Contact the National Forum about the Schools to Watch program. Contact Us Interested in more information about the Forum? Contact us. Over the phone or online : hello@middlegradesforum.org | (800) 326-1880, ext. 1 Conference Questions? stwconference@middlegradesforum.org

2016-2017 Greenbrier Middle School 2016-2017 SCHOOL STATISTICS Designated in 2017 School Enrollment - 546 Grade Levels - 6-7 Free/ Reduced Lunch 39.19% English Learners 1.9% Demographics African American - 1.5% Asian - 0.8% White - 93.2% Filipino - 0% Hispanic - 3% Native American - 0.2% School Characteristics and Replicable Practices Academic Excellence “It is the mission of Greenbrier Middle School to empower students to be successful, productive leaders in society. We are devoted to an engaging and rigorous curriculum, to a safe and student-centered environment, and to innovative teaching and learning that is built on stakeholder collaboration to educate the whole child.” These are not just words to the staff at Greenbrier Middle School, instead they are what drives us each and every day to be the best for our students and their families. We hold high expectations for teaching and learning, which is evidenced by the following practices that take place at Greenbrier Middle School. Teachers have collaborated and developed YAGs (Year at a Glance) documents that identify both content and literacy standards, topics/themes, texts, resources, and student projects for all units of study throughout the year. Training has been provided for teachers on identifying power standards so that emphasis can be placed on skills that will help students across the curriculum. LDC (Literacy by Design) modules are used in Literacy classrooms, as well as content areas of social studies and science in order to develop student’s competencies in reading research, and writing skills. MDC (Math by Design) units are utilized in all math classes to supplement the CMP curriculum with pre and post assessments that drive daily instruction. Based on work done by the school’s Leadership Team, an intervention period called Fast Focus, takes place 4 days a week, targeting math, literacy, and science remediation based on student needs. Once a week this period is used as student club time, and the last week of the month it is used as a student data day. Both grade level and content level PLC’s use student data from common formative assessments to plan for re-teaching skills during a daily Fast Focus intervention time. In addition, quarterly meetings are held to review student data based on summative testing and teachers use a visual, interaction assessment wall to move students to quadrats as based on their achievement and growth patterns.’ As evidence of our “whatever it takes” district motto, Greenbrier Middle School has developed a no zero policy, with the expectation that all students will complete every assignment. Using the Power of ICU book study and accompanying database parents are notified at the beginning of the week if students have missing work from the prior week. Working lunches for students to complete their assignments are held beginning on Wednesdays and continue each day until Friday. On Friday, our No Fail Friday time kicks in and students are pulled from elective and athletic courses to complete any work that is still not complete. The use of technology in instruction is an expectation for all classrooms at GMS, to include tools such as Google classroom, Smart boards, Kid blogs, Apple TV’s, and many others. Teachers utilize over 10 Google Chromebook carts to ensure that students are learning how to participate in digital learning communities and develop their technology skills. Our EAST (Environmental and Spatial Technologies) classes are open to students in both 6th and 7th grade, who demonstrate an interest in using tehccn9ology to learn problem solving skills as well as participate in project based learning, to conclude projects focused on serving the overall community. Students are encouraged to keep their own data notebook throughout the year, where they are able to reflect on their own individual test scores including the NWEA MAP, ACT Aspire interims and classroom assessments, grades, and work samples. Students have a data day on the last Wednesday of each month where they work on developing a SMART goal A variety or courses are available to students to differentiate as based on student needs including Pre-AP in all core subjects, co-teaching for math and literacy, and Learning Strategies courses to further met student’s individual learning needs and provide remediation. Teachers work to use a variety of instructional methods with emphasis on cooperative learning and projects. Middle School OEP Awards 2014 Grade 7 Literacy-GMS #8 Overall in Arkansas 2014 Grade 7 Math Achievement-GMS #1 in Central Arkansas Region 2014 Top 5 Overall Middle Schools by Grade in Literacy Benchmark Achievement-GMS #2 2014 Top 3 Schools by Grade Level in Central Arkansas-Literacy Achievement-GMS #1 2015 Top 25 Schools in State based on the Science Benchmark Exam-GMS #4 2015 Top 5 Schools in the Central Region based on the Science Benchmark Exam-GMS #1 2016 Overall High Achieving ACT Aspire-GMS #6 2016 Overall High Achieving ACT Aspire Central Region-GMS #1 2016 Overall High Achieving in Math ACT Aspire 2016-GMS #8 2016 Overall High Achieving in Math ACT Aspire Central Region-GMS #2 2016 Overall High Achieving in Literacy ACT Aspire-GMS #8 2016 Overall High Achieving in Literacy ACT Aspire Central Region-#3 2016 Overall High Achieving in Science ACT Aspire-GMS #6 2016 Overall High Achieving in Science ACT Apsire Central Region-#1 Developmental Responsiveness Greenbrier Middle School evidences high performance in the realm of being sensitive to the unique developmental challenges of early adolescents. The environment of Greenbrier Middle School is personalized in many ways. Intellectual development is supported through strategic creation of Fast Focus groups so that students receive enrichment and/or remediation based on their current levels of learning. Through these groups, each student also creates a data notebook that identified their current progress in learning through many data sets, such as through student and family input in selection of elective courses. Every GMS student has an advocate via their Fast Focus teacher. Fast Focus is a period built into the school