South Fayette Middle School Homework Hotline
LPL After School is a FREE afterschool drop-in program at the Northside and Village Branches for kids aged 5-12 and a caregiver that takes place 4 pm - 6 pm Monday through Friday. Join us for snacks, STEAM and enrichment activities, and homework help from one of our volunteers. No need for children and caregivers to register - just show up! Activities...
south fayette middle school homework hotline
LPL After School is a FREE drop-in program for kids aged5-12 that takes place after regular school hours on Mondays throughFridays. Join us for homework help from one our volunteers, reading recommendations, fun writing, STEAM and enrichment activities-and even snacks. No need to register-just show up! Activities provided courtesy of CHI St...
Works to assure that every Newark High School graduate has the opportunity to pursue higher education by providing one-on-one advisory services, high school course selection, SAT/ACT information, college selection & application help, college visits and more. They also offer programs for elementary and middle school students.314 Granville Road, Newark, Ohio 43055(740) 670-7424acalltocollege.org
Still, many teachers and parents are in favor of homework in elementary school. They view it as a way for students to review what they are learning in school and develop the learning habits and study skills they will need through middle school and high school. Homework helps you practice how to plan your time, manage distractions, and persevere when learning becomes difficult.
Research shows that homework pays off. Students who invest effort in their homework are better at keeping track of their work and managing their time. When they begin middle school and high school, they are more positive about learning than students who do not invest time in homework. They also do much better in school.
This desegregation case involves the Longview Independent School District ("LISD") in Longview, Texas, which was ordered by the District Court for the Eastern District of Texas to desegregate on August 27, 1970. On January 24, 2011, as part of a district-wide consolidation plan, the court approved a consent order adopting LISD's revised attendance zones. On February 28, 2014, the court declared that LISD was partially unitary and had eliminated all vestiges of past de jure discrimination to the extent practicable in its facilities, transportation, extracurricular activities, and staff assignment. Following a comprehensive review of the school district's policies and practices, and subsequent negotiations, on December 22, 2014, the court approved the parties' proposed consent order. The Section is monitoring the district's compliance with this consent order, which requires LISD to publicize and broadly disseminate the application and assessment procedures it uses to admit students to the Hudson PEP Elementary School magnet program; permit and facilitate majority-to-minority transfers between certain schools; provide equal access to pre-advanced placement courses at its middle schools; and publicize and broadly disseminate its gifted-and-talented program admission procedures.
In October 2012, counsel for the Sikh Coalition filed a complaint with the Department of Justice alleging that a middle school student had been repeatedly targeted with verbal and physical harassment because of his Sikh faith. The United States has authority to investigate and resolve complaints of religious and national origin harassment through its enforcement of Title IV of the Civil Rights Act of 1964.
The district worked cooperatively with the United States to resolve the complaint and ensure greater protections for the student. The May 2013 Resolution Agreement, which will be in effect until the end of the 2014-2015 school year, requires the district to: work with a consultant to develop and implement anti-harassment training at the student's middle and high school; immediately implement a safety plan to ensure that the student is safe at school and, should incidents of harassment occur, that the district responds quickly and effectively; and meet with the student, his family, and administrators from his middle school and the high school where he will enroll, to identify key school personnel who can support the student should any future incidents of harassment occur. The Parties also agreed to continue to work collaboratively to resolve the United States' remaining concerns regarding the district's anti-harassment policies, procedures, and practices, and to ensure that district students and employees had appropriate training and guidelines on their federal civil rights and obligations as they pertain to harassment based on religion and national origin.
In November 2010, the Department of Justice received a complaint alleging that students in the school district were being harassed by other students because they didn't dress or act in ways that conform to gender stereotypes. Pursuant to Title IV of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972, the Departments of Justice and Education conducted an extensive investigation into sex-based harassment in the district's middle and high schools. Many students reported that the unsafe and unwelcoming school climate inhibited their ability to learn.
The Consent Decree requires the school district to retain an expert consultant in the area of sex-based harassment to review the district's policies and procedures concerning harassment; develop and implement a comprehensive plan for preventing and addressing student-on-student sex-based harassment at the middle and high schools; enhance and improve its training of faculty, staff and students on sex-based harassment; hire or appoint a Title IX coordinator to ensure proper implementation of the district's sex-based harassment policies and procedures and district compliance with Title IX; retain an expert consultant in the area of mental health to address the needs of students who are victims of harassment; provide for other opportunities for student involvement and input into the district's ongoing anti-harassment efforts; improve its system for maintaining records of investigations and responding to allegations of harassment; conduct ongoing monitoring and evaluation of its anti-harassment efforts; and submit annual compliance reports to the departments during the five year life of the Consent Decree. For more information on the Consent Decree, please see this press release.
On June 30, 2011, the Educational Opportunities Section of the Civil Rights Division and the Department of Education's Office for Civil Rights (OCR) reached a resolution agreement with the Tehachapi Unified School District in Tehachapi, California, to resolve a complaint regarding the harassment of a middle school student based on his nonconformity with gender stereotypes. The complaint arose from the September 2010 death of Jacobsen Middle School student Seth Walsh, who took his own life at the age of 13. Following OCR's investigation, the Section joined OCR in working with the school district to resolve the complaint. The investigation found that Walsh suffered sexual and gender-based harassment by his peers for more than two school years because of his nonconformity with gender stereotypes.
On December 19, 2003, the school district filed its proposed desegregation plan. After discovery and negotiations, the Section filed a response to the plan on February 24, 2005. In this response, the Section objected only in part to the proposed student assignment plan, which would have failed to desegregate Askewville Elementary School to the extent practicable. The Section also recommended consideration of more effective alternatives for desegregation and raised the issue of the poor condition of JP Law Elementary School, a small historically black school with declining enrollment. The parties reached an interim agreement on these lingering issues, which culminated in a consent order entered on June 24, 2005. This order called for the reconfiguration of attendance zone lines for Askewville, an independent facilities assessment of the elementary and middle schools in the district, and the development of a new student assignment plan.
In this desegregation case, the United States determined that the Calhoun County school district was permitting students to transfer to any school in the district without regard to the impact these transfers had on the school district's desegregation obligations. The United States and the school district agreed on a transfer policy that governs the transfer of students within the school district and to other school districts. The parties presented the transfer policy as part of a consent decree that was submitted to the federal district court for its consideration and approval. In 2004, the parties also agreed to the consolidation of all middle school grades at one school located in the district. This agreement was approved by the court and became effective in the 2004-05 school year. 350c69d7ab