61. Summerbridge Cambridge - Success Stories finetune my teaching so that I can help each and every one of my students.My first sleepless summer as a middle-school teacher prepared me for all the http://www.summerbridgecambridge.org/successstories/

Home About Us Students Teachers ... Contact Us Success Stories Meet a few of our students and teachers Jacky Dabó Chris Yarng Ariel Pliskin YY Yang ... Joe Hixson Jacky Dabó In recognition of her perfect attendance at the Summerbridge Cambridge After-School Program Jacky Dabó was invited on a field trip to a roller rink. Jacky had never skated before, but she was determined to learn. Long after her fellow classmates had abandoned their skates for the air hockey table, Jacky was still inching along clinging to the wall and by the end of the afternoon she was gliding around the rink. Jacky has shown the same determination to learn at Summerbridge Cambridge. She arrived in the United States from Guinea-Bissau in the fourth grade speaking only Portuguese. Jacky and her mom moved in with her aunt and her cousin Anabela, who was a student at Summerbridge Cambridge. The next year, Jacky became a Summerbridge Cambridge student. Over that first summer her scores on her math tests more than doubled. Her writing skills also drastically improved, particularly her spelling and grammar. “Summerbridge is really a lot of fun,” said Jacky, “The teachers are great and they’ve taught me a lot of hard stuff,” after a thoughtful pause she added, “especially fractions.” Chris Yarng When she applied to Summerbridge Cambridge Chris Yarng had not thought much about teaching. She did not really have the time. As an undergraduate her days had been filled with a wide range of activities including rowing on crew team, coordinating publicity for the Women’s Resource Center, and managing the Student Center. An Anthropology and Policy Studies major at Rice University, Chris listed her career interests as Public Interest Law or Public Health.

62. Turning Points - Transforming Middle Schools teachers at the school do not teach to the test, but focus instead on good An analysis* of five Peoria middle schools reinforces the positive impact of http://www.turningpts.org/success.htm

Turning Points school's scores rise! (June, 2003) CIS 303, the Turning Points school in the Bronx, New York, has experienced a rise in the English Language Arts standardized test scores. The scores are up 23 % from last year. 32.6% of students from the city met the standard in 2003 , and 41% from CIS 303 met the standard. Teachers at the school do not teach to the test, but focus instead on good curriculum and instruction. Research findings point to the positive impact of implementing the Turning Points principles. Following are summaries of five different studies of Turning Points schools: Illinois Middle Schools A study* conducted in 31 Illinois middle schools indicates a rise in student achievement and other measures of school improvement: Felner, R. et al (March 1997). "The impact of school reform for the middle years: longitudinal study of a network engaged in Turning points-based comprehensive school transformation." Phi Delta Kappan , 78, pp. 528-550.

63. Buck Lodge Middle School The staff of Buck Lodge middle school believes that all students can learn. A student who is well organized will also find success in school. http://www.pgcps.pg.k12.md.us/~blms/

Buck Lodge Middle School 2611 Buck Lodge Road Adelphi, MD 20783 Phone: (301) 431-6290 School Improvement Plan A Professional Development School with The University of Maryland - College Park Where Character Counts! Our Mission School Activity Clubs School History Buck Lodge Events ... Faculty Teams Our Mission The staff of Buck Lodge Middle School believes that all students can learn. We believe that all students can learn. We believe that our purpose to teach all students in a safe, orderly and caring environment so they may learn and successfully utilize the skills necessary to participate positively in an interdependent world. School History Buck Lodge was the name given to 250 acres of land given by King George I of England to Arthur Nelson in 1717. The land was later given to Benjamin Belt. In 1746 Belt sold the land to Thomas Owens of England who lost the land to Count Demanu. The Count willed the land to a Mr. Pywell. The land was kept in the family until it was bought by the Maryland State government. The Prince George's County Board of Education acquired the land in 1956. The school grounds consist of twenty-six acres, including several large athletic areas. The original school building covered 5 acres. A 14-room addition was completed in 1966 which included a new library and band room. An orthopedic wing was completed in 1981.

