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.

John Dowd Business Partner John Dowd is the Director of Community Engagement at CORE Construction in Arizona. < Back

Michigan 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 Kathryn Brown kbrown@excellenceined.org Participating Organizations Joined National STW Program in 2005 Schools to Watch Application 2027 Application Instructions M ichigan Schools to Watch (Initial Designation Year) Boyd W. Arthurs Middle School (2012) Chatfield School (2016) Discovery Middle School (2018) E.F. Rittmueller Middle School (2006) East Middle School (2018) Grant Middle School (2019) Marshall Greene Middle School (2006) Mt. Morris Middle School (2014) Reese Middle School (2021) Richfield Public School Academy - Middle School (2021) Slauson Middle School (2020) Tappan Middle School (2021) White Pine Middle School (2020)

2023 East Avenue Middle School Livermore Valley Joint Unified School District Alameda County Jesse Hansen, Principal Enrollment: 547. Grade Levels: 6-8. School Characteristics and Replicable Practices PLCs: Common essential standards, assessments, rubrics, and reteaching Engage students through clubs, intramurals, and social events Wellness center and tiered social and emotional support Students plan recognitions for contributions of diverse students Data analysis identifies areas of need and the impact of interventions

2023 College Preparatory Middle School College Preparatory Middle School San Diego County Christina Callaway, Principal Enrollment: 396. Grade Levels: 5-8. School Characteristics and Replicable Practices Tigers Den (advisory period) Sunday night routine/planner SEL activities Tutorial/targeted tutorial Power of the parking lot

2023 Oxford Preparatory Academy - South Orange County Oxford Prep SOC Orange County Kerry Velez, Principal Enrollment: 870. Grade Levels: TK-8. School Characteristics and Replicable Practices MTSS addresses students’ individual academic, behavioral, social-emotional needs Champion profile defines student skills/competencies to cultivate Parent ambassador program supports parent leadership, education, voice Weekly professional learning planning on data, assessment, pacing, vertical planning Data-informed, six-week intervention program support literacy and math skills

Kentucky 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 Robb Smith, Ph.D. stwkentucky@gmail.com Amy Razor, Ed.D. amy.razor@nkces.org Participating Organizations Kentucky Middle School Association Joined National STW Program in 2004 Schools to Watch Application 2027 Application Instructions Kentucky Schools to Watch (Initial Designation Year) Adairville School (2004) Auburn Elementary School (2004) Ballyshannon Middle School (2024) Belfrey Middle School (2008) Benton Middle School Closed (2008) Boyd County Middle School (2007) Burns Middle School (2005) Chandler's Elementary School (2010) Crosby Middle School (2008) East Oldham Middle School (2010) Eastside Middle School (2008) Edythe Jones Hayes Middle School (2026) Garrard County Middle School (2017) James E. Bazzell Middle School (2008) James T. Alton Middle School (2008) Lebanon Middle School (2013) Leestown Middle School (2025) Lewisburg School (2018) Lloyd B. McGuffey 6th Gr Closed (2008) Mahaffey Middle School (2004) Mayfield Middle School (2017) Monroe County Middle School (2011) Mt. Washington Middle School (2010) Noe Middle School (2007) North Marshall Middle School (2015) North Middle School (2011) North Oldham Middle School (2007) North Washington Elementary School (2013) Northern Middle School (2005) Oldham County Middle School (2008) Olmstead Elementary School (2005) Rowan County Middle School (2017) Royal Spring Middle School (2013) South Oldham Middle School (2006) Spencer County Middle School (2018) Union County Middle School (2017) West Carter Middle School (2010)

2023 Nellie Coffman Middle School Palm Springs Unified School District Riverside County Karen Dimick, Principal Enrollment: 951. Grade Levels: 6-8. School Characteristics and Replicable Practices Advisory develops student/staff relationships through facilitated SEL STEAM technology center with drones, coding, robotics Literacy: books that reflect students’ lives, family literacy night, independent reading Wellness center/garden: safe spaces to decompress/access mental health services Robust AVID and AVID Excel programs for college preparation

Utah 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 Seeking a state director. It is a great opportunity! Participating Organizations Utah Schools to Watch Utah State Board of Education 250 E 500 South PO Box 144200 Salt Lake City, UT 84114 Phone: 801-538-7793 Joined National STW program in 2007 Schools to Watch Application 2027 Application Instructions Utah Schools to Watch (Initial Designation Year) Albert R Lyman Middle School (2019) Alice C Harris Intermediate School (2020) Bear River Middle School (2016) Cedar Middle School (2010) Ecker Hill Middle School (2013) Fort Herriman Middle School (2010) Kearns Junior High (2011) Lava Ridge Middle School (2019) Milford High School (2020) Mount Logan Middle School (2007) Sunrise Ridge Intermediate School (2021) Sunset Ridge Middle School (2007) West Jordan Middle School (2016)

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

North Carolina Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | Missouri New Jersey | New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director Darryl Conner Dawseyd.conner@cms.k12.nc.us Participating Organizations North Carolina Association for Middle-Level Education (NCMLE) PO Box 29750, Charlotte, NC 28299 Phone: 910.235.3761 Email: info@ncmle.org State Website: www.ncmle.org Joined National STW Program in 2002 Schools to Watch Application 2027 Application Instructions North Carolina Schools to Watch (Initial Designation Year) Albemarle Road Middle School (2021) Alexander Graham Middle School (2006) Apple Valley Middle School (2009) Ashe County Middle School (2003) Cane River Middle School (2025) Carmel Middle School (2005) Carrington Middle School (2007) Chowan Middle School (2010) Crestdale Middle School (2009) East Lincoln Middle School (2004) East Yancey Middle School (2005) Ellerbe Middle School (2017) Flat Rock Middle School (2007) Hamlet Middle School (2013) Harold E. Winkler Middle School (2020) Hendersonville Middle School (2010) J.M Fries Middle School (2021) Jay M. Robinson Middle School (2005) John Griffin Middle School (2004) Lakewood Montessori School (2015) Lowe's Grove Middle School (2019) McGee's Crossroads Middle School (2011) Midway Middle School (2019) Mint Hill Middle School (2006) Montford Northstar Academy CLOSED (2024) Mt. Airy Middle School (2014) New Century International Middle School (2025) New Century Middle School (2025) Newton-Conover STEM Middle School (2017) Northview Middle School (2015) Orange Middle School was C.W. Stanford MS (2014) Piedmont Open IB Middle School (2011) Reid Ross Classical School (2004) Rockingham County Middle School (2018) Rogers-Herr Middle School (2008) Rugby Middle School (2003) School for Creative Studies (2020) Selma Middle School (2024) Seventy-First Classical Middle School (2025) Sherwood Githens Middle School (2017) Smithfield Middle School (2023) South Charlotte Middle School (2004) Thomas Jefferson Middle School (2007) West Alexander Middle School (2019) West Pine Middle School (2008) William Lenoir Middle School (2010)

2025 National Schools To Watch Conference Featuring Rochelle Wilson, Jonathan Alsheimer, and Dr. Martinrex Kedziora June 26-28, 2025 IT WAS SO GREAT TO SEE YOU! Thanks for joining the National Forum and your fellow Schools to Watch in D.C.! Photobooth Pictures (Passcode: 06262025) See all your Whova photos