Executive Summary

Vicenza Middle School

Europe: Mediterranean

Ms. Stephanie M. El Sayed, Principal

Unit 31401 Box 11
APO, AE 09630

Document Generated On March 25, 2015

TABLE OF CONTENTS

Introduction

Description of the School

School's Purpose

Notable Achievements and Areas of Improvement

Additional Information

Executive Summary
Vicenza Middle School

Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.

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Executive Summary
Vicenza Middle School

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?

The mission of Vicenza Middle School is: To Educate, Engage, and Empower Each Student to Succeed in a Dynamic World. DoDEA has
adopted this mission statement as an organization and our school carries out these objectives through its vision.

Reach, Teach, Inspire, and Empower Students to be Life-Long Learners, Leaders, and Successful in a Dynamic Global Society - Vicenza
Middle School's vision - was inspired by the school's location as well as by the unique military community the school serves. Vicenza Middle
School (VMS) is located in Vicenza, Italy, which is at the heart of Italy's cultural sites. VMS serves a mobile community made up of forward
deployed military members and their families. VMS involves representatives from all stakeholder groups including faculty, parents, students,
administrators, and community members in a periodical examination of our vision. During many different meetings such as Orientation Days
at the opening of school each year, Open House, School Advisory Council meetings, Continuous School Improvement staff development
days, stakeholders have the opportunity to examine the vision statement and give valuable input. The vision statement was changed this
year to add the word Empower, as a result of stakeholder input.

Middle school students in the Vicenza community attended a Middle High School that included 7th-12th grades until VMS opened as a new
school in 2010-2011. VMS is the only middle school in the Mediterranean School District. We are adjoined to the Elementary school, which
also opened in 2010, and are part of the Vicenza Complex of schools that also includes Vicenza High school. VMS is located in the Villagio
Housing Area, one of several satellite locations that are part of the US Army Garrison (USAG) at Vicenza, Italy. According to the USAG
website, the main post, Caserma Carlo Ederle, is an Italian Army base. USAG works with its Italian partners to manage the daily business of
the base and to support service members, family members, and civilian employees who are stationed in the Vicenza community. The USAG
website notes that USAG Vicenza supports several units, including the US Army Africa Headquarters (also known as the Southern European
Task Force), elements of the 173rd Infantry Brigade Combat Team (Airborne), the 21st Theater Sustainment Command- Italy, the 509th
Signal Battalion, the US Army Health Clinic Vicenza, the Vicenza Dental Clinic, AFN Radio and Television and other units and organizations.
USAG Vicenza also supports US military units located in Livorno, Italy, as part of the Darby Military Community. Last school year, due to the
military realignment in Europe, two battalions were relocated from closing bases in Germany to Vicenza, adding to our population. At that
time, Del Din, a satellite base for the 173rd, was opened to accommodate the growth. Because of its location and the units stationed at
USAG Vicenza, deployments occur often, especially the 173rd Infantry Brigade, which is a rapid response unit, and US Army Africa, which
supports ongoing missions on the African continent. This year, soldiers in US Army Africa were among the first deployed to the African
nations suffering from the Ebola outbreak. Their mission involved supporting medical personnel in establishing treatment centers and
protocols for use in this crisis. Upon their return, soldiers underwent controlled monitoring for three weeks. During that time, they were
isolated from the community and were not able to have any contact with family members. The impact of such missions on our students is
significant because they are often separated from their parent or parents for long periods of time.

The students who attend VMS are the dependent children of the military and civilian personnel stationed in Vicenza. In addition, we have two
students who commute daily from Ghedi, an Air Force Station that is about 120 kilometers away or about 1 hours or more by bus.
Approximately 35% of the VMS student population changes from year to year due to military and civilian moves. The VMS student population
has continued to increase due to base realignment in Europe. VMS serves a student population in grades 6-8. Student enrollment for the
current 2014-15 school year is 280. Currently, 8% of students qualify for special education services, 10% qualify for ESL services, 20%
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Executive Summary
Vicenza Middle School

receive gifted services, 3% are served via 504 plans, 16% are enrolled in the AVID program, and 33% receive free or reduced lunch. The
ESL population includes students from a variety of foreign countries whose parents are members of the US military or civilian DoD personnel
stationed in Vicenza. Fifty percent of the students at VMS are male and 50% are female. Economic diversity is determined by the standard
salary scales of the enlisted and officer ranks. The racial and ethnic composition is as follows:
African American: 15%
Asian: 3%
Native American: 0%
Pacific Islander: 0%
Caucasian: 54%
Multi Ethnic: 5%
Hispanic: 23%
Unknown: 0%

