PONAGANSET HIGH SCHOOL GRADUATION REQUIREMENTS
|
|
- Maximillian Gardner
- 5 years ago
- Views:
Transcription
1 FOSTER-GLOCESTER REGIONAL SCHOOL DISTRICT FOSTER-GLOCESTER, RHODE ISLAND Policy # PONAGANSET HIGH SCHOOL GRADUATION REQUIREMENTS PHILOSOPHY & INTENT The purpose of this policy is to support the mission of the Foster-Glocester Regional School District (FGRSD) by providing each graduate the opportunity to be well prepared for post-secondary education, careers, and citizenship within a global knowledge-based digital society. This policy is intended to provide our students a competitive edge by establishing a comprehensive and cohesive Graduation by Proficiency system that: 1) Graduates students proficient in 21st Century Skills and work habits needed for success in a knowledge-based global society; 2) Provides flexible college and career pathways that lead to post-secondary credit and/or industry certification and/or advanced standing; 3) Provides personalized digital learning experiences that a. develop students intellectual core, 21st Century Skills and work habits, b. enable them to use technology innovatively and collaboratively to acquire, organize, analyze, and communicate information, c. require them to produce original work with precision and accuracy; 4) Prepares students for careers in high demand and/or high growth areas in the local and global labor markets by offering rigorous courses and programs in these areas. This policy is intended to align our graduation policies, curricula, program of study offerings, instructional opportunities, and flexible pathways with the district responsibilities outlined in the RI Board of Education s Regulations governing Middle and High School Learning Environments and the Rhode Island Diploma System. The Foster-Glocester Public Schools are committed to providing a comprehensive high school diploma system which enables all students to achieve proficiency in rigorous academic content and applied learning standards defined as 21st Century Skills. Proficiency in academic, social, and civic areas shall be based on the Ponaganset Graduation Expectations (PGEs) as well as the Common Core State Standards (CCSS), and/or other state and/or national content standards, and 21st Century Skills (AL) outlined by the Rhode Island Board of Education. The PGEs shall be common expectations for all students and form the basis for a series of anchor assignments (proficiency-based tasks) in each subject area and grade that focus on the content standards and 21st Century Skills. The requirements for a Ponaganset High School Diploma shall be informed by recommendations of a Proficiency-Based Graduation Requirements (PBGR) Steering Committee or building principal, be approved by the Superintendent or designee, adopted by the School Committee, and published annually in the PHS Program of Studies or other publications. Such requirements shall be consistent with Rhode Island Board of Education regulations. Graduation by proficiency is based on mutual, shared accountability. The school district and community are accountable for providing an educational program designed to give all students multiple and varied opportunities to demonstrate
2 proficiency in physical and virtual settings. The student is accountable for engaging in the learning opportunities provided and successfully demonstrating proficiency in the required areas. To that end, all students in Foster-Glocester shall have access to rigorous curriculum and instruction as well as a continuum of supports designed to lead to proficiency as shall be required of them to graduate. I. DIPLOMA SYSTEM GRADUATION REQUIREMENTS The requirements for a Ponaganset High School Diploma will involve multiple measures of student performance that include the successful completion of an established number of Carnegie Units based on standards, school-wide diploma assessments, and participation on the state assessment. Specifically, the Ponaganset Diploma System shall involve: 1) Completion of the minimum required coursework credits, both in total and for specific subjects. Such coursework shall include anchor assignments (proficiency-based tasks), based on our high school s PGEs, CCSS, GSEs, and other content standards that assure common expectations and proficiencies for all students. Course requirements for graduation shall be set by the School Committee and published annually in the high school program of studies. In accordance with the RI Board of Education s Regulations governing Middle and High School Learning Environments and the Rhode Island Diploma System: students can meet the requirements set forth in this section through courses within state-approved career and technical pathways, expanded learning opportunities, dual enrollment, concurrent enrollment, online learning [virtual courses], experiential learning and other non-traditional academic and careerreadiness learning experiences. In the FGRSD these non-traditional learning experiences also include credit recovery/acquisition, advanced courses taken in the middle school, and testing alternatives. 2) Completion of a Graduation Portfolio, which includes proficiency-based tasks based on the PGEs and other appropriate content standards. The portfolio may also include entries that the students choose to submit to provide evidence of their attainment of the required proficiencies for graduation and/or their academic, career, and personal goals. 3) Completion of a Graduation Exhibition, which includes a student-designed and implemented learning stretch based on an area of student interest, and a presentation of findings to a panel of judges that includes community members, to the extent possible. The Graduation Exhibition shall include a presentation of the learning stretch based on anextended project requiring the student to concurrently demonstrate mastery of content knowledge and 21st Century Skills. Student exhibitions may be based on an extension of the knowledge and skills acquired through their pathway(s) that includes identifing an issue, researching, designing, and testing solution(s), and presenting their findings. Some pathways may have additional requirements. 4) Completion of state assessments according to the timetable determined by the Board of Education. The state test results will count toward graduation in a manner established by School Committee Policy, Regulation and/or the PBGR Steering Committee but will never be enough to prevent a student from
