McNair Middle School 2017-2018 SCHOOL STATISTICS Designated in 2009 Re-Designated in 2012, 2015, 2018 Community Size - Suburban School Enrollment - 730 Grade Levels - 5, 6 School Calendar - Traditional Free and Reduced Lunch 22% English Learners 4% Students With Disabilities 13% Demographics Hispanic 5.4% White 80.1% African American 3.7% Asian 4.1% Native American 0.3% Pacific Islander 0.8% Filipino 0% Two or More 5.6% Other 0% School Characteristics and Replicable Practices Academic Excellence Teachers assess ongoing data to progress monitor and utilize the tools from NWEA MAP testing to differentiate the instruction in order to create personal learning goals for all. School wide processes, including daily advisory, attendance/discipline, pod team meetings, and content PLC meetings, continuously identify students who are struggling academically and provide support structures for RTI A and B interventions. To enrich students’ academic excellence and meet the diverse needs of our learners, McNair Middle School is focused on creating quality formative assessments. • Each student conferences one-to-one with their advisory teacher to create SMART goals that address areas of focus within the Reading, Language, and Math learning strands from MAP testing. From these conversations, students share their academic goals with their families creating a culture of community focused on academics between home and school. McNair is implementing a more blended approach to learning as teachers integrate Google Classroom, one-to-one technology, and other technology tools and applications. McNair has continued supporting the differentiation of learning and closing the achievement gaps by giving access to research-based interventions that support the data such as Empowering Writers, Barton, Alphabetic Phonics, ELD and Corrective Reading. To help all our students reach their full academic potential, McNair continues to focus on implementing rigorous lesson planning, relevant research-based, data-driven instruction, and building relationships with each of our Mustangs. Teachers continue to utilize data in their instruction to focus on specific learning targets/goals for each student. Developmental Responsiveness Advisory is a dedicated class period that focuses on academic planning, team building, service learning, and character education. Advisory continues to assist students with goal-setting and smaller learning communities in order to support the whole child. McNair implements an Impact Team, which is a systematic approach to support a student who may not receive support outside of the school. The Impact Team pairs teachers and staff with students. The goal of the Impact Team relationship is to ensure every student’s academic and personal development is guided by an adult advocate. The Impact Team may eat lunch together, check grades, recognize their hobbies, or introduce new goals. Teachers and staff are continuing to explore current research in order to understand early adolescence. McNair provides targeted professional development to teachers each year on the specific academic, social, emotional, and developmental needs of early adolescents. Students are given an opportunity to have ownership and choice in their learning. Students feel respected when topics, and how to approach the learning of that topic, can be explored in many different ways. Core and encore classes allow students the opportunity to showcase their learning in a variety of learning modes and find ways to collaborate with their peers in order to better understand the given topic. Teachers are comfortable being the facilitator while letting students lead the discussion. McNair implemented student-involved conferences that provide a hybrid approach to parentteacher conferences. Students and families meet with the teacher to discuss academic and social progress. Then the student and family meet together to review his/her Google Sites student portfolio. Using Google Sites as our mode for student portfolios creates a realistic and relevant method of communication and branding. Student portfolios currently consist of a personal mission statement, grades and attendance, a personal learning plan (data sheet and goal setting), and artifacts from each content area. Together as a family they answer reflection questions of celebrations and growth areas. Flexible Seating is utilized throughout the building to meet students’ developmental needs. Students have opportunity to explore a variety of personal interests such as Fly Fishing, Archery, Odyssey of the Mind, Theatre, and many more. This gives students a sense of belonging while building relationships with teachers outside of the classroom. Creating lifelong leaders along with lifelong learners is a high priority at McNair. We create a variety of leadership roles. These leadership roles consist of Ambassadors, Principal’s Cabinet, Fire Marshals, Student Council, Pod Council and Students of the Week who lead pod meetings. To maximize our student leadership, we ensure that there is no overlap of students for each leadership role. Through our relationship with community partners, students participate in a variety of studentlearning project through advisory, leadership roles, and after-school clubs. Service Learning is a designated time when students can focus on their passion and develop soft skills while enhancing and enriching the lives of others Community connections may include guest speakers, informing students of methods to get involved in the community, and/or partnering with a community group. Social Equity Families are provided access to comprehensive services to meet their physical, social, and emotional needs. McNair has established a PBIS/RTI Committee of teacher leaders. The PBIS/RTI meets once a month to discuss building-wide initiatives and academic/learning progressions. The PBIS/RTI committee then meets with their respective team members and leads the monthly team RTI and Praise and Polish meetings. Our staff maximizes the master schedule by having ongoing interventionist available throughout the day in order to help support the child’s academics and behavior needs. With the addition of MAP data, teachers are now able to progress monitor and create specific learning goals. Our Structured Learning Classroom (SLC) is mainstreamed for encores, advisory, and runs our Green Team. Families are supported with ongoing community resources providing access to school functions, transportation, and meals. When families attend McNair, they feel the connection of community within the school. Organizational Support McNair advisory is built on the foundation of four pillars: team building, character education, academic planning, and service learning. Our R.U.N. motto has been ingrained into our culture at McNair. ‘R’ stands for Respect, ‘U’ stands for Understand We Own Our Behavior, and ‘N’ stands for Never Quit. Our PBIS Behavior Matrix system establishes student behavior expectations. By using researchbased strategies, the PBIS increases positive interactions. The PBIS leadership team meets monthly in order to answer building questions and review on a regular basis about the student success. McNair has a school-wide instructional leadership teams focusing on promoting the middle school philosophy, effective instructional practices, and educational initiatives. The purpose of the ILT team is to work collaboratively to develop and implement school wide improvement goals in order achieve the vision and mission of McNair Middle School. A multi-tiered RTI program is in place to support all students in academics and behavior. Professional Learning Communities are established by grade-level content teams. McNair has implemented one-to-one technology. Teachers have collaborated and researched best practices to ensure effective technology implementation and integration into their lesson plans. McNair has started MakerSpaces in the library. MakerSpace allows students to become creators of information (not just consumers), build critical thinking and problem solving skills, participate in selfdirected learning, foster a culture of creativity and collaboration, and allow for inquiry and exploration.

