• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1949
    ATTENDANCE RATE (%)
    93.1
    student Enrollment
    823
    Race/Ethnicity (%)
    African American....................... 9.2
    Hawaii/Pac. Islander.......................... -
    White.............................. 73.9
    Multiracial...................... 5
    Hispanic......................... 8.9
    American Indian/AK....................... -
    Asian.............................. 2.1
    GENDER (%)
    Male................................ 51.9 
    Female........................... 48.1
    Special Services** (%)
    FARMS........................... 31.8
    504.................................. 7.1
    Special Ed..................... 10
    LEP................................. 1.4
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1956, 1961, 1989 - Student Activity Center added, updates to Media Center and Science Wing

George Fox Middle School

George Fox

Who We Are: Our Community and School Culture

  • Each of our schools’ leadership teams analyzed the factors that impact their students’ ability to engage deeply and achieve academic success. They shared stories of their students and families, some of whom are facing serious challenges associated with physical wellness, social-emotional stability, unique learning needs, family security, mental health, violence, and food/housing uncertainties. They discussed the obstacles that their students face daily when preparing to come to school on time, ready to learn.

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    Questions such as the following drove discussions around Anne Arundel County: 

    • What are the challenges and obstacles that negatively affect our students’ engagement and achievement most significantly and why?
    • Are we analyzing our data and listening closely to learn about all of our students when we seek to understand our learners’ social-emotional and academic struggles?
    • How do cultural differences, language challenges, transportation difficulties, health problems, and frequent family relocation (mobility) serve as obstacles to school success for our students?
    • What resources and supports are available within AACPS and across our county to support students and families in need?  How do we help our families receive the supports they need?

Our School Culture

  • Below is the school’s story as seen through the eyes of school leaders. They discuss the culture of their school and the community.

    MAB GRAVES DRAWLLOWEEN Feeling the Fox Pride when you walk into our building is evident in the warm greetings from staff, teachers, and students, who are quick to smile, offer directions, and ask kindly, “How can I help you?”  Developing pride in the work that we do each day is necessary. The smallest remark, comment, reaction, or engagement can have a big impact and the act of cultivating a positive school culture begins with developing a kind and caring community in which all members are heard and valued.

    The student-centered culture of GFMS is deeply rooted in a focus on developing positive relationships with our students.  All teachers and staff strive to create a safe environment in which students can thrive in highly engaging learning opportunities both inside and outside of the classroom.  Relationship building is formulated through the weekly Community Circles during our Fox Advisory Period. Based in Restorative Practices, we strive to develop student and adult capacity to understand perspective, to develop empathy and appreciation of each of our individual stories and backgrounds, and to embrace the positive attributes of the growing diversity of our local as well as global community.  Supporting the social-emotional well-being of our students, Community Circles provide a time for students to share their thoughts and ideas while cultivating a classroom community where everyone feels safe, valued, and heard. 

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    Increasing our commitment to developing life-long learners begins with highly engaging learning experiences for our students.  Aligned to our goal of enhancing the literacy capacity of our students through focused interventions and supports in reading and writing, we have embedded AVID (Advancement Via Individual Determination), Guided Reading, and D.E.A.R (Drop Everything and Read) programs, along with critical reading and writing strategies school-wide to support our most struggling readers.  

    Teachers continue to participate in county-led and school-based professional development to increase knowledge and facilitate the implementation of equitable teaching practices.  Shifting from the traditional classroom practices to meet the needs of our adolescent learners has become a vital focus for GFMS.

CHALLENGES TO STUDENT SUCCESS

  • The leadership team in each AACPS school reviewed all of the factors that may influence their students’ engagement and achievement in school; these challenges include academic data elements, community history, and socio-economic aspects of each community. The school’s leadership team identified the following elements as impactful for their students.

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