61. Coaching To Success: Middle Level Athletics Initiative Coaching Maine Youth to success Defining and middle level activities should help students to develop to be active contributing school citizens, and http://www.umaine.edu/coachingtosuccess/midlevel/

Human Development About the Initiative Select Panel Affiliates ... Home University of Maine Sport and Coaching Education Initiative: Coaching Maine Youth to Success Defining and connecting the best principles and practices of interscholastic athletics with the Maine Learning Results Middle Level Athletics MAINE PRINCIPALS' ASSOCIATION MIDDLE LEVEL CO-CURRICULAR RECOMMENDATIONS Available on the MPA website at http://www.mpa.cc./news/lbnews.html#213 Philosophy of Middle Level Activities An understanding of the physical, social, and emotional complexities and of the great variation among students at the middle level is of vital importance in developing a philosophy for activities at this level. A wide variety of activities, both non-athletic and athletic, should be available to middle level students. As a rule, they should not interfere or distract from instructional time. The emphasis should be on creating a worthwhile and enjoyable experience for students, while broadening their education in areas such as sportsmanship, leadership, citizenship, and participation in life-long activities. Middle level activities should help each student gain the knowledge and skills associated with the activity for his or her enjoyment and benefit. Position Statement Guidelines "Middle level schools should focus on creating teaching and learning environments which are developmentally appropriate for young adolescents" (McEwin, Dickinson & Jenkins, 1996) in the total academic/athletic curriculum.

62. ACSA Online : Publications : EDCAL Excerpts of young adolescent development, the success of the principal of Aviara Oaks middle school in Carlsbad USD on elementary and high school students while ignoring http://www.acsa.org/publications/pub_detail.cfm?&edcalID=1120

63. Print All Sections Let Each One Teach One Let Each One teach One is centered upon relations positively influence and facilitate academic success. between and elementary/middle school student and an http://modelprograms.samhsa.gov/print.cfm?pkProgramid=125

64. Union City, NJ: A District Achieves Success students at Christopher Columbus middle school received computers Project Explore s success suggested that more access essential to the entire school community http://ali.apple.com/ali_sites/ali/exhibits/1000599/Technology.html

var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var SERVER= ""; var ORDER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; var adname=""; Apple Learning Interchange Leadership Practices Home Support ... Site Map Search Systemwide Change Union City, NJ: A District Achieves Success TECHNOLOGY Technology: "Something We Can Be Best At" In 1992, though test scores were rising, reformers still felt that Union City students were a step behind students in wealthier districts. The technology infusion began that year when Union City used state funds - and money formerly spent on textbooks - to buy two computers for each seventh-grade classroom. It was later strengthened by in-kind support from Bell Atlantic (millions of dollars in equipment and networking), and by a 1.5 million dollar grant from the National Science Foundation. Today, with 4,000 computers and a student to computer ratio of 3:1, Union City, is among the country's most wired districts. Union City students are technologically proficient in many areas. Once in college, many tutor classmates in technology use.

65. Union City, NJ: A District Achieves Success Union City, NJ A District Achieves success LEADERSHIP. needed a way to connect students and encourage a technology pilot at Christopher Columbus middle school. http://ali.apple.com/ali_sites/glefli/exhibits/1000599/Leadership.html

var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var SERVER= ""; var ORDER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; var adname=""; Systemwide Change Union City, NJ: A District Achieves Success LEADERSHIP Key Players, Key Knowledge Tom Highton and Fred Carrigg were the School Board's leadership choices for the 1989 reform. Having worked in the school system for nearly 20 years, they each had support from many groups. Tom had served as a school principal. Fred had worked with the bilingual/ESL teachers who made up one-third of the faculty. Both knew the community. Highton, named superintendent, and Carrigg, appointed executive director, academic programs, agreed to devote five years to reform - but only when guaranteed the authority to make real changes. The Board granted them power over curriculum, appointments, and budgeting. Shared Leadership, Shared Vision

66. Teaching In The United States - Learn About Our Program - VIF middle and high school teachers usually have between 25 and student management are crucial for teacher success. All schools have schoolwide rules for students http://www.vifprogram.com/learn/us/teaching.html