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

Yorba Middle School Orange Unified School District Orange County Mark McLaughlin, Principal Enrollment: 544. Grade Levels: 6-8. School Characteristics and Replicable Practices 1:1 digital options for all our students Teachers greet students at the door and ask about their day or weekend LTEL/AVID strategies: speaking in complete sentences, using sentence frames/starters AVID organization skills: agenda checks, paper/electronic declutter day SEL: Anti-bullying & kindness lessons, wellness center accessible all day

Robert C. Fisler School Fullerton Elementary School District Orange County Kimberley Benaraw, Principal Enrollment: 384. Grade Levels: TK-8. School Characteristics and Replicable Practices Computer science pathways solve real-world problems PATHfinder helps students discover/apply passions to college/career readiness Platinum PBIS school: Proactive approach to social, emotional, academic success PLC time for teachers to create action steps based on student data Navigator Catch Up Cafe after-school program for students with low grades

Cabot Middle School North 2017-2018 SCHOOL STATISTICS Named School To Watch 2008 Re-designated 2011 and 2014 Re-Designated 2017 Demographics Hispanic 0.47% White 94.6% African American 2.7% Asian 1.8% Native American .47% Pacific Islander 0% Filipino 0% Two or More 0% Other 0% School Characteristics and Replicable Practices Academic Excellence Cabot Middle School North continually strives for excellence by providing our students with rigorous academic standards, differentiated instruction, appropriate interventions, engaging activities, and frequent and challenging assessments. Our Zeros Aren’t Possible (ZAP) policy sets students up for academic success by helping them understand that the expectation is assignments must be completed to the best ability of each learner. Students have multiple opportunities to benefit from differentiated instruction and support, including the following: Homework lab staffed by certified teachers before school A-Room staffed by certified teachers during Advisory R.O.A.R.S. VIP staffed by certified teachers after school Tutoring during lunch Progress Monitoring Committee that pairs students with mentors to address social or behavioral needs Response to Intervention Committee that pairs students with mentors to address academic needs and assess progress Since CMSN believes that students work at their highest potential with strong support at home, all of these opportunities are communicated with families. Grade level teams inform parents of instruction and assignments through weekly newsletters, team websites, Facebook, Twitter, and the Remind app. Teams also frequently communicate with families about missing assignments, grades, and assignments that need to be re-done through phone calls or e-mails. Professional learning communities meet weekly as teams and as content areas to analyze data, make decisions that drive instruction, discuss implementation of effective instructional methods, and evaluate student work. Departments work collaboratively to align the standards to ensure the curriculum is rigorous, nonrepetitive, and moves forward. They implement a variety of instructional strategies that are engaging and clearly related to the standards, concepts, and skills being taught including direct instruction, cooperative learning, project-based learning, simulations, hands-on learning, and integrated technology. Literacy is integrated into all areas frequently through rigorous reading passages, challenging research projects, novels, note booking, presentations, etc. Teachers make connections across the disciplines to reinforce learning and assist students in thinking critically. Teachers create interdisciplinary lessons to reinforce important concepts, reinforce skills, and address realworld problems. Whether it is through research papers written in science and revised and edited in literacy or calculating measurements of rock mass in math while students are engaged in the rock cycle unit in science, students are able to work on the same project in several different classes. Students work collaboratively, make informed choices, learn to resolve conflicts, and explore their own interests through interdisciplinary inquiry projects. Students are assessed in a variety of ways including exit tickets, quizzes, tests, assignments, projects, and portfolios. Students are provided with rubrics to understand the skills and concepts being assessed. Teachers supply students with examples of high quality work that meet or exceed the performance standard, so they understand what high-quality work looks like. Students are also encouraged to revise and assess their own work based on frequent feedback in student/teacher conferences. Teachers use assessments to determine growth of each student in a variety of areas within their subject. Online resources are used to aide in gathering data such as Moby Max, No Red Ink, Cool Math, ABCya, ReadWorks, and many others. Teachers analyze the data from these sources as well as data from classroom instruction to differentiate lessons, assignments, and activities. Developmental Responsiveness The faculty at CMSN works with all stakeholders to create an environment where everyone feels safe, valued, and free to learn. Students are directly connected with an advisory teacher who supports and guides the students through academic, emotional, behavioral, and social decision making processes. Teachers use cooperative learning activities to assist students in learning about themselves and how to relate to classmates. Each team meets together weekly to reflect on team issues and allow students and teachers to solve problems and make decisions together. Team meetings allow students to see how their advisory class plays a part of a bigger whole. The school culture of CMSN has been positively affected by our new school brand, R.O.A.R.S., which stands for Responsibility, Outstanding Citizenship, Academics, Resilience, and Service. R.O.A.R.S. became our school brand after we became a Josten’s Renaissance school in 2014-2015 school year. After attending a Renaissance conference, we decided to embrace and embody many of the things we learned at the conference. Renaissance has positively changed our school culture and climate because we have adopted a new way of improving academic performance, student engagement, and behavior by reinforcing character development both in and out of the classroom. Through the implementation of our R.O.A.R.S. program, celebrating students