Every Student Can Be a Superhero of Growth

After 32 years in education, I’ve seen a lot of change. I started my career with chalkboards, pencils, and erasers. Today, I’m leading conversations about responsible AI and helping students create learning experiences that would have seemed impossible when I first stepped into a classroom.

But one thing has never changed: students want to succeed. The question is whether we create the conditions that help them believe they can.

At our middle school in Texarkana, Arkansas, we serve approximately 860 students in Grades 6–8. We’re a Title I school with a diverse student population and a poverty rate above 70 percent. Not long ago, we faced significant academic challenges and pressure to improve outcomes, particularly for our students who needed the most support.

What transformed our results wasn’t a single program or initiative. It was a culture shift centered on student ownership, growth, and belief.

Listen to Students and Let Them Lead

One of the most important lessons I’ve learned as an educator is this: if you want to know what students need, ask them.

As part of our improvement efforts, we brought together a guiding coalition and a student advisory council. During one of our discussions, students said something that changed our direction:

"We're ready to be held accountable. We're ready to take ownership and share responsibility for our school."

That was our missing piece. Teachers knew the data. Administrators knew the data. But the students didn't truly own it. So, we changed that.

Every student learned where they were academically, where they needed to go, and what steps would help them get there. Instead of data being something adults discussed in meetings, it became something students discussed with confidence.

They could tell you:

• Where they were performing
• What skill they were currently working on
• What growth goal they were pursuing
• What support they needed to reach it

When students understand their learning journey, they stop being passive participants and start becoming active drivers of their success.

Make Growth Visible

One strategy that made a tremendous difference was creating visible growth goals throughout our campus. We used WIG (Wildly Important Goal) boards to celebrate progress and keep growth front and center. Students tracked accomplishments, monitored goals, and celebrated milestones together.

The conversation shifted from: "What grade did you make?" to "How much did you grow?" 

That's an important distinction. Growth creates opportunity for every student to succeed—not just those already performing at the top. Whether a student advanced 10 points or 40 points, there was something worth celebrating.

And the students noticed.

I remember one student looking at his data and saying, "I'm so proud of myself. I was afraid of reading and now look at me."

Those moments matter far more than any statistic.

Build a Culture around Growth

Middle school students want to belong. That's why we created our superheroes clubs. The idea came from student conversations. One eighth grader suggested using superhero themes, and the concept took off.

Soon every grade level had superheroes lanyards. We used responsible AI tools to create superhero-style characters and positive growth messages. Teachers became superheroes. Cafeteria staff became superheroes. Custodians became superheroes.

Everyone had a role in helping students succeed.

I even created a series of videos where I served as the "Commander of Campus" and "Protector of Education," checking in on dashboards, celebrating goals, and encouraging students to keep growing.

The beauty of the superheroes theme was that it created unity. No one knew who was performing above grade level and who needed additional support.

All anyone knew was they were a superhero working toward a growth goal.

For middle school students navigating academics, social media, friendships, and all the challenges of adolescence, that sense of shared purpose created a powerful level playing field.

Use Intervention Groups as Launch Pads, Not Labels

One practice that significantly improved outcomes was our flexible RTI structure. Students weren't assigned to a group and left there indefinitely. Instead, they moved.

We used i-Ready assessment data to identify skill gaps and then grouped students based on those specific needs. As students mastered skills, they moved into new groups focused on their next learning target.

We called it "kid shuffling."

A sixth grader might work on one skill. An eighth grader might revisit a foundational skill they missed years earlier. Once mastery was demonstrated, they advanced. This prevented intervention from feeling like a permanent label.

Students understood the purpose. They took a pre-assessment, focused on mastering a skill, and worked toward their next level of success. The goal wasn't simply participation. The goal was growth.

Celebrate Progress Like It's Friday Night Football

Living in the South, we know how to celebrate football. So, we decided to celebrate academic growth with that same energy. When students reached Stretch Growth^® goals, it became a big deal.

Our community joined us in recognizing achievement by donating incentives and prizes. Students earned opportunities to attend athletic events, enjoy concession-stand treats, go bowling, receive recognition on social media, and even earn membership in special clubs.

Stretch Growth became such a "big dill" that local vendors started donating dill pickles for celebrations. Our "Smart Cookie Club" recognized students who mastered lessons and achieved important milestones.

Suddenly students weren't asking whether growth mattered. They knew it did. The entire community was cheering them on.

Attendance Matters Because Relationships Matter

One of our biggest gains wasn't just academic. Our attendance rate over two years increased from 88 percent to 96 percent, and disciplinary referrals decreased by 46 percent.

Every Monday, students reviewed attendance, progress, and upcoming assignments. They communicated with families and reflected on their goals. They also looked out for one another.

If a friend was absent, students often reached out before adults did. And when students missed multiple days, we followed up quickly. We wanted every child to know: "We miss you when you're not here." Attendance improved because students knew someone cared.

The Power of the Pencil and Eraser

Education runs deep in my family. My aunt taught for 50 years. My mother taught for 40 years. My father taught for 38 years. My husband is in his 38th year in education, and both of my sisters have dedicated over two decades to teaching.

Combined, we've spent generations believing in children.

And after all these years, I still believe one of the most powerful symbols in education is a simple pencil. It lets you write your story. But there's an eraser attached.

That's important because learning is never about getting everything right the first time. Students will make mistakes. They will face setbacks. Our job is to help them understand that mistakes aren't the end of the story—they're part of it. Every student deserves the chance to erase, revise, and keep moving forward.

When schools create cultures where students own their data, celebrate growth, build meaningful connections, and believe improvement is possible, remarkable things happen.

Because every child, regardless of starting point, is capable of growth. And sometimes all they need is a community to help them discover their superpower.

Want to learn more about engaging middle schoolers? Download the Middle School Engagement Playbook and view our Middle School Topics page.

More Resources for You: 
Transform Your Classroom with Student-Centered Learning
Student Choice in Middle School: Engagement through Autonomy
Middle School Student Engagement Strategies for Today’s Classrooms