61. NCTM: News & Media: President's Message: Preparing To Teach Young Children start building the foundations of mathematics success even before only 7 percent ofelementary 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 Fact Sheets President's Messages ... 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

62. Education World ® : School Issues: A Pickle In The Middle Grades: Report Docume report says, because they lay the foundation for the students' success in high Iftheir academic preparation in middle school is weak, students are unlikely http://www.education-world.com/a_issues/issues130.shtml

Related Reviews Route 6-16 MiddleWeb Related Categories Teacher Resources Grade 6-8 Education Issues Related Articles Other Articles This Week ... Urban Education School Issues Article S C H O O L I S S U E S A R T I C L E A Pickle in the Middle Grades: Report Documents Importance of Teacher Training for Grades Five Through Eight If their academic preparation in middle school is weak, students are unlikely to succeed in high school. And if their education isn't tailored to meet their developmental needs, the students may become alienated and disengaged and mark time until they are old enough to drop out of high school. The problems are especially acute in urban schools. Those are the conclusions offered in a report from the Philadelphia Fund. Included: Basic requirements for middle school educators! A Middle School Teacher Should ... According to the report, well-trained middle school teachers should have completed course work equivalent to college minors in two subjects since middle school teachers often are asked to teach more than one subject; know about middle school organization and instruction, including team teaching, block scheduling, interdisciplinary education, cooperative learning, and use of technology;

63. Education World® : Preservice Educators : Working With Parents to eighth grade receives *middle school Connection* at a significant impact on hischildren's educational success. traditions to weave a school of individual http://www.education-world.com/preservice/learning/parents.shtml

Preservice Educators Community Making Plans Learning to Teach Finding a Job ... Learning to Teach Working with Parents W O R K I N G W I T H P A R E N T S Sections Home-To-School Connection Be sure to check out this special section of the Parents Community , filled with great ideas for bringing parents into your classroom and improving student acheivement. Articles Meeting With the Parents - Making the Most of Parent-Teacher Conferences Research has shown that parental involvement is the most important factor in a student's success in school. For many parents, however, that involvement is limited to attendance at parent-teacher conferences. Learn how to make the most of the opportunity! Included: Specific strategies for involving urban parents and a printable conference planning sheet and conference report form. Parent- and Community-Involvement Strategies That Work The research is clear: When parents and communities are involved in schools, education improves. From New York to California, from an individual student's notebook to community-outreach programs, here are five approaches to parental and community involvement that work! Included: Five successful programs for parent and community involvement plus links to dozens of online resources! Share the Pride: Create a School Web Site On March 15, Education World announced the winner of the 1999 Cool School of the Year award and more than $10,000 in prizes Kenston High School in Chagrin Falls, Ohio. The Cool School award recognizes school Web sites that exemplify good layout, design, and visual appeal and provide opportunities for student, parent, teacher, and community involvement. This week, Education World asked our “Tech Team” for advice about creating a winning school Web site.

64. "Caught In The Middle: Helping Students Avoid The Middle-school Trap." New York in the middle grades should enjoy and which teachers believe are critical to students'success on the eighth-grade state tests, in high school and beyond. http://www.nysut.org/middle/

NYSUT.org MIDDLE LEVEL HOME ABOUT THIS REPORT BILL OF RIGHTS ... PRINTER FRIENDLY Caught in the Middle Helping students avoid the middle-school trap UPDATE: Middle Level Alert. NYSUT offers resources to local leaders on upcoming policy forums. Posted: March 29, 2003. This report on middle education lays out for parents and other education stakeholders certain "rights" all students in the middle grades should enjoy - and which teachers believe are critical to students' success on the eighth-grade state tests, in high school and beyond. LEARN MORE ABOUT THIS REPORT LEARN MORE ABOUT THE BILL OF RIGHTS PRINT COMPLETE REPORT AND BILL OF RIGHTS NYSUT Media Release NYSUT Bill of Rights: For Students in the Middle Grades Students in the middle grades, in order to succeed on eighth-grade tests; achieve higher academic standards; make a smooth transition to high school and develop to their fullest potential as adults; must be provided certain educational rights. New York State United Teachers believes students in the middle grades have the right to: Know what they must learn and what will be tested.

