Input for IEP

Your Name*

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Student Grade*

Courses*

Courses - Continued

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What are the student's strengths?

What areas of concern do you have in regards to the student's progress in your classroom?

Describe the student's growth in the time you have worked with them.

Behavior Competencies

	Seemingly, never	Rarely, with prompts	Sometimes, with prompting	Always, after prompts	Independently, without prompting
follow directions
remain on task
complete work
follow class and school rules
participate with a group
use appropriate language
develop relationships with adults
develop relationships with peers
self-regulate emotions

Vocational Competencies

	Seemingly, never	Rarely, with prompts	Sometimes, with prompting	Always, after prompts	Independently, without prompting
be punctual
maintain good attendance
work independently
self-advocate
accept assistance
work as a team player
finish work by the deadline
initiate work
navigate technology in the classroom

Motor Competencies

	Seemingly, never	Rarely, with prompts	Sometimes, with prompting	Always, after prompts	Independently, without prompting
navigate the hallways
take notes in a timely manner
write with legible handwriting
type accurately with few errors

Communication Competencies

	Seemingly, never	Rarely, with prompts	Sometimes, with prompting	Always, after prompts	Independently, without prompting
communicate wants and needs
address others appropriately
interact with peers at a socially expected level
follow multi-step directions
maintain relevance during conversations

Academic/Reading

	below average	low average	average	high average	Not available
apply phonics to new words
use context clues in reading
monitor their reading, making adjustments when necessary
find the stated main idea
determine the implied message in a text
infer, with supporting evidence
determine fact from opinion and claim
apply strategies for comprehension
summarize a selection

Academic/Writing

	below average	low average	average	high average	Not available
write simple sentences
develop compound sentences
create a composition with a clear topic sentence
include supporting evidence in a composition
complete a composition with a concluding thought
utilize elements of the writing process
write with appropriate punctuation, capitalization, and grammar
write with appropriate spelling
write in a variety of forms, such as literary works, personal narrative, expository and persuasive genres
support a response with evidence from the text

Academic/Math

	below average	low average	average	high average	Not available
determine the value in economic values
tell and calculate time
read, write, and identify place value
recall math facts
estimate the value of a number
solve problems with fractions, decimals, and percentages
simplify using the appropriate order of operations
collect and represent data on a graph to draw conclusions
identify congruent shapes and lines of symmetry

Academic/Science

	below average	low average	average	high average	Not available
practice safety rules in a lab
understand the Scientific Method
read and interpret graphs
collect data and take measurements
work well with peers in a lab situation
apply critical thinking and problem solving skills

Academic/Social Studies

	below average	low average	average	high average	Not available
locate places on a map
understand political issues
understand economic issues
understand social issues
read and interpret charts
read and interpret graphs
read and interpret timelines
read and interpret models
identify the cause and effect of relationships over time

English Language Arts and Reading

The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands:

Reading - where students read and understand a wide variety of literary and informational texts
Writing - where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail
Research - where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information
Listening & Speaking - where students listen and respond to the ideas of others while contributing their own ideas in conversations and in group
Oral & Written Conventions - where students learn how to use the oral and written conventions of the English language in speaking and writing.

English Language Arts and Reading

Reading/Beginning Reading Skills

	Below Average	Low Average	Average	High Average	Not available
distinguishes features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks)
decodes multi-syllabic words in context and independent of context by applying common spelling patterns
uses common syllabication patterns to decode words
decodes words applying knowledge of common spelling patterns
identifies and reads contractions (e.g., I’d, won’t)
monitors accuracy in decoding
uses ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions
asks relevant questions, seeks clarification, and locates facts and details about stories and other texts and support answers with evidence from text
establishes a purpose for reading selected texts and monitors comprehension, making corrections and adjustments (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Reading/Fluency Skills

	Below Average	Low Average	Average	High Average	Not available
adjusts fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

Reading/Vocabulary Development

	Below Average	Low Average	Average	High Average	Not available
identifies verbs and nouns
determines the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
uses context to determine or clarify the meaning of unfamiliar or multiple meaning words
completes analogies that describe part to whole or whole to part
identifies the meaning of foreign words commonly used in written English
use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

