Working on the Work

Greenbrier Middle School Improvement Plan

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Data Sets

  1. High-Reliability Survey results provided teacher, student, and parent input on Greenbrier Middle School's curriculum, instructional goals, and data analysis.
  2. ACT Aspire Summative Scores
  3. NWEA MAP Achievement
  4. Certified and Classified Staff Surveys
  5. Family Engagement Surveys and Virtual Meetings


ACT Aspire Summative Scores:

  • All subject areas (English, Reading, Math, and Science as compared to National and State comparisons). 7th grade English (+10 when compared to the state’s achievement percentage), 6th grade Reading (+21), and both 6th and 7th grade Math (6th: +19, 7th: +18) and Science (6th: +21, 7th: +18) scores showed significant achievement as compared to State scores.

NWEA MAP Growth:

  • 2021-2022 End of Year MAP assessments indicated growth as follows: 6th grade Math +10% (58%), 6th grade Reading +4% (68%), 7th grade Math +5% (64%), and 7th grade Reading +6% (61%).

Areas for Growth

High-Reliability Survey Results:

  • This year we will work to ensure that we are communicating clear, measurable, and individualized learning goals to students, families, and staff.

ACT Aspire Summative Scores:

  • While the comparison data is exciting, more work must be done and our areas of growth have been identified to include 6th grade Reading with 57% of students and 7th grade Reading with 47% of students reading on grade level. We will also work to improve our 7th grade Math (54%) and Science (54%) scores.

ACT Aspire and MAP data indicate a need to focus on Reading; specifically key ideas and details as well as craft and structure.

What does our Community Value?

Community input through advisory boards and community partners indicate a need to develop students' social/soft skills to ensure future success.

Parent surveys indicated that parents and volunteers feel valued by our staff and that GMS supports students’ success. Areas for improvement include increased communication from classroom to home on instruction and athletics.


  1. Collaborate with and among stakeholders to increase engaging, evidenced-based grade-level instructional Reading strategies across all content areas.
  2. Increase background knowledge, explicit vocabulary instruction, and meaningful standards-based teaching and learning in Math, Science, and LIteracy by integrating and analyzing essential standards and learning targets, focusing on real-world topics, analyzing words by morphemes, and investigating etymological connections.
  3. In order to improve the overall well-being of our students and staff at GMS, we will implement child nutrition improvements with additional healthy food choices, take social and emotional learning to scale through Character Strong, and support the health of educators through a focus on heart health.
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Keys to Success

  • Use an evidence-based and rigorous curriculum. 6th and 7th Grade Literacy, Math, and Science teams are given protected time and resources to build curriculum units that focus on essential standards, proficiency scales, specific learning targets, assessments, interventions and enrichment, tiered vocabulary, and challenging daily activities.
  • Create a standards-based learning, grading, and reporting environment! After multiple years of analyzing and determining essential standards and revising and creating proficiency scales, GMS is working during PLC team meeting times to be one of the leading Secondary Schools in Standards Based Grading and Reporting. Utilizing these standards, scales, and reporting tools allow all teachers to provide guaranteed and viable curriculums, meaningful activities and assessments, and common language and ownership of understanding by students, families, and teachers. The work during Professional Learning Community meetings also focuses weekly on the 4 essential PLC questions, the CFA progress monitoring cycle, and evidence of student learning and mastery.
  • Focus on the Science of Reading in ALL classrooms. This begins with ensuring that ALL teachers have the skills and resources needed to be reading and writing teachers. New teachers are participating in district RISE and State-Wide Writing Revolution cohorts. GMS has also created a Double Blocked Literacy class where students receive 100 minutes of Unit-aligned SoR strategies!! (See below for the tiered Science of Reading work being done to support our students and increase their reading achievement!)
  • Implement systems to improve student engagement and attendance. GMS is enforcing the district attendance policy and balancing rewards and consequences to ensure students and families are reminded of the value of school attendance and engagement. Students, teachers, and families are also utilizing the ICU database to communicate missing assignments and proactively keep students accountable for the work by reaching out to families and providing additional time and support.
  • GMS Administration, Leadership Team, and Guiding Coalition are leading the work to ensure Greenbrier Middle School earns the Highly Effective Schools accreditation as well as the redesignation of a Diamond Schools to Watch award.
  • Focus on Positive Behavior Interventions and fair consequences. Teachers, administrators, and staff are daily using tools to positively impact and restore student behavior in order to motivate students to make wise choices. Students work for incentives and prizes and face consequences when behavior expectations are not met. As a building team, we recreated our H.E.A.R.T. matrix to explicitly teach GMS behavior expectations across all settings. These expectations revolve around students being Honest, Engaged, Accountable, Respectful, and Tenacious.
  • Prioritize and promote effective Physical, Social, and Emotional Learning systems. Students, staff, and families' physical and mental health needs are supported through our District's Character Strong Curriculum, SIT, HEART quadrant practices within Tim Kanold's book, Heart Healthy challenges, and mental health services.