day that incorporates relationship building, teamwork, personal and academic growth, goal setting, and more. Each teacher also identifies “claimed kids” on our assessment wall who are in need of an additional adult advocate, and writes SMART goals on how to specifically build stronger and better relationships with those identified students Core teacher and student teams in 6th grade and math/literacy teacher and student teams in 7th grade are created for smaller communities with the goal of increasing and improving collaboration and communication to support students. Content teams with elective teacher members make up several professional learning communities throughout the school, who meet at least weekly on topics to improve teaching and learning. These PLCs created team identities based on individual strengths identified in Marcus Buckingham’s Stand Out Strengths assessment, then created charters in order to establish norms, responsibilities, and goals. The Student Intervention and multiple other teams and committees collaborate regularly to support students, families, and improvement. Staff members participate in training on how to handle student problems prevalent for this age group,, such as the book study of AMLE’s This We Believe and connecting each school initiative and program to one of the 16 characteristics. Ruby Payne’s poverty research and materials have provided additional support for staff members, while they also receive specific professional development on suicide prevention, identifying abuse or neglect, bullying, and more. Teachers are trained in the Response to Intervention model, SIT procedures, and a wide variety of instructional strategies in order to maximize support for academic problems. GMS offers many co-curricular activities such as the Clubnections described above, 7th grade athletics (basketball, football, volleyball, track, cross country), other clubs and student groups (books clubs, ACS, G4, student ambassadors, student council). Interests in the fine arts are also supported through many Clubnections (Drama, Art, Photography I, Photography II, Voices, Fashion with Attention to Details) as well as courses (art, band, general music, choir). Unique fitness and health opportunities exist through Clubnections such as Movin’ and Groovin’, Baton Twirling, Weight Lifting, and Lifetime Sports. The school wide fitness program increases interest of these students as well with morning courtyard fitness, brain break, Google Classroom for embedding physical activity across the curriculum, and stability balls. Through many of these groupings students are continually involved with other students with very similar interests and goals, and therefore increasing opportunities to practice effective social skills outside of the regular classroom setting with peers with whom they are comfortable. In addition to science labs taking place at least weekly, a Maker Space Classroom, Mobile Makerspaces, choice boards, Ignite 360, coding in business classes, student and teacher facilitated Digital Learning Day, and other opportunities outside of the classroom further develop interests of students with such focuses. A goal for the VIP program is for students to understand appropriate behavior, attire, and social skills for various settings, and therefore lessons on etiquette, hygiene, ordering from menus, use of formal table setting, etc, are embedded into bi weekly VIP sessions after school. Social Equity Greenbrier Middle School is socially equitable, democratic, and fair, and provides every student with highquality teachers, resources, learning opportunities, and supports. Positive options are continually open for all students. All faculty and administrators are committed to helping each student produce proficient work and master skills. Essential questions and student learning objectives communicate the learning expectations, rubrics are used across the content, students have opportunities to improve their work and re-take tests, and teachers focus on the quality of work even when turned in late because of our ICU program. Teachers specifically plan for differentiation for co-taught, regular, and pre advanced placements classes in order to help all ranges of learners reach proficiency. Other opportunities include before school Homework Club, lunch time and after school tutoring, Very Important Panther after school program, learning strategies courses for students to receive double blocks of math or literacy instruction as needed, pre advanced placement core courses, Clubnections, Destination Imagination, Quiz Bowl, Chess competitions. Protected time and teachers for accelerated, short term interventions for students with similar needs is provided through Fast Focus built into the master schedule. Math & literacy teachers facilitate small, fluid intervention groups while all other students participate in tier 1 instruction or enrichment activities with assigned teachers. All students participate in any of the services that support their learning, regardless of ethnicity, disability, language proficiency, or gifted status. Teachers include methods for differentiation for co-teaching, regular, and pre advanced placement classes in their lesson plans, including time, processes, learning products, student choices, level 2 co-teaching strategies, learning environment, etc. A wide variety of learning experiences include integrated Literacy Design Collaborative modules, science labs, interactive notebooks, extensive cooperative learning, field trips, service based learning projects, hands on activities, use of manipulatives and equipment, and a variety of digital and technology tools. Every GMS student is recognized throughout the school year with academic, PRIDE, and/or Clubnection awards at quarterly awards assemblies based on their strengths, growth, and/or achievement. Teachers also nominate students weekly who are noticed going above and beyond in PRIDE. Conversations and collaboration about students are results oriented with the 95/5 mindset (5% problem, 95% solution). Conversations about late, missing work are directed by four common questions used by all staff that are all focused on completing the work rather than irresponsibility or organization. GMS’ PRIDE matrix gives multiple positive examples of what each character word looks like in action rather than a list of “do not” rules, which is an