David McDonald Treasurer Dr. David D. McDonald began his education career in 2001. He has served as a high school social studies teacher, Assistant Principal, and Principal for 10 years prior to being named Assistant Superintendent for Middle Schools for the largest school district in South Carolina. In 2013, Dr. McDonald was named S.C. Middle-Level Principal of the Year and in 2017 was named the AMLE Educator of the Year. Well respected in numerous schools and states, Dr. McDonald works tirelessly to support middle-level education. His professional associations include serving as President of the South Carolina Association for Middle-Level Education, Schools to Watch State Co-Director, and as a board member for the National Forum to Accelerate Middle Grades Reform. Dr. McDonald earned a Bachelor’s degree from Winthrop University, a Master’s degree from Concordia University, and Educational Specialist and Doctor of Philosophy degrees from the University of South Carolina. < Back

2017-2018 McNair Middle School 2017-2018 SCHOOL STATISTICS Designated in 2009 Re-Designated in 2012, 2015, 2018 Community Size - Suburban School Enrollment - 730 Grade Levels - 5, 6 School Calendar - Traditional Free and Reduced Lunch 22% English Learners 4% Students With Disabilities 13% Demographics Hispanic 5.4% White 80.1% African American 3.7% Asian 4.1% Native American 0.3% Pacific Islander 0.8% Filipino 0% Two or More 5.6% Other 0% School Characteristics and Replicable Practices Academic Excellence Teachers assess ongoing data to progress monitor and utilize the tools from NWEA MAP testing to differentiate the instruction in order to create personal learning goals for all. School wide processes, including daily advisory, attendance/discipline, pod team meetings, and content PLC meetings, continuously identify students who are struggling academically and provide support structures for RTI A and B interventions. To enrich students’ academic excellence and meet the diverse needs of our learners, McNair Middle School is focused on creating quality formative assessments. • Each student conferences one-to-one with their advisory teacher to create SMART goals that address areas of focus within the Reading, Language, and Math learning strands from MAP testing. From these conversations, students share their academic goals with their families creating a culture of community focused on academics between home and school. McNair is implementing a more blended approach to learning as teachers integrate Google Classroom, one-to-one technology, and other technology tools and applications. McNair has continued supporting the differentiation of learning and closing the achievement gaps by giving access to research-based interventions that support the data such as Empowering Writers, Barton, Alphabetic Phonics, ELD and Corrective Reading. To help all our students reach their full academic potential, McNair continues to focus on implementing rigorous lesson planning, relevant research-based, data-driven instruction, and building relationships with each of our Mustangs. Teachers continue to utilize data in their instruction to focus on specific learning targets/goals for each student. Developmental Responsiveness Advisory is a dedicated class period that focuses on academic planning, team building, service learning, and character education. Advisory continues to assist students with goal-setting and smaller learning communities in order to support the whole child. McNair implements an Impact Team, which is a systematic approach to support a student who may not receive support outside of the school. The Impact Team pairs teachers and staff with students. The goal of the Impact Team relationship is to ensure every student’s academic and personal development is guided by an adult advocate. The Impact Team may eat lunch together, check grades, recognize their hobbies, or introduce new goals. Teachers and staff are continuing to explore current research in order to understand early adolescence. McNair provides targeted professional development to teachers each year on the specific academic, social, emotional, and developmental needs of early adolescents. Students are given an opportunity to have ownership and choice in their learning. Students feel respected when topics, and how to approach the learning of that topic, can be explored in many different ways. Core and encore classes allow students the opportunity to showcase their learning in a variety of learning modes and find ways to collaborate with their peers in order to better understand the given topic. Teachers are comfortable being the facilitator while letting students lead the discussion. McNair implemented student-involved conferences that provide a hybrid approach to parentteacher conferences. Students and families meet with the teacher to discuss academic and social progress. Then the student and family meet together to review his/her Google Sites student portfolio. Using Google Sites as our mode for student portfolios creates a realistic and relevant method of communication and branding. Student portfolios currently consist of a personal mission statement, grades and attendance, a personal learning plan (data sheet and goal setting), and artifacts from each content area. Together as a family they answer reflection questions of celebrations and growth areas. Flexible Seating is utilized throughout the building to meet students’ developmental needs. Students have opportunity to explore a variety of personal interests such as Fly Fishing, Archery, Odyssey of the Mind, Theatre, and many more. This gives students a sense of belonging while building relationships with teachers outside of the classroom. Creating lifelong leaders along with lifelong learners is a high priority at McNair. We create a variety of leadership roles. These leadership roles consist of Ambassadors, Principal’s Cabinet, Fire Marshals, Student Council, Pod Council and Students of the Week who lead pod meetings. To maximize our student leadership, we ensure that there is no overlap of students for each leadership role. Through our relationship with community partners, students participate in a variety of studentlearning project through advisory, leadership roles, and after-school clubs. Service Learning is a designated time when students can focus on their passion and develop soft skills while enhancing and enriching the lives of others Community connections may include guest speakers, informing students of methods to get involved in the community, and/or partnering with a community group. Social Equity Families are provided access to comprehensive services to meet their physical, social, and emotional needs. McNair has established a PBIS/RTI Committee of teacher leaders. The PBIS/RTI meets once a month to discuss building-wide initiatives and academic/learning progressions. The PBIS/RTI committee then meets with their respective team members and leads the monthly team RTI and Praise and Polish meetings. Our staff maximizes the master schedule by having ongoing interventionist available throughout the day in order to help support the child’s academics and behavior needs. With the addition of MAP data, teachers are now able to progress monitor and create specific learning goals. Our Structured Learning Classroom (SLC) is mainstreamed for encores, advisory, and runs our Green Team. Families are supported with ongoing community resources providing access to school functions, transportation, and meals. When families attend McNair, they feel the connection of community within the school. Organizational Support McNair advisory is built on the foundation of four pillars: team building, character education, academic planning, and service learning. Our R.U.N. motto has been ingrained into our culture at McNair. ‘R’ stands for Respect, ‘U’ stands for Understand We Own Our Behavior, and ‘N’ stands for Never Quit. Our PBIS Behavior Matrix system establishes student behavior expectations. By using researchbased strategies, the PBIS increases positive interactions. The PBIS leadership team meets monthly in order to answer building questions and review on a regular basis about the student success. McNair has a school-wide instructional leadership teams focusing on promoting the middle school philosophy, effective instructional practices, and educational initiatives. The purpose of the ILT team is to work collaboratively to develop and implement school wide improvement goals in order achieve the vision and mission of McNair Middle School. A multi-tiered RTI program is in place to support all students in academics and behavior. Professional Learning Communities are established by grade-level content teams. McNair has implemented one-to-one technology. Teachers have collaborated and researched best practices to ensure effective technology implementation and integration into their lesson plans. McNair has started MakerSpaces in the library. MakerSpace allows students to become creators of information (not just consumers), build critical thinking and problem solving skills, participate in selfdirected learning, foster a culture of creativity and collaboration, and allow for inquiry and exploration.

