David Vroman Fidelity Committee Chair < Back

2023 Melva Davis Academy of Excellence Adelanto Elementary School District San Bernardino County Kathy Youskievicz, Principal Enrollment: 809. Grade Levels: 6-8. School Characteristics and Replicable Practices Classroom procedures/expectations for SEL, self-motivation, self-advocacy Relationship building and life experiences Deep collaboration among the staff Variety of electives allows students/teachers to find and follow their passion Tier 2 and Tier 3 interventions for students that need extra support

Leti Menchaca Advocacy Chair Leti brings with her 31 years of experience in education that ranges from elementary as a teacher for 10 years to administration at middle and high school for a total of 17 years. She also spent 4 years in the curriculum and instruction department. Her last assignment (10 years) prior to joining TASSP, was as the Principal at Trautmann Middle School. During her tenure there the campus was ranked as a top performing middle school in Texas consecutively beginning the 2016 through the 2020 school year. Trautmann was also named on the Texas Honor Roll list in 2017-2020 by Educational Results Partnership. Designated as an A campus by the Texas Education Agency in those years with rating assignments. In 2019 Trautmann received the distinguished honor of becoming a Designated Schools to Watch Campus and recognized by the National Forum for Schools Watch in Washington DC that summer. In 2017 Ms. Menchaca was also recognized as one of TASSPs State Finalist for Principal of the Year representing Region 1. Leti retired from education and joined TASSP in September 2021 and now serves as the Associate Executive Director for middle level services, and corporate partnerships and as the Texas State Director for the National Forum. < Back

2020 Ardis Ann Middle School 2015-2016 SCHOOL STATISTICS Designated in - 2013 Re-Designated in- 2016 Community Size - Rural Community of 5,504 School Enrollment - 535 Grade Levels - 5,6,7,8 School Calendar - A/B Block Free and Reduced Lunch - 22.32% English Learners 1.87% Students With Disabilities 3.23% Demographics Hispanic 2.46% White 59.33% African American 37.13 % Asian .37% 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.

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At times, we may look across multiple users to identify problems. In particular, we may examine your Personally-Identifying Information to identify users using multiple user IDs or aliases. We may compare and review your Personally-Identifying Information for accuracy and to detect errors and omissions. We may use financial information or payment method to process payment for any purchases made on the Website, enroll you in the discount, rebate, and other programs in which you elect to participate, to protect against or identify possible fraudulent transactions and otherwise as needed to manage our business. COLLECTION AND USE OF INFORMATION BY THIRD PARTIES GENERALLY Company contractually prohibits its contractors, affiliates, vendors and suppliers from disclosing Personally-Identifying Information received from Company, other than in accordance with this Privacy Policy. 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However, Company may, as determined in its discretion, decide to notify users of changes made to this Privacy Policy via email or otherwise. Accordingly, it is important that users always maintain and update their contact information. CHILDREN The Children's Online Privacy Protection Act ("COPPA") protects the online privacy of children under 13 years of age. We do not knowingly collect or maintain Personally-Identifying Information from anyone under the age of 13, unless or except as permitted by law. Any person who provides PersonallyIdentifying Information through the Website represents to us that he or she is 13 years of age or older. If we learn that Personally-Identifying Information has been collected from a user under 13 years of age on or through the Website, then we will take the appropriate steps to cause this information to be deleted. If you are the parent or legal guardian of a child under 13 who has become a member of the Website or has otherwise transferred Personally-Identifying Information to the Website, please contact Company using our contact information below to have that child's account terminated and information deleted. CALIFORNIA PRIVACY RIGHTS California Civil Code Section 1798.83, also known as the "Shine The Light" law, permits our users who are California residents to request and obtain from us, once a year and free of charge, information about the Personally-Identifying Information (if any) we disclosed to third parties for direct marketing purposes in the preceding calendar year. If applicable, this information would include a list of the categories of the Personally-Identifying Information that was shared and the names and addresses of all third parties with which we shared Personally-Identifying Information in the immediately preceding calendar year. If you are a California resident and would like to make such a request, please submit your request in writing to our privacy officer as listed below. DO-NOT-TRACK POLICY Most web browsers and some mobile operating systems include a Do-Not-Track (“DNT”) feature or setting you can activate to signal your privacy preference not to have data about your online browsing activities monitored and collected. Because there is not yet a common understanding of how to interpret the DNT signal, the Website currently does not respond to DNT browser signals or mechanisms. CONTACT If you have any questions regarding our Privacy Policy, please contact our Privacy Officer at: The National Forum to Accelerate Middle Grades Reform Attn: Privacy Officer PO Box 224 Savoy, IL 61874 Email: nationalforum@middlegradesforum.org Phone: (217) 469-6299

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.

2023 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

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 Palm Desert Charter Middle School Desert Sands Unified School District Riverside County Deborah Dolan, Principal Enrollment: 1,350. Grade Levels: 6-8. School Characteristics and Replicable Practices Tier 1 supports include guidance lessons and SEL integration in all courses Parent engagement through Latino literacy and counselor coffee programs Strong electives including one CTE pathway Novel study-based humanities program Incoming family induction process facilitates a smooth transition

2023 Alpha: Cornerstone Academy Preparatory Santa Clara County Office of Education Santa Clara County Fallon Housman, Principal Enrollment: 521. Grade Levels: TK-8. School Characteristics and Replicable Practices Targeted literacy & math interventions built into the daily schedule Elective choices include intramurals on minimum days MTSS: Five academic interventionists support students per quarterly data Three assistant principals serve as instructional coaches, meet with teachers twice a week Daily professional development each morning (PBIS, MTSS, DEI, culture)

2023 Alta Loma Junior High School Alta Loma School District San Bernardino Andrew Carter, Principal Enrollment: 641. Grade Levels: 7-8. School Characteristics and Replicable Practices Rotating schedule means students experience each class at different times of day Administrators greet students from open gates until school bell rings for rapport building PBIS tickets from staff to students can be used to earn items Students can request administrator appointments in-person or online Teachers alternate between assembly duty/team planning meetings during assemblies

Lekia Jones Member-at-Large < Back