2023 The STEAM Academy @ Burke El Rancho Unified School District Los Angeles County Lorin Yannarella, Principal Enrollment: 544. Grade Levels: 6-8. School Characteristics and Replicable Practices 7-period schedule means SWD and emerging-bilingual students get an elective STEAM approach addresses the whole child with 27 elective choices Teacher collaboration/project-based learning to engage students, connect subjects Meaningful integration of technology from TinkerCad to GarageBand Counselors, PBIS and mental health supports ensure a positive environment

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

2023 Prairie Vista Middle School Hawthorne School District Los Angeles County Wendy Ostensen, Principal Enrollment: 753. Grade Levels: 6-8. School Characteristics and Replicable Practices Fine arts academy Professional learning communities MTSS staff training on student needs Family engagement through workshops, meetings, and curriculum/instruction nights School climate boosted by arts, clubs, leadership, and collaborative activities

2023 Ellen Fletcher Middle School Palo Alto Unified School District Santa Clara County Melissa Howell, Principal Enrollment: 540. Grade Levels: 6-8. School Characteristics and Replicable Practices Inclusive community with respect for diversity Unique bell schedule with alternating course choices for learning, intervention, enrichment Weekly PRIME SEL period with lessons reviewed by counselors and teacher leaders Common team prep times allow for teacher teaming and collaboration Flexible support structures support a variety of student needs

2023 Hosler Middle School Lynwood Unified School District Los Angeles County John Terry, Principal Enrollment: 938. Grade Levels: 7-8. School Characteristics and Replicable Practices Common ELA & math assessments with data reflection to support student learning Support summits: relationship/self-care skills, personal data reviews Health collaborative with 37 outside agencies supports students/families 15 electives: Art, AVID, band, anatomy, entomology, robotics, medical detectives Parent activities: monthly workshops, technology, data chats with English learners

Oregon 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 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

