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.

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 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

New Jersey 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 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

Cathy Perry Executive Director Cathy has worked for nonprofit organizations for over 30 years. She is the Executive Director of the California League of Middle Schools, and became the ED of the National Forum in 2022. < Back

2023 College Preparatory Middle School College Preparatory Middle School San Diego County Christina Callaway, Principal Enrollment: 396. Grade Levels: 5-8. School Characteristics and Replicable Practices Tigers Den (advisory period) Sunday night routine/planner SEL activities Tutorial/targeted tutorial Power of the parking lot

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

2022 National Schools To Watch Conference Celebrating all schools to watch June 23 - 25 2022, Washington, D.C. IT WAS SO GREAT TO SEE YOU! Thanks for joining the National Forum and your fellow Schools to Watch in D.C. for this one-of-a-kind in-person event! Photobooth Pictures (Passcode: 0624)

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 2026 Application Instructions Pennsylvania Schools to Watch Andrew W. Mellon Middle School (2019, 2022, 2025) Avonworth Middle School (2009, 2012, 2015, 2018, 2021, 2024) Beaty-Warren Middle School (2011, 2014, 2022) Beaver Area Middle School (2024) Bentworth Middle School (2016, 2019, 2022, 2025) Boyce Middle School (2008, 2011, 2014, 2017, 2020, 2023) Cambria Heights Middle School (2012, 2015, 2018, 2021, 2024) Canonsburg Middle School (2011, 2014, 2017, 2020, 2024) Central Valley Middle School (2015, 2021, 2024) Chartiers Valley Middle School (2023) Deer Lakes Middle School (2023) Dorseyville Middle School (2024) DuBois Area Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Eastern York Middle School (2024) Elizabeth Forward Middle School (2013, 2016, 2019, 2022, 2025) Fort Couch Middle School (2008, 2011, 2014, 2017, 2020, 2023) Freeport Area Middle School (2025) Garnet Valley Middle School (2017, 2020, 2023) Hampton Middle School (2019, 2022, 2025) Harrold Middle School (2020) Kennett Middle School (2012, 2015, 2017, 2020, 2024) Marshall Middle School (2025) Neshannock Junior High School (2013) New Hope Solebury Middle School (2025) North Hills Middle School (2015) Northley Middle School (2014, 2017, 2020, 2023) Palisades Middle School (2019) Pine-Richland Middle School (2007, 2010, 2013, 2016, 2019, 2022, 2025) Pleasant Hills Middle School (2015, 2018, 2022, 2025) Ryan Gloyer Middle School (2011, 2014, 2017, 2020, 2023) Schuylkill Valley Middle School (2014, 2020, 2023) Sharpsville Middle School (2017, 2020) Souderton Charter School Collaborative (2012, 2015, 2017, 2020, 2024) South Fayette Middle School (2016, 2019, 2022, 2025) South Side Middle School (2013, 2016, 2019, 2022, 2025) Springton Lake Middle School (2017, 2020, 2023) Titusville Middle School (2011, 2014, 2017, 2020, 2024) Upper Dauphin Area Middle School (2018, 2022, 2025) Wendover Middle School (2023) West Allegheny Middle School (2018, 2022, 2025) West Hempfield Middle School (2020) Wilson Southern Middle School (2016, 2019, 2022) Wilson West Middle School (2015, 2018, 2022) Yellow Breeches Middle School (2009, 2020) School Profiles Coming Soon