Reading/Comprehension of Literary Text

	Below Average	Low Average	Average	High Average	Not available
identifies elements of a story including setting, character, and key events
describes multiple themes in a work of fiction
analyze how place and time influence the theme or message
analyzes the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem
explains a playwright’s use of dialogue and stage directions
explains the influence of the setting on plot development
analyzes the development of the plot through the internal and external responses of the characters, including their motivations and conflicts
analyzes different forms of point of view, including first-person, third-person omniscient, and third-person limited
identifies the literary language and devices used in memoirs and personal narratives and compares their characteristics with those of an autobiography
determines the figurative meaning of phrases and analyzes how an author’s use of language creates imagery, appeals to the senses, and suggests mood

Reading/Comprehension of Text

	Below Average	Low Average	Average	High Average	Not available
reads independently for a sustained period of time and summarizes or paraphrases what the reading was about, maintaining meaning and logical order

Reading/Comprehension of Informational Text

	Below Average	Low Average	Average	High Average	Not available
summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order;
distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text;
use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text;
use multiple text features and graphics to gain an overview of the contents of text and to locate information;
synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.
compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents;
analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.
analyze text for missing or extraneous information in multi-step directions or legends for diagrams;
evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.

Reading/Media Literacy

	Below Average	Low Average	Average	High Average	Not available
interpret both explicit and implicit messages in various forms of media;
critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages;
evaluate various ways media influences and informs audiences;
assess the correct level of formality and tone for successful participation in various digital media.

Writing/Writing Process

	Below Average	Low Average	Average	High Average	Not available
plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
edit drafts for grammar, mechanics, and spelling;
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

Writing/Literary Texts

	Below Average	Low Average	Average	High Average	Not available
write an imaginative story that; includes a defined focus, plot, and point of view, sustains the reader's interest, includes well paced action, creates a specific believable setting through the use of sensory details, develops interesting characters
write a poem using poetic techniques, figurative language, andgraphic elements

Writing/Personal Narrative

	Below Average	Low Average	Average	High Average	Not available
write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

Writing/Expository and Procedural Texts

	Below Average	Low Average	Average	High Average	Not available
write a multi-paragraph essay to convey information about a topic that: presents effective introductions and concluding paragraphs; contains a clearly stated purpose or controlling idea; is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; accurately synthesizes ideas from several sources;
write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context
write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate;
produce a multimedia presentation involving text and graphics using available technology.

Writing/Persuasive Texts

	Below Average	Low Average	Average	High Average	Not available
write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Oral and Written Conventions/Conventions

	Below Average	Low Average	Average	High Average	Not available
identify, use, and understand the function of the parts of speech in the context of reading, writing, and speaking:
differentiate between the active and passive voice and know how to use them both;
write complex sentences and differentiate between main versus subordinate clauses;
use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation

	Below Average	Low Average	Average	High Average	Not available
write legibly by selecting cursive script or manuscript printing as appropriate;
use conventions of capitalization;
use correct punctuation marks

Oral and Written Conventions/Spelling

	Below Average	Low Average	Average	High Average	Not available
differentiate between commonly confused terms (e.g., its, it’s; affect, effect);
spell correctly, including using various resources to determine and check correct spellings.

Research/Research Plan

	Below Average	Low Average	Average	High Average	Not available
brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic;
gathering relevant information about the major research question. apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.

Research/Gathering Sources

	Below Average	Low Average	Average	High Average	Not available
follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;
differentiate between primary and secondary sources;
categorize information thematically in order to see the larger constructs inherent in the information;
identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format;
differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

Research/Synthesizing Information

	Below Average	Low Average	Average	High Average	Not available
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
evaluate the relevance and reliability of sources for the research.
compiles important information from multiple sources;
marshals evidence to explain the topic and gives relevant reasons for conclusions;
draws conclusions and summaries or paraphrases the findings in a systematic way;
presents the findings in a meaningful format;
follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

Listening and Speaking/Listening

	Below Average	Low Average	Average	High Average	Not available
listen to and interpret a speaker’s purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker’s claims;
follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
draw conclusions about the speaker’s message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions).

Listening and Speaking/Speaking

	Below Average	Low Average	Average	High Average	Not available
advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

Listening and Speaking/Teamwork

	Below Average	Low Average	Average	High Average	Not available
participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

Mathematics

The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, computer programs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Mathematics

§111.26. Grade 6, Adopted 2012.

The primary focal areas in Grade 6 are number and operations; proportionality; expressions, equations, and relationships; and measurement and data. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Students use concepts of proportionality to explore, develop, and communicate mathematical relationships. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other. Students connect verbal, numeric, graphic, and symbolic representations of relationships, including equations and inequalities. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, and reasoning to draw conclusions, evaluate arguments, and make recommendations. While the use of all types of technology is important, the emphasis on algebra readiness skills necessitates the implementation of graphing technology.

§111.27. Grade 7, Adopted 2012.

The primary focal areas in Grade 7 are number and operations; proportionality; expressions, equations, and relationships; and measurement and data. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Students use concepts of proportionality to explore, develop, and communicate mathematical relationships, including number, geometry and measurement, and statistics and probability. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other. Students connect verbal, numeric, graphic, and symbolic representations of relationships, including equations and inequalities. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, and reasoning to draw conclusions, evaluate arguments, and make recommendations. While the use of all types of technology is important, the emphasis on algebra readiness skills necessitates the implementation of graphing technology.

§111.28. Grade 8, Adopted 2012.

The primary focal areas in Grade 8 are proportionality; expressions, equations, relationships, and foundations of functions; and measurement and data. Students use concepts, algorithms, and properties of real numbers to explore mathematical relationships and to describe increasingly complex situations. Students use concepts of proportionality to explore, develop, and communicate mathematical relationships. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other. Students connect verbal, numeric, graphic, and symbolic representations of relationships, including equations and inequalities. Students begin to develop an understanding of functional relationships. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, and reasoning to draw conclusions, evaluate arguments, and make recommendations. While the use of all types of technology is important, the emphasis on algebra readiness skills necessitates the implementation of graphing technology.

Grade 6/Knowledge and Skills

	Below Average	Low Average	Average	High Average	Not available
use mathematical processes to acquire and demonstrate mathematical understanding
apply mathematical process standards to represent and use rational numbers in a variety of forms
apply mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions
apply mathematical process standards to develop an understanding of proportional relationships in problem situations
apply mathematical process standards to solve problems involving proportional relationships
apply mathematical process standards to use multiple representations to describe algebraic relationships
apply mathematical process standards to develop concepts of expressions and equations
apply mathematical process standards to use geometry to represent relationships and solve problems
apply mathematical process standards to use equations and inequalities to represent situations
apply mathematical process standards to use equations and inequalities to solve problems
apply mathematical process standards to use coordinate geometry to identify locations on a plane
apply mathematical process standards to use numerical or graphical representations to analyze problems
apply mathematical process standards to use numerical or graphical representations to solve problems
apply mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor

Grade 7/Knowledge and Skills

	Below Average	Low Average	Average	High Average	Not available
use mathematical processes to acquire and demonstrate mathematical understanding
apply mathematical process standards to represent and use rational numbers in a variety of forms
apply mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions
apply mathematical process standards to represent and solve problems involving proportional relationships
mathematical process standards to use geometry to describe or solve problems involving proportional relationships
apply mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships
mathematical process standards to represent linear relationships using multiple representations.
represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
apply mathematical process standards to develop geometric relationships with volume.
apply mathematical process standards to solve geometric problems
mathematical process standards to use one-variable equations and inequalities to represent situations
mathematical process standards to solve one-variable equations and inequalities
mathematical process standards to use statistical representations to analyze data.
mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor

Grade 8/Knowledge and Skills

	Below Average	Low Average	Average	High Average	Not available
use uses mathematical processes to acquire and demonstrate mathematical understanding
apply mathematical process standards to represent and use real numbers in a variety of forms
apply mathematical process standards to use proportional relationships to describe dilations
apply mathematical process standards to explain proportional and non-proportional relationships involving slope
apply mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions
apply mathematical process standards to develop mathematical relationships and make connections to geometric formulas
apply mathematical process standards to use geometry to solve problems
apply mathematical process standards to use one-variable equations or inequalities in problem situations
apply mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations
identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations
apply mathematical process standards to develop transformational geometry concepts
apply mathematical process standards to use statistical procedures to describe data
apply mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor

Texas Essential Knowledge and Skills for Science/ Subchapter B. Middle School

§112.18. Science Grade 6, Adopted 2017.

Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

Grade 6/ Science

	Below Average	Low Average	Average	High Average	Not available
conduct laboratory and field investigations following safety procedures and environmentally ethical practices
plan, implement, design, collect, construct, and analyze during scientific investigations
apply critical thinking, scientific reasoning, and problem solving to make informed decisions
use a variety of tools (journals, notebooks, beakers, etc.) and safety equipment (splash googles, gloves, etc.) to conduct science inquiry
understand and know the difference between elements and compounds
know that matter has physical properties used for classification
know that some of Earth's resources are on a perpetual basis, while others can be renewed over a short period of time, and that some energy sources, once depleted, are essentially nonrenewable
know that force and motion are related to potential and kinetic energy
know and understand the Law of Conservation of Energy and
understand the structure of the Earth, the rock cycle, and plate tectonics
know that all organisms are classified into domains and kingdoms, sharing similar characteristics among taxonomic groups, allowing them to interact with living and nonliving parts of the ecosystem.

§112.19. Science Grade 7, Adopted 2017.

Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and the environment. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

Grade 7/ Science

	Below Average	Low Average	Average	High Average	Not available
conduct laboratory and field investigations following safety procedures and environmentally ethical practices
plan, implement, design, collect, construct, and analyze during scientific investigations
apply critical thinking, scientific reasoning, and problem solving to make informed decisions
use a variety of tools (life science models, hand lenses, beakers, etc.) and safety equipment (splash googles, gloves, etc.) to conduct science inquiry
know the interactions that occur beterrn matter and energy
know that matter has physical and chemical properties that can undergo physical and chemical changes
know that there is a relationship among force, motion, and energy
know that natural events and human activity can impact Earth systems
know components of our solar system
know that there is a relationship between organisms and the environment
know that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations
know that living systems at all levels of organization demonstrate the complementary nature of structure and function
know that a living organism must be able to maintain balance in a stable internal conditions in response to external and internal stimuli
know that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material

§112.20. Science Grade 8, Adopted 2017.

Grade 8 science is interdisciplinary in nature; however, much of the content focus is on earth and space science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

Grade 8/ Science

	Below Average	Low Average	Average	High Average	Not available
conduct laboratory and field investigations following safety procedures and environmentally ethical practices
plan, implement, design, collect, construct, and analyze during scientific investigations
apply critical thinking, scientific reasoning, and problem solving to make informed decisions
use a variety of tools (lab journals, beakers, hot plates, etc.) and safety equipment (splash googles, gloves, etc.) to conduct science inquiry
know that matter is composed of atoms and has chemical and physical properties
know that there is a relationship between force, motion, and energy
knows the effects resulting from cyclical movements of the Sun, Earth, and Moon
know the characteristics of the universe, such as the components of the stars, size of the Sun, different wavelengths, and scientific theories about the origin of the universe
know that natural events can impact Earth systems
know that climatic interactions exist among Earth, ocean, and weather systems
know that interdependence occurs among living systems and the environment and that human activities can affect these systems
know that a living organism must be able to maintain balance in a stable internal conditions in response to external and internal stimuli
know that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material

Texas Essential Knowledge and Skills for Social Studies/ Subchapter B. Middle School

§113.18. Social Studies, Grade 6

In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the world: Europe, Russia, and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of view.

Grade 6/ Social Studies

	Below Average	Low Average	Average	High Average	Not available
understand that historical events influence contemporary events
understand the influence of individuals and groups from various cultures
use geographic tools to answer geographic questions
understand the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes
use latitude and longitude to determine absolute locations
understand how geographic factors influence the economic development, political relationships, and policies of societies
understand that geographical patterns result from physical environmental processes
understand the impact of interactions between people and the physical environment on the development and conditions of places and regions

Transition/ Teacher Survey*

	Poor	Fair	Average	Above Average	Excelent
1. Is on time for class
2. Turns in assignments on time
3. Completes assigned tasks
4. Completes work in a neat and orderly manner
5. Organizes time and materials
6. Is neat and clean in personal appearance
7. Displays interest and enthusiasm for tasks
8. Attends classes regularly
9. Seems confident of ability to work with others
10. Shows ability to adapt to new situations
11. Shows a positive, overall attitude
12. Is honest in dealing with others
13. Responds well to authority
14. Prefers activities in groups
15. Prefers individual activities
16. Adapts socially to accommodate peers

Transition/ Teacher Survey

Signature

Your information

Student information

Strengths and Areas of Concern

Academic Competencies