64. 2005 New WI Promise Cameron Middle School, Cameron Reading, Mathematics, Attendance, Graduation, Keys to success. At Cameron MiddleSchool, we are honored to be a part of our students lives, http://www2.dpi.state.wi.us/sst/nwps/2005/cameron_middle.html

New Wisconsin Promise: Schools Of Recognition 2005 Cameron Middle School Cameron School District 700 S. First St., Cameron, WI 54822 Cameron School District website Cameron Middle School website Principal: Tom Spanel School Enrollment: 258 Grade Levels: 5-8 Years in Operation: 5 View Academic Achievement View Demographic Data Reading Mathematics ... Keys to Success "At Cameron Middle School, we are honored to be a part of our students' lives, and we are excited about the opportunity to help them grow." Tom Spanel, Principal OVERVIEW: At Cameron Middle School (CMS), we understand that our students are experiencing a transitional time of life with great intellectual, physical, emotional, and social changes. We are committed to meeting the diverse needs of our learners and are constantly working with our students and parents to improve the services we provide for them. Our goal is to consider each of these aspects of a child's life when developing an educational program with high expectations along developmentally appropriate lines. READING STRATEGIES: Overview of the most significant strategies to ensure student success in reading content area materials.

65. Teach Aim High, an academic summer school program for middle school students, iscurrently accepting applications for summer teaching positions. http://www.aimhigh.org/faculty/

donate Board of Directors Scott Wu, President Larry Weiss, Vice President David Simpson, Vice President Bob Falkenberg, Treasurer Jan Scholes, Secretary Alec Lee, Executive Director Al Adams Stephen Davenport Lara Druyan Sherrill Foster James Harris Judith Kell Karan A. Merry Andrew Pickersgill Edward Poole Mark Salkind Glenn Shannon Doug Shorenstein Trustee Emeritus Miranda Heller Molly Hooper Martha Kropf Colin Lind David Plant Howard Wexler Summer 2005 Program Dates: June 20th - July 30th Aim High, an academic summer school program for middle school students, is currently accepting applications for summer teaching positions. The summer 2005 dates are: June 20th - July 30th (a six-week program for teachers, five weeks for students). Aim High is located at six campuses in San Francisco and one campus in Oakland. Courses include: Humanities, Science, Math, Computer Science and a variety of co-curricular activities. The staff at each of the Aim High sites consists of experienced master teachers as well as interns. Classes are team taught. Classes are small, salaries are competitive and Aim High is also a terrific opportunity for experienced teachers to mentor interns.

66. Tycoons / Girls Grab Shot At Power / Lure Of Success Hooks Middle School Student Girls Grab Shot at Power Lure of success hooks middle school students Unlike the other schools, students at Girls middle school are required to work in http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2001/02/28/MN1

67. Jump$tart Coalition and offers middle grades and high school students a virtual map to tomorrow . Playing the game, Choose Your success, students apply reflective http://www.jumpstart.org/

First convened in December, 1995, the Jump$tart Coalition for Personal Financial Literacy determined that the average student who graduates from high school lacks basic skills in the management of personal financial affairs. Many are unable to balance a checkbook and most simply have no insight into the basic survival principles involved with earning, spending, saving and investing. Jump$tart Coalition Partners Help Those Affected by Hurricane Katrina! The National Coalition of Girls' Schools (NCGS) is serving as a clearinghouse to help funnel aid to two sister schools in New Orleans-Academy of the Sacred Heart and The Louise S. McGehee School. Forty-five NCGS schools-nearly half the membership-have offered to take in displaced students as boarders or with families in the school community. In many cases, the schools are offering and providing tuition assistance. NCGS schools have stepped forward to help other schools throughout the hurricane zone as well, and the NCGS Web site features links to donate to general Katrina relief efforts. To see the good deeds of another Jump$tart partner

68. What Really Motivates Middle School Students? One of the most successful creative projects we have seen involved an Each student in a middle school class was linked to an older member of the http://www.middleweb.com/StdntMotv.html

Resource for discussion Other resources on this topic What do students want (and what really motivates them)? Educational Leadership Sept 1995 Richard Strong, Harvey F. Silver and Amy Robinson Students who are engaged in their work are energized by four goals - success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom? Ten years ago, we began a research project by asking both teachers and students two simple questions: What kind of work do you find totally engaging? and What kind of work do you hate to do? Almost immediately, we noticed distinct patterns in their responses. Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others. It was also work at which they were good. As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others. How, then, would we define engagement? Perhaps the best definition comes from the work of Phil Schlecty (1994), who says students who are engaged exhibit three characteristics: (1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles, and (3) they take visible delight in accomplishing their work.