65. Communities In Schools Of Orange County, N.C. - Success/ Range Of Service Afterschool Programs middle school Afterschool Programs adolescents after the endof the school day students receive individual and small group academic support http://www.rtpnet.org/cisoc/6.html

Communities in Schools of Orange County, N.C. E-mail us! Home Page Service Area Mentoring/Tutoring Success/Range of Service Involvement Afterschool Programs Link to the CIS state office Afterschool Programs Middle School Afterschool Programs provide productive and enriching activities for adolescents after the end of the school day. Students receive individual and small group academic support and acceleration, participate in recreational activities, and choose among enrichment activities that help them make wise choices about leisure time and teach other skills. MSAS offers opportunities for student participation in the arts, creative writing, micro soccer SAT preparation, First Aid/CPR, and countless other activities. Transportation is provided to students who need it. At this time, over 1000 students participate. CISOC has programs at all Orange County Middle Schools. Culbreth Middle School Phillip Middle School Mc Dougal Middle School Stanback Middle School Stanford Middle School Please visit the Hillborough Chamber of Commerce at http://www.ihillsborough.com

66. Exploratorium: Synergy Connect: Inquiry In The Middle School: Content Learning was by no means a measure of their success. These students clearly felt proud oftheir accomplishment and grade teacher at White Hill middle school, Ross Valley http://www.exploratorium.edu/ifi/resources/classroom/connect/marrero.html

Inquiry in the Middle School: Content Learning by Julia Marrero from the March/April 2000 issue (vol. 13, Issue 4) of Connect, a publication of Synergy Learning When I began teaching ten years ago, my goal was for my students to love science. My own experience had taught me that science is not about memorizing facts, but about doing. As a new teacher, I made the common error of stringing together interesting science activities, most of which were teacher-directed. My students were enjoying science, but without a great deal of critical thought. It was my work with the Institute for Inquiry at the Exploratorium which moved my teaching from being merely engaging to truly inspired. My collaboration with the Exploratorium began after my first year of teaching, when I signed up for a three-week workshop on light and color. Rather than being taught how to teach light and color, the participants of the class were engaged fully in the learning process. We didn't just study light and color, we participated in an in-depth investigation of the intricate phenomena involved in the subject. More fascinating than the content was the notion that by taking part in an investigation, the way I looked at the world could change. Through such immersion, I began to notice phenomena which had previously escaped my eye. Shadows and reflections held new meaning for me. I was determined to excite my students in the same way. Later I joined the Teacher Learning Group and through interaction with the other teachers in the group, expanded my ideas about inquiry.

67. Mentor School Beliefs plan for student success; and assume responsibility for results. We believe middleschool educators have the obligation to teach students responsibility to http://www.tisd.org/travis/TMSNbeliefs.html

THE TEXAS MIDDLE SCHOOL NETWORK Mentor Network: We believe the Texas Middle School Network serves as the keeper of the dream, the missionary of hope, and the catalyst for change. Change: We believe that schools must be changing organizations that assess and respond to the needs of society. We believe positive, systemic educational change is an imperative that will occur as a result of visionary, proactive leadership which includes vertical planning and long term commitment. Leadership: We believe positive, inspirational leadership builds relationships which foster staff commitment to student success. We believe commitment and high expectations are matters of the heart and must permeate the entire staff so that all educational decisions and functions support classroom instruction and ensure student success. Students: We believe middle school education should embrace the unique characteristics of adolescents and provide a variety of experiences that address their cognitive, social, emotional, physical, and psychological stages of development. Teaching/Learning: We believe the measure of student success is determined by what is learned, not what is taught.

68. 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.globalschoolhouse.org/cf/info/stories.html

HOME Do you have a CyberFair success story to share? Please send it to cyberfair-help@globalschoolnet.org "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.

