2017-2018 Ramay Junior High School 2016-2017 SCHOOL STATISTICS Designated in 2018 Community Size - Suburban School Enrollment - 652 Grade Levels - 7, 8 School Calendar - Traditional Free and Reduced Lunch 56% English Learners 7% Students With Disabilities 20% Demographics African American - 14% Asian - 2% Caucasian - 55% Filipino - 1% Hispanic - 16% Native American - 1% Pacific Islander - 1% Other - 0% Two or More - 9% School Characteristics and Replicable Practices Academic Excellence Ramay works to maintain a growth mindset where… students believe they can get smarter, they understand that effort makes them stronger. Ramay implements the use of S.M.A.R.T. goals: specific, measurable, attainable, results focused, time driven… using live data through bi-weekly grade checks and discussions. Ramay gives students help before and after school and at lunch Ramay has implemented a No Zeros policy with many opportunities to redo work. Ramay addresses the individual needs of all learners through our PRIDE Time program…coteaching (SPED and ELL) to support all learners. Ramay tracks data… MAPS, Common formative and summative assessments, ACT Aspire, Electronic dashboard, PLC meetings, ELLEvation - ELD Curriculum Communicating with all stakeholders (emailing/calling parents, eschool, remind, google classroom, curriculum night) Ramay utilizes the PLC process… Training with Solution Tree, ID essential skills, Streamline common unit plans and pacing guides, Common formative assessments, Design differentiation opportunities, PRIDE time, Cross curricular collaboration. Ramay provides…Blended learning opportunities, Authentic learning opportunities, Curricula choices in 7th and 8th grades, Lessons designed to meet different learning styles, High Standards & Rigor. Developmental Responsiveness Ramay does Advisory daily with Advisory lessons about… Character building, team building, academic support, customized guidance, soft skills, behavior, reset lessons for adolescent brains. Ramay utilizes Interdisciplinary teams… Discuss students, meet with students, and recognize student’s needs. Ramay provides Student opportunities to be involved in school and community, Clubs, Service learning. AT Ramay we provide access to a full-time school Nurse, school counselors, school resource officer, on-site therapists, social workers, school psychologist, speech therapist, academic interventionist. Ramay uses Counselor lessons through classes and Needs assessment at the beginning of school and throughout the year. Ramay Promotes healthy eating… FACS “my plate”… Physical education opportunities, PE classes, sports, Career Development (health, academic and career success) and access to Clubs and organizations to kids students involved and connected (more than 20). Social Equity Ramay works to build relationships & rapport with all stakeholders. Ramay practices the concept of Ramay PRIDE (Being Respectful, Responsible and Safe) our Common schoolwide expectations, LiveSchool tracking system… RTI- A and RTI -B teams. At Ramay we value diversity and Share culture and traditions… Foreign Language Weeks, World festival in Spring, Hispanic Heritage month, Black History month, Arkansas History month. Ramay provides Extra-curricular opportunities… Field trips, Guest speakers, conferences, literacy nights, athletic events, and social events. Organizational Support Ramay uses its organizational structure to provide opportunities for teachers and students to flourish and give a voice to all through… Advisory Teams, Common planning times, Teacher leaders, Leadership team, Transition extravaganza for upcoming 7th graders, Advisory - small size - all educators, PBIS teams, The Tribe - student voice and student leadership, Student Council, building wide communication and celebrations.

2016-2017 Holt Middle School 2016-2017 SCHOOL STATISTICS Designated 2017 Enrollment: 441 Grade Levels: 5-6 School Schedule: Modified Block Free/Reduced Lunch 59% English Learners 14.7% Demographics Hispanic 17% White 60.3% African American 15.8% Asian 5.2% Native American .6% School Characteristics and Replicable Practices Academic Excellence Throughout all we do at Holt Middle School, the belief that “Huskies Pull Together” rings loudly and clearly! As a faculty, we believe in the motto we developed together: “We are Partners United in Learning & Life,” and we practice that core belief each day with every child who enters our doors. We PULL hard to create and build strong relationships while challenging our students to meet high academic standards. Our core beliefs are: Huskies need a safe and caring environment; Huskies excel when we use teamwork; Huskies pursue academic success; Huskies develop healthy and productive futures. These statements signify our commitment as partners to our students, parents, and community. Most of all, we are committed to each other. We are a team. Huskies PULL together. All students at Holt Middle School are expected to meet high academic standards so they can reach their fullest potential, and these expectations are made clear to both students and parents in a variety of ways. We partner with families to share our expectations by hosting a curriculum night at the beginning of the year so that families can meet core teachers in an intimate setting as they gain an overview of our grade-level curricula. Through our school-wide advisory program, students’ academic success is regularly monitored with daily communication among students and parents via student agendas, frequent grade checks, and studentled parent conferences. Our classroom websites, weekly teacher emails, and monthly pack newsletters provide direct communication with our school families so that they stay informed about what students are learning. Some teachers utilize the phone app Remind 101 to communicate with families about timely matters; others set up Google classrooms so students and parents can share a classroom together. Expectations of learning objectives are communicated every day in all of our classes--students are required to write down in their agendas the student-friendly objectives posted each class period and share with parents each night. Holt teachers have worked hard to develop curriculum maps and align core content areas with high academic standards while also clearly defining essential learning skills for students. We believe these essential learning skills serve as a foundational piece to higher academic learning. Throughout the year there is an ongoing process to measure and monitor student academic growth during an early intervention RTI (Response to Intervention) process. Faculty RTI committee members monitor individual student performance during monthly meetings throughout the year, recording and reviewing data on Google spreadsheets. Process outcomes might lead to recommended Tier II interventions in math and literacy for students who are falling behind. Two full-time interventionists are on staff at Holt to work with these students using specialized programs such as Lexia, Raz Kids, and Dreambox. RTI outcomes might also involve new GT referrals and new enrichment opportunities for students. Trained extensively in multiple professional development workshops, Holt teachers have an overflowing teacher toolbox filled with a variety of instructional strategies designed to engage students in rich, meaningful content. Teaching strategies include the gradual release model, differentiation, learning stations, Socratic seminar, partner learning, learning labs, direct instruction, project-based learning, flipped virtual learning, flexible grouping, cooperative learning, science labs including virtual labs; the list goes on and on. To help teach important curriculum content concepts, teachers embed information literacy skills such as researching, note-taking, writing, listening, and speaking skills in carefully planned interdisciplinary study units. Aimed at helping students develop deeper understandings of important concepts, teachers connect and overlap content disciplines such as in art class where students create onomatopoeia pictures connecting art with grammar studies. After seeing her proud student’s art display at a recent family night, one parent remarked, “Wow! I never understood onomatopoeia until now!” Teachers also spend extra time planning and preparing extended learning field trips to business sites such as the County Recycling Center, environmental spaces like Devil’s Den State Park, art centers such as the Walton Arts Center and Crystal Bridges Museum of American Art. To increase retention of information and emphasize the importance of field trips as learning experiences, teachers often create specialized field guides with focused learning tasks that enhance field learning. Theatre classes borrow scenes from ELA texts and bring them to life on the stage with dialogue and tableaux. Engineering classes bring robots to life with math and science. Enriched learning never stops at Holt! Holt’s master schedule is designed to provide students as much time as possible in the classroom to meet rigorous academic standards. Double blocked classes in math and literacy allow time for Tier II & Tier III interventions and both co-taught and advanced classes. Professional Learning Communities also known as “Prime Time” have common planning time embedded into the master schedule so teachers can work with their content area colleagues during the school day twice a week. The master schedule also allows teachers to meet and work in grade-level teams three times a week. Both of these flexible scheduling options enable teachers to collaborate in vertical and horizontal teaming to create rigorous and relevant curriculum, engaging, effective instruction, and high quality standards-based assessment. Holt teachers value assessment as a means of monitoring student learning and designing meaningful learning experiences around the academic needs of students. Assessment data is collected by multiple methods--student science data notebooks, Google classroom quizzes with immediate feedback, district common assessments, encore showcases, rubric evaluations, self-critiques, student-created rubrics, quick writes, standardized summative assessments--that list goes on and on, too. We give students at Holt multiple opportunities to demonstrate what they know and what they are learning, and we continually search for the magic that happens when instructional methods matched with assessed needs results in student achievement and success. Developmental Responsiveness At Holt Middle School we are sensitive to the unique developmental challenges of early adolescence. All throughout the school year, the Holt staff spends extra effort to create a personalized environment that supports each student’s intellectual, ethical, social, and physical development. Teachers have an opportunity to learn about their students before they arrive for the new school year from profile sheets written from students’ previous teachers. The student profiles includes Triand Reports with test scores, writing samples from students about themselves, any health alerts from the school