So my daughter started Middle School and would tell me that her friends had boyfriends.
First of all, when I was in sixth grade, I was still playing with Barbies, so this is baffling to me.
Second of all, I was like, “So what do they do? Hold hands?”
Natalie replied, aghast, “Oh no! Never. Everyone is too shy for that. It just means they are going out.”
“Out where?” I asked.
Natalie blinked and tilted her head to the side, confused.
“You said they were going out. Where?”
“It’s just the saying. It means they are going out. Together.” Natalie said this slowly as though conversing with Brandi from the Real Housewives of Dallas when she’s had too much to drink.
“Yes,” I answered. “But when you say going out, it implies people are going somewhere.”
“They aren’t though,” Natalie snapped. “It’s just the SAYING.”
So okay, let me get this straight: dating in Middle School means going out, but not going out, and not holding hands.
Anyway, for Valentine’s Day Natalie said she wanted to give candy to a boy she liked. They talked daily, and Natalie decided she’d give him something to show she was interested. She knows if she waits around for a boy to make a move, she might be waiting for a long time, and I always tell her to go for what she wants.
So she gave him this:
(And yes, that is Beth Pearson in the background being like, “You go, girl!” or, “Good luck. You know how middle school boys can be.”)
Natalie said his face turned red, but he said thank you and said it reminded him of a scepter.
And then the next day, he gave her this box of chocolates:
Maybe he had been too shy to give her something on Valentine’s Day. Maybe he went out and got her something as a thank you. I don’t know. But Natalie thought it was sweet.
Then she was all, “It’s official,” and I went, “What is?” and she said, “We’re going out,” which, after our earlier convo, I knew meant they really wouldn’t be going anywhere. She said she figured it was official when one of her friends asked him if they were going out and he said yes, sure.
Naturally she has rules, one being, no kissing.
“You’re too young. You’re only 11,” I told her.
Natalie went, “Vada kissed Thomas J and she was 11.”
I replied, “Don’t use one of my favorite movies against me. Also, he died right after, so. “
Basically she says her friends tease her about him daily and dare her to do stuff like give him a hug. Or when he walks by they shout, “Hey Natalie’s boyfriend!” and when Natalie walks by HIS friends, they shout, “Hey, *insert boy’s name* girlfriend!” It’s still rather juvenile in middle school, which is how I like it.
Natalie says she gave him a side hug and I went, “Great idea, be like the Duggars!” and she gave me a look like:
So yeah. My daughter has a “boyfriend”, but they don’t go anywhere, and they won’t be holding hands because people point and laugh, and they give side hugs. Also, he doesn’t have a phone because it broke, so they don’t text, but if they did, Natalie says all her friends with boyfriends text is emojis, basically. And the boyfriends rarely text back because they’re too busy playing Fortnite.
That’s dating in Middle School. And I’m pretty okay with it.
I sometimes joke that the thing that scares parents most about their tweens going to middle school is ALL OF IT.
In all seriousness, though, it might be fair to put dating—or “hanging out” as many middle schoolers say—near the top of the list. If dating in middle school terrifies you, take stock of your concerns.
Perhaps you’re worried about early physical intimacy, heartbreak, or your tween’s reputation. Don’t overwhelm yourself or your child with fears. Instead, choose the top one or two to discuss calmly and without criticism. Whenever your child wants something, they are more open to listening to you. Use that to your advantage.
This is a good opportunity to share your values, perspectives, and hopes.
If you react reasonably, with a willingness to learn and be flexible, your child will trust your judgment and continue to seek your advice as the issues around dating become increasingly complex.
Your tween might show an interest in being more than friends with someone they know. This is one of many signs your tween is entering adolescence. It’s helpful for parents to recognize that being more than friends doesn’t necessarily mean an interest in physical intimacy. A lack of clear terms with these middle school relationships is part of the problem. When a middle schooler wants to date or go out, we’re left wondering, “What does middle school dating even mean?”
How to Approach Dating In Middle School:
1. Define terms
Begin by asking your tween what it means for them.
Is it spending time together at the mall or movies? Or maybe it’s just extra texting and a change in her social media status. You won’t know unless you ask. This is also an opportunity for you to talk about your own expectations for what you believe is appropriate in middle school.
2. Establish ground rules
There is no hard rule for when tweens should be allowed to date. Keep in mind that even if you forbid young relationships and dating, your tween may still spend lots of time with a special someone at school. What’s more, forbidden fruit has a unique appeal.
Rather than a flat no, you might consider a more nuanced answer that includes “yes” to some scenarios (Okay, you can say you’re going out), “maybe” to others (I’ll consider whether you can go to a movie together, but if I say yes, I will be in the theater a few rows away), and “no” to others (You are too young to go to the movies without a chaperone and, by the way, you’re too young to kiss).
You should also be talking about the appropriate age or circumstance for different levels of physical contact. This is not for the faint of heart, but you can do it. Otherwise, how will your tween know what’s appropriate for a young relationship?
3. Recognize the positives
For many tweens, dating in middle school simply means texting excessively. Remember, middle schoolers often feel isolated and abnormal by nature. They fret about being likable and accepted.
To be dating (whatever that means) can be the ultimate confidence booster.
It can also be a nice way to make a personal connection, learn how respectful relationships are built, and develop personal insight. Plus, remember the thrill of your first crush? It’s just fun.
4. Beware of risks
Do keep an eye out for serial relationships, though. A 2013 study from the University of Georgia found that middle schoolers who were in high-frequency or back-to-back relationships tended to be prone to higher-risk behaviors, like drinking or doing drugs, later in adolescence.
I would caution against group dating, too. It may seem like a safety net to have more tweens around, but the group mentality can quickly push boundaries. Two awkward, gawky tweens forced to think of conversation is much better than a group of tweens daring the couple to go into a closet for seven minutes. (I don’t know if that’s still a thing, but it was when I was in middle school.) You get the point.
How to Help Your Kids Navigate Attraction in the Tween Years
I cringe to even put the words “dating” and “middle school” together. Middle school kids are really too young to be doing anything remotely close to dating.
However, this is the time when boys and girls start getting interested in one another. As much as I don’t want to think about my sweet little boy (who is now almost as tall as I am, has a deep voice, and has big man feet) being interested in anyone in that way, I know it’s coming. So here are my suggestions for ways to keep this tumultuous time under control.
SEE ALSO: Parental Involvement with Middle Schoolers and How to Teach Responsibility
4 Ways to Guide Your Tween Through “Dating Stuff”
1 – Monitor What They are Watching on Screens
I think I am in the huge minority because I have waited until my son is actually almost 13 to allow him to watch a PG-13 movie. I know, I am such a dud of a mom. But OMG, can we talk about some of the stuff that’s in PG-13 and R-rated movies? Prime time TV shows? YouTube? No, we cannot, because this is grkids and that stuff is too darn racy for this site.
If you think your middle school kid is responsible enough to be surfing the internet unsupervised, think again. Kids can get into some highly inappropriate stuff without even trying. I don’t even want to think about what they can get into if they are trying…
Middle school brains are easily influenced. Being exposed to highly sexualized stuff can give them some very messed up ideas of what it means to be in a relationship. Do your research about movies. Monitor their internet use. Put limitations/filters on their devices. They NEED this.
2 – Have Conversations About Relationships. Lots of Them.
Open the door. And keep opening it over and over again. When it comes to talking about relationships, this is not a one time chat. You need to be your kids’ primary source of information about what it means to have a boyfriend/ girlfriend, how you treat others, what level of physical contact is acceptable, and so on.
3 – Assure Them That all of This is Normal… and Awkward and Difficult
Middle school kids can really start to feel like they are crazy or there is something wrong with them; hormones and puberty will do that to you. My son recently informed me that he was starting to have mood swings and was super freaked out about it. Kids need to be told that all of these mixed up feelings are normal.
Kids need to hear from parents that it is very normal to think about members of the opposite sex in a different way. Tell them stories about you when you were in middle school. Like I said, open the door… and keep opening it over and over again.
4 – Know Your Kids’ Friends… and More Importantly, Their Friends’ Parents
Having lots of good people in your tribe has many positive effects. Your kids need to have good influences at this age. You also need to have lots of eyes and ears on your kids. I love the fact that I could pick up the phone and call several other moms to see what they know about what’s going on with our kids and their friends. This is not about being gossipy, this is about educating and protecting our kids.
It’s okay to be the tough mom/dad here. We all know the chaos that can come with dating and attraction, and giving our kids a firm foundation at this age will help them make good choices when they finally are old enough to date.
Imagine you’re sitting in a car line, innocently scrolling social media and sipping some afternoon iced coffee, when you see your middle schooler emerge from the crowd.
You choke on your coffee just a little bit as your mind starts to race.
“Who is this kid?”
“Why didn’t I know about this?”
“Does my CHILD have a BOYFRIEND?”
You try to compose yourself as much as possible as you watch your sweet little middle schooler blush, say goodbye to this unknown human boy and walk toward your car.
You take a deep breath, smile a bit maniacally and say “How was your day honey?” All while silently thinking, “What on earth do I do now?”
If this is you, don’t panic. And if this isn’t you, don’t relax just yet: it could be soon. Middle school expert and author of Middle School Makeover, Michelle Icard shares,
“If dating in middle school terrifies you, take stock of your concerns. Perhaps you’re worried about early physical intimacy, heartbreak or your tween’s reputation. This is a good opportunity to share your values, perspectives and hopes. If you react reasonably, with a willingness to learn and be flexible, your child will trust your judgment and continue to seek your advice as the issues around dating become increasingly complex.”
So take a deep breath, and let’s dive in.
When it comes to communication, more is more.
“When a middle schooler wants to date or ‘go out,’ we’re left wondering, ‘what does middle school dating even mean?’ Begin by asking your tween what it means for them. Is it spending time together at the mall or movies? Or maybe it’s just extra texting and a change in their social media status. You won’t know unless you ask. This is also an opportunity for you to talk about your own expectations for what you believe is appropriate in middle school.” -Michelle Icard.