69. Tools For Student Success: Selected Publications For Parents And Teachers MY CHILD S ACADEMIC success. Tools for Student success This booklet helpsparents of elementary and junior high school students understand why homework http://www.ed.gov/parents/academic/help/tools-for-success/

resultsagenda_off = new Image; resultsagenda_off.src = '/images/ed_gl_tnav_resultsag1.gif'; resultsagenda_over = new Image; resultsagenda_over.src = '/images/ed_gl_tnav_resultsag1_r.gif'; Math Achievement - NCLB Science Achievement - NCLB Helping Your Child Get More! Receive ED newsletters View teaching resources Get answers to questions Take our online survey Prepare My Child for School Help My Child Read My Child's Academic Success Help My Child with Academics Summer Learning Home Schooling Health and Safety ... College for My Child Select a Topic Accountability Accreditation Arts Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School High Schools History International Ed Math Reading Safe Schools Science Suppl Services Teacher Quality Technology Advanced Search About ED Offices Publications ... File Viewers MY CHILD'S ACADEMIC SUCCESS Tools for Student Success Selected Publications for Parents and Teachers PDF (307 KB) "Our children ... deserve an education worthy of this great nation. Together we will make sure that every child learns and no child is left behind." President George W. Bush

70. Use Perl | Teaching Perl To Middle School Students Teaching Perl to middle school students article related to News. In themost successful of the middle school efforts last year, by the end of the http://use.perl.org/article.pl?sid=00/04/13/1756223

71. Team Roosevelt: 4/15/03 City middle school builds success, community through teacher partnerships The middle school model attends to the whole student socialemotional, http://www.ccebos.org/rooseveltms.html

Team Roosevelt City middle school builds success, community through teacher partnerships By CHRISTINA CONNELLY, Standard-Times special Roosevelt Middle School teacher Diane Banas is more than ready for her seventh-grade social studies class to begin. What may surprise a casual observer is that her students appear every bit as ready as she is. They stride to their desks, chat briefly with friends and quickly settle down. They take out last night's homework, maps of ancient Mesopotamia, before roll is called. Mrs. Banas has 45 minutes to lead this class, and after 19 years of teaching, she's probably used to being a slave to the clock. Still, she spends precious time handing out kudos and stickers to her young cartographers. She is connecting with her students in a way that is key to the mission of New Bedford's new middle school initiative. "Middle school is conducive to growing up," says Roosevelt literacy teacher Shelly Sylvia. "These kids need connection with teachers, and with peers. They don't get that in junior high." New Bedford is in the process of transforming its three junior high schools into middle schools. The transformation includes new school buildings as well as wholesale changes in the schools' philosophies and teaching methods. The transition is well underw ay at the new Roosevelt, and is slated to begin in earnest next school year at Normandin. Keith Junior High will be the last school to make the transition.

72. Columbia Middle School: Teaming For Success Progress Report 2001 Project Title Teaming for success. Columbia middle school two teachersteaching their own subject in the same classroom, the student learning objective http://www.newhorizons.org/spneeds/inclusion/teaching/pilot1progress.html

You are here: Home Special Needs Inclusion Washington OSPI Best Practices Development Grants Project Title: Teaming for Success Columbia Middle School Columbia School District Contact: Mike Taylor mtaylor@csd.wednet.edu 835 Maple Burbank, WA 99323 Population Special Educ Title I/LAP ESL Columbia Middle School: OSPI Inclusion Grant Progress Report 2001 student learning objective must be the focus of planning meetings. This is the best advice have received and it has helped make our collaboration effective. All members of the collaborative team (regular education teachers, reading specialists, special education teachers, and paraprofessionals) should contribute ideas and strategies for meeting those objectives. This will keep feelings from being hurt when a favorite lesson is rejected because it is believed to be unsuitable for the ability level of the students. Instead, the learning objective is identified and ideas are submitted for ways of assisting students to obtain that goal. Ways are found to change the lesson so that the learning objective is still the same, just the method of obtaining it has changed. Personalities, turf, teaching style, tolerance, and discipline beliefs are small barriers that can become large if not addressed in the beginning. Collaborative teachers do not have to be best friends to be effective. There does need to be respect, trust, and parity within the team. The three of us sat down before school started and listed what could and could not tolerate in a working relationship and classroom. After sharing these lists we found we had more in common than we thought. We decided on a discipline plan, tolerance levels of noise, mess, and responsibility of students. Communication with parents throughout the year and at conference times is a bit of a juggling act, but all parents are thrilled that their child is getting the amount of individualized attention collaborative teaching affords.