nurse, and other reference points for each student’s academic, emotional, and social needs. Advisory teachers read these reports, write postcards, and mail them to their new students to welcome students to their Holt advisory classroom. During re-enrollment and school orientation events before the new school year begins, the school counselor introduces students and their families to their “packs” (this term was chosen to highlight our school mascot, the Holt Husky) and advisory teachers. Holt has four grade level teams of teachers to enhance teaching and learning, and every student has a school-based adult (advisor) to provide mentorship in small group classes. During daily advisory periods which begin first thing in the morning, teachers develop and maintain positive relationships with students, serving as an advocate and a guide all year long. Meeting all year long in small group advisory classes, students are engaged several days a week in character building exercises including “Mind-Up” lessons. Advisory students practice setting academic, social, and personal goals and work towards reaching those goals. Advisory lessons also challenge students to confront and strengthen the best parts of themselves, growing with more confidence from team building activities. From the first week of school, routines, procedures, and school culture are taught while using flexible scheduling which makes students feel safe and nurtured within a structured environment. Holt Middle School provides students access to comprehensive services to foster healthy physical, social, emotional, and intellectual development. Updated yearly, a student services plan through the counselor's office addresses all student services offered at Holt which includes ESOL, Ozark Guidance Counseling, psychological examinations, and social worker services. Holt provides outreach services to students who qualify, and through interim testing, ensure student’s academic needs are met through accelerated math, the Gifted and Talented program, Read-180, ESOL, Corrective Reading, Barton, and Alphabetic Phonics. The Special Education Department provides all teachers with specific IEP goals and modifications for all special education students in their classes, and teachers are made aware in a strict confidential manner of 504 plans and accommodations for students they serve. Holt Middle School has a dual response intervention team ( RTI-A for academics and RTI-B for behavior). These teams, formed by teachers, administrators, counselor, and the instructional facilitator, monitor data gathered through a variety of instruments and surveys to improve academics and student behavior as needed. Students, teachers, and parents are also invited to give input on the school climate through inventories and surveys. Recognizing the middle schoolers need for physical activity, all Holt students have time every day before, during, and after school to engage in physical activities. Often students have a small recess period outside in good weather after lunch, and all students have physical education opportunities that include bike trail riding and Frisbee golf. Students may also choose to play basketball through Arkansas Activities Outreach and the Boys and Girls Club, which provides free transportation from Holt to the Club after school. Numerous clubs designed to pique student interest include running, basketball, gardening, crafts, Odyssey of the Mind, Rubik's Cube, Bible, technology, and Student Council and are offered to all interested students. Some meet at lunch, some after school, some in the evenings and some even on the weekends. In order to address social/emotional needs, Holt provides access to the school counselor any time during the school day. Every student at Holt also has the opportunity to eat lunch in the counselor’s office for daily lunch groups to address student social needs. A Holt Middle School crisis intervention team is trained to respond to emergencies, and all HMS teachers are provided professional development training that emphasizes behavior tools to implement positive behavior interventions supportive and protective of the learning environment. Students are exposed to a variety of instructional situations such as Kagan strategies that enable students in different grouping arrangements to practice using respectful language and conflict resolution skills. During all classes, students are provided Brain Breaks to regroup, recharge, and refocus. Parents are involved and supported with family events such as Math and Science Night that enhance core academics and provide an opportunity to spend time at school learning with their children and Holt teachers. Internet Safety Night assists parents in educating and protecting their children online, and the school counselor hosts morning coffee talks with parents on topics affecting students and arising from parent survey feedback. Teachers aim for deep learning, delivering lessons aimed at reaching William Daggett’s “quadrant D” critical thinking and Webb’s Depth of Knowledge Level 4 and encouraging creative thinking using a variety of arts integration methods to teach core curriculum. Kagan cooperative learning strategies and RTI-B committee recommendations are used to develop and support positive social skills in a structured and supported environment. Lunch groups, guidance support personnel, speech pathology services, as well as the counselor, work with individual students during the school day on study and organizational skills. Advisory teachers utilize current technology --Brain Pop, You Tube, Teacher Tube, Ted Talks-- as well as tried and true instructional strategies such as Reader’s Theater, Classroom Courtroom, and Public Service Announcements to support students in developing effective life learning skills. Meeting in interdisciplinary teams three days a week to develop and enrich existing curriculum, teachers organize field trips, a charity fair, Greek and Roman Tech Stations, Adventure Destination events, Purple Pinky for Polio fundraisers, and an Encore showcase presentations. Both 5th and 6th grade students participate in a Financial Literacy unit with a culminating activity of a Financial Literacy Day where members of the community come to Holt and interact with interested students about career details and possibilities. Besides field trips to explore local places such as the Ozark Natural Sciences Center, and the City Water Plant, teachers arrange for engaging guest speakers from tenured university professors to business leaders to local politicians to authors to Miss America to give class presentations that enhance the curriculum, provide positive leader role models, and connect the real world to student learning. All Holt students have several opportunities for posing questions, reflecting on experiences, and participating in leadership activities. Students in both 5th and 6th grade can participate in Student Council activities that plan inclusive school-wide social functions, assist with school-wide fundraisers, initiate Student Council charity projects and take over responsibilities such as raising and lowering the American flag in front of our school. Student Council students also are provided the opportunity to travel to our state capital and learn more about community service and government. By teacher recommendation, Holt students can become student ambassadors at our school who assist new students as they adjust to a new school environment. Because advisory classes are small, students have more discussion options thinking about issues of relevance to themselves and others. Advisory lessons often involve discussions among students over topics that have no particular answer, and students learn about multiple perspectives from multiple life experiences students bring to the discussion. Students bond with teachers and students during advisory time, while learning pack songs and chants, in practicing strong citizenship skills such as helping one another on Green Team school recycling teams, canned food drives, Tween jean collection efforts, retirement center projects, garden club cooking events, and fundraising drives to help local pet shelters or children in orphanages in developing countries. Advisory classes also offer students time to reflect on their work, goals and performance, resulting in student participation in pack reward parties and in focus on student successes and areas needing improvement during student-led parent conferences. It’s not unusual to see parents at Holt Middle School throughout the day. Parents might attend a morning coffee talk with the counselor, lead a PTO meeting, join a parent involvement committee team, attend an ASCIP meeting as a parent representative, share the experience of a Literacy night with their family, or share a school lunch with their child. Movie nights, Math and Science Night, Pack Potlucks, the Health and Wellness Fair--all of these events are grand opportunities for Holt Husky families to pull together and stay strong. Social Equity While the expression “all means all” is sometimes used loosely, at Holt Middle School it is the bedrock of our decision making. We see every student as an individual deserving of the best instruction, resources, opportunities, and supports available. As we plan curriculum, design instruction, coordinate class schedules, create clubs, schedule field trips, and discuss student needs, we are driven by the notion that no single method or program is going to be effective for every student. Rather, we strive to provide as many options as possible so that all students can find a path to success. At Holt, we work hard to ensure that high expectations for academic success and behavior are never compromised. We also understand that some students need more support and scaffolding than others while some students need the option of independent studies or accelerated instruction. Through the use of our fulltime interventionists, Accelerated Math classes, Tier 2 interventions, special education aides, and carefully planned and modified instruction, we are able to meet many instructional objectives within the heterogeneous classroom. All Holt students participate in all encore classes which include art, music, theatre, and robotics classes. Additionally, we monitor students’ progress constantly through a robust RTI-A team process that meets monthly. If students demonstrate a need for more (or less) support, we act quickly to adjust instruction accordingly. Further, our Structured Learning Classroom, Gifted and Talented, and ESOL programs are staffed by talented instructors who not only teach students identified as needing their services but also support classroom and encore teachers by offering advice and strategies that can be used for all students. Because we understand that students learn best when they learn actively, teachers work hard to provide instruction through a wide variety of teaching strategies. On any given day, a visitor to any pack might observe math students in the commons area using IPads to check QR codes after solving a long division problem. Science students