Obviously, when a middle schooler is “going out” with someone, they aren’t going anywhere! By asking questions and listening carefully to what your middle schooler has to say, you’ll better know how to proceed.
Clearly express your expectations and boundaries to your middle schooler
Every family has different rules and expectations when it comes to romantic relationships, and if you haven’t already, now is the time to make yours explicitly clear. If dating is firmly not allowed at this age in your household, talk with your child about why they want to date now. Understanding their perspective on this issue will help you parent them more effectively.
No middle schooler should feel like they “need” a boyfriend or girlfriend. Make sure that your child is self-confident enough to have healthy boundaries and the communication skills to talk about those boundaries with peers.
Draw a firm line to prevent “serial dating”
A 2013 study from the University of Georgia found that middle schoolers who were in high frequency or back-to-back relationships tended to be prone to high-risk behaviors, like drinking or doing drugs, later in adolescence. Back-to-back relationships should be a red flag for low self-esteem and a search for validation that tweens aren’t getting elsewhere.
Interestingly, Ichard also cautions against group dating (the old Christian standby when I was growing up). “It may seem like a safety net to have more tweens around, but the group mentality can quickly push boundaries. Two awkward, gawky tweens forced to think of conversation is much better than a group of tweens daring the couple to go into a closet for seven minutes.”
Overall, try to react calmly and rationally when your tween brings up dating. While the instinct may be to lock them in a closet until they turn 25, a series of open, honest conversations between the two of you will go much further toward future dating success.
Want to learn more ways to keep the lines of communication open with your middle schooler? Get more resources from Bethesda Christian Schools here.
Should I Let My Middle Schooler Date
Posted March 26, 2013
I recently read your article warning parents about the perils of young teens and dating. I really don’t get this. I have a 13 year old daughter. She is very pretty and popular and all of the boys like her. I have to say that I am proud of her. I was a wallflower with acne and sat home while the other kids went out. When I was pregnant I prayed to have a popular child who would be happy and be sought out by the opposite sex.
Your article confused me. Can you explain some more what you have against young teens dating?
A Confused Mother
First, let me say that we have to be very careful about wishing for popularity for our kids. The popular kids are not always the happiest kids nor are they always the nicest. They can be very cruel and exclusive. Anyone who has ever been excluded knows that this has often been initiated by the popular kids.
Your daughter may be a very nice young woman. Nonetheless, kids who begin to date as young teens are more likely to have bad study habits, eventually develop substance use problems and are unfortunately more likely to drop out of school than teens who begin to date at later ages. I am not sure why this is the case but I have some ideas.
Dating can be quite confusing and distracting for young teens. Look, it is even complicated for mature adults, right? The young teen may be ill-equipped to deal with these sorts of intimate relationships and may come to rely on their relationship status as an indicator of their self-esteem. Perhaps the early daters neglect friendships and lack a necessary support group of friends to see them through all of the years of middle school and high school. We all have had and continue to have friends who drop us when they are in a dating relationship.
I am not sure how you and your daughter are defining dating. If it simply refers to exchanging thumbs-up signs or a few text messages that is one thing. On the other hand, if they a spending a lot of time with the boyfriend to the exclusion of friends then I would suggest that you put limits on this sort of dating
For more articles like this please see my website:
Teen romance may have been dissected a million ways by popular culture, but that dubious analysis pales in comparison to a recent study that followed the arc of teen dating from grades 6 to 12. “We see four trajectories,” says Pamela Orpinas, a professor of behavioral research at the University of Georgia and the lead author of the study, which included 600 students. “Some kids never or hardly ever dated; some kids did not date during middle school and started dating during high school. Others dated all the time—or at least that’s what they reported. And others reported dating all the time in sixth grade, and then decreased, and then increased again.”
And the significance of these trajectories? Those who dated the most were shooting toward disaster: they were four times more likely to drop out of high school and reported twice as much substance abuse as those who were dating less. “Among adults or older adolescents or young adults, dating is actually a really good thing,” explains Orpinas, “because you’re more stable, happier, and less likely to do drugs.” But the earlier you start, the more likely the opposite results.
“Risk-taking behaviors in adolescents cluster,” says Lynn Ponton, professor of psychiatry at University of California, San Francisco, and the author of The Sex Lives of Teenagers: Revealing the Secret World of Adolescent Boys and Girls. And early-onset dating is an important clue as to whether your child might be a high-risk taker, particularly if it is accompanied by poor grade performance. But unlike substance abuse and depression—the two other horsemen of a teenage apocalypse—dating and grades are easier to spot and easier for parents to talk to their kids about. “Parents need to be able to assess in middle school what type of risk taker their adolescent or young eighth grader is,” she says. “If you have a high-risk taker as an eighth grader, you’re going to need to impose certain sanctions, provide alternative opportunities for healthy risk taking, and work with school and other parents to help your adolescent to learn how to assess risk in a healthier way.”
But perhaps the most interesting and unnerving aspect to early dating is that it is no longer perceived as something that is relatively private. Teens are not simply going through a worse version of the gossip an adult might face during a breakup. “Teens live off of Facebook in seventh and eighth grade in a way that we don’t as adults,” says Ponton. “And they are not prepared to take the ramifications of having their sexual and romantic lives propelled into the mainstream world. They’re still kids.”
While the academic studies aren’t in yet, she says she has seen a lot more seventh and eighth graders in her practice who are suffering depressed reactions or engaging in dangerous risk taking after their romantic and sexual lives, and breakups, were exposed on the Internet. “With Romeo and Juliet, one town was difficult,” she says. “Now, they’re suddenly seen as dumb by the whole world.”
Athens, Ga. – Students who date in middle school have significantly worse study skills, are four times more likely to drop out of school and report twice as much alcohol, tobacco and marijuana use than their single classmates, according to new research from the University of Georgia.
“Romantic relationships are a hallmark of adolescence, but very few studies have examined how adolescents differ in the development of these relationships,” said Pamela Orpinas, study author and professor in the College of Public Health and head of the Department of Health Promotion and Behavior.
Orpinas followed a group of 624 students over a seven-year period from sixth to 12th grade. Each year, the group completed a survey indicating whether they had dated and reported the frequency of different behaviors, including the use of drugs and alcohol. Their teachers completed questionnaires about the students’ academic efforts. The Healthy Teens Longitudinal Study included schools from six school districts in northeast Georgia. Investigators used two indicators of students’ school success: high school dropout rates and yearly teacher-rated study skills. The results of the study were recently published in the Journal of Research on Adolescence.
“In our study, we found four distinct trajectories,” Orpinas said. “Some students never or hardly ever reported dating from middle to high school, and these students had consistently the best study skills according to their teachers. Other students dated infrequently in middle school but increased the frequency of dating in high school. We also saw a large number of students who reported dating since sixth grade.”
Of the early daters, a large portion of the study group-38 percent-reported dating at almost all measurement points throughout the study. The second at-risk segment, identified as “high middle school dating,” represented 22 percent of the sample. One hundred percent of these students dated in sixth grade.
“At all points in time, teachers rated the students who reported the lowest frequency of dating as having the best study skills and the students with the highest dating as having the worst study skills,” according to the journal article.
Study skills refer to behaviors that lead to academic success such as doing work for extra credit, being well organized, finishing homework, working hard and reading assigned chapters.
“A likely explanation for the worse educational performance of early daters is that these adolescents start dating early as part of an overall pattern of high-risk behaviors,” Orpinas said.
Children in these early dating groups were also twice as likely to use alcohol and drugs.
“Dating a classmate may have the same emotional complications of dating a co-worker,” Orpinas said. “When the couple splits, they have to continue to see each other in class and perhaps witness the ex-partner dating someone else. It is reasonable to think this scenario could be linked to depression and divert attention from studying.”
Authors indicated that more research is needed to identify characteristics that distinguish dating as a healthy developmental process from dating as part of a problem behavior syndrome.
Orpinas says this study suggests, “dating should not be considered a rite of passage in middle school.”
Co-authors are Arthur M. Horne, Xiao Song, Patricia M. Reeves and Hsien-Lin Hsieh. The journal article is available at http://onlinelibrary.wiley.com/doi/10.1111/jora.12029/abstract.
The study was funded by the Centers for Disease Control and Prevention’s National Center for Injury Prevention and Control.
Jennifer O’Donnell holds a BA in English and has training in specific areas regarding tweens, covering parenting for over 8 years.
Adah Chung is a fact checker, writer, researcher, and occupational therapist.
ONOKY – Eric Audras / Brand X Pictures / Getty Images
Going to middle school for the first time can be exciting for both you and your child. One of the most exciting moments that a new middle schooler experiences is when he or she gets her middle school schedule for the first time.
Your child’s school schedule is important: it will list all of the classes your child will take during the school year, as well as the teachers assigned to your student. Here’s what parents and ‘tweens need to know about school schedules.
The Middle School Schedule
Your student will likely sign up for classes before he leaves elementary school. The middle school guidance office will send a form home with your student to fill out for the next year.
Many of your child’s classes will already be determined. Most students are required to take an English course, a math course, a science course, and a history or social studies course.
But there will also be room in your child’s course for an elective. An elective is a course that is not required, but that benefits your child’s education.
Some students opt to take music courses, such as chorus or band, as their elective. Others prefer to study a foreign language or take an art class as their elective.
Your child’s schedule may arrive in the middle of summer, a few weeks before the school year begins. Many schools still mail their schedules to students, or you may receive the schedule by email. Other schools will distribute your child’s schedule at the school open house or orientation.
When your child receives his or her schedule, the first thing they’ll do is find out if their friends are in any of their classes. Besides, your child may end up meeting new people in his classes, and grow his circle of friends.
If your child finds that his best friends are not in his classes, resist the urge to change his schedule around. Middle schoolers aren’t little kids anymore, and they need to learn how to be flexible.
‘Tweens will also react to their teachers. If they’ve heard negative things about a teacher, they may ask you for permission to switch into another class. If this happens, ask your child to give the teacher a shot.
Some ‘tweens may love a teacher that other students do not. In addition, it’s important for your child to learn how to get along with a variety of personalities, and middle school is the time to do that.
