21. Untitled results and has reached many more students than could is time consuming, but seeingthe success of the We will continue having middle school, high school and http://plattsburgh.neric.org/Middle/buddy.htm

STUDY BUDDIES GETTING BY WITH A LITTLE HELP FROM YOUR FRIENDS Everybody needs a buddy! Someone who will be there to help you to study, laugh, talk, listen, get organized and be your friend. This is all part of the Study Buddy Club at Stafford Middle School in Plattsburgh, New York created by Judy Clancy as facilitator. The club has grown steadily every year as students hear from other students about thefun and help that are an important aspect of the Study buddy Club. Students are presently requesting a study buddy either from their guidance counselor or the study buddy facilitator on their own as soon as they hear about the club. Often times, they have heard of the club before they even enter the middle school. Teachers and parents are now also very aware and requests are directed to the facilitator. There has never been a time when the facilitator has been able to schedule all the younger buddy requests because there are so many interested students. The Study Buddy Club now in its sixth year of operation consists of eighty two paired buddies. There is always a need for older buddies.The schedule needs to be revised every January to replace buddies who go on to student teach or whose schedules change at the beginning of the spring semester. The Study Buddy Club facilitator appreciates the help of any high school or college volunteers who could help with this important club The Study Buddy Club has had so many positive results and has reached many more students than could ever been envisioned at the beginning of the program. It is interesting to observe that the older buddies are gaining as much or more from the experience as the younger buddies. This was not an expected outcome when the Study Buddy Club originated.

22. Gifts That Teach Overview for Elementary school students 007 middle school students 008 High school students 009. Ken Haman's College success Secrets Audiocassette Series and http://www.suzannesutton.com/gifts_that_teach_overview.htm

Math Magazine Free Newsletter Math Bags PTA Programs ... Contact Us! Gifts that Teach What to get, what to get, what to get... for children, friends, parents, teachers, grandparents... How about gifts that teach? Gifts that get a child thinking, exploring, building skills, making connections, and developing a new feeling for a subject other people might call 'dull.' Gifts for parents who really want to help, but aren't always sure how, who read the bleak statistics and want a different outcome for their own children. GIfts for teachers, with new ideas for the classroom, ways to teach and reinforce concepts, games to play, stories to tell, ideas for communic ating with parents. Gifts for grandparents, who spend time with children, and might appreciate some great ideas and tools for lighting a spark, exploring together, slowing down and discovering together. NewtonsWindow Math-in-a-Bag for Elementary School Students #001 Middle School Students #002 High School Students #003 ... NewtonsWindow Learning Tools and Tips Newsletter FREE - just send us their (or your) contact info and email address NewtonsWindow Reports FREE - just send us their (or your) email address Math-in-a-Bag Kits Free issue of Math Magazine Free Newsletter Beyond Homework Help ... Write Us Web: http://www.NewtonsWindow.com

23. Using Soar To Success All based on work with teachers and students. Manual – ORGANIZING AND MANAGINGSOAR TO success, 7 8 Options specifically appropriate for middle school, http://www.eduplace.com/intervention/soar/program/instructional.html

Instructional Plan The following changes have been made to the Soar to Success instructional plan: PROGRAM AREA CHANGE RATIONALE Basic Lesson Teaching None Lesson works grades 3-8 Revisiting Students now asked to develop a model for one strategy as they reread previously read book Work with students showed this to be a more effective way to maintain high student involvement Reviewing In addition to what is normally done in this part of the lesson, students share the model for the strategy they developed during Revisiting Helps students apply strategies more effectively Rehearsing After cooperative and independent previews, students are directed to find key vocabulary in text Work with students showed this to be an effective way to emphasize key vocabulary in context and avoid ineffective procedures like reading isolated word lists, looking up definitions, or use of flashcards Reading and Reciprocal Teaching After silent reading a pattern is followed in modeling strategies Check PREDICTIONS or answer QUESTIONS posed before reading SUMMARIZE chunk of text Other strategies in any order Try to include all 4 strategies everyday Work with students and teachers revealed that teachers often overlooked checking predictions or answering questions posed before reading Summarizing was often skipped if a model was not given in the manual Responding/Reflecting