VMS has a strong, professional teaching staff that is dedicated to helping each child grow academically and socially. The current VMS
student-teacher ratio is 16 to 1. Eighty-three percent of VMS teachers have advanced degrees, and three are currently enrolled in graduate
programs, two doctoral and one master's level. Every DoDEA teacher meets certification requirements. Three paraprofessionals support our
Special Education program; one provides dedicated support to an individual student. In addition, the AVID program has three tutors who
work in collaboration with the AVID teacher to support students in that program.

VMS follows a traditional A/B (Black and Gold) block format as its daily schedule. There are approximately 55 different courses offered in the
curriculum, with an exploratory wheel at each grade level. The school and community set high expectations for all students, providing a
rigorous curriculum for everyone. VMS offers regular education classes, gifted education classes, special education classes, AVID classes,
ESL classes, four high-school credit classes in math and foreign language, and online classes through the DODEA virtual school. Thirty three
percent of students are enrolled in high-school credit bearing classes. VMS also administers the ReadiStep for all 8th grade students in the
AVID program and the PSAT test is available for a fee for students who choose to take it.

The 2014-15 school year brought impactful changes to our campus. We have a new school principal, Ms. Stephanie El Sayed, and six new
staff members. Several staff members changed teaching assignments, as well. In addition, we began implementing DODEA's pilot program
for 21st Century Teaching, Learning, and Leading (CTLL). A full-time VMS dedicated staff developer was funded as part of the CTLL
program. One teacher was also selected as the teacher leader for this pilot. After the first cycle of the program, we added several facilitators
and formed Professional Learning Teams (PLT) with PLT group leaders. Graduate credit is being offered for the professional learning and
leadership opportunities. We will continue to build strong, 21st Century partnerships with all stakeholders in our community as teachers learn
new methods of instruction for our 21st Century students. Our schedule changed as a result of this pilot program, with students being
released early one day per week so that teachers can engage in collaborative staff development in the afternoons. We forged through
another challenge this school year with the loss of support from the District Instructional Systems Specialist for Continuous School
Improvement (ISS-CSI) vacancy during most of the first semester. We lost our Instructional Systems Specialist (ISS) Education Research
Analyst in January 2015. Both positions vacated due to acceptance of new jobs.

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Executive Summary
Vicenza Middle School

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.

Vicenza Middle School (VMS) is committed to student achievement and improvement, and has developed a data-driven Continuous School
Improvement (CSI) Plan. The plan includes two academic goals and one institutional goal. The two academic goals specified in the plan are:
1) All VMS students will improve their reading comprehension skills through analyzing text across the curriculum, and 2) All VMS students
will improve their ability to communicate mathematics understanding by justifying their conclusions with evidence in all classes. Prior to this
year and the implementation of the new DoDEA Community Strategic Plan (CSP), DODEA's established goal for all schools was that 75% of
all students were expected to score in the top two quartiles on the standardized assessments. Based on analyzing the data related to our
students, VMS has established its own even more rigorous goals. In reading our goals are as follows: 83% of VMS students will score in the
top two quartiles on the TerraNova, 75% of VMS students will score at or above the standard on the local reading assessment, and 90% of
VMS students will score at or above the standard on the Scholastic Reading Inventory (SRI). In math, prior to this year, our goals were as
follows: 70% of all sixth graders, 75% of all seventh graders, and 80% of all eighth graders will score in the top two quartiles on the
standardized assessment and 75% of all VMS students will score at or above the standard on the local benchmark math communication
assessment.