asset in discussions about behavior and choices. Every student has an adult advocate through their Fast Focus teacher. While our assessment wall tracks achievement and growth with quantitative data, it also uniquely tracks qualitative data of relationships and connections with students. Students with minimal or no connections with adults at school are selected by each teacher as his/her “claimed kids,” and teachers write SMART goals on how to strengthen the relationships with those students. Greenbrier Middle School has well established norms, structures, and organizational arrangements to support and sustain its trajectory toward excellence. Staff members, students, parents, and community all shared input in the process of creating the GMS mission, vision, and core beliefs. Question stems regarding what the perfect school looks like, sounds like, and feels like to each shareholder group guided the creation while the leadership team crafted the statements. The GMS Vision, “To be the turning point in teaching, leading, and learning,” describes the mindset of constantly looking down the road to how we want to be described 10 years from now. GMS strives to be the most effective turning point for middle school age students as they transition from elementary to secondary school, from childhood to teenage years, while also be the leading trend setter and model school locally to nationally. The shared mission and vision is the foundation of our culture of distributed leadership, including student leadership via student council, ambassadors, Student Leadership Team, Clubnections, and academics. The Student Leadership Team was a leading force in communicating problem areas on campus in regards to behavior and developing the PRIDE matrix. Leadership is distributed to parents through Parent Advisory Council, PTO, and the abundance of parent input tools used. PAC has the specific goal to become more informed about aspects of GMS and tell our school story in the community, while also giving input and parent perspectives to the parent involvement facilitator. Evidence from its impact include when PAC shared confusion between Home Access Center, Google Classroom, and ICU, which led to a technology family night to teach parents the purpose and how to use each. Community members are included in leadership through our Smile Starters program, allowing for them to serve as door greeters at school, continue the morning with learning walks through classrooms, and debrief with administrators or lead teachers about current education topics, our school or district, and any other questions they may have. Community members also share leadership as they are connections to each Clubnection. A teacher leadership team represents each grade level and content/team, including elective teachers and special education, who studied Professional Learning Communities at Work, lead PLCs, developed initiatives such as Clubnection, Walk in My Shoes Night, etc. A branch of this team is the Arkansas Leadership Academy Team, which is participating in year 2 of Team Institute for its own leadership development and to develop school improvement goals. An evidence example is this team moving GMS from a weekly intervention period to a daily intervention period built into the master schedule (Fast Focus). “Be the Turning Point” and related arrow logos are posted on newsletters, communication tools, throughout the campus, on apparel, on social media. GMS continually collects, analyzes, reflects on, and uses data to make decisions, with data sets from pre/post Measures of Academic Progress assessment, ACT Aspire assessments, behavior data, SAI and other perception surveys, ICU, IXL intervention/enrichment, Edutyping, assessment wall, relationships/connections as qualitative data, Stand Out results, interest inventories, and more. This data is used to identify areas of growth and make improvements, such as tally marks used on student assessment wall photographs to communicate which teachers have a strong relationship with each at risk student. Teachers then “claimed” students who needed to be more connected with adults at school and wrote SMART goals to carry this out. MAP data analysis completed by all teachers helps them identify whether each of their course sections need more support in vocabulary acquisitions or informational text components. Other other data sets are used for the same purposes, to improve our school and student learning. By these constant cycles of action research taking place throughout the school, staff members continually strive to meet the mission and vision collaboratively created and determine which actions may or may not be meeting the expectation set out in core beliefs. The leadership team and family night committee facilitate Walk in My Shoes Family Night each May so that families of all entering 5th graders can tour the campus, meet and have conversations with staff members, receive important information about programs and courses, and ease the transition to secondary schools. Throughout the summer, families attend fluid, flexible registration days to better familiarize themselves with the campus, set up and practice lockers, complete paperwork, etc, and then are invited to a formal Parent Orientation to further communicate with teachers. Similar transition occurs through Career Action Planning conferences for exiting 7th graders going to GJHS. The district supports all of the above mentioned adult learning experiences and funds ALA Team Institute, the annual retreat, PBIS, EAST, and other specific professional learning experiences. Time is allowed to visit other classrooms and even other schools as requested to broaden networks and support continual improvement. District wide focuses on RTI, power standards, curriculum development, use of assessments, and PBIS maintain solid collaboration between GMS and the district, showing GMS as an integral part of our district and educational system. GMS’s extensive collaboration with the larger Greenbrier community and region is evidence through Clubnections and Smile Starters, while in the educational realm both teachers and administrators present GMS’ work from regional to national levels while also hosting several other schools on campus to learn from our programs, hence striving towards our vision “to be the turning point.” 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.

