Located in Philadelphia's Germantown, Hill-Freedman draws more than 250
students from 20 elementary schools in the city's Northwest Region.
Fourteen years ago the former middle school was combined with a school
for special education, creating a new school that is today a magnet
school for high-achieving 6th-8th grade students, a school for students
with special needs, and a home for two classes of at-risk preschoolers.

All prospective students for the regular middle school must apply and
demonstrate at least a sixth-grade reading level. No new students are
accepted after seventh grade, Hathaway explains: they would be too far
behind to catch up to Hill-Freedman's rigorous curriculum. The school
also contains one learning support class, two autistic support classes,
a life skills support class, and two multi-handicapped life skills
classes. Learning support students are screened for strong work ethics,
as are all students, and attend advisories (homeroom) with regular
education students.

![](media/image1.jpeg){width="6.379166666666666in"
height="2.2291666666666665in"}Both staff and parents refer to
Hill-Freedman as the "best kept secret" in Philadelphia. Application
packages are given to all feeder elementary schools, passed on to
potential students by the principals or guidance counselors.
Hill-Freedman doesn't need to advertise for students; its reputation
resonates in the community. There is a waiting list to get in, and many
of the school's families have more than one student who has attended or
is attending Hill-Freedman.

![](media/image2.jpeg){width="4.170833333333333in"
height="1.50625in"}"At some point, the district forgot about us," says
Hathaway. This both forced and enabled her to become more independent,
an opportunity she used to increase the school's adoption of technology
and introduce a humanities-infused curriculum. Besides the high numbers
of computers available for core coursework, Hill-Freedman's music room
contains electronic keyboards for student music composition. Students
have the opportunity to join band or orchestra, all take dance in 7th
grade, and all take drama in 8th grade. Staff members believe these arts
opportunities build self-confidence and self-reliance, bringing the
concept of independence full circle.

Because of block scheduling and the school's small size, students at
Hill-Freedman don't circulate among classes as they do at most middle
schools. Instead, all grade level teachers at Hill-Freedman have dual
certifications. Each grade has one ELA/social studies teacher and one
math/science teacher. In the current 7th grade, which has the greatest
number of students, an additional ELA/social studies teacher and a
math/science teacher spend half their day teaching and half their day
coaching and/or providing student support (pull-out or in-class).

Additionally, resource teachers, many of whom are professionals in their
field, provide instruction in art, music, dance, physical education and
drama, technology, and Vo-Tech (for life skills students). Eleven
paraprofessionals work with the special education classes, some of them
providing one-on-one services to profoundly disabled students.

**Working One Year Ahead of the Curriculum**

![](media/image3.jpeg){width="3.3826388888888888in"
height="1.851388888888889in"}For many years, the Philadelphia school
district allowed each school to design its own literacy curriculum. Four
years ago, however, the district began requiring a core curriculum. As
luck would have it, Hill-Freedman was already using the chosen
program---but at one grade level above the district requirement.
Hathaway insisted that Hill-Freedman be allowed to continue teaching the
curriculum at the school's historic level and today, Hill-Freedman's
students continue to study one grade level above their peers.

The point to teaching one year ahead, says Hathaway, is not so that
students can opt out or test out of classes when they go to high school,
although some students do chose to do that. Her hope, and that of the
coaches, is that students will feel more comfortable transitioning to
high school because they will be familiar with the material and
encouraged by their success, which will motivate them to continue to
achieve.

![](media/image4.jpeg){width="3.8222222222222224in"
height="2.8118055555555554in"}Teaching one year above the curriculum in
literacy has other benefits as well. The districtwide curriculum was
designed to make sure students reached the "proficient" level on
Pennsylvania's state test. By teaching students a year ahead of the
curriculum, even students at Hill-Freedman who are struggling with their
coursework can score "proficient." Says Hathaway, "Before we were only
the best of the worst. Now, the staff knows their students can perform
when pushed." Adds a staff member, "When you set high expectations, you
find students can usually meet them."

Given the pace of their school work, students have to be ready to
perform at high levels when they enter Hill-Freedman. Applying students
must read at the 6th grade level, for example, because the school begins
teaching at the 7th grade level. As a result, Hill-Freedman does not
have the kinds of adolescent literacy problems many middle schools face.
Hill-Freedman students who need more intensive instruction are pulled
out of class in small groups by the literacy coach.

