2018-2019 Elmwood Middle School 2018-2019 SCHOOL STATISTICS Designated in 2019 Community Size - Suburban School Enrollment - 850 Grade Levels - 6-8 School Calendar - traditional Free & Reduced Lunch - 48% English Learners - 22% Students with Disabilities - 13% Demographics African American - 3% Asian - 2% Caucasian - 49% Filipino - 0% Hispanic - 43% Native American - 3% Pacific Islander - 2% Other - 0% Two or More - 0% School Characteristics and Replicable Practices Academic Excellence At Elmwood Middle School, all students are expected to meet high academic standards. Teachers spend time determining priority standards and coming to a collective agreement on the interpretation of the standard. Clear learning targets, clear expectations of proficiency, and targeted common formative assessments have been beneficial for collaboration among teachers when planning interventions for students who have not yet reached proficiency. Teachers make connections across the disciplines to reinforce important concepts and to assist students to think critically and apply what they have learned to solve real-world problems. Cooperative learning is visible in many classrooms as several teachers have been through the Kagan training Developmental Responsiveness We have divided all of our students into small advisories within their house teams, which meet daily for 30 minutes. This time of the day is used to provide our students with character education skills to aid in social development, house building skills, study and organizational skills, goal setting skills, as well as academic support and enrichment. Encore teachers make the curriculum varied with activities that provide enrichment in the fine arts, physical education, music, STEM learning, and computer literacy. The special education staff at Elmwood provides a continuum of services for the resource students and the self-contained students. Some student needs are met in the regular classroom using indirect services, where the regular education teachers provide instruction, using needs specific modifications, under the guidance of a special education teacher. To promote family and parental involvement at school, Elmwood offers a variety of programs and activities that foster the alliance between home and school. These include our Friday Fun Night, our Parent/Teacher Conferences, our Open House nights, our annual Career Day event, and our annual Field Day event. Social Equity At Elmwood, failure is not an option, and every student is expected to learn and produce proficient work. Teachers provide students multiple opportunities to display proficiency. Students have one to one access to Chromebooks in all of their core classes. They use Chromebooks to access supplemental resources, collaborate with classmates, and work through inquiry based learning and research. Through our partnership with our local public library, students are given ecard accounts that give them access to all of the public library's electronic resources. Students with disabilities are enrolled in classes that provide the least restrictive environment possible. Students in self-contained classes are enrolled in regular fine arts classes, such as choir and art, and PE classes. The media center has a world languages section with fiction and nonfiction books in Spanish and Marshallese. Spanish and Marshallese speakers make up the largest percentage of our ELL students. Each student at Elmwood is valued and respected. Students are placed in small advisory classes with a 1 to 18 teacher student ratio. They meet multiple times a week throughout the year and utilize that time for team building activities and developing rapport between teachers and students. Organizational Support Our practice of shared leadership across the building helps ensure that we work every day to fulfill our mission statement and provide the best possible environment for student success. As a Professional Learning Community, we have embraced the belief that "all" means "all" and that learning cannot be optional for students. Content specific collaborative teams meet weekly to determine essential learning outcomes, create assessments for those outcomes, and analyze data to identify which students need additional time and support to reach proficiency, as well as which students are ready to extend their learning. As a leadership team, we are intentional about modeling for our staff the characteristics of continuous learning, experimentation, and reflection on a daily basis. We continually read about and expose ourselves to new ideas, then share with each other what we are learning. At Elmwood, we work hard to develop relationships with all the members of our larger educational system. We work very closely with our feeder schools to host events that invite families of future raiders into the building to begin learning about our culture.

2014-2015 Vilonia Middle School 2014 - 2015 School Statistics School Characteristics and Replicable Practices -