2023 Kolb Middle School Rialto Unified School District San Bernardino County Armando Urteaga, Principal Enrollment: 900. Grade Levels: 6-8. School Characteristics and Replicable Practices Grade-level common preps and minimum-day collaboration time School rebrand: improved appearance, new entry and exit, fine-tuned discipline MTSS/SEL/PBIS for students’ academic, behavioral, SEL needs Interactive monitor and innovative software for each classroom School-wide literacy: PQA, CER, CAASPP word of the month

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 2026 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

Utah 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 Selena Terry selena.terry@gmail.com Participating Organizations Utah Schools to Watch Utah State Board of Education 250 E 500 South PO Box 144200 Salt Lake City, UT 84114 Phone: 801-538-7793 Joined National STW program in 2007 Schools to Watch Application 2026 Application Instructions Utah Schools to Watch Albert R Lyman Middle School (2019, 2022, 2025) Alice C Harris Intermediate School (2020) Bear River Middle School (2016) Cedar Middle School (2010, 2013, 2016, 2019, 2022, 2025) Ecker Hill Middle School (2013, 2016, 2019, 2022) Fort Herriman Middle School (2010, 2013, 2016, 2019, 2022, 2025) Kearns Junior High (2011, 2014, 2017, 2020, 2023) Lava Ridge Middle School (2019, 2022) Milford High School (2020, 2023) Mount Logan Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Red Hills Middle School (2020) South Hills Middle School (2022) Sunrise Ridge Intermediate School (2021) Sunset Ridge Middle School (2007, 2010, 2013, 2016, 2020, 2022) Tonaquint Intermediate School Tooele Junior High School West Jordan Middle School (2016, 2019, 2022) School Profiles Coming Soon

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

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.

