41. Philosophy & Goals an essential cornerstone of the success of any All middle school teachers need to be guidance oriented. EXPLORATORY students are encouraged to explore a wide http://srms.pvusd.k12.az.us/phil&goal.html

Our Mission Statement and Goals The mission of Sunrise Middle School is to provide each student an opportunity to excel academically within his/her capabilities and to develop life and character skills to live by, to learn with, and to lead this country. Our school's goals are for all students are to: Become problem-solvers and decision makers * Recognize and integrate change and technology as positive and sustaining forces in their lives * Contribute as team players in situations requiring collaboration, cooperation and leadership * View unity as an essential component of a successful, inclusive community * Accept personal accountability for good health, positive attitudes, and responsible behavior. It is our belief that by helping students acquire these skills, we will have done our part to develop responsible citizens. Sunrise Middle School's goals also address several areas for personal, social and scholastic growth. The total program of this school is designed to help each student: * Develop a self-understanding and a positive self-concept. * Understand and get along well with other people.

42. At-Risk Students to teach skills to help children be more successful at home Yalden Motivational Speaker Aimed at at-risk youth, students in middle school through college http://www.teach-nology.com/edleadership/at_risk/

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Administrators At-Risk Students Alternative Education ... At-Risk Students Must Believe - A motivational work that address the need for student participation for success. ARISE - "ARISE is a nonprofit educational foundation established in 1986, by the husband and wife team of Susan and Edmund F. Benson. To date, the ARISE group has researched, written, and taught all curricula. They have also trained and certified over 3,000 life-skills instructors who have gone on to teach more than 500,000 at-risk youth for over 2,000,000 (Two Million) documented hours of ARISE Life-Management Skills Lessons across the U.S." Bureau For At-Risk Youth - Over 1000 unique resources for guidance counselors and others working with at-risk youth and their families. Includes videos, cd-roms, curriculum, handouts and more. Center for Research on the Education of Students Placed At-Risk (CRESPAR) - Conducts the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk.

43. William Barton Rogers Middle School, Bilingual Program The Rogers middle school was founded in 1902 the approaches necessary to assure the success of all the bilingual students take advantage of after school programs http://www.alliance.brown.edu/pubs/pos/wbbarton.html

William Barton Rogers Middle School, Bilingual Program Boston Public Schools, Massachusetts Program profile Student outcomes Community response Program funding ... Return to the list The Rogers Middle School was founded in 1902. Since 1995 it has housed a Vietnamese transitional bilingual education program. The goals of this program are for students to become proficient in both English and Vietnamese, maintain their culture, and achieve in academic areas. High standards are held equally for all students in the school. Integration of the Program to the Whole School The Vietnamese bilingual program is completely integrated into the school. The bilingual students are part of the comprehensive school goal and curriculum standards. The Vietnamese students in the bilingual program are part of the entire school. The bilingual staff members ( five Vietnamese and two ESL teachers) meet regularly with the mainstream staff members at grade level and subject area meetings. They discuss their respective curriculum standards and choose teaching materials. All staff members are encouraged by the principal to take ownership for the success of all students. One of the Vietnamese teachers also teaches mainstream students. The principal claims that the Vietnamese bilingual program and staff are an asset in helping mainstream staff understand the approaches necessary to assure the success of all students.

44. Changsha No.1 Railway Middle School Liu Jin won the silver for the middle shool girls Zuo Liling, a senior school student from the school, was awarded in 2001 and it proved to be a great success. http://www.chinatefl.com/hunan/teach/crms.html

Teach in Hunan , China Welcome To .......... Changsha No.1 Railway Middle School Introduction Contract Terms Contact Info Campus View Introduction Changsha No.1 Railway Middle School is located in Changsha, the cpital city of Hunan Province in Southern China. Grown out of the former Changsha Primary School for Children of the Railway Workers and Staff, the school has existed for nearly a century. Now, the new campus, properly designed and arranged in their ideal places,cover an area of 40000m2, with an construction area of 23000m2. Over 2400 students are studying here in 45 classes, 20 senior and 25 junior. The school is one of the famous Provincial Key Middle Schools in Hunan, and an Examplary Middle School in Guangzhou Railway Groups Co. . It has been titled the Best School at Traditional Sports Trainning Courses and a Provincial Basic Unit of Security and Civilization by the provincial administration. The National Education Committee and the Chinese Communist Youth League have titled it a School with Distinguishing Feature in Educating Youngsters. In the school, students and saff enjoy excellent facilities: nice office buildings and teaching buildings, a modern gymnasium, a football field, a dance stadio, dormitaries for resident students, and a library with a collection of over 40,000 copies, all built in the 1990s. The network connecting over 200 computers was completed in 2000, supporting the electronic reading rooms, lecture-preparing rooms, language labs, multi- media classrooms, labs with modern equipments and the broadcasting system. And the school is proud of its largest astronomical observatory with a diameter of 6.5 m among all the middle schools in this province.

