A program of the National Forum,
run by the California League of Middle Schools
California's 28th 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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Alta Loma Junior High School
↻ 2026 REDESIGNATED SCHOOL
Andrew Carter, Principal
(909) 484-5100
9000 Lemon Ave, Alta Loma, CA 91701
Alta Loma School District
SCHOOL SPOTLIGHT
Alta Loma Junior High School coordinates data-informed instruction and intervention, accessible counseling and wellness services, 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. 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.
✓ Counseling and wellness services provide coordinated social-emotional and behavioral support.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ The school earned California PBIS Silver recognition for its tiered behavior supports and positive school climate.
Jefferson Middle School
↻ 2026 REDESIGNATED SCHOOL
Sandra Alley, Principal
(626) 287-5260
1372 E. Las Tunas Dr., San Gabriel, CA 91776
San Gabriel Unified School District
SCHOOL SPOTLIGHT
Jefferson Middle School coordinates data-informed instruction and 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.
✓ A schoolwide MTSS framework coordinates academic, behavioral, and social-emotional support.
✓ Athletics and fitness programs strengthen teamwork, wellness, participation, and school connection.
★ In 2023–24, Jefferson received the Gold PBIS Award and became only the second school in SGUSD to receive the honor.
Oak Avenue Intermediate School
★ 2026 NEWLY DESIGNATED
Jordan Lessem, Principal
(626) 548-5040
6623 Oak Ave, Temple City, CA 91780, USA
Temple City Unified School District
SCHOOL SPOTLIGHT
Oak Avenue Intermediate 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.
★ The school serves 855 students in a richly diverse community, including a 66.6% Asian/Asian American and 20.2% Hispanic/Latino student population.
Ramona Elementary School
★ 2026 NEWLY DESIGNATED
Debbie Kotani, Principal
626-943-3661
509 W Norwood Pl, Alhambra, CA 91803, USA
Alhambra Unified School District
SCHOOL SPOTLIGHT
Ramona Elementary School coordinates layered academic intervention, accessible counseling and wellness services, 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.
✓ A schoolwide MTSS framework coordinates academic, behavioral, and social-emotional support.
✓ Counseling and wellness services provide coordinated social-emotional and behavioral support.
✓ Family and community partnerships expand student support, enrichment, and engagement.
★ The school is a multigenerational TK–8 community where long-standing family connections strengthen continuity and belonging.
Vineyard Junior High School
↻ 2026 REDESIGNATED SCHOOL
Jenny Vetere, Principal
(909) 484-5120
6440 Mayberry Ave., Rancho Cucamonga, CA 91739
Alta Loma School District
SCHOOL SPOTLIGHT
Vineyard Junior High School coordinates project-based and interdisciplinary learning, positive-behavior and restorative practices, and student voice and leadership 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.
✓ Technology-rich learning expands access, collaboration, creativity, and digital skills.
✓ PBIS and restorative practices reinforce clear expectations, reflection, accountability, and positive relationships.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ Incoming sixth graders take part in Viking Vision before their first day on campus.
La Cañada 7/8 High School
↻ 2023 REDESIGNATED SCHOOL
Jarrett Gold, Principal
(818) 952-4200
4463 Oak Grove Drive, La Canada, CA 91011
La Cañada Unified School District
SCHOOL SPOTLIGHT
La Cañada 7/8 High School combines small-school teams, extended block periods, and technology-rich instruction to provide personalized academic support. Common planning helps teachers identify individual strengths and needs, while GATE homerooms, writing and mathematics labs, enrichment courses, and parent-led activities extend learning. Challenge Success supports a balanced approach to students’ social, emotional, and academic development and confidence.
✓ Small-school teams use common planning to provide personalized support.
✓ Modified block periods support projects, simulations, and performance tasks.
✓ Challenge Success addresses social, emotional, and academic pressures.
★ Parents create and lead after-school enrichment courses for students.