24. RR5: MATHEMATICS AND MIDDLE SCHOOL STUDENTS OF MEXICAN DESCENT that their efforts will be rewarded with success. in this research attended a middleschool serving a Academic achievement among students in this school was http://www.ncela.gwu.edu/miscpubs/ncrcdsll/rr5.htm

MATHEMATICS AND MIDDLE SCHOOL STUDENTS OF MEXICAN DESCENT: THE EFFECTS OF THEMATICALLY INTEGRATED INSTRUCTION RONALD W. HENDERSON EDWARD M. LANDESMAN UNIVERSITY OF CALIFORNIA, SANTA CRUZ NATIONAL CENTER FOR RESEARCH ON CULTURAL DIVERSITY AND SECOND LANGUAGE LEARNING ABSTRACT INTRODUCTION Mexican-American children consistently have been found to exhibit a more field dependent cognitive style than their Anglo-American peers (Garcia, 1983). The causes and implications of the field dependent/independent construct are subject to debate (Henderson, 1980), but the consequences for instruction of differences in cognitive style remain an important issue. The more field dependent style of Mexican-American children may reflect what Tharp (1989) calls holistic/visual thought. Because children from cultures that employ holistic/visual patterns of cognition tend to learn in their natural environments, Tharp (1989) suggests greater curricular contextualization as a means of making instruction more compatible with the home culture of these students. Thematic instruction may provide an effective way to contextualize instruction. It incorporates a concrete learning-by-doing orientation and has the potential to facilitate cooperative and interactive learning opportunities in the classroom. Cooperative learning can provide opportunities for hands-on activities that result in products on which students perform mental operations, and in situations that engage students in the use of concepts and materials (Tharp, 1989). These features have been identified as characteristics of classrooms that have proved effective for Hispanic students with limited proficiency in English (Garcia, 1991).

25. Key Elementary School And Key Renaissance School, Indianapolis, Indiana position is extremely critical to our success in the to provide equitable time toall students with instruction Gilbert II, we opened a middle school, the Key http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk69.htm

Key Elementary School and Key Renaissance School, Indianapolis, Indiana Bolanos (1994) discusses the application of Howard Gardner's multiple intelligences theory to classrooms at Key Elementary School: "Ten years ago the founders of the Key School began to study Howard Gardner's theory of multiple intelligences. First, we used it as a basis for a curriculum guide for gifted and talented students. Then, we concluded we could benefit a wide range of students, from slow learners to gifted, by applying the seven areas of intelligence to the classroom. Thus began the creation of the Key School from scratch. We garnered community support and the approval of James A. Adams, then the superintendent of the Indianapolis Public Schools. With funding from a local foundation, we planned for one year. When it opened in 1987, the school's goal was to give equal emphasis to the seven areas of intelligence. This idea separates the innovators from the modifiers. If you take equal status seriously, then the staff must include persons who are qualified to teach a specific discipline, e.g., instrumental music, and develop schedules to equalize the instructional time across the seven areas. Classroom generalists cannot teach effectively in all these areas. Our current staffing pattern at the Key Elementary School includes seven classroom generalists, full-time specialists in the visual arts, instrumental music, and physical education, a media specialist, a resource teacher, and two teachers on special assignmentthe flow activity teacher and the community resource teacher. These two positions were designed to make possible grounded research in intrinsic motivation and community involvement.

