Regan Grade 6 Virtual Study Guide. Search this site. A virtual guide to help you ace your math final. Order of Operations. 6th-7th-8th Soc. Studies Houston ISD Invitational Oct 2016-2017. The Future Is Here! OUR MISSION To inspire and nurture every student.one opportunity at a time. OUR VISION We will be the district of choice to successfully prepare every student for college, career, and life.

• Grade 6 Final Study Guidemr. Regan's Educational Website Page
• Grade 6 Final Study Guidemr. Regan's Educational Website Free

The Common Core State Standards Initiative is an effort to ensure that all students in public schools in America acquire the skills and knowledge they need in order to be prepared to achieve success at college or in the workforce.

The federal government is not responsible for this initiative; it was developed at the state level by government leaders and education professionals who were concerned about the lack of national standards for the education of children. As of this writing, 45 states have voluntarily adopted the standards, along with three territories and the District of Columbia.

Before the initiative, each state set its own educational requirements, which led to a situation in which some states had much lower standards than others. Not only was this unfair to the students who were being held to the lower standards, it also made it very difficult for parents, colleges, and employers to gauge the value of a high school diploma, because requirements varied so greatly.

With one set of standards for all, everyone concerned is better able to judge how effectively a school is teaching its students.

Practice Question Directory

Having a consistent standard across the United States is not a magic solution that will solve all the problems in our nation’s schools, but it will certainly play a key role in education reform, for several reasons. Having one standard will allow parents and students to know exactly what will be expected of students in order to earn a diploma.

Teachers will also have a clear expectation of what’s required of them, and education programs at colleges and universities will be better able to train our nation’s future teachers. In addition, educational publishers will have benchmarks to guide them in developing textbooks and other educational materials. Testing will also be more effective with uniform, clear-cut standards across the board.

This does not mean that all schools in America will become carbon copies of each other. Common Core standards set specific goals, but it will be up to the administrators and teachers in each school to determine the best methods of achieving those goals.

They will have the flexibility and autonomy they need to give their students a great education, while having clear outcomes to aim for. The standards offer teachers and administrators guidance without taking over their classrooms and turning them into automatons.

The standards are divided into two main categories: Mathematics, and English Language Arts. Standards have been developed only for these two subjects, as they are the foundations upon which students will build to master all other subjects. In each category, there are detailed and objective standards provided for every level, from kindergarten to 12th grade.

Students will be evaluated on a regular basis to measure their progress against the standards for their grade level, and whether or not they receive a high school diploma will depend in large part on their meeting these standards.

While teachers will play a key role in helping students gain the skills and knowledge required by these standards, it will be up to the student to actually pass the exams. To assist students who desire to excel and have the initiative to seek improvement and mastery of the standards on their own, we have provided Common Core practice questions and answers for self-testing purposes.

By taking advantage of these resources, students can determine their strengths and weaknesses, and pinpoint those areas where they may be falling short of the standards. They can also use the questions and answers as a direct means of improvement. Parents should encourage their children to make use of these resources, and monitor their results, as study after study has demonstrated conclusively that children whose parents take an active interest in their education almost always excel.

Grade 6 Final Study Guidemr. Regan's Educational Website Page

Self-Assessment Modules:

Math

English

Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students.

Administrators, educators, students, parents and community members can find on this site tools, data and resources to:

• Increase their awareness of the prevalence, impact, and legal implications of suspension and expulsion;

• Find basic information and resources on effective alternatives; and

• Join a national conversation on how to effectively create positive school climates.

NEWLegal Limitations on the Use of Restraint or Seclusion in Schools
The U.S. Department of Education released guidance to assist the public in understanding how the Department interprets and enforces federal civil rights laws protecting the rights of students with disabilities. The Dear Colleague Letter and Fact Sheet: Restraint and Seclusion of Students with Disabilities released today offers additional information about the legal limitations on use of restraint or seclusion to assist school districts in meeting their obligations to students with disabilities. The Department’s May 15, 2012, Restraint and Seclusion: Resource Documentsuggested best practices to prevent the use of restraint or seclusion, recommending that school districts never use physical restraint or seclusion for disciplinary purposes and never use mechanical restraint, and that trained school officials use physical restraint or seclusion only if a child’s behavior poses imminent danger of serious physical harm to self or others.

For more details, please read the press release.

NEWImproving Equity Under IDEA
The U.S. Department of Education published, in the Federal Register, the final regulations to improve equity in the Individuals with Disabilities Education Act (IDEA) and to address widespread disparities in the treatment of students of color with disabilities.