Jonathan Rohloff Superintendent < Back

Ohio 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 Darla Dunlap Participating Organizations Ohio Department of Education 25 South Front Street, MS 602 Columbus, OH 43215 Phone: (614) 644-6325 Joined National STW Program in 2004 Schools to Watch Application 2026 Application Instructions Ohio Schools to Watch Beachwood Middle School (2008, 2011, 2014, 2017, 2020) Bellbrook Middle School (2009, 2023) Bridgetown Middle School (2006) Central Intermediate School (2014, 2017, 2020) Chagrin Falls Middle School (2016) Chase STEMM Academy (2019, 2024) Cloverleaf Middle School (2020) Crestwood Middle School (2016) George G. Dodge Intermediate School (2018, 2023) Goshen Middle School (2017, 2020) Kings Junior High School (2016) Mayfield Middle School (2016) Nagel Middle School (2013) Napoleon Central Elementary School (2013) Pike Delta York Middle School (2024) Port Clinton Middle School (2016) R. B. Chamberlin Middle School (2020) Reading Middle School (2013) Teays Valley West Middle School (2009, 2012, 2015, 2018, 2020) Van Buren Middle School (2020) Van Wert Middle School (2006, 2024) Wadsworth Central Intermediate School (2010) School Profiles Coming Soon

2017-2018 Helen Tyson Middle School 2017-2018 SCHOOL STATISTICS Designated in 2008 Re-Designated in 2011,2014,2018 Demographics Hispanic 51% White 30% African American 3% Asian 3% Native American 1% Pacific Islander 13% Filipino 0% Two or More 0% Other 0% School Characteristics and Replicable Practices Academic Excellence Foundational to our success is to set expectations for high student academic achievement. Communicating daily/weekly in a clear manner to both students and parents, displaying exemplar samples of student work when teachers model expectations for daily lessons and assessments, and providing rubrics to students which set the standard of excellence and expectations for performance. Staff use multiple points of data to provide support and intervention to their students. Layers of a variety of supports for students and staff members including English Language Arts, English Language Learners, and Math. After school scholars program, before and after school opportunities as well as 21st CLC is available for all students. Prime Time is the glue that holds all supports together, combining the affective and academic needs. Professional Learning Communities (PLCs) are focused on student improvement. All students held to high expectations including English Language Learners (ELLs) and Special Education Students who are taught grade level standards. English Language Development (ELD) program is crucial to the needs of our ELLs and migrant students. Our staff encourages students to participate in programs such as ACT Honors Challenge and Duke TIP. All students receive personalized learning. Developmental Responsiveness At the heart of Responsiveness is communication. There is a consistent whole-student focus. Service learning opportunities for all students are available to give back in a variety different clubs. Teaming has led to the development of strong student-teacher bonding and close, respectful relationships between and among students and the adults. We have strong partnerships with outside agencies. A variety of club offerings are available for students. Students are provided with multiple opportunities for leadership avenues and the administration is open to students’ ideas including CREW and LEAD. Teachers offer opportunities for student voice in day to day learning. Family nights are well-attended and are focused on different themes such as literacy and social studies, math and science, multicultural, sports, and movie night. Social Equity The cornerstone of Helen Tyson remaining an achieving school is how we assure that every student experiences a coherent and content-rich curriculum. In our district, “All means All”: All children will learn.This entails a solid education for “all” student within our building, regardless of the skill level they arrive with. Guest speakers, student led performances and others in the community are utilized to enhance academics. The Dynamic program focuses on Balfanz research to proactively target students in specific areas such as attendance, grades, and discipline. Cultural diversity is ingrained in the school climate. Students have a voice and feel heard, acknowledged, and respected. Incoming students are provided orientation to ensure a smooth and orderly transition to the middle school. Curricular decisions are made based on the diverse needs of our students. Faculty and administration are involved in teaching a Prime Time as well as interventions. Organizational Support The cornerstone of Helen Tyson remaining an achieving school is how we assure that every student experiences a coherent and content-rich curriculum. In our district, “All means All”: All children will learn.This entails a solid education for “all” student within our building, regardless of the skill level they arrive with. Master schedule indicates blocking for maximum instructional strategies and use of time. Teachers meet consistently in data driven PLC’s. Student-focused transition systems are in place and parents reported a welcoming enrollment process that is family oriented. Student leaders can be the teachers in classes. Community partners are alive and well in our school including the University of Arkansas, profit and nonprofit organizations and cultural leaders in the city. The leaders and staff have a spirit of continuous improvement and reflection.