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2023 Yorba Middle School Orange Unified School District Orange County Mark McLaughlin, Principal Enrollment: 544. Grade Levels: 6-8. School Characteristics and Replicable Practices 1:1 digital options for all our students Teachers greet students at the door and ask about their day or weekend LTEL/AVID strategies: speaking in complete sentences, using sentence frames/starters AVID organization skills: agenda checks, paper/electronic declutter day SEL: Anti-bullying & kindness lessons, wellness center accessible all day

Colorado 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 Katie Gustafson kgustafson@flagstaffacademy.org Participating Organizations Colorado Association of Middle-Level Education 2040 Miller Drive Longmont, CO 80501 Joined National STW Program in 2003 Schools to Watch Application 2026 Application Instructions Colorado Schools to Watch Altona Middle School (2011, 2021, 2025) Basalt Middle School (2012, 2015, 2018, 2022) Brentwood Middle School (2019, 2022, 2025) Centennial Middle School (2017, 2020, 2023) Corwin International Magnet School (2013, 2016, 2020, 2023) Flagstaff Academy (2019, 2022, 2025) Fountain Middle School (2021) Grand Valley Middle School (2016) Jenkins Middle School (2011, 2020) Lesher Middle School (2014, 2017, 2020) Longs Peak Middle School (2017, 2020) Mountain Vista Community School (2025) Polaris Expeditionary Learning School (2016) Preston Middle School (2016, 2019, 2022, 2025) Redlands Middle School (2017) Rocky Heights Middle School (2016) Rocky Top Middle School (2019) Roosevelt Middle School (formerly Miliken Middle School) (2024) Russell Middle School (2008) SOROCO Middle School (2024) Wellington Middle School (2012) Westview Middle School (2015, 2020, 2023) School Profiles Coming Soon

The National Forum runs the nationwide Schools to Watch program. STW is a designation awarded to outstanding middle schools across the country. National Schools to Watch Conference Washington, D.C. June 25-27, 2026 Register Today! About Us Our Goal, Vision & Commitment Save the Dates National Schools to Watch Conference June 25-27, 2026 Washington D.C. Get Involved Become a Forum Member ABOUT US The mission of the National Forum to Accelerate Middle Grades Reform is to unite key stakeholders to speak with a common voice to leverage research, policy, leadership, and replicable practices to drive middle grades reform. National STW Conference June 25-27, 2026 | Washington, D.C. JOIN US Share Your Story We want to hear from you! SHARE NOW