working in teams might be measuring the tires on bikes to determine the ratio of tire circumference to distance covered in a given distance. Students in English/Language Arts class might be participating in a Socratic Seminar to discuss relevant themes in a novel study. Social Studies students might be creating a slideshow to highlight a historical character. Or maybe an entire class might be taking a quick Brain Break to play Silent Ball or have a 3 minute dance party! Of course, the use of varied teaching strategies isn’t limited to core classrooms. In Project Lead the Way, students might be using a handmade remote control to sneak a robot down the hall. Music students might be practicing a ukulele and percussion song. Theater students might be found building sets or rehearsing a play based on novels being read in ELA classes while Input Tech students might be learning to manage folders in their own Google accounts. An art student might be painting watercolor insects to reflect science content. A peek out the window might give a glimpse of 26 kids in helmets racing around our dirt bike track. All of these activities reflect our desire to meet diverse learning styles, address middle school developmental needs, and provide real -world, relevant instruction. At Holt, teachers work hard to make school a place where the concept that learning is fun is more than just an idea; it is a reality. Along with other Fayetteville schools, Holt received training several years ago in Bill Daggett’s Framework for Instruction. This work was based upon 3 focusing words: rigor, relevance, and relationships. At Holt, we know that relationships are the driving force in students’ acceptance of rigorous and relevant work. Our diverse student population includes many students from differing socioeconomic levels, cultural and ethnic groups, and family dynamics. To help us better understand the family backgrounds and values of our students, our entire school faculty participated in two book studies based on the work of Eric Jensen, Teaching with Poverty in Mind and Engaging Students with Poverty in Mind. These book studies gave us a framework for understanding why students in poverty learn differently. We begin developing trust and friendship with our students and their families before the school year begins each year by sending postcards, making home visits, and visiting the neighborhoods of our students. During the school year, we host Pack Potlucks to give parents a chance to meet each other and give us time to visit informally. We utilize our school counselor and social worker to make sure our students are getting enough food to eat at home. We provide vouchers to the Potter’s House for clothing and allow students who need help to shower here at school. We wash and dry clothes at school when needed. When planning trips to the Walton Arts Center, we choose presentations that expand our students’ experiences beyond Fayetteville to other cultures around the world. Our 5th graders are all able to attend an overnight trip to the Ozark Natural Science Center at no cost, due to generous support from our active PTO fundraising efforts, and a supportive district administration. We also partner with the Potter’s House, the Fayetteville Public Library, and the Boys and Girls Club to provide free tutoring services for students with academic and financial needs. At Holt, we work to make sure parents are welcome in our school. Besides the Family Potlucks each of our four packs host throughout the year, our Encore teams hold tri-annual Encore Showcase Nights which are well attended. At these events, parents enjoy music, art, and theater with their children. We hold Family Night events that encourage the whole family to come for food and fun. For example, this fall we hosted an event that included food and games, a planetarium, star-gazing with big telescopes, a hayride and a campfire. This culminated in a family movie follow by a campout, both indoors and out, for several brave souls! We utilize tools such as Remind101, parent newsletters, free PTO memberships, transportation to and from parent/teacher conferences, and frequent text, phone, email, and face to face meetings with parents to keep them informed and involved about their child’s progress in school. It is common to see teachers at their students’ ballgames, recitals, and theater performances after school and on weekends. Parents at Holt know that when they drop their child off in the morning or put them on the school bus, the people that greet them when they arrive here care deeply for their child. Holt teachers and staff know our students well. While the middle school concept of teams is commonly used to create smaller school “families,” at Holt we go a step further in creating micro families through our Advisory program. Each “pack” of students is divided among their core and encore teachers to create very small (12-18) groups. Each day begins in the Advisory group. This non-academic start to the day allows each student to have a consistent personal adult interaction each day. Advisory teachers check agendas and handle some homeroom administrative tasks, but the main focus is creating a welcoming atmosphere. Advisory teachers are the first to hear about home situations. They are the ones that know who is absent often and why. They know who just lost their dog or who made the winning basket for their basketball team. They help their students set academic and behavior goals. They talk about character and leadership. They have fun together. This year our Advisory teams are all spending two days a week on the Mind Up curriculum which is an innovative program that teaches brain-focused strategies to improve learning. This crucial part of the day also provides essential information to other teachers in helping each child. During daily team meetings with fellow pack teachers, conversations are centered on students. We spend considerable time sharing information about students for the purpose of providing any support or intervention needed. One pack uses the term “adaption” to designate certain students with significant needs. After creating an individualized plan, teachers volunteer time before or after school or during their lunch hour to meet with the student. It might just be an informal shared lunch; it might mean becoming that child’s “school mama” for the purpose of overseeing student agendas; it might mean helping a child learn a new skill that may or may not be academic but would add value and meaning to the child’s life. With the understanding that middle schoolers need to feel that their interests are shared and that they are part of something bigger than themselves, Holt has developed a number of clubs based upon students’ needs and interests. They vary in number and content from year to year, and they are all designed and sponsored by Holt teachers and staff. This year we have 13 clubs: Technology, Running, Rubik’s Cube, Soccer, Girls on the Run, Yearbook, Garden Club, Basketball, Student Council, American Sign Language, Sew Crafty, Ukulele, and Chrome Dawgs. While some clubs are available almost every year, others are formed based upon specific needs. For example, the Ukulele Club was formed this year because one student has a great skill in the ukulele and can teach others. Last year, the Train and Lego club was created for the sole purpose of providing a special needs student with a club based upon his extreme fascination with trains. This club allowed him to interact with others in a way that he was unable to do in the classroom environment. At Holt we also recognize that citizenship, service, and personal integrity must be modeled, scaffolded, and recognized for all students. Our school rules are simple and based upon the notion of treating others with respect and holding oneself to a high standard. These rules are posted in each classroom and highlighted in the agenda and are taught explicitly at the beginning of each year. Adults in the building follow the same expectations for behavior in the common areas, and we use common attention getting signals such as the Husky Hush and a patterned clap. We all use the “W” (warning) system in the student agenda for communicating student infraction of the rules. All teachers have received training using behavioral tools strategies to assist with off task and “junk” behaviors. For students, this consistency of expectations promotes fairness and makes it easier for them to understand what is acceptable and what is not. As teachers, we follow a well-designed behavior matrix that helps us determine when an administrator should intervene or become part of the team for the purpose of shaping appropriate behavior. This year our vice-principal has created a RTI-B (behavior) team. This team is developing a referral process for teachers to use for students with significant behavioral challenges. Additionally, they will serve as consultants in planning and implementing individual behavior contracts and plans for students who need that level of support. Our hope is that the supportive team approach will reduce anxiety for the teachers and increase the likelihood that students referred can improve their behavior. Further, we look for every possible opportunity to recognize and celebrate student successes. Individual teachers do a variety of things: notes/stamps in the agenda, birthday pencils, phone calls/texts/pictures of students doing something great, and other classroom recognition. Packs use weekly Pack Meetings to recognize individuals for improvement or a job well done. Fifth grade students receive Husky Bucks which can be redeemed for a variety of items. Students with particular skills are invited to tryout and participate in the Spelling Bee, Quiz Bowl, and Fire Marshall program. Our principals recognize all students’ hard work with yearly trips to the Naturals Baseball Game or the Boys and Girls Club. Finally, at Holt students give back to their community. Our Recycling Team manages recycle bins in each classroom and in the teacher workrooms. The Student Council organizes a yearly food drive. Advisory Groups contribute jeans to a local organization in the Jeans for Teens drive. Sixth grades sponsor Purple Pinky Day to raise money for polio eradication in undeveloped countries. One advisory group visits a senior citizen home to sing for them. Each year other opportunities based upon student interest or curriculum topics are translated into a service project of some type. All means all. Again, this is our driving force in decision making. It is a challenging expectation in the busy school environment. Our school implements several tools to help us facilitate fluid and flexible placement for students. First, our daily team meetings are the front line for identifying student needs academically, behaviorally, socially, and personally. School personnel such as our counselor, school nurse, school-based counselor, special education designee or psychological examiner, and administrators are invited to attend as needed to address specific student issues. This means having a master schedule that allows