Animo Florence-Firestone Middle School Los Angeles Unified School District Los Angeles County Joshua Hartford, Principal Enrollment: 450. Grade Levels: 7-8. School Characteristics and Replicable Practices Mixed grade-level math intervention leveled by student need Advisory class facilitates academic mindset and social-emotional growth Double-literacy and Double-STEM schedule for all students Weekly PD and collaboration time without extending the work day Reverse referrals: Push-in support so that students stay in class

Contact Us Interested in more information about the Forum? Contact us. Over the phone or online : hello@middlegradesforum.org | (800) 326-1880, ext. 1 Conference Questions? stwconference@middlegradesforum.org

About The Forum The National Forum is a nonprofit educators’ association dedicated to improving education and school-based supports for all young adolescents in the middle grades. Its alliance of educators, researchers, associations, and state departments of education operate the organization’s Schools to Watch recognition, continuous improvement, and model schools program. Today, there are over 600 Schools to Watch in 17 states all focused on serving the social, emotional, and academic needs of each student in culturally relevant and inclusive ways. These exceptional schools continue to improve each year and serve as models and mentors for educators from other schools. Advancing excellence in the middle grades Our Mission Our Mission The mission of the National Forum is to unite key stakeholders in leveraging research, policy, leadership, community, and replicable practices in order to optimize the social, emotional, and academic growth of all middle-grades students. Our Vision In order to prepare students to be lifelong learners ready for college, career, and citizenship, the National Forum seeks to make every middle-grades school academically excellent, responsive to the developmental needs and interests of young adolescents, and socially equitable. Our History In the mid-nineties, a group of K-12 and higher-ed educators gathered together to map out real-world guidance for middle-grades schools on ways to support the whole child during the young-adolescent stage of development. The middle school movement, with its focus on students’ social and emotional well-being, had started to lose steam in the national education conversation. Indeed, the group was concerned that the unique needs of middle-grades students were no longer being addressed in an organized way at the district, state, and national levels. ​ The Schools to Watch Rubric The group decided to focus on producing an evidence-based framework that would provide schools with practical guidance on what elements should be present in a thriving middle-grades school. The resulting Schools to Watch rubric was finalized in 2002. Since then, thousands of schools across the country have used the rubric to measure their school’s level of effectiveness in the areas of social equity, developmental responsiveness, academic excellence, and innovative systems. The National Forum & the Schools to Watch Program In 1997, the group formed the nonprofit National Forum. In 1999, the organization debuted its Schools to Watch program, which leveraged the Schools to Watch rubric to identify exceptional middle-grades schools that serve all students well and are on a trajectory toward excellence. The program’s usefulness and ability to motivate staff to continue to grow appealed to schools, and the number of states and participating schools grew steadily. While each state has its own process for identifying and celebrating schools, all states align when it comes to the core Schools to Watch requirements. Today, there are over 600 Schools to Watch in 17 states, with more being added each year. The National Schools to Watch Conference, held in the Washington, DC metro area, is attended by over 750 Schools to Watch educators annually Schools to Watch is now a thriving national network. Schools To Watch