26. Success Stories it on various types of assessments, secondary schools are facing increasing pressureto effectively teach algebra. And more middle school students are being http://www.academicsystems.com/Proven_Success/Secondary_Success.asp

K As states mandate that students achieve proficiency in mathematics and demonstrate it on various types of assessments, secondary schools are facing increasing pressure to effectively teach algebra. And more middle school students are being asked to successfully complete algebra before entering high school. Academic Systems Interactive Mathematics has been used successfully for many years at colleges nationwide, and is also meeting the instructional needs of middle school and high school learners. New Brighton Middle School, Capitola, CA North Coast Tech Prep Consortium, Cleveland, OH Home Site Map ... Contact Us

27. COURT TV ONLINE - CHOICES AND CONSEQUENCES teach their subjects can be the difference between frustration and success for boththe middle school teachers know that, for their students, the process http://www.courttv.com/choices/teachers/3.html

var openThis = 2; Challenging Young Adolescents Middle schoolers like challenges. And they should encounter a rigorous academic curriculum. Middle schoolers play complicated musical instruments. They create museum-worthy art. They write poetry that brings tears to your eyes. They memorize lengthy parts in plays. They learn second or third languages. They master sophisticated computer programs. They solve algebraic equations. The key is not whatis taught, but how. How teachers teach their subjects can be the difference between frustration and success for both the teacher and the young adolescent. Middle school teachers know that, for their students, the process of learning is as important as the product. Students will meet high expectations when they are clear about the small steps that lead to the goal. Middle school teacher Joan Maute says that teachers of 10-15 year olds must "think big but teach small." Middle school students should be encouraged to be problem-solvers, decision-makers, question-askers, and risk-takers. A rigid classroom environment, bound to the content and sequence of the curriculum, does not work for many middle schoolers. Further, a middle school teacher can never assume that a student comes ready to learn on any given day. Information grasped yesterday is lost today; confidence may be high or low depending on the appearance of one's hair. Middle school teachers have to be willing to start with students where they are each day while still insisting on quality performances.

28. The SEED Foundation middle Upper school Social Studies teacher teach middle school students civicsthat prepares them for success in a college preparatory upper school program. http://www.seedfoundation.com/SEEDfoundation/SEEDSITE/Employment_Social Studies

Qualifications: Bachelors' degree in a related field Teaching certificate or one-year full-time teaching experience highly desired. Responsibilities Provide for an engaging middle school social studies learning environment conducive to student success Promote and support a middle school program with promotion based upon standards mastery Provide a demanding, rigorous upper school government and economics course Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials Differentiate instruction to reach all learners Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, and submit lesson plans to the Director of Academic Programs in a timely fashion Establish and maintain a classroom atmosphere conducive to learning Collaborate with fellow teachers on planning, professional development, and standards-based curriculum design to contribute to the continuous improvement of instruction at the school

29. The School Of Education  At Brooklyn College evidence of success in building teach mathematics content courses for middle school/secondaryteachers curriculum in literacy instruction for students in early http://depthome.brooklyn.cuny.edu/schooled/jobs.htm

The School of Education Brooklyn College Anticipated Tenure Track Faculty Positions Assistant Dean, Specialized Programs ED Foundations/Alternate Route Teacher Preparation Specialist Assistant/Associate/Full Professor in Middle School/Secondary Mathematics Education Birth - Early Grades Literacy/Curriculum Specialist Assistant/Associate Professor in Special Education (Birth-Grade 2) Details Administrative Student Advisement and Professional Records - Counselor / Assistant to HEO Under the direction of the Undergraduate Deputy, School of Education Counselor i s responsible for providing advisement services to students enrolled in undergraduate and graduate programs within the School of Education. Responsibilities include: Provide academic advisement to students enrolled in early childhood, elementary and secondary teacher education, administration and supervision, guidance and counseling, and school psychology programs. Maintain faculty advisement schedules. Review student records to ensure compliance with New York State Department of Education Certification requirements.