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

2020 Ardis Ann Middle School 2015-2016 SCHOOL STATISTICS Designated in - 2013 Re-Designated in- 2016 Community Size - Rural Community of 5,504 School Enrollment - 535 Grade Levels - 5,6,7,8 School Calendar - A/B Block Free and Reduced Lunch - 22.32% English Learners 1.87% Students With Disabilities 3.23% Demographics Hispanic 2.46% White 59.33% African American 37.13 % Asian .37% School Characteristics and Replicable Practices Academic Excellence Expeditionary learning interdisciplinary unitsprovide opportunities for student voice and choicein authentic project-based learning experienceswhich strengthen engagement with requiredcurriculum expectations. Research, reading,writing (multiple drafts), and oral communicationskills are integral components of each EL unit. Learning opportunities within the community areconnected and provide authentic opportunities for students to experience the power of service learning. Multiple data sources, including adaptive technology programs, academic performance, habits of work and learning (HOWLs), attendance, and discipline are used to support personalized learning for each student. School wide processes, including daily advisory and teacher team meetings, continuously identify students who are struggling academically and provide support structures for RtI interventions. An academic honors banquet for students who excel in academics, attendance, and leadership is provided as an end of year celebration. Students in need of intensive academic support are identified weekly as part of our ICU program, then provided time to make up missing assignments before and after school and during lunch times. A schoolwide expectation for learning objectives is evident in classroom instruction as daily learning targets, beginning with “I can” provide clear language to support students in understanding their learning goals. Students establish and monitor academic goals by checking their grades and attendance each week and discussing with advisory teachers. Academic expectation processes are outlined in Habits of Work and Learning (HOWL) and are used to change the lens from teacher to student ownership. Students are equipped and empowered of as “Leaders of Their Own Learning” with various opportunities for student voice and hands on learning throughout multiple courses of study. Explore/activity teachers and athletic coaches value the schoolwide ICU system communicating missing work and intervene to support students turning in work is being turned in on time. Real life experiences being taught in the school (budgeting, water conservation, natural disaster preparedness, speaking skills) are interwoven throughout academic classroom expectations. Project Lead the Way (PLTW) courses are integrated in science classrooms (medical detectives, magic of electrons, flight and space) as well as during activity times (design and modeling, robotics, technology coding) providing opportunities for all students to learn through problem-based learning units. Students have one-to-one chromebook access, as well as iPad, smartboards, and interactive VR tools available to enhance learning experiences. The core curriculum includes readers/writers workshop and conceptual math units infused with engaging instructional practices to support student problem-solving and independence. Teachers meet in content and interdisciplinary team meetings to review curriculum expectations and design engaging instructional experiences and assessments to strengthen academic learning. Developmental Responsiveness Students meet daily for advisory time (Students, Teachers, and Relationships - STAR) which includes team building activities, conversations about “sticky situations,” goal setting,reviewing academic and behavioral progress, and other activities designed to meet the needs of the whole child (healthy, safe, engaged, supported, challenged). Small communities of learning for students in each grade level (Discoverers, Pathfinders, Imagineers, Innovators, Adventurers, Challengers, Ignitors) are designed to strengthen relationships and personal connections with each student. Students feel they are valued, accepted and connected to adults and others in the school with daily advisory time and smaller team learning communities. 1:1 student technology is available and utilized daily by students in the learning process as a classroom tool for research, reading, and accessing/creating information as well as to address adaptive learning needs through programs such as ST Math, LightSail, Mindplay, etc. Student-led conferences where students take the lead role in communicating their learning are scheduled in the Fall and Spring which has increased family involvement to 90% parental participation. Health and Wellness (Whole-child) focuses are facilitated by numerous programs including a clothes closet, nurse, mentors, backpack meals, and our School Resource Officer (SRO. Habits of Work and Learning (HOWLs) learning targets are posted in classrooms in addition to academic Learning Targets, addressing student social and emotional needs. Sponsors and teacher teams are deliberate to ensure all diverse groups are represented on committees. Counselors have means for students to access them through various platforms. Flexible seating is used to meet students developmental needs. Parents request Butterfield Trail Middle School because of the way the school responds to students academic and social needs and the level of innovation embedded in the academic culture. Transition to middle school from elementary school is supported through a “That’s How Butterfield Does It” 6th grade learning expedition, culminating with a celebration of learning where students teach their families about Butterfield Trail Middle School. Social Equity All students, including English language learners, gifted and advanced, students with disabilities, multiple ethnicities, etc., participate in heterogeneous classes with high expectations for all students. Students earn tokens through positive behavior supports (PBIS) to buy items from the school store and earn incentives, encouraging both positive behavior habits and economic learning experiences. Student voice is integral to the school culture evident in student led leadership meetings. STAR (Students, Teachers And Relationships) advisory program is implemented daily in all grade levels focused on ongoing dialogue with students in a safe environment to talk and share, including team building, sticky situations, school safety, Habits of Work and Learning (HOWLs) and academic/behavioral goal setting. Student council is nominated by students and faculty and aligned to 4 areas to best meet identified needs across the school (Social, Service, Student Voice and Support). Leadership Council students meets once a month to support growth of student leadership through their STAR class built around the H.O.W.L. character attributes. Students learn through learning expedition units as equality and respect are interwoven components of each unit. Two way communication with families occurs through conferences, remind 101, surveys with feedback, email, newsletter, social media and student agendas. Habits of Work and Learning (HOWLs) ideals (Respect, Responsibility, Perseverance) are visible and evident throughout the school. Parents articulate how the HOWLs are modeled across the school by students and faculty. Organizational Support Exploratory/activity teachers are paired with core teachers for STAR Advisory to ensure a smaller teacher to student ratio to strengthen relationships. Distributive leadership practices for school initiatives is evident as staff members are encouraged and invited to participate in leadership roles and articulate ideals to improve learning across the school evident in the STAR advisory program, Live School, scheduling, etc. Transition documentation and dialogue with elementary school support seamless services for high need students Teachers participate in weekly team meetings with school counselors to review student data (academic, attendance, behavioral) and make RTI referrals. Professional Learning Communities (PLCs) meet weekly for both content and interdisciplinary planning utilizing team structures including agendas, setting norms, roles for team members, and access to student data and curriculum resources. Annual evidence of staff, student, and community contribution to the school vision and mission process resulting in a school mantra of “Igniting a Passion for Learning-NOW!” Evidence of distributive leadership across the school to strengthen academic and social responsive areas, including the school leadership team and sub-committees for various school initiatives. The school is connected and supported by the community through a partnership with a local university for the Professional Development School as well as the Van Buren High School Teacher Cadet Program, and project based expeditionary learning opportunities with multlple community supporters. Parents are offered involvement in the school through P.T.A., after school extra curricular activities, and sub committees to support school initiatives such as the PBIS committee. Leadership is continuously involved and responsive to parents, students and staff concerns as issues and questions are addressed immediately, often with phone or face-to-face communications.

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

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.

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

New Jersey 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 Rick Delmonaco rdelmonaco@clarkschools.org Aimee Toth toth@mendhamboroschools.org Participating Organizations New Jersey Association of Middle Level Education NJ Schools to Watch 1977 North Olden Avenue, Suite 245 Trenton, NJ 08618 Email address: njschoolstowatch@njamle.org Website: njschoolstowatch.org Twitter: @njstw1 Joined National STW Program 2007 Schools to Watch Application 2026 Application Instructions New Jersey Schools to Watch Belhaven Middle School (2011, 2023) Black River Middle School (2010, 2020, 2023) Byram Middle School (2018, 2023) Carl H. Kumpf Middle School (2014, 2017, 2020, 2024) Dwight D Eisenhower Middle School (2016, 2019, 2022, 2024) Eisenhower Middle School (2022) Franklin Avenue Middle School (2024) George Washington Middle School (2020, 2024) Leonia Middle School (2014) Macopin Middle School (2025) Mountain View Middle School (2008, 2011, 2014, 2017, 2022) Pleasant Valley School (2017) Randolph Middle School (2019, 2023) Richard Butler Middle School (2024) Richard Teitelman Middle School (2022) Ridgedale Middle School (2025) Thomas A. Edison Middle School (2020) William Annin Middle School (2016, 2019, 2024) School Profiles Coming Soon