student Enrollment
    Race/Ethnicity (%)
    African American....................... 48
    Hawaii/Pac. Islander.......................... -
    White.............................. 8.9
    Multiracial...................... 5.9
    Hispanic......................... 32.1
    American Indian/AK....................... -
    Asian.............................. 4.6
    GENDER (%)
    Male................................ 52.1 
    Female........................... 47.9
    Special Services** (%)
    FARMS........................... 60.4
    504.................................. 3.2
    Special Ed..................... 15.4
    LEP................................. 11.2
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details 2017 - Beginning of roof construction

Meade Middle School

Strategic Plan Indicators

  • After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students.  Each school was directed to select two to six indicators on which to focus during the 2018-19 school year.  Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results.  The indicators that this school’s leadership team selected are noted below.

  • Strategic Plan Indicator(s) Chosen by the School - 2, 6, 14 (expand to view details)

    View Full List/Descriptions of Indicators




Strategic Journey

  • Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools.  They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey.  Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.

Our Vision of Success: 2021

  • Community Building Circles are scheduled for three times a week and are being and are being met with increasing fidelity. Beginning the new year, circles are being held with about 50 % fidelity. Bulldog of the Month is being based on stated monthly characteristics and voted on by each Advisory class. Students are recognized with a MMS Bulldog of the Month Blue T-shirt and recognized. T-Shirts can be worn on T-shirt Tuesdays and on Fridays as a reward. Honor Roll assembly is held by grade level. Certificates and treats are disseminated. Honor Roll students get a bracelet which allows them to go to the front of the lunch line. Principal’s Honor Roll students receive certificate, treats, pencil pouches with pen and pencil and a special blue bracelet. Photos are taken when we have approval and are tweeted out and on our website. By spring of 2020, CBC’s will become part of our school culture and will be expected as part of the Meade “Bulldog Way.” Also, the culture at Meade will be improved because our current 6th graders will have been exposed to and part of a more structured environment with predictable routines and consequences. Students will bring that attitude forward as the Leaders of the school. Teachers will utilize CBC’s and RP’s naturally to maintain a positive culture and to address concerns when they arise. Students will take pride in being part of Meade Middle School because we regularly celebrate one another’s accomplishments through our Bulldog of the Month and honor roll bracelets. Out of school suspensions will continue to decrease. Hopefully, this will result in better scores and improved data on surveys like the MSD3 and ESSA.


    After successfully implementing the selected indicator, there will be positive relationships between students across the school. Evidence of our success will be shown through students greeting each other in a positive and respectful manner. Students will also state and demonstrate that they enjoy coming to Meade Middle School. Our students will see that their positive behaviors are being rewarded with higher frequency when compared to negative behaviors being punished. The custom of recognizing peers for positive attributes will also help students to see the strengths and positive qualities in their peers. Meade Middle students will also say that they can see and feel the benefits to behaving and succeeding academically in the classroom. Additionally, the bracelets awarded to our honor roll students allows them to move to the front of the lunch line and receive their lunch first. Through the first quarter of school with the honor roll bracelets, our students have really bought into this initiative. Successfully implementing this indicator will have a positive impact on each Meade School student and staff member.

    Adults in the school and community will say that our students are able to communicate appropriately about their issues and concerns. They will know that students are rewarded for doing well academically and behaviorally. Restorative practices will become well-known in 
    our school community and both parents and students are appropriately requesting it. Adults will see that these practices have helped decrease our discipline numbers in a positive way. Part of restorative practices are community building circles. Adults will see these circles being used on a weekly basis in the classrooms and will say that we at Meade foster a sense of openness and community especially in our advisory groups. They will see that students feel safe talking to their peers and adults about their lives and that school is a safe environment to do so. All adults will say that Meade Middle is a caring school that fosters emotional growth and celebrates student success.


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    By the spring of 2020 we expect to see more teachers utilizing higher-level questions throughout their classes to engage all students. Students will be critical thinkers who utilize strategies such as QAR and Thinking Maps to respond to questions they are asked in class and on assessments. Teachers will also more fluently utilize self-reflection strategies and embed effective effort practices in order to increase students’ metacognition so that they are better able to self-assess their learning and can therefore take on a more active role in their learning. To accomplish this, our teachers use planning tools that help them unpack standards and develop tiered questions that will guide students to engage in more higher-level thinking. Teachers also create an effort outcome with their lesson outcome and ask students to reflect on their learning and effort each day. Professional development sessions are planned throughout the school year to give teachers better tools for engaging students in higher-level thinking and self-reflection, and our CFAs are utilized to monitor students’ abilities to engage in higher-level thinking as well as students’ abilities to accurately self-assess their learning. Data gathered from walk-throughs, observations, and teacher input are utilized to help us plan professional development, which includes individual teacher coaching.


    After two years of implementing higher-level questioning and self-reflection, we will see more students taking an active role in their learning. This will look like increased participation, asking more questions, more accurate self-assessments, an increase in students accessing redo opportunities and Tutoring Tuesday, and an ability for students to more clearly articulate their progress in their learning. Students will say that our school is a place where they feel comfortable taking on new challenges, knowing that it is safe to take risks in their learning. They will also say that their teachers challenge them and support them, and that our school is truly an institution of learning.


    Through the hard work by the teachers and students our community members will say that our school is a good school which prepares its students to be reflective and analytical in various aspects of their lives. The evidence that our stakeholders have will be through their observations of students in the classrooms along with their work samples. Evidence will also be observed through the use of walk through data. The administrative walk-throughs will be targeted on the use of tiered questioning and the use of self-reflection throughout the lesson. Through meaningful instruction, which requires the students to involve elements of the real world in their thinking and responses, our stakeholders will see that our students are prepared for the next level. These observations would not come from overnight work. It has come from the tireless modeling of breaking down of texts and prompts for our students to gain a full understanding of the material and to become more analytical in their responses. The students will be able to lead discussions on the content and weave classroom and real world applications into these discussions. Along with the classroom observations stakeholders will be able to analyze our school’s data and see that the hard work shows up in our numbers. The students will be able to break down texts and prompts in order to answer higher level questions. The scores will be seen in all subject areas and growth will be seen in most of our students. Through self-reflection our students will be prepared for higher level work along with real world experiences. From modeling to independence our students will be able to be self-reflective so that their responses to text and assessments. Mastery of content and self-reflection will grow our students into members of our society which will need little guidance.