30. Manassas Park Middle School and community to successfully teach all students in Manassas Park middle school studentswill be actively engaged as a positive attitude necessary for success. http://www.mpark.net/mpms_photos.htm

Manassas Park Middle School Web Page Purpose The purpose of Manassas Park Middle School is to provide a safe, encouraging learning environment. Mission Manassas Park Middle School is committed to working together with parents and community to successfully teach all students in a safe, encouraging environment to be productive and responsible members of society. Vision Manassas Park Middle School students, with their unique abilities, backgrounds, skills and learning styles have the ability to learn and be successful. Manassas Park Middle School students will be actively engaged as they develop academic, technological and interpersonal skills in a safe and orderly environment that fosters a positive attitude necessary for success. Parents, teachers, students, and community share in the responsibility for out educational success. MPCS Home Staff Directory Bus Schedules Employment ... Assessment

31. Success Story Of The Month September, 2002. The Georgetown Project Here, middle school students can choose between classes like rock climbing, webdesign, martial arts, and They really helped teach us about the process. . http://ppri.tamu.edu/ccs/success_story/georgetown/george.htm

September, 2002 W ould you rather vandalize old buildings or go caving? At Georgetown's After School Action Program, juvenile delinquency and substance abuse have some tough competitors. Here, middle school students can choose between classes like rock climbing, web design, martial arts, and scientific exploration, to name but a few activities. With choices like these, who has time for making trouble? "What we expected was that CCS would cone down and write the grant for us, but it was a partnership. They really helped teach us about the process." Their guide came in the form of the TEES Center for Community Support (CCS), whose grant writers helped the Georgetown Project successfully submit a 5-year grant for $498,830. "Once you're successful, it increases your confidence and makes you realize that you have a story to tell," says Director Barbara Pearce. "What we expected was that CCS would come down and write the grant for us, but it was a partnership. They really helped teach us about the process. We learned how to be realistic in our goals."

32. Bernie Jokiel and Mathematics each year teach 150 students an interdisciplinary pay for three additionalcomputers for Washington middle school. success Stories Home Page. http://www-ed.fnal.gov/success/succs_jokiel.html

Bernard Jokiel Participation in the From Beneath the Ashes program has been the most rewarding experience of my 28 years of teaching. I have always been a strong advocate of hands-on/minds-on learning and outdoor education, and it is exciting to work with enthusiatic teachers at Fermilab. I come away from my contacts with Fermilab's programs, revitalized and that excitement spreads to my students, colleagues and throughout my school community. In 1991 Bernie Jokiel, a teacher at Washington Middle School in Aurora, Illinois joined the development team for the New Explorers program, From Beneath the Ashes . Inspired by his work at the Fermilab Education Office, he authored an Illinois Mathematics and Science Academy Impact II grant which sparked the local school board to set aside a ten-acre Nature Center for the use of Washington students. Mr. Jokiel, his Nature Center and his work with the Fermilab Prairie Experience programs, From Beneath the Ashe s and Particles and Prairie s, have had far reaching effects on the education of Washington Middle School students. Every one of the 650 students at Washington Middle School has direct involvement with the Nature Center, planting and tending prairie grasses and forbs. Mr. Jokiel's team of four teachers including Science, Social Studies and Mathematics each year teach 150 students an interdisciplinary curriculum that has, as its basis, the Fermilab Prairie Experience. Bernie Jokiel's work has gained the enthusiastic support of his Superintendent and has involved partners from the surrounding community. West Aurora Eagle Boy Scouts have organized projects involving brush clearing and prairie burns at the Nature Center. The Aurora Tuesday Garden Club has donated money and prairie seeds for the Center, and the local Rotary Club has supported the Center with regular donations.

33. Columbia School District students are empowered to strive for success. Columbia middle school appropriatelychallenges all students in a with awareness that middle level learners have http://www.cbvcp.com/columbiasd/middle/beliefs_mission.htm

Collaboration and collegiality amongst staff is essential to student engagement and learning in a positive environment. Middle level learners can achieve a high level of success when appropriately challenged in a physically and emotionally safe environment. Middle level learners need to feel a sense of belonging and respect for themselves and school community in order to achieve success. Middle level learners have unique gifts that need to be identified and validated. All learning, including the use of technology as a learning tool, should empower students to meet their future. All staff, parents, students, and community share the responsibility for the education of our young people. Responsible and independent students are empowered to strive for success. Columbia Middle School appropriately challenges all students in a physically and emotionally safe environment, where students excel academically, act responsibly, and grow in independence. With awareness that middle level learners have unique needs, we will employ the following strategies to empower students to be life long learners:

34. 2002 Youth Awards Projects plan to travel to Nottoway middle school to teach and bring knowledge to additionallower grade level students. Together, they have accomplished great success. http://www.need.org/awards/s_w.htm

States S through W SOUTH CAROLINA Junior Level CrossRoads Middle School 6949 St. Andrews Road Columbia, SC 29212 Project Title: CrossRoads Middle School Energy Savers Project Adviser: Linda Durstine Student Directors: Angela Snyder and David Sims The CrossRoads Middle School community has been working on many energy and environmental issues since the beginning of the school. We started off earning our Earth Flag the first year, and each year we continue to enrich those programs and give birth to new programs. CrossRoads Middle School has over 150 students who are actively involved as Earth Stewards. The Earth Stewards collect and distribute newspaper, fine grade paper, six-pack rings, magazines, catalogs, plastic grocery bags, ink cartridges and cardboard. We have ten students who have been involved with our School Store, where we sell new and recycled school supplies. This year we are continuing these programs and we gave birth to the Energy Club. The Energy Club has been meeting weekly to plan and prepare for our Earth Day Carnival. We will have four stations, which include Energy Scavenger Hunt, Race Car Energy Quiz Down, Word Scramble, Energy Bowling Game, and Hunt and Find. Mrs. Durstine traveled to Orangeburg, South Carolina, to give a workshop on the various energy activities that are available through the NEED program. Teachers and students were actively involved in the workshop. The word is we need the NEED program in our schools.

35. Entrepreneurs Grow On TRIZ Video of the Ames middle school program. 3. To teach and guide students through thejourney of The Thinking Clock D. Innovative Journey to success E. Innovation http://www.ideationtriz.com/Ames.asp

*** NEW *** Middle School Students in Iowa Break New Ground for TRIZ Students at the Ames Middle School in Iowa got a real-life taste of the entrepreneurial spirit with a special program designed to introduce them to TRIZ-based thinking and to enhance their problem solving and innovation skills. Ideation International launched the new program, "Entrepreneurs Grow on TRIZ," in Ames after receiving a call from Cal Halliburton. Halliburton, a 35-year veteran of the Ames school system, contacted Ideation to see if the TRIZ Methodology could be applied to a middle-school curriculum. "I wanted to see if we could do a better job of teaching young people to be inventive problem solvers and entrepreneurs," he said. "I learned that Ideation was rolling out a program for this age group and the rest, as they say, is history." Video of the Ames Middle School program Entrepreneurs Grow on TRIZ™ Program Description Entrepreneurs Grow on TRIZ™ is a one-of-a-kind, fun-filled laboratory for 12- to 14-year-olds who desire to improve their creativity and problem-solving skills, and use these skills to become successful entrepreneurs. This integrated invention and entrepreneurial program shows measurable results within two weeks.

36. Teach For America: Why Join TFA?: Position Yourself opportunity for motivated middle school students and encourage talented high schooland college experience helped you attain professional success? http://www.teachforamerica.org/why/6help.html

Robert Nomberg Undergraduate: University of Alabama, Biology, 1994 Advanced Degree: University of Michigan's Ford School of Public Policy, Master of Public Administration, 2000 Corps member experience: High school math and science teacher in Gaston, NC, where he coached the county champion varsity and junior varsity football teams and helped his biology students score above the state average on North Carolina end-of-course exams What he’s doing now: Robert served as Education Advisor for former Alabama governor Don Siegelman. In this capacity he advised the governor concerning education and workforce development policy issues, developed policy and programs in these areas, and served as the governor’s liaison to the education community. In his own words: How did your Teach For America experience impact your career path? Teach For America exposed me to so many fundamental education issues that led me to pursue policy positions. I became so frustrated with the inequity and inadequacy in the classroom that I knew I would not be satisfied until I was in a position to ensure that all children reached their potential through education. I miss the classroom, but in my position as the governor’s education advisor, I could advise the governor about policies affecting 730,000 students a year.

