Academic Excellence Sample Clauses

Academic Excellence. Objective: Academic performance will meet or exceed local and state standards. Performance Measure 1 (Campus Overall Rating) is the most important metric in the Academic Excellence section for assessing the school’s academic success. The other performance metrics in this section serve as guideposts to enable the school to achieve its overall rating. A school will be considered as having met the Academic Excellence measure if they meet the overall rating in Performance Measure 1. School Year 2018-19 (Baseline) 2020-21 2021-22 2022-23 2023-24 2024-25 Overall Rating Met Standard (A) Met Standard (A) Met Standard (A) Met Standard (A) Met Standard (A) Met Standard (A) Domain Rating Met Standard (A) Met Standard (A) Met Standard (A) Met Standard (A) Met Standard (A) Met Standard (A) STAAR/EOC Performance 58% 60% 63% 66% 69% 72% Graduation Rate 90% 92% 94% 96% 98% 98% CCMR 100% 100% 100% 100% 100% 100% Earned Associate’s Degree 69% 72% 74% 76% 78% 80% Domain Rating A A A A A A Domain Rating A A A A A A Academic Achievement (Indicators Met) 100% 100% 100% 100% 100% 100% Federal Grad Rate (Indicators Met) 100% 100% 100% 100% 100% 100% School Quality (Indicators Met) 100% 100% 100% 100% 100% 100% Met Grade 9 At- Risk Target Population No Yes Yes Yes Yes Yes
Sample 1
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Academic Excellence. If an ASE is assigned to hold an instructional position in which s/he believes that a change from a previous quarter may negatively affect her/his ability to satisfactorily complete the work assignment so as to maintain excellence within workload limits (according to Article 33), the ASE shall have the right to request and meet with her/his supervisor as soon as practicable regarding the issue. Such changes include but are not limited to enrollment increases, volume of assignments, and grading responsibilities. If, after these discussions, the ASE determines that her/his assignment will still exceed workload limits (as defined by Article 33), the ASE may pursue her/his rights under Article 33.
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Academic Excellence. In order to support effective implementation of the CWC Network model outlined in the charter, the CWC Network does the following: • Collaborates with Licensee in support of curricular decisions and best practices for implementation and execution of the academic program outlined in the charter. • Supports School leadership training on proven pedagogical practices. • Provides support to ensure that the social-emotional learning program in the Schools is strong. • Leads the work to establish an assessment system that is: o aligned to the Common Core State Standards o promotes the CWC Network academic philosophy o is user-friendly and efficient o supports the analysis and use of assessment at multiple levels (student, classroom, grade, schools, region) • Identifies areas where the Schools could benefit from the CWC Network, through ongoing communication with regional board and School leaders, as well as the school evaluation process, including, for example, academic issues that multiple Schools are facing (or are likely to face) given assessment results, changes in state/federal requirements, such as subgroup gaps, the shift to the Common Core State Standards, social-emotional and academic needs as the students the Schools serve mature. • Creates a user-friendly and efficient data management system to enable School leaders to use performance assessment and data to drive school-based decisions.
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Academic Excellence. Key responsibilities include ensuring that the full board and the school leader have a shared vision of academic excellence and a clear plan to achieve it, and conducting oversight of that plan. Cardinal Academy’s bylaws allow for the board to add or modify its committee structure through board policy.
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Academic Excellence. As an essential duty of their positions, Student Workers in Academic Positions must demonstrate an ability to perform, achieve, and excel in the scholastic activities related to their employment. A Student Worker in an Academic Position’s failure to meet standards of academic excellence could compromise the educational value other students receive from their courses or the progress faculty make in their research. If a Student Worker in an Academic Position is deemed by their supervisor to have significantly compromised the educational value of a course or progress of a research project, the supervisor shall prepare a statement explaining the concern and identifying the damage that would be caused by retaining the Student Worker. The statement shall be presented in writing to the Student Worker. The Student Worker must then attend a meeting with the supervisor, which may result in termination. The Student Worker may request to have a union representative or workplace xxxxxxx present at the meeting. A Student Worker’s failure to attend the meeting may result in immediate termination. Examples of proper reasons for a Student Worker’s removal from and Academic Position pursuant to Section 4.7 include, but are not limited to, the following: (1) The Student Worker does not
