Become a National Schools to Watch. Schools to Watch ® The National Forum established criteria that are the basis for the Schools to Watch Program ®. The program focuses on school improvement efforts characterized by a continuous trajectory toward success. The Schools to Watch program has state directors in 20 states: Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | New Jersey | New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia If your state is not listed above, please use the National Schools to Watch Application . 2026 STW Applications You can download your state's application instructions through the links above. Applications are normally due in the Fall, but you can contact your State Director (through the links above) for specific due dates for each state. Steps to becoming designated as a Schools to Watch 1. Download your state's application instructions through the links above (coming soon). 2. Request access and complete the Schools to Watch Self-Study & Rating Rubric . 3. Download the FREE Schools to Watch Toolkit . As an alternative, you may contact your State Director . If your state does not currently have a State Director, please download the National Schools to Watch Application . If you are interested in becoming a State Director (or know someone who might be interested), please contact us . Not quite ready to become a Schools to Watch? Use the Schools to Watch Self-Study & Rating Rubric for school improvement. The rubric is available to share with your administration and faculty if you should want to use it as a school improvement tool without applying for recognition at this time. The National Forum offers a FREE Schools to Watch Toolkit to guide you through the Schools to Watch Self-Study & Rating Rubric and the STW application process. You can also join us in Washington, D.C., Jun e 26-28, 2025, for the National STW Conference , and learn about the process from those who have done it before! Advancing excellence in the middle grades Our Mission Apply Applications are normally due in the Fall, but you can contact your State Director for specific due dates for each state. Applications for 2024 are coming soon! Celebrate All Schools to Watch are honored at the National STW Conference in June in Washington, D.C.

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

2023 East Avenue Middle School Livermore Valley Joint Unified School District Alameda County Jesse Hansen, Principal Enrollment: 547. Grade Levels: 6-8. School Characteristics and Replicable Practices PLCs: Common essential standards, assessments, rubrics, and reteaching Engage students through clubs, intramurals, and social events Wellness center and tiered social and emotional support Students plan recognitions for contributions of diverse students Data analysis identifies areas of need and the impact of interventions

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

2023 Shoreline Middle School Live Oak School District Santa Cruz County Colleen Martin, Principal Enrollment: 450. Grade Levels: 7-8. School Characteristics and Replicable Practices Student-led parent conferences for all students Equitable report card shares standards-based academic progress, student work habits Awesome Time allows interactivity before state testing sessions begin Google slide-based morning announcements Restorative, reverse referrals: administrators go to classes with disruptive behavior

Ran Barnes Middle Grades Practitioner Ran Barnes has served for over fifteen years as a Board member for the North Carolina Association for Middle-Level Education. While on that Board, he has served as the Central Office Representative, Treasurer, and Past- President. In addition, Ran serves on the Board for the National Forum to Accelerate Middle Grades Reform. While serving on these Boards, Ran worked with the 2010 Investing in Innovation i3 grant for NC. This was a three-state collaboration with North Carolina, Illinois, and California. He is currently the state director for the SEED grant. This is a 4 state initiative with Michigan, California, North Carolina and Illinois. Ran is active in the Schools to Watch (STW) initiative in North Carolina. Each year he visits schools to help determine a school as a new STW or a redesignated STW. < Back

