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

2012 National Schools To Watch Conference June 21-23, 2012 View conference photos

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) Tomahawk Creek Middle School (2026) 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)

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)

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.

California 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 Scott Steele ssteele@leagueofschools.org Participating Organizations California League of Middle Schools California Department of Education California Teachers Association Association of California School Administrators California School Boards Association California Middle Grades Alliance California League of Educators 8583 Irvine Center Dr. #45, Irvine, CA 92618 Phone: (800) 326-1880 Email: ssteele@leagueofschools.org State Website: www.leagueofschools.org Joined National STW Program in 2002 Schools to Watch Application 2027 Application Instructions California Schools to Watch (Initial Designation Year) Acacia Middle School (2026) Adams Middle School (2023) Adeline E. Kent Middle School (2025) Alder Creek Middle School (2016) Alondra Middle School (2014) Alpha: Cornerstone Academy Preparatory (2023) Alta Loma Junior High School (2023) Alta Sierra Intermediate School (2008) Alvarado Intermediate School (2004) Animo Ellen Ochoa Charter Middle School (2025) Animo Florence-Firestone Middle School (2023) Anthony Ochoa Middle School (2026) Arlie F. Hutchinson Middle School (2020) Arrowview Middle School (2025) Atascadero Middle School (2020) August Boeger Middle School (2026) Badger Springs Middle School (2019) Bell Intermediate School (2018) Bell Mountain Middle School (2025) Ben F. Kolb Middle School (2023) Benton Middle School (2025) Bernice Ayer Middle School (2005) Bernice Harrell Chipman Junior High (2023) Beverly Vista Middle School (2025) Bret Harte Middle School (2024) Bud Carson Middle School (2024) Buena Park Middle School (2025) Calavera Hills Middle School (2011) Camerado Springs Middle School (2025) Canyon Hills Junior High School (2020) Carmenita Middle School (2014) Castaic Middle School (2003) Castelar Street Elementary (2026) Cedarlane Academy K8 (2024) Cerro Villa Middle School (2018) Cesar Chavez Middle School (2024) Cesar E. Chavez Middle School (2025) Chaparral Middle School (2017) Christensen Middle School (2022) Citrus Middle School (2026) Clark Intermediate School (2009) Clifton Middle School (2017) Coalinga Middle School (2023) Col Joseph Rodriguez PREP Academy (2025) Colin P. Kelly Elementary School (2026) College Preparatory Middle School (2023) Colonel Mitchell Paige Middle School (2026) Community Montessori (2026) Corona Fundamental Intermediate School (2026) Corvallis Middle School STEAM Magnet (2026) Creekview Ranch School K-8 (2019) Culver City Middle School (2003) Curtis Middle School (2016) Dartmouth Middle School (2009) De Anza Magnet School (2018) De Anza Middle School (2015) Del Mar Middle School (2022) Del Vallejo Leadership and STEAM Academy (2026) Don Juan Avila Middle School (2023) Dorothy McElhinney Middle School (2025) Dr. Augustine Ramirez Intermediate School (2026) Dr. Martin Luther King Jr. Middle School (2019) Dr. Russell Johnson Middle School (2025) E.O. Green Jr. High School (2023) East Avenue Middle School (2023) Edgewood Academy (2026) Edgewood Middle School (2024) Edna Hill Middle School (2007) Edward A. Sussman Middle School (2025) El Cerrito Middle School (2025) El Rancho Charter School (2023) El Segundo Middle School (2018) Elizabeth Pinkerton Middle School (2014) Ellen Fletcher Middle School (2023) Enrique Camarena Jr. High School (2019) Ethel Dwyer Middle School (2025) Ethel Kucera Middle School (2026) For the complete list of California STWs, visit the CLMS website .

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

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.

2023 National Schools To Watch Conference Featuring Erin Gruwell, Dwayne Reed, and Monica Washington June 22 - 24 2023, 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.! Photobooth Pictures (Passcode: 0623)

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 Nellie Coffman Middle School Palm Springs Unified School District Riverside County Karen Dimick, Principal Enrollment: 951. Grade Levels: 6-8. School Characteristics and Replicable Practices Advisory develops student/staff relationships through facilitated SEL STEAM technology center with drones, coding, robotics Literacy: books that reflect students’ lives, family literacy night, independent reading Wellness center/garden: safe spaces to decompress/access mental health services Robust AVID and AVID Excel programs for college preparation

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