Student Outcomes a. In accepting the Student for enrolment, the College makes no warranties or representations of any kind with respect to the Student achieving any particular outcomes or achievements, including but not limited to academic outcomes or achievements.
b. In accepting the Student for enrolment, the College makes no warranties or representations of any kind that the Student will successfully complete their schooling at the College. The School encourages the Student to achieve their personal best by partnering with the Applicant but does not make specific promises or representations of any kind regarding specific academic outcomes or individual student achievement, and no such representations are to be implied on the basis of the School accepting the Student for enrolment.
Student Outcomes a. In accepting the Student for enrolment, St Paul’s makes no warranties or representations of any kind with respect to the Student achieving any particular outcomes or achievements, including but not limited to academic outcomes or achievements.
b. In accepting the Student for enrolment, St Paul’s makes no warranties or representations of any kind that the Student will successfully complete their schooling at St Paul’s. The School encourages the Student to achieve their personal best by partnering with the Applicant but does not make specific promises or representations of any kind regarding specific academic outcomes or individual student achievement, and no such representations are to be implied on the basis of the School accepting the Student for enrolment.
Student Outcomes. The City Board will establish district-wide standards for improvement of student outcomes as follows:
Student Outcomes. AGENCY shall achieve the student outcomes as described in the grant application narrative and articulated in documents from the program evaluation team. AGENCY agrees to develop school specific outcomes, as defined in partnership with the principal. AGENCY recognizes that the principal is the chief decision maker for after school and summer programs, and ensures that school site objectives are met.
5.1.1. Alignment with Single Plan for Student Achievement (“Site Plan”). AGENCY will ensure the after school program aligns with OUSD and and objectives to ensure the success of students as articulated in the Site Plan. AGENCY will work in partnership with the school principal to ensure that the program components are aligned with and complement OUSD standards and school site curriculum.
Student Outcomes. While discipline is a primary focus of PBIS, measures of school connectedness, perception of school safety, and self-reported attitudes toward and use of tobacco, alcohol, and other drugs is of equal importance in addressing school climate. TLC will continue to manage the implementation of the California Healthy Kids Survey under contract with the Kern County Superintendent of Schools Office, and the team has access to raw data from the survey. This allows for more in-depth analyses than are commonly found in standardized CHKS reports. District administrators will be able to request, within reason, the specific analyses they would like to have conducted from CHKS data. In order to better understand the impact of systems change on students and to create opportunities for meaningful feedback and participation in the process, TLC proposes the use of “Fishbowl Focus Groups.” Students who participate in Fishbowls generally are willing to give specific information about areas of campus that may not be safe; how drugs and/or alcohol are coming onto campus; where youth obtain alcohol and other drugs; and where in the community youth congregate to use.
Student Outcomes. Education Provider shall provide to the Board the reports set forth in 2.3. for the Board's review and approval, and shall set student standards for performance which shall meet or exceed the minimum standards established by the Accountability Plan, the Charter School Law, School Policies, and any and all other applicable federal and state laws and regulations. It shall be the responsibility of Education Provider that the students shall meet annually agreed upon standards for performance which shall provide for: • Full compliance with the Charter School Law, the methods and philosophy as set forth in the Charter, School Policies, and any other applicable law or regulation. • Student testing in the first month of school using a nationally recognized norm-reference test to establish a benchmark. Students will be tested again in spring, using another form of the same test, to determine their improvement during the year. A one month gain for each month of school between the Fall and Spring administration of the test is expected. • Student proficiency in essential concepts per subject. Through frequent testing, as needed, as well as final exams at the end of each term, students will display proficient understanding of essential subject material as defined by the Education Provider curriculum.
Student Outcomes regular monitoring of retention and success in subjects and consequential remediation; First-Year Taskforce (support to teams teaching commencing undergraduate students); ‘iBelong’ program. Employability is embedded in all Deakin courses. Outcomes are monitored in national surveys and internally by mechanisms including the annual and major course review. Wellbeing: Implementation of Deakin’s Student Mental Health and Wellbeing Strategy continues with resources and support widely available and promoted to students. Staff wellbeing is monitored through pulse surveys and targeted follow-up and in regular performance reviews. Staff have a wide range of support and services available. Teaching Delivery: Deakin is – subject to Government restrictions – increasing scheduled on- campus activities from Trimester 2 and welcoming students with an orientation program of several weeks. Deakin is developing contemporary learning through its Deakin Design project which will combine the best of online and on-campus learning. Labour market outcomes and strategy are considered as part of the standard Course approval and review procedures, linking closely to the strategic plan Deakin 2030: Ideas to Impact, and the guiding and enabling plans that support it. The annual Admissions transparency report is a snapshot of how students were admitted and a profile of students currently studying at Deakin.
Student Outcomes. The University will continue to implement its curriculum renewal initiative, the CSU Degree, within the new Curriculum, Learning and Teaching Model. Currently the CSU Degree standards framework is being reviewed and refined by: a revised statement of Graduate Attributes and Course Commitments, foregrounding focus on student outcomes Incorporating or expanding additional elements e.g. developing academic literacy and learning skills within the curriculum initiated in HEPPP-funded Building University Study Success program linking internal and external standards reporting processes to create a set of externally benchmarked learning outcomes for UG programs building and trialling software to integrate mapping standards across the curriculum and build alignment at course and subject level and provide reporting processes to both internal and external stakeholders including accreditation bodies The University developed and endorsed its Indigenous Education Strategy in 2008. An element of that commitment was the incorporation of the Indigenous Cultural Competence pedagogical framework which is to be fully implemented across undergraduate courses by 2015 and will make CSU compliant with National Best Practice Framework for Indigenous Cultural Competence and the curriculum recommendations of the Review of Higher Education Access and Outcomes for Aboriginal and TSI People (Xxxxxxxx et al 2012). Note: All calendar year references below relate to projects and awards in that calendar year. Number of active learning and teaching projects supported by the PELTHE10 program where the University is the lead institution 1 2 3 4 5 Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 15 18 21 24 27 Number of citations for outstanding contributions to student learning 4 5 6 7 8 Number of awards for teaching excellence NIL 1 1 1 1
Student Outcomes. AGENCY shall achieve the student outcomes as described in the grant application narrative and articulated in documents from the program evaluation team. AGENCY agrees to develop school specific outcomes, as defined in partnership with the principal. AGENCY recognizes that the principal is the chief decision maker for after school and summer programs, and ensures that school site objectives are met.
Student Outcomes. Identify outcomes (e. g., skills, knowledge, professional development, etc.) that are important for the student to develop through the process of completing this project. Use these questions to get you started: What does the student want to get out of this URSA experience? What does the mentor want the student to get out of the experience? (add more fields as needed) Example skills outcomes (Can identify relevant sources from library databases, learn to operate a thermocycler to complete PCR, can successfully use Final Cut Pro to edit my film, etc.): Example content knowledge outcomes (Can compare/contrast 3 different scholars' interpretations of "Brave New World.", can summarize the latest research about the causes of depression among the elderly, can explain and understand the concepts behind the PCR technique and its application to the lab's work, etc.): Example professional development outcomes (To show my artwork in a gallery, to attend a professional conference, to create a writing sample/portfolio for graduate school applications, to help me decide on my career options, etc.):
Outcome 1: Student level at start of project (no experience, beginning, adequate, advanced): Student level at end of project (no experience, beginning, adequate, advanced): Describe gains or progress made:
Outcome 2: Student level at start of project (no experience, beginning, adequate, advanced):