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

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

South Carolina Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | New Jersey New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director David McDonald, Ph.D. dmcdonald@greenville.k12.sc.us Participating Organizations South Carolina Association for Middle-Level Education 225 Gardenwalk Drive West Columbia, SC 29170 Phone: 803-261-6117 E-mail: tina.jamison@scamle.org State Website: www.scamle.org Joined National STW Program in 2006 Schools to Watch Application 2026 Application Instructions South Carolina Schools to Watch Batesburg-Leesville Middle School (2020, 2023) Beck International Academy (2020, 2023) Blue Ridge Middle School (2023) Blythewood Middle School (2008, 2011, 2014, 2017, 2020, 2023) Camden Middle School (2019, 2022, 2025) Campobello Gramling School (2014, 2017, 2020, 2023) Carolina Springs Middle School (2023) Castle Heights Middle School (2011, 2014, 2017, 2020, 2023) CE Williams Middle School (2018) Chapin Middle (2017, 2020, 2023) College Park Middle School (2011, 2015, 2017, 2020) Crayton Middle School (2017, 2020, 2023) Cyril B Busbee Middle School (2021, 2024) Dent Middle School (2021, 2024) Dr. Phinnize J. Fisher Middle School (2022, 2025) Dutchman Creek Middle School (2013, 2016, 2019, 2022, 2025) Greenville Middle Academy (2024) H.E. McCracken Middle School (2015, 2018, 2023) Hand Middle School (2024) Landrum Middle School (2015, 2018, 2021, 2024) League Academy for Communication Arts (2011, 2015, 2017, 2020, 2023) Leavelle McCampbell Middle School (2023) Leslie M. Stover Middle School (2022, 2025) Lugoff-Elgin Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Mabry Middle School (2011, 2014, 2017, 2021, 2024) Mid-Carolina Middle School (2017, 2020, 2023) Muller Road Middle (2020, 2023) New Ellenton STEAM Middle School (2024) North Central Middle School (2023) Northwest Middle School (2021, 2024) Northwood Middle School (2022, 2025) Palmetto Middle School (2008, 2011, 2014, 2017, 2020, 2023) R. H. Fulmer Middle School (2012, 2015, 2018, 2021, 2024) Ralph Chandler Middle (2021, 2024) Riverside Middle School (2019, 2023) Royal Live Oaks Middle School (2025) Sevier Middle School (2020, 2023) South Middle School (2013, 2017, 2019) Springfield Middle School (2016, 2019, 2022, 2025) St. James Middle School (2015, 2018, 2022, 2024) Summit Parkways Middle School (2025) Woodmont Middle School (2024) School Profiles Coming Soon

2023 Oxford Preparatory Academy - South Orange County Oxford Prep SOC Orange County Kerry Velez, Principal Enrollment: 870. Grade Levels: TK-8. School Characteristics and Replicable Practices MTSS addresses students’ individual academic, behavioral, social-emotional needs Champion profile defines student skills/competencies to cultivate Parent ambassador program supports parent leadership, education, voice Weekly professional learning planning on data, assessment, pacing, vertical planning Data-informed, six-week intervention program support literacy and math skills

Michigan Arizona | Arkansas | California | Colorado | Florida | Georgia | Illinois | Indiana | Kentucky | Michigan | New Jersey New York | North Carolina | Ohio | Oregon | Pennsylvania | South Carolina | Texas | Utah | Virginia State Director Kathryn Brown kbrown@excellenceined.org Participating Organizations Joined National STW Program in 2005 Schools to Watch Application 2026 Application Instructions Michigan Schools to Watch Boyd W. Arthurs Middle School (2012) Chatfield School (2016) Clague Middle School (2020) Discovery Middle School (2018, 2021) E.F. Rittmueller Middle School (2006) East Middle School (2018, 2021) Grant Middle School (2019) Marshall Greene Middle School (2006, 2020) Mt. Morris Middle School (2014, 2021) Oakview Middle School (2022) Reese Middle School (2021) Richfield Public School Academy - Middle School (2021, 2020) Slauson Middle School (2020, 2022) Tappan Middle School (2021, 2025) White Pine Middle School (2020, 2025, 2022) Whitehall Middle School (2020) School Profiles Coming Soon

2023 El Rancho Charter School Orange Unified School District Orange County Michele Walker, Principal Enrollment: 1,109. Grade Levels: 7-8. School Characteristics and Replicable Practices 0-7 period bell schedule with flexible options for families in the school day Twice-weekly, 30-minute tutorial for all students with embedded support Two therapy dogs support students and put smiles on everyone’s faces Psychologist-made wellness center for students to reset/decompress Consistent communication: Social media, weekly newsletter, Google Classroom