Literacy concepts, grammar, and writing are also reinforced in the
school's Spanish curriculum: all students receive instruction in Spanish
for one hour every day. Some test out of beginning level courses when
they reach high school, says the Spanish teacher, but all have an
increased sense of confidence when they take foreign languages later.

In math, Hill-Freedman combines curricula, including a software program
designed around state and national standards that pits school teams
against each other---class versus class, school versus school. The math
and science teachers at Hill-Freedman brag about their classes' trophies
and the number of months in a row they've won. "Apparently, we are the
school to beat in the district," Hathaway says, adding that competition
is a great motivator for students and staff.

![](media/image5.jpeg){width="4.0125in" height="2.34375in"}In addition
to core coursework in language arts, math, science, social studies, and
Spanish, Hill-Freedman students benefit from regular instruction in the
arts. All students can choose to participate in band or orchestra. Says
a 6th grader, "The music program is great.... It gives you determination
and courage and the teacher doesn't let you fail." Seventh grade
students receive dance lessons, in lieu of P.E., with a professor from
the College of Performing Arts, a program that has been in place for 12
years. All 8th grade students participate in drama, from creating and
choosing scripts to researching costumes and history and to performing
in and producing an end-of-the-year show.

**High Expectations**

![](media/image6.jpeg){width="3.982638888888889in"
height="2.40625in"}Given the demands placed on everyone at
Hill-Freedman, teachers have high expectations for their students and
the principal has high expectations for her staff. Teachers are expected
to move to a higher level of teaching each year. Resting on one's
laurels is not acceptable. "Always question," says a ELA/social studies
teacher. "Every time I do a lesson, I always make a note for next time,
what I would do to make it better." Hathaway is adamant that everyone in
the school believe that failure is not an option. Teachers echo the
sentiment. "I give them everything I have, but I expect everything too
in return."

To that end, all students have portfolios that contain their grades and
assessment results. Portfolios are reviewed annually and students set
new goals and targets, which progress teachers monitor. The projects and
homework can be overwhelming, admits one 6th grader. "It's hard but
fun," says a 7th grader.\
Peer teaching is encouraged, particularly in math, giving students a
feeling of self-worth. Teachers suggest students interact with each
other to solve problems and strategically seat students to "feed off"
each other competitively.

The school is focused on transitioning students from childhood to
pre-adulthood. None of us are "cuddly," says Hathaway---"nurturing, but
not cuddly." While she realizes the approach might seem harsh at times,
she believes students will thank them later. Some already do. Says one
8th grader: "It's a lot of work but not more than you can handle. When I
go to high school I know I'll be prepared for the work."

**Leadership Means Keeping a Screwdriver Handy**

![](media/image7.jpeg){width="3.329861111111111in"
height="2.329861111111111in"}The principal has vision, says a math and
science teacher: Her leadership inspires the staff and sets the
direction for the school. A second teacher agrees that the motivation to
be different comes from the top.

But the school was not always ready for Hathaway's no nonsense, no
excuses leadership. Early on, she says, "I felt like I was at the top
dragging people along." Although she tried to recruit teachers with the
same belief system, the district didn't let her select her own teachers
though, so she became good at "deselecting." She says her goal has
always been to "create a school good enough to send my children to."
She's had to keep that in mind when evaluating teachers. If they're not
good enough, something needs to be done.

![](media/image8.jpeg){width="2.928472222222222in"
height="2.2083333333333335in"}In the beginning, Hathaway needed to be
literally hands-on. When she realized how far behind Philadelphia was in
technology, she bought computers by using school funds creatively, and
in 1994, Hill-Freedman was the first school in the district to be wired
for the Internet and have e-mail. "I didn't have a tech person," she
explains, "I was it." She went around the school in an apron filled with
screwdrivers and instruction manuals, fixing technology problems as they
arose. The district ended up having her sit on technology committees to
help build district capacity.

Today computers outnumber students at Hill-Freedman. All classrooms have
computers, all teachers have laptops, there is a computer lab, computers
are used for musical composition, and all students receive technology
instruction that supports classroom instruction. Classrooms are
beginning to have interactive whiteboards installed to further enhance
instruction. The district IT department often turns to Hill-Freedman to
try new technology before going districtwide, coming to the school for
ideas, fostering competition and a drive to keep ahead of everyone else.