37. Study Smart Home Page middle school classes specifically teach students how to succeed in help studentsSUCCEED in high school and PREPARE additional tips for SAT success the course http://www.studysmart.net/content.htm

Organizational and Study Skills Workshops Helping Students Climb to the Top! What is Study Smart? Study Smart is an organization that gives students the tools for success ­ the tools to make school easier. Most students don't need long-term tutoring. They need to learn how to "do school" successfully. Study Smart's SmartStart program helps students understand their own learning styles and use that information to earn better grades, reduce frustration, and learn more effectively and efficiently. Help your child discover the best way he/she can learn. Cost is only $239 per student and covers registration, instruction and materials. Give your child the vital skills for school success! Sign your child up for a Study Smart workshop series today! Study Smart Supplies Students who use the Study Smart organizational system keep track of their school work, manage their time, and plan ahead! Be SURE your student has the tools for SUCCESS! Review Chapter One in the Student Manual and order the Study Smart Custom-Made Organizational Supplies TODAY! Download an order form Stay Informed!

38. Channel One am a student at Rapid Run middle school in Cincinnati RAMS, which stands for RightAttitudes Make success. is that we have eighth grade students teach the sixth http://www.channelone.com/games/articles/2003/03/08/craig_david/pops/4.html?loca

39. Teacher Page At School Library Books Student Teacher Tutor Learn Education Teach LNWalkup.comResources for Academic success by Louise teach-NOLOGY-search engine justfor teachers! Write Site- Where middle school students become journalists http://baldwinets.tripod.com/teach.html

Teacher Resources FRONT DESK FUNSTUFF CONTACT E-MAIL ... document.write(''); Select Grade Level Elementary School Middle School Search over 1,000 FREE, original Lesson Plans at LessonPlansPage.com Education News: Books for Teachers search for in All Infoplease All Almanacs General Entertainment Sports Biographies Dictionary Encyclopedia FRONT DESK CONTACT FORUM FUNSTUFF ... Mr. Baldwin's Greek Mythology Page! Suggested Links: Top 100 Education Sites ABC Teach -a quality educational site that offers free printable theme units, word puzzles, writing forms, book report forms, ideas, lessons and much more. Great for new teachers, student teachers , homeschooling and teachers who like creative ways to teach. About.com Teen Writing -Resources for teen writers. Immense! ADDers.org -Grey Olltwit's ADD resources AND, excellent FREE Educational Software! Mr Baldwin uses Grey Olltwit's Word Search Creator and Hangman game in school (and Eeyore's Lost Tail at home with his daughter, too!). Highly recommended! Atlantic -An extensive directory of educational resources on the Internet. A to Z Teacher Stuff -lotso stuff for teachers.

40. NCAM/Success Stories/Stories Table Of Contents students at Pennsylvania's Susquehanna Township middle school use videotape Educatorsat WT Woodson High school in Fairfax teach literary genre to students in a http://ncam.wgbh.org/resources/success/toc.html

Table of Contents Six of the following 15 summaries include excerpts from the story (numbers 1-5 and 13). Calling All Students At Maryland School for the Deaf, students of all ages and abilities learn to use a wide array of telecommunications tools, gaining literacy skills and independence along the way. Excerpt Catching the Story on Tape The San Francisco Hearing and Speech Center's K-2 students read and retell stories using oral language, pictures, word processing, and ultimately videotape, which provides opportunities for teacher assessment, sharing at home, and enthusiasm among students. Excerpt Desktop History High school history students at the California School for the Deaf in Riverside use desktop publishing software on in-class computers to create newsletters covering varied topics from a historical period. Excerpt Students Take to Spotlight Students at Pennsylvania's Susquehanna Township Middle School use videotape, TTY, photography, and expressive language to prepare for and host visitor days, when adults from the deaf community address the class on a unit-related subject. Excerpt Capturing Students with Captioning Students in the CAPS Collaborative at Reingold Elementary School in central Massachusetts work through the writing process to create their own captioned narration for existing and class-made videotapes, using a captioning workstation designed for the classroom.

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