the 4 core teachers to have the same planning time. Second, we also meet twice weekly during the school day with our subject area or fellow encore teachers in Professional Learning Communities (PLC). During “Prime Time,” we discuss subject area issues, look at trends in learning based upon data from formative assessments, create curriculum maps, revise and adapt instruction, and plan for upcoming units of study. Next, our Instructional Facilitator coordinates monthly RTI meetings when student academic needs are identified based upon review of test and classroom data. We develop a course of action and assign specific persons responsible for key areas. At each meeting, we review the progress of students previously referred and make decisions based upon their need for continued support. Sometimes that means a student has progressed to an indirect status, with monitoring only. Sometimes it means more supports are provided. Sometimes it means the student has progressed to a point at which no further extra support is needed. These records are kept on a Google document that can be reviewed as needed for future grades. Finally, as noted previously, we are in the process of building a Response to Intervention - B (behavior) team. This team will be responsible for managing teachers’ referrals based upon behavioral needs. All of these groups allow us to have a very clear picture of each of our students. Organizational Support In our efforts to achieve excellence, Holt Middle School drives improvement through the lens of shared core beliefs. These core beliefs were developed at our annual retreat by leadership and staff through reflective analysis of the previous year’s progress. These core beliefs, milled to precision over the course of a year, are the filter through which decision-making takes place. They are posted in highly-visible places within the building, in every student agenda, and on our website. Advisory lessons have been developed around the shared core beliefs to reinforce their value, absorb student nuance, and create school-wide action initiatives. Our common vision, “We are Partners United in Learning and Life,” is recited each morning by students and staff before the Pledge of Allegiance as a promise to our students and a reminder to each of us. Recognizing the value of shared leadership, decision-making teams are made up of members of all sections of our school, including core and encore teachers. Through the process of modifying our Arkansas Comprehensive School Improvement Plan (ACSIP), smaller committees determine courses of action to improve performance and close achievement gaps within the building. Evidences of shared leadership include representation from all teams in the building on the Holt Leadership team, a body responsible for communication to and from administration and toward teams regarding building-wide initiatives that do not fall under other specific headings. This collaborative body not only supports, but also fosters interdependent collaboration where the idea that “no one succeeds alone” applies: Huskies PULL together with each other. The entire Holt faculty participates on ACSIP teams that include small committees built around areas of identified need, and a central leadership team that targets specific needs and monitors growth within these areas. This central team also makes final decisions in determining the direction of funding to best meet the targeted areas of need. The RTI-A committee teams attend to the state mandate requiring the documentation of student progress and teacher interventions in the ongoing effort to scaffold excellence. Each team within the building meets monthly to update and evaluate students’ data and needs. Our new RTI-B committee, developed specifically for students whose behavior was determined to be a major obstacle to their academic success, is made up of administrators and teachers who were designated and trained to lead fellow staff in a building-wide initiative to establish norms among staff in reinforcing positive behaviors and responding to negative behaviors. With the implementation of content PLCs, came the development of SMART goals for each content area. Teachers set a quota for common assessments, and achievement to raise expectations of high-quality collaborative assessment, and accountability for student achievement. Besides shared leadership, Holt believes in clear communication among all stakeholders. Communication of general information, including testing schedules and tiered behavior resources are available through our principal’s webpage, “Morningstar Informs.” Communication of time-sensitive or day-to-day information is distributed regularly through the principal’s Daily Memo. Other more immediate tools, such as Remind 101, Blackboard Connect, and the principal’s calendar are shared electronically with all staff. Communication and collaboration at the district level is facilitated by our district interactive website and frequent bulletins and newsletters. Our new superintendent demonstrated his desire to understand the vision and needs of our school by coming to meet with us personally. We were also invited to respond to the question, “What do you need, that you don’t have, to do your job?.” This survey served as a needs assessment to accompany State and district achievement data, to better serve each member of the Fayetteville Schools community. Holt works with faculty and staff of our “feeder” elementary schools as well as the junior highs to which we send our 6th graders in order to ensure a seamless transition. Students from feeder elementary schools make multiple visits to Holt each year to inform and assuage incoming students. Holt 6th graders visit their anticipated Jr. High school in the spring for tours and informational assemblies presented by administrators and students. Each spring, Holt counselors facilitate staff preparation of student profile sheets to send to teachers at the next grade level. Needs, interests, academic performance, and social behaviors are reported in an effort to better inform new teachers. Staff volunteers time after school to examine student profiles to determine best grouping for Teams, Advisory, and class schedules to maximize potential learning and achievement, and minimize situational distress to students. The structure of Holt faculty professional development opportunities includes training tied directly to educational goals. Workshops focused on better teaming, stronger behavioral response and intervention strategies, and more defined professional learning communities are scheduled so that all Holt faculty can attend and work together. Professional development days for teachers of similar content areas are also arranged each semester by district staff to bring staff together both in horizontal and vertical teams to articulate a collaborative curriculum and to determine common methods for assessment and data collection. These are led by district-level directors for each content area, or grade-level instructional facilitators. District-level support to content disciplines is further provided through support from Instructional Facilitators, who are assigned and housed in school buildings and who assist school staff in modeling new and evaluating current instructional practices, gathering and evaluating data, and facilitating cooperative instruction and assessment. Holt definitely has the very best instructional facilitator in the district! In response to continued examination of State testing data in staff meetings, District content meetings, and Primetime PLCs, Holt develops and implements Academic Improvement Plans for each student not yet proficient in content achievement, according to the each year’s EOY benchmark. Parents receive notice, and classes are modified to provide every opportunity for best teaching and reinforced learning within the school day. In response to 2015-16 scores in Math, the master schedule was amended to create a double block of Math, similar to Literacy, in order to provide more time to all students. Accelerated Math classes were created at each grade level, and in each team, to exhort and engage those students who already demonstrated grade-level capabilities. As a result of concentrating professional development on Holt needs, Holt Middle School has implemented and improved a school-wide positive reinforcement system which has been in place for several years. A reward day schedule was created to provide an additional period to each third Friday. Students earn “reward “ status if they have received fewer than 5 “W”s (warnings) in their agenda over a three week period for misbehavior. Students are invited to participate in fun and engaging activities, many proposed by students, during this time hosted by each advisory team. Students who have attended a requisite number of reward times during the second semester are invited to a larger, out of school, celebration, such as a baseball game during the school day. Implementing this structure has focused teachers and students on achieving student successes, both by setting the expectation for success and also by celebrating success regularly. Our school Parent Teacher Organization also supports these efforts by raising funds to provide resources and learning opportunities for our students. Holt teachers take seriously the maxim that the most important factor in the education of a child is the quality of his or her teacher. The teacher evaluation process uses the Danielson model (The Framework for Teaching), in coordination with each teacher’s growth plans, allowing for general, as well as individual growth, reflection, and evaluation. The TESS process (evaluative) is under the guidance of building administrators, who, along with their assigned teachers, develop plans for ongoing improvement. This intensive self-reflection pushes us to find and use innovative practices and creative approaches. Additionally, we seek to learn from nationally recognized educators. In the past three years, teachers in our building have attended several conferences: Model Schools, Professional Learning Communities, Plain Talk About Reading, Corrective Reading, the National Science Conference, Positive Behavioral Intervention Systems, and the National Conference for Teachers of Mathematics. Finally, Holt Middle School recognizes our obligation to extend the tradition of excellence we inherited from those before us to the next generation of educators. Accordingly, Holt is host and mentor to intern teachers from regional universities, including the University of Arkansas (Fayetteville), and Harding University (Rogers). Holt partners with colleagues in Higher Education to mentor experienced undergraduates for longterm placements, and for novice students through programs like UA’s Introduction to Education course. This fall, 50 UA students came to Holt to observe middle school classes and students, and have meaningful dialogue with our teachers. By invitation, Holt administrators have addressed students about the roles and responsibilities of educators and the organization and structure of middle schools.

