When Maryanne Dillard learned that Meridian's schools were underperforming according to state standards, she didn't look for someone to blame. Instead, the district principal—now in her seventh year at Meridian—assembled a leadership team to take action.

"The test scores in the elementary and then in the junior high were both low. They were below the state average," Dillard explains. "We were underperforming."

This status triggered intervention from the state board of education, but it also provided funding and an opportunity to make meaningful changes. Just one year later, those efforts have led to remarkable progress.

"We have gone from an underperforming school to now both of our schools have been commended for our improvement," Dillard says with pride. "Now we're at a commendable status."

Identifying the Real Issues

Before making changes, the newly formed eight-member leadership team conducted a thorough analysis of what was holding Meridian back. They identified three key challenges:

1. Chronic attendance problems: "The number one issue was the kids aren't here. They're not attending on a regular basis," Dillard notes.

2. Teacher retention and preparation: The teacher shortage has led to more educators entering the profession through alternative certification programs, often without traditional classroom training.

3. Academic achievement: Reading skills in particular needed improvement across grade levels.

The team asked a crucial question: "What of those can we control?" Instead of dwelling on external factors, they focused on creating solutions within their power.

Creating a Culture of Support

For teacher retention, the team supported the mentor program developed by teachers Alice Smith and Kaylee Justice. The program provides targeted support for new teachers, especially those coming from alternative certification pathways who might lack classroom management skills.

"We can't control that there's a teacher shortage," Dillard explains, "but we can control growing our own and helping those people get their degrees and giving them the experiences that they need."

The school has created its own professional development ecosystem, sending teachers to observe at neighboring schools and bringing in outside educators to share best practices.

Making Attendance a Priority

To address attendance issues, the leadership team implemented several creative approaches. They instituted a policy where students with fewer than four absences and a grade of 90% or above can skip final exams—a powerful motivator.

For chronic truancy cases, they work with the state's attorney and hold individualized student success meetings with parents. Sometimes solutions are remarkably simple.

"I have called kids in the morning and said, 'Hey, on my way to work, you better get to school,'" Dillard shares. "Kids will work for food," she adds with a smile, noting that sometimes a donut or Gatorade can be enough incentive to get a student to school on time.

The team recognizes that elementary and high school attendance issues require different approaches since younger students depend on their parents to get them to school.

Strengthening Academic Foundations

With guidance from the state board of education, Meridian adopted a new reading curriculum that's showing early success, particularly at the junior high level. They've also innovated by separating reading and writing instruction at the junior high, with dedicated teachers for each area.

One surprising discovery came through Dillard's dual role overseeing both buildings this year.

"I figured out that in fifth grade they use the term 'takeaway.' Junior high uses the word 'subtraction.' The kids didn't know what subtraction meant, so they couldn't do a subtraction problem," she explains. "That's an easy fix—let's all use the same word."

This vertical alignment between elementary and secondary education has become a major focus, helped by Dillard's presence in both buildings.

"When we meet together for professional development, we do it as a district. When we look at our district assessments, we look at that data together," she says. "Fifth-grade scores shot high, so I asked, 'What have you guys done that we can implement across the board?' They said it's knowing what the other classes are teaching."

Building Relationships First

Despite the pressure to improve test scores, Meridian's approach puts relationships at the center.

"If a child is not mentally and socially-emotionally healthy, how are they going to learn?" Dillard asks. "If you haven't eaten, who cares if you can do an algebra equation? That's not a priority."

The leadership team's philosophy is that education follows relationships. "Once you have that relationship with that child, they don't want to disappoint you in their behavior or in their test score," Dillard explains.

Alice Smith, a member of the leadership team, puts it simply: "These kids, they're sweet. They're kind. They would do anything for you. And for the most part, they're good listeners. They're smart, they're helpful, they're problem-solvers."

Changing Perceptions

Both Dillard and team member Smith acknowledge that Meridian has struggled with its reputation.

"Maybe 10 years ago there was a fight at a ball game," Smith says, explaining how isolated incidents can create lasting impressions. "But I think Ms. Dillard and Mr. Green have done a really good job of changing the way the community views us."

Dillard recalls a moment when a board member from her previous district asked if she was ever scared working at Meridian. Her answer was an emphatic no.

"I know [the parents] are not gonna do anything in this school," she says. As Smith adds, "If they know you love their child, they're there."

Looking Forward

Though Superintendent Jon Green will be leaving for a position closer to his home at the end of the school year—a change Dillard admits has led to "a lot of tears"—the leadership team has built a foundation that will continue.

"It has taken seven years to build culture," Dillard reflects. "Now we have to focus on academics."

The progress is already evident. "We are accomplishing great things here. We have come so far," she says. "Time and time again, our kids show that they are so smart. And I'm like, 'We can't fail these kids.'"

For Meridian's leadership team, success ultimately isn't measured just in test scores, but in preparing students for meaningful lives.

"Our goal is to make them a functioning adult," Dillard emphasizes. "Whatever their life looks like, they need to be the best that they can be.”