Academic Performance. The academic performance standards shall include at a minimum indicators, measures, and metrics that:
Academic Performance. The SCHOLAR AWARDEE shall continuously maintain a good scholastic standing that shall be in accordance with the academic standards prescribed by existing PSHS Rules and Regulations.
Academic Performance. It is the intent of both the Employer and the Union, in recognition of the unique nature of this Bargaining Unit (i.e. to be an employee covered by this Collective Agreement a person must be a student of The University of Manitoba) that all employees maintain a level of academic performance that is in accordance with applicable University of Manitoba academic standards. Where a candidate/employee fails to maintain satisfactory academic performance, in accordance with applicable University standards as provided for in The University of Manitoba General Calendar, in courses that are demonstrably applicable to her/his position, such shall be sufficient cause to not offer an employment appointment in accordance with Clause 15.3, or a re-appointment/continuation of employment in accordance with Clause 15.9 or Clause 15.9.4.
Academic Performance. Because Resident Assistants serve as positive role models, it is important to remain in good academic standing with the College. To remain in good standing, Resident Assistants must be full-time students (enrolled in a minimum of 12 credits per semester), and making progress toward degree completion. Resident Assistants must maintain a minimum 2.25 cumulative GPA each semester of employment. If the cumulative GPA falls below 2.25, the Resident Assistant will be placed on academic employment probation for one semester. Resident Assistants must improve the GPA and academic performance during the semester of academic employment probation. Review of employment will occur if academic performance is not improved during the period of academic employment probation.
Academic Performance. The School meets state assessment targets, including targets for all significant subgroups, and performs at least as well as other comparable schools in the district. The School can demonstrate, where applicable, that it is closing the achievement gap between subgroups. 2.2
Academic Performance. Do you think that staying in this school has helped name of student (parent)/you (student) learn more or get better grades? Neither students nor parents attributed improving academic performance to staying in their school of origin. The benefits of the program were seen much more as the psychological benefits of maintaining a social network and community where you are known and supported. Even this benefit was more applicable to elementary than high school students. One high school student said that her “grades were no better from staying at school but she liked seeing her friends”. Another student said that it “isn’t transportation problems, but the family problems that keep her away from school”. APPENDIX C HOMELESS LIAISON SURVEY INSTRUMENT AND RESPONSES Survey Instrument
Academic Performance. Key Questions used by the SPONSOR in gauging the Community School’s Academic Performance include:
Academic Performance. Central to PUC-OPCS’ academic evaluation is the school’s performance on the academic & non-academic contractual goals. Charter schools provide an update on their progress towards the Academic and Non-Academic goals through the annual report. Additionally, charter schools report upon progress towards meeting the performance framework indicators. The two main academic categories assessed within the K-8 performance framework are: • Achievement: Are our students making expected academic growth? PUC views achievement through a growth mindset (i.e. the success of students when targets are met). • Preparation: Are our students meeting academic proficiency? PUC views preparation as having the tools necessary for a stated task, MN standards show the preparedness of the student. In addition the above categories, the main academic category addressed within the 9-12+ performance framework is: • Access: Schools show student’s access to positive outcomes through post-secondary indicators including employment and career opportunities. The final academic category PUC tracks related to student success (via site visits, annual meetings, observations, contract goals, etc.) in our schools is: • Belief: Student’s socio-emotional indicators of success including surveys, attendance data, tracking emotional intelligence, executive functioning, cognitive proficiency, and/ or other essential skill sets. PUC tracks Stakeholder Feedback and attendance data in support of these items, as well as the ways schools prioritize social-emotional learning in line with their school model and student demographics (via the annual Site Visit Report).
Academic Performance. The agreement can set guidelines for phone usage during study hours to minimize distractions and improve the child's focus on academics.
Academic Performance. Upon graduation, students who meet the requirements of the School of Business and Public Administration for the First Nations University of Canada Co-operative Education Program will receive an appropriate designation on their diploma and transcript. Students must comply with rules stated in the First Nations University of Canada Co-operative Education Program Student Information Handbook and be in good standing. Failure to comply with either will result in an automatic failure for the work term. Students who receive one “F” for work term reports will be required to withdraw from the FNUniv Administration Co-op Education Program. Appeals will be handled by the First Nations University of Canada Co- operative Education Program Appeal Committee. The FNUniv Co- operative Education Program Coordinator and the Department Head of the School of Business and Public Administration will resolve problems associated with the Co-operative Education Program.