Teaching in the United States An Introduction to U.S. School Systems The information below will help you learn about schools in the United States. The role and character of U.S. schools School organization School day / school year Class size ... Parents More Information Program Overview VIF Benefits and Services Application and Selection Process Introduction to the U.S. School System Professional Development Opportunities Cultural Ambassador Program Frequently Asked Questions (FAQ) Apply to Teach in the United States The role and character of U.S. schools The United States makes a public education available to all children. Schools play a central role in the community, with school-sponsored clubs, teams and events often occupying parents', students' and teachers' time well after classroom hours. U.S. schools are diverse, with students from many different socio-economic levels, races, ethnic groups and religions. Return to top School organization There are three basic types of schools in the United States: elementary, middle and high. Elementary schools educate students in kindergarten through fifth grade (ages 5 through 11). Middle schools educate students in sixth through eighth grades (ages 12 through 14). High schools educate students in ninth through twelfth grades (ages 15 through 18). Return to top School day / school year The school day differs, depending on the school system. Many schools, however, run from 7:30 a.m. to 2:30 p.m. or from 8:30 a.m. to 3:30 p.m. Teachers usually arrive at school about 30 minutes before school begins and often leave 30 minutes to an hour after school ends. Teachers frequently stay after school for parent-teacher conferences, faculty meetings or extracurricular activities.

67. Education World ® Are Middle Schools Getting A Bum Rap? arrived in the district I now teach in lists five components of a successful middle school 1. Interdisciplinary core of teachers assigned to the same students. http://www.educationworld.com/a_curr/profdev052.shtml

EdWorld Internet Topics Sponsored links: Mondera Coupons Earn 90% Profit! Garden Decor Amazon Coupon Codes Coupon Codes Home Decor ... Walden University Graduate degrees in Education Host Department Web Hosting Alberghi Finanza ... Copy DVD Register To Win a $100 GiftCard Visit Target.com Vacanze Accessori Computer Career Education ... Voice of Experience Professional Development Article V O I C E O F E X P E R I E N C E Are Middle Schools Getting a Bum Rap? A recent USA Today news story took a few swipes at middle schools. The article briefly examined the reasoning behind many communities' efforts to disband middle schools in favor of smaller K-8 schools. In this week's Voice of Experience essay, educator Max Fischer who has had experiencing teaching in elementary, junior high, in-name-only, and true middle schools defends the middle school concept. Many communities that are questioning the value of middle schools have never fully implemented the elements of a true middle school, says Fischer. Included: Five components of a successful middle school. Max W. Fischer

68. University Week: Unearthing Classroom Success Unearthing classroom success. Windschitl, himself a former middle school science teacher, and Nesbitt team During a recent session the students in the Johnson http://depts.washington.edu/~uweek/archives/2002.02.FEB_28/news_e.html

Unearthing classroom success Steve Hill University Week Photo by Kathy Sauber Photo #KS20020082_12a Liz Nesbitt, standing, works with teachers in her earth science for teachers class as they evaluate a prospective test question. The course is designed to help teachers unfamiliar with earth science learn the basics of the discipline as well as how best to teach the subject. The class is being taught this quarter for the second time. It debuted last summer during a five-day intensive. Another way Nesbitt and Windschitl have chosen to emphasize the process of science is by inviting guest speakers to lecture. One recent speaker was Professor Ken Creager, a seismology expert who has been studying the February 2001 Nisqually Earthquake. Such interaction with practicing scientists, Nesbitt has found, is inspirational to the teachers. University Week The faculty and staff publication of the University of Washington uweek@u.washington.edu Uweek Vol.19, No.18 February 28, 2002

69. NCTM: News & Media: President's Message: Preparing To Teach Young Children start building the foundations of mathematics success even before only 7 percent of elementary school teachers and 18 percent of middle grades mathematics http://www.nctm.org/news/pastpresident/2000-10president.htm

Search: News Releases NCTM in the News President's Messages Position Statements ... Past President Preparing to Teach Young Children by Lee V. Stiff We have refined the ways we prepare children to understand and use mathematics. Principles and Standards for School Mathematics urges us to start building the foundations of mathematics success even before students enter kindergarten. Our vision of a high-quality mathematics education for every child demands that we find approaches for improving the mathematics content knowledge and pedagogy of all teachers, especially elementary school teachers. The level of preparation in mathematics and mathematics teaching needed to implement Standards -based mathematics programs may be largely inconsistent with the preservice preparation of the majority of elementary school teachers in the United States and Canada. We must address these crucial questions: Do teachers lack the deep understandings of mathematics that would allow them to teach concepts flexibly? Can teachers make appropriate connections (a) between arithmetic and real-life situations, and

