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 2027 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

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

David McDonald Treasurer Dr. David D. McDonald began his education career in 2001. He has served as a high school social studies teacher, Assistant Principal, and Principal for 10 years prior to being named Assistant Superintendent for Middle Schools for the largest school district in South Carolina. In 2013, Dr. McDonald was named S.C. Middle-Level Principal of the Year and in 2017 was named the AMLE Educator of the Year. Well respected in numerous schools and states, Dr. McDonald works tirelessly to support middle-level education. His professional associations include serving as President of the South Carolina Association for Middle-Level Education, Schools to Watch State Co-Director, and as a board member for the National Forum to Accelerate Middle Grades Reform. Dr. McDonald earned a Bachelor’s degree from Winthrop University, a Master’s degree from Concordia University, and Educational Specialist and Doctor of Philosophy degrees from the University of South Carolina. < Back

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.

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

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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

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.

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

New York 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 Vroman dvroman@potsdam.k12.ny.us Christine Radez christine.radez@nysed.gov Participating Organizations New York State Dept. of Education 89 Washington Ave 320-EB Albany, NY 12234 Phone: (518) 474-0059 Email: christine.radez@nysed.gov State Website: www.eestw.org Joined National STW Program in 2004 Schools to Watch Application 2027 Application Instructions New York Schools to Watch A.A. Kingston Middle School (2009, 2012, 2015, 2018, 2021, 2024) A.D. Oliver Middle School (2020, 2023) Ballston Spa Middle School (2015, 2009, 2012, 2015, 2018) Barker Road Middle School (2006, 2013, 2016, 2019, 2021) Bay Trail Middle School (2010, 2009, 2012, 2015, 2018, 2021) Calkins Road Middle School (2006, 2009, 2012, 2015, 2018, 2021) Camden Middle School (2024) Carrie Palmer Weber Middle School (2011, 2014, 2017, 2020, 2023) Corning‐Painted Post Middle School (2019, 2022, 2025) Cosgrove Middle School (2017, 2020, 2023) Cuba-Rushford Middle School (2023) Elwood Middle School (2022, 2025) Farnsworth Middle School (2012, 2015, 2018, 2021, 2024) Fieldstone Middle School (2018, 2021, 2024) Garden City Middle School (2011, 2014, 2017, 2020, 2023) Glens Falls Middle School (2009, 2016, 2019) H.H. Wells Middle School (2025) Honeoye Falls‐Lima Middle School (2013, 2015, 2018, 2021) Indian Lake Middle School (2012, 2015, 2018, 2021, 2024) Island Trees Memorial Middle School (2020, 2023) Jericho Middle School (2009, 2012, 2018, 2021, 2024) Johanna Perrin Middle School (2013, 2016, 2019, 2022, 2025) Jonas E. Salk Middle School (2020, 2023) Lakeland Copper Beech Middle School (2010, 2013, 2016, 2019, 2022, 2025, ) Longwood Junior High School (2012, 2015, 2018, 2021, 2024) Marlboro Middle School (2023) Martha Brown Middle School (2012, 2015, 2018, 2021, 2025) Memorial Junior High School (2017, 2020, 2023) Merrick Ave. Middle School (2022, 2025) Millbrook Middle School (2019, 2022, 2025) Mineola Middle School (2019, 2022, 2025) Moravia Middle School (2006, 2010, 2013, 2016, 2019, 2021) North Salem Middle/High School (2007, 2010, 2013, 2016, 2019, 2022) North Shore Middle School (2016, 2019, 2022) Oceanside Middle School (2012, 2015, 2018, 2021, 2024) Oliver W. Winch Middle School (2006) Plainedge Middle School (2019, 2012, 2015, 2018, 2023) Rocky Point Middle School (2019, 2022, 2025) Sayville Middle School (2006, 2009, 2012, 2015, 2018, 2021) Seaford Middle School (2024) South Orangetown Middle School (2015, 2018, 2021, 2024) Twelve Corners Middle School (2006, 2009, 2012, 2015, 2018, 2021, 2024) Van Wyck Junior High School (2012, 2015, 2018, 2021) Vernon-Verona-Sherrill Middle School (2018, 2021) Victor Junior High School (2022) Wantagh Middle School (2023) Willets Rd. Middle School (2025) School Profiles Coming Soon

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2023 Kolb Middle School Rialto Unified School District San Bernardino County Armando Urteaga, Principal Enrollment: 900. Grade Levels: 6-8. School Characteristics and Replicable Practices Grade-level common preps and minimum-day collaboration time School rebrand: improved appearance, new entry and exit, fine-tuned discipline MTSS/SEL/PBIS for students’ academic, behavioral, SEL needs Interactive monitor and innovative software for each classroom School-wide literacy: PQA, CER, CAASPP word of the month