Answer:
The option that is not part of that intended process is:
* Used in retaining students in grade-level if they are not advanced enough to successfully proceed in the curriculum.
Explanation:
* Used in retaining students in grade-level if they are not advanced enough to successfully proceed in the curriculum.
* Teacher-conducted and used in ongoing quality instruction and formative assessment Rubrics-based process of evaluating abilities as a whole rather than as skills in isolation
* Used for official summative TELPAS assessment in spring of the year
* A direct and authentic way to assess English language proficiency
The results that teachers and school get from the grading of their students with the TELPAS method can not be used as a way to keep a student in the current school year, it gives accurate information about the student's level which later would definitely determine the academic possibilities the student could have but it does not allow the teacher to keep the student.
Answer:
Public school students do not lose their constitutional rights when they walk through the schoolhouse doors. The U.S. Supreme Court has recognized that “students in school as well as out of school are ‘persons’ under our Constitution.” This means that they possess First Amendment rights to express themselves in a variety of ways. They can write articles for the school newspaper, join clubs, distribute literature, and petition school officials.
But public school students do not possess unlimited First Amendment rights. Two legal principles limit their rights. First, as the Supreme Court has said, minors do not possess the same level of constitutional rights as adults. Second, the government generally has greater power to dictate policy when it acts in certain capacities, such as educator, employer or jailer. For instance, a school principal can restrict a student from cursing a teacher in class or in the hallway. However, the principal would have limited, if any, authority to punish a student for criticizing a school official off-campus.
Explanation:
I hope this helps
Answer:
The correct answer that shows that American Indians wanted to make peace with European colonists is B. "Being after some time of entertainment and gifts, dismissed, a while after he came again, and 5 more with him, and they brought again all the tools that were stolen away before, and made way for the coming of their great Sachem, called Massasoyt; who, about 4 or 5 days after, came with the chief of his friends and other attendance, with the aforesaid Squanto."
Explanation:
The said excerpt shows that American Indians were trying to make peace with the Europeans because first of all they brough gifts and returned the tools that had been stolen. Moreover, they even brought their Sachem, a paramount chief and returned later with more chiefs. Both actions seem like a reparation of things being stolen in order to soothe the relationship and then bringing their chiefs as a sign of respect to negotiate peace with the colonists.
Your answer is d your welcome............
Answer:
Yes, it was an inhumane act to test the abilities of the individuals who were abused just because they belonged to a specific culture or religion.
Explanation:
- However,it was more of a religious and racial discrimination followed by a mass genocide of the Jews inside the region. As, these inhuman acts shows how the Nazis wanted the system to be and the way they wanted to control, confine and weaken the Jews was truly inhuman which lead the Jews not to bow down to any oppression faced by them instead some of them who were left behind migrated to other regions started creating there own communities across the globe.
- There were large number of Jews being placed inside the camps and they were ill treated just to break them and were kept deprived of there basic rights just because they were Jews.