Over the fourteen years, Hill-Freedman began to build a reputation and
consequently a strong team of teachers. Hathaway is more concerned about
teacher determination to help students succeed than qualifications. None
of the original middle school staff remain, and only one of the special
education teachers. The school experiences turnover in one to two
teachers per year. New teachers are hired with the understanding that
they believe in the same principles as Hathaway: that all students can
reach high levels. Anyone who is not willing to work hard and dedicate
him or herself to that work ethic does not stay long.

Hathaway maintains an open door policy for students, staff, and parents.
"She's a very good leader," says one parent "She's results-driven and
demands that parents do their part; leadership trickles down." Agrees
another parent: "She's like a mother, she makes the kids grow up and the
parents let go."

Parents are very important to the Hill-Freedman community; they make
themselves available to teachers and staff through email, cell phones,
or even at work. In helping their children at home and adopting the "can
do" spirit, parents make the Hill-Freedman wheel turn, says Principal
Hathaway.

Hill School was an historically African-American middle school before it
was combined with Freedman school. Hathaway believes Hill-Freedman has a
responsibility to show the world that African-American students can be
successful. Staff members agree. "I would follow the principal into a
burning building," says the vo-tech teacher, "because she understands."

**Student Opportunities**

![](media/image9.jpeg){width="3.5340277777777778in"
height="2.075in"}Whatever a child's talents---academics, arts,
sports---he or she will find it, says a parent. Despite its small size,
Hill-Freedman offers a wide range of extra-curricular activities. Staff
members believe that extra-curricular activities encourage students to
be at school, and being at school fosters learning and personal growth.

Besides regular instruction in music, dance, and drama, all students are
involved in two annual performances: a holiday show and an
end-of-the-year show. Students also participate in service learning,
such as volunteering in the special education and pre-K classes, perform
music for the pre-K classes, and cleaning and beautifying the school
building and grounds. A day in early October is dedicated specifically
to painting and maintaining the building. Students get to choose which
colors to paint their classrooms and hallways, giving them greater
ownership of the building.

![](media/image10.jpeg){width="4.5472222222222225in"
height="2.3402777777777777in"}Hill-Freedman's extra-curricular emphasis
in the last several years has been on sports, led in particular by one
teacher's dedication to providing students with diverse opportunities
not often found in city schools. Currently, the school offers 16 sports,
including the typical ones such as basketball, track, and soccer, but
also less typical sports like tennis, golf, lacrosse, and field hockey.
The most recent addition is crew---Hill-Freedman is the first school in
Philadelphia to offer it---and the school hopes to offer swimming soon
as well. Staff members view these sports in a broad context. The vo-tech
teacher explained that golf, lacrosse, and crew are sports that will
give students the chance to gain college scholarships.

![](media/image11.jpeg){width="3.5243055555555554in"
height="2.3930555555555557in"}Hill-Freedman's unique character means
teams usually must compete against other magnet or private schools.
Games are arranged by the vo-tech and dance teachers. Funding for sports
is acquired creatively, and staff seize on all available opportunities.
"We get equipment however we can," the vo-tech teacher said. That means
hitting the thrift stores, trading with other schools, and the
occasional long drive to pick up a cheap piece of equipment and
refurbishing it with student help. Students must maintain at least a B
average to participate in more than one sport; teachers can revoke
privileges if work declines.

For students who show undeveloped potential, Hill-Freedman offers the
opportunity to participate in Outward Bound. Each session, 11-15
students who staff believe would benefit from the experience, are chosen
for the program. Slots aren't just available to students in the regular
middle school, however. Recently, a high functioning autistic student
attended, amazing staff members by his growth. Outward Bound
scholarships are available, but most families are able to afford it; if
not, the school finds a way to cover the \$25 fee.

**Student Supports**

![](media/image12.jpeg){width="2.9743055555555555in"
height="2.7284722222222224in"}The school's open house for prospective
6th graders includes a parent tea and an assembly for the students to
explain the school's program, expectations and requirements. From
entering 6th graders to exiting 8th graders, Hill-Freedman provides
students with multiple support systems.

In August, all incoming students receive a weeklong orientation designed
to help them absorb the school's culture; work on the school's mission
statement; review the rules, expectations, and study skills; participate
in team-building activities; and gain a sense of familiarity with the
school. Hill-Freeman also introduces 6th graders to Steven Covey's Seven
Habits of Highly Successful Teens and gives them an agenda taken from
the program. During the year, the school counselor gives monthly
presentations on Covey's ideas. Parents said they loved how the program
helps prepare students for life post-high school. Students said they
liked how the agenda keeps them focused and organized---"there's no
excuse for procrastination," explained one student.