3 graduating. The district may consider student proficiency on approved alternative assessments to meet the state assessment graduation requirement. 5) Completion of a comprehensive system of proficiency-based tasks that are explicitly aligned to the PGEs, CCSS, GSEs, and subject specific standards and provide models for curriculum, instruction, and assessment. 6) The specific school and student requirements of the Graduation Portfolio, Graduation Exhibition, state assessment, and other aspects of the Diploma System that relate to graduation shall be informed by recommendations of the PBGR Steering Committee or building principal, and be approved by the superintendent or designee, and published annually in handbooks or other formats. The standards for these measures of student performance and the developed handbooks shall be approved by the School Committee. II. DEFINITIONS AND MEASURMENT OF PROFICIENCY Demonstrations of proficiency for Ponaganset High School graduation and this policy are intended to 1) assure that graduates possess the knowledge and skills needed to be successful in post-secondary education and/or workplace settings and 2) ensure that students are assessed through multiple measures. Students shall have multiple opportunities and support to demonstrate proficiency. Students may demonstrate proficiency with evidence from state assessments, coursework, portfolio submissions, graduation exhibitions, and other examples from learning that occurs in and out of school. A general description of proficiency for graduation includes the following: Proficiency in core content knowledge in the academic areas of English Language Arts, Mathematics and Science, will be determined by the district through successful completion of coursework and PHS Diploma Assessment drawn from he state adopted Common Core State Standards and the state adopted Next Generation Science Standards.. Proficiency may be determined through successful completion of coursework aligned to these standards and PHS Diploma Assessments or by other approved procedures and measures designed to demonstrate proficiency. Proficiency in core content knowledge in the academic areas of Social Studies, the arts, and technology will be determined by the district through successful completion of coursework and PHS Diploma Assessments drawn from the appropriate state adopted standards. Proficiency may be determined through successful completion of coursework aligned to these standards and PHS Diploma Assessments or by other approved procedures and measures designed to demonstrate proficiency. Proficiencies in the 21 st Century Skills (requirements of problem solving, critical thinking, research, reflection, and communicating) shall be determined as part of the PHS New England Association of Schools and Colleges (NEASC) Expectations for Learning, which are captured in the PGEs, mapped to courses in all subject areas, and assessed as part of the PHS Diploma Assessments. Coursework completion shall be recorded on the student transcript as determined by passing grades in each course or through demonstrations of proficiency that adhere to the requirements of the RI Department of Education. Portfolios and Exhibitions shall be assessed according to procedures proposed
4 by the district s PBGR Steering Committee or building principal and approved by the superintendent and/or School Committee. Each child will have an Individual Learning Plan (ILP) beginning no later than the sixth grade to help students identify and meet their academic, career, and personal/social goals. The ILP process should provide ongoing opportunities for students to annually review and revisit their goals with the guidance of responsible adults, including parents or legal guardians. Commencing with the graduating class of 2020, at the latest, student transcripts shall designate successful completion of a pathway as well as college credit and/or industry certifications that students have earned. Commencing with the graduating class of 2020, at the latest, student diplomas shall designate successful completion of a pathway and/or any endorsement a students have earned. First Revision Reading: June 7, 2016 Second Revision Reading: August 2, 2016 Policy # Carnegie Unit Academic / State Assessment Requirements: The following chart represents the minimum Carnegie units that a student must complete to receive a diploma from Ponaganset High School. One Carnegie Unit = one full year course. Subject Area Credits English 4* Mathematics 4* Science 3* Social Studies 3* Arts ½* Technology ** 0 Physical Education and Health (2 credits required 1/2 credit year) 2* Personalized Learning Courses (Electives) 5.5* Minimum Total Credits 22 * In accordance with the RI Board of Education s Regulations students can meet the requirements set forth in this section through courses within state-approved career and technical pathways, expanded learning opportunities, dual enrollment, concurrent enrollment, online learning [virtual courses], experiential learning, and other non-traditional academic and career-readiness learning experiences. In the FGRSD these non-traditional learning experiences also include credit recovery/acquisition, advanced courses taken in the middle school, and testing alternatives. In addition, multiple core or other content areas with associated learning standards may be combined into a single course for the purpose of meeting coursework requirements. The school counselors department shall maintain a list of courses that have been approved to satisfy this requirement. ** The technology requirement shall be satisfied by the successful completion of a Ponaganset High School Digital Portfolio or other determination of proficiency.