2015-2016 Crossett 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 Teachers meet in grade level teams every day to design a curriculum that includes cross-curricular, research-based project evaluations, use of interactive technology, and differentiation strategies. Professional Learning Communities meet once a week to participate in job-embedded professional development, and student achievement. CMS teachers provide guidance, connectedness, and support in the areas of academics to students through an Advisory period each day. Teachers use the co-teaching model to tailor a personalized environment for students to increase their use of higher order thinking skills. Students participate in cross-curricular project-based assessments to increase 21st Century Skills and higher order thinking. 5t h Graders not completing work must report to Intensive Care Unit to complete all assignments. Project Lead the Way was implemented in Grade 5t h-7t h to provide students opportunities to learning critic thinking and begin to explore career paths involving Science, Technology, Engineering, and Mathematics. Developmental Responsiveness Classroom environments support the needs of all students. Positive rapport exists between students and teachers. Students have a voice and participate through a leadership group in making decisions that affect them. Town Hall meetings are held once every nine weeks to celebrate academic, social, and community achievements. Social Equity The school supports civility, service and citizenship. Differentiated instruction strategies are used to address various student learning styles. Students are respected and appreciated by staff and each other. An abundance of club activities and school connection opportunities are available to students. The school continually seeks to improve methods for meeting the needs of all students. Staff members have high expectation for students as evidenced by work displays and student performances CMS partners with the community to set examples of determination, perseverance, commitment, kindness, and acceptance of others through the Kindness program. Organizational Support The principal empowers staff by providing opportunities for collaborative problem-solving and decision making. Flexibility within the block schedule provides for meeting the needs of students. Families, community members and business partners are involved in many facets of the school. Teaming periods allow teachers to meet and collaborate with parents, students, and team teachers. Students are assigned to Advisory classes to meet the developmental needs of adolescents.

2014 National Schools To Watch Conference Featuring Dr. Sharon Faber June 26-28, 2014 View conference photos

2017-2018 Cabot Middle School South 2017-2018 SCHOOL STATISTICS Designated in 2012 Re-Designated in 2015, 2018 Community Size - Rural School Enrollment - 779 Grade Levels - 5, 6 School Calendar - Traditional Free and Reduced Lunch 46% English Learners 2% Students With Disabilities 15% Demographics Hispanic 7% White 84% African American 3% Asian 1% Native American 1% Pacific Islander 0% Filipino 0% Two or More 3% Other 0% School Characteristics and Replicable Practices Academic Excellence Cabot Middle School South has been recognized by the Office for Education Policy as a High Achieving Overall Middle School, performing within the top 10% of schools in Arkansas on standardized testing for the last four years. After emphasizing writing across the curriculum for one academic year Interim assessments are utilized in all subject areas to drive instruction. A Wacky Wednesday schedule has been developed to include project based learning, clubs, response to intervention, and enrichment. R.E.A.L. Squad, an extended learning opportunity, has been implemented twice a week in order to address student needs in the areas of literacy, math, and English language learning. A homework lab is available each morning before school. Developmental Responsiveness CBI (Community Based Instruction) provides experiences with outside businesses and important community locales. Other special services offered are resource, inclusion, self-contained, LAB (Learning Appropriate Behaviors), and Gifted and Talented. Students are given voice and choice with project based learning and clubs. Community partnerships provide service learning through clubs. Transitions are addressed with tours/visits from elementary schools and to the junior high and with participation in a Junior High Fair and a Step Up Day orientation. Further, Open House, Middle School 101, and Advisory are provided as opportunities to address middle school topics with parents and students. Social Equity Forty-five different clubs sponsored by teachers, parents, and community leaders are offered for students to choose from for each semester. R.E.A.L. Panther assemblies are held each month to spotlight students in the areas of respect, exploration, achievement, and leadership. An extra recess has been added to the daily schedule in order to promote social engagement and to intervene with struggling students. Diversity and equity are represented through club topics led by club sponsors of diverse backgrounds and ethnicities. Students are given opportunities to cultivate compassion for others through several clubs as well. ESL (English as a Second Language) students are provided minutes with a part time ESL certified teacher and a paraprofessional as additional support in the growth of the English language. Organizational Support The school schedule has built in time for adults to collaborate and grow professionally. Professional Learning Communities with departments and teams and a Leadership Committee are set up to encourage adult learning and to analyze data, student growth, and curriculum. Weekly intervention time creatively involves all adults (classroom teachers, paraprofessionals, Encore teachers). Transportation is offered for the R.E.A.L. Squad after school program in order to ensure availability to all students recommended. Weekly schedules address grade level needs. Fifth grade has a 75 minute block schedule with students rotating classes as an advisory. Sixth grade models a junior high schedule that allows them to switch classes and mix with different students other than those within their advisory classes. All students are enrolled in an advisory course. Members of the faculty take turns planning weekly lessons that will benefit the whole child.

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 2027 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

2017-2018 J.O. Kelly Middle School 2017-2018 SCHOOL STATISTICS Designated in 2008 Re-Designated in 2011, 2015, 2018 Community Size - Enrollment - 782 Grade Levels - 6, 7 School Calendar - Block Free and Reduced Lunch 90% English Learners 46% Students With Disabilities 12% Demographics Hispanic 68% White 13% African American 4% Asian 2% Native American 0% Pacific Islander 0% Filipino 0% Two or More 0% Other 2% School Characteristics and Replicable Practices Academic Excellence Teachers implement research based instructional strategies and create rigorous learning opportunities that adhere to state standards. Assessment drives instruction through data analysis of summative, formative, and interim assessments. Student led conferences provide an opportunity for students to reflect on and set goals for personal growth. 1:1 technology is integrated into every classroom and utilized to provide differentiation to support the development of all learners. Teachers engage in content PLCs conversations driven by the assessment cycle: Select and unwrap learning outcomes, screen for prior skills, Tier 1 instruction, formative assessment, Tier 2 intervention, continue Tier 1 instruction, summative assessment, and analysis of data. Developmental Responsiveness At J.O. Kelly, we implemented a Positive Behavior Intervention System which addresses restorative practices toward student behavior. Advisory is a systemic practice that provides for student-teacher relationship building, opportunities to experience enrichment as well as Tier 2 instruction. Collaboration is a consistent practice for every student in both core and encore classes. Teamwork is a daily practice at J.O. Kelly. Teachers engage in book studies to further their understanding of adolescent development: mentally, socially, and emotionally to enhance the culture of our school as well as the academic growth of students. Students are given the opportunity through Knight Time to sign up for clubs and classes that interest them. This supports student development of self-knowledge and broadens their experiences. Various leadership roles are assigned to students such as ambassadors to serve as role models for other students as well as prepare students to become contributing members of society. Social Equity Our counselors provide many resources for families that address physical, emotional, and social needs. Our Snack Pack program provides additional food items for any student needing this assistance. Every quarter, we implemented a building-wide practice of Team Meetings where grade level teams come together to discuss academic, mental, social, and emotional concerns of students. These meetings are also attended by the Leadership team and counselors. J.O. Kelly has a systemic and fluid intervention system that promotes mastery of skills, in both literacy and math, to move students toward grade level expectations. Students are identified by clear and concise criteria. Organizational Support The Leadership team meets weekly to discuss the progress of implementing the action steps of the mission: rigorous learning, culture, teacher learning, and behavior expectations. A systemic intervention system addresses the needs of all learners and is accessible to all students. The Professional Learning community model is implemented across both grade levels.

