• Discipline Rates
• Number of FARMS students
• Limited English Proficiency (LEP) students
• Special Education student enrollment
• Quarterly Assessment Scores - Mathematics
• AAA Status
• PARCC SCores - Mathematics (Middle Grades 6,7,8)
• PARCC Scores - English/Language Arts (Middle Grades 6,7,8)

Meade Middle School is an amazing community made up of a diverse student body and staff. The staff of Meade Middle is committed to seeing their students grow and succeed through their mission to Motivate, Educate, Achieve, Discover, and Empower. Their M-Power movement, short for Meade Power, is a whole school initiative to create a school community that helps students recognize their individual strengths, celebrates the similarities and differences within

their diverse population, and empowers students to be positive forces within the school and beyond. Understanding that young adolescents are at a crucial stage of developing

their own identities and navigating their ways through various social contexts, Meade Middle School invests time into the social and emotional development of its students through their advisory program which incorporates character education lessons and community building activities. By proactively addressing students’ social and emotional needs, students are better primed for learning. Knowing that all students learn in different ways and that today’s world is

ever-evolving, the MMS team lives by the mantra that we are better together. Teachers at Meade Middle School regularly engage in professional development in order to grow their

own instructional skill sets. They collaborate each week to plan lessons, analyze and respond to student data, provide additional supports to students, and find solutions to any challenges that may come their way. They are a true team united in their efforts to educate and care for all Meade Middle Bulldogs. As dedicated as the Meade Middle team has always been, they recognize there are challenges they still have to overcome. While the majority of Meade Middle

School students report feeling that staff care for and believe in them, and feel a part of the school community, the staff strives for 100% of their students to feel this way. Although

assessment data regularly shows that students make significant gains over time, teachers are working diligently to get more students to perform in the advanced levels on state assessments. No challenge gets this team down because they believe in their students and they will always strive to be better each and every day…that’s the Bulldog Way!

Beginning in the 2015-2016 school year, the Meade Middle School Instructional Leadership Team selected several indicators from the AACPS Professional Practice Rubric that met two criteria-1. clear strategies that teachers could implement that would 2. directly show

evidence of student engagement. The team focused on those indicators, analyzed walkthrough data along with comparisons of assessment data for teachers to determine strategies that consistently resulted in student growth. Multiple strategies were initially included in the School Improvement Plan (SIP). However, as teacher proficiency and implementation became consistent, the team has pared down these SIP strategies to focus on Higher Order Thinking questions and student reflection. These strategies have engaged students consistently, as well as moved students in the school toward mastery of Language Arts and Mathematics standards.

Beginning in the 2015-2016 school year, the Meade Middle School Instructional Leadership Team selected several indicators from the AACPS Professional Practice Rubric that met two criteria-1. clear strategies that teachers could implement that would 2. directly show evidence of student engagement. The team focused on those indicators, analyzed walkthrough data along with comparisons of assessment data for teachers to determine strategies that consistently resulted in student growth. Multiple strategies were initially included in the School Improvement Plan (SIP). However, as teacher proficiency and implementation became consistent, the team has pared down these SIP strategies to focus on Higher Order Thinking questions and student reflection. These strategies have engaged students consistently, as well as moved students in the school toward mastery of Language Arts and Mathematics standards.

• Socio-economic community issues (employment, income levels, housing costs)
• Significant changes over time in student/community demographics
• Access (or lack of access) to community social programs
• Access (or lack of access) to community academic support programs
• Significant increase/reduction in student enrollment numbers