Curriculum and Instructional Leadership: A commitment to life-long and self-directed learning is essential for effective learning-centered curriculum and instructional leaders. These leaders need to have a deeper understanding of the way students learn and their level of learning. In most cases, effective instructional leaders are extremely committed and involved in both curricular and instructional issues that have a direct impact on student accomplishment ("What is Instructional Leadership?" 2005). Currently, efficient school

Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do

The Purpose of E/M Codes E/M codes are generic and are intended for use by all medical practitioners including nurse-practitioners, physicians and physician assistants. They can be used in both specialty care and primary care. All E/M codes can be used for reporting services. The decision on which E/M code to use is informed by which code describes most accurately the service the patient is to receive. The flexibility of E/M

Evaluation and Management Coding (E/M Code) The patient visited the clinic complaining of pain and redness to the left foot and with a history of diabetes. Following an assessment of the patient’s condition and his clinical history, he was diagnosed with cellulitis in addition to type 2 diabetes. Given the patient’s history of diabetes, he is at high risk of developing MRSA and/or osteomyelitis secondary to skin infection. The treatment and

Teachers will need to look at process models for implementing these two approaches to achieve the benefits of both outcome-based education which emphasizes what students are expected to learn as well as open-ended education which encourages teachers to create a positive learning experience for the student. The former is best served by technical-scientific approaches while the later is best accomplished by nontechnical-nonscientific approaches. Fortunately, the approaches do appear to

Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop