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 Ramay Junior High School 2016-2017 SCHOOL STATISTICS Designated in 2018 Community Size - Suburban School Enrollment - 652 Grade Levels - 7, 8 School Calendar - Traditional Free and Reduced Lunch 56% English Learners 7% Students With Disabilities 20% Demographics African American - 14% Asian - 2% Caucasian - 55% Filipino - 1% Hispanic - 16% Native American - 1% Pacific Islander - 1% Other - 0% Two or More - 9% School Characteristics and Replicable Practices Academic Excellence Ramay works to maintain a growth mindset where… students believe they can get smarter, they understand that effort makes them stronger. Ramay implements the use of S.M.A.R.T. goals: specific, measurable, attainable, results focused, time driven… using live data through bi-weekly grade checks and discussions. Ramay gives students help before and after school and at lunch Ramay has implemented a No Zeros policy with many opportunities to redo work. Ramay addresses the individual needs of all learners through our PRIDE Time program…coteaching (SPED and ELL) to support all learners. Ramay tracks data… MAPS, Common formative and summative assessments, ACT Aspire, Electronic dashboard, PLC meetings, ELLEvation - ELD Curriculum Communicating with all stakeholders (emailing/calling parents, eschool, remind, google classroom, curriculum night) Ramay utilizes the PLC process… Training with Solution Tree, ID essential skills, Streamline common unit plans and pacing guides, Common formative assessments, Design differentiation opportunities, PRIDE time, Cross curricular collaboration. Ramay provides…Blended learning opportunities, Authentic learning opportunities, Curricula choices in 7th and 8th grades, Lessons designed to meet different learning styles, High Standards & Rigor. Developmental Responsiveness Ramay does Advisory daily with Advisory lessons about… Character building, team building, academic support, customized guidance, soft skills, behavior, reset lessons for adolescent brains. Ramay utilizes Interdisciplinary teams… Discuss students, meet with students, and recognize student’s needs. Ramay provides Student opportunities to be involved in school and community, Clubs, Service learning. AT Ramay we provide access to a full-time school Nurse, school counselors, school resource officer, on-site therapists, social workers, school psychologist, speech therapist, academic interventionist. Ramay uses Counselor lessons through classes and Needs assessment at the beginning of school and throughout the year. Ramay Promotes healthy eating… FACS “my plate”… Physical education opportunities, PE classes, sports, Career Development (health, academic and career success) and access to Clubs and organizations to kids students involved and connected (more than 20). Social Equity Ramay works to build relationships & rapport with all stakeholders. Ramay practices the concept of Ramay PRIDE (Being Respectful, Responsible and Safe) our Common schoolwide expectations, LiveSchool tracking system… RTI- A and RTI -B teams. At Ramay we value diversity and Share culture and traditions… Foreign Language Weeks, World festival in Spring, Hispanic Heritage month, Black History month, Arkansas History month. Ramay provides Extra-curricular opportunities… Field trips, Guest speakers, conferences, literacy nights, athletic events, and social events. Organizational Support Ramay uses its organizational structure to provide opportunities for teachers and students to flourish and give a voice to all through… Advisory Teams, Common planning times, Teacher leaders, Leadership team, Transition extravaganza for upcoming 7th graders, Advisory - small size - all educators, PBIS teams, The Tribe - student voice and student leadership, Student Council, building wide communication and celebrations.

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

Joe Coleman Advocacy Chair Joe brings with him 37 years of experience in education that ranges from 4 years as a secondary teacher to 27 years of administration at middle and high school. He also spent two years as an Executive Director for Secondary School Administration and served more than a decade as an adjunct professor for graduate and undergraduate students. He received the Texas HEB Excellence in Education Secondary Principal Award in 2008, 2011 and 2014. He was named Principal of the Year for Regions 4 and 15 from the Texas Association of Secondary Principals. Joe retired from education and joined (TASSP) in 2025 and now serves as the Associate Executive Director for Middle Level Services and Business Services. He is currently the Texas State Director for the School to Watch Program. < Back

Arizona 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 Dr. Robert Caplinger SchoolstoWatch@AzAMLE.org Participating Organizations Arizona Association for Middle Level Education 2840 E. Germann Road #1071 Chandler, AZ 85286 www.AzAMLE.org Sponsoring Organizations Mountain America Credit Union www.macu.com Joined National STW Program in 2024 Schools to Watch Application 2027 Application Instructions Arizona Schools to Watch Overview www.AzAMLE.org/STW Arizona Schools to Watch (Initial Designation Year) Arizona College Prep Middle School (2025) Casa Grande Middle School (2026) Cooley Middle School (2026) Desert Meadows Elementary School (2026) Estrella Foothills Global Academy (2026) Kyrene Aprende Middle School (2025) M.C. Cash Elementary School (2025) Mount Elden Middle School (2026) Paseo Pointe Dual Language Academy (2025) Sossaman Middle School (2025) Vista del Sur Accelerated Academy (2026) Wakefield Middle School (2026)

