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

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

2023 Oxford Preparatory Academy - Saddleback Valley Oxford Prep SOC Orange County Adam Wright, Principal Enrollment: 680. Grade Levels: TK-8. School Characteristics and Replicable Practices Champion profile defines student skills/competencies to cultivate Asset-based approach to learning: multiple intelligences of all students Data-informed, six-week intervention program supports literacy and math skills Thinking maps foundation for a school-wide writing program Scholar Academy for SWD supports access to general education curriculum

2023 Vista View Middle School Ocean View School District Orange County Rasheedah Gates, Principal Enrollment: 583. Grade Levels: 6-8. School Characteristics and Replicable Practices Student/staff well space offers private and group counseling sessions CTE pathways: esports, culinary arts, ASB, and computer science/robotics Environmental science, marine biology, and media technology/yearbook classes GATE magnet program with pathways for acceleration, including geometry for 8th graders Robust music program with free instruments for band, guitar, and string orchestra

Ohio Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | New Jersey New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director Darla Dunlap Participating Organizations Ohio Department of Education 25 South Front Street, MS 602 Columbus, OH 43215 Phone: (614) 644-6325 Joined National STW Program in 2004 Schools to Watch Application 2026 Application Instructions Ohio Schools to Watch Beachwood Middle School (2008, 2011, 2014, 2017, 2020) Bellbrook Middle School (2009, 2023) Bridgetown Middle School (2006) Central Intermediate School (2014, 2017, 2020) Chagrin Falls Middle School (2016) Chase STEMM Academy (2019, 2024) Cloverleaf Middle School (2020) Crestwood Middle School (2016) George G. Dodge Intermediate School (2018, 2023) Goshen Middle School (2017, 2020) Kings Junior High School (2016) Mayfield Middle School (2016) Nagel Middle School (2013) Napoleon Central Elementary School (2013) Pike Delta York Middle School (2024) Port Clinton Middle School (2016) R. B. Chamberlin Middle School (2020) Reading Middle School (2013) Teays Valley West Middle School (2009, 2012, 2015, 2018, 2020) Van Buren Middle School (2020) Van Wert Middle School (2006, 2024) Wadsworth Central Intermediate School (2010) School Profiles Coming Soon

2023 Alpha: Cornerstone Academy Preparatory Santa Clara County Office of Education Santa Clara County Fallon Housman, Principal Enrollment: 521. Grade Levels: TK-8. School Characteristics and Replicable Practices Targeted literacy & math interventions built into the daily schedule Elective choices include intramurals on minimum days MTSS: Five academic interventionists support students per quarterly data Three assistant principals serve as instructional coaches, meet with teachers twice a week Daily professional development each morning (PBIS, MTSS, DEI, culture)

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.

Jonathan Rohloff Superintendent < Back