30 New Districts Join the League of Innovative Schools

“Our student leadership notebooks expanded upon our existing Character Development program, serving as a personalized resource for students to reflect on their educational journey, goals, and aspirations. Entries from previous years are preserved, enabling students to revisit their growth and evolving priorities.” Joseph S. Famularo, Bellmore Union Free School District (New York)

“In our district, significant conversations around equity have led to meaningful actions and policies aimed at fostering inclusivity and community engagement. As superintendent, I have spearheaded a multifaceted initiative to address these critical issues.” Dan Deguara – Superintendent, Belmont-Redwood Shores School District (California)

“I recognized that there were barriers preventing many families, especially those from underrepresented backgrounds, from feeling truly included and empowered in their children’s education. Our Family Engagement Councils…bring together diverse groups of parents and caregivers to provide feedback, voice concerns, and collaborate on solutions.” Marla Silversmith – Superintendent, Burlingame School District (California)

“We convened a design team—consisting of students, parents, staff, teachers, administration, community partners, and a school board member—to investigate learner outcomes and experiences. We piloted and are continuing to develop school-wide activities to address relevance, connection, and community within our classes.” Audra Pittman – Superintendent, Calistoga Joint Unified School District (California)

We established a Department of Innovation within the Office of Academics to address achievement and equity gaps within current college and career readiness indicators by redesigning programming and school structures. While this initiative is still in its early stages, initial wins are evident across grade-level math enrollment, ELL programming, preschool reading curriculum, learner agency, and more.” Tawana Grover – Superintendent, Cedar Rapids Community School District (Iowa)

“This year, Cherry Hill Public Schools was one of 26 school districts in New Jersey to receive preschool expansion aid, which enabled us to offer free, universal preschool to township residents for the first time…Our goal [is] to level the playing field, ensuring that all children, regardless of their demographic background, have the opportunity to develop essential learning readiness skills.” Kwame R. Morton, Sr. – Superintendent, Cherry Hill Public Schools (New Jersey)

“I led our district to build a one to one device program and to develop our own LTE network to ensure network connectivity at home for students who did not have internet access. This initiative led to greater equity when it comes to connectivity and brought our community together to ensure the success of this program.” Kelly May-Vollmar – Superintendent, Desert Sands Unified School District (California)

“Creativity, collaboration, critical thinking, and communication are 21st-century skills that we believe will elevate our students as they move forward in their academic and personal lives. We are thrilled to open innovation labs at our elementary and middle schools, and a “Project Lead the Way” classroom at the high school. Here, our students code, build video games, print 3D designs, elevate their fluency in math and literacy practices, [and more.]” Danielle Gately – Superintendent, East Williston School District (New York)

“The Evansville Vanderburgh School Corporation is dedicated to differentiating instruction to ensure that every student can reach their full potential. Our district has developed a range of student programs and teaching models aimed at catering to diverse needs and engaging students in their interests while preparing them for the future.” David B. Smith – Superintendent, Evansville Vanderburgh School Corporation (Indiana)

“By incorporating tools such as AI and data analytics, we aim to personalize learning through micro-credentialing and self-directed learning. In this way, we adapt learning to each student’s pace and style, in turn enhancing engagement and achievement while giving opportunities to students to pursue what they are passionate about.” Kusum Sinha – Superintendent, Garden City Union Free School District (New York)

“The implementation of the “Community Schools” model has allowed us to bring vital services to our students and families at locations that are most accessible to them. Last school year alone, we opened a school-based health clinic, provided free dental screenings, created a robust English as a Second Language (ESL) program, overhauled our school Family Resource Centers, and hired staff to directly support our community. ” Brian Markarian – Superintendent, Hawthorne School District (California)

“We must teach [students] to become analytical and critical thinkers who can navigate and utilize multiple resources. I aim to create an educational environment that fosters students’ [ability] to become change agents and shapes their ideologies to think beyond secondary education.” Erskine R. Glover – Superintendent, Hillside Public Schools District (New Jersey)

“I am a staunch advocate for the integration of cutting-edge educational technologies and innovative teaching methodologies to enhance the learning experience. By staying at the forefront of educational innovation, we ensure that our students are not only academically excellent, but are also equipped with critical thinking and problem-solving skills.” Anita Rice – Superintendent, Lincoln Elementary School District 156 (Illinois)

“[We] have been at the forefront of promoting equity and community engagement through our “Community Schools” initiative. By establishing partnerships with local health and social service providers, we ensure that students and families have access to essential services like mental health counseling, healthcare, food security programs, and housing assistance.” Debra Duardo – Superintendent, Los Angeles County Office of Education (California)

“We are working with talented staff and an invested community to reimagine K-12 public education to be radically personalized. From the first day of school for our youngest students, we will seek to offer a program of throughlines and capstones that will not only prepare students for life after schooling, but will also allow them to understand their strengths.” Charles B. Sampson – Superintendent, Mamaroneck Union Free School District (New York)

