A program of the National Forum,
run by the California League of Middle Schools
California's 25th Congressional District
Schools to Watch (STW) is active in 22 states nationwide, creating a vibrant community of middle schools committed to achieving and sustaining success. STW recognizes schools that demonstrate a trajectory toward excellence while fostering a culture of innovation, growth, and continuous improvement.
2026 Highlights
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Acacia Middle School
★ 2026 NEWLY DESIGNATED
Susan Jessup, Principal
(951) 765-1620
1200 Acacia E Ave, Hemet, CA 92543, USA
Hemet Unified School District
SCHOOL SPOTLIGHT
Acacia Middle School coordinates layered academic intervention, a coordinated multi-tiered support system, and college-and-career exploration to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ Targeted academic intervention provides timely support for students needing additional help.
✓ The Student Intervention Team provides coordinated social-emotional and behavioral support.
✓ College and Career Fair builds organization, academic confidence, and college-and-career readiness.
★ The Alternative to Suspension program helped 67 students avoid suspension after completing a supervised intervention in 2024–25.
Heber School
↻ 2026 REDESIGNATED SCHOOL
Cynthia Silva, Principal
760-337-6530
1052 Heber Avenue, Heber, CA 92249
Heber Elementary School District
SCHOOL SPOTLIGHT
Heber School coordinates data-informed instruction and intervention, a coordinated multi-tiered support system, and family and community partnerships to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ A schoolwide MTSS framework coordinates academic, behavioral, and social-emotional support.
✓ Family and community partnerships expand student support, enrichment, and engagement.
★ A STEM and Makerspace Center supports projects, experiments, digital fluency, and teacher training in science practices.
John F. Kennedy Middle School
↻ 2026 REDESIGNATED SCHOOL
Richard Sanchez, Principal
760-352-0444
900 North Sixth Street, El Centro, CA 92243
El Centro Elementary School District
SCHOOL SPOTLIGHT
John F. Kennedy Middle School coordinates data-informed instruction and intervention, positive-behavior and restorative practices, and electives, clubs, arts, and athletics to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities. Students gain multiple pathways to build confidence, explore interests, strengthen relationships, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ PBIS and restorative practices reinforce clear expectations, reflection, accountability, and positive relationships.
✓ Athletics and fitness programs strengthen teamwork, wellness, participation, and school connection.
★ Students can pursue interests through cheer, dance, gaming, eSports, speech and debate, and MESA robotics.
Mountain View Middle School
↻ 2026 REDESIGNATED SCHOOL
Sean Dickinson, Principal
(951) 845-1627
200 Cougar Way, Beaumont, CA 92223
Beaumont Unified School District
SCHOOL SPOTLIGHT
Mountain View Middle School coordinates college-and-career preparation, accessible counseling and wellness services, and college-and-career exploration to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ AVID and college-and-career programs build organization, academic confidence, and future readiness.
✓ A coordinated schoolwide practice provides focused support and meaningful opportunities for students.
✓ Athletics and fitness programs strengthen teamwork, wellness, participation, and school connection.
★ The school earned consecutive PBIS Platinum awards and SEL4CA Platinum recognition for systematic social-emotional learning.
Nellie Coffman Middle School
↻ 2026 REDESIGNATED SCHOOL
Melissa Galataud, Principal
(760) 770-8617
34603 Plumley Rd., Cathedral City, CA 92234
Palm Springs Unified School District
SCHOOL SPOTLIGHT
Nellie Coffman Middle School coordinates college-and-career preparation, a coordinated multi-tiered support system, and electives, clubs, arts, and athletics to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities. Students gain multiple pathways to build confidence, explore interests, strengthen relationships, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ A schoolwide MTSS framework coordinates academic, behavioral, and social-emotional support.
✓ Athletics and fitness programs strengthen teamwork, wellness, participation, and school connection.
★ A dedicated interactive space supports hands-on learning for STEM electives, robotics groups, and esports clubs.
Nicolet Middle School
★ 2026 NEWLY DESIGNATED
Cami Thomas, Principal
951-922-0280
101 E Nicolet St, Banning, CA 92220, USA
Banning Unified School District
SCHOOL SPOTLIGHT
Nicolet Middle School coordinates language-rich, culturally responsive instruction, accessible counseling and wellness services, and electives, clubs, arts, and athletics to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities. Students gain multiple pathways to build confidence, explore interests, strengthen relationships, and develop a lasting sense of belonging.
✓ A coordinated schoolwide practice provides focused support and meaningful opportunities for students.
✓ Intensive Behavior Intervention provides coordinated social-emotional and behavioral support.
✓ Athletics and fitness programs strengthen teamwork, wellness, participation, and school connection.
★ The school’s English Learner Progress Indicator grew 12.5 percentage points in 2023, with 53.3% of students making significant language growth.
San Gorgonio Middle School
↻ 2026 REDESIGNATED SCHOOL
Christopher Horton, Principal
951-769-4391
1591 Cherry Avenue, Beaumont, CA 92223
Beaumont Unified School District
SCHOOL SPOTLIGHT
San Gorgonio Middle School coordinates data-informed instruction and intervention, a coordinated multi-tiered support system, and electives, clubs, arts, and athletics to support academic growth and student well-being. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities. Students gain multiple pathways to build confidence, explore interests, strengthen relationships, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ A schoolwide MTSS framework coordinates academic, behavioral, and social-emotional support.
✓ Athletics and fitness programs strengthen teamwork, wellness, participation, and school connection.
