Students test for a much shorter amount of time than most people think. 6th & 7th grade test a maximum of 8.75 hours, if they choose to utilize every minute offered, which is unlikely. 8th grade also tests in Science so they will test a maximum of 12.75 hours. Again, these times are the maximum amount of time allowed, and it is likely that your child will finish some or all of the tests in less time. 2) The data parents receive about their child's testing is very informative. Parents get personalized results which detail how their child's scores compare to same age peers from around the district and the state.

3) RMS teachers use the results. We use your child's test data to plan instruction. We look for strengths and weaknesses to make adjustments accordingly. Scores can be used to qualify for honors courses or advanced math courses. We use CMAS to update learning plans.

4) Standardized testing is a reality of life and a skill worthy of being practiced. The ACT/SAT test is not far away. In addition, many occupations require some type of testing.

Please help your child get to school each day of testing. When students miss their testing day, they have to miss class time to make up the test. Also, the testing rules prohibit any electronic devices; please help us communicate to your child that all phones and smart watches need to be stored in backpacks on their testing days. Here is a schedule of the days we plan to test:

Bella is going to write a research paper. she chose sports as her topic, but her teacher said she must narrow or limit her topic. choose the topic that limits the broad topic of sports the most. a) a history of sports in the united states b) a history of tennis c) rules and etiquette of tennis d) training and equipment for outdoor sports

Which phrase from the article suggests a tone that is formal but subjective? a- "thirty-six inches long and sixteen inches wide" b- "loads of fun with it" c- "most generous and attractive" d- "must be new subscribers"

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)