for their achievements has become a highlight in everyday happenings around the school. Josten’s Renaissance and Mike Smith have collaborated to produce video programs called Harbor TV that address ethical and social development as well as highlighting the importance of mentorship, trust, healthy relationships, and emotional growth. These videos are watched and discussed during advisory on Mondays. Cutie to Beauty and Man Cave are new programs that are socially significant and relevant to the personal and career interests of our students. Community members speak and facilitate discussions with students about issues in their lives, our community, and the world. They hold discussions about career paths, the importance of making good decisions, and learn conflict management skills. Students and staff participate in Red Ribbon Week to promote the anti-drug initiative. The curriculum is tailored for mid-level students and teachers are provided with resources and activities to effectively engage the learners. CMSN provides leadership opportunities for students through Student Council, Builders Club, and Renaissance Team. Students apply for these positions and are chosen by staff based upon leadership abilities, as well as application completion. These students lead charitable collections, service learning activities, and fundraiser events. Students and their families play a vital role in our Veteran’s Day program, Rockin’ at the Hop, Someone Special Day, R.O.A.R.S. Bash, and Carnival. They are asked for input on various decisions made for our students. Families are encouraged to read with their students nightly through our One Book, One School program. Students and their families are given a copy of the book, a copy of the reading schedule, a description of advisory activities enabling families to be a part of developing better readers. Clubs are one of the main attractions at CMSN. Co-curricular activities that cover a wide array of interests are offered. Student choice is an important part of middle school, so students choose a club according to their interests. Clubs give students the opportunity to explore topics and skills beyond the classroom and helps them build relationships with classmates who have similar interests. Examples are flag football, crochet, choir, drama, basketball, and paper mache, to name a few. Social Equity To promote social equity, every teacher differentiates instruction to meet the needs of all learners. We strive to ensure that all students, including those who are English Language Learners, have disabilities, or are gifted and talented receive the best educational opportunities, support, and resources available. Students are preassessed to provide teachers with information about specific educational needs. Lessons are designed to provide interventions for students with similar needs and to challenge students who are high-achieving. Teachers give students learning style inventories to ensure that each student is successful. Teachers use the results of the learning style inventories to design activities and lessons that will allow each student to demonstrate mastery using the approach that is best for that particular student. Students often choose which product they will create to show their learning from a variety of choices. Teachers work to ensure that products that incorporate each type of learning style are represented on student choice menus. All students are required to complete assignments and to do their best work to ensure mastery. The faculty is constantly seeking ways to improve programs, curriculum, and assessment to better meet student needs. Professional learning communities meet weekly to discuss student progress and adapt curriculum, instruction, assessment, and scheduling to meet every student’s needs. Teachers participated in a book study of The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. The goal of the book study was to improve the ways in which curriculum is taught and the types of assessment to meet the needs of all students. Many students are members of clubs that work with community members on charitable projects. Students help address the needs of the community by facilitating coat drives in the winter and food drives all year. Students collect items for and help clean the local animal shelter. Groups go to the local retirement home to play games and sing songs with residents. When an initiative to collect money for families struggling with illness or to help seniors afford the cost of graduation attire begins, students work with sponsors and community members to organize the details and promote the cause. Students have multiple opportunities to learn about a variety of cultures. There are many materials in the media center that represent all of the cultures of the students. Students can access the materials in print and through audio books. Families are invited to come and share their traditions in beliefs during advisory. CMSN uses advisory time to teach the students about respecting diversity and appreciating their own culture as well as the culture of others. Our counselors have designed these advisory lessons to show the students that a variety of viewpoints should be encouraged and valued. CMSN also chose the book Lions of Little Rock to read for our One Book, One School initiative. This book teaches students to value diversity as well as the history of social justice issues in Arkansas. All students toured Central High School after CMSN was awarded a grant due to our One Book, One School initiative. The faculty welcomes and encourages the active participation of all its families and makes sure that all families are an integral part of the school. Translation support is provided so that all families can participate in conferences, school events, and the One Book, One School initiative. CMSN is hosting a family night in which the gym will be open for children younger than the middle school age to have a supervised play time while their parents participate in the event. Snacks will also be available. Families in need of meals can also go to designated areas of the community during school breaks to eat at no cost. Organizational Support Administrators at CMSN seek to build capacity in all faculty and staff to become school leaders. The leadership committee is a decision making body within the building that meets regularly to discuss a variety of school based concerns, praises, and logistical planning. The leadership committee is now comprised of one teacher from each of the grade level teams, an Essentials teacher, a special education