69. Sept11_action The social studies class invited the entire school to attend. The middle East teachInwas such a success that they presented a second version of the http://www.crf-usa.org/Sept11/Sept11_action

Reflecting on September 11 Fostering Diversity Taking Action Overview Taking Action gives students a step-by-step framework to plan and implement a civic-participation project in response to the events of September 11. First, students read a story about a group of high school students and teachers who planned and implemented a Middle East teach-in. Second, they brainstorm project ideas and choose a project to work on. Third, they work in small groups to create project plans, compare plans and combine best elements to make a master plan. Finally, they put their master plan to work and evaluate their progress. Reading: Planning a Teach-In Making an Action Plan Additional Project Ideas Brainstorm Tips Procedure A. Focus Discussion Hold a brief discussion by asking "What positive activities did Americans engage in as a response to the events of September 11?" Have students read Planning a Teach-In (see below). Hold a brief discussion using the following questions: What was the problem? What was the goal?

70. NAESP - Middle Matters Spring 2000 - Turning Around The Lowest Achievers begun in Junction City, Kansas, middle schools by Ensuring the success of ProjectTurn Around Three they attend school, and for communicating with the school. http://www.naesp.org/comm/mmspg00a.htm

National Association of Elementary School Principals Serving All Elementary and Middle Level Principals Home Members Only What's New Site Map ... Jobs Spring 2000 A Principal Who Teaches the Toughest Students Turning Around the Lowest Achievers by Connie Heinen Connie Heinen is principal of Plattsmouth Community Middle School in Plattsmouth, Nebraska. As educators, we know that at-risk students, particularly those in middle school, are more likely to succeed if one caring adult in the school environment connects with them. But what if that person is also the principal? For 20 at-risk middle school students at Plattsmouth Community Middle School in Nebraska, the results have been phenomenal. Four years ago, while analyzing Plattsmouth's biggest challenges to school improvement, the staff discovered that 2 to 3 percent of the students were accounting for over 30 percent of the behavioral referrals. We began to search for programs to address the needs of these students and eventually discovered Project Turn Around (PTA), a program begun in Junction City, Kansas, middle schools by assistant superintendent Larry Dixon. PTA teaches at-risk students how to correct their self-defeating behaviors. We needed a program like this at Plattsmouth, but money was not available to hire a teacher for the program. As principal, I decided to pilot the program myself.

71. Teachers.Net Gazette February 2003 - WHAT DOES IT TAKE TO TEACH MIDDLE SCHOOL - Some students will be very organized and proper while like has anything to do withsuccess or failure I have recently left a middle school position to teach 3rd http://teachers.net/gazette/FEB03/middle.html

TEACHERS.NET GAZETTE Volume 4 Number 2 COVER STORY When it comes to using their own money to purchase classroom materials and supplies, teachers have pockets deeper than Captain Kangaroo's... ARTICLES Teacher Tax Relief Act Leaves Many Teachers Behind by Kathleen Alape Carpenter Spotlight: New Teacher Induction book by Annette Breaux and Harry K. Wong The 500-Pound Gorilla by Alfie Kohn Polar Bear Theme by Kerry Weisner A Teacher/Students Dialogue on Ernest Hemingway's Short Story, "A Day's Wait" by L. Swilley Greetings from Ross Island! - Update from Operation Deep Freeze by LT. Marshall Branch Editor's e-Picks - February Resources by Kathleen Alape Carpenter, Editor What Does It Take To Teach Middle School? by Middle School Teachers Technology Curriculum Tips by Jeff Cooper Writing Tips for Teachers - Part 2 by Joy Jones Which is more important: Teaching or Research and Publication? by Bikika T. Laloo "Three Little Pigs" Activities from the Kindergarten Chatboard Centers in a Tub from the Kindergarten Chatboard Planning a Reading Sleepover Party from the Teachers.Net mailrings

72. Educating About Agriculture executive director, said, Although middle school students are very greater resourcesto educate students about the Seeds for success Seeds for success A http://www.ageducate.org/news/foundation_advances_biotech.html

