Highlights of Exemplary Practices Aligned with the 18 Characteristics of Successful Middle Schools

Characteristic #11: Instruction Fosters a Learning Atmosphere That Is Active, Purposeful, and Democratic

At Greenbrier Middle School, teachers prioritize engagement as a cornerstone of classroom instruction through a thoughtful unit planning process. Recognizing the developmental needs of middle school adolescents for movement, collaboration, and discussion, teachers design engaging unit "hooks" such as virtual reality headsets, guest speakers, and game-like simulation activities to captivate students. Teachers collaborate weekly during Professional Learning Community (PLC) meetings to plan rigorous and engaging instruction. The “Greenbrier Games” initiative embeds competition and game-based learning, assigning every student to an Olympic color team each spring. Teams earn points for positive behaviors and classroom participation, fostering enthusiasm for learning and preparing students for final exams.

Characteristic #4: School Safety Is Addressed Proactively, Justly, and Thoughtfully

At GMS, we establish clear behavioral expectations by introducing the HEART matrix during the first week of school and modeling it for students. We believe that fostering respect and value for all enhances students’ sense of belonging. Students who uphold the HEART matrix are celebrated monthly with Positive Behavioral Interventions and Supports (PBIS) rewards. Counselors, teachers, and administrators work with students in small groups on restorative and reflection practices when expectations are not met. GMS teachers serve as positive role models, demonstrating respect, empathy, kindness, and communication skills in interactions with students and colleagues. Student success and growth are celebrated through classroom incentives and schoolwide goals, ensuring students feel valued for their individual achievements. Students who model the HEART matrix receive HEART tickets, reinforcing positive expectations and earning recognition as “Students of the Week” in front of the school community.

Characteristic #14: Policies and Practices Are Student-Centered, Unbiased, and Fairly Implemented

The Fast Focus daily intervention/enrichment period is designed to respond to students’ needs. Each week, students are placed in either open (extension) or closed (intervention) sessions based on differentiated needs in English Language Arts, Math, and Science. Extension sessions challenge students with above-grade-level standards through project-based learning and book clubs, while interventions provide targeted support. During weekly PLC and common planning time, teachers reflect on assessment data to address student needs within the classroom. The ICU system supports students by tracking missing essential assignments and facilitating communication between teachers and parents. Students attend working lunches for additional support, with the clear expectation that all assignments must be completed. Additionally, students meet weekly with an advisory teacher for social-emotional learning (SEL) lessons developed by our SEL Committee using Character Strong resources. Students also join clubs of their choice, engaging in activities focused on essential standards, life skills, and future careers.

Characteristic #12: Varied and Ongoing Assessments Advance Learning as Well as Measure It

Standards-based grading at GMS enables precise assessment of students’ understanding and mastery of each skill, encouraging growth toward the highest level of proficiency, whether at or above grade level. Success criteria and proficiency scales clarify what students need to learn to succeed, shifting their mindset from “how many points do I need” to “what do I need to learn to be successful.” Our leadership and teachers are committed to fostering a growth-oriented mindset, challenging students to understand and achieve their potential through ongoing and varied assessments.