70. Haas School: News Releases the funding based on the program s previous success. to 90 students at their East Bay middle schools and high the help of 18 Haas school undergraduate students http://www.haas.berkeley.edu/groups/pubs/news/articles/disadvantaged_students_.h

Haas Newsroom Resources for the News Media News Releases About Haas ... Video Room Disadvantaged High School Students Develop Businesses and College Goals at Haas/UC Berkeley Outreach Program BERKELEY, Calif., August 7, 2000 About 80 high school students from some of the East Bay's most disadvantaged school districts are back in school this summer learning the joys of entrepreneurship and honing their study skills in a dramatically expanded outreach program run by the Haas School of Business at the University of California, Berkeley. Thanks to increased public and private funding, the Young Entrepreneurs at Haas (YEAH) Program has tripled in size to reach more than 170 youth from middle schools and high schools in the Oakland, Berkeley, Emery, and West Contra Costa Unified School Districts this year. The program is designed to ignite enthusiasm for a business career among these students by helping them develop their own ideas for starting a business and teaching them effective study habits. "The program's goal is to provide a clear link between entrepreneurial success and academic skills, achievement, and advancement," said YEAH Director Roberta Joyner.

71. Bachelor Of Arts In Mathematics to teach mathematics in a middle or high Successful candidates include paraprofessionals, retired military troops life of secondary school students and want to http://www.wgu.edu/wgu/academics/bam_listing.html

Are you a paraprofessional or career-changer who has an interest in teaching mathematics? Are you retired from the military or civil service and want to teach math in a middle or high school? Are you somebody who needs a bachelor's degree and, at the same time, would like to become a certified secondary school mathematics teacher? If any of these are "yes," this could be the program you've been looking for. The Bachelor of Arts in Mathematics (5-8 or 5-12) program is designed for prospective teachers with an associate of arts or its equivalent and includes teacher certification in middle school and/or high school mathematics. It allows you to earn your bachelor’s degree—leading to teacher licensure for mathematics at the middle and/or high school level—at your own convenience without requiring you to take traditional classes at a bricks-and-mortar campus (none of which may be near you anyway) and without requiring you to take time away from work. What's in It for You: Benefits for the Graduate This program will allow you to: Become a licensed secondary school mathematics teacher with all the benefits that come with that position.

72. New Middle School Teacher Guide In an emergency, go straight to The First Days of middle school) National Teacher Job Bank Recruiting New Teachers, Inc. purposes, monitoring student success, meaningful school and community http://www.middleweb.com/1stDResources.html

[Things change rapidly on the Web. If you find a bad link, let us know! Sign up for MiddleWeb's weekly e-mails featuring middle grades news and articles of interest. Send your e-mail address with the note "subscribe" (We don't share our lists with anyone!) Updated August 2003 Help for New Teachers Discipline and Classroom Management The First Days of Middle School (for all teachers) Books for New and Restless Teachers (In an emergency, go straight to: The First Days of Middle School National Teacher Job Bank Recruiting New Teachers, Inc. has updated its National Teacher Recruitment Clearinghouse website to help the thousands of teachers looking for positions for the coming school year. The site provides extensive information about how to become a teacher, where teachers are needed, certification requirements in each state, education and training programs, financial aid for teachers, and tips on locating the right position. Day One and Beyond: Practical Matters for New Middle Level Teachers We can't imagine any teacher new to the middle grades passing up a chance to read Rick Wormeli's useful book (Stenhouse, 2003). This link leads you to a page at the publisher's website, where you can browse the entire book online. Decide for yourself! First-Year Teaching / Part Two: A MiddleWeb Listserv conversation We asked veteran teachers on the MiddleWeb List to share three or four pieces of "top advice" to beginners. Don't miss this collection of distilled wisdom!

