Sentences with phrase «for academic remediation»

And yet, for a percentage of our students, one of the biggest hurdles to college completion was the need for academic remediation.

Certified teachers are required for academic remediation activities in 21st Century Community Learning Centers programs.

Not exact matches

For students near the cut - off for remediation, this general form of academic support seems to promote degree attainmeFor students near the cut - off for remediation, this general form of academic support seems to promote degree attainmefor remediation, this general form of academic support seems to promote degree attainment.

Other work examines the effects of financial aid programs, the impact of postsecondary remediation on academic preparation, and how to better support families saving for college.

Successful Multi-Tiered Academic Services and Supports: Evidence - based Strategies for Differentiated Instruction, Remediation, Accommodation, Modification, and Strategic Intervention

Although State Superintendent Glenda Ritz has stopped short of saying whether Indiana should stick with the new, nationally - crafted academic standards, she's said repeatedly the state has a serious remediation problem and needs to take a closer look at its math standards.The report her office put out reviewing the new standards includes stats from the Indiana Commission for Higher Education.

She has worked with the school's academic achievement team, accountable for collection and distribution of data regarding remediation performance.

In 2005, Governor Rick Perry passed an executive order that provided for the creation of a system of college - readiness indicators, including the reporting of education remediation rates among college students and the creation of an electronic academic records system to facilitate the transfer of high school transcripts between school districts and between districts and institutions of higher education.

Evaluates students» abilities in basic academics for the purpose of assisting other personnel in the diagnosis of learning disorders, development of remediation plans and / or student progress.

By advocating for implementing higher academic standards such as the Common Core State Standards, students know that by meeting them, they will not need remediation in college.

«Postsecondary readiness is the range of academic, workforce, and social proficiency that high school students should acquire to successfully transition to skilled employment, advanced training in the military, an associate's degree, a bachelor's degree, or technical certification, without the need for remediation.»

«The range of academic, workforce and social proficiency achievement students should acquire to successfully transition from high school to skilled employment, advanced military training, an associate degree, bachelor's degree, or technical or industry certification, without the need for remediation.

If you provide remediation that is only based on academic skills development, students that lack academic resiliency fail to fully take advantage of the skill development being provided because of the lack of coping skills for success in an academic setting.

Some of these measures include industry - recognized certification program enrollment, college attainment rates, and college remediation rates, which signifify that students were not ready for the academic demands of credit - bearing coursework.

Through this vision, Kansas defines a successful high school graduate as having the academic preparation, cognitive preparation, technical skills, employability skills and civic engagement to be successful in postsecondary education, in the attainment of an industry recognized certification or in the workforce, without the need for remediation.

Poor environmental conditions can thwart academic progress by making it harder for students to concentrate, causing or exacerbating illness in students and staff, increasing absences and lost work days, and diverting school funds to pay for costly repair and remediation projects.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

This presentation examines the essential Issues regarding Executive Functioning: Implications for Academic and Behavioral Remediation.