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

2024 National Schools To Watch Conference Featuring Lori Hayes, Jack Berckemeyer, and LaQuanta Nelson June 20 - 22, 2024, Washington D.C. IT WAS SO GREAT TO SEE YOU! Thanks for joining the National Forum and your fellow Schools to Watch in D.C.! Photobooth Pictures (Passcode: 062021)

Oregon 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 Gail Anderson ganderson@rsd7.net Beth Madison omlaboard@gmail.com Participating Organizations Oregon Schools to Watch Oregon Middle Level Association c/o Coalition of Oregon School Administrators 707 13th St SE, Suite 100 Salem, OR 97301 Joined National STW Program in 2025 Schools to Watch Application 2027 Application Instructions Oregon Oregon will designate our inaugural Schools to Watch in 2026. We look forward to working with outstanding middle-level schools to showcase your programs! School Profiles Coming Soon

California 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 Scott Steele ssteele@leagueofschools.org Participating Organizations California League of Middle Schools California Department of Education California Teachers Association Association of California School Administrators California School Boards Association California Middle Grades Alliance California League of Educators 8583 Irvine Center Dr. #45, Irvine, CA 92618 Phone: (800) 326-1880 Email: ssteele@leagueofschools.org State Website: www.leagueofschools.org Joined National STW Program in 2002 Schools to Watch Application 2027 Application Instructions California Schools to Watch Adams Middle School (2023) Adeline E. Kent Middle School (2025) Alder Creek Middle School (2016) Alondra Middle School (2014, 2017, 2020, 2023) Alpha: Cornerstone Academy Preparatory (2023) Alta Loma Junior High School (2023) Alta Sierra Intermediate School (2008, 2011, 2014, 2017, 2020, 2023) Alvarado Intermediate School (2004, 2007, 2010, 2013, 2016, 2020, 2023) Andrew Carnegie Middle School (2011) Animo Ellen Ochoa Charter Middle School (2025) Animo Florence-Firestone Middle School (2023) Arlie F. Hutchinson Middle School (2020, 2023) Arrowview Middle School (2025) Atascadero Middle School (2020) Badger Springs Middle School (2019, 2022, 2025) Bell Intermediate School (2018, 2021) Bell Mountain Middle School (2025) Benton Middle School (2025) Bernice Ayer Middle School (2005) Bernice Harrell Chipman Junior High (2023) Beverly Vista Middle School (2025) Bret Harte Middle School (2024) Bud Carson Middle School (2024) Buena Park Middle School (2025) Burlingame Intermediate School (2017) Calavera Hills Middle School (2011) Camerado Springs Middle School (2025) Canyon Hills Junior High School (2020) Canyon Middle School (2007) Carmenita Middle School (2014, 2017, 2020, 2023) Castaic Middle School (2003) Cedarlane Academy K8 (2024) Cerro Villa Middle School (2018) Cesar Chavez Middle School (2024) Cesar E. Chavez Middle School (2025) Chaparral Middle School (2017, 2020, 2023) Christensen Middle School (2022, 2025) Clark Intermediate School (2009, 2012, 2015, 2018, 2021, 2024) Clifton Middle School (2017, 2020, 2023) Coalinga Middle School (2023) Col Joseph Rodriguez PREP Academy (2025) College Preparatory Middle School (2023) Colton Middle School (2014) Creekview Ranch School K-8 (2019, 2023) Culver City Middle School (2003, 2006, 2009, 2012, 2015, 2018, 2022, 2025) Curtis Middle School (2016, 2025) Dartmouth Middle School (20092023) DCP Alum Rock Middle School (2017) De Anza Magnet School (2018, 2020, 2024) De Anza Middle School (2015, 2018, 2021, 2024) Del Mar Middle School (2022, 2025) Don Juan Avila Middle School (2023) Dorothy McElhinney Middle School (2025) Dr. Martin Luther King Jr. Middle School (2019, 2022) Dr. Russell Johnson Middle School (2025) E.O. Green Jr. High School (2023) East Avenue Middle School (2023) Edgewood Middle School (2024) Edna Hill Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Edward A. Sussman Middle School (2025) El Cerrito Middle School (2025) El Rancho Charter School (2023) El Segundo Middle School (2018, 2023) Elizabeth Pinkerton Middle School (2014, 2017, 2020, 2023) Ellen Fletcher Middle School (2023) Enrique Camarena Jr. High School (2019, 2024) Ethel Dwyer Middle School (2025) Fairgrove Academy (2024) Fairmont School (2013, 2016, 2019, 2022, 2025) Fedde International Studies Academy (2015, 2018, 2021, 2024) Firebaugh Middle School (2016, 2019, 2022, 2025) Frank J. Zamboni Middle School (2013, 2016, 2019, 2022, 2025) Frank M. Wright Middle School (2007) Fruitvale Junior High School (2018, 2021, 2024) Fulton & Alsbury Academy of Arts and Engineering (2022, 2025) General Grant Middle School (2020, 2023) George Visual and Performing Arts Magnet and Middle School (2025) Glick Middle School (2019, 2022) Golden Valley Middle School (2018, 2021, 2024) Goleta Valley Junior High School (2025) Gordon H. Beatty Middle School (2025) Grandview College Preparatory Academy (2025) Granger Junior High School (2010) Granite Ridge Intermediate School (2012, 2015, 2018, 2021, 2024) Griffiths Middle School (2018, 2021) Hall Middle School (2019, 2023) Harvest Park Middle School (2025) Haskell STEM Academy (2017, 2020, 2023) Hawthorne Middle School (2015, 2023) Heber School (2014, 2017, 2020, 2023) Helen Stacey Middle School (2025) High Desert School (2012, 2015, 2018, 2022) HighTech LA Middle School (2025) Hollencrest Middle School (2023) Hollydale Middle School (2018, 2021, 2024) Hosler Middle School (2023) Huron Middle School (2017, 2020, 2023) ICEF Vista Middle Academy (2023) Indio Middle School (2018, 2025) International School of Monterey (2025) James Workman Middle School (2023) Jefferson Middle School (2023) John Burroughs Middle School (2019) John F. Kennedy Middle School (2005, 2008, 2011, 2014, 2017, 2020, 2023) John Glenn Middle School (2004, 2007, 2010, 2013, 2016, 2019, 2022, 2025) John L. Compton Junior High School (2025) Kairos Public Schools Vacaville Academy (2022, 2025) Kastner Intermediate School (2008, 2011, 2014, 2017, 2020, 2023) Katherine Edwards Middle School STEAM & Dual Immersion Academy (2025) Katherine L. Albiani Middle School (2012, 2024) Kings Canyon Middle School (2015, 2018, 2021) Kolb Middle School (2023) La Cañada Middle School 7-12 (2014, 2017, 2020, 2023) La Joya Middle School (2025) La Paz Intermediate School (2011, 2014, 2017, 2020, 2023) Ladera Vista Junior High School of the Arts (2018, 2021, 2024) Laguna Middle School (2024) Lagunita School (2022) Lake Center Middle School (2016, 2019, 2022, 2025) Lakeside Middle School (2015, 2018, 2021, 2024) Landmark Middle School (2014, 2023) Las Palmas Middle School (2019, 2022, 2025) Laurel Street Elementary School (2025) Leona Jackson Middle School (2014, 2017, 2020, 2023) Liberty Middle School (2018, 2021, 2024) Lindero Canyon Middle School (2016) Live Oak Middle School (2018, 2021, 2024) Los Alisos STEM Magnet Middle School (2020, 2023) Los Osos Middle School (2018, 2021, 2024) Louis D. Armstrong Middle School (2005, 2023) Luther Burbank Middle School (2015, 2018, 2021, 2024) March Middle School (2023) Mary R. Stauffer Middle School (2018, 2021) McKinleyville Middle School (2006) Melva Davis Academy of Excellence (2023) Mesa Robles School (2024) Mesa View Middle School (2024) Mistletoe STEM Institute (2010, 2013, 2016, 2019, 2025) Mitchell Senior Elementary School (2022, 2025) Mountain View Middle School Beaumont (2020, 2023) Mountain View Middle School (2018, 2021, 2024) Navelencia Middle School (2025) Nellie Coffman Middle School (2023) Newton Middle School (2022, 2025) Nicolas Jr. High School (2019, 2025) Norris Middle School (2025) North Park Academy of the Arts (2025) OJ Actis Junior High School (2022, 2025) Olive Peirce Middle School (2012) Oliver Wendell Holmes Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Orange County School of Computer Sciences (2022, 2025) Orange Grove Middle School (2022, 2025) Oxford Preparatory Academy Middle School (2023) Paakuma' K-8 School (2025) Palm Desert Charter Middle School (2023) Palm Middle School (2019, 2022, 2025) Paramount Park Middle School (2018, 2021) Paul L. Cato Middle School (2024) Peggy Heller Elementary School (2022, 2025) Pioneer Middle School (20132024) Pleasant View West School (2023) Portola Middle School (2023) Prairie Vista Middle School (2023) Quail Lake Environmental Charter (2013, 2016, 2019, 2022, 2025) Rancho Milpitas Middle School (2005, 2008, 2011, 2014, 2017, 2020, 2023) Rancho Viejo Middle School (2025) Rancho-Starbuck Intermediate School (2017, 2020, 2023) Ray Wiltsey International Baccalaureate IB World School (2019, 2023) Reyburn Intermediate School (2010, 2013, 2016, 2019, 2022, 2025) Richard H. Dana Middle School - Wiseburn Middle School? (2006, 2009, 2012, 2015, 2018, 2022) River Heights Intermediate School (2025) Rivera Middle School (2024) Riverview School (2023) Robert C. Fisler School (2023) Ross Academy of Creative and Media Arts (2016, 2023) Russell Parks Junior High School (2022, 2025) San Benancio Middle School (2018) San Gorgonio Middle School (2016, 2023) San Lorenzo Valley Middle School (2013) San Marcos Middle School (2018, 2021) Sanger Academy Charter (2013, 2016, 2019, 2022, 2025) Santiago Charter Middle School (2019, 2022, 2025) Sarah McGarvin Intermediate School (2025) Scotts Valley Middle School (2013) Sequoia Middle School - Fontana (2018, 2021, 2024) Sequoia Middle School - Fresno (2022, 2025) Serrano Intermediate School (2025) Serrano Middle School