5 III. ROLE AND USE OF STATE ASSESSMENTS All Foster-Glocester students, except those participating in an alternative assessment because of their disability, must participate in the State Assessment program. State Assessments will be administered in accordance with a timeline established by the RI Department of Education. State assessment results shall be included on student transcripts. Students receiving the highest level designation on the state assessments shall include that information in their portfolio. The State Assessment performance of students may not be used as one of the multiple measures for graduation by proficiency until The State Assessment may not be the sole measure that prevents a student from graduating. When the State Assessment is used as a condition of graduation, students must have opportunities to demonstrate their proficiency on alternative locally approved assessments. In a very few situations, if a student is unable to demonstrate graduation readiness on the State Assessment or a State approved alternative assessment, or transfers to the district and enrolls in courses more advanced than the State Assessment measures (e.g., Algebra II or English 11) the student may apply for a waiver from the Superintendent in accordance with current regulations of the Board of Education. A waiver request must meet criteria set forth by the Board of Education. A waiver is not for students who are below the level of proficiency required to earn a high school diploma. A waiver is for students for whom: 1) there is a preponderance of evidence of academic content mastery consistent with state regulations, and 2) the student has completed the sequence of testing requirements set forth in the state regulations. First Revision Reading: February 3, 2015 Second Revision Reading: March 3, 2015 First Reading: November 5, 2013 First Revision Reading: June 7, 2016 Second Reading: December 3, 2013 Second Revision Reading: August 2, 2016
6 FOSTER-GLOCESTER REGIONAL SCHOOL DISTRICT FOSTER-GLOCESTER, RHODE ISALND Policy # DEMONSTRATION OF PROFICIENCY TIMELINE All requirements must be completed prior to graduation. Graduation shall be available to students when all requirements are met. The following policy timelines are included to guide staff and students in completion of the requirements for a diploma and are guidelines only. A diploma will not be denied to a student who successfully completes proficiencies and requirements after the dates herein. 1) Coursework should be completed on a reasonable and manageable schedule throughout the high school career to foster ongoing evidence of proficiency in English, Mathematics, Science, Social Studies, and Science. Coursework completion shall be recorded on the student transcript as determined by passing grades in each course. 2) The school s timeline for portfolio completion shall be informed by the PBGR Steering Committee, and approved by the principal and superintendent, with an emphasis on substantial completion prior to the end of the junior year. This timeline provides an opportunity for students desiring to concurrently enroll in higher education during their senior year and for students whose portfolio fails to demonstrate proficient work to remedy both the proficiency and the portfolio submission in time for graduation. 3) The Graduation Exhibition timeline shall be informed by the PBGR Steering Committee, and approved by the principal and superintendent with an emphasis on exhibition topic selection during the junior year. This will allow students to begin their organization prior to senior year and complete the bulk of their research and paper / project prior to the end of the first semester. 4) Proficiency in the arts and technology may be demonstrated by students any time during their high school career and based on learning evidence from in and/or out of school. First Reading: November 5, 2013 First Reading: June 7, 2016 Second Reading: December 3, 2013 Second Reading: August 2, 2016
7 FOSTER-GLOCESTER REGIONAL SCHOOL DISTRICT FOSTER-GLOCESTER, RHODE ISALND Policy # COMMUNICATING THE SYSTEM AND PROGRESS MONITORING All students entering Ponaganset Middle School and Ponaganset High School shall be notified of the proficiency-based graduation requirements. Written notice will be provided to their families and posted on the district web site. Student progress on these requirements shall also be communicated. The specific components include: 1) The requirements of the system and the specific criteria for the various diploma assessments shall be presented annually to students and parents, printed in the student handbook posted on the district website. 2) All parents and students shall receive a detailed report of their child s progress on the digital portfolio in ninth through eleventh grade. If a child does not demonstrate proficiency on a required component of the Graduation Exhibition parents will be notified. 3) In addition to these formal school and district sponsored methods of communication, parents are also provided with a password to their child s electronic portfolio that provides them full access to the teacher and student assessed artifacts found in the portfolio. 4) PHS shall formally monitor student progress on Carnegie Units on a regular basis with the dissemination of grades in accordance with Grading and Reporting policies and procedures of the school and district. Progress reports shall be sent out, as needed, throughout the year. First Reading: November 5, 2013 Second Reading: December 3, 2013 First Reading: June 7, 2016 Second Reading: August 2, 2016 Adoption: August 2, 2016