Forum Membership Membership Levels Become a member Mission The mission of the National Forum to Accelerate Middle Grades Reform is to unite key stakeholders to speak with a common voice to leverage research, policy, leadership, and replicable practices to drive middle grades reform. Vision In order to prepare students to be lifelong learners ready for college, career, and citizenship, the National Forum seeks to make every middle-grades school academically excellent, responsive to the developmental needs and interests of young adolescents, and socially equitable. Membership The National Forum Membership is open to individuals and individuals approved by an organization. Three membership levels are offered with benefits, responsibilities and annual dues for each level. Join Today! Frequently asked questions What types of membership are available? There are three types of membership: • Advocating Member (Individual) : $39 • Contributing Member (Individual) : $69 • Institutional Member (School) : $99/year or $275/3-years What is the renewal schedule for Memberships? Membership renewals occur on the date of the initial enrollment. For Institutional Memberships, schools have the option of selecting a one-year ($99) or a three-year ($275) Institutional Membership. What is Institutional Membership in the National Forum? Institutional Membership with the Forum is a whole-school designation available to schools that believe in and support the mission and vision of the Forum and that include one or more of the following grades – 5, 6, 7, 8, or 9. Why must a school have one or more of the following grades – 5, 6, 7, 8, or 9 to apply for Institutional Membership? Grades 5, 6, 7, 8, and 9 comprise the middle grades, and the vast majority of young adolescents (those students aged 10-15) are in these grades. Since the middle grades and young adolescents are the foci of the Forum’s work, it made sense that the Forum should limit (at least initially) Institutional Membership to those schools with one or more of the middle grades. Can schools that are not Schools to Watch be granted Institutional Membership? Yes, but they must believe in and support the Mission and Vision of the Forum and include one or more of the following grades – 5, 6, 7, 8, or 9. Can schools that are not eligible to be designated as Schools to Watch be granted Institutional Membership? Yes, but they must believe in and support the Mission and Vision of the Forum and include one or more of the following grades – 5, 6, 7, 8, or 9. How is the Forum’s Institutional Membership different from its other memberships? Institutional Membership differs in several ways from currently existing memberships (Contributing Memberships and Advocating Memberships): • First, Institutional Membership is a whole-school membership while the Forum’s two other memberships are for individuals only. • Second, the Institutional Membership targets schools that believe in the Forum’s Mission and Vision and have one or more of the following grades – 5, 6, 7, 8, or 9; Contributing and Advocating Memberships are for individuals who may or may not be in a School to Watch but who wish to be more active and involved in the Forum’s effort to “accelerate middle grades reform”. • Third, the Institutional Membership category provides the Forum with a mechanism to engage and communicate with a broader constituency of middle-level practitioners (nationally and internationally) than do the existing membership classifications. What are the benefits of being an Institutional Member? The benefits of being an Institutional Member include: • The personal satisfaction of supporting the Forum in its efforts to speak with a common voice to leverage research, policy, leadership, and replicable practices to drive middle grades reform (being part of a “movement”) • Opportunities to give back to the profession (paying it forward) • Periodic reports on Forum projects to accelerate middle-grades reform • Special rates for Forum-sponsored activities • Access to all Forum publications, reports, and white papers • Access to a national network of middle-level schools that shares a common philosophy, mission, and vision. Is it possible for one person to have both a Contributing Membership and an Institutional Membership? Technically no, since Institutional Membership is available only to an eligible school and not to an individual. That being said, a person could be both a Contributing Member and a member of a school with an Institutional Membership. Must a School to Watch become an Institutional Member? Not at this time, but given the benefits of membership it is highly recommended that every School to Watch be an Institutional Member of the Forum. Can other than public schools be Institutional Members? Yes, as long as they believe in and support the Mission and Vision of the Forum and that include one or more of the following grades – 5, 6, 7, 8, or 9. Can an organization other than a school (e.g., philanthropic organization and state organization) have an Institutional Membership? No. Institutional Memberships are only for schools that believe in and support the Mission and Vision of the Forum and include one or more of the following grades – 5, 6, 7, 8, or 9. Become a member today! Join

Coalinga Middle School Coalinga-Huron Unified School District Fresno County Steven Martinez, Principal Enrollment: 697. Grade Levels: 6-8. School Characteristics and Replicable Practices Advisory period Spreadsheet to track grades/assignments Teachers who want to run lunch sessions Upkeep of the spreadsheet Constant communication with students and teachers