“I led the launch of the Norristown Area CARES (Community, Advocacy, Relationships, Engagement, and Support) Committee, a partnership between the district and 20 community based organizations. CARES exists to provide a forum for collaborative approaches and solutions around shared issues, breaking down silos so that we can better work toward improved outcomes.” Christopher Dormer – Superintendent, Norristown Area School District (Pennsylvania)

“Our district has embarked on a transformative journey to establish a comprehensive STEM pipeline spanning from elementary to high school. This initiative bridges the gaps in STEM learning and fosters a continuum, ensuring sustained student engagement and development in this critical field.” Tamra Collins – Superintendent, NYCPS District 19 (New York)

“Our esports lab and course opened up new avenues for students from diverse backgrounds to engage in a high-interest, skill-building activity. This initiative helped bridge the digital divide and ensured that all students, regardless of their socioeconomic status, had the opportunity to develop valuable skills in a supportive environment.” Shawn D. Foster – Superintendent, Orangeburg County School District (South Carolina)

“Community engagement has been a priority focus area in our district. We have held multiple community showcases which include interactive tours, student talks, information on the latest educational research, and more covering topics such as career readiness, the science of reading, literacy efforts in the district, arts education, and more.” Holly Edds – Superintendent, Orcutt Union School District (California)

“Understanding that a robust MTSS model is essential for addressing the diverse needs of all students, we embarked on a comprehensive effort to improve our practices around parent communication, data transparency, and access to assistance. This initiative has deepened our partnership with parents and the community, ensuring that our educational practices are inclusive and supportive.” Matthew Friedman – Superintendent, Quakertown Community School District (Pennsylvania)

“We developed a comprehensive coaching initiative aimed at enhancing our educational practices. Set to launch in the 2024-25 school year, this initiative features instructional coaches providing embedded, real-time classroom coaching to support instructional strategies, promote student agency, and foster inclusive practices throughout the district.” Jennifer Burks – Superintendent, Solana Beach School District (California)

“To cultivate equity, we have created an early college high school program that has no entrance requirements. We engaged our community around this initiative by encouraging community leaders to identify partners with whom we can collaborate and who might offer credentials, internships, and externships.” Andre D. Spencer – Superintendent, Teaneck Public Schools (New Jersey)

“We launched a unique Early College Program to provide support and access to [underrepresented] students. This initiative leverages community partnerships and support systems to enable students to concurrently complete high school and college coursework. While similar programs exist, our design is unique in that it ensures equitable access for all students.” Tim Stowe – Superintendent, Torrance Unified School District (California)

“We launched a new summer learning program based on educational best practices and parent feedback. The full-day, five-week program features high-quality instruction from certified teachers and enrichment programming provided in collaboration with community organizations, and is all offered for free.” Michael John Daria – Superintendent, Tuscaloosa City Schools (Alabama)

“We host Family Forums at every school to provide an opportunity for families to come together and share aspects of their cultures. [Our] Family Forums…celebrate the diverse cultures represented in our schools, fostering a deeper understanding and appreciation for our community’s rich cultural history.” Unal Karakas – Superintendent, Valley Stream 24 Union Free School District (New York)

“Our district is developing a comprehensive K-12 mental health plan that addresses the social and emotional needs of all students. Our team worked to develop a partnership with Northwell Health, to start the review, and to pilot an instructional program of a new SEL curriculum.” John McNamara – Superintendent, Wantagh Union Free School District (New York)

“We created a new preschool through ninth grade resource program called AIM (Achieve, Imagine, Motivate), which provides in-district education support to our PSD, autistic, cognitively disabled, and multiply disabled students. The students in our AIM program are making educational, social, and emotional advancements in their classrooms.” Eric Crespo – Superintendent, Weehawken Township School District (New Jersey)

“Our dual language immersion program supports students as they acquire a high level of proficiency in English and either Spanish or Mandarin Chinese and as they grow in their knowledge and appreciation of other cultures, develop a deeper understanding of their own cultures, and learn how to communicate across global communities.” David M. Aderhold – Superintendent, West Windsor-Plainsboro Regional School District (New Jersey)

“We have established specialty schools offering Vietnamese and Spanish Dual Immersion programs, as well as GATE/STEAM and performing arts academies. Specialty schools are vital to driving innovation as they provide unique learning environments that cater to individual student interests and talents. By fostering creativity and critical thinking, these schools prepare our students to thrive and be future ready leaders.” Gunn Marie Hansen – Superintendent, Westminster School District (California)

“[We launched and designed] a Spanish immersion program to foster diverse learning experiences and prepare our students to become global learners in an increasingly interconnected world. By immersing students in Spanish, they not only learn the language more effectively, but they also gain a deeper understanding of global perspectives.” Alena Zachery-Ross – Superintendent, Ypsilanti Community Schools (Michigan)