Become a member of the National Forum. Available to all Schools to Watch and potential STWs. Forum Membership Membership Levels Become a member 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 two types of membership: • 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

2023 ICEF Vista Middle Academy ICEF Public Schools Los Angeles County Brenna Persky, Principal Enrollment: 210. Grade Levels: 6-8. School Characteristics and Replicable Practices Student talk routines increase participation in math Targeted small group interventions in ELA and math Restorative response to discipline Social circles to build classroom community Executive functioning in the middle grades

Pennsylvania 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 Bruce Vosburgh brucevosburgh@gmail.com Participating Organizations Pennsylvania Association for Middle Level Education 1905 Lenape Unionville Road Kennett Square, PA 19348 Email: bvosbur@comcast.net Website: www.pamle.org Joined National STW Program in 2006 Schools to Watch Application 2027 Application Instructions Pennsylvania Schools to Watch (Initial Designation Year) Abington Heights Middle School (2009) Andrew W. Mellon Middle School (2019) Avonworth Middle School (2009) Beaty-Warren Middle School (2011) Beaver Area Middle School (2024) Bentworth Middle School (2016) Black Rock Middle School (2026) Boyce Middle School (2008) Cambria Heights Middle School (2012) Canon-McMillan Middle School (2011) Cedarbrook Middle (2010) Central Cambria Middle School (2026) Central Valley Middle School (2015) Charleroi Area Middle School (2010) Chartiers Valley Middle School (2023) Deer Lakes Middle School (2023) Derry Area Middle School (2017) Donald H. Eichhorn MS (2010) Dorseyville Middle School (2024) DuBois Area Middle School (2007) Eastern York Middle School (2024) Elizabeth Forward Middle School (2013) ET Richardson Middle School (2014) Fort Couch Middle School (2008) Freeport Area Middle School (2025) Garnet Valley Middle School (2017) Great Valley Middle School (2008) Hampton Middle School (2019) Harrold Middle School (closed) (2020) Highlands Middle School (2016) Ingomar Middle School (2016) Jefferson Middle School (2026) Kane Area Middle School (2014) Kennett Middle School (2012) Lenape Middle School (2007) Marshall Middle School (2025) Meadville Area Middle School (2009) Mt. Nittany Middle School (2011) Neshannock Junior High School (2013) Neshannock Junior High School (2013) New Hope Solebury Middle School (2025) North Hills Middle School (2015) North Hills Middle School (2015) Northley Middle School (2014) Palisades Middle School (2019) Palisades Middle School (2019) Park Forest Middle School (2011) Pine-Richland Middle School (2007) Pleasant Hills Middle School (2015) Radnor Middle School (2016) Ryan Gloyer Middle School (2011) Schuylkill Valley Middle School (2014) Shaler Area Middle School (2026) Sharpsville Middle School (2017) Sheffield Area Middle School (2013) Souderton Charter School Collaborative (2012) South Allegheny Middle School (2009) South Fayette Middle School (2016) South Side Middle School (2013) Springton Lake Middle School (2017) Titusville Middle School (2011) Trinity Middle School (2012) Twin Valley Middle School (2018) Upper Dauphin Area Middle School (2018) Wendover Middle School (2023) West Allegheny Middle School (2018) West Hempfield Middle School (2020) Wilson Southern Middle School (2015) Wilson West Middle School (2015) Yellow Breeches Middle School (2009) Youngsville Elementary/Middle (2012)