73. Sierramont Middle School their assistance in making our Promotion ceremonies a success. the Richard Sigala Gym at Sierramont middle school on 3155 the end of the 200506 school year to http://www.berryessa.k12.ca.us/schools/sierra/

Home School Information Directory Calendar ... Bridge the Gap Principal: Joseph A. Amelio Vice Principal: Chris Mosley Principal's Message Sierramont Middle School is one of thirteen schools in the Berryessa Union School District , located in the northeast foothills of San Jose, California. Our students come to us mainly form Ruskin, Majestic, and Cherrywood Elementary Schools. Our graduates move on to either Piedmont Hills or Indpedendence High School. Mission Statement Upcoming Events June 4 - ASB Elections June 4 - 8th Grade Yearbook Distrib - Rm 27 - 2pm June 4 - 8th Grade Promotion Dance - Gym - 7pm June 7 - 8th Grade Gown distribution June 8 - School Site council - Staff Lounge - 6pm June 8 - 6/7th Grade Yearbook distribution Newsletter NEWS/ANNOUNCEMENTS Principal's Message - (June 04) Dear Parents/Guardians, Students and Community, We have had a busy year having to work on areas such as budget problems, the future of after school sports and working on the new school level plan, however, its always a positive experience to work with such great staff, students and parents at Sierramont Middle School. To top off the year, we are having our promotion ceremonies at the HP Pavilion! There have been many other great accomplishments at Sierramont Middle School and we wish to thank all staff, parents, students and guardians for contributing to making Sierramont Middle School great!

74. Turning Points - Transforming Middle Schools Illinois middle schools A study* conducted in 31 Illinois middle schools indicates a rise in student achievement and other measures of school improvement 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.

75. RCMS Vision And Goals once they have completed their program at Clemente middle school. The school community values diversity and fosters a Goal1 Ensure success for Every Student http://www.mcps.k12.md.us/schools/clementems/vision.html

Vision Roberto W. Clemente Middle School is a community of learners that value individual achievement. Through personal effort, academic endeavors, and the use of technology, all learners achieve their goals in preparation for the 21st Century. Recognizing the strengths, needs, and diversity of pre-adolescents, Roberto W. Clemente Middle School provides a transitional environment where students, staff, and community grow through a variety of learning experiences. The school community values diversity and fosters a climate of mutual respect through positive interpersonal relationships and team cooperation. Mission Roberto Clemente Middle School is a community of learners that is committed to the success of all its students. The main focus for the Roberto Clemente staff is to assist and guide its mid-level population to maximize personal Achievement, Citizenship, and Effort in order to become Successful learners (ACES). The expectation is that all members of the community be familiar with the school-wide procedures, policies, activities, and expectations that are designed to help students become successful and responsible learners. Cluster Organization Roberto W. Clemente Middle School is in both the Seneca Valley High School Cluster and the Northwest High School Cluster of schools. Students who live in the attendance area for Germantown Elementary School and Clopper Mill Elementary School will attend Northwest High School. Students who reside in the attendance area for Christa McAuliffe Elementary School and Sally K. Ride Elemantary Schools will attend Seneca Valley High School once they have completed their program at Clemente Middle School.

76. Schools Of Choice: Southwest Middle School Zone Meadowlark middle school focuses on teaching students how to make the connection between learning and living a productive and successful life. http://mts.admin.wsfcs.k12.nc.us/prospect/souwemsz.html

Southwest Middle School Zone Parents of students entering sixth through eighth grade who live in the Southwest Middle School Zone have the opportunity to choose their child's middle school for the 2004-2005 school year. The three middle schools serving the Southwest zone all teach the required North Carolina Standard Course of Study and are subject to the ABCs of Public Education, the state's accountability program. Each school also has developed special themes that are designed to motivate students by tapping into their interests and preferred learning styles. All schools: Emphasize basic academic skills. Provide computers in classrooms and computer labs. Teach students individual responsibility and accountability. Stress character and self-discipline as keys to success. Encourage parents to become an active part of their child's education.

77. Florida Department Of Education Great success Stories, News Current Information. Dunnellon middle school Teacher Selected for NASA s http://www.fldoe.org/

Commissioner State Board of Education Board of Governors DOE Departments ... More Educator Links Shortcuts Site Index 2004 FCAT Scores! - Doing Business w. DOE - - Visitors to Tallahassee - ACT Adding a Subject Administrative Services Adult Education African Amer. Task Force Agriscience Education Apprenticeship Assessment Reqs. Assistance Plus Blind Services Blind Services Comm. Board of Governors Bright Futures Sch. Budget Information Business Technology Ed. Calendar District (pdf) Career Development CEPRI Chief Ed Finan. Off. Class Size College Bd FL Part. Colleges Comm. Coll. Chancellor Commissioner's Bio. Communications Contact Information Continuing Workforce Ed. Course Code Directory Course Descriptions Curric Frmwork Adult Curric Planning Tool Curriculum Support DCU Phone List Directories Distance Learning Diversified Ed. DOE Org. Chart DOE Phone List Ed. Data Warehouse Education Practices Commi Education Standards Comm Educational Facilities Educational Technology Emergency Plans Sch Employment English as 2nd Lang- ESOL Environmental Ed. Excellent Teach Prog FACTS.ORG