73. Alderwood Middle School Makes A Difference Alderwood middle school in Edmonds, Wash., has created a learning environment Mary’s experiences include teaching special needs students and supervising http://www.newhorizons.org/spneeds/inclusion/teaching/steinberg.htm

You are here: Home Special Needs Inclusion Teaching and Learning Alderwood Middle School Makes A Difference by Pat Steinburg and Suzie Baier Alderwood Middle School in Edmonds, Wash., has created a learning environment that has resulted in improved test scores, school participation and parental satisfaction for students with disabilities. Located in the Edmonds School District, about 20 miles north of Seattle, the suburban district consists of five separate municipalities: Woodway, Brier, Lynnwood, Mountlake Terrace and Edmonds. The communities have diverse populations and a wide range of socioeconomic status, from extreme wealth to poverty. Of the four comprehensive middle schools in the district, Alderwood has the most diverse student population. The student population includes: 36 percent on free and reduced lunch, 7 percent of whom are limited English proficient, 10 percent who qualify for special education, and 35 percent various ethnicities. Beginning in the 2001-02 school year, Alderwood Middle School opted to begin using the Keys for Excellence in Your Schools (KEYS), an educational reform process developed by the National Education Association. The KEYS survey measures schools in six KEY areas:

74. EDC Feature Articles: Teaching Middle School Students To Be Active Researchers When it is successful, it is very successful, because teachers work together to To order Teaching middle school students to Be Active Researchers by http://main.edc.org/newsroom/features/zorfass.asp

Home Newsroom EDC Feature Articles September 1999 Teaching Middle School Students to Be Active Researchers C arlo, a New York seventh-grader, had composed several questions for an interview his class would conduct with a local cardiologist. He and his classmates were preparing the interview for their social studies class, but they had composed the questions in science class and role-played the interview in language arts. In the words of EDC’s Judy Zorfass, Carlo had learned the skills of the "active researcher," the art and science of self-motivated inquiry, investigation, and learning. "Young adolescents, like Carlo, are beginning to ask complex questions about their lives and the world," said Zorfass, co-author (with middle school principal Harriet Copel) of Teaching Middle School Students to be Active Researchers ."I-Search units are particularly powerful for this age group because they encourage students to make critical connections between various subjects and between the classroom and the outside world."

75. Winship And Zane - Serving Middle School Students And Their Families At the end of the school year Merideth helps students and staff organize We do these kinds of activities because they’re middle school appropriate.” http://www.eurekacityschools.org/communityreport03-04/middleschools.html

Both middle schools have language arts and math intervention programs in the Community Learning Center (CLC), the after-school program. Kim Cobine at 441-2487 and Zane Middle School principal Teddie Lyons at 441-2470.

76. It’s Not Just In High School—Agriculture Education In Middle School (A middle school agriculture educators enlighten students both in the “To opendoors for successful teaching programs, one must be willing to learn from http://www.acteonline.org/members/techniques/feb05_feature3.cfm

var gMenuControlID=0; var menus_included = 0; var jsPageAuthorMode = 0; var jsSessionPreviewON = 1; var jsDlgLoader = '/members/techniques/loader.cfm'; var jsSiteID = 1; var jsSubSiteID = 59; var kurrentPageID = 19175; document.CS_StaticURL = "http://www.acteonline.org/"; document.CS_DynamicURL = "http://www.acteonline.org/"; ACTE Members Only Techniques [ Printer Friendly Page ] ... [ Email this Page ] By Hope J. Gibbs, Techniques Contributing Writer One of the strong points Fritz and Moody make is that, even if students do not pursue careers in agriculture after having completed such an exploratory program, they should have a working knowledge of the important role of agriculture in society as the future policy and decision makers of the nation. Fertile Ground The idea to root agriculture education below the high school level has been growing nationwide. Professor Roland L. Peterson, University of Minnesota, has focused his efforts over the years to teaching methods, student teacher supervising, student advising, and developing various courses and programs in agriculture education. Minnesota is not alone in its quest for developing such programs. Bringing agriculture education to the middle school level in Georgia was reinforced by a study done by the Georgia Rural Development Council. Polling almost 4,000 young students in 157 counties revealed that 90 percent felt that agriculture was important, 60 percent have not had the opportunity to participate in leadership programs, 67 percent wished there were more afterschool activities available, and 60 percent wanted to learn skills needed to start a business.