Highland (2016, 2019, 2022, 2025) Serrano Middle School Montclair (2014) Shoreline Middle School (2023) Sierra Vista Middle School (2018, 2022, 2025) Silas Bartsch School (2025) Silverado Middle School (2003, 2023) Simons Middle School (2025) Sinaloa Middle School (2013) South Pointe Middle School (2016, 2023) Southridge Tech Middle School (2019, 2022, 2025) Sparks Middle School (2025) Standard Middle School (2021) Stonecreek Jr. High School (2025) Summit Intermediate School (2013) Sunnymead Middle School (2016, 2023) Suzanne Middle School (2017, 2020, 2023) Temecula Middle School (2025) Terra Cotta Middle School (2025) Tetzlaff Accelerated Learning Academy (2014, 2017, 2020, 2023) The STEAM Academy @ Burke (2023) Thomas Hart Middle School (2020, 2023) Thomas Law Reed School (2023) Thurston Middle School (2013, 2016, 2019, 2022, 2025) Tincher Preparatory School (2009) Toby Johnson Middle School (2006, 2009, 2012, 2015, 2018, 2022, 2025) Torch Middle School (2008, 2023) Traweek Middle School (2018, 2022, 2025) Tuffree Middle School (2022, 2025) Turlock Junior High School (2014, 2017, 2021) Twentynine Palms Junior High School (2020) Twin Rivers Charter School (2020, 2023) Union Middle School (2013) University Heights Middle School (2022, 2025) Vaca Peña Middle School (2024) Valinda School of Academics (2024) Valley Middle School (2022) Valley View Charter Prep (2025) Vanguard Preparatory School (2013) Vina Danks Middle School (2018, 2021, 2024) Vineyard Junior High School (2023) Vista Heights Middle School (2016, 2019, 2022, 2025) Vista Verde Middle School (2011, 2014, 2017, 2020, 2023) Vista View Middle School (2023) Walnut Grove Intermediate School (2024) Walter F. Dexter Middle School (2025) Washington Academic Middle School (2011, 2014, 2017, 2020, 2023) Washington Intermediate School (2025) Wayne Ruble Middle School (2019, 2022, 2025) Weaver Middle School (2019, 2022( Wendy Lopour Doty Middle School (2019, 2022, 2025) White Hill Middle School (2025) William G Jehue Middle School (2024) William Mendenhall Middle School (2023) Willis Jepson Middle School (2016, 2019, 2022) Willis Warner Middle School (2025) Winton Middle School (2024) Woodrow Wilson Jr. High School (2015, 2018, 2021, 2024) Yorba Linda Middle School (2016, 2019, 2022, 2025) Yorba Middle School (2023) School Profiles Coming Soon 2023 Coalinga Middle School 2023 El Rancho Charter School 2023 Hosler Middle School 2023 James Workman Middle School 2023 Don Juan Avila Middle School 2023 College Preparatory Middle School 2023 Ellen Fletcher Middle School 2023 Animo Florence-Firestone Middle School 2023 East Avenue Middle School 2023 Hollencrest Middle School 2023 Bernice Harrell Chipman Junior High 2023 Adams Middle School 2023 E.O. Green Jr. High School 2023 ICEF Vista Middle Academy 2023 Alpha: Cornerstone Academy Preparatory 2023 Alta Loma Junior High School 2023 Palm Desert Charter Middle School 2023 Yorba Middle School 2023 Vista View Middle School 2023 Portola Middle School 2023 Nellie Coffman Middle School 2023 Vineyard Junior High School 2023 Jefferson Middle School 2023 Melva Davis Academy of Excellence 2023 Kolb Middle School 2023 William Mendenhall Middle School 2023 Oxford Preparatory Academy - South Orange County 2023 Pleasant View West School 2023 March Middle School 2023 Oxford Preparatory Academy - Saddleback Valley 2023 Shoreline Middle School 2023 Prairie Vista Middle School 2023 The STEAM Academy @ Burke 2023 Thomas Law Reed School 2023 Robert C. Fisler School 2023 Riverview School

2016-2017 Cabot Middle School North 2017-2018 SCHOOL STATISTICS Named School To Watch 2008 Re-designated 2011 and 2014 Re-Designated 2017 Demographics Hispanic 0.47% White 94.6% African American 2.7% Asian 1.8% Native American .47% Pacific Islander 0% Filipino 0% Two or More 0% Other 0% School Characteristics and Replicable Practices Academic Excellence Cabot Middle School North continually strives for excellence by providing our students with rigorous academic standards, differentiated instruction, appropriate interventions, engaging activities, and frequent and challenging assessments. Our Zeros Aren’t Possible (ZAP) policy sets students up for academic success by helping them understand that the expectation is assignments must be completed to the best ability of each learner. Students have multiple opportunities to benefit from differentiated instruction and support, including the following: Homework lab staffed by certified teachers before school A-Room staffed by certified teachers during Advisory R.O.A.R.S. VIP staffed by certified teachers after school Tutoring during lunch Progress Monitoring Committee that pairs students with mentors to address social or behavioral needs Response to Intervention Committee that pairs students with mentors to address academic needs and assess progress Since CMSN believes that students work at their highest potential with strong support at home, all of these opportunities are communicated with families. Grade level teams inform parents of instruction and assignments through weekly newsletters, team websites, Facebook, Twitter, and the Remind app. Teams also frequently communicate with families about missing assignments, grades, and assignments that need to be re-done through phone calls or e-mails. Professional learning communities meet weekly as teams and as content areas to analyze data, make decisions that drive instruction, discuss implementation of effective instructional methods, and evaluate student work. Departments work collaboratively to align the standards to ensure the curriculum is rigorous, nonrepetitive, and moves forward. They implement a variety of instructional strategies that are engaging and clearly related to the standards, concepts, and skills being taught including direct instruction, cooperative learning, project-based learning, simulations, hands-on learning, and integrated technology. Literacy is integrated into all areas frequently through rigorous reading passages, challenging research projects, novels, note booking, presentations, etc. Teachers make connections across the disciplines to reinforce learning and assist students in thinking critically. Teachers create interdisciplinary lessons to reinforce important concepts, reinforce skills, and address realworld problems. Whether it is through research papers written in science and revised and edited in literacy or calculating measurements of rock mass in math while students are engaged in the rock cycle unit in science, students are able to work on the same project in several different classes. Students work collaboratively, make informed choices, learn to resolve conflicts, and explore their own interests through interdisciplinary inquiry projects. Students are assessed in a variety of ways including exit tickets, quizzes, tests, assignments, projects, and portfolios. Students are provided with rubrics to understand the skills and concepts being assessed. Teachers supply students with examples of high quality work that meet or exceed the performance standard, so they understand what high-quality work looks like. Students are also encouraged to revise and assess their own work based on frequent feedback in student/teacher conferences. Teachers use assessments to determine growth of each student in a variety of areas within their subject. Online resources are used to aide in gathering data such as Moby Max, No Red Ink, Cool Math, ABCya, ReadWorks, and many others. Teachers analyze the data from these sources as well as data from classroom instruction to differentiate lessons, assignments, and activities. Developmental Responsiveness The faculty at CMSN works with all stakeholders to create an environment where everyone feels safe, valued, and free to learn. Students are directly connected with an advisory teacher who supports and guides the students through academic, emotional, behavioral, and social decision making processes. Teachers use cooperative learning activities to assist students in learning about themselves and how to relate to classmates. Each team meets together weekly to reflect on team issues and allow students and teachers to solve problems and make decisions together. Team meetings allow students to see how their advisory class plays a part of a bigger whole. The school culture of CMSN has been positively affected by our new school brand, R.O.A.R.S., which stands for Responsibility, Outstanding Citizenship, Academics, Resilience, and Service. R.O.A.R.S. became our school brand after we became a Josten’s Renaissance school in 2014-2015 school year. After attending a Renaissance conference, we decided to embrace and embody many of the things we learned at the conference. Renaissance has positively changed our school culture and climate because we have adopted a new way of improving academic performance, student engagement, and behavior by reinforcing character development both in and out of the classroom. Through the implementation of our R.O.A.R.S. program, celebrating students for their achievements has become a highlight in everyday happenings around the school. Josten’s Renaissance and Mike Smith have collaborated to produce video programs called Harbor TV that address ethical and social development as well as highlighting the importance of mentorship, trust, healthy relationships, and emotional growth. These videos are watched and discussed during advisory on Mondays. Cutie to Beauty and Man Cave are new