45. Aranmore Catholic College: Middle School have recently emphasised the importance of the middle school years as the At Aranmore, we extend the success students enjoyed in primary school through a http://www.aranmore.wa.edu.au/pastoral/middle_school.html

Foundations for a Successful Future "The most essential ingredient of success as a learner is self-esteem . . . " Middle Schooling: why a special program? Educators have recently emphasised the importance of the Middle School years as the foundation for success at the secondary level. Traditionally, the change in school environment from primary to secondary was substantial, causing unnecessary stress for students. Teachers at Aranmore recognise that young adolescents have unique needs compared to lower primary and upper secondary students. Aranmore provides an effective transition environment where students are able to build upon and make use of their primary school experience as they adapt to the challenges of secondary education. We have drawn upon the expertise provided by the National Schools Network, Australian Teaching Council, Australian Curriculum Studies Association and Australian Council for Educational Administration. At Aranmore, we extend the success students enjoyed in primary school through a supportive pastoral care and curriculum program. Pastoral Care Smaller class sizes A pastoral care teacher who really knows your child Wherever possible, two teachers teach English, Social Studies, Mathematics, Science and Religious Education

46. Archived -- Brochure On Raising The Educational Achievement Of Secondary School At the Thurgood Marshall middle school in Lynn, Massachusetts, teachers cluster successful schools help students connect academic success to future http://www.ed.gov/pubs/Raising/brochure/brochure.html

A r c h i v e d I n f o r m a t i o n Raising the Educational Achievement of Secondary School Students Summary August 1995 Background Secondary schools in the 1990s face unprecedented challenges. They must ensure that all students are provided with the opportunity to reach high levels of academic achievement, increase graduation rates, prepare students to become lifelong learners, and provide stimulating and substantively rigorous coursework. These expectations for high quality service and increased student performance are quite challenging, particularly for high poverty schools and for schools serving a student population with varying needs. Three federal initiatives Title I of the Elementary and Secondary Education Act (ESEA) , the Goals 2000: Educate America Act , and the School-to-Work Opportunities Actare working together to assist secondary schools in meeting current challenges. Goals 2000, which provides many states with funds to develop comprehensive school reform plans, can help schools to serve all students. The School-to-Work Opportunities Act assists schools in creating a comprehensive and coherent system to help youth make a smooth transition from school to work, and link academic and practical activities. Title I, which previously played a minimal role in supporting overall school reform in serving disadvantaged secondary school students, is now designed both to meet the special needs of individual students in high poverty schools, as well as support entire schools in implementing innovative practices.

47. Success Stories: International Schools CyberFair Do you have a CyberFair success story to Children from an elementary school in Zebbiegh, Malta middle school students from Stockholm, Sweden are building a multi http://www.gsn.org/gsh/cf/info/stories.html

HOME Make a Donation We need your support! Make a contribution and receive a special gift, Learn more Do you have a CyberFair success story to share? Please Click here to send it to us. "CyberFair will help fulfill some of the promise of the Internet as a platform for bringing the world's cultures, schools and young people together," said Vinton G. Cerf, co-inventor of the Internet and senior vice president of data architecture at MCI. "We hope it will promote the notion of knowledge sharing which has been such a positive factor in the evolution of the Internet for all its history." Here are a few stories that support CyberFair's objectives: 1) Schools learned more about the world wide web and how to create web pages The Yuba Feather Elementary School, who's entry was on the American Indian Early Childhood Education Program, was the first in their district to create web site. Then they (3rd and 4th graders) went to the junior high to teach the older students about creating web pages. 2) Teachers understood the value of the Internet in classroom curriculum Children from an elementary school in Zebbiegh, Malta, constructed their web site around the prehistory events from 5200 BC to 800 BC.

