John Griffin Middle School Schools to Watch 2004   John Griffin Middle School 5551 Fisher Road Fayetteville, North Carolina, 28304 (910) 424-7678   Principal: Mike Mangum   Website: http://www.jgms.ccs.k12.nc.us/index.htm   Introduction: John Griffin Middle School is located in the North Carolina Sandhills in a residential neighborhood in Fayetteville. This school of 1250 students has a very diverse residential population and does not bus its students. It also has a very diverse faculty and staff. The school has been in existence for five years with fairly low turnover. The school has increased its performance composite to 88.9% and has set 90% as their goal.   Here are some of the things that make John Griffin Middle School a School to Watch.   Evidence of Academic Excellence The school is incredibly strong in student celebrations for meeting numerous academic standards. Photos of recognized individuals and teams were abundant. Each classroom had clear goals and objectives posted and reflected in student work. Reading and writing were evident in ALL core and elective classes, with a variety of engaging strategies used to foster interest and student interaction. The teachers, administrators, and support staff were all of one accord in their support of their students. Expectations are very high, and discipline is tight, yet there is no evidence of a "test-driven" or oppressive atmosphere. In fact, there is a tremendous sense of collegiality and a very positive school climate. Teachers meet regularly to discuss student performance. Each students' progress is benchmarked and reported weekly, with monthly department and grade-level meetings to ensure student success.   Evidence of Meeting Students' Needs There is an usually civil environment and culture in action here. Students are uncommonly friendly and polite to each other and to the adults in the building. When one 6th grade teacher said, "Good afternoon class," the students responded in unison, "Good afternoon Ms. Blandings, how are you today?" Teachers report that "it's just how we treat our kids and each other. There were a plethora of instructional strategies in evidence. The students clearly understood what was going on, and responded appropriately, and it is clearly the way things occur on a daily basis. Classes had a definite "real-world" flavor. All teachers had a high level of integration evident in student work on the walls as well as in the observed lessons. Students describe (and photos reflect) numerous opportunities for exploration through enrichment and clubs before, during and after school. The principal reports that the school is "pretty empty on Sundays, but that's about it." There is an active Principal's Advisory Committee that has utilized student voice and input to make several changes in schedule and activities. The student council is strong. Volunteers are often in the building, and families and the local business community are frequently engaged in school activities. For example, at the beginning of the year, an activity bus is parked out front on "Back to School" night with a "Fill the Bus" challenge issued. The community brings in enough supplies to fill the bus-the contents of which are disbursed to the various teams. Students have numerous clubs and teams, and a no-cut "Pep Squad". Students on the Forensics Team (joined by application) prepare and produce the morning video announcements.   Evidence of Social Equity There are clear-cut and well-understood expectations for everyone in the building. The faculty is dedicated to success for EVERY student. All students voiced the same positive feelings about their school. There is a fair amount of socioeconomic diversity, with clear evidence of some "haves" and "have-nots." There was a pervasive attitude throughout the school of RESPECT towards all. \On a recent parent "Shadow Day," the school had the logistical nightmare (but wonderful success) of over 350 parents in attendance. In the past, we have considered one characteristic of an effective inclusion program to be the inability to pick out the special ed. students. Not only could we not determine the students, we also could not tell which TEACHER was the inclusion teacher. " Students are very comfortable discussing their school. Mutual respect is clearly evident.   Evidence of Organizational Structures & Processes The staff reflects the racial/ethnic diversity of the community with tremendous racial diversity. It has a number of teachers who have come from other parts of the country (and two international teachers) to be a part of its faculty. There are few lateral entry teachers. There is a strong School Improvement Team (headed this year by an elective teacher), with a strong committee structure in place. he school is a community of practice. At the last faculty meeting, the PE teacher shared a reading activity. There is a very high level of accountability for the adults and students in the building. EVERY student has a portfolio that goes home weekly benchmarking progress toward quarterly goals. Every child in the building knows his or her goal scores, yet not one student expressed anxiety about it. When asked why, we were told, "We don't worry about it because the teachers will work with us to make our goals."   Closing Comments There are many exemplary programs and practices in place at John Griffin. Of particular note are the commitment to professional development, the strong use of best practices as shared through professional development, and full "buy-in" and commitment to literacy across the curriculum. The school is a high-performing place, and teachers report that "Everyone-kids and adults-go home tired at the end of the day." This was observed by the team. This is a "tightly run ship," yet we never experienced any sense of anxiety. One student reported, "We are all held responsible for our actions and success." The positive school climate and obvious caring of the staff for the students (and vice versa) makes it a warm and inviting place. E-Mail Home | About NCMSA | Conferences | Membership | Schools to Watch | Regions | Publications Last Updated March 3, 2007 © 1999-2007 North Carolina Middle School Association National Forum logo, graphics, and criteria used with permission.