Sample 1
Academic Excellence. Consistent with the provisions of applicable state and federal law or University policies, the University will not engage in discrimination or harassment against any person because of race, color, religion, sex, national origin, ancestry, age, marital status, order of protection status, genetic information, disability, pregnancy, sexual orientation including gender identity, unfavorable discharge from the military or status as a protected veteran and will comply with all federal and state nondiscrimination, equal opportunity and affirmative action laws, orders and regulations. This nondiscrimination policy applies to admissions, employment, access to and treatment in the programs and activities of the University.
Sample 1
Academic Excellence. Those of us in recovery understand what it means to be honest and honesty is key to our academics. Honesty in academics means that not only do we adhere to all the ethics and standards of the university, but that we go above and beyond the expectations. We are honest about our shortcomings. We are honest with ourselves about our strengths. We are honest with ourselves about our motives. When we feel we are not in our comfort zone academically, we honestly face this. We ask for help if we are struggling. So too do we offer assistance to our fellows who may be struggling in an area where we have strength. We agree that in dividing our time between social life, recovery, academics, and service, there will always be a balancing act. We honor the importance of academics, and agree to prioritize our academics accordingly. I agree to honor my academic commitment and offer my strengths to my fellows. (Initial)
Sample 1
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Academic Excellence. Objective: Academic performance will meet or exceed local and state standards. Performance Measure 1 (Campus Overall Rating) is the most important metric in the Academic Excellence section for assessing the academic success of all in-district charter schools. The other performance metrics in this section serve as guideposts to enable the school to achieve its overall rating. A school will be considered as having met the Academic Excellence measure if they meet the overall rating in Performance Measure 1. Overall Rating No data No rating C C C B B Circle % at Tier 1 Reading PK4 No data 64% See STAARmetrics below See STAAR metrics below See STAARmetrics below See STAARmetrics below See STAARmetrics below Circle % at Tier 1 Math PK4 92% MAP % Tier 1 Reading KG 73% MAP % Tier 1 Math KG 61% MAP % Tier 1 Reading G1 44% MAP % Tier 1 Math G1 49% MAP % Tier 1 Reading G2 52% MAP % Tier 1 Math G2 64% Domain Rating No data No rating C C C B B School Year 2020-21 (Baseline) 2021-22 2022-23 2023-24 2024-25 2025-26 2026-27 thru 2030-31 STAAR/EOC Performance N/A 44% 47% 50% 53% 56% Circle % Growth Reading PK4 No data 71% See STAARmetrics below See STAAR metrics below See STAAR metrics below See STAAR metrics below See STAAR metrics below Circle % Growth Math PK4 92% MAP % Growth Reading KG 56% MAP % Growth Math KG 56% MAP % Growth Reading G1 51% MAP % Xxxxxx Xxxx X0 61% MAP % Growth Reading G2 51% MAP % Growth Math G2 61% Domain Rating No rating X X X X X Domain Rating No data No rating C C C C C Academic Achievement (% Indicators Met) N/A 40% 40% 50% 60% 70% Academic Growth (% Indicators Met) No data N/A 50% 50% 60% 60% 80% Student Success (% Indicators Met) N/A 30% 30% 40% 50% 70% English Language Proficiency N/A Met Met Met Met Met
Sample 1
Academic Excellence. Objective: Academic performance will meet or exceed local and state standards. Performance Measure 1 (Campus Overall Rating) is the most important metric in the Academic Excellence section for assessing the academic success of all in-district charter schools. The other performance metrics in this section serve as guideposts to enable the school to achieve its overall rating. A school will be considered as having met the Academic Excellence measure if they meet the overall rating in Performance Measure 1. Overall Rating No rating C C C B B B Domain Rating No rating X X X X X X XXXXX/XXX Xxxxxxxxxxx X/X 42% 46% 50% 53% 56% 59% Domain Rating No rating X X X X X X Domain Rating No rating C C C C C B Academic Achievement (% Indicators Met) N/A 40% 40% 50% 60% 70% 80% Academic Growth (% Indicators Met) N/A 50% 50% 60% 70% 80% 80% Student Success (% Indicators Met) N/A 30% 30% 40% 60% 70% 80% English Language Proficiency N/A Met Met Met Met Met Met
Sample 1