teacher, a counselor, a paraprofessional, the media specialist, the lead teacher for each content area, the assistant principals, and the principal. In addition to the leadership committee, the Renaissance Team plays a vital role in making decisions that affect the culture of our school. CMSN has a student council that serves as a student leadership group. Students can also serve in a leadership role through the Student Renaissance Team and Builder’s Club. Students in each of these groups collaborate with each other, their classmates, and staff to aid the school in continuous improvement. During weekly professional learning community meetings, teachers reflect on instruction and student growth. PLC leads foster and support interdependent collaboration. A team agenda is provided at each of these meetings to guide group conversations. The overarching goal of each meeting is to continuously improve. The Cabot Public School District plays an important part in supporting continued professional development of all faculty and staff members. The school district supports CMSN’s faculty and staff by providing funding for professional development and by requiring that faculty and staff share new learning. Teachers who attended Josten’s Renaissance National Conference in 2015 and 2016 brought back strategies for improving school climate and culture that were shared with the entire staff. A team of teachers and administrators presented at Josten’s Renaissance National Conference in 2016 to faculty and staff from all over the United States. Our district also hosts an EdCamp every year in which teachers choose professional development sessions that are relevant to their needs. Several teachers from CMSN have presented at our district’s EdCamp sessions. Our embedded sessions are high quality, intensive, and focused on best practices. At each embedded session, administrators and staff members provide training on the school focus areas. Teachers were surveyed in regards to professional development sessions to ensure that they are relevant and innovative. Focus walks will be conducted once a semester. Teachers are trained to understand that focus walks are a time to observe, collaborate, and reflect on best practices. Teachers are encouraged to be autonomous and experiment with their craft. Teams of teachers meet by grade level as well as with teachers from lower and higher grade levels to make the best decisions for supporting student achievement. Teachers have access to websites created by curriculum directions and teams of teachers so they can see the alignment of instruction. CPSD provides each building with interim assessments from ACT Aspire, materials, and data collection. The district also supports faculty at CMSN in using data to make decisions for providing interventions to students who have not mastered concepts. CPSD supports the development of pre-service and novice teachers by training faculty and staff members to become AIMM certified. Teachers from CMSN attend summer training to be certified or recalibrated as an AIMM mentor. First year teachers at CMSN are supported by an AIMM mentor, observed three times by one of the administrators, and receive focused coaching through classroom observations, model lessons, and one-onone conferences.

Cathy Tomon Middle Grades Principal Representative 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

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.

Vilonia Middle School 2014 - 2015 School Statistics School Characteristics and Replicable Practices -

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.

Crossett Middle School 2015-2016 SCHOOL STATISTICS Designated in - 2013 Re-Designated in- 2016 Community Size - Rural Community of 5,504 School Enrollment - 535 Grade Levels - 5,6,7,8 School Calendar - A/B Block Free and Reduced Lunch - 22.32% English Learners 1.87% Students With Disabilities 3.23% Demographics Hispanic 2.46% White 59.33% African American 37.13 % Asian .37% School Characteristics and Replicable Practices Academic Excellence Teachers meet in grade level teams every day to design a curriculum that includes cross-curricular, research-based project evaluations, use of interactive technology, and differentiation strategies. Professional Learning Communities meet once a week to participate in job-embedded professional development, and student achievement. CMS teachers provide guidance, connectedness, and support in the areas of academics to students through an Advisory period each day. Teachers use the co-teaching model to tailor a personalized environment for students to increase their use of higher order thinking skills. Students participate in cross-curricular project-based assessments to increase 21st Century Skills and higher order thinking. 5t​ h​ Graders not completing work must report to Intensive Care Unit to complete all assignments. Project Lead the Way was implemented in Grade 5t​ h​-7t​ h​ to provide students opportunities to learning critic thinking and begin to explore career paths involving Science, Technology, Engineering, and Mathematics. Developmental Responsiveness Classroom environments support the needs of all students. Positive rapport exists between students and teachers. Students have a voice and participate through a leadership group in making decisions that affect them. Town Hall meetings are held once every nine weeks to celebrate academic, social, and community achievements. Social Equity The school supports civility, service and citizenship. Differentiated instruction strategies are used to address various student learning styles. Students are respected and appreciated by staff and each other. An abundance of club activities and school connection opportunities are available to students. The school continually seeks to improve methods for meeting the needs of all students. Staff members have high expectation for students as evidenced by work displays and student performances CMS partners with the community to set examples of determination, perseverance, commitment, kindness, and acceptance of others through the Kindness program. Organizational Support The principal empowers staff by providing opportunities for collaborative problem-solving and decision making. Flexibility within the block schedule provides for meeting the needs of students. Families, community members and business partners are involved in many facets of the school. Teaming periods allow teachers to meet and collaborate with parents, students, and team teachers. Students are assigned to Advisory classes to meet the developmental needs of adolescents.

