The basic structure of the program is to act as a bridge to the High School. Part of the day, students spend 90 minutes with their Humanities teacher. The rest of the day students move from class to class.

In all but two classes, the students are in mixed, heterogeneous groups of 7th and 8th graders; they are single-class grouped for Math and Science. Students start with the homeroom group, stay with this teacher for Humanities (integrated curriculum of English and Social Studies) for two periods, and then go to other subjects, including specialists.

This structure provides for stability and variety; it allows teachers to integrate curricula; it gives students a home base and allows the homeroom teacher to get to know the student well and to serve as the students' advisors and advocates. The program, thus, combines the best of the lower grades (self-contained) and the best of the high school (departmentalization); it serves as a bridge between these self-contained and more departmentalized structures.

ONGOING IN THE JUNIOR HIGH

• Staff collaborate through a Team structure: The 7-8 Team meets three times a week to make decisions about their program (with monthly input from students and parents): schedule, curriculum, how to integrate curriculum, student problems or issues, special events, share cooperative learning strategies, exhibitions, portfolio assessment, etc. 
  
  
• Students participate in the democratic process during Student Council and Community Meetings: Students receive leadership training, collaborate to solve group/class problems and initiate community service projects and plan for Community Meetings. Community Meeting is two or three times a month. It is a meeting of all 7-8 staff and students and it deals with issues, ideas, plans, etc. 
  
  
• Book-Buddies, Tutoring of Younger Students, Community Service Program, Cambridge School Volunteers Program and Fund Raising. 
  
  
• Know Your Bodies Health Program and High School Transition. 
  
  

In addition, all students have the benefit of our Whole School Support Programs -

• Student Support Team (SST): Composed of principal, assistant principal, school psychologist, nurse, school social worker, and a community mental health representative. Meets weekly. The SST uses a case study method for individual students and their families who are having social, emotional difficulties. 
  
  
• After–school Academic Learning Center: Three times a week, after school, one-hour sessions for students determined in need.  Additional spaces remaining are open to all. Late bus provided.
  
  
• The Teacher Assistance Team (TAT) process is a general education intervention process that provides a way for mainstream teachers, school personnel, and parents to identify and design instructional supports for students who are in need of academic, behavior, or social interventions in order to succeed in school.  The TAT process is a pre-requisite to special education referral at the elementary and high school levels.
  
  TAT engages parents, teachers, and other school professionals in a collaborative, problem-solving process.  Here the accumulated skills, knowledge and experiences of all team members are directed toward instructional assessment, strategy development, and monitoring the progress of students who are in need of instructional support.
  
  

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