During school year 2014-15, VMS changed its achievement expectations and goals as a result of the new DoDEA standards and because
we were striving to make Blue Ribbon status. Our new performance achievement goals are even more rigorous; we expect that at least 83%
of students at each grade level and in every curricular area achieve in the top two quartiles or meet or exceed the standard. Results from our
assessments have shown clear areas of strength. Our results on the 2013-14 TerraNova Reading were as follows: in grade six 87% of the
students met or exceeded the standard, in grade seven 82% of the students met or exceeded the standard, and in grade eight 79% of the
students met or exceeded the standard. While we did not meet our school goal of 83% at each grade level, we did show growth historically
with each cohort group, and overall 82.66% of our school has a met or exceeded the standard.

In math, VMS met its goals on the TerraNova. In sixth grade 85% of the students met or exceeded the standard, in seventh grade 83% of the
students met or exceeded the standard, and in eighth grade 78% of the students met or exceeded the standard on the TerraNova test. In
addition, each cohort group showed growth over previous school years. The math local assessment that is based on curricular standards and
composed of NAEP questions was given for the first time at the middle of last school year. It is given three times each year. As per the end
of last school year, we did not meet our goals on this math local assessment; but our students did show growth from mid-year to the end of
the school year. In sixth grade only 6% of the students met or exceeded the standard in the fall; this increased to 17% in the spring. In
seventh grade only 5% met or exceeded the standard in the fall; this increased to 23% in the spring. In eighth grade 6% met or exceeded the
standard in the fall; this increased to 17% in the spring. The faculty discussed these results and is now using the interventions more
aggressively. The math benchmark assessment in math communications is also administered three times each year. Last fall, 25% of the
sixth graders met or exceeded the standard; this increased to 48% in the spring. In seventh grade 19% of the students met or exceeded the
standard in the fall; this increased to 21% in the spring. In eighth grade 60% met or exceeded the standard in the fall; this decreased to 39%
in spring. Last year, the faculty noted several opportunities for improvement. First, the interventions needed to be used with fidelity schoolwide. Then, we worked on the reliability and validity of the test and the scoring process. The school developed standard procedures for the
administration and scoring of our local assessments to address concerns. During our twice a year school improvement staff development
days, we review these local assessments for consistency, validity, and reliability and continue to make needed improvements.
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Executive Summary
Vicenza Middle School

On the local, curricular ELA reading assessment, our students' scores increased from the fall to the spring at all grade levels, but did not
meet our school goal of 75% meeting or exceeding the standard. In sixth grade, 46% met or exceeded the standard in the fall; this increased
to 63% in the spring. In seventh grade, 56% met or exceeded the standard in the fall; this increased to 74% in the spring. In eighth grade,
32% met or exceeded the standard in the fall; this increased to 57% in the spring. The faculty discussed this, and while we were pleased at
the growth, we recognized the need to evaluate our use of the interventions and the curricular materials in class. Results for the Scholastic
Reading Inventory (SRI) indicated that the students met our school goal of 90% of the students meeting or exceeding the standard at two of
the three grade levels, and the third grade level was very close. In sixth grade 92% of the students met or exceeded the standard, in seventh
grade 87% of the students met or exceeded the standard, and in eighth grade 90% of the students met or exceeded the standard.

VMS also selected the institutional goal of improving two-way communication amongst all stakeholders to include administration, teachers,
staff, students, parents, and the surrounding community. In order to accomplish this goal, the school uses a variety of methods to involve and
inform stakeholders. We have many events throughout the school year to involve parents, including a new beginning of the year Puma
Orientation Program. During the first two days of school, the faculty and staff organize the school day to focus on disseminating information,
providing for social needs, and building teams. On the first day, the parents are invited to attend with their children and have an orientation
walk accompanied by the principal. We do this instead of the traditional open house. During that day, the parents accompany their children to
the different sessions to learn about the school's mission, vision, and expectations. They eat lunch with their children, meet the teachers, and
learn about the activities available at the school. Clubs and organizations, sponsored by the school and the community, also participate.
Regular classes begin on the third day of school. We also have a vibrant connection with the local print and broadcast media, with a
representative from our school giving a weekly update on AFN radio. Our school publishes a monthly activity calendar, daily bulletins, and
the school publishes information on a website. Many teachers also have individual websites where classroom expectations and assignments
are communicated. The school also posts information on the complex Facebook page.