Ruth Hale Barker Middle School 2016-2017 SCHOOL STATISTICS Designated in 2018 Community Size - Rural School Enrollment - 495 Grade Levels - 5, 6 School Calendar - Free and Reduced Lunch 31% English Learners 10.3% Students With Disabilities 14.9% Demographics African American - 2.4% Asian - 5.6% White - 71.6% Filipino - 0% Hispanic - 15.5% Native American - 0.8% Pacific Islander - 0.6% Other - 2% Two or More - 1% School Characteristics and Replicable Practices Academic Excellence All students at Ruth Barker Middle School are expected to meet high academic standards. Students’ needs are met through special education inclusion, Response to Intervention, and TREC classes. Students also participate in Genius Hour/Wonder Hour. Best practices employed by teachers include modeling reading and writing and small group lessons. Teachers provide oneon- one conferences with students providing feedback for improving work based upon rubrics, both teacher and student created. Standards and expectations are made clear to students and parents through weekly emails, team letters, curriculum guides, and exemplar/anchor texts from all classes. Curriculum, instruction, assessment, and appropriate academic interventions are aligned with high standards. All core subjects use a district curriculum map and pacing guide; this allows for collaboration among teachers as to best practices for lessons as well as re-teaching or intervention strategies. Utilizing MAPs assessments, the NZ Maths numeracy project GLOSS assessment for math strategies, the IKAN (a math knowledge test), DAZE and DIBELS reading assessment, and the Phonics First spelling assessment to identify gaps in students’ learning, students receive specialized and specific interventions. Monthly RtI meetings involve discussions about the whole child with all stakeholders involved. During PLC meetings, teachers use anchor texts and work samples to ensure grade level expectations are the same. Barker curriculum emphasizes deep understanding of important concepts and the development of essential skills through the integration of core subject areas. Science, math, writing, and reading are studied as interrelated units of study where teachers and students make connections across subject areas. Students are involved in setting their own learning goals and demonstrate mastery in a variety of ways. At the end of a lesson/unit of study, students reflect upon their learning. Essential skills are emphasized and teachers look for opportunities to utilize tasks involving higher level thinking. Curriculum expectations are high; therefore, a partnership between the teacher, the students, and the parents is crucial. Teachers at Barker use a variety of challenging and engaging activities that are clearly related to the grade-level standards, concepts, and skills being taught. To increase student collaboration and communication, teachers utilize cooperative learning structures, such as pair/share and gallery walks in which students display their thinking. Socratic circles engage students in deep conversations regarding curriculum issues, and when critiquing and evaluating their own work as well as that of their peers, students become critical thinkers and learners. In some classes, videos created by the students are used to teach others and serve as a resource for parents, also. Multiple learning paths and engaging activities are utilized at RBMS to meet the needs of every learner. Teachers at Barker use a variety of methods to assess and monitor the progress of student learning. Students are given MAP assessments three times a year in math and literacy which measure grade level ability skills and mastery. The GLOSS and DAZE assessments are administered at the beginning of the year to all students to determine grade-level skills and identify students in need of intervention. Daily formative assessments in multiple forms are used by teachers. All students participate in Genius Hour, a time when students are able to research and create a project about a topic in which they are interested. Genius Hour projects are self-paced and vary in difficulty, thereby meeting the needs of every learner. Students are also assessed in their encore classes by their art and music portfolios they create. The faculty and master schedule at Barker provide students time to meet rigorous academic standards. Most core class periods have been extended 30 minutes. The PE4 Life program allows a 40 minute time period per day for RTI in literacy and math, which allows for up to 3 days of intervention and still meet the state requirements for PE. During this RTI time, the remediation, Title I, and ESL teachers focus on foundational skills students may lack. Barker teachers know what each student has learned and still needs to learn. Pre-assessments, classroom formative and summative assessments, and district assessments are used as data points to identify students in need of assistance. A variety of levels of assistance are provided. Teachers work with students before school and during lunch, and point-in- time intervention is provided during the school day for literacy and math. An after-school homework club is offered as well. Students are encouraged to show mastery of skills in a variety of ways. For those students who have mastered the standard, enrichment activities are provided. The adults at Barker Middle school are provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and to improve their standards-based practice. Every core teacher has a built-in PLC representative to serve as the facilitator for our weekly PLC meetings, which consist of focusing on student learning, student work samples, teacher collaboration, and discussion about best practice and students’ needs. Teachers are provided time each week to work both with their grade-level team, as well as their subject area colleagues. RtI meetings are held once a month to discuss the whole child and his/her progress. The RtI team consists of counselors, teachers, interventionists, and administrators. District coaches provide trainings and strategies to improve teaching practices. Developmental Responsiveness At Ruth Barker Middle School (RBMS), we are sensitive to the unique developmental challenges of early adolescence and realize the importance in developing the individual strengths of each student who enters through our doors. Every child is viewed as unique and special. Staff members are flexible in their response to meeting each child’s needs because they recognize not every child responds the same. Because of this, we are able to commit to offering a wide range of opportunities in order to bring out the strengths of each child.The RBMS theme for the 2017-2018 school year is “Home,” and all staff members strive to make every student feel welcome and comfortable at school. We individually personalize our school environment to support