consent to that transfer and use of your personal information in accordance with this Privacy Policy. You also agree to abide by the applicable laws of applicable states and U.S. federal law concerning your use of the Website and your agreements with us. Any persons accessing our Website from any jurisdiction with laws or regulations governing the use of the Internet, including personal data collection, use and disclosure, different from those of the jurisdictions mentioned above may only use the Website in a manner lawful in their jurisdiction. If your use of the Website would be unlawful in your jurisdiction, please do not use the Website. BY USING OR ACCESSING THE WEBSITE, YOU ARE ACCEPTING THE PRACTICES DESCRIBED IN THIS PRIVACY POLICY. GATHERING, USE AND DISCLOSURE OF NON-PERSONALLY-IDENTIFYING INFORMATION Users of the Website Generally “Non-Personally-Identifying Information” is information that, without the aid of additional information, cannot be directly associated with a specific person. “Personally-Identifying Information,” by contrast, is information such as a name or email address that, without more, can be directly associated with a specific person. Like most website operators, Company gathers from users of the Website Non-PersonallyIdentifying Information of the sort that Web browsers, depending on their settings, may make available. That information includes the user’s Internet Protocol (IP) address, operating system, browser type and the locations of the websites the user views right before arriving at, while navigating and immediately after leaving the Website. Although such information is not Personally-Identifying Information, it may be possible for Company to determine from an IP address a user’s Internet service provider and the geographic location of the visitor’s point of connectivity as well as other statistical usage data. Company analyzes Non-Personally-Identifying Information gathered from users of the Website to help Company better understand how the Website is being used. By identifying patterns and trends in usage, Company is able to better design the Website to improve users’ experiences, both in terms of content and ease of use. From time to time, Company may also release the Non-Personally-Identifying Information gathered from Website users in the aggregate, such as by publishing a report on trends in the usage of the Website. Web Cookies A “Web Cookie” is a string of information which assigns you a unique identification that a website stores on a user’s computer, and that the user’s browser provides to the website each time the user submits a query to the website. We use cookies on the Website to keep track of services you have used, to record registration information regarding your login name and password, to record your user preferences, to keep you logged into the Website and to facilitate purchase procedures. Company also uses Web Cookies to track the pages that users visit during each Website session, both to help Company improve users’ experiences and to help Company understand how the Website is being used. As with other NonPersonally-Identifying Information gathered from users of the Website, Company analyzes and discloses in aggregated form information gathered using Web Cookies, so as to help Company, its partners and others better understand how the Website is being used. COMPANY USERS WHO DO NOT WISH TO HAVE WEB COOKIES PLACED ON THEIR COMPUTERS SHOULD SET THEIR BROWSERS TO REFUSE WEB COOKIES BEFORE ACCESSING THE WEBSITE, WITH THE UNDERSTANDING THAT CERTAIN FEATURES OF THE WEBSITE MAY NOT FUNCTION PROPERLY WITHOUT THE AID OF WEB COOKIES. WEBSITE USERS WHO REFUSE WEB COOKIES ASSUME ALL RESPONSIBILITY FOR ANY RESULTING LOSS OF FUNCTIONALITY. Web Beacons A “Web Beacon” is an object that is embedded in a web page or email that is usually invisible to the user and allows website operators to check whether a user has viewed a particular web page or an email. Company may use Web Beacons on the Website and in emails to count users who have visited particular pages, viewed emails and to deliver co-branded services. Web Beacons are not used to access users’ Personally-Identifying Information. They are a technique Company may use to compile aggregated statistics about Website usage. Web Beacons collect only a limited set of information, including a Web Cookie number, time and date of a page or email view and a description of the page or email on which the Web Beacon resides. You may not decline Web Beacons. However, they can be rendered ineffective by declining all Web Cookies or modifying your browser setting to notify you each time a Web Cookie is tendered, permitting you to accept or decline Web Cookies on an individual basis. Analytics We may use third-party vendors, including Google, who use first-party cookies (such as the Google Analytics cookie) and third-party cookies (such as the DoubleClick cookie) together to inform, optimize and serve ads based on your past activity on the Website, including Google Analytics for Display Advertising. The information collected may be used to, among other things, analyze and track data, determine the popularity of certain content and better understand online activity. If you do not want any information to be collected and used by Google Analytics, you can install an opt-out in your web browser (https://tools.google.com/dlpage/gaoptout/) and/or opt out from Google Analytics for Display Advertising or the Google Display Network by using Google’s Ads Settings (www.google.com/settings/ads). Aggregated and Non-Personally-Identifying Information We may share aggregated and Non-Personally Identifying Information we collect under any of the above circumstances. We may also share it with third parties and our affiliate companies to develop and deliver targeted advertising on the Website and on websites of third parties. We may combine Non-Personally Identifying Information we collect with