2023 Adams Middle School Redondo Beach Unified School District Los Angeles County Tanaz Bruna, Principal Enrollment: 1,080. Grade Levels: 6-8. School Characteristics and Replicable Practices Bell schedule maximizes student interventions Back to School celebration on the first day for a strong start Student wellness center Co-taught ELA and math classes boost SWD access to general education Leadership opportunities, groups, and clubs connect kids to school

John Dowd Business Partner John Dowd is the Director of Community Engagement at CORE Construction in Arizona. < Back

2023 E.O. Green Jr. High School Hueneme Elementary School District Ventura County Irma Melgoza-Vasquez, Principal Enrollment: 1,066. Grade Levels: 6-8. School Characteristics and Replicable Practices Nine-year Spanish-English dual language immersion student cohorts (K-8) Social-emotional program helps students discuss emotions, social interactions, choices Teacher-provided instructional support for students below grade level CTE pathways align with local high school SEL advisory period embedded into all students’ schedules

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

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.

2017-2018 Hellstern Middle School 2017-2018 SCHOOL STATISTICS Designated in 2012 Re-Designated in 2018,2018 Community Suze -Suburban School Enrollment - 968 Grade Levels - 6, 7 School Calendar - Traditional Free and Reduced Lunch 50% English Learners 25% Students With Disabilities 9% Demographics Hispanic 30% White 58% African American 2% Asian <1% Native American 1% Pacific Islander 7% Filipino 0% Two or More 0% Other 0% School Characteristics and Replicable Practices Academic Excellence Ranked in top 20 schools in state Top 5 in region Science teachers writing and submitting NGSS lessons at the national level Use of flexible scheduling to meet the needs of students Personalized Learning Plans developed for each student Above state and national norms in all tested subjects Goal Setting, Rigor Matrix, Extensions, Growth Mindset Developmental Responsiveness Advisory Program called Habitudes Service learning projects School garden Action-based learning and flexible seating Social Equity Tutoring available to all students Regrouping and point-in-time remediation Extensions such as GT, EAST, Honors Challenge Inclusion model in place Different cultures valued through clubs, celebrations, performances, etc. Daily protected advisory time Student-led conferences (attended by 93% of families) Organizational Support Multi-tiered Response to Intervention in place Highly productive Professional Learning Communities (Teams and Departments) Principal in year 3 of Master Principal Academy Administrative support for teacher professional development

South Carolina 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 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 2027 Application Instructions South Carolina Schools to Watch (Initial Designation Year) Batesburg-Leesville Middle School (2020) Beck International Academy (2020) Blue Ridge Middle School (2023) Blythewood Middle School (2008) Camden Middle School (2019) Campobello Gramling School (2014) Carolina Springs Middle School 2027 (2023) Castle Heights Middle School (2011) CE Williams Middle School, South Campus (2018) Chapin Middle School (2017) College Park Middle School (2011) Crayton Middle School (2017) Cyril B Busbee Creative Arts Academy (2021) Dent Middle School (2021) Dr. Phinnize J. Fisher Middle School (2022) Dutchman Creek Middle School (2013) Fort Mill Middle School (2026) Greenville Middle Academy (2024) H.E. McCracken Middle School (2015) Hand Middle School (2024) Landrum Middle School (2015) League Academy for Communication Arts (2011) Leavelle McCampbell Middle School (2023) Leslie M. Stover Middle School (2022) Lewisville Middle School (2026) Lugoff-Elgin Middle School (2007) Mabry Middle School (2011) Mauldin Middle School (2026) Mid-Carolina Middle School (2017) Muller Road Middle School (2020) New Ellenton STEAM Middle School (2024) North Central Middle School (2023) Northwest Middle School (2021) Northwood Middle School (2022) Oakbrook Middle School (2026) Palmetto Middle School (2008) R. H. Fulmer Middle School (2012) Ralph Chandler Middle (2021) Riverside Middle School (2019) Royal Live Oaks Middle School (2025) Sevier Middle School (2020) South Middle School (2013) Springfield Middle School (2016) St. James Middle School (2015) Summit Parkway Middle School (2025) White Knoll Middle School (2026) Woodmont Middle School (2024)