Illinois Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | Missouri New Jersey | New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director John Viano jviano13@gmail.com Kristina Falbe horizonstw@gmail.com Participating Organizations Association of Illinois Middle-Grade Schools (AIMS) P.O. Box 5144 Naperville, IL 60567 Email: jviano13@gmail.com State Website: www.aimsnetwork.org Joined National STW Program in 2003 Schools to Watch Application 2026 Application Instructions Illinois Schools to Watch Antioch Upper Grade School (2024) Barrington Middle School Prairie Campus (2020) Century Junior High (2018, 2023) Clifford Crone Middle School (2012, 2020) Cooper Middle School (2018) Emerson Middle School (2009, 2012, 2015, 2018, 2022, 2025) Evergreen Academy Middle School (2009, 2012, 2015, 2018, 2023) Field Middle School (2006, 2020, 2024) Frances Granger Middle School (2003, 2022, 2025) GCMS Middle School (2024) Gordon Gregory Middle School (2009, 2020) Hadley Junior High (2018, 2023) Hickory Creek Middle School (2009, 2012, 2015, 2018, 2022, 2025) Highland Middle School (2015, 2018, 2022, 2025) Hill Middle School (2006) Indian Creek Middle School (2003, 2006, 2009, 2012, 2015, 2020 Kaneland Harter Middle School (2012, 2020) Libby Elementary and Middle School (2009, 2012, 2015, 2018, 2023) Little Village Academy (2009, 2012, 2015, 2018, 2023) London Middle School (2009, 2012, 2015, 2018, 2023) Mannheim Middle School (2020) Mattoon Middle School (2006, 2020, 2025) Monticello Middle School (2012) Nathan S. Davis Dual Language School (2015) Old Quarry Middle School (2020) Olympia Middle School (2018, 2022, 2025) Plano Middle School (2022, 2025) Sam Rotolo Middle School (2006) Stevenson Middle School (2018, 2020) Still Middle School (2022, 2025) West Oak Middle School (2022, 2025) Westmont Junior High (2018, 2023) Winston Campus Middle School (2024) School Profiles Coming Soon

Texas Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | Missouri New Jersey | New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director Joe Coleman coleman@tassp.org Participating Organizations TASSP 1833 South IH-35 Austin, TX 78741 512.443.2100 ext. 8505 Fax: 512.442.3343 Website: tassp.org Joined National STW Program in 2010 Schools to Watch Application 2026 Application Instructions Texas Schools to Watch Acton Middle School (2017, 2021) Angleton Junior High (2025) Ann M.Garcia-Enriquez Middle School (2024) Armando Chapa Middle School (2011, 2014, 2017, 2021) Atlanta Middle School (2020, 2023) Austin Middle School Stem Magnet (2020, 2023) B.L. Gray Junior High School (2019, 2022, 2025) Bernarda Jaime Jr. High (2024) Berry Miller Junior High School (2019, 2022, 2025) Beverly Hills Intermediate School (2014, 2017, 2020, 2023) Bill Sybert School (2022) C.W. Worthington Middle School (2025) Capt. Mark T. Voss Middle School (2022) Central Heights Middle School (2024) Chisholm Trail Middle School (2011, 2014, 2017, 2021) Clint Jr. High (2024) Cockrill Middle School (2015, 2018, 2021, 2024) Col. John Ensor Middle School (2021, 2024) Colleyville Middle School (2020, 2023) Danny Jones Middle School (2019, 2022) De Zavala Middle School (2025) Decker Middle School (2017, 2020, 2023) Earnesteen Milstead Middle School (2021, 2024) El Campo Middle School (2025) Elmer G. Bondy Intermediate School (2021, 2024) Freeport Intermediate School (2020, 2023) Ft. Settlement Middle School (2020, 2023) Gene Pike Middle School (2012, 2015, 2018, 2022) George A. Thompson Intermediate School (2025) Grand Prairie Fine Arts Academy (2024) Grandbury Middle School (2024) Haltom Middle School (2020, 2023) Harwood Junior High School (2017, 2020, 2023) Hillwood Middle School (2015, 2018, 2021, 2024) Horizon Middle School (2024) Hudson Bend Middle School (2014, 2017, 2020, 2023) Hurshel Antwine Middle School (2025) Hurst Junior High School (2019, 2022) Judson STEAM Academy (2021, 2024) Kenneth White Jr. High (2025) Liberty Hill Intermediate School (2020, 2023) Lincoln Middle School (2023) Lone Oak Middle School (2011, 2014, 2017, 2020) Lonnie B. Keller Middle School (2015, 2018, 2022) Marshall Kendrick Middle School (2023) McMeans Junior High School (2015, 2018, 2021, 2024) Melillo Middle School (2017, 2020, 2023) Melissa Middle School (2016, 2019, 2022, 2025) Midway Middle School (2020, 2023) Montwood Middle School (2024) Morris Middle School (2022) Murphy Middle School (2014, 2017, 2021) New Boston Middle School (2024) Park View Intermediate (2024) Parkland Pre-Engineering Middle School (2022) R. O'Hara Lanier Middle School (2021, 2024) Ricardo Estrada Middle School (2020, 2023) Roberts Middle School (2020, 2023) Rogers Middle School (2020, 2023) Sabine Middle School (2024) Salvador H. Sanchez Middle School (2023) San Jacinto Intermediate School (2022) Schimelpfenig Middle School (2019, 2022) Scoggins Middle School (2017, 2021) Scott Morgan Johnson Middle School (2016, 2020, 2023) Seven Lakes Middle School (2016, 2019, 2022, 2025) Sharyland North Junior High School (2016, 2020, 2023) Simon Middle School (2014, 2017, 2021) Socorro Middle School (2021, 2024) South Texas ISD Prep Academy (2012, 2015, 2018, 2021, 2024) South TX Rising Scholars Academy (2024) Specialist Rafael Hernando III Middle School (2017, 2021, 2024) SSG Manuel R. Puentes Middle School (2025) Sycamore Springs Middle School (2021, 2024) Timberview Middle School (2017, 2020, 2024) Trautmann Middle School (2019, 2023) Trent Middle School (2020, 2023) Trinity Springs Middle School (2020, 2023) Valley View Early College (2019, 2023) Wayside Middle School (2024) William D. Slider Middle School (2021, 2024) Woodgate Intermediate School (2020, 2023) School Profiles Coming Soon