2023 Don Juan Avila Middle School Capistrano Unified School District Orange County Amy Varricchio, Principal Enrollment: 926. Grade Levels: 6-8. School Characteristics and Replicable Practices Onsite PLC coach supports teams re: standards, learning, interventions MTSS provides interventions for students needing support beyond Tier 1 Daily 26-minute “Bronco+” tutorial for intervention, re-teaching, enrichment PBIS expectations in school-wide behavior matrix with “Bronco Bucks” digital rewards Inclusive, collaborative co-teaching for SWD and ELs for ongoing support

2023 Riverview School Kings Canyon Unified School District Fresno County Josh Darnell, Principal Enrollment: 460. Grade Levels: K-8. School Characteristics and Replicable Practices Flexible intervention program Successful, focused reading program PBIS implementation SEL lessons for staff and students Writing across the curriculum

Cathy Tomon President Cathy is principal of Bridges School, a 6-12 alternative school in Carteret County, North Carolina. She was the Executive Director of the North Carolina Association for Middle-Level Education and past President as well as the NC State Schools to Watch Director for 15 years. She is currently a board member of the National Forum to Accelerate Middle-Level Education. Cathy is a member of the Board of Directors for the Administration Division of NCAE (North Carolina Association of Educators) and is in her 7thyear as a member of the Penn State College of Education Board of Directors. In her community, she is a member of the Newport Planning Board and is Vice President of her homeowners' association. Dr. Tomon received her Bachelor of Science Degree in Elementary Education from Penn State University, a Masters Degree in Curriculum and Instruction from East Carolina University and her Doctoral Degree in Administration and Supervision also from East Carolina University. < Back

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

Virginia 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 Mychael Willon mychaelkan@aol.com Logan Childress lchildress@bvps.org Participating Organizations Virginia Middle School Association Joined National STW Program in 2003 Schools to Watch Application 2027 Application Instructions Virginia Schools to Watch (Initial Designation Year) Andrew Lewis Middle School (2016) Bailey Bridge Middle School (2017) Belmont Ridge Middle School (2009) Blue Ridge Middle School (2008) Brambleton Middle School (2023) Bull Run Middle School (2008) E.H. Marstellar Middle School (2005) Eagle Ridge Middle School (2007) Elizabeth Davis Middle School (2019) Elkton Middle School (2016) Farmwell Station Middle School (2007) Gainesville Middle School (2011) Glenvar Middle School (2016) Harmony Middle School (2014) Harper Park Middle School (2010) Herbert J. Saunders Middle School (2004) Hickory Middle School (2015) Hidden Valley Middle School (2009) J. Lupton Simpson Middle School (2016) J. Michael Lunsford Middle School (2015) Lake Ridge High School (2014) Mary G. Porter Traditional School (2010) Mercer Middle School (2012) Midlothian Middle School (2016) Montevideo Middle School (2016) Northside Middle School (2014) Philip Michael Pennington Traditional School (2011) Powhatan Middle School (2022) Providence Middle School (2020) Rachel Carson Middle School (2004) River Bend Middle School (2010) Robious Middle School (2017) Seneca Ridge Middle School (2015) Short Pump Middle School (2008) Smart's Mill Middle School (2009) St. Clare Walker Middle School (2010) Sterling Middle School (2012) Stone Hill Middle School (2011) Swift Creek Middle School (2017) Tomahawk Creek Middle School (2016) Trailside Middle School (2018) West Point Middle School (2016) Western Branch Middle School (2018) Willard Middle School (2023) William Byrd Middle School (2016) Woodbridge Middle School (2009)

2023 Alpha: Cornerstone Academy Preparatory Santa Clara County Office of Education Santa Clara County Fallon Housman, Principal Enrollment: 521. Grade Levels: TK-8. School Characteristics and Replicable Practices Targeted literacy & math interventions built into the daily schedule Elective choices include intramurals on minimum days MTSS: Five academic interventionists support students per quarterly data Three assistant principals serve as instructional coaches, meet with teachers twice a week Daily professional development each morning (PBIS, MTSS, DEI, 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.