48. Roadmap To Success teacher Development is Key to middle school Student success Data from in particular those of middle school teachers who are assigned to teach core subjects http://www.plato.com/community/roadmap/2004/03/0403.html

Eye On Post-Secondary Education New from PLATO Learning Research Review Best Practices ... Look for Us New Media Acquisition: Science Simulations Help Students Visualize Complex Topics PLATO Learning now offers New Media science teaching tools as a result of a December 2003 acquisition. New Media uses directed simulations to demonstrate science topics such as, "What happens inside a spectrometer." http://www.plato.com/community/roadmap/2004/03/new.html Join the “Making Continuous Improvement Personal” Webinar Series This is your chance to get a sneak preview of new PLATO Learning technologies for elementary, middle, and high schools. These tools have proven effective, with standardized exam scores in Aldine ISD, Texas, improving by 34 percent. Find out how technology can support continuous improvement for your students. Register online today at >> No Child Left Behind leads us to re-examine the research on what really works to improve student achievement. Many researchers have taken a close look at what principles will work in teaching and learning at the middle school level. This article will synthesize some of that research and discuss effective principles and strategies for technology implementation for middle school learners. http://www.plato.com/community/roadmap/2004/03/research.html

49. Roadmap To Success Teacher Development is Key to middle school Student success. in particular those of middle school teachers who found that 60 to 70 percent of students in middle http://www.plato.com/community/roadmap/2004/03/funding.html

Teacher Development is Key to Middle School Student Success Data from the National Center for Education Statistics has intensified interest in teacher qualifications, in particular those of middle school teachers who are assigned to teach core subjects and grade levels for which they have little training. Calling attention to "out-of-field" teaching, researchers found that 60 to 70 percent of students in middle school English, mathematics, and science classes had a teacher who did not report an in-field major, minor or certification. Since its enactment in 2002, the No Child Left Behind Act (NCLB) of 2001 has provided to states over $2.9 billion dollars each year to help teachers get the training they need to improve the quality of classroom instruction. In addition, $692 million is allocated annually to education technology programs that help teachers gain the knowledge and skills needed to effectively use and integrate technology into classroom curriculum. This article highlights the teacher development initiatives contained in Title II, Part A (Teacher Quality) and Title II, Part D (Education Technology) of the Act and considers how two schools have designed programs that significantly leverage teacher capacity to teach core academic subjects. Teacher Quality (Title II, Part A)

50. Planning For Success: Common Pitfalls In The Planning Of Early FL Programs Because middle schools typically receive students from several program planners involve secondary school teachers and potential for longterm success is much http://www.cal.org/resources/digest/0011planning.html

Digest EDO-FL-00-11 See also our Resource Guides Online: The Benefits of Early Language Learning and Language Policy and Planning and other CAL Digests on foreign language education Planning for Success: Common Pitfalls in the Planning of Early Foreign Language Programs Carol Ann Pesola Dahlberg, Concordia College, Moorhead, MN Pitfall: Scheduling foreign language classes too infrequently or in sessions that are too short. Pitfall: Treating foreign languages differently from other academic subjects. In most countries around the world, languages have the same status as other academic subjects and are a regular part of the curriculum of every school. Instruction usually starts no later than Grade 5, and often earlier. Given that most of these countries are much more successful than the United States at producing adults who can speak more than one language, we would do well to follow their example. Foreign languages should be recognized as valid academic subjects and be accorded the same status and priority for instructional time as other school subjects. Pitfall: Offering only commonly taught languages, without considering other important world languages.

51. 2004 News I was born to teach. . A former HISD student, JonesTucker credits much of her success to her own teachers at Dowling middle school and Westbury High school. http://www.houstonisd.org/HISD/portal/article/front/0,2731,20856_49920739_633589

52. Certiport > Success Stories The Adult Education Division of the school also receives Intelligent Staffing, regularly hires students from middle Nancy Goth, Instructor at middle Bucks, says http://www.certiport.com/forOrganizations/successStories/middleBucks.asp

