Curriculum Content. This includes incorporating student social and emotional development into Heartland’s educational program as required by State law and in alignment with Board policy 6:65, Student Social and Emotional Development. Fully informs staff members of Heartland’s goal to prevent students from engaging in bullying and the measures being used to accomplish it. This includes: (a) communicating Heartland’s expectation – and the State law requirement – that teachers and other certificated employees maintain discipline, and (b) establishing a process for staff members to fulfill their obligation to report alleged acts of bullying, intimidation, harassment, and other acts of actual or threatened violence. Encourages all members of the school community, including students, parents, volunteers, and visitors, to report alleged acts of bullying, intimidation, harassment, and other acts of actual or threatened violence. Actively involves students’ parents/guardians in the remediation of the behavior(s) of concern. This includes ensuring that all parents/guardians are notified, as required by State law, whenever their child engages in aggressive behavior. Communicates Heartland’s expectation that all students conduct themselves with a proper regard for the rights and welfare of other students. This includes a process for commending or acknowledging students for demonstrating appropriate behavior. Annually communicates this policy to students and their parents/guardians. This includes annually disseminating information to all students and parents/guardians explaining the serious disruption caused by bullying, intimidation, or harassment and that these behaviors will be taken seriously and are not acceptable in any form. Engages in ongoing monitoring that includes collecting and analyzing appropriate data on the nature and extent of bullying at the Academy and, after identifying appropriate indicators, assesses the effectiveness of the various strategies, programs, and procedures and reports the results of this assessment to the Board along with recommendations to enhance effectiveness. Complies with State and federal law and is in alignment with Board policies. This includes prompting the Board to update the policy beginning every 2 years after its initial adoption and filing this policy with the Illinois State Board of Education after the Board adopts or updates it. This policy is not intended to infringe upon any right to exercise free expression or the free exercise of reli...
Curriculum Content. The curriculum shall contain instruction on subjects required by State statute or regulation as follows:
Curriculum Content i. When providing distance learning, academic content, classwork, independent work, assignments, projects, synchronous instruction, asynchronous instruction, and live interaction shall all be combined to meet the daily minimum minutes per grade level.
Curriculum Content. The presented topics were strategically selected. When attempting to advance a system with so many areas of need, I chose to focus on a few foundational topics. The post-test questions attempted to measure critical evaluation and integration of the content in the lectures, rather than asking the nurses to memorize the slide content. Because these nurses were all graduates of nursing school, I worked to balance the content so that they were not “insulted” by the simplicity, but were also adequately challenged. Some of the nurses that believed the content was too elementary and continued using deficient nursing skills. Others, however, embraced the content and were eager for more knowledge and skills to improve their practice, and ultimately, deliver better patient care. The lecture on xxxxx xxxxx may have seemed elementary to some of the nurses; however, after the conference the nurses were given the tools necessary to improve patient care delivery. During the discussion on normal temperature ranges, I explained why all the patients were coming out of the OR hypothermic, I then addressed re-warming strategies. The nurses began to be proactive about warming the patients post-operatively. This simple nursing intervention of using one or more blankets equipped the nurses to take initiative in patient care. The nursing staff requested course content on electrocardiography. I was hesitant to include it in the lecture series because of its complexity. After much deliberation, I included it. I wanted to involve the staff in the content design. I designed the lecture originally to be delivered in one session, however it took two. Even though the staff seemed interested in this topic and did better on this post-test than the others, I question its inclusion in the curriculum. Because it took two sessions (3.5 hours) to cover, the time could have been spent more economically on a topic that was clinically relevant for the work they are expected to do, such as infection control practices. After observing their clinical nursing practice and understanding the expectations of nurses in SCHD, I designed the curriculum to address the things they were doing every day. They were recording xxxxx xxxxx, administering medications, and recognizing abnormal rhythms. When Head Nurse K and I originally spoke, he thought cardiopulmonary resuscitation (CPR) was the most important topic to teach. I agree that while an understanding of CPR is crucial to an ICU, it should not be the mos...
Curriculum Content. The goal of the Mamanieva nutrition curriculum is to empower grandmothers to support maternal and child nutrition. As the keepers of traditions and de facto caretakers within a community, grandmothers are rich sources of information and can be the catalyst for change, especially for maternal and child nutrition practices. The curriculum was built by combining the philosophies behind The Grandmother Approach, Empowerment Theory, and Adult Participatory Learning. The end product will engage grandmothers in the critical dialogue on maternal and child nutrition and facilitate their identification of barriers and strategies to optimizing maternal and child nutrition in their households. Through engaging key influencers of maternal and child nutrition rather than focusing on mothers, this approach provides an innovative strategy to fill a gap in the current way that maternal and child nutrition is addressed in community based programs. Ultimately this approach strives to create sustained positive changes within a community by shifting social norms. The author traveled to Sierra Leone from May 2014 to August 2014 and worked with World Vision/Sierra Leone to observe the pilot program that was being implemented in the Bum Chiefdom, located within the Bonthe District. She observed 16 sessions and conducted informal interviews with the field staff. She planned to conduct focus groups with grandmothers and mothers to ascertain their perceptions on the project thus far. However, due to the Ebola outbreak in Guinea, Sierra Leone, and Liberia, the author was removed from the field site due to safety concerns and was unable to complete the data collection component. The curriculum was developed from activities piloted while the author was in Sierra Leone, as well as using participatory activities adapted from the Tools Together Now handbook put together by the HIV/AIDS Alliance. The sessions are based off of the six key topics identified from the formative research: 1) Linkages between diet in pregnancy and childhood and effects on child growth and health, 2) Care during pregnancy, 3) Consumption of Iron and Folic Acid during Pregnancy, 4) Early initiation of breastfeeding, 5) Supporting exclusive breastfeeding to 6 months, and 6) Clarify optimal complementary feeding practices (diversity, meal frequency and amount, consistency) and build self-efficacy and enthusiasm of Grandmothers to prepare and feed adequately. In addition to these topics, the author was asked to devel...