AFB Foundation for Agriculture Advances Biotech in the Classroom The American Farm Bureau Foundation for Agriculture (AFBFA) is stepping up its efforts to educate middle school students about the importance of biotechnology, thanks to a $27,500 consumer education grant received from Philip Morris Management Corporation's Shared Solutions Agricultural Contributions program. AFBFA will use the grant to produce a biotechnology video and learning kit for middle school science classes throughout the United States. The video and educational materials will be distributed through sources such as the Agriculture in the Classroom program and National Science Teachers Association. The kit also can be integrated with AFBFA's "Breakthroughs in Biotechnology" consumer outreach initiative, another project funded through a Shared Solutions grant that reaches adult consumer audiences with positive messages about agricultural biotechnology. Progress reports from "Breakthroughs in Biotechnology" show consumer interest in biotechnology is high, but there is only limited understanding about fundamental biotech procedures and processes. "Consumers need a basic understanding of biotechnology to realize the opportunities it provides to help farmers produce safe, high-quality food and fiber at attractive prices," said Laurie Wink, Ph.D., AFBFA director of agricultural education.

73. Untitled two original competitive proposals for federal grants (success in Mathematics gooddeal of his time teaching gifted students at the middle school level, as http://www.giftededpress.com/SGANGA

BRAND NEW! JUST PUBLISHED! WINTER 2002 www.giftededpress.com ESSENTIAL MATHEMATICS FOR GIFTED STUDENTS: ISBN 0-910609-43-8 By Francis T. Sganga, Mathematics Educator Volusia County, Florida SEND YOUR CHECK OR PURCHASE ORDER TO: GIFTED EDUCATION PRESS; 10201 YUMA COURT; P.O. BOX 1586; MANASSAS, VA 20108. TELEPHONE 703-369-5017. ALL ORDERS UNDER $50.00 MUST BE PREPAID. THANKS! Parent Testimonial : "We received the math book by Francis Sganga and my eighth grade son was so sad that he didn't get to use it as an introduction to those topics (we have 2 younger children and I often teach math at a local private school). He wants you to urge Mr. Sganga to write a similar book for high school students, preparing them for calculus. Thanks." Contains interesting and challenging problems specifically designed for gifted students A remarkable summary of algebra concepts necessary for success in mathematics Written by an experienced educator and former supervisor of mathematics education A stimulating introduction to geometry and trigonometry Clear, concise, interesting, practical, easy-to-read presentation of important topics

74. May Middle School E-Newsletter success and to reach their full potential, especially those who have. middle schoolsand high. afterschool programs, for students in kindergarten through. http://rims.k12.ca.us/pdc/news/02_news/may/may_ms_newsletter.htm

MAY MIDDLE SCHOOL NEWSLETTER Developing classroom and local assessment systems to determine appropriate instructional practice is one of the tenets of grade span document Taking Center Stage: A Commitment to Standards-Based Education for Californias Middle Grades Students. The May issue of the Middle School Newsletter includes assessment and accountability resources for schools. Assessment for Understanding Student Self-Assessment: Making Standards Come Alive Assessment and Evaluation Supporting Students in the Transition to Middle School Understanding Schools in the Middle STAR Updates 8. ETS Workshop CELDT Updates No Child Left Behind Teens Turn Around Public Places Simple Activities Increase Student Achievement Suicide Prevention in Schools: Court Cases and Implications Accountability Throughout the Educational System How to Set Up a Community Conversation Connect for Success: Building a Teacher, Parent, Teen Alliance Communicating Effectively With Your Audience Grant: The Braitmayer Foundation Grant: Metals and Materials Scientists NEA Foundation Teacher Grants Grant: Environmental Education Grant: Dropout Prevention Program Coordinator Program Grants: Linking Education, Activity, and Food (LEAF)

75. Professional Development Unit 7 Strategies That Help Ensure success in Writing; is designed to help intermediateand middle school teachers prepare their students to succeed in http://www.rigby.com/profdevel/courses/inter.htm

Literacy Development Plan Discussion Forum Events Calendar Administrators ... Meeting the Needs of the Struggling Reader New Course! Achieving Writing Proficiency workshop New Course! Engaging intermediate and middle school-level students, encouraging literacy activities across the curriculum, and modeling comprehension strategies are but a few of the topics covered in this exciting, research-based, 12-unit course for teachers in all disciplines- science, social studies, math, technology, music, art, as well as language arts. Supporting Literacy includes the most current techniques, best practices, and strategies for implementing balanced literacy into intermediate/middle school-level classrooms. This comprehensive course addresses the need teachers have to understand how students learn to read and how they comprehend both fiction and nonfiction. Demonstrations in participants' own classrooms are only one of the many features that makes Rigby's Supporting Literacy course stand high above any staff development you have experienced.