8 FOSTER-GLOCESTER REGIONAL SCHOOL DISTRICT FOSTER-GLOCESTER, RHODE ISALND Policy # APPEALS PROCESS Students who believe that they have or may be improperly denied a diploma may appeal the decision by citing the reason(s) in writing addressed to the Principal of Ponaganset High School. The appeal shall cite specific reasons for disagreement, and if the student is under the age of 18, it must be signed by a parent/legal guardian. The high school principal has the responsibility for coordinating the appeal process at the building level and ensuring due process is provided. If the appeal is due to unsuccessful completion of a Graduation Exhibition or Graduation Portfolio, the written letter of appeal must be filed to the Principal of Ponaganset High School within five (5) school days of the Graduation Exhibition presentation or final Graduation Portfolio assessment. The appeal, submitted to the principal, shall cite specific reasons for disagreement on the exhibition /portfolio assessment score. Any student who believes that he/she has been or may be improperly denied a diploma may utilize the school system s appeal procedure through administrative steps, as outlined in chronological order below, to the: 1) High School Appeal Board, 2) Principal, 3) Superintendent, 4) School Committee, and 5) Commissioner of Education. This process shall be communicated annually to students and families. When a student reaches the age of 18, that adult student is presumed under Rhode Island law to be capable of making his or her own educational decisions. First Reading: November 5, 2013 Second Reading: December 3, 2013
9 Policy # FOSTER-GLOCESTER REGIONAL SCHOOL DISTRICT FOSTER-GLOCESTER, RHODE ISALND TRANSFER STUDENTS The following guidelines shall apply to students who transfer into Ponaganset High School: 1. Students entering prior to the start of their junior year must complete all academic, Carnegie unit, Graduation Exhibition, and Graduation Portfolio requirements as detailed in the district Diploma System Policies. The Graduation Portfolio must be successfully completed with prorated requirements, as outlined in the Graduation Portfolio documents and guides, with a student responsible only for a number of entries commensurate with his/her years in the district. If an entering student has completed entries in an electronic portfolio from a RI Electronic Portfolio System district, then students shall receive credit for work completed. 2. Students entering after the start of their junior year must complete all academic, Carnegie unit, Graduation Exhibition, and Graduation Portfolio requirements as detailed in the district Diploma System Policies. The Graduation Portfolio must be successfully completed with prorated requirements, as outlined in the Graduation Portfolio documents and guides, with a student responsible only for a number of entries commensurate with his/her years in the district. Students who completed proficiency based requirements at their previous high school shall have them count toward proficiency at Ponaganset so long as that requirement of their previous high school was approved by the RI Department of Education. Students choosing to exercise the option to follow the proficiency-based guidelines of the previous high school must notify the principal, in writing (cosigned by a parent/legal guardian if the student is under the age of 18), at the time of enrollment. 3. Individual situations not addressed by this policy will be handled on a case-by-case basis at the school level with an established procedure and criteria. The approval of the Superintendent of Schools is required for variations from this policy. First Reading: November 5, 2013 Second Reading: December 3, 2013
10 FOSTER-GLOCESTER REGIONAL SCHOOL DISTRICT FOSTER-GLOCESTER, RHODE ISALND Policy # CURRICULUM ACCESS AND MULTIPLE OPPORTUNITIES FOR LEARNING Ponaganset High School will work to ensure the district s definition of proficiency meets the criteria of fairness and access as described in the Board of Education s regulations, particularly with regard to opportunities to learn. The curriculum will be designed to make it accessible and equitable to all students. The framework of a comprehensive guidance program and a scaffolded literacy and numeracy support program will facilitate this. Accordingly, experiences that enhance and extend student learning and foster student interest should be part of the high school experience. Some of these opportunities to learn may include, but are not limited to: Advanced Placement Concurrent Enrollment Dual enrollment/eep Distance learning/virtual schools and colleges (i.e. online learning) Tech Prep/College Tech Prep Alternative Learning Program Summer School/Portfolio Summer School credit recovery/acquisition Literacy/Numeracy