• Category 1

    Selected in 2025

  • Grades: pre k - 4
    School Setting: urban
    Town Population: 18,564
    Student Enrollment: 343
    Student Demographics:

    Black/African American: 17%
    White/Caucasian: 66%
    Hispanic: 8%
    Hawaiian/Pacific Islander: 0%
    Asian: 3%
    Native American: 0%
    Other: 6%

    Teacher/Student Ratio: 1:21
    % Reduced Lunch: 32%
    % ELL Learners: 99%
    Founded: 1989
  • PRINCIPAL:
    Tom Kostanis
  • CONTACT:
    420 N. 4th St
    Steubenville, OH 43952
    740-282-1651
    tkotsanis@rollred.org
Wells Academy
Steubenville, OH
1. What key actions or strategies have been most instrumental to your school’s success?
Several key actions and strategies have been most instrumental to our school’s success. Strong, consistent leadership established a clear vision and aligned staff around shared goals, ensuring focus and accountability across the school. High-quality instruction was prioritized through ongoing professional development, instructional coaching, and collaboration within professional learning communities, which strengthened teaching practices and consistency. The use of data to inform instruction and interventions allowed teachers to identify student needs early and adjust practices to improve learning outcomes. A positive, student-centered school culture with high expectations fostered engagement, belonging, and academic growth. In addition, strong family and community partnerships expanded resources, supported student well-being, and reinforced learning beyond the classroom.
2. What significant challenges did your school face during your improvement efforts, and how did you address them?

During our improvement efforts, the school faced significant challenges, including inconsistent instructional practices, varying levels of staff readiness, and unmet student needs. To address instructional inconsistencies, leadership provided targeted professional development and instructional coaching aligned with curriculum standards. Resistance to change was mitigated through clear communication, shared decision-making, and opportunities for teacher collaboration and ownership of initiatives. Student engagement and learning gaps were addressed through data-driven instruction, targeted interventions, and expanded support services. Limited resources and barriers to student well-being were addressed by strengthening family and community partnerships. By fostering a culture of collaboration, reflection, and shared accountability, the school was able to overcome challenges and achieve sustained progress toward its improvement goals.
3. How did professional development contribute to your school’s improvement efforts?
Professional development was a key driver of our school’s improvement efforts by strengthening instructional quality and building shared ownership of student success. Targeted training focused on evidence-based instructional strategies, curriculum alignment, and effective assessment practices, which led to more consistent teaching across classrooms. Teachers were supported in using student data to guide instruction, identify learning gaps, and implement timely interventions, ensuring that instruction was responsive to student needs. Professional learning communities provided structured opportunities for collaboration, allowing staff to share best practices, reflect on outcomes, and collectively problem-solve. Ongoing professional development also emphasized differentiation, inclusion, and culturally responsive teaching, helping educators better support diverse learners.
4. In what ways did family and/or community partnerships support your school’s success?
Regular communication with families reinforced learning expectations at home, improving attendance, behavior, and academic consistency while empowering families to support their children. Community partners provided mentoring, tutoring, internships, enrichment programs, and after-school activities, connecting learning to real-world experiences. Local organizations contributed resources, funding, and specialized services like counseling and career guidance. Inclusive family events, volunteer opportunities, and shared decision-making strengthened trust and school climate, while partnerships with health and social service agencies supported student well-being, removed barriers to learning, and ensured equitable access to opportunities and resources.
5. How has ESEA funding (e.g., Title I, II, III) been strategically used to support student achievement?
ESEA Title I funding has been strategically used to support student achievement by directing resources to our highest-need students and programs. These funds have been used to provide targeted academic interventions, supplemental instructional materials, and extended learning opportunities such as after-school or summer programs. Title I resources also support additional staffing, including reading and math specialists, to help students who are struggling meet grade-level expectations. By focusing on individualized support, small-group instruction, and data-driven interventions, Title I funding has played a critical role in closing achievement gaps, enhancing student learning, and ensuring that all students have equitable access to high-quality instruction.
6. What advice would you give to a school just beginning its improvement journey?
For a school just beginning its improvement journey, the most important advice is to start small, stay focused, and build trust. Sustainable improvement isn’t about quick fixes—it’s about creating the right conditions for learning to flourish.
Stats
  • Category 1

    Selected in 2025

  • Grades: pre k - 4
    School Setting: urban
    Town Population: 18,564
    Student Enrollment: 343
    Student Demographics:

    Black/African American: 17%
    White/Caucasian: 66%
    Hispanic: 8%
    Hawaiian/Pacific Islander: 0%
    Asian: 3%
    Native American: 0%
    Other: 6%

    Teacher/Student Ratio: 1:21
    % Reduced Lunch: 32%
    % ELL Learners: 99%
    Founded: 1989
  • PRINCIPAL:
    Tom Kostanis
  • CONTACT:
    420 N. 4th St
    Steubenville, OH 43952
    740-282-1651
    tkotsanis@rollred.org