Because VMS serves military dependent children stationed overseas with their families, the school is very aware of the stresses and
demands placed on these families as military members deploy or change duty stations. The school makes every effort to meet the emotional
needs of the students, and has a full-time school counselor, a full-time school, nurse an Adolescent Support Counseling Service provider
(ASAC), a part-time school psychologist, and a Military Family Life Program Counselor (MFLC) on campus. In addition, we partner with
Educational and Developmental Intervention Services (EDIS), Family Advocacy, and the Behavioral Health Clinic, where several counselors
and a child psychiatrist are available. Other community organizations also work closely with the school to assist with the social and emotional
needs of the students, especially the Child and Youth Services Program (CYS) and Club Beyond. Furthermore, the VMS Student Support
Team (SST) is comprised of faculty members who meet bi-monthly to identify and monitor students who may be at risk for attendance,
academic failure, or behavior issues. The SST includes the administrator, the counselors, the school psychologist, the school nurse, and
representatives from each grade level team.

VMS was chosen as one of the pilot schools for the 21st Century Teaching, Learning, and Leading (CTLL) initiative. During early release
days every Thursday, our teachers are integrating technology and 21st Century Skills into our lessons based on the Professional Learning
Framework (PLF). VMS has one computer lab with 28 computers, and six Computer On Wheels (COWs) labs that have 18 computers each.
The Information Center (IC) has 18 computers available for teacher and student use. Every classroom also has five student computers.
Teachers may check out smart response systems and every classroom is equipped with a Smartboard. In all, our student to computer ratio is
2:1. A variety of other technology is also available, including ELMOs, Vernier science probes, and TI scientific graphing calculators. Our
Educational Technologist (ET) and Information Specialist (IS) provide support to students and teachers.

Students also have access to individual academic support and mentoring through the school's Advisory class. Every child is assigned to an
Advisory teacher, who acts as the child's advocate and assists with academic and social concerns. During Advisory, which meets every other
day, students have the opportunity to seek assistance from other teachers, make up missed work, receive tutoring, and participate in
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Executive Summary
Vicenza Middle School

intramurals. After school on Tuesdays and Wednesdays, Academic Enrichment is available for all students, with a teacher who can assist
and National Junior Honor Society students who volunteer as tutors. We also instituted the Saturday Academy to assist struggling students
with the completion of missing assignments for full credit.

Vicenza is identified as a Category 2 location for the military. As such, the Vicenza complex schools provide Level 2 (mild to moderate)
services for all disability categories, except for vision and hearing impairments where Level 1 services are available. Level 2 services include
speech/language therapy, special education, preschool services for children with disabilities, and related services of occupational therapy
and physical therapy for students determined eligible for special education. Special education and related services are only provided to
students eligible to attend DoDEA schools with either Space-Required, Space-Created or Space-Guaranteed status. However, it must be
noted that per the military policy found in the OCONUS Directory, "Regardless of where a sponsor whose child requires early intervention
services or special education is assigned, services will be provided." In other words, although we are not designated to provide
comprehensive Level 1 services, sometimes students enroll who need Level 1 services because their sponsor is mission essential to the
military. An outstanding relationship exists with the military's Exceptional Family Member Program (EFMP) and the Vicenza schools. A
commitment to meeting the needs of families with special needs students is a priority for our Special Education providers. VMS has 1.5 mild
to moderate Special Educators, one .5 moderate to severe special educator, a .5 Speech and Language Pathologist, as well as program
special education paraprofessionals on staff.

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Executive Summary
Vicenza Middle School

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.