Butterfield Trail Middle School 2017-2018 SCHOOL STATISTICS Designated in 2011 Re-Designated in 2015 Community Size - Suburban School Enrollment - 663 Grade Levels - 6, 7, 8 School Calendar - Traditional Free and Reduced Lunch 71% English Learners 13% Students With Disabilities 16% Demographics Hispanic 22% White 65% African American 2% Asian 2% Native American 3% Pacific Islander 0% Filipino 0% Two or More 6% Other 0% School Characteristics and Replicable Practices Academic Excellence Expeditionary learning interdisciplinary unitsprovide opportunities for student voice and choicein authentic project-based learning experienceswhich strengthen engagement with requiredcurriculum expectations. Research, reading,writing (multiple drafts), and oral communicationskills are integral components of each EL unit. Learning opportunities within the community areconnected and provide authentic opportunities for students to experience the power of service learning. Multiple data sources, including adaptive technology programs, academic performance, habits of work and learning (HOWLs), attendance, and discipline are used to support personalized learning for each student. School wide processes, including daily advisory and teacher team meetings, continuously identify students who are struggling academically and provide support structures for RtI interventions. An academic honors banquet for students who excel in academics, attendance, and leadership is provided as an end of year celebration. Students in need of intensive academic support are identified weekly as part of our ICU program, then provided time to make up missing assignments before and after school and during lunch times. A schoolwide expectation for learning objectives is evident in classroom instruction as daily learning targets, beginning with “I can” provide clear language to support students in understanding their learning goals. Students establish and monitor academic goals by checking their grades and attendance each week and discussing with advisory teachers. Academic expectation processes are outlined in Habits of Work and Learning (HOWL) and are used to change the lens from teacher to student ownership. Students are equipped and empowered of as “Leaders of Their Own Learning” with various opportunities for student voice and hands on learning throughout multiple courses of study. Explore/activity teachers and athletic coaches value the schoolwide ICU system communicating missing work and intervene to support students turning in work is being turned in on time. Real life experiences being taught in the school (budgeting, water conservation, natural disaster preparedness, speaking skills) are interwoven throughout academic classroom expectations. Project Lead the Way (PLTW) courses are integrated in science classrooms (medical detectives, magic of electrons, flight and space) as well as during activity times (design and modeling, robotics, technology coding) providing opportunities for all students to learn through problem-based learning units. Students have one-to-one chromebook access, as well as iPad, smartboards, and interactive VR tools available to enhance learning experiences. The core curriculum includes readers/writers workshop and conceptual math units infused with engaging instructional practices to support student problem-solving and independence. Teachers meet in content and interdisciplinary team meetings to review curriculum expectations and design engaging instructional experiences and assessments to strengthen academic learning. Developmental Responsiveness Students meet daily for advisory time (Students, Teachers, and Relationships - STAR) which includes team building activities, conversations about “sticky situations,” goal setting,reviewing academic and behavioral progress, and other activities designed to meet the needs of the whole child (healthy, safe, engaged, supported, challenged). Small communities of learning for students in each grade level (Discoverers, Pathfinders, Imagineers, Innovators, Adventurers, Challengers, Ignitors) are designed to strengthen relationships and personal connections with each student. Students feel they are valued, accepted and connected to adults and others in the school with daily advisory time and smaller team learning communities. 1:1 student technology is available and utilized daily by students in the learning process as a classroom tool for research, reading, and accessing/creating information as well as to address adaptive learning needs through programs such as ST Math, LightSail, Mindplay, etc. Student-led conferences where students take the lead role in communicating their learning are scheduled in the Fall and Spring which has increased family involvement to 90% parental participation. Health and Wellness (Whole-child) focuses are facilitated by numerous programs including a clothes closet, nurse, mentors, backpack meals, and our School Resource Officer (SRO. Habits of Work and Learning (HOWLs) learning targets are posted in classrooms in addition to academic Learning Targets, addressing student social and emotional needs. Sponsors and teacher teams are deliberate to ensure all diverse groups are represented on committees. Counselors have means for students to access them through various platforms. Flexible seating is used to meet students developmental needs. Parents request Butterfield Trail Middle School because of the way the school responds to students academic and social needs and the level of innovation embedded in the academic culture. Transition to middle school from elementary school is supported through a “That’s How Butterfield Does It” 6th grade learning expedition, culminating with a celebration of learning where students teach their families about Butterfield Trail Middle School. Social Equity All students, including English language learners, gifted and advanced, students with disabilities, multiple ethnicities, etc., participate in heterogeneous classes with high expectations for all students. Students earn tokens through positive behavior supports (PBIS) to buy items from the school store and earn incentives, encouraging both positive behavior habits and economic learning experiences. Student voice is integral to the school culture evident in student led leadership meetings. STAR (Students, Teachers And Relationships) advisory program is implemented daily in all grade levels focused on ongoing dialogue with students in a safe environment to talk and share, including team building, sticky situations, school safety, Habits of Work and Learning (HOWLs) and academic/behavioral goal setting. Student council is nominated by students and faculty and aligned to 4 areas to best meet identified needs across the school (Social, Service, Student Voice and Support). Leadership Council students meets once a month to support growth of student leadership through their STAR class built around the H.O.W.L. character attributes. Students learn through learning expedition units as equality and respect are interwoven components of each unit. Two way communication with families occurs through conferences, remind 101, surveys with feedback, email, newsletter, social media and student agendas. Habits of Work and Learning (HOWLs) ideals (Respect, Responsibility, Perseverance) are visible and evident throughout the school. Parents articulate how the HOWLs are modeled across the school by students and faculty. Organizational Support Exploratory/activity teachers are paired with core teachers for STAR Advisory to ensure a smaller teacher to student ratio to strengthen relationships. Distributive leadership practices for school initiatives is evident as staff members are encouraged and invited to participate in leadership roles and articulate ideals to improve learning across the school evident in the STAR advisory program, Live School, scheduling, etc. Transition documentation and dialogue with elementary school support seamless services for high need students Teachers participate in weekly team meetings with school counselors to review student data (academic, attendance, behavioral) and make RTI referrals. Professional Learning Communities (PLCs) meet weekly for both content and interdisciplinary planning utilizing team structures including agendas, setting norms, roles for team members, and access to student data and curriculum resources. Annual evidence of staff, student, and community contribution to the school vision and mission process resulting in a school mantra of “Igniting a Passion for Learning-NOW!” Evidence of distributive leadership across the school to strengthen academic and social responsive areas, including the school leadership team and sub-committees for various school initiatives. The school is connected and supported by the community through a partnership with a local university for the Professional Development School as well as the Van Buren High School Teacher Cadet Program, and project based expeditionary learning opportunities with multlple community supporters. Parents are offered involvement in the school through P.T.A., after school extra curricular activities, and sub committees to support school initiatives such as the PBIS committee. Leadership is continuously involved and responsive to parents, students and staff concerns as issues and questions are addressed immediately, often with phone or face-to-face communications.