★ The school students competing at the Global Amazing Shake all finished in the top half, with one student placing in the top 13%.
Indio Middle School
↻ 2025 REDESIGNATED SCHOOL
Robert Cullinan, Principal
760-775-3800
81-195 Miles Avenue, Indio, CA 92201
Desert Sands Unified School District
SCHOOL SPOTLIGHT
Indio Middle School combines AVID and college-readiness systems, a coordinated MTSS framework, and student leadership to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ Targeted academic intervention provides timely support for students needing additional help.
✓ PBIS and restorative practices reinforce clear expectations, reflection, accountability, and positive relationships.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ Together, these initiatives not only promote academic achievement but also cultivate a strong sense of community, making Indio Middle School a welcoming and supportive environment for all students.
John Glenn Middle School
↻ 2025 REDESIGNATED SCHOOL
James Harper, Principal
760-200-3700
79655 Miles Avenue, Indio, CA 92201
Desert Sands Unified School District
SCHOOL SPOTLIGHT
John Glenn Middle School combines collaborative professional learning communities, social-emotional learning, and student leadership to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ AVID and college-and-career programs build organization, academic confidence, and future readiness.
✓ Assistance Counselor provides coordinated social-emotional and behavioral support.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ There are also field trip opportunities to colleges, museums, farms, theater performances, camps and art installations.
Rancho Viejo Middle School
★ 2025 NEWLY DESIGNATED
William Prudhomme, Principal
(951) 237-2673
985 Cawston Ave N, Hemet, CA 92545
Hemet Unified School District
SCHOOL SPOTLIGHT
Rancho Viejo Middle School combines collaborative professional learning communities, social-emotional learning, and family engagement to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ A coordinated schoolwide practice provides focused support and meaningful opportunities for students.
✓ AVID and college-and-career programs build organization, academic confidence, and future readiness.
★ Family nights, student-led conferences, and college-and-career events invite parents into students’ academic planning.
De Anza Magnet School
↻ 2024 REDESIGNATED SCHOOL
Pam Beltran, Principal
760-352-9811
1530 South Waterman Avenue, El Centro, CA 92243
El Centro Elementary School District
SCHOOL SPOTLIGHT
De Anza Magnet School combines targeted tutoring, social-emotional learning, and student leadership to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ Targeted academic intervention provides timely support for students needing additional help.
✓ A coordinated schoolwide practice provides focused support and meaningful opportunities for students.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ The first tier consists of forming school-wide expectations, the second tier identifies students with unique behavioral intervention needs, and the third tier utilizes a Student Study Team for a collaborative approach to behavior modification.
Enrique Camarena Jr. High School
↻ 2024 REDESIGNATED SCHOOL
Diego Romero, Principal
760-768-3808
800 E. Rivera Street, Calexico, CA 92231
Calexico Unified School District
SCHOOL SPOTLIGHT
Enrique Camarena Jr. High School combines collaborative professional learning communities, social-emotional learning, and experiential learning to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ Counseling and wellness services provide coordinated social-emotional and behavioral support.
✓ Soy Asombroso, builds creativity, teamwork, confidence, and performance skills.
★ The school's staff has become acutely aware that academic excellence is only one of the prongs that staff must focus on to achieve excellence as a school.
Frank M. Wright Middle School
↻ 2024 REDESIGNATED SCHOOL
Blanca Iniguez, Principal
760-355-3240
885 North Imperial Ave., Imperial, CA 92251
Imperial Unified School District
SCHOOL SPOTLIGHT
Frank M. Wright Middle School combines literacy development, social-emotional learning, and community partnerships to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ Science Achievement builds organization, academic confidence, and college-and-career readiness.
✓ A coordinated schoolwide practice provides focused support and meaningful opportunities for students.
✓ Family and community partnerships expand student support, enrichment, and engagement.
★ Implementation of a designated ELD program only began at the end of the 2021-22 school year, with this school year being the first year of full implementation.
Woodrow Wilson Jr. High School
↻ 2024 REDESIGNATED SCHOOL
Norberto Nunez, Principal
(707) 453-6280
600 South Wilson Street, El Centro, CA 92243
El Centro Elementary School District
SCHOOL SPOTLIGHT
Woodrow Wilson Jr. High School combines collaborative professional learning communities, social-emotional learning, and student voice to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ Counseling and wellness services provide coordinated social-emotional and behavioral support.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ Student teachers are frequently assigned to classrooms alongside the school’s seasoned educators, while SDSU students commonly observe and learn from teachers across various district schools.
James Workman Middle School
★ 2023 NEWLY DESIGNATED
Victoria Chavez, Principal
(760) 770-8540
69300 30th Ave., Cathedral City, CA 92234
Palm Springs Unified School District
SCHOOL SPOTLIGHT
James Workman Middle School combines collaborative professional learning communities, a coordinated MTSS framework, and student leadership to strengthen academic growth, student well-being, and belonging. Staff use these connected systems to identify needs, provide timely intervention, and create meaningful opportunities for students. Through supportive relationships, enrichment, and shared expectations, students build confidence, explore interests, strengthen skills, and develop a lasting sense of belonging.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ Attendance monitoring, mentoring, and family outreach provide early, individualized support.
✓ Bighorn Associated Student Body gives students meaningful leadership, voice, and responsibility.
★ Students in the Robotics club also placed 1st in the 2021-2022 PSUSD Robotics Tournament and 4th place in the ESports Tournament.