Your child’s class schedule will likely explain the order of his classes: homeroom; first period; second period; third period; lunch; fourth period; fifth period; sixth period; and so on. Also listed on his schedule will be the names of his teachers as well as the room number for the class. Your child’s lunchtime will also be indicated on his class schedule.
Many middle schools schedule classes according to blocks. Block scheduling will rotate classes either by day or by semester. For example, on a daily rotation, your child may attend Math, History, Gym, and Art on Day 1. On Day 2 he may have Foreign Language, English, Science, and Band. The schedule will rotate every day.
On a semester rotation, your child may take Math, History, Gym, and Art the first semester. The second semester she may take a Foreign Language, English, Science, and Band.
Many parents, students, and educators prefer the block system of scheduling, as it can help students focus on their areas of studies, and prevents them from having to juggle six separate classes at a time.
Be positive and excited when your child gets his school schedule. Try to start the year off on a positive note, so that your ‘tween puts his best foot forward on that very first day of school.
This article was co-authored by Natalie Tincher. Natalie Tincher is the Owner and Principal Style Strategist of BU Style. With more than 10 years of experience, Natalie specializes in personal styling to reflect clients’ individuality, confidence, and comfort. In 2019, she was named the Global Head of Styling for Bloomberg Television. Natalie is certified in Image Consulting through the Fashion Institute of Technology. She regularly shares her expertise with corporate groups at major financial institutions, media companies, and news outlets including: Time Out New York, Refinery 29, and NBC News.
There are 7 references cited in this article, which can be found at the bottom of the page.
This article has been viewed 698,023 times.
While emo culture developed all the way back in the ’80s as a subgenre of punk music, it is still alive and well, even if it is a little misunderstood. Emo is often centered around the music of bands who write emotional lyrics, but it’s evolved to include a certain way of dressing and acting as well. If you want to be emo in middle school, you only need to follow a few simple steps to look and act the part.
Style Strategist & Wardrobe Specialist Expert Interview. 4 June 2020.
- Some early emo bands that helps establish the genre in the mid-80s include Rites of Spring, Embrace and Dag Nasty.
- In the ‘90s, emo music experience a revival with bands such as Texas Is The Reason, Sunny Day Real Estate, Jawbreaker, American Football, and Braid.
- In the 2000s, emo pop was born pioneered by bands like Jimmy Eat World  X Research source ,The Get Up Kids and The Promise Ring. Later, other bands like My Chemical Romance, Paramore, Fall Out Boy and Panic! at the Disco became part of the fusion genre. Most of these bands have moved away from their emo pop roots  X Research source so listen to their early work if you’re looking for this particular style. Bear in mind this is what’s known as emo today when really, emo refers to the emotive hardcore sub-genre. Emo pop is a fusion of emo and pop punk.
Researchers Amanda Cissner and Lama Ayoub conducted an evaluation to see whether a program already shown to decrease dating violence among Canadian high school students would also be effective with U.S. middle school students. The program — The Fourth R: Strategies for Healthy Youth Relationships — uses classes that focus on building healthy relationships and personal empowerment to decrease dating violence, bullying, sexual activity and substance use. Cissner and Ayoub found that an adaptation of this program for middle school students did not reduce dating violence behavior generally among middle school students. It was, however, beneficial for high-risk students, particularly those already involved in dating violence, and reduced other negative behaviors, such as bullying, especially in schools where it was implemented well.
The classes were taught in randomly assigned seventh grade classrooms across 10 Bronx, New York, middle schools. With the exception of delayed sexual activity, no main effects of the program were found on any of the outcomes of interest overall. However, several caveats are important to mention. The program was most beneficial for those already involved in dating violence, showing a 19 percent reduction in dating violence victimization and a 29 percent reduction in perpetration. In addition, implementation of the program mattered. Students who received more of the program showed delays in sexual activity and decreases in peer violence/bullying perpetration, and they rejected pro-violence beliefs and gender stereotypes. Finally, when the researchers compared the schools with the program to those without the program, they found that students in schools with the program reported less bullying and substance use, whether they participated in the program or not. These effects were greater for schools that most closely adhered to the program model.
Overall, the results for this study were mixed. The program did not reduce dating violence overall, but the program was effective in reducing targeted behaviors for students already engaged in dating violence. How much exposure to the program students received and the degree to which schools implemented the program as intended also played a key role in reducing negative behaviors. Certainly, further research is needed to understand how to prevent dating violence among middle school students.
About this Article
This work discussed in this article was completed under grant number 2010-MU-MU-0012 awarded by NIJ to Fund for the City of New York / Center for Court Innovation. The article is based on the grant report Building Healthy Teen Relationships: An Evaluation of the Fourth R Curriculum with Middle School Students in the Bronx by Amanda B. Cissner and Lama Hassoun Ayoub.
On the Middle School Bartram Campus, students begin to develop skills in applying structure to their philanthropy. While there are some annual campus-wide community service efforts – such as the Woodland Acres food drive and a book drive for West Riverside Elementary School – much of the philanthropy excitement is generated by the School’s service clubs. Students who want to help must sign up to be part of the club and attend planning meetings. These groups — including the Animal Lovers Club, the Angels for Allison Club, the McKenzie Club and others – stage fundraisers throughout the year and are managed by students and faculty sponsors.
Middle School also is the first time students have the opportunity to achieve a President’s List award. Each quarter, the Head of School selects worthy students who demonstrate The Bolles Way “above and beyond” what is expected of them as a Bolles student. By recognizing students who have dedicated themselves to serving others and letting the school community know about their work, school leaders hold President’s List winners up examples of The Bolles Way: Pursuing excellence through courage, integrity and compassion.
As these life lessons in effective community service and servant leadership progress, a beautiful trend begins. In middle school, there is a marked increase in students who are developing the courage to participate in or plan charitable events on their own time. Many middle school students support groups or events that touch their lives in some personal way. This trend takes a skyward trajectory as students make their way to the Upper School San Jose Campus. As students mature in their servant leadership development, it becomes easier – and more rewarding – to make a difference in the lives of others. The Bolles Way becomes students’ personal way.
STAAR 2022 Assessments for Grades 6–8
The STAAR assessments for grades 6 and 7 focus on content taught during the current year rather than knowledge and skills learned over multiple years.
|Grade||Math Paper Test||Math Online Test||Reading Paper Test||Reading Online Test||Science Paper Test||Science Online Test||Social Studies Paper Test||Social Studies Online Test|
|Grade 6||May 10||May 10-20||May 11||May 10-20|
|Grade 7||May 10||May 10-20||May 11||May 10-20|
|Grade 8||May 10||May 10-20||May 11||May 10-20||May 5||May 5-20||May 6||May 6-20|
|High School Core Courses||Assessed in STAAR-End-of-Course Exams|
The STAAR math incorporates underlying processes and mathematical tools covered in that particular grade. These include numerical representations and relationships, computations and algebraic relationships, geometry and measurement, and data analysis and personal financial literacy.
STAAR focuses on concepts and addresses them in depth. Tested content includes matter and energy, force, motion, earth and space, and organisms and the environment.
The STAAR assessment requires both analytical skills and an application of knowledge. Tested content includes understanding across genres, and understanding and analysis of literary texts and informational texts.
Note: Previously, students who took Algebra I in middle school were required to “double-test” and take both the Algebra I EOC and the grade-level STAAR math assessment. Now, the Algebra I EOC will satisfy the requirement for a math test for those middle school students taking Algebra I. Middle school students taking Algebra I WILL NOT be required to take the grade-level STAAR math assessment in addition to the Algebra I EOC.
NEW: Due to House Bill 5, there is a potential for double-testing in math. Middle school students who take Algebra I this year will be required to take both the Algebra I end-of-course exam and their grade-level STAAR math test.
The first day of classes at Gilbert Schools for the 2022-23 school year is Tuesday, August 23. We can’t wait to see all of the new faces and familiar faces roaming our halls once again.
Don’t forget to complete registration and pay your 2022-2023 school fees. Click HERE to complete.
Welcome to Gilbert Middle School
On behalf of the faculty and staff, I would like to welcome you to Gilbert Middle School. Since its start in 2006, GMS has been widely recognized as a top-rated middle school with a proud tradition of student success. The staff works exceptionally hard to provide our students with a safe and caring environment where relationships and connections are key. Our teachers appreciate and value the uniqueness of adolescents and provide learning experiences that are rigorous and relevant, offering deep exploration of issues that hold value beyond school. Our many activities, interventions, enrichments and extracurriculars help us meet the district’s challenge of “Every Student, Every Day”.
The middle school years are a time when students grow and develop socially, emotionally, physically and academically. We appreciate this opportunity to share the journey with you. As the school year unfolds, please keep in mind one important thing-You Belong Here!
Middle School Principal
Follow Gilbert Middle School on Twitter @GMSIowa
Principal Mike Danilson will tweet current educational topics, learning opportunities, new staff, professional development for teachers and other topics important to the teachers, staff, parents and students of Gilbert Middle School.
Milton Academy welcomes applications for Grade 6 and 7. We do not accept applications for Grade 8.
During the first phase of the selection process, admission officers read each application in a “need-blind” review that does not consider a candidate’s ability to pay as a factor in their evaluations. However, the final phase of the selection process is “need-aware,” as the admission committee weighs its decisions against available financial aid funds. Milton Academy strives to meet 100 percent of the demonstrated need of each candidate offered admission. Please see the Financial Aid portion of our website for more information.
To begin your conversation with Milton Academy for the 2023–2024 school year, complete and submit the Request Information form to add your name to our mailing list. Admission Packets are sent electronically to the email provided.
Schedule an Appointment
To best meet the needs of our families, we are also offering limited virtual interviews on Zoom. These interviews can be scheduled by calling our office at 617-898-2509.
*Applications do not need to be submitted before scheduling your interview. Families with more than one applicant should only sign up for one appointment slot.
Explore Milton any time by taking a virtual tour of our campus.
We look forward to getting to know your family!
Create an Account
To begin, please create an online account to manage all aspects of the application process here. In this online account, families can:
- Access Milton’s application
- Initiate requests for recommendations
- Download PDFs
- Track the status of an application
- View decision letter on March 10
While we encourage families to begin the application process before the deadline, completed applications are due by January 15.