additional Non-Personally Identifying Information collected from other sources. We also may share aggregated information with third parties, including advisors, advertisers and investors, for the purpose of conducting general business analysis. For example, we may tell our advertisers the number of visitors to the Website and the most popular features or services accessed. This information does not contain any Personally-Identifying Information and may be used to develop website content and services that we hope you and other users will find of interest and to target content and advertising. Mobile Device Additional Terms Mobile Device. If you use a mobile device to access the Website or download any of our applications, we may collect device information (such as your mobile device ID, model and manufacturer), operating system, version information and IP address. Geo-Location Information. Unless we have received your prior consent, we do not access or track any location-based information from your mobile device at any time while downloading or using our mobile application or our services, except that it may be possible for Company to determine from an IP address the geographic location of your point of connectivity, in which case we may gather and use such general location data. Push Notifications. We send you push notifications if you choose to receive them, letting you know when someone has sent you a message or for other service-related matters. If you wish to opt-out from receiving these types of communications, you may turn them off in your device’s settings. Mobile Analytics. We use mobile analytics software to allow us to better understand the functionality of our mobile software on your phone. This software may record information, such as how often you use the application, the events that occur within the application, aggregated usage, performance data and where the application was downloaded from. We do not link the information we store within the analytics software to any Personally-Identifying Information you submit within the mobile application. SOCIAL MEDIA We may use hyperlinks on the Website which will redirect you to a social network if you click on the respective link. However, when you click on a social plug-in, such as Facebook’s “Like” button, Twitter’s “tweet” button or the Google+, that particular social network’s plugin will be activated and your browser will directly connect to that provider’s servers. If you do not use these buttons, none of your data will be sent to the respective social network’s plugin provider. So for example, when you click on the Facebook’s “Like” button on the Website, Facebook will receive your IP address, the browser version and screen resolution, and the operating system of the device you have used to access the Website. Settings regarding privacy protection can be found on the websites of these social networks and are not within our control. COLLECTION, USE AND DISCLOSURE OF PERSONALLY-IDENTIFYING INFORMATION Website Registration As defined above, Personally-Identifying Information is information that can be directly associated with a specific person. Company may collect a range of Personally-Identifying Information from and about Website users. Much of the Personally-Identifying Information collected by Company about users is information provided by users themselves when (1) registering for our service, (2) logging in with social network credentials, (3) participating in polls, contests, surveys or other features of our service, or responding to offers or advertisements, (4) communicating with us, (5) creating a public profile or (6) signing up to receive newsletters. That information may include each user’s name, address, email address and telephone number, and, if you transact business with us, financial information such as your payment method (valid credit card number, type, expiration date or other financial information). We also may request information about your interests and activities, your gender, age, date of birth, username, hometown and other demographic or relevant information as determined by Company from time to time. Users of the Website are under no obligation to provide Company with Personally-Identifying Information of any kind, with the caveat that a user’s refusal to do so may prevent the user from using certain Website features. BY REGISTERING WITH OR USING THE WEBSITE, YOU CONSENT TO THE USE AND DISCLOSURE OF YOUR PERSONALLY-IDENTIFYING INFORMATION AS DESCRIBED IN THIS “COLLECTION, USE AND DISCLOSURE OF PERSONALLY-IDENTIFYING INFORMATION” SECTION. Company Communications We may occasionally use your name and email address to send you notifications regarding new services offered by the Website that we think you may find valuable. We may also send you service-related announcements from time to time through the general operation of the service. Generally, you may opt out of such emails at the time of registration or through your account settings, though we reserve the right to send you notices about your account, such as service announcements and administrative messages, even if you opt out of all voluntary email notifications. Company Disclosures Company will disclose Personally-Identifying Information under the following circumstances: By Law or to Protect Rights. When we believe disclosure is appropriate, we may disclose Personally-Identifying Information in connection with efforts to investigate, prevent or take other action regarding illegal activity, suspected fraud or other wrongdoing; to protect and defend the rights, property or safety of Company, our users, our employees or others; to comply with applicable law or cooperate with law enforcement; to enforce our Terms of Use or other agreements or policies, in response to a subpoena or similar investigative demand, a court order or a request for cooperation from a law enforcement or other government agency; to establish or exercise