![](media/image13.jpeg){width="2.9298611111111112in"
height="2.2243055555555555in"}During morning homeroom "advisories,"
staff and students review how to follow the rules and apply them to
"real life" and adulthood. Staff stress that for most students
Hill-Freedman is an extraordinary change: once they were given "lots of
slack," and now they are given none. All staff members, from the nurse
to teachers to the principal, feel compelled to stay alert and on top of
the students. Occasionally, Hathaway says that she wonders if she is too
intense for some students and whether they would be better off in a
neighborhood school. Still, in her fourteen years at Hill-Freedman, only
one student has ever been retained in 8th grade. The cohesive message
across classes and teachers helps students with focus and studying, says
the counselor.

From October to March, students at risk of not achieving "proficiency"
on the state test must attend an hour of tutoring Monday through
Thursday; an additional hour is available for homework help. Other
students may sign up too for the first hour, but if they do, they are
expected to attend for the duration. For those students still having
trouble academically, extra tutoring is available on Saturday. The
school uses a blend of Title I and other funds to support the program.
Teachers also try to accommodate students in need of help during the
school day. "The teachers are patient and willing to work with you,"
said a seventh grader, "They're genuine, and you can talk to them during
lunch." They want to see you succeed, added an eighth grader, "but they
don't enable you, they encourage you."

![](media/image14.jpeg){width="2.1034722222222224in"
height="2.8020833333333335in"}In the fall, the counselor works with the
graduating eighth graders to identify their top five choices for high
school. Together, they prepare portfolios with students' 7th and 8th
grade transcripts and all assessments. Students request recommendation
letters from teachers and prepare a writing sample. In March, students
get their acceptance letters from the high schools.

In spite of being located in a relatively high crime area, Hill-Freedman
is not confronted with violence. One reason, suggests a teacher, is
because the students want to be here and don't want to jeopardize their
position. Staff members also credit the basic rules that all students
must learn at the week-long summer orientation. The school has a zero
tolerance policy for behavior issues and low attendance.

**Special Education**

Special education classes at Hill-Freedman are integrated with the
regular middle school whenever possible, but integration depends on the
severity of students' needs. In general, special education students join
the middle school students for assemblies, lunch, and occasional trips.

![](media/image15.jpeg){width="2.21875in"
height="2.1326388888888888in"}Learning support students at Hill-Freedman
join their regular education peers for advisories and, like other
students, are screened for their work ethic before being admitted. The
learning support teacher models her classes after the regular education
classes: her students complete the same research projects and
participate in the school science fair. "It's amazing what comes out
when you push them," she says. Unlike the other special education
teachers, she participates in all the grade-level and content-area
teams, choosing which teams to meet with based on her students' current
needs.

The life skills support class contains students with a variety of
abilities, some of whom function academically at early elementary grade
levels. They learn interpersonal communication, domestic management,
personal maintenance, and recreation and leisure. The life skills
support students, autistic support students, and multiple disabilities
life skills students are given an alternate state test at their skill
level. After three years at Hill-Freedman they move on to high school,
staying until they reach 21. In any given year, 20% of the school
receives alternate testing. "Our job is to lead these students to good
choices," says the vo-tech teacher, "to teach those who can master them
the skills they need to be productive members of society."

**The Team Approach**

School staff responsibilities don't end at the classroom or office door.
Hathaway has instilled the concept that all teachers are responsible for
all students, and "We all back each other up," says the counselor,
adding that students know they can't play one teacher off against
another. "The intimate culture means students can't hide and staff must
communicate. You can get five or six perspectives on any child," notes a
teacher, "because everyone knows everyone else."

![](media/image16.jpeg){width="2.08125in"
height="2.9743055555555555in"}Although Hill-Freedman does not have a
leadership team per se, the principal, coaches, nurse, counselor, and
learning support teacher meet regularly. Grade-level teams meet and
provide their own direction. The system seems to work well for everyone.
Teachers expressed appreciation for the freedom to come up with ideas,
develop plans, and present them to Hathaway---adding that they
invariably receive full support, financially and professionally.
Confirms the drama/P.E. teacher, "This is home for an eclectic group of
teachers; we are allowed to expand and explore."

