Back

Cloverleaf Middle School

Schools of Distinction Profile

Cloverleaf Middle School was recognized in 2026 as an AMLE School of Distinction. One of the goals of the program is to foster a network of schools that share promising practices positively impacting young adolescents. The below profile provides highlights of a few of Cloverleaf Middle School’s exemplary practices aligned with the 18 Characteristics of Successful Middle Schools.

Connect with Cloverleaf Middle School Leadership Team

Demographic Information

Location: Seville, Ohio
School Setting: Rural
Grade Configuration: 6-8
School Enrollment: 607

Leadership

Principal Kristina Yako
Assistant Principal Dominic Wilson

Key Practices

  • assessment
  • bullying/school safety
  • counseling
  • curriculum
  • diversity/social equity
  • ELL
  • family and community
  • health/wellness/guidance
  • leadership
  • math
  • middle school concept
  • organizational structure
  • PLCs
  • professional development
  • scheduling
  • school culture/climate
  • SEL
  • special education/inclusion
  • student empowerment
  • student engagement
  • student leadership
  • student motivation
  • teaching
  • teaming
  • transitions to/from middle school
  • young adolescent development

Highlights of Exemplary Practices Aligned with the 18 Characteristics of Successful Middle Schools

Responsive: The school uses "Taming of the Team" for structure, with adult advocates for every student and thrice-weekly team meetings to target student and curriculum needs. Counselors facilitate groups focused on attendance, course failure, and social/emotional belonging, while "Colt Time" provides daily intervention and enrichment. Challenging: The school addresses chronic absenteeism through proactive measures like parent notifications, home visits, and 1:1 meetings. They offer accelerated math and gifted ELA opportunities, Career Technical Education (PLTW), and initiatives like "Men in the Making" and "Erika’s Lighthouse." Professional development is ongoing, including collaboration with Fielding International and a focus on adolescent-specific instructional strategies. Empowering: Leveraging professional development on student agency, the school uses flexible "pod" configurations and furniture to support diverse learning styles. Students participate in councils, service organizations (Emerald Key), and community projects. They also utilize student-led conferences, exit interviews, and "authentic learning" indicators to ensure high-quality instruction. Equitable: Services include a spectrum for special education (including MD/cross-categorical and resource units) and accelerated paths for gifted students. The school provides free breakfast, lunch, and school supplies. Restorative discipline practices and specific student groups (e.g., "Men in the Making") support a positive school culture, further informed by sense-of-belonging surveys for staff and students. Engaging: Learning is designed to be active and purposeful, supported by grade-level pods and cross-curricular projects. Strategies include the use of "Collins Writing," "The Writing Revolution," and regular PLC analysis of student data. The master schedule is built for flexibility, allowing teams to adapt time to meet the specific needs of lessons and students.