Vicenza Middle School (VMS) students and faculty have many notable achievements. We have a teacher on our faculty who was the
DoDEA teacher of the year and who was one of the four finalists for National Teacher of the Year. We are also proud to have been selected
as one of the DoDEA pilot schools for the 21st Century Teaching, Leading, and Learning (CTLL) professional development model this year.
The CTLL program is a pilot program based on the belief that our students, in order to be tomorrow's leaders, must be adaptable, selfdirected, non-routine problem solving, systems thinkers who are adept in complex communication. They must be able to learn, but also to
unlearn and relearn constantly. The 21st CTLL initiative recognizes that educational practices and technological tools must accompany the
shift we see in the world in order to ensure our students the best preparation for the workforce and the future that awaits them. Applying the
Professional Learning Framework (PLF), all teachers engage in a continuous process to determine verifiable improvement in student
learning, including readiness for and success at the next level. For 90 minutes each week teachers, specialists, and staff members
collaborate to explore ways to modify teaching methodologies to include 21st century skills, unwrap standards, and implement best teaching
practices. Each week teachers collaborate in Professional Learning Teams (PLT) focusing on professional learning, instructional practice,
reviewing student work and various forms of student data to improve instruction and ultimately student outcomes. Teachers are given choice
about what they learn, the pace at which they learn, and how they implement newly acquired knowledge into their everyday classroom
practices. Teachers are also given extensive ongoing support in the form of experts from the district office and a dedicated teacher-leader
who coaches and mentors them regarding their professional learning. Through the PLTs we have seen teachers make great strides in the
implementation of Project Based Learning, Interdisciplinary Instruction, and Blended Learning, as well as the seven identified 21st Century
skills.

The 21st CTLL promotes the use of ongoing formative assessments to drive instruction. As a result, the staff continues to research the use
of informal and formal formative assessments and flexible grouping. Teachers participate in focused staff development to learn how to use
new assessment tools and activities, and then to adjust groups and instruction. In Advisory, we have adopted a school wide data folder
system for each student, so that students can track and take ownership of their own learning, set goals, and seek assistance when
necessary.

Teacher leaders have also volunteered to participate in a 2-credit graduate course designed to sustain the CTLL program and further
develop a collaborative culture at our school. In this course, taught by district office experts, the participants are learning 1) principles of
adult learning, 2) change theories, and 3) research- based professional development design and teacher leadership. Participants are
applying these concepts and frameworks to Professional Development (PD) activities within their school. The PD activities include: 1)
designing and facilitating the work of a professional learning community; 2) identifying student learning needs through analyzing student
assessment data and examining student work, which will be used to further refine the work of the PLFs; and 3) creating opportunities for
action research, lesson study, co-teaching and other professional development designs. The course sessions will provide modeling of the
various PD designs (PLC, Action Research, Lesson Study, etc.) that the participants will use with their school-based PLFs. Adult learning
principles and facilitation structures studied in the course will be incorporated into the activities and facilitation of the PLFs. In the future, the
PLF's will also work together to explore DoDEA's new College and Career Ready (CCR) Standards.

The selection of VMS as one of the DoDEA 21st CTLL pilot schools brought about a significant change in the 2014-15 school calendar
because this imbedded professional development opportunity requires an early release day each Thursday. In spite of this logistical
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Executive Summary
Vicenza Middle School

challenge, our school community remains supportive.

Other notable achievements for VMS are related to student achievement. At the end of the 2013-14 school year, our standardized test scores
put us in reach of being a Blue Ribbon School. We qualified in all areas except eighth grade math. We were one scale score point low in that
one area. Our goal is to make Blue Ribbon status this school year. Additionally, one VMS student has made it to the Scripps National
Spelling Bee each year for the past four years. VMS students have also made it to the National Math Counts competition. Each year, five
students are selected for participation in the DoDEA Junior Leadership Symposium (JLS) and travel to Germany for a week to participate.
Then, they return and host a mini-JLS for other VMS students in the spring. We have also had students win art, literature, and writing awards,
including the Patriot's Pen Essay contest, the Daughters of the American Revolution essay contest, and other academic and art contests
sponsored by organizations on the military base.