A non-refundable application fee of $65 for domestic applicants and $125 USD for international applicants must be submitted online, along with your application, using Visa, Mastercard or Discover. Fee waivers are available if the fee represents a financial hardship for your family. Please contact the Lower and Middle School Admission Office for details.
Download the Record Release Form from your online application portal, sign and distribute it to your child’s school administrator to authorize the release of academic records from the current and past year. Please have the administrator email all transcripts to [email protected]
Recommendations: Submitted online (preferred method)
- School Administrator (Principal or Guidance Counselor) Recommendation
- Submit evaluation request to your child’s principal, head of school or guidance/placement counselor
- Submit recommendation requests to your child’s classroom teacher(s):
- Current English Teacher Recommendation
- Current Mathematics Teacher Recommendation
- Submit requests for the following optional recommendations:
- Special Interest Recommendation – Arts
- Special Interest Recommendation – Athletics
- Supplemental Recommendation
Register for a Standardized Test
Applicants for Grades 6 and 7 are required to submit results of the Secondary School Admission Test (SSAT), or the Independent School Entrance Exam (ISEE). Applicants should register for and take one of these tests by January 15, and scores should be sent directly to Milton Academy. Students applying for Grade 6 should take the Lower Level ISEE or the Middle Level SSAT. Students applying to Grade 7 should take the Middle Level for both the SSAT or ISEE exam. The SSAT school code for Milton Academy is 5098 and the ISEE school code for Milton Academy is 221430. Please note that given the COVID-19 pandemic, we will accept at-home and/or remote testing if offered, which can be scheduled through the SSAT website or the ISEE website. For applicants for whom English is not their first language, the Test of English as a Foreign Language (TOEFL Jr.) is required. The TOEFL Jr. school code for Milton Academy is 8125. The TOEFL Jr. does not take the place of the SSAT or ISEE.
Application Checklist & Timeline
Student/Parent Tour and Interview (Grades 6 and 7 only)
Completed by January 15. Please note that you do not need to submit an application prior to scheduling this appointment.
As soon as possible, but no later than January 15.
Current and previous year, submitted by January 15.
Teacher and Administrator Recommendations
Submitted electronically by January 15
- School Administrator Recommendation
- Current Math Teacher Recommendation
- Current English Teacher Recommendation
- Optional Recommendations (arts, athletics, and supplemental)
Scores sent directly to Milton Academy by January 15
Financial Aid Deadlines
January 15 for current Milton Academy families
January 31 for new families
Admission decisions posted in our online portal
Deposit and Contract Deadline
For more information or questions about admission to Milton, please contact the Lower and Middle School Admission Office at 617-898-2509.
This article discusses how middle school are sexual activity and some schools give 6th graders condoms
Would you give a boy in the 6th grade a condom? San Francisco Unified School District and other school districts now provide 6th graders with condoms. All students need to do is talk to a school counselor and a 6th grader can get a condom.
Why are schools considering this option? They are considering this option because research is showing that teens are becoming sexually active at younger and younger ages. It is not uncommon for kids in the 6th grade to be sexually active. Research studies show 5% of 6th graders are already having sexual intercourse. This is not taking into account oral sex. When I work with middle school and high school students these days I need to ask are you sexually active? I also need to ask are you having oral sex? I often hear yes to oral sex and I am told but that is not sex. When I ask what it is, I am told we are just messing around. Many middle school kids equate oral sex with kissing. This is not reality.
I understand that the San Francisco Schools are trying to protect their students, but I don’t think this is the best way to do it. From my experience working with teens, they usually start thinking about birth control after they are all ready sexually active. Also how much information can be provided in one 30 minute talk. The kids can be told how to use a condom but no one will be discussing the emotional issues and responsibility involved with sex. Also no one will be asking the child if they are ready for this step and are they prepared if the girl gets pregnant?
Find out what’s happening in Pleasant Hill with free, real-time updates from Patch.
If we want to keep our children safe then we need to stop making sex such a forbidden subject. The kids need classes in 4th and 5th grade which explain in detail about different sexual acts and the risk they are taking even if they use a condom. For 6th graders to think oral sex is the same as kissing is crazy. It is also crazy why we are saying don’t have sex, when society is telling boys if you want to be a “man” you can’t be a virgin and girls are told if you want a boyfriend you have to give him sex.
Also we need parents not to be embarrassed or shy about talking to their kids about sex. Parents cannot wait until their child starts High School anymore. By the time many kids start high school, it’s too late to be discussing sex. Sexual activity should be something you discuss with your child from preschool on. Of course not going into specific details, but talking at an age appropriate manner. Start educating them about their bodies. If a child sees you are not embarrassed or ashamed they will be more likely to ask you questions before they do something. If parents act like sex is something to be ashamed about a child won’t ask their parents questions.
Find out what’s happening in Pleasant Hill with free, real-time updates from Patch.
Also parents you must start the conversation. Many parents tell me they will discuss sex with their child when s/he asks questions until then they will wait. I have teens telling me they won’t ask their parents because it’s too odd talking to their parents about sex. If they don’t ask an adult they are going to learn by trail and error. I have had to become comfortable discussing the subject because many parents tell their teen to ask me. Yes they are getting the information, but they really prefer talking to their parents. I often encourage teens to try talking to their parents explaining that their parents feel just as awkward as they do, but the embarrassment will pass.
The main problems I see with the school handing a 6th grader a condom is no one is really discussing with the child, are they really ready to be sexually active? There is a great amount of responsibility that goes along with being sexually active. You can still catch an STD using a condom so the 6th grader needs to tell their primary care doctor they are sexually active. A girl can still get pregnant using a condom. Are the boy and girl prepared for this situation if it occurs. This is a huge decision to make and I don’t think a 6th grader is mature enough to make it. Also 6th graders are not always paying attention so they may not know how to use a condom appropriately.
Yes it is shocking that 6th graders are having sex. I think a better way to handle the issue is to look at what we are teaching them in the movies, television shows and video games they are watching and playing. Sex is not a game and we are treating it like a game. This doesn’t help kids in 6th grade. We need real sex education in school and at home.
In therapy often boys will tell me they think they are ready for sex. I ask them are you sure this is the girl you want to have your first time with? I also remind them they only have one first time. I also ask are they ready for the emotions that go along with sex? The biggest one I ask is are you prepared to handle if she gets pregnant? Condoms are not a 100% guarantee. The question that always gets me is when they ask how they can get a condom? I tell them you can buy them at any drug store. I often hear I would be too embarrassed to go buy condoms. My response is if you are too embarrassed to by them then in my opinion you are not emotionally ready for sex. In my opinion handing 6th graders condoms will result in more teens being sexually active who are not emotionally ready to be sexually active. We need to think about that point.
Parents you also need to let your child know they can discuss sex with you. May be you may not agree with them about their opinions, but they need to know they can talk with you and don’t have to be afraid of getting into trouble. The main reason I hear from teens about why they don’t talk to their parents is they are afraid their parents will get mad, they will get a lecture and get into trouble.
I don’t think anyone feels a 6th grader is ready for sex, but it is happening every day. If we are going to do what is best for kids, we need to help them feel safe to discuss sex with us. If we don’t the consequences can be severe for everyone involved.
Follow your local council’s application process to:
You must still apply for a place, even if the school is linked to your child’s current nursery, infant or primary school.
Apply directly for:
- a 6th form place at a school or college
- a place at a private school
Moving to another area
You apply through your local council even if you’re applying for schools in another council area or you’ve just moved to England.
If you’re applying from another country, contact the local council in the area where you’re going to live.
You may need to:
- supply proof of your new address, for example a mortgage or rental agreement or deeds for the property
- prove that you’ll live in the area before the start of the next school term
Completing the application
When you fill in the form (online or on paper) you’ll be asked to list the schools you’re applying for in order of preference.
Listing only one school will not increase your chances of getting a place there.
To get a copy of the application form on paper, contact your local council.
When to apply
Applications open on different days in each local council area. Find out from your local council when applications open for primary or secondary schools.
Applying for a primary school place
You must apply for a primary school place a year before your child can start school.
Applications open in September and close on 15 January. Your child will be 3 or have just turned 4 when you apply.
You’ll need to apply then even if you want your child to start part-way through the year.
Applying for a secondary school place
The deadline for applying is 31 October.
Your child is less likely to be offered a place at their chosen schools if you miss the deadline for applications.
When you’ll find out
Councils will send offers of school places for:
- primary schools on 16 April
- secondary schools on 1 March
If either date falls on a weekend or a bank holiday, offers are sent the next working day.
You must accept the offer by the deadline given in the offer letter. Otherwise it may be withdrawn and the place given to someone else.
The local council must provide a place at another school, if your child is not offered a place at any of the schools you’ve applied for. This is usually your nearest school with places still available.
Applying after the start of the school year
Contact your local council to find out about applying for a school place once the school year has started (known as in-year applications). They can tell you which schools still have places and how to apply.
Once your child has been offered a place, they will usually start school at the beginning of the following term.
- Student Progress
- Advanced Courses
- Test Scores
- Courses & Programs
- Equity Overview
- Low-Income Students
- Students With Disabilities
- Student Demographics
- Teachers & Staff
- From the School
from Movoto by OJO
GreatSchools Summary Rating
Students at this school are making average academic progress given where they were last year, compared to similar students in the state.
GreatSchools Student Progress Rating
The Student Progress Rating measures whether students at this school are making academic progress over time based on student growth data provided by the Department of Education. Specifically, this rating looks at how much progress individual students have made on state assessments during the past year or more, how this performance aligns with expected progress based on a student growth model established by the state Department of Education, and how this school’s growth data compares to other schools in the state. The Growth Rating was created using 2019 Student growth data from Florida Department of Education.
Source : GreatSchools; this rating was calculated in 2020 | See more: About this rating
Did you find the information about advanced STEM courses useful? What can we do better? Share your feedback.
