Assessment and Placement Sample Clauses
Assessment and Placement. The District will define eligibility criteria for each Newcomer Program that are based on a range of relevant factors, such as age, English Language Proficiency, literacy and numeracy skills, and education history.
Assessment and Placement. Per 22 CCR § 51341.1(h)(1)(A)(iv) and 22 CCR § 51341.1(g)(1)(A)(iii), SUD providers delivering perinatal residential services should attempt to attain physical examinations for beneficiaries prior to or during admission. In addition, providers must obtain medical documentation that substantiates the woman’s pregnancy. Per 22 CCR § 51341.1(h)(1)(A)(iii), SUD provider shall document treatment services, activities, sessions, and assessments. In addition, the provider shall complete a personal medical, and substance use history within 30 calendar days of admission to treatment.
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Assessment and Placement. The section on Assessment and Placement is an opportunity for the Parties to set out their expectations of the purpose of assessment and placement, as well as how these processes will be carried out in relation to First Nations students. In particular, it allows the Parties to identify how to improve these processes to ensure the needs of the students are met.
8.1 The Board will ensure that each T’Sou-ke First Nation student will be provided an educational program appropriate to their needs and abilities, and will ensure the student’s progress is monitored and reported to the student’s parents or legal guardian.
8.2 The Board agrees to work with the First Nation to develop appropriate assessment criteria for assessing First Nation students’ needs, in particular with regard to early kindergarten level assessments, recognizing that early identification and intervention is necessary to promote student success.
8.3 Parents and T’Sou-ke Nation Representative and/or Administrator will be included in meetings for their children when requested.
8.4 The Board will work with parents, and the T’Sou-ke First Nation to:
a) Monitor the progress of each T’Sou-ke student; utilizing the Pathways to Graduation Grandparent’s Perspectives framework (see appendix A);
b) Identify intervention supports to assist T’Sou-ke students to reach grade level, where necessary; and
c) Collaboratively make decisions about any adjustments to the level of a T’Sou- ke student's educational program and make those adjustments after making best efforts to obtain the Informed Consent in writing of the T’Sou-ke student’s parent or legal guardian.
8.5 Assessments may include classroom, school, district or provincial assessments. These assessments result in understanding of individual learning and lead to instruction, interventions and resources that improve student learning:
a) Classroom assessments could include teacher-designed measures to evaluate learning and determine learning level;
b) School, district and provincial assessments could include, for example: Assessment for Learning, Grade Wide Writes, DART, District Numeracy Assessments, Foundation Skills Assessment, Provincial Literacy and Numeracy assessment – these assessments could lead to the development of an individual success plan or behavior plan. The individual success plan is intended to meet the learning needs of the student and to bring the student to age appropriate learning level. The plan will be monitored, reviewed and revised ...
Assessment and Placement. Matriculants may be exempt from the assessment and placement component provided they meet the exemption criteria noted in Administrative Regulation 4111.4 (below in Section 3 of the Mandatory Assessment, Course Placement, and Challenge Procedures).
Assessment and Placement. 8.1 The Board will ensure that each student be placed in a program appropriate to his/her needs and abilities.
8.1.1 Early identification of and intervention with students, beginning at the Early Learning Years, is necessary for student success.
8.1.2 Monitor student progress and report to the parents.
8.1.3 Band representative be included in these meetings.
8.1.4 For the children and youth in care, reference to the Joint Educational Planning and Support for
Assessment and Placement. Per 22 CCR § 51341.1(h)(1)(A)(iv) and 22 CCR § 51341.1(g)(1)(A)(iii), SUD providers delivering perinatal residential services should attempt to attain physical examinations for beneficiaries prior to or during admission. In addition, Per 22 CCR § 51341.1(h)(1)(A)(iii), SUD provider shall document treatment services, activities, sessions, and assessments. In addition, the provider shall complete a personal medical, and substance use history within 30 calendar days of admission to treatment.