77. Middle School Preparing students for the future workforce middle school is and It alsoallows and university of phoenix teaching successful at school when mount royal http://www.sonsofmaxwell.ns.ca/middle-school.html

middle school Middle school and junior high school cover a period of education that straddles primary education and secondary education and serve as a bridge between them. The terms are used in different ways in different countries. In the United States, middle schools generally include grades 6 to 8 (although they can include just 7 and 8) while junior high schools include grades 7 and 8 or 7 through 9. Many junior highs are generally built like high schools, whereas the middle school concept often involves "pods", "blocks", or periods, whereby grade levels are separated and subdivided into different areas, and students change only between five or so classrooms. This is meant as a hybrid, to ease the transition from elementary school to high school for students. Sometimes they are called Intermediate schools, and sometimes intermediate schools go before middle school, and sometimes middle school goes before junior high school. Middle schools have now replaced junior high schools by a ratio of about ten to one in the U.S. In Canada, education is managed by each province. Middle schools typically span grades six to eight. Junior high school may include grades seven through nine, or eight through 10. In Ontario, some schools, known as senior public schools, focus on just grades seven and eight. Quebec has its own distinct system divided in école primaire (6 years) and école secondaire (5 years, followed by the Quebec-specific institution of CEGEP, and then university).

78. Palm - Education - Snapshots Learn how educators and students at K12 schools have discovered the power ofPalm devices David Telesca, principal at Joseph A. DaPaolo middle school, http://www.palm.com/us/education/studies/

www.palm.com United States home stores products software ... handheld ROI survey All of Palm United States About Palm, Inc. Developers Education Owner Resources Palm Store Products Software Solutions Support start search product registration free newsletters developers ... Education Solutions Snapshots K-12 Snapshots Higher Education Snapshots Handheld Educator Read first-hand accounts of how education institutions like yours have successfully implemented handhelds by Palm and get a glance of creative ideas for implementation. Visit the Handheld Educator for curriculum ideas, tips, techniques, and more. K-12 Snapshots Learn how educators and students at K-12 schools have discovered the power of Palm devices in their teaching and learning pursuits. Fallen Timbers Environmental Center This cooperative nature center in Northeastern Wisconsin offers close to 20,000 students a year an amazing outdoor education experience. Berkmar High School A forward-thinking high school in a large suburban school district just North of Atlanta, GA is making big strides in interactive polling using handheld devices. Clark County Schools Students use AutoTap, an interface device and software program that allows them to use palmOne handhelds as a diagnostic tool. The interface plugs into the diagnostic connector of the automobile and enables the technician to retrieve trouble codes recorded in the automobiles' Electronic Control Module and more.

79. Vic Firth Education Teaching and Reaching at the middle school Level by Mike Fraley Even under thebest circumstances, middle school students can present special challenges. http://www.vicfirth.com/education/articles/Fraley2.html

Teaching and Reaching at the Middle School Level by Mike Fraley Even under the best circumstances, middle school students can present special challenges. Below are some techniques and tips that I have found valuable when working with this unique group between the ages of 10 and 14. Sincerity - Middle school students do not care how much you know until they know how much you care. They can be very good at judging sincerity and character. If you're going to teach at this level, it's mandatory that you enjoy it! Strive to maintain a positive, sincere rapport with all students and their family members. Make it fun! Yes, students will have to learn rudiments and practice things that are sometimes boring and repetitious. Find ways to make it fun and challenging. Remember that you are working with an age group that is bombarded with endless, fast-paced, high-energy computer games, television, movies and entertainment. Believe it or not, you are competing with the other activities in a child's life. Make lessons at your studio or participation in your band program exciting and rewarding, and you'll be a success. Social tendency - Middle school students are very social and can be sensitive about what their peers think of them. It may sound obvious, but make sure that your studio or band program reflects positively on them as members!

80. Teaching Middle School Middle School Education Teaching Junior Jannel, middle school student kinds of teaching strategies and input middleschool Beyond Tracking Finding success in Inclusive schools (includes http://www.questia.com/library/education/curriculum-and-instruction/teaching-mid

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