Become a member of the National Forum. Available to all Schools to Watch and potential STWs. 2023 Schools to Watch New Schools to Watch Share the Press Release Arkansas Alma Middle School Indiana Plainfield Community Middle School Thomas Jefferson Middle School North Carolina Smithfield Middle School New York Cuba-Rushford Middle School Marlboro Middle School Wantagh Middle School Pennsylvania Chartiers Valley Middle School Deer Lakes Middle School Wendover Middle School South Carolina Blue Ridge Middle School Carolina Springs Middle School Leavelle McCampbell Middle School North Central Middle School Texas Lincoln Middle School Marshall Kendrick Middle School Salvador H. Sanchez Middle School Virginia Brambleton Middle School Willard Middle School California Adams Middle School Alpha: Cornerstone Academy Preparatory Alta Loma Junior High School Amino Florence-Firestone Middle School Bernice Harrell Chipman Junior High Coalinga Middle School College Preparatory Middle School Don Juan Avila Middle School E.O. Green Jr. High School East Avenue Middle School El Rancho Charter School Ellen Fletcher Middle School Hollencrest Middle School Hosler Middle School ICEF Vista Middle Academy James Workman Middle School Jefferson Middle School Kolb Middle School March Middle School Melva Davis Academy of Excellence Nellie Coffman Middle School Oxford Preparatory Academy - Saddleback Valley Oxford Preparatory Academy - South Orange County Palm Desert Charter Middle Pleasant View West School Portola Middle School Prairie Vista Middle School Riverview School Robert C. Fisler School Shoreline Middle School The STEAM Academy @ Burke Thomas Law Reed School Vineyard Junior High School Vista View Middle School William Mendenhall Middle School Yorba Middle School Redesignating Schools to Watch Arkansas Cabot Middle School North - R5 Greenbrier Middle School - R2 Holt Middle School - R2 J.O. Kelly Middle School - R4 Woodland Junior High School - R2 C olorado Centennial Middle School - R2 Corwin International Magnet School - R3 Westview Middle School - R2 Georgia Lee Middle School - R3 Upson-Lee Middle School - R6 Illinois Century Junior High - R1 Evergreen Academy Middle School - R4 Hadley Junior High - R1 Libby Elementary and Middle School - R4 Little Village Academy - R4 London Middle School - R4 Westmont Junior High - R1 Indiana Ben Franklin Middle School - R1 IPS Center for Inquiry 84 - R1 Northridge Middle School - R2 Rochester Middle School - R3 Tri-West Middle School - R5 Kentucky Mayfield Middle School - R2 Olmstead School - R6 North Carolina Carmel Middle School - R6 Harold E. Winkler Middle School - R1 Hendersonville Middle School - R4 Jay M. Robinson Middle School - R6 Piedmont Open IB Middle School - R4 Rogers-Herr Middle School - R5 West Pine Middle School - R5 New Jersey Belhaven Middle School - R3 Black River Middle School - R4 Byram Middle School - R1 Randolph Middle School - R1 New York A.D. Oliver Middle School - R1 Carrie Palmer Weber Middle School - R4 Cosgrove Middle School - R2 Garden City Middle School - R4 Island Trees Memorial Middle School - R1 Jonas E. Salk Middle School - R1 Memorial Junior High School - R2 Plainedge Middle School - R1 Ohio Bellbrook Middle School - R3 George G. Dodge Intermediate School - R1 Pennsylv ania Boyce Middle School - R5 Fort Couch Middle School - R5 Garnet Valley Middle Sch ool - R2 Northley Middle School - R3 Ryan Gloyer Middle School - R4 Schuylkill Valley Middle School - R3 Springton Lake Middle School - R2 California Alondra Middle School - R3 Alta Sierra Intermediate School - R5 Alvarado Intermediate School - R6 Arlie F. Hutchinson Middle School - R1 Carmenita Middle School - R3 Chaparral Middle School - R2 Clifton Middle School - R2 Creekview Ranch School K-8 - R1 Dartmouth Middle School - R4 El Segundo Middle School - R1 Elizabeth Pinkerton Middle School - R3 General Grant Middle School - R1 Hall Middle School - R1 Haskell STEM Academy - R2 Hawthorne Middle School - R2 Heber School - R3 Huron Middle School - R2 John F. Kennedy Middle School - R6 Kastner Intermediate School - R5 La Canada Middle School (7-12) - R3 La Paz Intermediate School - R4 Landmark Middle School - R2 Leona Jackson Middle School - R3 Los Alisos STEM Magnet Middle School - R1 Louis D. Armstrong Middle School - R5 Mountain View Middle School (Beaumont) - R1 Rancho Milpitas Middle School - R6 Rancho-Starbuck Intermediate School - R2 Ray Wiltsey Middle School - R1 Ross Academy of Creative and Media Arts - R2 San Gorgonio Middle School - R2 Silverado Middle School - R6 South Pointe Middle School - R2 Sunnymead Middle School - R2 Suzanne Middle School - R2 Tetzlaff Accelerated Learning Academy - R3 Thomas Hart Middle School - R1 Torch Middle School - R3 Twin Rivers Charter School - R1 Vista Verde Middle School - R4 Washington Academic Middle School - R4 South Carolina Batesburg-Leesville Middle School - R1 Beck International Academy - R1 Blythewood Middle School - R5 Campobello Gramling School - R3 Castle Heights Middle School - R4 Chapin Middle - R2 Crayton Middle School - R2 H.E. McCracken Middle School - R2 League Academy for Communication Arts - R4 Mid-Carolina Middle School - R2 Muller Road Middle - R1 Palmetto Middle School - R5 Riverside Middle School - R1 Sevier Middle School - R1 Texas Atlanta Middle School - R1 Beverly Hills Intermediate School - R3 Colleyville Middle School - R1 Ft. Settlement Middle School - R1 Haltom Middle School - R1 Harwood Junior High School - R2 Lone Oak Middle School - R4 Melillo Middle School - R2 Ricardo Estrada Middle School - R1 Roberts Middle School - R1 Rogers Middle School - R1 Sharyland North Junior High School - R2 Utah Kearns Junior High - R4 