Algebra 1 participation rate
Source : Civil Rights Data Collection, 2018
Algebra 1 pass rate
Source : Civil Rights Data Collection, 2018
Twin Oaks and Hidden Oaks are partner schools located across the street from each other. Staff at each site work together to benefit students by creating class opportunities and electives that could only be offered by the two schools working together.
We are proud to be E-STEM schools where students receive instruction focused on inquiry and real-world problem solving in the 21st Century, applying hands-on science, technology, engineering and mathematical practices with projects and field experiences related to the environment.
Our middle schools offer a popular Environmental Education club called Earth Link and create safe and respectful learning environments through our GPS (Growth Produces Success) program.
Our district programs have been recognized by the U.S. Department of Education with PLSAS being named a Green Ribbon Schools Sustainability District that supports Environmental Education.
Middle School Education at PLSAS
Join Prior Lake-Savage Area Schools’ Superintendent, Dr. Michael Thomas as he hosts “Listening and Learning” events scheduled throughout the school district.
Sign up to receive text message alerts by texting “Y” to 67587.
Twin Oaks Middle School
15860 Fish Point Rd. SE
Prior Lake, MN 55372
Phone: (952) 226-0500
Fax: (952) 226-0549
Attendance: (952) 226-0501
Health Office: (952) 226-0506
Home of the Tigers
Reminder: Parents that are bringing their student late to school, or checking them out early, need to report to building 10 attendance office.
Dunnellon Middle School, working together as partners with our local community, will prepare students for the future. A professional, compassionate staff will provide a challenging, diversified curriculum to meet the individual needs of each student. Our goal is to provide a safe environment, where students are expected to develop the integrity, social, and life skills necessary to become productive citizens.
Dunnellon Middle School has a comprehensive AVID (Advancement via Individual Determination) Program, which helps our AVID students explore the future opportunities available for them in the 3 E’s (Employment, Enlistment, and Enrollment). We also employ the AVID curriculum schoolwide to better support the academic development of our students.
At Dunnellon Middle School, we believe in furnishing experiences that allow students to explore their interests. We offer six high school courses that allow our 8 th Grade students to accelerate academically, as well as many opportunities in Career and Technical Education, Fine Arts, Athletics, and Clubs.
Dunnellon Middle School has a need for volunteers. If you have the time to volunteer and work with our students, please see Ms. Bennett in the Front Office for more information and complete a volunteer application on the MCPS website. When you volunteer, you greatly contribute to the mission of Dunnellon Middle School, as well as making a difference in children’s lives.
A GSA club in middle school can provide a safe, supportive space for students at a critical point in their lives.
As teachers, counselors, and administrators, we hear the words of bullies reported, comfort the bruises of victims, and see the bigger picture of prejudice that spans from classroom to soccer field to hallway. Too many times, episodes of bullying are based around students’ perceived sexuality or identities, and as research proves, our young people are suffering.
One way schools can combat these attacks is to host a Gay-Straight Alliance (GSA). High schools across the country have answered the challenge to provide safe and supportive spaces for children. Slower to move, however, are middle schools.
Why a GSA in Middle School?
It’s important to note that the tween years extend from ages 10 to 15. That spans upper elementary school into high school, with the majority being the middle school years. This is a key period for lesbian, gay, and bisexual students: The children in one survey reported being “attracted to another person of the same gender at about age 10.”
The Trevor Project reports several troubling statistics. Lesbian, gay, bisexual, transgender, or queer (LGBTQ) youths are “more than four times as likely to attempt suicide” as heterosexual kids. And “more than 1.8 million LGBTQ youth (13–24) seriously consider suicide each year in the U.S.” That’s on our watch, under our care, yet the majority of our schools are not helping students enough with the confusion and fallout that might occur during this chapter of a student’s life.
By only providing GSAs at the high school level, we’re denying the safe space they would provide, and the positive impact they could have, for students prior to ninth grade.
The good news is that research shows that GSAs at the middle school level can benefit school climate and individual social and emotional health for all students. A GSA helps both LGBTQ and heterosexual tweens. Bullying, after all, occurs across all lines and a GSA is about building advocacy in all allies. A 2014 study found that “LGBTQ students are at higher risk for suicide, in part because they are more often targeted for bullying and discrimination, but heterosexual students can also be the target of homophobic bullying. When policies and supportive programs like GSAs are in place long enough to change the environment of the school, it’s better for students’ mental health, no matter what their orientation.”
How Can My School Begin a GSA?
First off, know your facts. GSAFE, an organization focused on supporting and protecting LGBTQ students, reminds us on their website that “if you attend a public school that has other non-curricular clubs, the Equal Access Act [a federal law] states that your school cannot deny the formation of a GSA (or a Bible club, for that matter).”
Also know that you are in good company. While middle schools are slower to host GSAs on their campus than high schools, the topic appeared frequently at this year’s conference of the Association for Middle Level Education, the leading middle school organization in the country. The focus this year was on the wellness of middle school students, and we can’t be talking about social and emotional learning and not include the GSA in the conversation.
Here are four points to consider before getting a club started on your campus.
1. Understand how a GSA is different from other clubs or organizations. GSAs are run by students, not by adults. Therefore, while a teacher offers a safe space for meetings and conversations, the activities and decisions must come from the student members themselves. The students drive the conversations, events, and meeting agendas. An adult is vital, however, to provide the students a routine place to meet, to teach them how to schedule events on the school calendar, and to provide informed outreach to the rest of the staff. You’re the adult helping them navigate how to run the organization they want to run.
2. Know your role as a protector of privacy. Learning more about privacy issues is key when becoming a sponsor of a GSA. Make sure the school understands that student privacy is paramount. When the GSA was first launched at the middle school where I teach, we had students who had already identified, but we also had students who were siblings of identified students. We had students who were questioning, and students who were merely curious about the club. Students are entitled to privacy as they decide how to be a member or ally.
3. Guide students to write a mission statement. While students run the show, they might need help in basic communication practices. Guide them in creating a mission statement. Help GSA student leaders learn how to establish group norms and bring a meeting to a consensus.
4. Utilize the high school GSA for mentorship and advice. Create an articulated program where students from the high school program can help those in the younger program.
If you’re interested in learning more about establishing a GSA in your school, check out the Jump Start Guide provided by Gay, Lesbian, and Straight Education Network. But don’t wait to ensure that students know your classroom is a safe one. Order a Safe Space kit and let your students know that yours is a room with both their heart and head in mind.
Understanding what grade and stage of education your child will be in can be confusing, particularly if you’re unfamiliar with the US system. In this post, we explain your child’s grade and the UK equivalent based on their current age. You can find a table detailing what ages fall into each grade below:
This table has all the information you need regarding grades and year groups at British International School of Chicago, South Loop. This should allow you to determine what year group your child will be in based on their age. For clarification, we take another look at commonly asked questions around the US school system.
At what age do children start school in the US?
Children begin Nursery at the age of three. For the 2022 – 2023 school year, children who turn three after September 1, 2022 may still enrol in the Nursery program. However, they will need to repeat Nursery with their age-appropriate cohort the following year.
Children must be four years of age by August 31 to enter Reception. All children need to be potty trained prior to starting school.
How old are you in Primary School?
Kindergarten and grades 1-5 make up Primary School. All children ages 5-11 will study at Primary School before moving onto Middle School.
What age are you in Middle School?
Middle school is shorter than Primary School, covering grades 6-8. Children start Middle School aged 11 and leave aged 14. Children are aged 14-18 during their time at High School.
How old are you in High School?
High school is where students study their IGCSEs and the International Baccalaureate with British International School of Chicago, South Loop.
Parents will find everything they need to know about age requirements and grades on this page. If your child is looking to join our family of over 70 schools, you can find more details about admissions right here.
Second Step is a universal, school-based social-emotional learning program aimed at reducing violence and encouraging academic success among middle school students.
Second Step is a social-emotional learning program that teaches various social and emotional skills such as emotion recognition and management, empathy, problem solving, bullying prevention, and goal-setting. It has been shown to reduce physical aggression in middle school youth within a one-year period  and was rated as “Effective” in multiple studies in CrimeSolutions. In a longitudinal study funded by NIJ, a team of researchers examined the effect of receiving this program during middle school on a range of aggressive behaviors across the high school years. Researchers also explored the role of how connected students felt to their school, peers, and teachers — referred to as school belonging — as a link connecting the impact of the program and aggressive behavior outcomes.
Participants in the seven wave longitudinal study included 1,565 students (52 percent males, 22 percent white, 31 percent African-American, 33 percent Hispanic, 11 percent biracial) from 15 middle schools in Illinois who were followed into six high schools. The average age of students was 11 at wave 1. Students were randomly assigned to the Second Step program.
Overall, this study showed that Second Step didn’t have a direct impact on outcomes during the high school years (i.e., bullying, sexual harassment, homophobic teasing, cyberbullying, teen dating violence, substance use). However, the intervention did improve students’ sense of belonging across the middle school years, and that sense of belonging was then related to lower rates of certain negative outcomes in high school—specifically bullying perpetration and victimization, sexual harassment victimization, homophobic teasing perpetration and victimization, and cyberbullying victimization. Thus, while the program did not directly impact high school outcomes by itself, it did improve sense of belonging during middle school, which subsequently was linked to reduced negative outcomes in high school.
Given research indicating that school belonging generally declines and aggression increases during middle school, the study’s results suggesting that social-emotional learning programs could help improve students’ feelings of school belonging are promising. Even though the program on its own did not directly influence any high school bullying and harassment outcomes, it did improve students’ sense of belonging in middle school; this sense of belonging was linked to decreases in some negative outcomes in high school. However, it is notable that school belonging was not related to teen dating violence or substance use outcomes. This may indicate the specificity of program impact and different pathways for change across middle and high school years for various negative behavioral outcomes.
Display: Website Navigation As Staff Page Only Website Navigation As Staff Page Only
Template: Set as Default Template Set as Default Template Help
Feature & Share
Lansing Middle School
220 Lion Lane / Lansing, KS 66043
Phone: 913-727-1197 / Fax: 913-828-4507
Car Riders – Students should be picked up and dropped off on the west side of the building.
