Newfound Memorial Middle School Focuses on Rigor, Responsibility, and Relationships
May 19th, 2026
New Hampshire’s public schools are amongst the best in the nation. Unfortunately, much of the day-to-day work that makes that so goes unseen by our communities. 5 Big Questions seeks to open the school house door to spotlight the work being done, why it matters, and how we, as a broader NH community, can build upon the successes and innovations so ALL NH students can benefit.
Below is one story, through the eyes of the people who live it:
An interview with Chris Ulrich and Jacob Roy of Newfound Memorial Middle School
On April 22, 2026, Newfound Memorial Middle School (NMMS) was named a school of excellence. To learn more about their work, Reaching Higher NH sat down to discuss the 5 Big Questions with Principal Chris Ulrich and Assistant Principal Jacob Roy. Here is a summary of what they had to say:
1. What do you do?
During the seven years that Chris Ulrich spent as the Assistant Principal at Newfound Regional High School, he noticed a pattern. Many of the students who found themselves in his office needed greater confidence, stronger skills, and more accountability. When the opportunity to lead NMMS presented itself, he jumped at the chance. By the time Jacob Roy joined him as Assistant Principal two years later, the seeds for full systems change had been planted.
Central to the changes instituted at NMMS is its mission to integrate academic rigor, restorative practices, and relationship?based programs into all aspects of the school day to promote student growth. The mission is embraced by every classroom teacher, staff member, and student. That degree of buy-in is necessary as the work is hard.
The initiatives enacted by Ulrich and Roy have put students in the driver’s seat. Here is a short summary of what they have done:
Doubling Down on Academic Rigor
High expectations have become the norm at NMMS, but not in the way you may think. Like many NH schools, Newfound uses a competency-based system. The core tenant of this type of system is to support students as they grow towards “mastery” of a particular subject. Gone are the days of moving through a curriculum in a teach>test>move on cycle. A competency-based approach is much more intentional, much more personalized, much more student-centered.
The focus on student growth, according to Ulrich and Roy, is key. “We put growth on a pedestal here,” said Roy. “I think that it dignifies the children's efforts because we look at them, where they're starting, and their goal. That allows us to reach every kid and to move forward with every kid.”
To track growth, the staff at NMMS relies on the NWEA assessment tool. The test is administered to each student two times annually for each of the three core subject areas: literacy, math, and science. Students are given an index card with their target score. These targets are not arbitrary. They are customized to each student based on previous assessment results. This small act reinforces the role students play in their own education. They in turn feel a sense of responsibility for it and engage accordingly.
Noting that acknowledging growth is as important as achieving it, following the assessments, NMMS hosts school-wide assemblies to honor those achieving the Mt. Jefferson, Mt. Adams, and Mt. Washington Awards. Named for NH’s three tallest mountains, the awards replace the traditional “honor roll.” They instead celebrate students who met or exceeded their growth targets (the personalized measures given to students via index card) in one, two, or all three core subject areas respectively. This year, 90% of the student body exceeded their targets in at least one subject area and 24% of students exceeded growth expectations in all three. Contrast that with the first year of the initiative when that number was only 7%.
The Most Important Part of the Day
When students walk into NMMS each morning, Ulrich, Roy, or both are waiting. They greet each student in a lobby full of music, dancing, and laughter. The warm and nurturing environment is an important part of the culture at NMMS and what allows students to take risks and grow. “We balance really high academic expectations for our students with a culture of care and welcoming,” explained Roy. “We do this so that every kid feels safe here, wants to be here, and has adults in their life that connect with them.”
When the bell rings, students move on to Homeroom. At NMMS, however, Homeroom isn’t just where attendance is taken and students say the Pledge of Allegiance. It is where they find connection and where NMMS deploys the One Trusted Adult model. A student’s homeroom teacher is not assigned at random, they are selected by the students themselves. Giving this power to the students allows them to select someone they are comfortable with and whom they respect. Ulrich explains, “Every day it is an opportunity for them to check in for five minutes with a trusted adult. When we do hostile intruder training, we do it with their homeroom teacher. When we do the NWEA testing, we do it in their homeroom. When we do evacuation drills, they assemble in their homerooms.” Having a continuous connection to that One Trusted Adult makes a big difference according to Ulrich.
“We also provide a data sheet to all faculty and staff that has a 40,000 foot view of how each student is doing academically. On Tuesdays and Thursdays, that's an opportunity for homeroom teachers to say, ‘Hey, what teacher are you going to meet with to get that extra help?,’” continued Ulrich. “We have been able to raise the academic rigor of our building by building those relationships.”
The Power to Make Choices:
Under Ulrich and Roy’s leadership and in keeping with the school’s focus on growth and relationships, NMMS has instituted a Restorative Practices approach to conduct and discipline. The student handbook describes Restorative Practices this way:
Restorative practices are alternatives to discipline, but used in conjunction with the traditional discipline continuum. Restorative practices aim to repair the harm caused by a violation through reflection and reparative action. Students are offered this option if they demonstrate self-accountability, empathy, and the willingness to repair the outcomes of their choices.