each student’s intellectual, ethical, social, and physical development. This is made possible through many academic and extracurricular outlets. Throughout the curriculum, project based learning (PBL), collaborative group work, student choice, and differentiated assessments can be found. Extracurricular examples include of personalized opportunities for development are student initiated clubs, mentoring, advisory, Girls on the Run, elementary and high school partnerships, math enrichment club, Student Council, student ambassadors, student recognition and after school activities for students identified with lack of social opportunities. We have a comprehensive program to foster healthy physical, social, emotional, and intellectual development. To aid our students in their physical development, our counselor works with organizations to provide the resources for snack packs and to provide extra snacks when the school has extended breaks. Food for the snack packs have been secured through partnerships with local businesses and snack packs are assembled by a team of community members who weekly volunteer their time. The school coordinates with local mental health organizations to provide school based counseling services to students in need of therapy. This allows students access to therapy without missing a large portion of academic instruction. Also, by having therapy within the school it reaches those who may not otherwise be available due to lack of parental resources such as transportation or work constraints. Collaboration also occurs with our Parent-Teacher Organization’s (PTO) “Barker Gives Back” program that addresses the individual needs of each child by providing resources such as clothing, school supplies, resources for their home environment and extended holiday food. Girls on the Run, an afterschool running program for girls, addresses the social, emotional, physical and intellectual development. Teachers work to enhance the curiosity, creativity and the development of social skills for students in a structured and supportive environment. In order to ensure this is happening an advisory time has been established every morning of the school day in which character education lessons are taught. Students discuss such as trustworthiness, organization, responsibility and friendships with their peers and advisor during the advisory period. Curriculum is both socially significant and relevant to the personal and career interests of young adolescents. Teachers use an interdisciplinary approach to reinforce important concepts, skills, and address real-world problems. All students participate in a weekly Genius Hour during which time they can participate research projects of their own choice. The topics being researched during Genius Hour lead to conversations about career fields and future study. Students are provided multiple opportunities to explore a rich variety of topics and interests in order to develop their identity, learn about their strengths, discover and demonstrate their own competence, and plan for their future. We have an active Student Council, Principal’s Advisory Committee, Book Fair Planning Committee, Student Ambassadors and leadership opportunities in our student-led clubs. Student Council members and student ambassadors are student leaders within the student body providing support to their peers. Clubs allow students to foster individual interests and to share with other like-minded students. RBMS actively seeks leadership opportunities for our students; recognizing that students and parents have more buy-in when students lead the way. We work with the Illinois Watershed Project, Watch Dog Dads, local counseling agencies, Crystal Bridges Museum, the Amazeum and Ellis Island Simulations. The school provides an age appropriate, co-curricular activities to foster social skills and character, and to develop interests beyond the classroom environment. Additionally, we have many adult mentors from a variety of backgrounds who come during lunch time to build relationships with students one-on- one and sometimes in small groups. Student led clubs, student council, band, orchestra, choir, talent show, Girls on the Run, Advisory, Bruin Ballers (basketball club), Fine Arts night and Hour of Computer Coding provide students with the opportunity to foster social skills and character development. Social Equity We provide all students, regardless of income, disabilities, exceptionalities, or language variances, with equal opportunities to participate in a learning environment where our expectations for behavior and academics cause them to perform to the best of their abilities. We are constantly looking for ways to make inclusion the best option for each and every student so that they are given what they need as individuals to be successful in a classroom of their peers. We have smaller groups taught by certified teachers. All students are welcome in instrumental or vocal music classes, art classes, technology classes, and our ESL teachers are very involved with the regular education classroom teachers to reinforce instruction. Students with exceptionalities, learning differences, and limited language are placed in mainstream classes. These students are held to the same high standards of academics and behavior as are all students. Through Project Based Learning, Genius Hour, Makerspace and crosscurricular collaborations, we work to provide our students with various ways to achieve and show their mastery of content standards. By giving students access daily to technology, we are able to foster their questioning, creativity and heterogeneous learning styles that we see leading to excitement and ownership in their learning. Math teachers are CGI trained which lends itself to varied learning styles. Band students are allowed limitless retakes and can use Google Classroom for video playing assignments, and multiple assessment forms are utilized to improve feedback and mastery. As facilitators of our students’ learning we are constantly adapting to the ever-changing needs of our students in order to effectively meet their specific needs. All students have access to our curriculum, resources, and activities. This includes providing transportation to school events, funds for field trips, and supplies when needed. Student-created rubrics are also used to help with student engagement and choice. All of our students require and deserve equal access to valuable knowledge across all curriculum and activities. This includes their need for ownership in these opportunities by providing choices in their learning. Our students have electives in sixth grade of various fine-art classes including orchestra, band, performance choir or general music. This helps to ensure that access to all opportunities is uniform for all learners. We have been fortunate to have essentially a 1:1 ratio with computers and