ABSTRACT
The bland appearance of organizational charts and sample schedules belies the richness of the educational environment at Shoreham–Wading River Middle School. The school is a luminous example of unconditional dedication to the academic, personal, and social growth of its early adolescent students. The middle school, always setting policy based on its understanding of early adolescent development, argues that its students need consistency and stability in their communication with adults. When teachers are asked what the most important aspect of their school is, they invariably point to the advisory system. Students cite community service as something deeply important to them. In preparation for their community service experiences, students receive specialized instruction from people who work at the sites, and from films and local speakers. Many parents were wary about this particular experience because of its potential for being too disturbing.