In other words, NMMS has again put students in the drivers seat by giving them the opportunity to take responsibility and make it right. Ulrich explains, “One of the things that Jake and I really emphasize is the power to make choices. That's why restorative practices are so important. Because we teach children that mistakes are natural and that we will sometimes have trouble interacting with one another, but that doesn't mean the end of it. That leads to more sustainable growth and more sustainable solutions than just consequencing our way out of misconduct. It leads to ownership.” In the same way NMMS has championed the idea that students are responsible for their academic success and the success of their relationships, so too have they embraced the idea that students are fully responsible for their behavior and the consequences that may result from it.
2. Why do you do it?
In articulating the “why” behind the work, Ulrich stressed that, “At NMMS, demographics don’t determine destiny.” Approximately 33% of the student body is eligible for free and reduced lunch and 20% receive special education services. To his mind, every student has the opportunity to make the choices that lead to their success. The role of the school is to build the skills necessary to do that and to incentivise good choices. Ulrich and Roy are laser focused on promoting growth and personal progress rather than ranking students against each other.
“One in three of our kids are socioeconomically disadvantaged and one in five of our kids receive special education services. And that that percentage is going to be increasing in time,” said Ulrich. “And yet we consistently outperform our local, state, and national peers in all tested areas. We've really focused on building up core academic skills so that when kids transition to high school they have the work habits and the knowledge to be able to take all the different paths that are available to them.”
Roy continued, “Public education, at its core, is an engine of opportunity. We want to make sure that the children of our community have the opportunity to live the kind of life that they want to live regardless of the start that they got.”
3. What does it mean for students?
This year, NMMS students scored in the 70th percentile of NH schools participating in the NWEA assessment. That marks considerable growth from where they were several years ago - below the state average. The impact of the systems change efforts implemented by Ulrich and Roy don’t end with test scores, however. The NMMS student body is also reporting substance use lower than the state average and over half are participating in at least one extracurricular activity.
In speaking to the positive impact of the changes on students, Roy explained, “It's so important when it comes to kids coming every day ready to learn and ready to move forward. We trust that children will do the right thing and we give them a bunch of reps to try.”
4. How are families involved?
The mission of NMMS hasn’t just been embraced by educators and students, it has been embraced by families as well. Look no further than attendance at the school-wide assemblies to honor those achieving the Mt. Jefferson, Mt. Adams, and Mt. Washington Awards.The school gymnasium is near capacity and the applause impressive. Additionally, the revamped school open house now feels more like Old Home Day with multi-generational attendance and a wide array of community organizations and providers.
Aside from special events, families have also become immersed in NMMS’ competency-based model as tutors and support providers. For two hours every quarter students who are passing all of their competencies have the opportunity to participate in fun activities like karaoke, dodgeball, flying drones, and driving RC cars. For students who aren't in that place, the two hours are used as an opportunity to get caught up. Families are invited in to assist in that process and facilitate that growth.
5. Is there something that state decision makers should know?
When asked to reflect on the work they have undertaken, the successes they have seen, and the role that state-level education policy can or should play in them, both Ulrich and Roy chuckled.
“Our ability to educate kids should be celebrated, but I feel like it's difficult in today's environment where oftentimes towns and schools are put at odds with one another because of funding. These are not people in the community that are stingy or anti-education,” asserted Roy. “These are people that are struggling with the funding model that the state has chosen.” He went on to say, “I guess I would ask representatives to be thoughtful about funding schools and not just wealthy schools on the 93 corridor or the seacoast, but ensuring that all schools in New Hampshire are funded in a way that lets them meet the needs of kids.”
Ulrich added, “I have been in Newfound for 11 years and in that time maybe once or twice have I had a state representative come into the building during a school day. And, in fact, I don't believe in my four years at the middle school I've ever had a state rep come.” He went on, “ I would ask those decision makers who are making big sweeping decisions about public education to come and check it out. Come and see what we do. Come to NMMS to see what public education looks like. Sometimes we have perceptions of what public education is, but until you come in and see it, it's difficult to have an informed opinion on what it is that public education does.”
For both Ulrich and Roy, the doors are open.
BONUS:
6. What else should we know?
“The purpose of public education is to serve two functions. One is to create good citizens and the other is to create an economic meritocracy where demographics don’t determine your destiny. Public education gives kids who ordinarily wouldn't have an opportunity an opportunity for economic success. That's what we're doing every day because we are blessed by having a wonderful community, excellent parents, and just an amazing faculty and staff who work with a great group of students,” said Ulrich.
Want to learn more?
If you are interested in connecting with Chris Ulrich and Jacob Roy to learn more about their work and how to bring it to your community, email them!.
Recognition of Newfound Memorial Middle School as a 2026 School of Excellence has received a fair amount of press coverage - Check it out: Newfound Memorial Middle named school of excellence
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