## Your information

Your Name* First Name Last Name ## Student information

Student Grade* Sixth Grade Seventh Grade Eighth Grade L.I.F.E. Skills Courses* English Language Arts & Reading Mathematics Science Social Studies Reading Workshop Math Lab Speech Other Course Periods* Advisory Pull Out Before School Consultation First Second Third Fourth Fifth Sixth Seventh Eighth After School ## Strengths and Areas of Concern

Please follow the directions regarding each question to provide an accurate representation of the student for their IEP. If you have nothing to say on the matter, feel free to leave the space empty and continue with the form.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 **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**setTimeout(function() { var _cFieldFrame = document.getElementById("customFieldFrame_40"); if (_cFieldFrame) { _cFieldFrame.onload = function() { if (typeof widgetFrameLoaded !== 'undefined') { widgetFrameLoaded(40, { "formID": "91386220639157" }) } }; _cFieldFrame.src = "//widgets.jotform.io/checkboxInDropdown/?qid=40&isOpenedInPortal=undefined&align=Left&ref=" + encodeURIComponent(window.location.protocol + "//" + window.location.host) + '' + '' + '' + '&injectCSS=' + encodeURIComponent(window.location.search.indexOf("ndt=1") > -1); _cFieldFrame.addClassName("custom-field-frame-rendered"); } }, 0); **Reading/**Beginning Reading SkillsBelow 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 SkillsBelow 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 DevelopmentBelow 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 TextBelow 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 TextBelow 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 TextBelow 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 LiteracyBelow 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 ProcessBelow 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 TextsBelow 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 NarrativeBelow 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 TextsBelow 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 TextsBelow 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/**ConventionsBelow 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 PunctuationBelow 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/**SpellingBelow 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 PlanBelow 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 SourcesBelow 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 InformationBelow 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/**ListeningBelow 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/**SpeakingBelow 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/**TeamworkBelow 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**setTimeout(function() { var _cFieldFrame = document.getElementById("customFieldFrame_42"); if (_cFieldFrame) { _cFieldFrame.onload = function() { if (typeof widgetFrameLoaded !== 'undefined') { widgetFrameLoaded(42, { "formID": "91386220639157" }) } }; _cFieldFrame.src = "//widgets.jotform.io/checkboxInDropdown/?qid=42&isOpenedInPortal=undefined&align=Left&ref=" + encodeURIComponent(window.location.protocol + "//" + window.location.host) + '' + '' + '' + '&injectCSS=' + encodeURIComponent(window.location.search.indexOf("ndt=1") > -1); _cFieldFrame.addClassName("custom-field-frame-rendered"); } }, 0); **§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 SkillsBelow 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 SkillsBelow 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 SkillsBelow 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 SchoolsetTimeout(function() { var _cFieldFrame = document.getElementById("customFieldFrame_49"); if (_cFieldFrame) { _cFieldFrame.onload = function() { if (typeof widgetFrameLoaded !== 'undefined') { widgetFrameLoaded(49, { "formID": "91386220639157" }) } }; _cFieldFrame.src = "//widgets.jotform.io/checkboxInDropdown/?qid=49&isOpenedInPortal=undefined&align=Left&ref=" + encodeURIComponent(window.location.protocol + "//" + window.location.host) + '' + '' + '' + '&injectCSS=' + encodeURIComponent(window.location.search.indexOf("ndt=1") > -1); _cFieldFrame.addClassName("custom-field-frame-rendered"); } }, 0); **§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/**ScienceBelow 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/**ScienceBelow 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/**ScienceBelow 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 SchoolsetTimeout(function() { var _cFieldFrame = document.getElementById("customFieldFrame_57"); if (_cFieldFrame) { _cFieldFrame.onload = function() { if (typeof widgetFrameLoaded !== 'undefined') { widgetFrameLoaded(57, { "formID": "91386220639157" }) } }; _cFieldFrame.src = "//widgets.jotform.io/checkboxInDropdown/?qid=57&isOpenedInPortal=undefined&align=Left&ref=" + encodeURIComponent(window.location.protocol + "//" + window.location.host) + '' + '' + '' + '&injectCSS=' + encodeURIComponent(window.location.search.indexOf("ndt=1") > -1); _cFieldFrame.addClassName("custom-field-frame-rendered"); } }, 0); **§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 StudiesBelow 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 SurveySignature Clear window.signatureForm = true