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Here’s how Cedar Rapids’ Wilson Middle School is turning the tide of student behavior
The school has seen a decrease in office referrals and an improvement in morale after adding staff supports and focusing on relationship building
Feb. 8, 2026 5:30 am
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CEDAR RAPIDS — Remarkable improvement in student behavior this year at Wilson Middle School is credited to the team of educators working together to identify solutions and better define expectations for students.
The school saw a 73 percent decrease in major office referrals, a 40 percent decrease in physical aggression office referrals and a 12 percent decrease in out-of-school suspensions in the first semester of this school year compared to the year prior.
“I would be proud for you to walk in these doors right now, and I don’t know that we could have said that for a really long time,” said Aaron Miller, and instructional coach. “I want the public to know that this is a great place, and I’m proud to be a part of what’s going on right now.”
Factors that have led to improved student behavior are additional support staff added to the school this year, including an engagement specialist, a social-emotional behavioral health interventionist and a behavior technician. Some of the support staff were added to schools as a part of a $3.5 million investment aimed at better supporting students with behavior needs.
Educators The Gazette spoke with also commended Wilson Principal Charlie Goetzinger — who is new to the school this year — for his leadership and creating a culture where improving student behavior is a priority.
“When I took this position and started diving into the data, everything screamed we needed more behavior supports and administrative support for behaviors and systems around behaviors,” Goetzinger said. “We brought in ideas. It takes the people here actually implementing it. Everybody has bought in, which makes it work.”
Miller emphasized they’re seeing so much success because of the team at Wilson that “works well together.”
To replicate Wilson’s success at other schools, Miller said there needs to be a “greater emphasis on the people and personalities that work together … and not breaking those kinds of things up. I don’t think we always do that.”
On Monday, the Cedar Rapids school board is expected to vote to approve one of three proposed plans to consolidate and close schools in an effort to reduce $6 million or more from the district’ annual budget.
Throughout the spring, district officials will take that proposal to families and the community for additional feedback and deeper conversation before voting on a final plan in April. The plan that is adopted could begin to be implemented by fall 2027.
Under the proposed plans, Wilson Middle School could become a fifth and sixth grade intermediate school, a preschool through fourth grade elementary school or a fifth through eighth grade middle school.
“We don’t know what’s going to happen in the future, but when the decision was made that there would be no changes for next year, it took a weight off of so many people’s shoulders. I don’t know what’s going to happen — we’ll roll with the punches — but to get one more year was enormous,” Miller said.
Student behavior improving districtwide
Data indicates districtwide there are improvements to student behavior this year. There’s been a 4 percent decrease in major office referrals, a 10 percent decrease in physical aggression and a 58 percent decrease in student restraints.
Across the district’s six middle schools, there has been a 39 percent decrease in major office referrals, a 7 percent decrease in physical aggression office referrals and a 16 percent decrease in out-of-school suspensions in the first semester of this year compared to the first semester of the 2024-25 school year.
Of the district’s middle schools, Wilson has made the most progress. There were 1,571 major office referrals first semester of the 2024-25 school year. That number was down to 476 major office referrals first semester in the 2025-26 school year.
The only middle school with increases in office referrals was Harding Middle School, which had a 26 percent increase in major office referrals and 16 percent increase in physical aggression office referrals. However, the number of office referrals at Harding — almost 700 this year — is similar to the number of office referrals at Taft and Roosevelt Creative Corridor Business Academy this year.
McKinley STEAM Academy had the lowest number of office referrals with 408, down 200 from the year prior, although the school also saw an increase in the number of physical aggression office referrals by 36 incidents.
Franklin Middle School had the highest number of office referrals in the first semester of this year with 1,174, which is down 385 from the year prior.
How is Wilson improving behavior?
Wilson seventh grade math teacher Molly McCarty was considering leaving teaching last school year, describing daily “power struggles” with students and going home “exhausted.”
McCarty said this year is different. Students are seated in the classroom ready to learn before the bell rings.
“This year, I get to focus a lot more on just teaching,” McCarty said.
She attributes this to better stated expectations for students and more support for teachers. This includes a student support referral form implemented this year that teachers can submit to get immediate help if a student’s behavior is escalating.
There are three levels of support teachers can request on the student support referral form. The first level is a notification to staff of what’s happening in the classroom. The second level will result in a staff member visiting with the student about their behavior before the next class period. The third level is a request by the teacher for immediate assistance.
“At the end of the day, kids will be kids,” McCarty said. “It’s their job as middle schoolers to figure out boundaries, and I feel like this year we have done an amazing job of setting those boundaries.”
The school also has three engagement specialist this year — one dedicated to each grade. Jordan Moore, who is in her second year as an engagement specialist at Wilson, said she now has time to connect with students and families instead of putting out fires all day, every day.
“I chose to work at Wilson because they were in a bad light in the community,” Moore said. “This year, we have grown into something I don’t think can be stopped. Kids are in class, they’re learning more than ever. Our hallways used to look like a circus. Redirection was not taken by kids lightly. Consequences were not given.”
Moore previously worked at the Linn County Detention Center and found purpose helping “kids struggling or down on their luck for something they probably induced themselves,” she said.
She thought, “How can I get a hold of more kids before they get to that point?”
Working as an engagement specialist at Wilson is a “dream job” where she can proactively work with students before they find themselves in more serious trouble, Moore said.
“A lot of kids deal with adversities when they leave our building,” Moore said. “They always say, ‘Why are you in my business?’ Well, in these four walls you are my business. I’m worried about you. If you need anything, I’m here for you. If I don’t have the answers, I’ll find them for you.”
Ryan Hocking, the seventh grade engagement specialist, has been working at Wilson for a decade. He said this year he feels more supported by school administrators who he knows he can turn to when he’s “racking my brain” for a solution.
“I think the staff here were itching for change,” Hocking said. “The kids are special. When you finally break through that ice, they love you like no other … the morale of the adults is up. We don’t go home frustrated. We say good morning to each other. We never used to have staff potlucks. Now, we have them every month.”
Goetzinger said the teachers and staff made a decision to not “tolerate” certain behaviors anymore. “We have to help them realize that yes, you’re going to make mistakes, but we’re here to help you figure out a better solution,” he said.
Positive praise is another important focus for teachers and staff at Wilson, Goetzinger said. A districtwide student disciplinary matrix is providing more “consistency” for students and families around consequences, he said.
Torrie Woodwick is a social-emotional behavioral health interventionist at Wilson — a position added this year. Last year, she “fell in love with the kids” at the school while substitute teaching. Woodwick has a degree in psychology and criminal justice and experience working in behavioral health at Four Oaks and Tanager Place. At Wilson, she works closely with students to “find solutions” for their behavior.
Mo Arrington, Wilson’s behavior tech — another position added this year — oversees in-school suspensions and uses restorative practices to hold students accountable, repair harm and address the root causes of conflict.
Arrington is the one implementing some of the consequences for student behavior. But he also has grown to be a trusted and favored adult among the students, Goetzinger said.
“I’m just being myself, asking questions, finding things out about them and what they’re interested in,” Arrington said. “I’m also the snack guy.”
Comments: (319) 398-8411; grace.king@thegazette.com
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