Curriculum Standards. 1. Opinions and suggestions as to the kind of instructional materials purchased shall be sought from personnel and determination shall be made by the Committee.
Curriculum Standards. Courses administered through CHS are college level courses with the same departmental designations, course descriptions, numbers, titles, and credits. CHS classes may be comprised of students who are not seeking college credit and those who are seeking college credit. CHS courses reflect the pedagogical, theoretical and philosophical orientation of the College divisions. College Faculty Coordinator collaboration with their high school colleagues, including classroom site visits, ensures that CHS courses are the same as the courses offered on campus. Bellevue College adheres to the National Alliance of Concurrent Enrollment Partnership (NACEP) Accreditation Standards in order to offer the program. Program Funding High school students pay a registration fee of $40 per credit, for a total of $200 for each 5-credit course, $240 for each 6-credit course, etc. Regular college students, who are state residents, currently pay $588.25, plus fees and books for a 5-credit course. After completing the Intent to Participate form and the College admission process, CHS students register and pay for their course(s) in the College online registration system during their designated registration period. For high schools/students qualified for state CHS funded subsidies as defined in RCW 28A.600.290, the high school/District will submit a student list, by course, to the College. Once students have met all pre-registration requirements, registration is finalized, and grades have been assigned, the College will invoice the District. It is the District responsibility to collect subsidies from the state. Instructor Standards High school instructors teaching CHS courses will meet the College division’s requirements for hiring adjuncts to teach the course on the College campus. Prior to teaching the course, the College will provide new high school instructors with a CHS program orientation and the appropriate Faculty Coordinator will provide new instructors with discipline-specific training. The College will also provide CHS instructors with annual professional development activities and ongoing collegial interaction to address course content, course delivery, assessment, evaluation, and/or research and development in the field. CHS procedures address instructor non- compliance with College expectations for courses offered through CHS. The College will pay CHS high school instructors for additional work above and beyond the regular district contracted day. Instructors must adhere t...
Curriculum Standards. The Facility’s current curriculum, as approved by ICBC and as amended from time to time based upon ICBC directives, forms part of this Agreement. The curriculum for the Air Brake Training Programs must include, at a minimum, the items and elements set out in this Schedule. For information about Class 6/8 or Class 1 curriculum, contact the Driver Training Industry Support Unit. AIR BRAKE INSTRUCTOR CURRICULUM OUTLINE Objective of Training: To achieve an acceptable level of knowledge of air brake systems and understanding of instructor techniques, and ability to conduct air brake courses by: - reviewing air brake systems; - learning to prepare lesson plans and use training aids; - learning the principles and theory of the conduct of air brake courses; - learning to conduct the lessons required to teach a driver the knowledge and skills required to safely operate motor vehicles equipped with air brakes. SUBJECT TIME Course Introduction ½ hour Overview of Communication: - principles of learning - student behaviour and motivation - ways of learning - uses of senses - understanding attitudes. 2 hours Principles of Instruction: - instructional methods - stages of learning - learning curves and plateaus - feedback. 3 hours Lesson Planning: - establishing learning objectives - organization of lesson material - selecting instructional methods - writing lesson plans. 2 hours SUBJECT TIME Instructor techniques: - methods of questioning - group discussions - personal attributes and mannerisms 3 hours Course Preparation: - training resources - publicity/promotion. 1 hour Coaching Skills 2 hours Basic Air Brake Systems: - heat, energy, friction, weight, speed, distance, reaction, brake lag and braking distance - engine and brake horsepower - differences between air brakes and hydraulic brakes - force multipliers. - compressor and governor - reservoirs - safety valves and one way check valves - foot valves, brake xxxxxxxx, xxxxx adjusters - brake assembly and adjustment - brake lines - gauges and switches - release and limiting valves. 8 hours Basic Combination Vehicles Air Brake Systems: - hand valve and highway valve - emergency systems - tractor protection system - relay valves - tractor and trailer reservoirs - air lines - brake xxxxxxxx - adjustments and trouble shooting. 2 hours Dual Braking systems: - function and purpose - piping arrangements - modulated spring brake systems 2 ½ hours SUBJECT TIME - automatic front wheel limiting devices - interlocked dash control...
Curriculum Standards. The Principal will receive and consider suggestions on course content from the faculty. The Principal will try to balance teaching schedules. Effective with the 2017-2018 school year, the Principal shall try to maintain a schedule of six (6) periods per school day with one
Curriculum Standards. According to stakeholders surveyed in this study, there is a gap between curricular expectations for students in Grade 1 and the actual skills that these children are bringing to the classroom. Specifically, respondents noted that the Grade 1 curriculum is better suited for children who have had a year of pre-primary education to gain letter recognition and phonetic awareness skills. According to one teacher in Oromia region, “the textbook prepared for grade one is with the assumption that all students attended pre-school/kindergarten. The textbook begins with reading and writing without giving a base [in these skills] for those coming from rural areas.” Only 12.7% of the 211 children surveyed using the student questionnaire had attended formal kindergarten and 19.8% had accessed some form of traditional pre-schooling. Support for reading outside of school. Parental support is a key variable in how quickly and how well children learn to read. A key finding of the 2010 EGRA study was that the presence of other books (not texbooks) in a child’s home had a significant and positive correlation with their reading skills (EGRA 2010, ES-5). In this rapid assessment, a mixed picture emerged of support at home for education generally and for reading specifically. In general, parents expressed positive attitudes towards education. Interviews with teachers and MOE officials, however, clarified that parents lack concrete strategies to help their children with learning how to read, and that although parents may be supportive of education, they are in fact only able to dedicate very limited time or resources in this regard. The analysis of responses from children regarding support at home indicated that about 24.2% of the 211 students surveyed through the questionnaire reported that they have received regular support for reading at home4 – given time to study, asked to read occasionally, or sharing reading materials from a neighbor – with urban students reporting greater incidence of regular support (26%) versus rural children (21.5%). The biggest challenge to studying, according to 70% of 211 children surveyed through the student questionnaire, was responsibilities for household chores. Teachers’ efforts outside the classroom. 82% of 211 learners who responded on the student questionnaire said that teachers had helped them informally with some form of academic support outside of formal class hours. Similarly, approximately 68% of students reported that teachers also pa...
Curriculum Standards. THE LICENSOR contracts with Academic Benchmarks, Inc. to provide updated curriculum standards for Licensor’s Software Program. Accordingly, the LICENSEE accepts the products, sites and services related to the curriculum standards provided by Academic Benchmarks Inc. "as is" and "as available" without any warranty whatsoever as to the performance or results licensee may obtain from use of the products, services or sites. Licensor makes no warranty that use of the products or services or access to the sites will be uninterrupted, timely, secure or error-free. Any content downloaded or otherwise obtained from the sites and any content aligned using the system is done at licensee's discretion and risk, and licensee will be solely responsible for any damage to licensee's computer system or loss of data that results from the download of any such content. LICENSOR DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. LICENSEE ASSUMES THE ENTIRE RISK AS TO THE RESULTS AND PERFORMANCE OF THE PRODUCTS, SERVICES AND SITES, THE CONTENT RECEIVED AS PART THEREOF AND THE CONSEQUENCES OF ANY ACTION TAKEN BY LICENSEE BASED UPON THE SAME.
Curriculum Standards. 6.7.4.1 Courses administered through a concurrent enrollment program are college catalogued courses with the same departmental designations, course descriptions, numbers, titles, and credits.
