Going back to middle school? That doesn't make sense. Her problems are behavioral, not academic. As a high school teacher, no, I've never heard of such a thing.
However, you MUST get control of this situation immediately. 9th grade (and 14 years old) is, in my opinon, the worst age kids -- especially girls -- go through. In many cases it's a result of more freedom than they've been used to in middle school. They aren't as ready to manage their own behavior as they'd like to think; they think they're being cool when they're actually being bratty! Sadly, many smart-alecky teens on TV reinforce the idea that this is the way to behave -- after all, their problems always work out within a 30 minute show, and usually they work out without adult help! Children often think the real world works the same way. That things WILL get better as she matures; however, it'll take serious work on your part. Just telling her "do better" won't work; you need to give her the skills with which to do better, and you need to give her incentive to do better.
Here's my suggestion -- it's something that I used back when I taught 9th grade, and IT WORKS when the parents and the school work together: Pick up a copy of the book Taming the Homework Hassle by John Rosemond. He's a very old-fashioned, no excuses, no nonsense writer on the subject of parenting. I know that your daughter's problems don't specifically deal with homework, but he devotes an entire chapter to a system that I've personally used with students in the past, and it works for behavior problems as well as homework issues. Quick run-down: You and the teacher(s) TOGETHER make up a checklist of behaviors that need to improve. You might decide that she needs to
1) be on time for class
2) have all materials with her in class
3) have all homework complete
4) be respectful to classmates and the teacher
5) use class time wisely
It must be individual for YOUR CHILD -- only you and the teacher know what her specific problem behaviors are.
Together you type it up and provide your daughter with enough copies that she has one per day. EVERY DAY she is responsible for handing it to every teacher at the end of every class period. The teacher spends about 10 seconds checking off "yes" or "no" to each question. The child brings it home to you, and she is allowed X amount of privledges based upon what she did in school THAT DAY. You might decide that 1 "no" equals no TV, 3 "nos" mean no TV and no phone, more than 3 "nos" mean no privledges and extra chores . . . whatever works for your child. She is either rewarded or punished EVERY DAY based upon what she's done THAT DAY. The responsibility is placed squarely where it belongs: on the shoulders of the student. The teacher has a quick, easy way to communicate with you, and it doesn't take away from class time. You have constant feedback from the school. I'd suggest using the check sheets until the next grading period, then meeting again to see if you need to re-word or change some expectations, or perhaps move to a once-a-week checklist (to wean her off the system if she's showing good behavior).
I strongly suggest that you get the book and read the whole chapter. It gives a sample sheet and discusses potential pitfalls such as substitute teachers who don't know the system. I have seen this system work WONDERS when the parents are behind it and are consistant with the punishment /rewards at home.