For our students and staff, the greatest challenge is the ongoing deployments and training cycle in Vicenza. As the rapid response unit, the
173rd deploys at short notice to many areas. Currently, soldiers from the 173rd are deployed to the Ukraine. In the past, our community has
endured regular rotations in and out of Afghanistan and Iraq. US Army Africa also sends soldiers to Africa on frequent temporary duty
assignments that can last several months. The units train in Germany when they are not deploying, adding to the separations. Frequent
deployments and separations cause anxiety and stress for students. Faculty and staff listen to students about their fears and concerns during
all phases of the deployment cycle. The school counselor, psychologist, ASAC counselor, and MFLC counselor are all available for students
and faculty to help cope with these stresses. Support groups have been established for students during lunch, and each student has a
personal advocate via their Advisory teacher. The school also works closely with the community agencies, referring students who require
more services than the school is able to provide. We strive to maintain a safe and secure school environment because we know this helps
create stability in the lives of military families and students. It is our goal to work together to help students be resilient and focus on the daily
responsibilities of life and learning.

Deployments and family moves have a direct impact on the VMS student population. Up to 35% of VMS students transfer in and out of our
school each school year, some during the summer and some throughout the school year. For students who transition during the school year
from a non-DODEA school, the curriculum at VMS may not align with their previous school. Counselors and teachers work together to
develop a program of study that best meets the needs of each student who arrives at our school. Socially, VMS participates in the Studentto-Student program, and every new student is paired with a peer upon arrival to help with the transition. At the beginning of the school year,
VMS opens its doors before school starts for a Sneak-A-Peek, inviting new families to visit and providing information. Then, during our Puma
Orientation Program (POP), parents are invited to attend school with their children on the first day as an Open House, to meet the principal
and teachers, and to learn about our school and the many opportunities available for student and parent involvement.

Since our school opened four years ago, one of our major challenges has been establishing protocols for all of our activities and procedures.
Teachers from the Elementary School and High School, along with new teachers came together to form the faculty of the new Middle School,
which was not quite ready on the first day of school in 2010. To that end, the faculty has been working to establish protocols and procedures
that will be standard across the school. Over the last two years, VMS has also been integrating new students and new teachers as the
drawdown in Europe and base closures have been realigning the military. Therefore, our enrollment has grown. We have worked
collaboratively to find space for new teachers and to share resources, as well as to ensure that each new teacher has a sponsor to help them
adjust to our school and community. Students from closing bases have been welcomed and have been paired with other students from VMS
in our Student-to-Student program.

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Executive Summary
Vicenza Middle School

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.

The Vicenza Community has noted that VMS is a family, where all are accepted. VMS faculty and staff work together collaboratively to make
the school a welcome and accepting environment for all students. We are proud of our student successes and our students' achievement.
Our students participate in many activities and earn awards not only in our own community, but also across Europe and even the world.

In addition, our students participate in the annual Junior Leadership Symposium in Germany, then the team comes back and works together
to host a mini leadership symposium at our school for our students. This is the only one of its kind in Europe. In the area of STEM, we have
had teams every year who participate in the E-Cyber Mission competition and who have placed at the district and area levels. We continue to
add STEM classes to our schedule each year, giving our students the opportunity to expand learning into these areas. Our students also
participate in a variety of activities jointly with the organizations on post, including Earth Week, Special Olympics, EFMP day, and much
more.

Academic rigor is a priority at VMS, and our students may choose from several high school credit courses, and DODEA's Virtual School.
Students may choose from Algebra 1, Geometry, Spanish 1, and Spanish 2 for high school credit. Although not a credit bearing class, we
also offer Italian 1 and Italian 2.

VMS offers a strong extracurricular program that encompasses both academics and sports. We offer National Junior Honor Society, Speech
and Debate, Math Counts, Video Productions Club, Art Club, E-Cyber Mission, Student Council, Student-to-Student, Yearbook, Academic
Enrichment, Junior Leadership Club, cross-country, tennis, volley ball, wrestling, and track. The school works closely with the Child and
Youth Center programs to extend opportunities as well. We have a strong band and chorus program, with almost 50% of our student body
participating in music programs.

The Vicenza community is small, as most overseas American communities are, and our parents know our teachers on a first name basis.
While the housing on base is limited, people work and play together on post and are involved in many community activities together. Our
parents are very involved in their children's education, volunteering at the school and attending functions and meetings regularly. Vicenza
Middle School is a GREAT place to reach, teach, inspire, and empower kids! PUMA Pride!

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