and other subject Ramp up courses Before or after school learning Alternate appropriately credentialed programs/schools Interagency linkages Testing alternatives Rhode Island s Advanced Course Network Other outside learning experiences Creating pathways that complement the learning styles and career interests of our students in ways that enable them to see the relevance of a high school curriculum and achieve graduation standards is an important goal of Ponaganset High School. Similarly, students will be screened and diagnostically assessed to determine their literacy and numeracy needs. Appropriate instructional interventions will be provided, and students with identified literacy and numeracy needs will continue to have their progress monitored. PHS shall assess the reading and mathematics skills of all incoming ninth grade students who have not achieved the standard on the state assessment in ELA and/or math or who have been identified as at risk. For those students with mathematics and/or reading proficiency one or more years below grade level, an intervention program may be part of their schedule. For those students with identified reading and/or mathematics proficiency needs teachers will develop plan(s) to meet their needs. First Reading: November 5, 2013
11 Second Reading: December 3, 2013 First Reading: June 7, 2016 Second Reading: August 2, 2016
HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN
HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final
More informationSpring Valley Academy Credit Flexibility Plan (CFP) Overview
Overview Ohio Senate Bill 311 allows alternate pathways for those students who are eligible to receive high school credit through the use of Credit Flexibility Plans (CFPs). Spring Valley Academy students
More informationContract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)
Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:
More informationTitle II of WIOA- Adult Education and Family Literacy Activities 463 Guidance
Title II of WIOA- Adult Education and Family Literacy Activities 463 Guidance This narrative is intended to provide guidance to all parties interested in the Oklahoma AEFLA competition to be held in FY18
More information2. Sibling of a continuing student at the school requested. 3. Child of an employee of Anaheim Union High School District.
TO THE DISTRICT Students living outside of the may be permitted to attend schools within the district for one or more of the reasons listed below and all applicable conditions are followed. Prior to enrollment,
More informationDISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES
SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures
More informationSTUDENT ASSESSMENT, EVALUATION AND PROMOTION
300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationWorld s Best Workforce Plan
2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section
More informationCredit Flexibility Plan (CFP) Information and Guidelines
Perry Local Schools Credit Flexibility Plan (CFP) Information and Guidelines Credit Flexibility applies to any alternative coursework, independent study, assessment and/or performance that demonstrate
More informationLODI UNIFIED SCHOOL DISTRICT. Eliminate Rule Instruction
LODI UNIFIED SCHOOL DISTRICT Eliminate Rule 6162.52 Instruction High School Exit Examination Definitions Variation means a change in the manner in which the test is presented or administered, or in how
More informationKelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)
Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE
More informationVI-1.12 Librarian Policy on Promotion and Permanent Status
University of Baltimore VI-1.12 Librarian Policy on Promotion and Permanent Status Approved by University Faculty Senate 2/11/09 Approved by Attorney General s Office 2/12/09 Approved by Provost 2/24/09
More informationADMISSION TO THE UNIVERSITY
ADMISSION TO THE UNIVERSITY William Carter, Director of Admission College Hall 140. MSC 128. Extension 2315. Texas A&M University-Kingsville adheres to high standards of academic excellence and admits
More informationARLINGTON PUBLIC SCHOOLS Discipline
All staff members of the Arlington Public Schools have authority to maintain the orderly behavior of students. Students in Arlington Public Schools are expected to demonstrate responsibility and self-discipline
More informationCollege and Career Ready Performance Index, High School, Grades 9-12
Dr. John D. Barge, State School Superintendent Making Education Work for All of Georgia s Students College and Career Ready Performance Index, High School, Grades 9-12 CONTENT MASTERY (END of COURSE TESTS
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationPort Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN
Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS
More informationOklahoma State University Policy and Procedures
Oklahoma State University Policy and Procedures REAPPOINTMENT, PROMOTION AND TENURE PROCESS FOR RANKED FACULTY 2-0902 ACADEMIC AFFAIRS September 2015 PURPOSE The purpose of this policy and procedures letter
More information(2) "Half time basis" means teaching fifteen (15) hours per week in the intern s area of certification.