Science of Reading

Tier 1

  • Literacy, Math, and Science Units developed by our District Curriculum Teams include:

    • Written Curriculum Maps that align with the Science of Reading

    • Word Study that focuses on morphology

    • Comprehension Unit-Based

    • Writing that integrates extended text, Writing Revolution, and Empowering Writer strategies (Literacy)

    • Claim, Evidence, Reasoning (CER) writing that integrates labs and articles (Science)

    • Number talks, Fluency, Application, and Concept Development that balances and progresses students through lower to higher level cognitive tasks (Math)

    • Integrated literacy skills in science, math, and social studies through activities that involve reading comprehension, vocabulary, writing, and speaking and listening

    • Grade level texts, novels, and passages w/ domain-specific vocabulary

    • ALL 6th-grade students have a 100-minute block of LIteracy/ Reading instruction!

Tier 2

  • FAST Focus time is integrated into each day to provide additional intervention support for students struggling to master essential standards. Homeroom activities and interventions are created by Literacy, Math, and Science teachers based on students' needs and assessment data. Interventionists meet every other week to review Standards Based Learning data to discuss students' intervention needs and record both who needs to be pulled and for which skills.

Tier 3

  • Learning Strategies courses for 6th and 7th-grade students who are struggling based upon multiple data points

  • Evidence-based interventions (and approved DESE Science of Reading supports) are used and assigned through our Student Intervention Teams (SIT) based on the RTI system

    • 95% Phonological Awareness program

    • Structures program

    • 95% Comprehension program

    • Take Flight- provided by a Certified Academic Language Therapist

  • Students are progress monitored on a monthly schedule through SIT. The team monitors interventions and progress for any changes that are needed.

At GMS, administrators evaluate and teachers self-evaluate using the TESS/ Science of Reading Look fors document that includes the following components; Background Knowledge, Vocabulary, Language Structures, Verbal Reasoning, Literacy Knowledge, Fluency, Phonological Awareness, and Decoding/ Encoding. K-6 and all SpEd teachers are working towards demonstrating proficiency in the Science of Reading.

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Social & Emotional Learning

GMS has put an emphasis on our students and adults' social and emotional well-being through our Heart book, our HEART matrix, Clubnections, Staff and Student Shout-Outs, Small Groups with the Counselor, and CharacterStrong. The CharacterStrong curriculum has and will allow us to explore lessons with students that include; Perspective-taking, Understanding emotions, Empathy, Building listening skills, Conflict Resolution, Motivation, and Growing Friendships.

GMS is committed to facilitating the CharacterStrong curriculum with fidelity. In order to do so, we have implemented the following:

  1. Staff training- Virtual CharacterStrong training, as well as in-person district training, have been provided to our teachers. Teachers engaged in modeled activities and discussions throughout GMS summer Professional Development days.
  2. Family Character Dares have and will continue to be shared through the Parent Newsletter
  3. Staff Character Dares have and will continue to be shared through the Staff Newsletter
  4. Mental Health Mondays in Fast Focus each week featuring CharacterStrong slideshows, discussions, and activities
  5. Embedded CharacterStrong lessons throughout each week
  6. GMS SEL team created and maintains our CharacterStrong calendar and pacing guide

In an effort to continue building our student-centered environment, GMS will continue its work in taking student clubs to scale. Student clubs will meet every other Friday of the month during Fast Focus time. Each teacher sponsors a club. “Clubnections” is the name for our clubs and relates to our goals of staff members building relationships while connecting the club members to a community partner or resource, college field of study, and career options, communicating with students about how they can succeed based on their interests and strengths.

GMS is Thankful for the Opportunity to Serve the Heart and Soul of Greenbrier!

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