Curriculum and Assessment Sample Clauses

The Curriculum and Assessment clause defines the requirements and standards for the educational content and evaluation methods to be used within a program or institution. It typically outlines the subjects or courses to be taught, the learning objectives, and the methods by which student progress and achievement will be measured, such as exams, projects, or continuous assessment. This clause ensures that both educators and students have a clear understanding of what is to be taught and how performance will be evaluated, thereby promoting consistency, transparency, and accountability in the educational process.
Curriculum and Assessment.  Curriculum Organisation  Curriculum ImplementationPerformance Assessment  Curriculum Evaluation
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Curriculum and Assessment. Independent schools in South Africa must meet all learning outcomes and assessment standards prescribed in both the National Curriculum Statements for the General Education and Training (GET) and the Further Education and Training (FET) bands. Independent schools are free to choose their own curriculum and examinations as long as they meet the standards prescribed by the National Curriculum Statement. In choosing curricula, independent schools may pursue a particular philosophy or methodology like Waldorf, Montessori, ACE, etc. The majority of independent schools write public examinations while some choose the Independent Examinations Board examinations. Independent schools, in addition, may also choose to write international examinations, such as the International Baccalaureate, the Cambridge examinations, O and A-levels from the United Kingdom or the Scholastic Aptitude test (SAT) from the United States, which do not fall under ▇▇▇▇▇▇▇’s control, but are approved by Higher Education South Africa (HESA) for admission to tertiary institutions in South Africa.
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Curriculum and Assessment. Implement a research-based curriculum with fidelity using tools designed to evaluate child progress. Complete required screenings and developmentally appropriate assessments according to the Head Start Performance Standards so that MVCDC is able to measure and report child outcome data as scheduled. Complete on-going child assessments with reliability using inter-rater reliability tools appropriate for the assessment. Provide Coaches verification of reliability and quarterly sampling of evidence to determine that lesson plans are connected to goals and anecdotal notes and ongoing assessments are available and able to be reviewed.
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Curriculum and Assessment. The Manager shall provide the Model to the School, ensure that the Model is aligned with the Sponsorship Agreement and applicable law, and continuously monitor and assess the implementation of the Model at the School. The Model includes curriculum, assessment tools, a learning management system, a student information system and a content management system in all subjects and grades Manager generally offers to its managed programs customers; and additional curriculum or educational programs Manager recommends to achieve the goals of the School. (i) The Manager shall provide the Ohio Department of Education (“ODE”) with such reporting as is necessary to participate in its school accountability system. From time to time, the Manager shall redefine, modify and/or replace the Model and/or testing procedures as it deems necessary but with prior notification and consent of the School. (ii) The Manager shall identify its gifted education and special education plans to the School consistent with the provisions of the Sponsorship Agreement and shall report to the School at regular meetings and seek the School's prior written approval of any material changes or modifications to the programs.
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Curriculum and Assessment. Programs must utilize the Nevada Pre- Kindergarten Content Standards. Programs must implement developmentally appropriate, research based curriculum and participate in the birth to 3rd grade continuum alignment. Programs must utilize Teaching Strategies Gold as an assessment and provide the minimum number of documented pieces of evidence for children in the program. Programs must conduct the 3 benchmarks in TSG and report outcomes to the SPCSA.
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Curriculum and Assessment. ● Provider agrees that all educational services performed will meet or exceed the requirements of UPK Colorado. ● Provider is encouraged to participate as a partner in the effort to define a “high quality” UPK learning environment including instructional approach, curriculum and assessment tools, and use expectations. At a minimum Provider must: ○ Participate in developing instructional standards ■ Contribute to a resource library of aligned evidence based resources ■ Participate in aligned pilot programs ■ Complete survey requests ■ Join work groups ● Provider agrees to submit any additional information and/or documentation requested by CDEC related to Provider’s participation in UPK Colorado . ● Provider agrees to report data in the Application Portal on at least a monthly basis, detailing UPK Colorado enrollment and open slot capacity. Provider agrees to report data for the previous month by the 15th day of the next month.
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Curriculum and Assessment. The Secretary of State may specify in the annual letter of funding performance indicators which he intends to use in order to assess the performance of the College relative to schools in the maintained sector and against the objectives of the CTC Programme, as well as value for money generally. The CTC shall make information available to the Secretary of State in connection with such indicators in such form and manner and at such times as may be required.
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Curriculum and Assessment. Deputy headteachers work with headteachers to: • ensure a broad, structured and coherent curriculum entitlement rooted in the distinctive characteristics of Catholic education which sets out the knowledge, skills, values and virtues that will be taught. • establish effective curricular leadership, developing subject leaders with high levels of relevant expertise with access to professional and diocesan networks and communities. • ensure that all pupils are taught to read through the provision of evidence-informed approaches to reading, particularly the use of systematic synthetic phonics in schools that teach early reading. • ensure valid, reliable and proportionate approaches are used when assessing pupils’ knowledge and understanding of the curriculum.
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Related to Curriculum and Assessment