Related to Academic Excellence

  • Excellence excellence is the result of always striving to do better. This is represented by constant improvements to the way in which we deliver our services, which results in a high performing health service. • Respect – we demonstrate respect through our actions and behaviours. By showing each other respect, in turn we earn respect. • Integrity – integrity is doing the right thing, knowing it is what we do when people aren’t looking that is a true reflection of who we are. • Collaboration – collaboration represents working together in partnership to achieve sustainable health care outcomes for our community with a shared understanding of our priorities. • Accountability – together we have a shared responsibility for ensuring the best health care outcomes for our community. This is a reminder that it is not only our actions, but also the actions we do not do, for which we are accountable.

  • Academic Year Academic Year is defined as beginning with the start of fall semester and ending with the completion of spring semester.

  • Teaching Experience Recognized Years of Experience: Uncredited Experience:

  • Academic Program A. Upon successful completion of the major requirements, as indicated below in III.B, SDSU will accept 38 technical course credits from the A.A.S. degree in Business – Business and Technology. Additional transferable system general education credits may be earned at WDT and may be transferred to SDSU. Students must meet all Board of Regents policies and university graduation requirements in order to receive a degree. B. Requirements to be completed at SDSU to earn a Bachelor of Science or a Bachelor of Arts degree with a major in Entrepreneurial Studies are outlined below. The general education coursework to meet South Dakota Regental System’s General Education Requirements (SGR) must also be completed as outlined below. This coursework may be taken at WDT if equivalent courses are available. Please note that BOR Policy 2.5 states, “Total transfer credit for work at two-year technical or community college may not exceed one-half of the hours required for completion of the baccalaureate degree at the accepting institution unless an approved program-specific waiver exists.” For this program, that number is 60 credits. 1. SGR Goal #1: Written Communication: ENGL 101 Composition I and ENGL 201 Composition II (6 credits) 2. SGR Goal #4: Humanities and Arts/Diversity (6 credits in 2 disciplines or a sequence of foreign language courses) 3. SGR Goal #5: Mathematics: MATH 121-121L or MATH 123 (4-5 Credits) 4. SGR Goal #6: Natural Sciences (6 credits) 1. Natural Sciences Class (4 credits) from the approved list in SDSU Bulletin, taken as needed to earn 10 or more science credits from at least two different disciplines, with a minimum of two lab 2. A minor, second major, teaching specialization: Satisfied in full by completion of the A.A.S. degree from WDT. 3. AHSS 111, Introduction to Global Citizenship and Diversity, (3 credits) Bachelor of Arts Degree (3-9 credits): 1. Completion of a Modern Foreign Language through the 202 level (0-6 credits) 2. A minor, second major, teaching specialization: Satisfied in full by completion of the A.A.S. degree from WDT. 3. AHSS 111, Introduction to Global Citizenship and Diversity, (3 credits) 1. BADM 485 - Business and Financial Decisions in a Global Economy (3 credits) (Capstone) 2. BLAW 350 - Legal Environment of Business (3 credits) 3. DSCI 424 - Operations Research or ECON 423 - Introduction to Econometrics (3 credits) 4. ECON 201 - Principles of Microeconomics (3 credits) 5. ECON 301 - Intermediate Microeconomics or ECON 431- Managerial Economics (3 credits)

  • Cultural Competence 1. Grantee will make reasonable efforts to provide services that meet each client’s individual needs and takes into consideration the intellectual functioning, literacy, level of education and comprehension ability of each client in order to ensure that all information is presented in a way that meets each client’s individual needs. 2. Grantee will provide services in the client's primary language either directly by Grantee or by a DFPS approved translator. 3. Grantee will have a cultural competence mission statement, core values or other similar guidance that provides how the Grantee will effectively provide these services to clients of various cultures, races, ethnic backgrounds and religions in a manner that recognizes and affirms the client’s worth, protects and preserves the client’s dignity and ensures equity of service delivery.

  • PRODUCTIVITY The Union shall place no limitations upon the amount of work which an Employee shall perform during the working day and there shall be no restrictions imposed against the use of any type of machinery, tools or labour saving devices.

  • Teamwork At Citizens’ discretion, Vendor Staff may be required to work in cooperation with another vendor’s staff or report to a supervisor from another vendor. Vendor shall cooperate and cause its staff to cooperate with any other Citizens’ vendor or any other party identified by Citizens.

  • TEACHING CONDITIONS The parties recognize that optimum school facilities for both student and teacher are desirable to insure the high quality of education that is the goal of both the Association and the Board. It is also acknowledged that the primary duty and responsibility of the teacher is to teach and that the organization of the school and school day should be directed toward ensuring that the energy of the teacher is primarily utilized to this end.

  • Cultural Competency 1. All program staff shall receive at least one (1) in-service training per year on some aspect of providing culturally and linguistically appropriate services. At least once per year and upon request, Contractor shall provide County with a schedule of in-service training(s) and a list of participants at each such training. 2. Contractor shall use good faith efforts to translate health-related materials in a culturally and linguistically appropriate manner. At least once per year and upon request, Contractor shall provide to County copies of Contractor’s health-related materials in English and as translated. 3. Contractor shall use good faith efforts to hire clinical staff members who can communicate with clients in a culturally and linguistically appropriate manner. At least once per year and upon request, Contractor shall submit to County the cultural composition and linguistic fluencies of Contractor’s staff.

  • Credentials The names and credentials of the individuals who: (1) designed the statistical sampling procedures and the review methodology utilized for the Claims Review and (2) performed the Claims Review.

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