Academic Excellence Clause Samples

The Academic Excellence clause sets standards and expectations for academic performance within an institution or program. It typically outlines the minimum grades, achievements, or progress students must maintain to remain in good standing or to qualify for certain benefits, such as scholarships or continued enrollment. By clearly defining these requirements, the clause ensures that all parties understand the academic benchmarks necessary for success and helps maintain high educational standards.
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 ▇▇▇▇▇▇▇ present at the meeting. A Student Worker’s failure to attend the meeting may result in immediate termination.
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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 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. 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 78% 81% 83% 85% 87% 90% Graduation Rate 100% 100% 100% 100% 100% 100% CCMR 100% 100% 100% 100% 100% 100% Earned Associate’s Degree 89% 90% 91% 92% 93% 95% 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 No Yes Yes Yes Yes
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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. 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. 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.
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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 % ▇▇▇▇▇▇ ▇▇▇▇ ▇▇ 61% MAP % Growth Reading G2 51% MAP % Growth Math G2 61% Domain Rating No rating ▇ ▇ ▇ ▇ ▇ 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
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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)
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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 rating C C C B B B Domain Rating No rating ▇ ▇ ▇ ▇ ▇ ▇ ▇▇▇▇▇/▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ ▇/▇ 42% 46% 50% 53% 56% 59% Domain Rating No rating ▇ ▇ ▇ ▇ ▇ ▇ 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
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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.

  • Teaching Experience Recognized Years of Experience: Uncredited Experience:

  • STATEWIDE ACHIEVEMENT TESTING When CONTRACTOR is a NPS, per implementation of Senate Bill 484, CONTRACTOR shall administer all Statewide assessments within the California Assessment of Student Performance and Progress (“CAASPP”), Desired Results Developmental Profile (“DRDP”), California Alternative Assessment (“CAA”), achievement and abilities tests (using LEA-authorized assessment instruments), the Fitness Gram, , the English Language Proficiency Assessments for California (“ELPAC”), and as appropriate to the student, and mandated by LEA pursuant to LEA and state and federal guidelines. CONTRACTOR is subject to the alternative accountability system developed pursuant to Education Code section 52052, in the same manner as public schools. Each LEA student placed with CONTRACTOR by the LEA shall be tested by qualified staff of CONTRACTOR in accordance with that accountability program. ▇▇▇ shall provide test administration training to CONTRACTOR’S qualified staff. CONTRACTOR shall attend LEA test training and comply with completion of all coding requirements as required by ▇▇▇.