  • Screening and Assessment Grantee shall: 1. Comply with all applicable rules in the TAC for SUD programs as stated in the SUD UM Guidelines Information, Rules, and Regulations regarding Screening and Assessment. 2. When documenting a CMBHS Substance Use Disorder screening, Grantee shall conduct the screening in a confidential, face-to-face interview unless there is documented justification for an interview by phone. 3. Document Financial Eligibility in CMBHS as required in the SUD UM Guidelines. 4. Conduct and document a CMBHS SUD Initial Assessment with the client to determine the appropriate levels of care for SUD treatment. The CMBHS assessment will identify the impact of substances on the physical, mental health, and other identified issues including Tuberculosis, Hepatitis C, sexually transmitted infection (STI), and Human Immunodeficiency Virus (HIV). i. If client indicates risk for these communicable diseases, Grantee shall refer the client to the appropriate community resources for further testing and counseling. ii. If the client is at risk for HIV, Grantee shall refer the client to pre and post- test counseling on HIV. 5. Grantee will also consider referring to the TRA Statewide HIV Intensive Residential Treatment facility to concurrently address medical needs and SUD. 6. If a client is living with HIV, Grantee will refer the client to the appropriate community resources to complete the necessary referrals and health related paperwork. 7. The assessment shall be signed by a Qualified Credential Counselor (QCC) and filed in the client record within three (3) service days of admission or a program may accept an evaluation from an outside entity if it meets the criteria for admission and was completed during the thirty (30) business days preceding admission.

  • Diagnostic Assessment 6.3.1 Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and which is compliant with Ministry of Education PPM (PPM 155: Diagnostic Assessment in Support of Student Learning, date of issue January 7, 2013). 6.3.2 Teachers shall use their professional judgment to determine which assessment and/or evaluation tool(s) from the Board list of preapproved assessment tools is applicable, for which student(s), as well as the frequency and timing of the tool. In order to inform their instruction, teachers must utilize diagnostic assessment during the school year.

  • Development Reports Beginning six months after Effective Date and ending on the date of first commercial sale of a Licensed Product in the United States, LICENSEE shall report to Cornell progress covering LICENSEE's (and Affiliate's and Sublicensee's) activities and efforts in the development of rights granted to LICENSEE under this Agreement for the preceding six months. The report shall include, but not be limited to, activities and efforts to develop and test all Licensed Products and obtain governmental approvals necessary for marketing the same. Such semi-annual reports shall be due within sixty days (60) of the reporting period and shall use the form as provided herein as Appendix C.

  • Project Review A. Programmatic Allowances 1. If FEMA determines that the entire scope of an Undertaking conforms to one or more allowances in Appendix B of this Agreement, with determinations for Tier II Allowances being made by SOI-qualified staff, FEMA shall complete the Section 106 review process by documenting this determination in the project file, without SHPO review or notification. 2. If the Undertaking involves a National Historic Landmark (NHL), FEMA shall notify the SHPO, participating Tribe(s), and the NPS NHL Program Manager of the NPS Midwest Regional Office that the Undertaking conforms to one or more allowances. FEMA shall provide information about the proposed scope of work for the Undertaking and the allowance(s) enabling FEMA’s determination. 3. If FEMA determines any portion of an Undertaking’s scope of work does not conform to one or more allowances listed in Appendix B, FEMA shall conduct expedited or standard Section 106 review, as appropriate, for the entire Undertaking in accordance with Stipulation II.B, Expedited Review for Emergency Undertakings, or Stipulation II.C, Standard Project Review. 4. Allowances may be revised and new allowances may be added to this Agreement in accordance with Stipulation IV.A.3, Amendments. B. Expedited Review for Emergency Undertakings

  • Self-Assessment (a) Subject to clause 4.4(b), for Services that are Self-Assessable: (i) You must self-assess whether those Services are being delivered in compliance with the Quality Standards, using the self-assessment tool available on Our Website and in accordance with the Quality Framework; and (ii) You must promptly and, in any case, immediately upon request, provide a copy of Your self-assessment to Us. (b) Clause 4.4(a) does not apply if You hold any current Certification.