Hispanic Heritage Month AMLE21 Thank You AMLE Educators Career Exploration in the Middle Grades Schools of Distinction

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Hispanic Heritage Month

What can we learn from our Latinx colleagues this Hispanic Heritage Month?

Four educators offer their perspectives on how to build positive relationships with students that allow them to bring their full authentic selves to school. Each year we observe Hispanic Heritage Month from September 15 to October 15 by celebrating the cultures and contributions of Latinx citizens. Beyond this one month, we know that Latinx educators

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Literacy Intensive Classroom

Creating the Literacy Intensive Classroom: Elements of an Exemplary Middle School Literacy Program

Addressing the literacy needs of adolescent learners is a monumental task given the wide range of ability levels found in our classrooms. So where to begin? What are the school-based and classroom-based ingredients that are essential to creating and maintaining literacy intensive classrooms? While not exhaustive, we set out to provide a starting point for

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Imagine the Possibilities

The future of virtual conferencing is here, where evidence-based best practice and world-class expertise meet innovative and varied learning formats. November 4 - november 7 Learn More

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Using Middle School Behavior Charts to Provide Clear and Transparent Discipline

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Post-Pandemic Preparation: Reimagining Middle School Partnerships

COVID-19 created unprecedented challenges but also served as a catalyst to rethink important aspects of our schools. One area where I see a big opportunity is to reimage middle school culture. AMLE’s landmark position paper The Successful Middle School: This We Believe highlights the importance of engaging families as valued partners and collaborating with community

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Students write a test exam in a beautiful classroom

Re-Learning and Re-Assessing: Practical Tips

Not everyone is comfortable with re-do’s and re-takes, which are more appropriately recognized as re-learning (or learning properly) and re-assessing. Some of us experience pushback when suggesting these practices to colleagues, then succumb to those pressures thereby denying their use in our classes. As a result, our students don’t learn the required content and skills.

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