East Avenue Middle School Livermore Valley Joint Unified School District Alameda County Jesse Hansen, Principal Enrollment: 547. Grade Levels: 6-8. School Characteristics and Replicable Practices PLCs: Common essential standards, assessments, rubrics, and reteaching Engage students through clubs, intramurals, and social events Wellness center and tiered social and emotional support Students plan recognitions for contributions of diverse students Data analysis identifies areas of need and the impact of interventions

Registration Open! About Us Our Goal, Vision & Commitment Save the dates National Schools to Watch Conference June 20-22, 2024 Washington D.C. Get Involved Become a Forum Member ABOUT US The mission of the National Forum to Accelerate Middle Grades Reform is to unite key stakeholders to speak with a common voice to leverage research, policy, leadership, and replicable practices to drive middle grades reform. National STW Conference June 20-22, 2024 | Washington, DC JOIN US Share Your Story We want to hear from you! SHARE NOW

Nellie Coffman Middle School Palm Springs Unified School District Riverside County Karen Dimick, Principal Enrollment: 951. Grade Levels: 6-8. School Characteristics and Replicable Practices Advisory develops student/staff relationships through facilitated SEL STEAM technology center with drones, coding, robotics Literacy: books that reflect students’ lives, family literacy night, independent reading Wellness center/garden: safe spaces to decompress/access mental health services Robust AVID and AVID Excel programs for college preparation

William Mendenhall Middle School Livermore Valley Joint Unified School District Alameda County Tammy Rankin, Principal Enrollment: 882. Grade Levels: 6-8. School Characteristics and Replicable Practices Strong shared leadership between administrators and instructional leadership team High expectations to meet the needs of all students PBIS program guides students daily Counselor creates weekly SEL videos taught by teachers Inclusive student leadership activities where all students participate

March Middle School Val Verde Unified School District Riverside County Rosalind Henderson, Principal Enrollment: 770. Grade Levels: 6-8. School Characteristics and Replicable Practices FLEX-FLEX Tues./Thurs. interventions allow reteaching, extra time, material review School-wide discipline flowchart created with teacher input Tier 1 climate and culture team for trends, SEL supports, positive incentives Panorama student success IDs students needing academic/behavior/SEL support Online incident reporting system accessible to students and parents 24/7

Oxford Preparatory Academy - South Orange County Oxford Prep SOC Orange County Kerry Velez, Principal Enrollment: 870. Grade Levels: TK-8. School Characteristics and Replicable Practices MTSS addresses students’ individual academic, behavioral, social-emotional needs Champion profile defines student skills/competencies to cultivate Parent ambassador program supports parent leadership, education, voice Weekly professional learning planning on data, assessment, pacing, vertical planning Data-informed, six-week intervention program support literacy and math skills