our legal rights; to defend against legal claims; or as otherwise required by law. In such cases, we may raise or waive any legal objection or right available to us. Marketing Communications. Unless users opt-out from receiving Company marketing materials upon registration, Company may email users about products and services that Company believes may be of interest to them. If you wish to opt-out of receiving marketing materials from Company, you may do so by following the unsubscribe link in the email communications, by going to your account settings (if applicable) or contacting us using the contact information below. Third-Party Service Providers. We may share your Personally-Identifying Information, which may include your name and contact information (including email address) with our authorized service providers that perform certain services on our behalf. These services may include fulfilling orders, providing customer service and marketing assistance, performing business and sales analysis, supporting the Website’s functionality and supporting contests, sweepstakes, surveys and other features offered through the Website. We may also share your name, contact information and credit card information with our authorized service providers who process credit card payments. These service providers may have access to personal information needed to perform their functions but are not permitted to share or use such information for any other purpose. Business Transfers; Bankruptcy. Company reserves the right to transfer all PersonallyIdentifying Information in its possession to a successor organization in the event of a merger, acquisition, bankruptcy or other sale of all or a portion of Company’s assets. Other than to the extent ordered by a bankruptcy or other court, the use and disclosure of all transferred Personally-Identifying Information will be subject to this Privacy Policy, or to a new privacy policy if you are given notice of that new privacy policy and are given an opportunity to affirmatively optout of it. Personally-Identifying Information submitted or collected after a transfer, however, may be subject to a new privacy policy adopted by the successor organization. Changing Personally-Identifying Information; Account Termination You may at any time review or change your Personally-Identifying Information by going to your account settings (if applicable) or contacting us using the contact information below. Upon your request, we will deactivate or delete your account and contact information from our active databases. Such information will be deactivated or deleted as soon as practicable based on your account activity and accordance with our deactivation policy and applicable law. To make this request, either go to your account settings (if applicable) or contact us as provided below. We will retain in our files some Personally-Identifying Information to prevent fraud, to troubleshoot problems, to assist with any investigations, to enforce our Terms of Use and to comply with legal requirements as is permitted by law. Therefore, you should not expect that all your Personally-Identifying Information will be completely removed from our databases in response to your requests. Additionally, we keep a history of changed information to investigate suspected fraud with your account. General Use Company uses the Personally-Identifying Information in the file we maintain about you, and other information we obtain from your current and past activities on the Website (1) to deliver the products and services that you have requested; (2) to manage your account and provide you with customer support; (3) to communicate with you by email, postal mail, telephone and/or mobile devices about products or services that may be of interest to you either from us, our affiliate companies or other third parties; (4) to develop and display content and advertising tailored to your interests on the Website and other sites; (5) to resolve disputes and troubleshoot problems; (6) to measure consumer interest in our services; (7) to inform you of updates; (8) to customize your experience; (9) to detect and protect us against error, fraud and other criminal activity; (10) to enforce our Terms of Use; and (11) to do as otherwise described to you at the time of collection. At times, we may look across multiple users to identify problems. In particular, we may examine your Personally-Identifying Information to identify users using multiple user IDs or aliases. We may compare and review your Personally-Identifying Information for accuracy and to detect errors and omissions. We may use financial information or payment method to process payment for any purchases made on the Website, enroll you in the discount, rebate, and other programs in which you elect to participate, to protect against or identify possible fraudulent transactions and otherwise as needed to manage our business. COLLECTION AND USE OF INFORMATION BY THIRD PARTIES GENERALLY Company contractually prohibits its contractors, affiliates, vendors and suppliers from disclosing Personally-Identifying Information received from Company, other than in accordance with this Privacy Policy. However, third parties are under no obligation to comply with this Privacy Policy with respect to Personally-Identifying Information that users provide directly to those third parties, or that those third parties collect for themselves. These third parties include advertisers, providers of games, utilities, widgets and a variety of other third-party applications accessible through the Website. Company neither owns nor controls the third-party websites and applications accessible through the Website. Thus, this Privacy Policy does not apply to information provided to or gathered by the third parties that operate them. Before visiting a third party, or using a third-party application, whether by means of a link on the Website, directly through the Website