1. Parents may request information regarding the professional qualifications of the student’s classroom teachers.
2. If students are instructed for four continuous weeks by a teacher that does not meet state certification for grade level and content area taught, they will be notified via skyward.
3. Parents may request access to their student’s state assessment scores.
4. Parents and community members have access to the district/state report cards.
5. Documentation that shows communication to parents is expressed in a language parents can understand. Do we have anything that states we can provide communication in languages parents can understand? (Amy Scruggs has some ideas for adding ESL info, but could we get something added that either translates for parents or tells them we can provide in a language they need if they reach out to us, until she is able to get that together)?
This free, anonymous service is available to provide counsel and resources for anyone with questions or concerns about bullying situations. The 24-hour hotline can be reached at 1-800-332-6378 or 1-800-CHILDREN.
You can also contact the hotline via text or e-mail at [email protected]
USD469 NOTICE OF NON-DISCRIMINATION
Applicants for admission and employment, students, parents of elementary and secondary school students, employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Unified School District 469 are hereby notified that this institution does not discriminate on the basis of sex, race, color, national origin, gender, age, religion, marital status, veteran status, disability or any other basis prohibited by state or federal law in admission or access to, or treatment, or employment in, its programs and activities.
Any person having inquiries concerning Unified School District 469 compliance with the regulations implementing Title II of the Americans with Disabilities Act, Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Boy Scouts of America Equal Access Act of 2001, the Uniformed Services Employment and Reemployment Rights Act of 1994 (USERRA)-, Section 504 of the Rehabilitation Act of 1973, or reports of specific complaints, or alleged discrimination, is directed to contact Unified School District 469, 200 E. Mary Street, Lansing, Kansas 66043, (913) 727-1100. The Superintendent is designated by the USD 469 Board of Education to coordinate the institution’s efforts to comply with the regulations implementing Title II, Title VI, Title IX, the Age Discrimination Act of 1975, the Boy Scouts of America Equal Access Act of 2001, USERRA, Section 504 or other applicable federal, state or local law. The district provides equal access to the Boy Scouts of America and other designated youth groups.
In order to ensure the most comprehensive education possible, Education Lifeskills has created a Social & Emotional Learning curriculum for middle school students. Built to accompany the traditional middle school experience, it’s designed to help growing students overcome issues of low self-esteem, self-confident, poor cooperation, social awareness, and to equip young minds with some insight and planning ability for their future and their place in a society that they’re starting to grow more familiar with.
From learning about the building blocks of self-awareness, impulse control, and responsible decision-making to improving their empathy and teamwork, Education Lifeskills’ social emotional learning curriculum for middle school uses modern teaching methods linked with digital technology to make the learning experience as accessible and as effective as possible.
What is Social Emotional Learning?
More schools, parents, and students are joining the Social Emotional Learning (SEL) as a means of making the education experience truly comprehensive. Many are growing concerned that many students are growing without the critical skills as outlined by the Collaborative for Academic Social and Emotional Learning: understanding and managing emotions, setting and achieving positive goals, feeling and showing empathy for others, establishing and maintaining positive social relationships, and making responsible decisions.
Our Social & Emotional Learning curriculum teaches five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. As a result, it better prepares middle school students for the increasing demand of education as they grow, ensuring that they know how to maintain their own wellbeing and how to commit to their studies. It also prepares them for life beyond school, with skills that can help them succeed in the real world, too.
As a result of Social Emotional Learning, students are more likely to perform better academically, see improvements in attitudes and behaviors, reduce disruptive classroom behavior, and increase their own emotional stability.
What Social Emotional Learning can teach in Middle School
Each Education Lifeskills program contains a year’s worth of material, helping students learn the skills critical for that particular part of their life. The Social Emotional Learning Curriculum for Middle School teaches a wide variety of lessons, each of which fit into these five core categories:
- Self-awareness: The ability to learn, recognize, and better understand one’s own emotions and how our emotions become our behavior patterns. Besides learning to better handle negative emotions like anger, stress, and responses to setbacks, it also focuses on building positive responses such as resilience, self-motivation, and optimism.
- Self-management: How we regulate and manage our own emotions, behaviors, and thoughts in different situations. From managing stress to improving our own impulse control to recognizing and working with our strengths to understanding and working towards our academic and personal goals.
- Social awareness: Education, academia, and the world of work all demand the ability to look outward at others. As a result, we help students learn how to empathize with others, to develop a willingness to be open-minded and respectful of others and to improve their reaction to norms, experiences, and cultures that may not be their own.
- Relationship skills: Students also learn how to nurture and maintain healthy relationships with a focus on cooperation, communication, conflict resolution, resisting inappropriate social pressure, active listening, and actively offering and seeking help when necessary. As a result, it can help students understand and build relationships that offer real value.
- Responsible decision making: The skills to make healthy and safe choices that are constructive and respectful with the understanding of ethical standards, social norms, forward-thinking and evaluation of realistic consequences, and a focus on wellbeing of the self and others.
The program contains a multitude of different courses, each of them falling within the five core competencies to ensure that middle school students grow to make the best use of their developmental learning time. For the majority of students, school is already where they manage most of their social relationships, opportunities for growth, and where they encounter the most challenges. Our Social Emotional Learning program simply helps them to better understand and engage with it.
How Education Lifeskills delivers Social Emotional Learning
All of our courses are designed to be deliverable by parents, teachers, or counselors, adaptable to individual students as well as entire classrooms. Each individual course within the program takes between 4-6 hours to complete and are broken down into a number of units so that the student has the time to further explore, engage with, and absorb the lessons from each unit when implemented alongside their traditional education.
Each course comes with a variety of recommended uses, as well. Many of our courses are self-directed, allowing them to work independently alongside a parent or teacher, or to be completed in a group format with a facilitator. Our courses also come with a Blended Learning option, which allows students to mix a combination of offline and online curriculum to give them new ways to better engage the subject.
Many of the courses within our Social Emotional Learning curriculum for middle school make use of Education Lifeskills’ Learning Management System. This is a custom eLearning solution that uses formats such as narration, storytelling, animation, gamification, and self-assessment to make the courses as interactive and engaging as possible. We can also customize our Learning Management System to better suit the needs of educators, improving their ability to deliver courses and track students.
The impact of a Social Emotional Learning Curriculum for Middle School
As part of a truly comprehensive middle school education, Social Emotional Learning courses can vastly improve a student’s awareness of their own experiences, those of their peers, and society at large. By improving their intrapersonal and interpersonal insight and ability, we see a range of benefits:
- Better academic performance, with SEL-equipped students performing an average of 11 points higher.
- Improved attitudes and behaviors, with more motivation to learn, increase commitment to education, and more time devoted to homework.
- Reduction in negative behaviors, with less classroom disruption, noncompliance, aggression and delinquency.
- Increased emotional stability, leading to fewer reports of stress, anxiety, depression, and social withdrawal.
A Social Emotional Learning program helps equip students with the skills they need to create better educational environments, teams, and societies, so explore the site to learn more about what we offer.
- School 2
- Community School
- Programs and Activities
- School Supplies
- School 14
- Programs and Activities
- School Supplies
- School 16
- Counseling Resources
- Programs and Activities
- School Supplies
- School 18
- Programs and Activities
- School Supplies
- Carroll Hill
- Programs and Activities
- School Supplies
- Troy MS
- After School Program
- Bell Schedule
- Counseling Center
- Morning Announcements
- School Supplies
- Troy HS
- Bell Schedule
- Booster Club
- Counseling Center
- Morning Announcements
- Troy Community School
- About Us
- Board of Education
- Meeting Schedule & Agendas
- BOE Minutes Archive
- Board Members
- District Goals
- Policy Manual
- Bookloan Office
- Budget Vote & BOE Election
- Business Offices
- Curriculum and Instruction
- Dignity for All Students Act (DASA)
- Food Services
- Human Resources
- Multi-Tiered System of Supports (MTSS)
- Superintendent of Schools
- School District Forms
- Special Education / Pupil Personnel Services
- Elementary After School Program
- TMS After School Program
- Performing Arts
- Summer Programs
- Visual Arts
- Contact Us
TROY MIDDLE SCHOOL
- After School Programs
- Bell Schedule
- PTO/Booster Club
- Counseling Center
- Morning Announcements
- Parent Portal
- Special Education
- Student Portal
- Yearbook Ordering
TMS Open House Wednesday 9/21
Please join us for our open house from 5:00 – 8:00 p.m. next Wednesday, 9/21 to learn more about TMS and our program!
Choice Physical Therapy donates school supplies to TMS, THS
Their staff collected school supplies to donate to Troy Middle School and Troy High School. These items will be available for teachers to access for students who may need items throughout the year.
Join the Modified Soccer Team!
All 7th and 8th Grade students are invited to join the boys or girls modified Soccer team! Students must have a current sports physical and paperwork on file with the Health Office.
TMS Back to School Information
Please review this important information regarding the return to school in September.
TMS 6th Grade Orientation
Mark your calendars! TMS 6th Grade Orientation is scheduled for Sept. 1
Dedicated To Excellence In Education
Find It Fast
FOR DAILY ANNOUNCEMENTS click the links below
*Please note information is added daily to the announcements.*
LVMS CONTACT INFORMATION
Dr. Jen Carson, 8th Grade Administrator [email protected]
Ms. Allyson Judson, 7th Grade Administrator [email protected]
Your first and last name
Student’s first and last name
Date of occurrence
Reason for absence, late arrival, or early release
Time of release (if applicable)
Appointments & Passes
Parents or guardians should try to avoid taking students out of school for appointments if possible. If you need to pick up your child during the school day, you will need to call or email at least 30 minutes prior to them leaving. Your child will be sent a pass allowing them five additional minutes to go to their locker and then come to the front office at the specified time. The student is responsible for their pass and getting to the office on time. Parents will remain in their cars when picking up and dropping off students. Students will be released once they see their ride in front of the school. Upon returning to school, students will check back in through the front office where they will be given a pass back to class. Please provide a doctor’s note if possible.
When to apply
You can apply for a junior or middle school place from 1 September 2022.
The closing date for applications is 15 January 2023. Any application or change made after this date will be classed as late. This means we will not consider it until after the on-time round.
