The board of education of each school district shall employ and assign to each school under its supervision a full-time principal holding the appropriate certification as required pursuant to section Upon the submission of evidence that there are circumstances which do not justify the assignment of a principal to a particular school, or that another mode of building administration would be more effective, the commissioner may approve an alternative mode of building administration.
In grades kindergarten through 12, the use of a State syllabus, where available, is recommended for all subjects. The use of a State syllabus may be required for individual schools identified pursuant to paragraph m 3 of this section as being in need of assistance, and shall be used to the extent specified in section Instruction in certain subjects.
Pursuant to articles 2, 17 and 65 of the Education Law, instruction in certain subjects in elementary and secondary school shall be provided as follows: Such course of instruction shall include materials to educate children on the dangers of falsely reporting a criminal incident or impending explosion or fire emergency involving danger to life or property or impending catastrophe, or a life safety emergency; for all students in grades one through eight, instruction in New York State history and civics as required by section 3 of the Education Law; for public school students, instruction relating to the flag and certain legal holidays, as required by section of the Education Law; for all public elementary school students, instruction in the humane treatment of animals and birds, as required by section of the Education Law; and for all public school students, instruction relating to the conservation of the natural resources of the State, as required by section of the Education Law.
Students in senior high schools shall be provided instruction in hands-only cardiopulmonary resuscitation and the use of an automated external defibrillator. Standards for such instruction shall be based on a nationally recognized instructional program that utilizes the most current guidelines for cardiopulmonary resuscitation and emergency cardiovascular care issued by the American Heart Association or the American Red Cross, and shall incorporate instruction designed to: Nothing in this paragraph shall prohibit a voluntary course of instruction in comprehensive cardiopulmonary resuscitation provided by a properly certified instructor in cardiopulmonary resuscitation which results in a certificate pursuant to the provisions of Education Law section c.
Students who receive such instruction in comprehensive cardiopuomonary resuscitation pursuant to the provision of Education Law section c shall deemed to meet the requirements of this paragraph. Nothing in this paragraph relating to required instruction in hands-only cardiopulmonary resuscitation and instruction in the use of an automated external defibrillator shall require a licensed teacher to possess certification for such instruction that does not result in certification in cardiopulmonary resuscitation or certification in the operation of an automated external defibrillator and in its instruction.
Language other than English requirements Public school students first entering grade nine in or shall have completed at least one unit of study in a language other than English at some time during grades kindergarten through nine.
Public school students first entering grade nine in and thereafter shall have completed at least two units of study in a language other than English at some time during grades kindergarten through nine. Such requirements shall be met subject to the following provisions: Such unit of study requirements in a language other than English may be in more than one language, provided that at least one half of the required units of study shall be in a single language.
Such unit of study requirements in a language other than English shall be offered in segments of not less than a half unit of study per school year. A student identified as having a disability which adversely affects the ability to learn a language may be exempted from the requirements set forth in this paragraph if the student's individualized education program, developed in accordance with section A student may be exempted from such unit of study requirements in a language other than English by passing an approved second language proficiency examination, as defined in section Public school districts may commence language other than English instruction at any grade level prior to grade eight but shall do so no later than the beginning of grade eight so that students are provided the required two units of study by the end of grade nine.
Beginning in Mayall students entering grade nine prior to the school year who passed an approved second language proficiency examination shall be awarded the first unit of credit in a language other than English, unless the student has already been awarded such first unit of credit in a language other than English, as set forth in section Public school students first entering grade nine in the school year and thereafter shall earn at least one unit of credit in a language other than English, as defined in section Students may earn one unit of credit by having passed the State second language proficiency assessment, when available.
Beginning in the school year, students enrolled in grades eight or earlier may be granted one unit of credit by successfully completing two units of study in a language other than English and passing a locally developed test, both of which are aligned to the checkpoint A learning standards for languages other than English, which has been approved for high school credit by the public school district superintendent or the chief administrative officer of a registered charter or nonpublic high school.
Back to Top Availability of Regents diploma and courses. Each public school district shall offer students attending its schools the opportunity to meet all the requirements for and receive a Regents high school diploma.
Students shall have the opportunity to take Regents courses in grades 9 through 12 and, when appropriate, in grade eight. Use of alternative and pathway assessments.
With the approval of the commissioner, assessments which measure an equivalent level of knowledge and skill may be substituted for the assessments specified in this Part.
Alternative assessments for the Regents examinations for global history and geography, global history and geography II to presentUnited States history and government, comprehensive English and English Language Arts Common Coremathematics, mathematics Common Coreand the sciences shall meet the following conditions and criteria: With the approval of the commissioner, pathway assessments which measure an equivalent level of knowledge and skill may be substituted for the assessments specified in this Part.
Notwithstanding the requirements of subdivision d of this section and section Back to Top Alternative testing procedures.
The commissioner may approve satisfactory alternative testing procedures for all tests defined in section The use of alternative testing procedures shall be limited to:To promote consistency across the institution, the University provides guidelines on generic assessment criteria.
Individual departments can then develop subject-specific criteria for each assessment method used while ensuring that the assessment method chosen is aligned to the type of learning. In. Use the following sheet to gather facts about the Latino(a) you have chosen.
Name of Latino(a) in History and what he or she is (lawyer, artist, leader, etc.). The Effects of a Rubric Used as a Formative Peer/ Self Evaluation Tool Nicole E. Vaith St.
Catherine University Follow this and additional works at:vetconnexx.com understanding assignment expectations and overall objective achievement. Baseline data using the summative assignment rubric, students showed an increase in. Automatic works cited and bibliography formatting for MLA, APA and Chicago/Turabian citation styles.
Now supports 7th edition of MLA. to Hispanic students and schooling trends in the United States. 2. Participants will clarify the origins of Hispanic ethnic labels and accurate use of them as There are options for the 4th assignment: a.
Develop a Lesson/Unit plan or a Project/Activity using and integrating concepts in the course. Feel free to use the slides.
Hispanic Summative Assignment Behind The Story of how the Garcia Girls Lost Their Accents Hispanic American Literature Summative Assessment Savannah Blakely April 27th English III Honors Abstract Julia Alvarez wrote an amazing and spectacular novel, with the name of “Howthe Garcia Girls Lost their Accents.