• Final Regulations: HTML | PDF (587KB)
  • Changes Between the NPRM and the Final Regulations (PDF, 411KB)
• OSERS' Office of Special Education Programs (OSEP) funds Technical Assistance (TA) centers that provide support to states on issues related to disproportionality and equity in education, which can be accessed at: https://www.osepideasthatwork.org/federal-resources-stakeholders/disproportionality-and-equity
• Dear Colleague Letter: Preventing Racial Discrimination in Special Education (PDF, 449KB)
• Fact Sheet: Preventing Racial Discrimination in Special Education (PDF, 157KB)

NewWhite House Report: The Continuing Need To Rethink Discipline
The White House released a new capstone report with updates about projects launched and local progress made in response to the Administration's Rethink Discipline efforts. Rethink Discipline was launched as part of President Barack Obama's My Brothers' Keeper initiative and aims to support all students and promote a welcome and safe climate in schools. The full report is available here:

The Continuing Need to Rethink Discipline (PDF, 885KB)

NewLetter to States Calling for an End to Corporal Punishment in Schools
U.S. Education Secretary John B. King, Jr., released a letter urging state leaders to end the use of corporal punishment in schools, a practice repeatedly linked to harmful short-term and long-term outcomes for students.

Letter to States Calling for an End to Corporal Punishment in Schools (PDF, 224KB)

• Open Letter from Civil Rights, Education, Medical and Research Groups on the Elimination of Corporal Punishment in Schools
  This open letter from civil rights, education, medical and research groups urges state leaders to end the use of corporal punishment in schools, a practice repeatedly linked to harmful short-term and long-term outcomes for students.

  Open Letter on the Elimination of Corporal Punishment in Schools (PDF, 225KB)

• Data Map
  This new Civil Rights Data Collection (CRDC) data map shows where more than 110,000 students across the country were subjected to corporal punishments in 2013–14:

  Full-Res Version (PNG, 4032x3168, 3.7MB)

  Data Table (Excel, 555KB)

Guidance Package Addresses the Behavioral Needs of Students with Disabilities
U.S. Department of Education Releases Guidance to Schools on Ensuring Equity and Providing Behavioral Supports to Students with Disabilities

• Dear Colleague Letter on the Inclusion of Behavioral Supports in Individualized Education Programs
  The Department has released a significant guidance document in the form of a Dear Colleague Letter (DCL), which emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that many children with disabilities may not be receiving appropriate behavioral interventions and supports.
  Download the Dear Colleague Letter (PDF, 493KB)

  • A Summary for Stakeholders
    

  Download the Summary (PDF, 552KB)

• OSERS Blog: Moment to Moment and Year to Year: Preventing Contemporary Problem Behavior in Schools
  Effective education faces many challenges: chronic absenteeism, dropout, diversity inequities, antisocial conduct and violence, emotional and behavioral disorders, suspensions and expulsions. The authors suggest that the solution emphasize the adoption of a two-prong prevention approach that considers informed decision making, selection of evidence-based practices, and implementation of culturally relevant tiered systems of support. Read more on the OSERS Blog.

Discipline Resources: Accelerating Positive School Culture and Discipline Practices through the Charter Sector
The National Charter School Resource Center (NCSRC) is dedicated to helping charter schools reach their aspirations and furthering understanding of the charter schools. To meet those goals, NCSRC offers a diverse selection of objective resources on every aspect of the charter school sector. Their suite of discipline resources is helping educators create stronger school communities by adopting creative strategies that reimagine the role of discipline in their schools and to support initiatives that build positive school climates and develop less punitive approaches to school discipline.

Suspension impacts everyone

• In 2011-2012, 3.45 million students were suspended out-of-school.
  (Civil Rights Data Collection, 2011-2012)

• Of the school districts with children participating in preschool programs, 6% reported suspending out of school at least one preschool child.
  (Civil Rights Data Collection, 2011-2012)

• Students with disabilities and students of color are generally suspended and expelled at higher rates than their peers.
  (Civil Rights Data Collection,2011-2012)

Suspensions don't work—for schools, teachers, or students

• Evidence does not show that discipline practices that remove students from instruction—such as suspensions and expulsions—help to improve either student behavior or school climate.
  (Skiba, Shure, Middelberg & Baker, 2011)

Suspensions have negative consequences

• Suspensions are associated with negative student outcomes such as lower academic performance, higher rates of dropout, failures to graduate on time, decreased academic engagement, and future disciplinary exclusion.
  (Achilles, McLaughlin, Croninger,2007; Arcia, 2006; Christle, Jolivette, & Nelson, 2005; Costenbader & Markson, 1998; Lee, Cornell, Gregory, & Fan, 2011; Raffaele-Mendez, 2003; Rodney et al., 1999; Skiba & Peterson, 1999)

There are effective alternatives to suspension

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• Evidence-based, multi-tiered behavioral frameworks, such as positive behavioral interventions and supports (PBIS), can help improve overall school climate and safety.
  (Bradshaw, C., Koth, C.W., Thornton, L.A., & Leaf, P.J., 2009)

• Interventions, school-wide and individual, that use proactive, preventative approaches, address the underlying cause or purpose of the behavior, and reinforce positive behaviors, have been associated with increases in academic engagement, academic achievement, and reductions in suspensions and school dropouts.
  (American Psychological Association, 2008; Christle, Jolivette, & Nelson, 2005; Crone & Hawken, 2010; Liaupsin, Umbreit, Ferro, Urso, & Upreti, 2006; Luiselli, Putnam, Handler, & Feinberg, 2005; Putnam, Horner, & Algozzine, 2006; Skiba & Sprague, 2008; Theriot, Craun, & Dupper, 2010)