ABOUT CERTIPORT CAREERS IN THE NEWS CONTACT CERTIPORT ... HOME Middle Bucks Institute of Technology Providing Credentials to Students and Proven Value to Businesses By offering the globally recognized, portable Microsoft Office Specialist certification, Middle Bucks Institute of Technology distinguishes itself as a top technology training school and rich resource for the business community. Middle Bucks Institute of Technology in Bucks County, Pennsylvania, is a career and technical school that offers Microsoft Office Specialist certification to high school students from four neighboring school districts to help prepare them for the college and work environments. Adapting to Business Needs In response to area business needs, in 1999 the school's Occupational Advisory Committee (OAC) encouraged Middle Bucks to add Microsoft Office Specialist certification to its computer-training program. Dr. David Streelman, Manager of Analytical and Computational Technology at Rohm and Haas Company, emphasizes, "Microsoft Office skills are relevant for all professional employees, from scientists to administrative assistants. To me it's a given that incoming Ph.D. employees have Microsoft Word, Excel, and PowerPoint skills. Office Specialist certification helps me confirm that candidates possess these skills." Dr. Streelman, also OAC Chairman for Middle Bucks, helps the school align its curriculum to the needs of the business community. One compelling need is hiring, and in today's competitive market, he says, "Certification helps narrow the field of candidates when hiring recent graduates. It also levels the playing field for those who don't have job experience."

53. High School Students Overlooked, Report Says - Monday, 01/05/04 focus on boosting elementary and middle-school achievement is keep closer tabs on high school students and offer and again in order to ensure their success. . http://www.tennessean.com/education/archives/04/01/45110572.shtml

Search Back Issues Subscribe to the Paper Services ... Real Estate /* You may give each page an identifying name, server, and channel on the next lines. */ var pageName="" var server="" var channel="Local_News" var pageType="" var pageValue="" var prop1="" var prop2="" var prop3="" var prop4="" var prop5="" var prop6="news" var prop7="local_news" var prop8="" var prop9="" var prop10="" /********* INSERT THE DOMAIN AND PATH TO YOUR CODE BELOW ************/ /********** DO NOT ALTER ANYTHING ELSE BELOW THIS LINE! *************/ var s_code=' ' NEWS Local news 101st: Coming Home Education ... Brad Schmitt COUNTY NEWS Cheatham About Davidson A.M. Dickson Maury ... Moments of Life NEW! Customer Services Wireless edition CLASSIFIEDS Place an Ad ... Customer Services (615) 242-SALE Home Delivery Subscribe Online Services Help with Multimedia ... SITE SEARCH Enter Keyword(s): Adv. Search Back Issues Site Map Corrections Monday, 01/05/04 High school students overlooked, report says Today's Top Stories Dam keeps generating growth 'Definition of soul' Ray Charles had a way with a country song Midstate plays mecca to music makers, fans

54. ESR - Partners In Learning - Middle School Reform Improving and Redesigning middle schools Our services can Support;; Facilitating Academic success for Reluctant our work with principals, school leadership teams http://www.esrnational.org/ms/reform/msreform.htm

Early Childhood Elementary Schools Middle Schools Reform ... Job Opportunities Middle School : School Reform Class Discipline School Discipline Failing Students Advisories ... Teams Partners in Learning ESR supports school improvement and redesign in middle schools through its school change work called Partners in Learning Partners in Learning Improving and Redesigning Middle Schools Our services can help you implement proven effective practices and restructuring initiatives that create: a learning culture that expects and supports every student to be academically successful; a safer, more welcoming and respectful school culture;

55. Middle School Program sports; to emphasize and teach basic fundamentals commitment, timeliness, and handling success and failure and to prepare our middle school studentathletes for http://www.tmi-sa.org/ATHLE_scat_msprog.html

middle school program The Middle School athletic mission is to provide a quality, inviting athletic program to each Middle School student; to enhance motor skills; to teach basic fundamentals in all varsity team sports; to emphasize and teach basic fundamentals in areas such as the importance of teamwork, work ethic, sportsmanship, commitment, timeliness, and handling success and failure; and to prepare our Middle School student-athletes for the transition to a quality, serious Upper School athletic program. The Middle School offers 10 team sports and one physical education class. All Middle School students must participate in a team sport or physical education class each sport season. The coaches and P.E. staff test all students in the Presidential Physical Fitness test during a period of one week in between each sport season and at the end of the spring sport season. We work very hard to avoid individual cutting from teams at the Middle School level but reserve the right to do so if we have a facility challenge. Middle School Teams Season Boys Girls Fall Cross-Country, Football, Soccer, Physical Education