or otherwise, and before providing any Personally-Identifying Information to any such third party, users should inform themselves of the privacy policies and practices (if any) of the third party responsible for that website or application, and should take those steps necessary to, in those users’ discretion, protect their privacy. SECURITY We take the security of your Personally-Identifying Information seriously and use reasonable electronic, personnel and physical measures to protect it from loss, theft, alteration or misuse. However, please be advised that even the best security measures cannot fully eliminate all risks. We cannot guarantee that only authorized persons will view your information. We are not responsible for third-party circumvention of any privacy settings or security measures. We are dedicated to protect all information on the Website as is necessary. However, you are responsible for maintaining the confidentiality of your Personally-Identifying Information by keeping your password confidential. You should change your password immediately if you believe someone has gained unauthorized access to it or your account. If you lose control of your account, you should notify us immediately. PRIVACY POLICY CHANGES Company may, in its sole discretion, change this Privacy Policy from time to time. Any and all changes to Company’s Privacy Policy will be reflected on this page and the date new versions are posted will be stated at the top of this Privacy Policy. Unless stated otherwise, our current Privacy Policy applies to all information that we have about you and your account. Users should regularly check this page for any changes to this Privacy Policy. Company will always post new versions of the Privacy Policy on the Website. However, Company may, as determined in its discretion, decide to notify users of changes made to this Privacy Policy via email or otherwise. Accordingly, it is important that users always maintain and update their contact information. CHILDREN The Children's Online Privacy Protection Act ("COPPA") protects the online privacy of children under 13 years of age. We do not knowingly collect or maintain Personally-Identifying Information from anyone under the age of 13, unless or except as permitted by law. Any person who provides PersonallyIdentifying Information through the Website represents to us that he or she is 13 years of age or older. If we learn that Personally-Identifying Information has been collected from a user under 13 years of age on or through the Website, then we will take the appropriate steps to cause this information to be deleted. If you are the parent or legal guardian of a child under 13 who has become a member of the Website or has otherwise transferred Personally-Identifying Information to the Website, please contact Company using our contact information below to have that child's account terminated and information deleted. CALIFORNIA PRIVACY RIGHTS California Civil Code Section 1798.83, also known as the "Shine The Light" law, permits our users who are California residents to request and obtain from us, once a year and free of charge, information about the Personally-Identifying Information (if any) we disclosed to third parties for direct marketing purposes in the preceding calendar year. If applicable, this information would include a list of the categories of the Personally-Identifying Information that was shared and the names and addresses of all third parties with which we shared Personally-Identifying Information in the immediately preceding calendar year. If you are a California resident and would like to make such a request, please submit your request in writing to our privacy officer as listed below. DO-NOT-TRACK POLICY Most web browsers and some mobile operating systems include a Do-Not-Track (“DNT”) feature or setting you can activate to signal your privacy preference not to have data about your online browsing activities monitored and collected. Because there is not yet a common understanding of how to interpret the DNT signal, the Website currently does not respond to DNT browser signals or mechanisms. CONTACT If you have any questions regarding our Privacy Policy, please contact our Privacy Officer at: The National Forum to Accelerate Middle Grades Reform Attn: Privacy Officer PO Box 224 Savoy, IL 61874 Email: nationalforum@middlegradesforum.org Phone: (217) 469-6299

Forum Board Cathy Tomon President Read Bio Martinrex Kedziora Past President Read Bio Ran Barnes Middle Grades Practitioner Read Bio David McDonald Treasurer Read Bio Leti Menchaca Advocacy Chair Read Bio Scott Steele STW State Director Read Bio David Vroman Fidelity Committee Chair Read Bio Jonathan Rohloff Superintendent Read Bio Darryl Conner Middle-Grades Principal Read Bio John Dowd Business Partner Read Bio Lekia Jones Member-at-Large Read Bio Mychael Willon Member-At-Large Read Bio Winton Buddington Member-At-Large Read Bio Cathy Perry Executive Director Read Bio

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Latest News All Posts Search nationalforum7 Jan 17 2 min Dedicated Education Leader to Spearhead Arizona Schools to Watch Program View Official Press Release In an exciting move aimed at enhancing the quality of middle-level education in Arizona, Dr. Robert... 77 views 0 comments 1 like. Post not marked as liked 1 Matthew R. Stover Nov 6, 2023 4 min The Easiest & Best Discounts for Educators Everyone knows we don’t teach for the money … but a little bit extra here and there should help! Teachers continue to spend money out of... 83 views 0 comments Post not marked as liked Katie Sandberg Apr 5, 2023 4 min Q&A with Dr. Monica Washington Monica shared some thoughts with us on teaching, learning, and life as an educator. What made you decide to become a teacher? I always... 37 views 0 comments Post not marked as liked We Need Your Support Today! Donate

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