For her part, Hathaway appreciates that her teachers can develop ideas,
support them with solid data, and plan how to implement them, leaving
her with very little work to do to initiate the recommended project.
"The coaches have diminished my role," she says, with pride, adding that
she likes knowing that whenever she retires the teams and the projects
can carry on, even when new teachers come aboard.

Because most grade levels only have one teacher per content area, they
have no opportunity to discuss issues with other teachers using the same
curriculum. They are encouraged to work around this by reaching out to
colleagues in other schools and taking advantage of professional
development opportunities. Teachers also work together to monitor each
other and share techniques and strategies, and the two coaches
collaborate to integrate literacy across the curriculum. Everyone knows
the school's success depends on each of them.

![](media/image17.jpeg){width="2.7819444444444446in"
height="2.0972222222222223in"}Nor are parents or students left out of
the process. At regular town hall meetings, staff, students, and parents
gather in the auditorium to discuss issues and resolve problems. Staff
members also work to educate parents, holding workshops to help parents
understand student assignments, such as research papers and the science
fair; to interpret student grades and test scores; and to explain the
high school application process. Parent-teacher conferences take place
three times a year.

Parents laud the school's open door policy, especially the principal's
willingness to discuss progress or problems. When the district decided
to require uniforms, parents worked closely with school officials to
determine the best way to approach the issue, from style and color to
methods of enforcing the rules.

Staff members admit that the school's small size makes it easier.
"Having a small staff makes everyone more accommodating to each other
because we can meet more often," says the learning support teacher. It
also makes for challenges: All staff members perform multiple duties and
most teach multiple disciplines.

No one thinks their subject is more important than any other subject,
explains one of the coaches. And this affects the way students think
about their courses. Everyone knows and does what they teach. We don't
always agree, she adds, but we can respect each other on a professional
level, and the students sense that.

![](media/image18.jpeg){width="2.7631944444444443in"
height="2.3673611111111112in"}**Ready for the World**

With their recent Blue Ribbon award, the school, once overlooked by the
district, is suddenly finding itself in the spotlight. Hathaway is
little unsure what to expect now that the "best kept secret in
Philadelphia" is no longer a secret. Yet the can-do attitude,
independence, and leadership at Hill-Freedman seem unlikely to wane. "We
are training the students to take responsibility for their education,"
says the counselor. "We encourage our children to enhance their
experiences by maximizing their cognitive ability and utilizing all
tools available."

Says one parent who's seen multiple family members graduate from
Hill-Freedman: "When they leave here, they are ready for the world."

+---------------------+----------+---------+-------+--------+-------+
| **Joseph E. Hill/   |          |         |       |        |       |
| Sampson L. Freedman |          |         |       |        |       |
| Middle School**     |          |         |       |        |       |
|                     |          |         |       |        |       |
| **State             |          |         |       |        |       |
| C                   |          |         |       |        |       |
| riterion-Referenced |          |         |       |        |       |
| Tests**             |          |         |       |        |       |
+---------------------+----------+---------+-------+--------+-------+
| **% proficient and  |          |         |       |        |       |
| above: 8th grade    |          |         |       |        |       |
| Reading**           |          |         |       |        |       |
+---------------------+----------+---------+-------+--------+-------+
|                     | 2002     | 2003    | 2004  | 2005   | 2006  |
+---------------------+----------+---------+-------+--------+-------+
| All                 | 70       | 76      | 90    | 85     | 94    |
+---------------------+----------+---------+-------+--------+-------+
| Low income          |          | 61      | 91    | 80     | 79    |
+---------------------+----------+---------+-------+--------+-------+
| State Scores        | 58       | 63      | 69    | 64     | 71    |
+---------------------+----------+---------+-------+--------+-------+
| **% proficient and  |          |         |       |        |       |
| above: 8th grade    |          |         |       |        |       |
| Math**              |          |         |       |        |       |
+---------------------+----------+---------+-------+--------+-------+
|                     | 2002     | 2003    | 2004  | 2005   | 2006  |
+---------------------+----------+---------+-------+--------+-------+
| All                 | 63       | 44      | 85    | 89     | 89    |
+---------------------+----------+---------+-------+--------+-------+
| Low income          |          | 17      | 86    | 95     | 74    |
+---------------------+----------+---------+-------+--------+-------+
| State Scores        | 51       | 51      | 58    | 63     | 62    |
+---------------------+----------+---------+-------+--------+-------+

![](media/image19.jpeg){width="5.367361111111111in"
height="3.6368055555555556in"}