Milford High School - R1 Virgi nia Eagle Ridgle Middle School - R5 Elizabeth Davis Middle School - R1 Elkton Middle School - R2 Farmwell Station Middle School - R5 Harper Park Middle School - R4 Hidden Valley Middle School - R4 J. Lupton Simpson Middle School - R2 Midlothian Middle School - R2 Montevideo Middle School - R2 River Bend Middle School - R4 St. Clare-Walker Middle School - R4 Sterling Middle School - R3 Tomahawk Creek Middle School - R2 Become a STW Mission The mission of the National Forum to Accelerate Middle Grades Reform is to unite key stakeholders to speak with a common voice to leverage research, policy, leadership, and replicable practices to drive middle grades reform. Vision In order to prepare students to be lifelong learners ready for college, career, and citizenship, the National Forum seeks to make every middle-grades school academically excellent, responsive to the developmental needs and interests of young adolescents, and socially equitable. Membership The National Forum Membership is open to individuals and individuals approved by an organization. Three membership levels are offered with benefits, responsibilities and annual dues for each level. Join Today! Frequently asked questions What types of membership are available? There are three types of membership: • Advocating Member (Individual) : $39 • Contributing Member (Individual) : $69 • Institutional Member (School) : $99/year or $275/3-years What is the renewal schedule for Memberships? Membership renewals occur on the date of the initial enrollment. For Institutional Memberships, schools have the option of selecting a one-year ($99) or a three-year ($275) Institutional Membership. What is Institutional Membership in the National Forum? Institutional Membership with the Forum is a whole-school designation available to schools that believe in and support the mission and vision of the Forum and that include one or more of the following grades – 5, 6, 7, 8, or 9. Why must a school have one or more of the following grades – 5, 6, 7, 8, or 9 to apply for Institutional Membership? Grades 5, 6, 7, 8, and 9 comprise the middle grades, and the vast majority of young adolescents (those students aged 10-15) are in these grades. Since the middle grades and young adolescents are the foci of the Forum’s work, it made sense that the Forum should limit (at least initially) Institutional Membership to those schools with one or more of the middle grades. Can schools that are not Schools to Watch be granted Institutional Membership? Yes, but they must believe in and support the Mission and Vision of the Forum and include one or more of the following grades – 5, 6, 7, 8, or 9. Can schools that are not eligible to be designated as Schools to Watch be granted Institutional Membership? Yes, but they must believe in and support the Mission and Vision of the Forum and include one or more of the following grades – 5, 6, 7, 8, or 9. How is the Forum’s Institutional Membership different from its other memberships? Institutional Membership differs in several ways from currently existing memberships (Contributing Memberships and Advocating Memberships): • First, Institutional Membership is a whole-school membership while the Forum’s two other memberships are for individuals only. • Second, the Institutional Membership targets schools that believe in the Forum’s Mission and Vision and have one or more of the following grades – 5, 6, 7, 8, or 9; Contributing and Advocating Memberships are for individuals who may or may not be in a School to Watch but who wish to be more active and involved in the Forum’s effort to “accelerate middle grades reform”. • Third, the Institutional Membership category provides the Forum with a mechanism to engage and communicate with a broader constituency of middle-level practitioners (nationally and internationally) than do the existing membership classifications. What are the benefits of being an Institutional Member? The benefits of being an Institutional Member include: • The personal satisfaction of supporting the Forum in its efforts to speak with a common voice to leverage research, policy, leadership, and replicable practices to drive middle grades reform (being part of a “movement”) • Opportunities to give back to the profession (paying it forward) • Periodic reports on Forum projects to accelerate middle-grades reform • Special rates for Forum-sponsored activities • Access to all Forum publications, reports, and white papers • Access to a national network of middle-level schools that shares a common philosophy, mission, and vision. Is it possible for one person to have both a Contributing Membership and an Institutional Membership? Technically no, since Institutional Membership is available only to an eligible school and not to an individual. That being said, a person could be both a Contributing Member and a member of a school with an Institutional Membership. Must a School to Watch become an Institutional Member? Not at this time, but given the benefits of membership it is highly recommended that every School to Watch be an Institutional Member of the Forum. Can other than public schools be Institutional Members? Yes, as long as they believe in and support the Mission and Vision of the Forum and that include one or more of the following grades – 5, 6, 7, 8, or 9. Can an organization other than a school (e.g., philanthropic organization and state organization) have an Institutional Membership? No. Institutional Memberships are only for schools that believe in and support the Mission and Vision of the Forum and include one or more of the following grades – 5, 6, 7, 8, or 9. Become a member today! Join