We will let you know your outcome:
- on 17 April 2023 if you applied on time (by 15 January 2023)
- on 12 May 2023 if you apply late (between 16 January and 16 April 2023)
- from June onwards if you apply after 16 April 2023
Before you apply
Find schools in your catchment area
Read our parents guide
Read our parents’ guide for information about the different types of schools, the evidence we require and information you need to know before applying.
Read the admissions policies
For children with Special Educational Needs and Disabilities
Apply for a school place
List up to 3 schools in order of preference. One of these schools should be your catchment school, if there is one. You’ll receive a confirmation email once you’ve submitted your application.
Religious school requirements
You may have to complete an additional form if you want to apply to religious schools. This is an extra form which should be sent to the schools themselves, unless stated differently, and is not instead of an application form.
If you can’t apply online
If you can’t apply online, you can fill in and return a paper application from the 1 September, this should be posted by the closing date, make sure you include proof of posting
Once you’ve applied
Make changes to your submitted application
If you want to make changes to your submitted application, you need to complete a change of preference form:
You must not make any changes via your online account. We process applications based on the information you give in your application. This means if you change your address after 15 January 2023, we’ll process your application using the address you were living at on the closing date.
How we tell you about an offer of a reception school place
If you applied on time you will be told of your outcome on the 17 April 2023. Find details of how places have been allocated on our school allocations page.
What to do when you have a school place offer
We automatically assume you want to accept your school place. If you want to decline a school place offered , you must provide us with the reason as to why, or want your child to go on a waiting list, you can only go on the waiting list if you have been refused, you must respond by 2 May 2023 for on time applications and 26 May 2023 for late applications.
A new, 180,000 square foot middle school at 1001 SE Bailey Road is a key component of LSR7 Board-approved plans to move sixth grade to middle school starting in the 2022-23 school year. Built on land purchased by the district for this purpose in 2012, the middle school will incorporate future-ready design and provide learning for 1,200 students.
Total Budget: $72 Million
Location: 1001 SE Bailey Road, Lee’s Summit, MO 64081
Construction Start Date: September 2020
Construction Completion Date: July 2022
Updates: Milestones include exterior sheeting and interior top out of walls in Area A. Interior and exterior framing has started in Area B. The block wall between Areas C & D is complete. The synthetic turf baseball and softball fields have started, and the retaining wall at the football field is halfway complete.
Construction Manager: McCownGordon Construction
Architect: DLR Group
Board of Education Timeline:
June 2021: The Board of Education approved a Naming Committee recommendation for the fourth middle school: East Trails Middle School.
After reviewing public submissions and crafting possible options for the Board, a committee of parents, students and staff recommended the following possibilities to elected officials:
East Trails Middle School Bison (Colors: Green + black + silver)
East View Middle School Rattlers (Colors: Purple + silver)
Sunrise Acres Middle School Dragons (Color: Purple + orange + white)
Jan. 2021: Brett Taylor from McCownGordon Construction provides an update on Middle School No. 4.
Nov. 2020: The BOE approves the third of three guaranteed maximum price amendments; the project is projected to be approximately $5.5 million under budget.
Oct. 29, 2020: The Board of Education approves a development agreement with the City of Lee’s Summit for Middle School No. 4.
Oct. 2020: DLR Group and McCownGordon Construction provide a project update to the BOE.
Sept. 2020: The LSR7 BOE approved the second of three guaranteed maximum price amendments, which defines the maximum cost for a particular project according to state statute and Board policy. The total construction budget for the middle school project is $66,540,852. More here .
Aug. 2020: The Board of Education approves the preliminary development plan for Middle School No. 4, and a guaranteed maximum price amendment for earthwork.
An infamous poison that is known to mortally wound the innocence of any elementary schooler exposed to it over a period of 2-4 years. It became tragically popular throughout the western world during the 20th century, and now many of its victims can be observed, while others lie in the grave after their middle-school induced suicide.
Ingredients in this heinous concoction include: hormones, stress, tests, social awkwardness, bullies, questionably edible food, questionably sane practices, and distant teachers.
To prepare a dose of middle school, mix these ingredients to 300 degrees Fahrenheit in your local district until it takes the form of a large, dull-brick building.
Advertise here for $5/day
Middle school is a place that can either be fun, or shitty. Actually, it’s mostly shitty.
Grades- 5-8 or 6-8 or even 7-8
It consists of perverted boys trying to get into any girls pants just to say they fxcked someone.
Girls that were all sweet and dressing in what their mom’s picked out for them in elementary school will turn into complete sluts (most of them) and try and give a blowjob to anyone.
DRAMA, DRAMA, DRAMA.
Teachers act like they know everything in the universe, when in actuality, they know just a little bit more then us, sometimes less -_-.
The place where people most likely become depressed.
6th grade- You’re short, nerdy, oblivious to everything and anything that’s gonna happen to you later in your middle school years. You actually TRY on your work and most likely get good grades.
7th grade- This is the place where you hit puberty HARD, horny little boys, slutty little girls. Cliques come in, you lose your best friends that you had in 6th grade. You get more homework and projects. The teachers stare at you wierd cause you’re all in that akward stage of puberty where some of the guys are actually getting tall, and where most everybody is pimple-faced. You’ll care about your grades and school work for about 3/4 of the year, then, all your motivation pretty much dies.
8th grade- Probably the best year there, you’re the oldest and teachers cut you some slack. HAHAH just kidding, they don’t cut you slack! They give you LOADS of homework trying to “prepare” you for highschool. Yeah, preparing and copying are two completely different things. BUT, you get a prom and graduation at the end, and you find out who your REAL friends are and who were the fakes. Nobody gives a shit about their work anymore. MOST people will stop wearing designer clothes EVERY SINGLE DAY and might possibly wear what they actually like. Some of the groups go away..but be aware, they come back.
Soon to be 6th grade girl: OMG! I can’t WAIT for Middle School! It’s gonna be so awesome! I’ll have sooo much freedom and I’ll be so popular!
Graduating 8th grader: I actually feel bad for you. I’ll take the pleasure of being the first one to welcome you to 3 years of almost complete hell.
Soon to be 6th grader: Psh, yeah right. It’s gonna be awesome!
6th grader turns into 8th grader and 8th grader turns into 10th grader.
10th grader: So, how’re you liking middle school NOW?
8th grader: Holy fuck. it sucks, please. PLEASE, get me out of here.
Soon to be 6th grade boy: Boobs. mm
Graduating 8th grader: Dude, shut the hell up you little pervert, you’re NOT gonna get a girl like that. god.
Algebra 1 teacher: Jamie, why don’t you come up to the board and solve the quadratic polynomial long division problem WITHOUT your calculator? Come on, it’ll be fun! 😀
Jamie: *Left eye involuntarily twitches*
Jamie: *Gives algebra teacher a blank stare*
English Literature teacher: Ok class, tonights homework is to read pages 1-237 and write a 1350 word book report on the chapters that you have read, and your thoughts on the exciting chapters that lie ahead for you. Oh, and it’s due tomorrow, on my desk, by 9:00 A.M, and it must be Laminated and have a colorful front page. Thats all, you may go.
Students: Stare at her with expressionless faces
*one kid falls out of their chair and has miniature spasms on floor*
*one by one the other children follow in his footsteps and have spasms also*
Teacher: Oh god, not again. *calls school nurse to come up to the classroom and make them stop convulsing*
The grade chart below shows the scale that will be used to calculate your grade point average. Make sure you select the correct grade scale so your GPA calculation is accurate.
This field is optional. Use this if you also want to calculate your cumulative GPA.
** HINT: If all classes have the same weight, then 1 credit. In middle school, this is often the case.
- Start by selecting the GPA grade scale to use. Many schools utilize different grade scales, so be sure and pick the correct one. If you don’t see your grade scale, send us an email and we will add it.
- (OPTIONAL) Next, enter your cumulative GPA and cumulative Credits (e.g. classes) to date. This is useful if you have already completed previous school years and you wish to calculate your new cumulative GPA. In middle school, classes often have the same weight. If this is the case for you, 1 credit = 1 class.
- Next, enter the grade received and the number of credits for each class completed during the year. If all classes have the same weight (probably so), enter 1 for the credit. You can also enter the class name (e.g. History) if you wish, but this is not required.
- If you have more than 5 classes that you need to enter, press the “Add Class” button and additional input fields will be added.
- Finally, press the calculate button and your grade point average will be displayed in the results area.
- Press the “Clear” button to remove your inputs.
There are lots of girls at school, but which ones are deep down popular? With some people you just can’t tell. This quiz will let you know how popular you are and what you can do. Have fun!
Are YOU popular? Do you have what it takes to rule your school? Are you the cent of attention and the spotlight, the girl that everyone wants to be? Take this quiz to find out!
Created by: Mabel2747
Remember to rate this quiz on the next page!
Rating helps us to know which quizzes are good and which are bad.
- How popular are you in school? by afsheenhuzaifah
- Are you one of the popular kids? by Bella 🙂
- middle school time by Kylie Wockan
- Middle School Survival Quiz by Mallory Foreman
- Are you popular? by ChocolatePerson
What is GotoQuiz? A better kind of quiz site: no pop-ups, no registration requirements, just high-quality quizzes that you can create and share on your social network. Have a look around and see what we’re about.
Quiz topic: How Popular am I? (Middle School)
- A quale corrente socialista appartieni?
- How Muslim Are You
- What Spanking Should You Get?
- Would you have been a loyalist, or a patriot?
A GoToQuiz Exclusive: Big Five Personality Test, allows you to adjust sliders to fine-tune your responses to a series of questions. Then receive your personality analysis.
If you notice any glitches or visual bugs while browsing GoToQuiz, please report them! Your feedback is helpful!
For 6th to 8th grade, students can attend a neighborhood school or choose a citywide school or program.
Email: [email protected]
For families who missed the original choice application deadline or want to try to apply to a different school than the one they were placed in, we offer a second round of choice.