16 KAR 7:010. Kentucky Teacher Internship Program. RELATES TO: KRS 156.101, 161.028, 161.030, 161.048, 161.095 STATUTORY AUTHORITY: KRS 161.028(1)(a), 161.030 NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.030(5)
More informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More informationGraduate Handbook Linguistics Program For Students Admitted Prior to Academic Year Academic year Last Revised March 16, 2015
Graduate Handbook Linguistics Program For Students Admitted Prior to Academic Year 2015-2016 Academic year 2014-2015 Last Revised March 16, 2015 The Linguistics Program Graduate Handbook supplements The
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationAPPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL
APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL PREAMBLE The practice of regular review of faculty and librarians based upon the submission of
More informationUndergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts. Reference Guide April 2016
Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts Reference Guide April 2016 Massachusetts Department of Higher Education One Ashburton
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationGreetings, Ed Morris Executive Director Division of Adult and Career Education Los Angeles Unified School District
Greetings, The thesis of my presentation at this year s California Adult Education Administrators (CAEAA) Conference was that the imprecise and inconsistent nature of the statute authorizing adult education
More informationCONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS
CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the
More informationFrequently Asked Questions and Answers
Definition and Responsibilities 1. What is home education? Frequently Asked Questions and Answers Section 1002.01, F.S., defines home education as the sequentially progressive instruction of a student
More informationStandards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS
Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS World Headquarters 11520 West 119th Street Overland Park, KS 66213 USA USA Belgium Perú acbsp.org info@acbsp.org
More informationIndicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.
Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across
More informationADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS
ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS 2006 revisions noted as revised SECTION 1: GOALS AND PHILOSOPHY Pages 2 14 SECTION 2: ENROLLMENT All revised Pages 15 55 15 19 BASED Course Descriptions
More informationSacramento State Degree Revocation Policy and Procedure
Sacramento State Degree Revocation Policy and Procedure California State University Sacramento s 1 award of academic credit and Degrees constitutes its certification of student achievement. However, a
More informationKDE Comprehensive School. Improvement Plan. Harlan High School
KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationNORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008
E&R Report No. 08.29 February 2009 NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 Authors: Dina Bulgakov-Cooke, Ph.D., and Nancy Baenen ABSTRACT North
More informationRECRUITMENT AND EXAMINATIONS
CHAPTER V: RECRUITMENT AND EXAMINATIONS RULE 5.1 RECRUITMENT Section 5.1.1 Announcement of Examinations RULE 5.2 EXAMINATION Section 5.2.1 Determination of Examinations 5.2.2 Open Competitive Examinations
More informationENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013
ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013 Presented by: Chane Eplin, Bureau Chief Student Achievement through Language Acquisition Florida Department of Education May 16, 2013
More informationProgram Elements Definitions and Structure
Program Elements Definitions and Structure Types of Programs MATC offers numerous courses, programs, and training opportunities designed to meet the needs of the Milwaukee area community. There are currently
More informationPERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60
2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:
More informationTamwood Language Centre Policies Revision 12 November 2015
Do More, Learn More, BE MORE! By teaching, coaching and encouraging our students, Tamwood Language Centres helps students to develop their talents, achieve their educational goals and realize their potential.
More informationDATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P
TITLE III REQUIREMENTS STATE POLICY DEFINITIONS DISTRICT RESPONSIBILITY IDENTIFICATION OF LEP STUDENTS A district that receives funds under Title III of the No Child Left Behind Act shall comply with the
More informationDOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE
Doctor of Philosophy in Political Science 1 DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE Work leading to the degree of Doctor of Philosophy (PhD) is designed to give the candidate a thorough and comprehensive
More informationTesting for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II
Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II Does my student *have* to take tests? What exams do students need to take to prepare for college admissions? What are the differences