Darryl Conner Middle-Grades Principal Darryl Conner is a dedicated advocate for middle level education who proudly serves as a Principal in Charlotte Mecklenburg Schools. Throughout his career, he has demonstrated unwavering commitment to supporting middle grade students and educators across the Carolinas. Currently serving as Principal in Charlotte Mecklenburg Schools, Darryl has led Alexander Graham Middle School with distinction, which is the first Middle School in the State of North Carolaina and has been awarded as a National Forum School to Watch for over 18 years. Darryl's extensive educational experience spans multiple roles and states. He has served as a High School Assistant Principal, Instructional Coach, and Middle School Teacher in both South Carolina and North Carolina. This diverse background has provided him with comprehensive insights into the educational continuum and the unique needs of adolescent learners. Beyond his local impact, Darryl plays significant leadership roles in state and regional educational organizations. He serves as the School to Watch Director for North Carolina and holds a board position with the North Carolina Association of Middle Level Educators, where he helps to advocate for policy and practice for middle level education throughout the state. Darryl's educational foundation was built through the prestigious Teaching Fellow program in South Carolina, where he attended both Winthrop University and Coastal Carolina University. He earned his Bachelor's Degree in Adolescent Education and continued his professional development by obtaining a Master's degree in Educational Leadership. Currently, he is advancing his expertise as a doctoral candidate at the University of North Carolina at Charlotte, further demonstrating his commitment to lifelong learning and educational excellence. Through his multifaceted roles as educator, administrator, and advocate, Darryl Conner continues to champion the cause of middle level education, ensuring that young adolescents receive the specialized attention and support they need during this critical developmental stage. < Back

2023 E.O. Green Jr. High School Hueneme Elementary School District Ventura County Irma Melgoza-Vasquez, Principal Enrollment: 1,066. Grade Levels: 6-8. School Characteristics and Replicable Practices Nine-year Spanish-English dual language immersion student cohorts (K-8) Social-emotional program helps students discuss emotions, social interactions, choices Teacher-provided instructional support for students below grade level CTE pathways align with local high school SEL advisory period embedded into all students’ schedules

