An erratum has been published for this report. To view the erratum, please click here. Haegerich, PhD; Roger Chou, MD1 View author affiliations View suggested citation and related materials Summary This guideline provides recommendations for primary care clinicians who are prescribing opioids for chronic pain outside of active cancer treatment, palliative care, and end-of-life care.
The district must provide students the opportunity each year to select courses in which they intend to participate from a list that includes all courses required to be offered in subsection b 2 of this section.
If the school district will not offer the required courses every year, but intends to offer particular courses only every other year, it must notify all enrolled students of that fact. A school district must teach a course that is specifically required for high school graduation at least once in any two consecutive school years.
For a subject that has an end-of-course assessment, the district must either teach the course every year or employ options described in Subchapter C of this chapter relating to Other Provisions to enable students to earn credit for the course and must maintain evidence that it is employing those options.
Nothing in this chapter shall be construed to require a district to offer a specific course in the foundation and enrichment curriculum except as required by this subsection. English Language Proficiency Standards. School districts shall implement this section as an integral part of each subject in the required curriculum.
Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.
ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection d of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs.
In fulfilling the requirements of this section, school districts shall: These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas.
In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated communicated, sequenced, and scaffolded commensurate with the student's level of English language proficiency.
The student is expected to: The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening.
ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas.
ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing.
In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated communicated, sequenced, and scaffolded commensurate with the student's level of English language proficiency.The Division of Curriculum and Instruction supports evidence-based instructional practices and strategies for differentiated, innovative, and effective teaching and learning based on the State-adopted standards in support of a balanced curriculum for the whole child.
The National Environment Management Authority (NEMA) is mandated under the Environment Management & Coordination Act, , as the principal instrument of the Government on the formulated the National SEA guideline to give an understanding on the concept, principles, the basic Assessment at sector and national levels.
iii DEFINATIONS. The assessment grids support assessment against national curriculum levels in Key Stage 1 and 2. Reading, writing and mathematics assessment criteria for levels 1 to 2, 2 to 3, 3 to 4, and 4 to 5 are available, as well as assessment grids containing guidelines for all levels from 1 to 8.
NASP > NASP Center > Fact Sheets Large Scale Assessments and High Stakes Decisions: Facts, Cautions and Guidelines National Association of School Psychologists. A basic premise of standards-based reform is that all children can learn.
“In , about 90% of students with disabilities and English language learners in fourth and eighth grades were assessed in the NAEP mathematics and reading assessments." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National.
Strategies and forms for writing for public participation in a democratic society; Writing Now: A Policy Research Brief Produced by the National Council of Teachers of English.
Assessment of writing involves complex, informed, human judgment.