More informationEducational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT
Educational Quality Assurance Standards Residential Juvenile Justice Commitment Programs 2009 2010 Bureau of Exceptional Education and Student Services Division of K-12 Public Schools Florida Department
More informationP920 Higher Nationals Recognition of Prior Learning
P920 Higher Nationals Recognition of Prior Learning 1. INTRODUCTION 1.1 Peterborough Regional College is committed to ensuring the decision making process and outcomes for admitting students with prior
More informationACADEMIC POLICIES AND PROCEDURES
ACADEMIC INTEGRITY OF STUDENTS Academic integrity is the foundation of the University of South Florida s commitment to the academic honesty and personal integrity of its University community. Academic
More informationXenia High School Credit Flexibility Plan (CFP) Application
Xenia High School Credit Flexibility Plan (CFP) Application Plans need to be submitted by one of the three time periods each year: o By the last day of school o By the first day if school (after summer
More informationWest Georgia RESA 99 Brown School Drive Grantville, GA
Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation
More informationDefinitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties
158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on
More informationIUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct
IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationARTICULATION AGREEMENT
ARTICULATION AGREEMENT between Associate of Sciences in Engineering Technologies and The Catholic University of America School of Engineering Bachelor of Science with Majors in: Biomedical Engineering
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme
More informationTEXAS CHRISTIAN UNIVERSITY M. J. NEELEY SCHOOL OF BUSINESS CRITERIA FOR PROMOTION & TENURE AND FACULTY EVALUATION GUIDELINES 9/16/85*
TEXAS CHRISTIAN UNIVERSITY M. J. NEELEY SCHOOL OF BUSINESS CRITERIA FOR PROMOTION & TENURE AND FACULTY EVALUATION GUIDELINES 9/16/85* Effective Fall of 1985 Latest Revision: April 9, 2004 I. PURPOSE AND
More informationAssessment and Evaluation for Student Performance Improvement. I. Evaluation of Instructional Programs for Performance Improvement
Assessment and Evaluation for Student Performance Improvement I. Evaluation of Instructional Programs for Performance Improvement The ongoing evaluation of educational programs is essential for improvement
More informationCollege of Engineering and Applied Science Department of Computer Science
College of Engineering and Applied Science Department of Computer Science Guidelines for Doctor of Philosophy in Engineering Focus Area: Security Last Updated April 2017 I. INTRODUCTION The College of
More informationStudent Assessment Policy: Education and Counselling
Student Assessment Policy: Education and Counselling Title: Student Assessment Policy: Education and Counselling Author: Academic Dean Approved by: Academic Board Date: February 2014 Review date: February
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationGraduate Student Grievance Procedures
Graduate Student Grievance Procedures The following policy and procedures regarding non-grade grievances by graduate students can be adopted or adapted in whole or in part by programs/schools/departments
More informationMKT ADVERTISING. Fall 2016
TENTATIVE syllabus ~ subject to changes and modifications at the start of the semester MKT 4350.001 ADVERTISING Fall 2016 Mon & Wed, 11.30 am 12.45 pm Classroom: JSOM 2.802 Prof. Abhi Biswas Email: abiswas@utdallas.edu
More informationMPA Internship Handbook AY
MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom
More informationThe ELA/ELD Framework Companion: a guide to assist in navigating the Framework
The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationSchool Year Enrollment Policies
1 2018 19 School Year Enrollment Policies BASIS Schools, Inc. operates open-enrollment public charter schools which do not charge tuition and do not administer entrance examinations. BASIS Schools, Inc.
More informationAccreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students
Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making
More informationSTUDENT ASSESSMENT AND EVALUATION POLICY
STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0
More informationIntervention in Struggling Schools Through Receivership New York State. May 2015
Intervention in Struggling Schools Through Receivership New York State May 2015 The Law - Education Law Section 211-f and Receivership In April 2015, Subpart E of Part EE of Chapter 56 of the Laws of 2015
More informationK-12 PROFESSIONAL DEVELOPMENT
Fall, 2003 Copyright 2003 College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Vertical Teams, APCD, Pacesetter, Pre-AP, SAT, Student Search Service,
More informationAnthropology Graduate Student Handbook (revised 5/15)
Anthropology Graduate Student Handbook (revised 5/15) 1 TABLE OF CONTENTS INTRODUCTION... 3 ADMISSIONS... 3 APPLICATION MATERIALS... 4 DELAYED ENROLLMENT... 4 PROGRAM OVERVIEW... 4 TRACK 1: MA STUDENTS...