this lends itself to an even more technology-fluent classroom environment. The ESL department holds an exit celebration with families to celebrate their success and hard work. We also hold award ceremonies with an open invitation for anyone to come and celebrate what their students are accomplishing. Our teachers communicate with parents weekly, and our social media accounts are kept up-to- date as a point of communication with students and guardians as well. Consistency of a reward system designed to value diversity, civility, service and democratic citizenship is incredibly important for a cohesive and safe school environment. Barker’s values are communicated through our newsletters, websites, citizenship lessons and classroom discussions. We highly value academics and reward those successes by honor roll designations and subjectspecific awards. Just as much emphasis is placed on our students as citizens. We give Barker’s Best awards which take note of those students showing leadership, being positive examples, having enthusiastic attitudes, giving outstanding effort, showing integrity, and a willingness to serve others. We have an award named after a former student from Barker who passed away, the Floyd Smith Award, which goes to a student who shows perseverance, leadership and a strong work ethic. There are several other awards like the Barker Bruin Award, the Citizenship Award, and the Kathy Dougan Award that recognize students for overall achievement. These awards give ALL students a chance to be recognized for those attributes that make them a better human being and will affect them in every part of their lives, not only at school. Organizational Support Ruth Barker Middle School (RBMS) is an educational community, arranged to support and sustain a trajectory towards excellence. Our district vision statement sums it up in one phrase: “Where Excellence Lives”. As we strive towards excellence, our school has a shared vision for learning environment as well as academics. Feeling safe is the major driving force for students and faculty to be able to perform at high levels. We want students to feel safe to explore new concepts, make mistakes and learn from those mistakes. Our vision also includes our commitment to be enthusiastic, self-disciplined, respectful, considerate and encouraging to all people. As a staff we have landed on four core beliefs which are evidenced throughout everything we do as school community: ● Provide a rigorous academic curriculum ● Be intently focused on the needs of the whole child ● Be actively engaged in learning with our community ● Committed to increasing capacity and legacy building within the teaching profession. Barker’s principal has the responsibility and authority to hold the schoolimprovement enterprise together, including day-to- day know-how, coordination, strategic planning, and communication. This is our principal’s third year as building principal at RBMS. Over the course of the last three years, we have went through the process of establishing core beliefs for our school. This process was inclusive of all stakeholders in the school community. Based upon survey results and multiple academic data points, decisions are made to best serve kids. Communication methods are continuously evaluated to best reach all constituents. Currently, we have a principal’s advisory committee comprised of student leaders, a parent advisory committee, and a school leadership team of teachers. Surveys among these groups along with opportunities for teachers to analyze structural components of our school to provide feedback for growth is used on a frequent basis. School improvement is based off of data and vetted at multiple levels to ensure all student needs are being met. We are a community of practice in which learning, experimentation, and time and opportunity for reflection are the norm. Students are grouped according to teams so they have smaller learning communities as part of the larger school. Team teachers are scheduled time within the regular school day to meet with one another to address needs of individual and groups of students on their team. Professional Learning Communities (PLC) are subject based and are established in which teachers can meet during school hours at least once week to collaborate and reflect on what is working and to share best practices. At various times during the school year, all teachers will be asked to reflect in surveys how they feel about the success of certain programs being utilized. Using survey data, programs are then modified and refined. Numerous in-service trainings areas are available to meet the needs of teachers to be sure they are appropriately trained for new situations. We are piloting different student schedule models to find out what works best for improved student learning. Both RBMS and the Bentonville School District devote resources to content-rich professional development, which is connected to reaching and sustaining the school vision and increasing student achievement. Our school and district will either provide high quality professional development. The district maintains a summer institute with all the training needed from technology, to curriculum, to the emotional and social needs of students. A middle school institute is held at RBMS at the beginning of the year to provide new professional development opportunities for the upcoming year for educators at all of the district middle schools. Supporting our vision of academic curriculum, math and literacy coaches and curriculum specialists are available throughout the school year and during these training sessions to work with teachers on understanding and implementing their curriculum with rigor. The school and district support our arts programs through funding of training outside our district. Our local museum (Crystal Bridges) provides high quality training in the visual arts and our band program is part of a Midwest clinic. Pre-Advanced Placement (Pre-AP) training is provided to all Pre-AP teachers to insure they meet needs of advanced students. Specialized training on literacy and mathematics intervention programs is also provided to certified staff member. Supporting our vision of the “whole child,” the school counselor provides training on emotional and social needs which in turn will impact academics. Our school is not an island unto itself; it is a part of a larger educational system, i.e. districts, networks and community partnerships. Our school communicates and shares teachers with other middles schools within our district. The high school orchestra teacher works with beginning orchestra students to ensure a rich music experience throughout a student’s school career and support the vertical alignment Bentonville has for all our music programs. The junior high and high school bands and choirs come perform for our students in order to let our