Fill out the updated choice application and either mail it to 200 E. North Ave, Enrollment Choice and Transfers, Baltimore, MD 21202 or email it. If you do not have access to download, print, or email the updated application, please call 410-396-8600.
The deadline to fill out the updated choice application is April 15th. Decision letters will be mailed out by May 20th. If families do not fill out a choice application, students will be assigned a school.
Families can also submit their Decline Statements and Updated Choice applications via Campus Portal starting March 14th.
- Middle School Updated Choice application: English | Spanish
- High School Updated Choice application: English | Spanish
- Decline Statement: English | Spanish
Online Enrollment Application
Online Enrollment Application
Search and Compare Schools
Find the school for you
- Browse and compare schools that might be right for your child and family. You can consider your neighborhood school or charter schools located across the city.
- Complete the registration form for your selected school – available online and accessible via computer, tablet, or mobile devices
- Gather and upload the required documents (see below).
- Await communication from a school/district enrollment official
- Charter schools: Contact the school directly to ask about the registration process. (Note that the application deadline for most charters schools is Wednesday, February 2nd).
- Technology access: If unable to complete the online registration process, please fill out the traditional registration form (in English or Spanish, gather/submit the form and required documents (see below) to the Office of Enrollment, Choice & Transfers (200 East North Avenue, Room 106, Baltimore, MD 21202) or any Documentation Support site – location details are forthcoming.
- Additional support and/or questions: Please contact the school’s enrollment official directly (school telephone #); or reach out to the district office team at [email protected] or 410-396-8600.
Different middle school options, different ways to enroll
If your child goes to a neighborhood elementary/middle school and you want your child to stay at the school through 8th grade, you’re all set. Your child is automatically enrolled at your school.
If you’re new to the district and would like to enroll your child in a middle school close to your home, find your neighborhood school and stop by to find out what you need to register.
A few neighborhood elementary schools are “feeder” schools for nearby schools with middle grades. This means that 5th-grade students at the neighborhood elementary school are automatically enrolled in a nearby school for 6th grade. Check with your neighborhood school for more details.
Most charter schools have a different admissions process. Applications for charters are due February 2. Contact the school for information.
Middle school choice
All 5th-grade students can choose their school for 6th grade — and those whose school does not have middle grades and does not feed to another school must fill out the choice application. Options include elementary/middle schools with special academic programming, schools that serve only grades 6 to 8, and combined middle/high schools.
The school choice application is due January 21, 2022. To help students and families figure out what schools might be right for them, there are open houses and a school choice fair every fall, and a “school choice liaison” at every elementary school can answer questions.
Here are some tips to make sure you keep options open and are ready to make the best choice for you:
- Join after-school clubs so you’ll have lots of different experiences and can find out what you like best
- Think about your talents and what interests you most
- Visit middle and high school websites
- Talk to friends, neighbors, and family members about where they go to school
- Find out about special programs like TWIGS, Ingenuity Project, Gateway to Technology, and gifted and advanced learning, and what’s required for each one
- Talk with the choice liaison at your school about options for middle grades
- Think more about your interests and talents and what kind of school would work best for you
- Go to open houses at different types of schools, so you can see the range of options available
- Stay focused on doing well, so you’ll meet requirements for special programs
- Narrow down your choices by visiting schools you’re interested in, going to the school choice fair, and talking to current students, parents, and staff members
- Stay focused on doing well, so you’ll meet requirements for special programs
- For the Ingenuity Project, register for the test; for charter schools, make sure you know the application deadlines
- Meet with your choice liaison to get your questions answered and for help with your choice application
Students who are learning English for the first time
Students who are in English for Speakers of Other Languages (ESOL) programs can participate fully in the choice process.
Some schools that participate in middle or high school choice are ESOL sites; however, services are adjusted as necessary to ensure all English learners are able to participate fully in the choice process.
Welcome to the 2021-2022 school year at GMS, where “the Good Stuff’s in the Middle.”
Messages to Students
To get a message to your child before the end of the school day, please call GES (344-3655) before 2:00, GMS (344-3559) before 2:30 and GHS before 2:40 p.m.
School Closure Information
School closing and emergency information is available 24 hours a day by calling 989-344-3530.
Office: 7:30 a.m. – 4:00 p.m.
School Day: 8:09 a.m. – 3:03 p.m.
Early Dismissal: 12:23 p.m.
According to US NEWS & WORLD REPORT, Grayling Middle School is ranked 102 out of 1042 Middle Schools! GMS is in the top 10%!!
Grayling Middle School was named by the Mackinac Center for Public Policy as a high performing school in th 2019 Context and Performance Report Card. The CAP report ranks over 2,000 public elementary and middle schools across Michigan. GMS ranked in the 90th percentile and was given a grade of “A” in this year’s rankings. It was also ranked in the top 100 for Sustained High Performance. Read more information about the report.
Important Information for Parents & Students
To provide a gradual transition from elementary school to high school addressing academic, physical, social and emotional needs where the staff and facilities are focused on a positive learning environment for all students.
Note to Parents of Athletes
GMS’s policy on all extra-curricular and conference programs is the “PWP” (Pass While Participating) policy, which mandates students must be passing all classes in order to participate or compete in these programs.
Course Descriptions – This document provides a description of all courses offered at GMS.
Homework Lab — a quiet environment for students to work on their assignments and get assistance from a GMS teacher — meets every Tuesday through Friday (except on the last day before a vacation). Students must be in the Media Center by 3:10 p.m. and stay until Homework Lab is over at 4:10 p.m. Parents need to make their own arrangements for student pick-up.
CASD Non-Discrimination Statement
The Crawford AuSable School District does not discriminate on the basis of race, color, national origin, sex, age, religion or disability in admission or access to any of its programs, activities or policies. Any person having inquiries concerning the Crawford AuSable School District’s compliance with the regulations implementing Title VI, Title IX, the ADA or Section 504 is directed to contact Kim Schmidt, CASD Business Manager.
Esports are starting in Trumbull!
An Esports information session will be held on Monday, September 19th at 7:00 PM. If you are intrested, please fill out this Google Form. A Google Meet link will be emailed to you on the day of the presentation.
Celebrate Start With Hello Week at Madison September 19-23!
Meet and Greet Monday: Wear a shirt that says something about you!
Upstander Tuesday: Wear your favorite superhero shirt!
Wear Green Wednesday: Show off your best green on our first advisory day of the year!
Trusted Adult Thursday: Write words of encouragement for your Trusted Adult!
Moving Foward FriYAY: Make a Start With Hello Promis Pledge handprint in lunch!
One of our most powerful and insightful communication tools is the Parent Portal from Infinite Campus. From the Portal, you can obtain a variety of useful information about your children’s progress in all classes. Please find important information regarding signing up for the Portal and downloading the app!
It’s official. The NEW MADISON MIDDLE SCHOOL Sideline Store is LIVE. To help fans celebrate, we’re offering our deepest discount of the year—25% OFF all Sideline Store purchases with code SPIRIT for an entire month! Go MADISON MIDDLE SCHOOL!
Please see important information regarding student Chromebook usage and care for the summer for Current Madison Students and for Incoming Sixth Grade Students.
If your Chromebook charger is lost, or if you need to purchase a charger for any other reason, please click HERE. Locate your charger and device so that you are ready for the first day of school!
Introducing the brand-new Madison Monthly newsletter! Please find the newest Madison Monthly under in the About MMS drop-down menu or by clicking here!
As you begin the early stages of greater independence and responsibility as a middle level student, you may discover that you excel in your studies, have an interest in leadership and service, and have a thirst for challenge … and accomplishment.
Membership in the National Junior Honor Society (NJHS) may be an ideal fit for you! You can become a member through a local selection process that concludes with induction into the school’s National Junior Honor Society chapter.
Through exclusive resources, programs, and services, members have a unique opportunity to prepare for their next steps in life. Membership truly lays the groundwork for lifelong success.
How Can You Become an NJHS Member?
First, you will need to learn if your school has an NJHS chapter. If so, check your student handbook or speak with someone in your main office to identify the chapter adviser. This is a faculty member who will be able to tell you the cumulative GPA required for consideration and a timeline when students who meet this benchmark will be invited to submit information about themselves to be considered for membership.
If your school does not have a chapter, encourage your principal to learn how to start a chapter. (Please note that NJHS membership is managed solely through the school and its chapter membership guidelines. The NJHS national office does not contact students individually.)
» Here is a visual guide prepared by the National Junior Honor Society about how to become an NJHS member.
Students in grades 6–9 who meet the requirements for membership outlined by their school’s chapter are eligible to be invited for membership.
Students must be in their second semester of sixth grade for consideration. Ninth grade students are only eligible for inclusion in NJHS if they attend a middle level school. Ninth grade students in a traditional 9-12 high school are not eligible for NJHS membership.
Each chapter is required to publish its qualifications for membership, which is based on the five pillars of NJHS:
Per national guidelines, at a minimum, students must have a cumulative GPA of 85, B, 3.0 on a 4.0 scale, or equivalent standard of excellence. (Each school chapter is allowed to require a higher cumulative GPA.)
This involves voluntary contributions made by a student to the school or community, done without compensation.
Student leaders are those who are resourceful, good problem solvers, and idea contributors. Leadership experiences can be drawn from school or community activities while working with or for others.
The student of good character is cooperative; demonstrates high standards of honesty and reliability; shows courtesy, concern, and respect for others; and generally maintains a clean disciplinary record.
The student who demonstrates citizenship understands the importance of civic engagement; has a high regard for freedom and justice; respects democracy; respects the law for all citizens at the local, state, and federal levels; and demonstrates mature participation and responsibility in activities such as scouting, community organizations, or school clubs.
Students who meet the scholarship requirement will have an opportunity to complete a form detailing their accomplishments in and commitment to service, leadership, character, and citizenship.
Understanding the Obligations of Membership
Students who accept membership and are inducted into the chapter should be aware of the time and commitment involved with this honor. For example, there will be chapter meetings. The chapter bylaws should articulate the yearly meeting schedule and member attendance obligations. Members also must participate in chapter and individual service projects to benefit the school and community. Contact the chapter adviser to obtain a full list of the obligations of membership for the school’s chapter.