More informationREVIEW CYCLES: FACULTY AND LIBRARIANS** CANDIDATES HIRED ON OR AFTER JULY 14, 2014 SERVICE WHO REVIEWS WHEN CONTRACT
REVIEW CYCLES: FACULTY AND LIBRARIANS** CANDIDATES HIRED ON OR AFTER JULY 14, 2014 YEAR OF FOR WHAT SERVICE WHO REVIEWS WHEN CONTRACT FIRST DEPARTMENT SPRING 2 nd * DEAN SECOND DEPARTMENT FALL 3 rd & 4
More informationTREATMENT OF SMC COURSEWORK FOR STUDENTS WITHOUT AN ASSOCIATE OF ARTS
Articulation Agreement REGIS UNIVERSITY Associate s to Bachelor s Program PURPOSE The purpose of the agreement is to enable SMC students who transfer to Regis with an Associate of Arts to be recognized
More informationThe Condition of College & Career Readiness 2016
The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students
More informationTestimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education
Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationToronto District School Board
Toronto District School Board Policy P.013 SCH: Optional Attendance Statement Each student who is otherwise eligible to attend school will have the right to attend a designated school based on the parents
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationBureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS
PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2009) GETTING RESULTS Continuous School Improvement Plan Gen 6-2 Year Plan Required for Schools in School
More informationBethune-Cookman University
Bethune-Cookman University The Independent Colleges and Universities of Florida Community College Articulation Manual 2012-2013 1 BETHUNE-COOKMAN UNIVERSITY ICUF ARTICULATION MANUAL GENERAL ADMISSION PROCEDURES
More informationINDEPENDENT STUDY PROGRAM
INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives
More informationDistrict English Language Learners (ELL) Plan
2016-2019 District English Language Learners (ELL) Plan Contact Person: Ms. Sheila Labissiere LEA: _FAMU Developmental Research School_ Email: Sheila.Labissiere@famu.edu Phone: 850-412-5821 or 850-412-5930
More informationMaster of Arts Program Handbook
Center for Japanese Studies The University of Michigan Master of Arts Program Handbook MA in Japanese Studies MA/MBA in Japanese Studies and Business MA/JD in Japanese Studies and Law Revised August 2014
More informationGRADUATE PROGRAM Department of Materials Science and Engineering, Drexel University Graduate Advisor: Prof. Caroline Schauer, Ph.D.
GRADUATE PROGRAM Department of Materials Science and Engineering, Drexel University Graduate Advisor: Prof. Caroline Schauer, Ph.D. 05/15/2012 The policies listed herein are applicable to all students
More informationUSC VITERBI SCHOOL OF ENGINEERING
USC VITERBI SCHOOL OF ENGINEERING APPOINTMENTS, PROMOTIONS AND TENURE (APT) GUIDELINES Office of the Dean USC Viterbi School of Engineering OHE 200- MC 1450 Revised 2016 PREFACE This document serves as
More informationStudent Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation
Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation
More informationADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools
ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools The district requests an additional year to implement the previously approved turnaround option. Evidence
More informationFLORIDA. -Mindingall. Portilla Dr. Wilbert. endent of School. Superinte. Associate Curriculum. Assistant
Miami-Dade County Public Schools Curriculum Bulletin 2012-2013 THE SCHOOL BOARD OF MIAMI-D DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice Chair Dr. Dorothy Bendross-
More informationAcademic Freedom Intellectual Property Academic Integrity
Academic Policies The purpose of Gwinnett Tech s academic policies is to ensure fairness and consistency in the manner in which academic performance is administered, evaluated and communicated to students.
More informationMIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)
MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program
More informationPolicy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy
Policy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy This document outlines the policy for appointment, evaluation, promotion, non-renewal, dismissal,
More informationMATERIALS SCIENCE AND ENGINEERING GRADUATE MANUAL
MATERIALS SCIENCE AND ENGINEERING GRADUATE MANUAL COLLEGE OF ENGINEERING UNIVERSITY OF CALIFORNIA AT BERKELEY October 9, 2013 TABLE OF CONTENTS Page 5 Introduction 5 The Academic Affairs Committee, Major
More informationSeries IV - Financial Management and Marketing Fiscal Year
Series IV - Financial Management and Marketing... 1 4.101 Fiscal Year... 1 4.102 Budget Preparation... 2 4.201 Authorized Signatures... 3 4.2021 Financial Assistance... 4 4.2021-R Financial Assistance
More informationDepartment of Communication Criteria for Promotion and Tenure College of Business and Technology Eastern Kentucky University
Department of Communication Criteria for Promotion and Tenure College of Business and Technology Eastern Kentucky University Policies governing key personnel actions are contained in the Eastern Kentucky
More informationIndividual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationInformation Packet. Home Education ELC West Amelia Street Orlando, FL (407) FAX: (407)
Information Packet Home Education ELC 8 445 West Amelia Street Orlando, FL 32801 (407) 317-3314 FAX: (407) 317-3211 www.schoolchoice.ocps.net Orange County Public Schools Home Education Program (HEP) Revised
More informationHandbook for Graduate Students in TESL and Applied Linguistics Programs
Handbook for Graduate Students in TESL and Applied Linguistics Programs Section A Section B Section C Section D M.A. in Teaching English as a Second Language (MA-TESL) Ph.D. in Applied Linguistics (PhD
More informationPUPIL PREMIUM POLICY
PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More information