programs that are socially significant and relevant to the personal and career interests of our students. Community members speak and facilitate discussions with students about issues in their lives, our community, and the world. They hold discussions about career paths, the importance of making good decisions, and learn conflict management skills. Students and staff participate in Red Ribbon Week to promote the anti-drug initiative. The curriculum is tailored for mid-level students and teachers are provided with resources and activities to effectively engage the learners. CMSN provides leadership opportunities for students through Student Council, Builders Club, and Renaissance Team. Students apply for these positions and are chosen by staff based upon leadership abilities, as well as application completion. These students lead charitable collections, service learning activities, and fundraiser events. Students and their families play a vital role in our Veteran’s Day program, Rockin’ at the Hop, Someone Special Day, R.O.A.R.S. Bash, and Carnival. They are asked for input on various decisions made for our students. Families are encouraged to read with their students nightly through our One Book, One School program. Students and their families are given a copy of the book, a copy of the reading schedule, a description of advisory activities enabling families to be a part of developing better readers. Clubs are one of the main attractions at CMSN. Co-curricular activities that cover a wide array of interests are offered. Student choice is an important part of middle school, so students choose a club according to their interests. Clubs give students the opportunity to explore topics and skills beyond the classroom and helps them build relationships with classmates who have similar interests. Examples are flag football, crochet, choir, drama, basketball, and paper mache, to name a few. Social Equity To promote social equity, every teacher differentiates instruction to meet the needs of all learners. We strive to ensure that all students, including those who are English Language Learners, have disabilities, or are gifted and talented receive the best educational opportunities, support, and resources available. Students are preassessed to provide teachers with information about specific educational needs. Lessons are designed to provide interventions for students with similar needs and to challenge students who are high-achieving. Teachers give students learning style inventories to ensure that each student is successful. Teachers use the results of the learning style inventories to design activities and lessons that will allow each student to demonstrate mastery using the approach that is best for that particular student. Students often choose which product they will create to show their learning from a variety of choices. Teachers work to ensure that products that incorporate each type of learning style are represented on student choice menus. All students are required to complete assignments and to do their best work to ensure mastery. The faculty is constantly seeking ways to improve programs, curriculum, and assessment to better meet student needs. Professional learning communities meet weekly to discuss student progress and adapt curriculum, instruction, assessment, and scheduling to meet every student’s needs. Teachers participated in a book study of The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. The goal of the book study was to improve the ways in which curriculum is taught and the types of assessment to meet the needs of all students. Many students are members of clubs that work with community members on charitable projects. Students help address the needs of the community by facilitating coat drives in the winter and food drives all year. Students collect items for and help clean the local animal shelter. Groups go to the local retirement home to play games and sing songs with residents. When an initiative to collect money for families struggling with illness or to help seniors afford the cost of graduation attire begins, students work with sponsors and community members to organize the details and promote the cause. Students have multiple opportunities to learn about a variety of cultures. There are many materials in the media center that represent all of the cultures of the students. Students can access the materials in print and through audio books. Families are invited to come and share their traditions in beliefs during advisory. CMSN uses advisory time to teach the students about respecting diversity and appreciating their own culture as well as the culture of others. Our counselors have designed these advisory lessons to show the students that a variety of viewpoints should be encouraged and valued. CMSN also chose the book Lions of Little Rock to read for our One Book, One School initiative. This book teaches students to value diversity as well as the history of social justice issues in Arkansas. All students toured Central High School after CMSN was awarded a grant due to our One Book, One School initiative. The faculty welcomes and encourages the active participation of all its families and makes sure that all families are an integral part of the school. Translation support is provided so that all families can participate in conferences, school events, and the One Book, One School initiative. CMSN is hosting a family night in which the gym will be open for children younger than the middle school age to have a supervised play time while their parents participate in the event. Snacks will also be available. Families in need of meals can also go to designated areas of the community during school breaks to eat at no cost. Organizational Support Administrators at CMSN seek to build capacity in all faculty and staff to become school leaders. The leadership committee is a decision making body within the building that meets regularly to discuss a variety of school based concerns, praises, and logistical planning. The leadership committee is now comprised of one teacher from each of the grade level teams, an Essentials teacher, a special education teacher, a counselor, a paraprofessional, the media specialist, the lead teacher for each content area, the assistant principals, and the principal. In addition to the leadership committee, the Renaissance Team plays a vital role in making decisions that affect the culture of our school. CMSN has a student council that serves as a student leadership group. Students can also serve in a leadership role through the Student Renaissance Team and Builder’s Club. Students in each of these groups collaborate with each other, their classmates, and staff to aid the school in continuous improvement. During weekly professional learning community meetings, teachers reflect on instruction and student growth. PLC leads foster and support interdependent collaboration. A team agenda is provided at each of these meetings to guide group conversations. The overarching goal of each meeting is to continuously improve. The Cabot Public School District plays an important part in supporting continued professional development of all faculty and staff members. The school district supports CMSN’s faculty and staff by providing funding for professional development and by requiring that faculty and staff share new learning. Teachers who attended Josten’s Renaissance National Conference in 2015 and 2016 brought back strategies for improving school climate and culture that were shared with the entire staff. A team of teachers and administrators presented at Josten’s Renaissance National Conference in 2016 to faculty and staff from all over the United States. Our district also hosts an EdCamp every year in which teachers choose professional development sessions that are relevant to their needs. Several teachers from CMSN have presented at our district’s EdCamp sessions. Our embedded sessions are high quality, intensive, and focused on best practices. At each embedded session, administrators and staff members provide training on the school focus areas. Teachers were surveyed in regards to professional development sessions to ensure that they are relevant and innovative. Focus walks will be conducted once a semester. Teachers are trained to understand that focus walks are a time to observe, collaborate, and reflect on best practices. Teachers are encouraged to be autonomous and experiment with their craft. Teams of teachers meet by grade level as well as with teachers from lower and higher grade levels to make the best decisions for supporting student achievement. Teachers have access to websites created by curriculum directions and teams of teachers so they can see the alignment of instruction. CPSD provides each building with interim assessments from ACT Aspire, materials, and data collection. The district also supports faculty at CMSN in using data to make decisions for providing interventions to students who have not mastered concepts. CPSD supports the development of pre-service and novice teachers by training faculty and staff members to become AIMM certified. Teachers from CMSN attend summer training to be certified or recalibrated as an AIMM mentor. First year teachers at CMSN are supported by an AIMM mentor, observed three times by one of the administrators, and receive focused coaching through classroom observations, model lessons, and one-onone conferences.