56. Klip973.htm 3. Organize instruction to ensure success for all middle 5. Prepare middlegrades teachers specifically to teach young 8. Connect schools with communities. http://www.pdkintl.org/kappan/klip973.htm

57. Welcome To The Breakthrough Collaborative 2,500 highpotential, underserved middle school students to succeed in rigorous college preparatory programs annually. Key to Breakthrough’s success is the http://www.breakthroughcollaborative.org/

About Us Apply to Teach Success Stories Press Room ... Contact Us “I have not seen a better program for many of our minority under-represented youth." - Ramon C. Cortines, former U.S. Assistant Secretary of Education Established as Summerbridge in 1978, Breakthrough is a proven national educational enrichment program that prepares more than 2,500 high-potential, underserved middle school students to succeed in rigorous college preparatory programs annually. Drawn from the public school system, 89% of our students are students of color and 65% qualify for free or reduced-price lunch programs, an indication of poverty. English is a second language for 27% our students, and most would be the first in their family to attend college. Students commit to a minimum of two years of intensive six-week summer sessions and after-school programs in which they take classes in core academic subjects, and participate in elective courses ranging from astronomy to African-American literature. The classes are rigorous and small (a maximum 7:1 student to teacher ratio) and full participation is expected of every student. All Breakthrough programs are tuition-free. WHY BREAKTHROUGH?

58. Teaching The Unteachable suggested that the essence of a middle school perspective is one that will give the child success for the students who have emotional problems— who “get in http://www.cyc-net.org/cyc-online/cycol-0102ciaccio.html

THE INTERNATIONAL CHILD AND YOUTH CARE NETWORK Issue 36 • January 2002 home contents PRACTICE How to teach the Unteachable Veteran teacher Joseph Ciaccio describes a strategy of total positive response that can reverse the self-defeating cycle of punishment and failure in high-risk and troubled students I would like to share with the reader a two-step program that I used with all my at-risk students — one that enabled Alice to scrap her game plan and choose learning instead. (In this context, at risk can indicate that the student is a discipline problem and is in danger of failing.) The first step, which is to identify those students who are at risk, must be accomplished before their maladaptive behavior is exhibited in your classroom. For example, if a student is disruptive, ideally you should start working with him or her before misbehavior occurs. Total Positive Response Once identified, the teacher is ready to begin the second step— using “a learning readiness" program with the child. This program encourages the student to behave well voluntarily and work hard without coercion and threats of punishment. The teacher has great power to influence the most recalcitrant student, but it comes from total positive response, not from punishment. (By

59. Holt, Rinehart And Winston Mathematics Step by Step to Math success The perfect middle school math curriculum for the future ensures that students can master math concepts found in state tests http://www.hrw.com/math/msm/

Language Arts Social Studies Mathematics World Languages ... Help Step by Step to Math Success The perfect middle school math curriculum for the future ensures that students can master math concepts found in state tests, they are able to learn at their own speed and style, and that they are able to manipulate information to use it in everyday terms with everyday technology. For All the Ways You Teach And All the Ways They Learn Multiple forms of assessment give students experience with state-standardized tests. Reach every student, every day with powerful intervention tools integrated into every chapter and every lesson. Algebra readiness begins early in the program to provide students with the strong foundation they need for success in algebra. Middle School Math Home Course 1 Table of Contents Components List Order Now Course 2 Table of Contents Components List Order Now Course 3 Table of Contents Components List Order Now Holt, Rinehart and Winston.

60. Panorama: Inner Lives Of Middle School Students The students were divided into sixteen teams, each led process – searching for ways for the middle school to spend away from this all —the success of Field http://www.packer.edu/School/pan1101.htm

The Inner Lives of Middle School Students (November 2001) TILOS Parent Conferences In direct response to the TILOS objective of creating a Middle School where students are more proactive and responsible for their role in learning, and where students have more ownership over their Middle School experience, the sixth grade team of faculty began reshaping parent conferences toward these goals. They collected and read resources on opening communication lines between school and home, they researched various conferencing strategies from other schools, and talked with their Packer students and parents about ways of using parent conference time more efficiently and effectively. Family Conferences Student Support Services Inside Field Day The events of September 11 might have made school life in September and October blend into a hazy grayness. Field Day came to the rescue. It really was great.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 3     41-60 of 99    Back | 1  | 2  | 3  | 4  | 5  | Next 20