students recognize future opportunities they will have in their education. Our sixth graders visit the junior highs in the spring to prepare for their next school year and know expectations. The visual arts program has representation on the teacher advisory committee at our local museum. Numerous other high school partnerships exist with high school students leading RBMS students through robotics and civil rights studies, participating in lunch groups, serving as mentors, and just being present at our school to greet our students in the morning or play games with our students at the annual RBMS Tailgate Party before we all head over to support our high school football team on game night. Supporting our core belief to be actively engaged in learning within our community, we have many business partnerships which includes mentors coming to meet with our students during lunch and recess, volunteers helping with our annual school wide events, and guest speakers demonstrating the use of outdoor sporting equipment and bicycles with our physical education classes. Our library has special parent day(s)/night(s) opening up to support literacy and providing muffins with mom and donuts with dad events. Our district math and literacy coaches and curriculum specialists help facilitate communication in programs across all middle schools and the understanding of state and district student learning expectations and curriculum maps. Open house, parent teacher conferences and PTO further our line of communications with parents and their resources to our community. Our school staff holds itself accountable for the students’ success. Supporting our core belief of rigorous academic curriculum, we practice and teach our students about growth mindset. Teachers have students keep track of their own data through charts and rubrics for self-reflection and teachers use this data to help students find appropriate targets. Many interim formative assessments are used in which students make projections and predictions before tests and then use goal setting forms with teacher guidance. Teachers then use the collected data to determine if extra lessons should be conducted over certain material. Our special education department has quarterly monitoring and adjustments are made as needed. Each student in our building is partnered with an advisory teacher and through regular advisory time, has the opportunity for one on one conferencing about grades. One of our most effective tools is our RTI, response to intervention meetings. Teachers meet monthly to create fluid groups of students in need of intervention. Teachers review multiple data points on each student and determine if the student is on tier I, which is the goal for all students; tier II, in need of intervention from the regular teacher or a team teacher during a scheduled intervention period each week; or tier III, which moves the student into a three-day- a-week program with a math or literacy specialist or interventionist. The ultimate goal is moving all students back to tier I, or regular classroom instruction and support. Our PLCs help keep teachers on the same page about what is working best in reaching students within their own subject area. Teachers collaborate to help students with goal setting after formative testing. Many teachers participate in committees to update curriculum and all teachers seek our professional development to enhance learning. The school and district staffs work with colleges and universities to recruit, prepare, and mentor novice and experienced teachers. Our district fully supports many of the local higher education institutions by providing observation and student internships within the district. When a new teacher begins in our district they will participate in a new teacher orientation and gain support in their buildings through PLC’s. We have partnered with the College of Education at the University of Arkansas for the 2017-18 school year to provide multiple internship opportunities. These interns begin their internship during teacher in-service prior to the start of the school year to get the entire picture of what education is really all about. A partnership with the University of Arkansas Office Of Educational Innovation and the Walton Family Foundation allows travel for our teachers to make observations of schools which have seen large growth in student achievement. Bentonville High School and Bentonville West High School students who are interested in the education profession are invited in from career classes to job shadow. We include families and community members in the process of setting goals and supporting the school’s trajectory toward high performance. The needs of the whole child is a core belief we have at RBMS. Part of these needs are filled through extracurricular activities. Families support those activities by helping our school during our annual events such as the book fair, dodgeball dance party fundraiser, tailgate party and end of the year celebrations. Parents take leadership roles in helping design activities of high interest for their children. Many parents as community members take part as guest speakers in class and during career day presentations. To support academics, parents have anytime access to our online gradebook and can contact a teacher at any time to schedule a conference. Our district and school provide confidential parent surveys allowing them to assess how we are doing at communication between the school and the community. As a result, we have altered our PTO meetings to occur at different times each month to accommodate the needs of multiple parents wishing to participate. Our WatchDog Dads program trains and communicates with fathers to come be a part of the school day to help patrol hallways, support students in academics and participate in recess and lunchtime activities. Parents are also involved and represented in committees such as the parent involvement plan, school improvement plan, and the ways to spend growth money related to testing outcomes. Parents are a crucial part to the whole child and have welcome input at RBMS.

Martinrex Kedziora President Originally, from Memphis, TN, Dr. Martinrex Kedziora has been a middle school teacher, special education coordinator, K-8 Principal and Professional Development Director during his 30-year career. He serves as Chairman of the California League of Educators. As an Education Faculty member for National and Brandman Universities. He serves as a team member of CLE for the California Department of Education and the Middle Schools Alliance. He is a committee member of the Urban Education Committee for ACSA. He is the Chair of the Advocacy Committee for the National Forum to Accelerate Middle Grades, Vice President of the Moreno Valley Hispanic Chamber of Commerce and on the advisory board for the Schools First Federal Credit Union. < Back