A program of the National Forum,
run by the California League of Middle Schools
California's 35th 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
4
3
1
Dr. Augustine Ramirez Intermediate School
★ 2026 NEWLY DESIGNATED
Jeyan Danesh, Principal
951-736-8241
6905 Harrison Ave, Eastvale, CA 92880, USA
Corona-Norco Unified School District
SCHOOL SPOTLIGHT
Dr. Augustine Ramirez 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 Ramirez Rumble program combines recognition, school spirit, and student well-being—and earned a 2025 Golden Bell Award.
Harry S. Truman Middle School
★ 2026 NEWLY DESIGNATED
Kristen Sandler, Principal
(900) 357-5190
16224 Mallory Dr, Fontana, CA 92335, USA
Fontana Unified School District
SCHOOL SPOTLIGHT
Harry S. Truman 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.
★ A new Attendance Mentoring Program reached more than 100 students during its first six weeks.
Ray Wiltsey Middle School
↻ 2026 REDESIGNATED SCHOOL
Alicia Tuttle, Principal
(909) 986-5834
1450 East G Street, Ontario, CA 91764
Ontario-Montclair School District
SCHOOL SPOTLIGHT
Ray Wiltsey Middle 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. 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.
✓ Family and community partnerships expand student support, enrichment, and engagement.
★ Monthly spirit weeks celebrate both school pride and the cultures and traditions represented in the school community.
Woodcrest Junior High School
★ 2026 NEWLY DESIGNATED
Yvette Taylor, Principal
909-923-3455
2725 S Campus Ave, Ontario, CA 91761, USA
Chino Valley Unified School District
SCHOOL SPOTLIGHT
Woodcrest Junior High School coordinates personalized, mastery-oriented learning, a coordinated multi-tiered support system, and meaningful opportunities for belonging and engagement 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.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ The school was named a Model PLC School by Solution Tree in 2024—one of only 53 California schools to earn the distinction.
Simons Middle School
★ 2025 NEWLY DESIGNATED
Tara Noelte, Principal
(909) 397-4544
900 East Franklin Avenue, Pomona, CA 91766
Pomona Unified School District
SCHOOL SPOTLIGHT
Simons Middle School combines AVID and college-readiness systems, restorative practices, 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.
✓ Paxton Patterson Career Lab connects academic learning with real-world problem-solving and career exploration.
✓ PBIS and restorative practices reinforce clear expectations, reflection, accountability, and positive relationships.
✓ Student leadership and voice shape school activities, decision-making, and community culture.
★ AVID inquiry, collaboration, and focused note-taking help students build self-determination and goal-setting skills.
Southridge Tech Middle School
↻ 2025 REDESIGNATED SCHOOL
Amber Knight, Principal
(909) 357-5420
14500 Live Oak Avenue, Fontana, CA 92337
Fontana Unified School District
SCHOOL SPOTLIGHT
Southridge Tech Middle School combines collaborative professional learning communities, schoolwide PBIS, 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.
✓ 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.
✓ Family and community partnerships expand student support, enrichment, and engagement.
★ The school received the PBIS Platinum Award for its positive climate and multi-tiered behavioral supports.
De Anza Middle School
↻ 2024 REDESIGNATED SCHOOL
Alissa Garcia, Principal
909-986-8577
1450 S. Sultana Ave., Ontario, CA 91761
Ontario-Montclair School District
SCHOOL SPOTLIGHT
De Anza Middle School combines AVID and college-readiness systems, social-emotional learning, and music programs 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.
✓ PBIS and restorative practices reinforce clear expectations, reflection, accountability, and positive relationships.
✓ Electives, clubs, and enrichment help students explore interests and build belonging.
★ Inclusive classroom support helps RSP students receive academic and social-emotional assistance without feeling singled out.
Sequoia Middle School
↻ 2024 REDESIGNATED SCHOOL
Brittney Davis-Fox, Principal
(909) 357-5400
9452 Hemlock Avenue, Fontana, CA 92335
Fontana Unified School District
SCHOOL SPOTLIGHT
Sequoia Middle School combines school-wide AVID strategies, focused professional learning, and data-informed collaboration to strengthen instruction and student support. Teachers emphasize academic discourse, close reading, clear lesson objectives, and checks for understanding, while students can access intervention classes, tutoring, enrichment, clubs, and athletics. Camp Sequoia and PBIS expectations help build belonging, consistency, and a positive school culture.
✓ School-wide AVID strategies build organization, inquiry, collaboration, and academic independence.
✓ Teachers review common assessments and plan reteaching during dedicated release days.
✓ Camp Sequoia teaches expectations through campus walks, team building, and AVID instruction.
★ Students can join clubs ranging from archery and drama to crochet, dance, and Lego.
Vina Danks Middle School
↻ 2024 REDESIGNATED SCHOOL
Dinae Geer, Principal
(909) 983-2691
1023 North Vine Street, Ontario, CA 91760
Ontario-Montclair School District
SCHOOL SPOTLIGHT
Vina Danks MIddle School combines data-informed instruction, 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.
✓ PLCs use shared assessments and student data to plan targeted instruction and intervention.
✓ Advisory and mentoring provide regular check-ins, goal setting, and relationship-building.
✓ A schoolwide MTSS framework coordinates academic, behavioral, and social-emotional support.
★ Students can choose electives in broadcast journalism, robotics, and painting.