February to May Sample Clauses

February to May i) A vacation planner will be made available by October 1st and completed by the nurses who are requesting vacation.

February to May. The School District pays the tuition; the students pay for their textbooks and student fees. “Itʼs an investment in our community. Weʼre helping students to make a seamless transition from secondary school to the world of university-level Arts and Sciences,“ said Xxxxx Xxxxxxxx, SD 60ʼs Principal of Careers and International Education. - Xxxxx Xxxxxxxx, District Principal Psychology 101 Dual Credit students in class at the Fort St. Xxxx Campus. GOAL #2 Improve Academic Achievement Through Increased Student Engagement RATIONALE Each year student achievement data is reviewed in a range of course/subject areas, paying attention to sub-groups and individual students who have difficulty meeting district targets. District conversations traditionally focus on learning deficits and the factors that may be contributing to lack of success. The district has shifted to an Appreciative Inquiry approach seeking to identify and expand on factors contributing to student success. Over and over again throughout the Today and Tomorrow process, different participant groups cited engagement as a root cause of success. Engaged students attend regularly and actively participate in learning tasks. They reflect and share their thinking, and demonstrate self-monitoring behaviors. When asked about the students they are most concerned about, particularly at the Grade 6 to 12 levels, teachers express frustration with students who show very low levels of engagement. These students seem not to be motivated by letter grades, have difficulty connecting with the learning tasks, and frequently fail to complete assignments. At times, these students have been identified as having learning challenges, but more often, they are students with high learning potential. Our plan is to research and develop a systematic plan around the UDL Framework and to continue our work with teachers and administrators for “planning for diversity” at the outset of the lesson plan process. We believe that we can create positive trends in student achievement by working on strategies that increase student engagement. We identify three focus areas to direct our work;