2018-2019 Owl Creek School 2016-2017 SCHOOL STATISTICS Designated in 2013 Re-Designated in 2016, 2019 Community Size - Suburban School Enrollment - 968 Grade Levels - Pre-K through 6th School Calendar - Continuous Calendar Free & Reduced Lunch - 65% English Learners - 25% Students with Disabilities - 20% Demographics African American - 18% Asian - 4% Caucasian - 47% Filipino - 1% Hispanic - 20% Native American - 1% Pacific Islander - 1% Other - 0% Two or More - 8% School Characteristics and Replicable Practices Academic Excellence At Owl Creek School, our mission is to SOAR by inspiring leadership, maintaining high expectations, embracing diversity, developing good character, and creating lasting relationships. Professional Learning Communities are an integral component within each team meeting weekly to plan relevant curricular activities, align and review formative assessments, and develop intervention or enrichment opportunities. 2018-2019 SCHOOL STATISTICS Designated in 2013 Re-Designated in 2016, 2019 Community Size - Suburban School Enrollment - 968 Grade Levels - Pre-K through 6th School Calendar - Continuous Learning Calendar Free & Reduced Lunch - 65% English Learners - 25% Students with Disabilities - 20% OWL CREEK SCHOOL ARKANSAS Fayetteville Public Schools 375 N. Rupple Rd. Fayetteville, AR 72762 Tel 479-718-0200 Principal - Brandon Craft https://district.fayar.net/o/ocs ***our website does not have a www. 2018-2019 School Demographics • African American - 18% • Asian - 4% • Caucasian - 47% • Filipino - 1% • Hispanic - 20% • Native American - 1% • Pacific Islander - 1% • Other - 0% • Two or More - 8% Flexible block scheduling allows teachers to individualize instruction for students and provides increased opportunities for targeted small group opportunities. Developmental Responsiveness Owl Creek's advisory classes meet daily in small group student communities to develop social skills, increase collaborative opportunities, promoting individuality, and providing individual support, accountability, and advocacy. Supporting the social and emotional growth for all students, our advisory SEL curriculum incorporates the Jesse Lewis Choose Love program, counselor based guidance lessons, and opportunities for students to express and process issues of value to them. SOARing high, the Owl Creek community pledges to Support and Encourage Others, be Outstanding Leaders, Always be Safe, and be Respectful and Responsible. Our PBIS programming provides clear expectations, positive student recognition, accountability, and individual student support. Social Equity Supporting the physical and mental health of our students, our free breakfast program offers all students the opportunity to start their day with the nutritional energy to tackle the day. The school houses a wellness clinic on site to meet the needs of our families. Owl Creek also partners with local organizations to meet the needs of students transitioning from international refugee camps. As the third most diverse school in Arkansas, we offer a World Cultures Week that provides opportunities for students, and their families, to share information about their culture and heritage. Students and families representing 40 countries from around the world share food, dance, music, and fellowship in our annual culminating activity. Organizational Support The Response to Intervention System at Owl Creek provides structured opportunities for stakeholders to meet to analyze student performance and develop support plans for students' academic and behavioral needs. This process allows teachers to strengthen relationships with students through their depth of knowledge relevant to each student. Owl Creek School has partnered with the University of Arkansas to offer programs for students such as: Bi-Literacy education in dual languages, International Student Support for World Cultures Week, Behavior Incentive Programs and teacher candidate internship opportunities. The school also partners with our neighborhood Boys and Girls Club. On average 200 students a day leave our school to attend after school programs at the club. The school provides snacks for the students and coordinates tutoring opportunities with Boys and Girls Club staff. The principal of Owl Creek School also serves on the board of directors for the club.

2017-2018 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.

2023 Pleasant View West School Pleasant View Elementary School District Tulare County Kimberly Parrish, Principal Enrollment: 200. Grade Levels: 5-8. School Characteristics and Replicable Practices School-wide co-teaching and collaborative practices, all day, every day Mentoring and student relationship webs for all students Student-driven learning, “Falcon Up Time,” implemented weekly School-wide focus on self-efficacy and collective efficacy Instructional rounds

2023 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

2023 Vineyard Junior High School Alta Loma School District San Bernardino County Sandy Rose, Principal Enrollment: 642. Grade Levels: 7-8. School Characteristics and Replicable Practices Gold PBIS award: positive school culture Ongoing kindness and culture campaigns build positive connections MTSS to meet students’ individual academic, behavioral, SEL needs 1:1 technology, Google Classroom, i-Ready, English 3D, LANGUAGE! Live, more Instruction: differentiation, hands-on, thinking maps, writing across the curriculum

2023 Portola Middle School Orange Unified School District Orange County Jeffery Morgan, Principal Enrollment: 595. Grade Levels: 6-8. School Characteristics and Replicable Practices AVID best practices school wide Verizon Innovative Learning School Portola PREP Days for college-and-career readiness 1-to-1 device implementation with built-in LTE/WIFI and instructional coach Knowing their stories: Building relationships with our students