76. Archived -- Raising The Educational Achievement Of Secondary School Students - V become a part of that speaks to their success. risks. Said one parent of the school, AMY helps Curriculum and Community Mentors Prepare middle schoolers for http://www.ed.gov/pubs/Raising/raise2/prof1.html

Raising the Educational Achievement of Secondary School Students - Volume 2 Profiles of Promising Practices A r c h i v e d I n f o r m a t i o n So Many Courses, So Little Time Engaging Middle School Students in Learning Alternative Middle Years At James Martin School Philadelphia, Pennsylvania Key Characteristics Creatively developed electives allow teachers and students to pursue topics that interest them Team-taught classes integrate learning across disciplines Cross-grade and mixed-ability grouping allow a wide range of student choice Number of Students: Grades Served: Racial/Ethnic Breakdown: 49% White 34% African American 10% Hispanic 6% Asian Eligible for Public Assistance: Chapter 1 Program: No Major Sources of Outside Funding: Federal Magnet Assistance Overview Three times during the school year, Carla and her mother scour through the course roster to decide which courses Carla will take in the coming trimester. Carla's mom used to plead with her to complete her math homework, but now Carla wants to enroll in a course called Finance in addition to her regular math class. This elective course will teach her how to develop budgets and prepare income tax returns. In other subjects as well, Carla has a wide range of options from which to choose. For credit in social studies, Carla chose Coming to America to learn about patterns of immigration, and News, which focused on current events. The roster is different every trimester, and the variety of electives enables Carla and her classmates to take courses that interest them most while meeting district and state curriculum requirements.

77. Portraits Of Success Portraits of success is a joint project of NABE schools, Massachusetts William BartonRogers middle school A 6 The program is fully integrated to the school. http://www2.lab.brown.edu/NABE/portraits.taf

Project Background Selection criteria Nomination Form Advisory Board ... Bibliography Portraits of Success National Association for Bilingual Education (NABE) Portraits of Success is a joint project of NABE, Boston College, and the Northeast and Islands Regional Educational Laboratory at Brown University. It is 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 have completed the selection process. This is a continuing project. As programs are selected they are added to this list. Greenway Middle School, Transitional Bilingual/ESL Program Paradise Valley Unified School District, Arizona Rachel Carson Elementary, Transitional Bilingual Education

78. William Barton Rogers Middle School, Bilingual Program The Rogers middle school was founded in 1902 the approaches necessary to assure thesuccess of all the bilingual students take advantage of after school programs http://www2.lab.brown.edu/NABE/portraits.taf?_function=detail&Data_entry_uid1=13

79. USATODAY.com - Teens Need Literacy Lessons, Too The concern If students aren't proficient readers undeniably critical to a child'ssuccess, too many schools stop there, leaving middle school and high http://www.usatoday.com/news/opinion/2002/03/06/ncguest1.htm

Home News Main Categories Top News Nation States Washington/Politics ... Offbeat More News Columnists Lotteries City Guides Government Guide ... Weather Site Web Click here to get the Daily Briefing in your inbox 03/05/2002 - Updated 11:02 PM ET Teens need literacy lessons, too By Donna Harrington-Leuker Students in Willard Brown's chemistry class at Skyline High School in Oakland have to master the ins and outs of electron spin, chemical bonding and a host of other topics required as part of California's high-stakes assessments. But these juniors and seniors, who come from Vietnam, China, Mexico, Laos and other countries, also are learning to read and comprehend difficult science texts written in English, a language that is not their native tongue. Brown, not an English teacher, is the one overseeing that process. "It's hugely important for them to be literate in science," says Brown, who, as part of an initiative that prepares high school teachers to teach reading, includes articles from Scientific American and Discover magazine in his classes. "I get excited about what I read in science. I want them to, too."

80. Project E-mail A Generation Link conclude that the project was a major success. with computer technology, our middleschool has started program, which stands for students Acquiring Volunteer http://nsn.bbn.com/community/call_stories/story_generation_link.html

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