Part 1: The Challenge

At West McDowell Middle School, Brian Krause saw something troubling: a handful of students on the school’s Watch List were slipping through the cracks. A Watch List is a school-generated roster of students flagged for academic, behavioral, or attendance concerns—those most at risk of falling behind without targeted support. The students on the watch lists were failing core subjects, missing assignments, and showing signs of disengagement. But beneath the academic data, Brian sensed something deeper—these students didn’t just need tutoring. They needed someone in their corner.

“Kids, especially at this age, feel like adults are completely against them,” Brian said. “They need to know someone is watching out for them.”

The Improvement Idea

Brian selected four students and began a simple but powerful routine: weekly 5–10 minute individual check-in meetings with each student. The first meeting was a deep dive—grades, attendance, home life, and anything else the student wanted to share. From there, he met with each student weekly to monitor progress and offer support. Together, every third week, they reviewed grades and attendance to track growth.

His conversations were casual, caring, and consistent:

“How’s it going? I just wanted to check in on you. I see your grades are ____, and you’ve missed ___ days this week. Your teachers said you’re missing ___ assignments. Is everything okay at school? Anything exciting happening at home? Is there anything I can help with?”

Personalized Support

Each student received needs-based assistance tailored to their situation:

One student needed food and clothing
One needed a planner to stay organized
One simply needed someone to listen and believe in them

Brian didn’t wait for students to come to him—he invited them directly, pulling each aside after class and framing the check-ins as part of a special project. That sense of purpose helped students buy in immediately.

“They jumped on board right from the start with no hesitation.”

The Impact

The results were striking. Every student who began the check-ins with an F in math improved to a B by the end of Quarter 2. One student with an F in science raised their grade to a C, and another improved to passing before facing renewed challenges at home.

Science and Math Progess

Student A’s home life shifted dramatically when her mother began working nights. Brian provided a planner to help her take ownership of her assignments. Student D was failing two other classes before the check-ins began. By Q2, he was maintaining a B average in both.

Increase in the Students Final Average in Math in Science

Reflections & Lessons Learned

Brian’s biggest takeaway? Relationships matter. Academic struggles are often symptoms of deeper challenges—stress at home, lack of confidence, or feeling unseen. By showing up consistently and listening without judgment, teachers can change the trajectory of a student’s school experience.

Keys to Success

Start small. One or two students is enough to begin – one needs to determine if a strategy works first!
Be flexible. Meet before class, during lunch, or whenever time allows
Make it personal. Invite students directly and individually and frame it as a meaningful project
Track progress. Use grades and attendance and/or behavior to measure impact
Stay consistent. Use weekly check-ins build trust and accountability

This case study is a testament to the power of focused, individual adult presence to build students’ sense of being known and aced for. When students know someone is watching out for them—not to catch them failing, but to help them rise—they begin to believe in themselves again.

West McDowell Middle School

A Watchful Eye and An Open Door