78. Success Stories More success Stories . Dunnellon middle school Teacher Selected for NASA s Educator Astronaut http://www.fldoe.org/successstories/2004/05-24.asp

Saturday, June 12, 2004 Text Only Menu Site Index 2004 FCAT Scores! - Doing Business w. DOE - - Visitors to Tallahassee - ACT Adding a Subject Administrative Services Adult Education African Amer. Task Force Agriscience Education Apprenticeship Assessment Reqs. Assistance Plus Blind Services Blind Services Comm. Board of Governors Bright Futures Sch. Budget Information Business Technology Ed. Calendar District (pdf) Career Development CEPRI Chief Ed Finan. Off. Class Size College Bd FL Part. Colleges Comm. Coll. Chancellor Commissioner's Bio. Communications Contact Information Continuing Workforce Ed. Course Code Directory Course Descriptions Curric Frmwork Adult Curric Planning Tool Curriculum Support DCU Phone List Directories Distance Learning Diversified Ed. DOE Org. Chart DOE Phone List Ed. Data Warehouse Education Practices Commi Education Standards Comm Educational Facilities Educational Technology Emergency Plans Sch Employment English as 2nd Lang- ESOL Environmental Ed. Excellent Teach Prog FACTS.ORG FCAT Briefing Book (pdf) FCAT Explorer FCAT Myth vs. Fact (pdf)

79. Invasive Species: Other Educational Resources For K-12 Students Nuisance Species Education Boxes that can travel to middle and high school teachers throughout The project is based on successful educational tools used in http://www.invasivespecies.gov/education/act.shtml

Other Educational Resources for K-12 Students Resources organized alphabetically A Purple Loosestrife Biological Control Manual for Educators: See Cella Chow! Wisconsin Department and Natural Resources and Wisconsin Wetlands Association A Teacher's Guide to Educating Students About Red Imported Fire Ants California Department of Food and Agriculture Africanized Honey Bees On the Move - Lesson Plans The University of Arizona, Africanized Honey Bee Education Project Lesson Plans for Grades K-3, 4-6, 7-8, and 9-12 Alien Invasion: Teaching Guide PBS, Scientific American Frontiers Alien Invasion: The Asian Longhorn Beetle U.S. Department of Agriculture, Agricultural Research Service, The Systematic Entomology Lab Aquatic Invasive Species: An Educator's Information and Materials Guide University of Minnesota Sea Grant Program Aquatic Nuisance Species Information and Education Materials Relevant to the Great Lakes Basin: Recommendations and Descriptive Inventory Approved by the Great Lakes Panel on Aquatic Nuisance Species, August 1997 Prepared by: Great Lakes Commission Beetle Mania in Michigan When the beetles are ready for release, students and teachers troop out to the wetlands, where the beetles are released onto the loosestrife. Since the project began in 1997, over 4,000 volunteers have taken part in the effort to control purple loosestrife. As a result of volunteer efforts, significant reduction in purple loosestrife has begun to occur in several parts of Michigan.

80. Portraits Of Success characteristics and outcomes of successful bilingual education Massachusetts William Barton Rogers middle school A 6 program is fully integrated to the school. http://www.alliance.brown.edu/pubs/pos/

Project Background Selection criteria Nomination Form Advisory Board ... Bibliography Portraits of Success National Association for Bilingual Education (NABE) Portraits of Success was a joint project of NABE, Boston College, and the Northeast and Islands Regional Educational Laboratory at Brown University (a program of The Education Alliance) from 1996 to 2000. It was a national effort, supported by a number of experts in the field of bilingual education, to develop a database on successful bilingual education. Goals of the program: To fulfill one of NABE's missions of "identifying and publicizing the characteristics and outcomes of successful bilingual education programs." To promote the implementation of quality bilingual education. The programs listed below completed the selection process. This project is now over, but there is much still to be learned from these exemplary programs. Greenway Middle School, Transitional Bilingual/ESL Program Paradise Valley Unified School District, Arizona Rachel Carson Elementary, Transitional Bilingual Education

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