This document provides BPE students at Stern with guidance on fall course registration. It outlines the general requirements for writing, math, natural science, microeconomics, statistics, and language proficiency. It then shows sample schedules for two students, Bobby and Violet, highlighting how they select classes based on their test scores and qualifications. It emphasizes validating courses in the shopping cart before registration begins. Students are advised to review the New Students website and contact advising with any additional questions.
This presentation provides BS in Business students at Stern guidance on preparing for fall registration. It outlines general requirements in writing, math, core courses, and frequently asked questions. Sample schedules are presented for students Bobby and Violet to demonstrate how to select appropriate classes based on test scores and eligibility. The presentation emphasizes validating courses for eligibility and having back-up options in the shopping cart in case first choices are full. Students are advised to thoroughly review the New Students website and contact advising with any other questions.
This document outlines the high school graduation requirements for North Carolina public schools. It provides the course and credit requirements for students depending on which year they entered 9th grade. Generally, students must complete 22 credits including 4 credits of English, 4 credits of math, 3 credits of science, 4 credits of social studies, 1 credit of health/PE, and 6 credits of electives. It also details the requirements for the Future Ready Core course of study and the Future Ready Occupational course of study. School counselors can assist students in understanding the requirements needed for graduation.
This document provides information for parents about their child's 8th grade year and course planning for high school. It discusses graduation requirements including required credits in core subjects and electives. It outlines course sequencing and options including Advanced Placement, dual enrollment, and career pathway courses. The document emphasizes the importance of good study skills for academic success and offers tips for effective homework, note-taking, test preparation, and getting help if struggling in classes.
This document provides information for freshmen attending a mandatory advising workshop. It outlines important considerations for students in selecting courses for the spring semester including: completing pre-baccalaureate requirements in the first year, using the workshop to explore majors, and ensuring general education courses don't overlap with major requirements. The document emphasizes checking for registration holds and academic probation policies to support student success in their first year.
CBSE Special Scheme of Assessment for Board Examination Classes X and XII for...Parveen Kumar Sharma
Special Scheme of Assessment for Board Examination Classes X
and XII for the Session 2021-22
COVID 19 pandemic caused almost all CBSE schools to function in a virtual mode
for most part of the academic session of 2020-21. Due to the extreme risk
associated with the conduct of Board examinations during the second wave in April
2021, CBSE had to cancel both its class X and XII Board examinations of the year
2021 and results are to be declared on the basis of a credible, reliable, flexible and
valid alternative assessment policy. This, in turn, also necessitated deliberations
over alternative ways to look at the learning objectives as well as the conduct of the
Board Examinations for the academic session 2021-22 in case the situation remains
unfeasible.
CBSE has also held stake holder consultations with Government schools as well as
private independent schools from across the country especially schools from the
remote rural areas and a majority of them have requested for the rationalization of
the syllabus, similar to last year in view of reduced time permitted for organizing
online classes. The Board has also considered the concerns regarding differential
availability of electronic gadgets, connectivity and effectiveness of online teaching
and other socio-economic issues specially with respect to students from
economically weaker section and those residing in far flung areas of the country. In
a survey conducted by CBSE, it was revealed that the rationalized syllabus notified
for the session 2020-21 was effective for schools in covering the syllabus and
helped learners in achieving learning objectives in a less stressful manner.
In the above backdrop and in line with the Board’s continued focus on assessing
stipulated learning outcomes by making the examinations competencies and core
concepts based, student-centric, transparent, technology-driven, and having
advance provision of alternatives for different future scenarios, the following
schemes are introduced for the Academic Session for Class X and Class XII 2021-
22.
Class of 2015 course selection and registration guidancezenmasterbill
The document provides guidance to juniors at St. Charles East High School on course selection for their upcoming junior year. It outlines graduation requirements including taking a minimum of 6 credit-producing classes, recommends considering classes that prepare students for their post-secondary goals or allow them to explore potential careers or majors. Teachers will make recommendations for English and math courses based on current performance and various levels are available for history classes. The document also provides instructions on selecting electives and entering course requests through the online system.
- The document discusses examination reforms introduced by CBSE, including replacing traditional exams with Continuous and Comprehensive Evaluation (CCE).
- CCE involves assessing students throughout the year on academic and co-curricular areas through various tools and providing feedback. It aims to make evaluation more holistic and reduce competition/pressure.
- Details are provided on how CCE will be implemented, including grading systems, requirements for promotion to class 11, and support available from CBSE.
The basics of cbse cce and grading systemBabu Appat
Continuous and Comprehensive Evaluation refers to a system of school based assessment that covers all aspects of student’s development. This system follows certain norms and those are being explained here in quite some detail. This is intended to enable teachers familiarise themselves with those norms and regulations.
This presentation provides BS in Business students at Stern guidance on preparing for fall registration. It outlines general requirements in writing, math, core courses, and frequently asked questions. Sample schedules are presented for students Bobby and Violet to demonstrate how to select appropriate classes based on test scores and eligibility. The presentation emphasizes validating courses for eligibility and having back-up options in the shopping cart in case first choices are full. Students are advised to thoroughly review the New Students website and contact advising with any other questions.
This document outlines the high school graduation requirements for North Carolina public schools. It provides the course and credit requirements for students depending on which year they entered 9th grade. Generally, students must complete 22 credits including 4 credits of English, 4 credits of math, 3 credits of science, 4 credits of social studies, 1 credit of health/PE, and 6 credits of electives. It also details the requirements for the Future Ready Core course of study and the Future Ready Occupational course of study. School counselors can assist students in understanding the requirements needed for graduation.
This document provides information for parents about their child's 8th grade year and course planning for high school. It discusses graduation requirements including required credits in core subjects and electives. It outlines course sequencing and options including Advanced Placement, dual enrollment, and career pathway courses. The document emphasizes the importance of good study skills for academic success and offers tips for effective homework, note-taking, test preparation, and getting help if struggling in classes.
This document provides information for freshmen attending a mandatory advising workshop. It outlines important considerations for students in selecting courses for the spring semester including: completing pre-baccalaureate requirements in the first year, using the workshop to explore majors, and ensuring general education courses don't overlap with major requirements. The document emphasizes checking for registration holds and academic probation policies to support student success in their first year.
CBSE Special Scheme of Assessment for Board Examination Classes X and XII for...Parveen Kumar Sharma
Special Scheme of Assessment for Board Examination Classes X
and XII for the Session 2021-22
COVID 19 pandemic caused almost all CBSE schools to function in a virtual mode
for most part of the academic session of 2020-21. Due to the extreme risk
associated with the conduct of Board examinations during the second wave in April
2021, CBSE had to cancel both its class X and XII Board examinations of the year
2021 and results are to be declared on the basis of a credible, reliable, flexible and
valid alternative assessment policy. This, in turn, also necessitated deliberations
over alternative ways to look at the learning objectives as well as the conduct of the
Board Examinations for the academic session 2021-22 in case the situation remains
unfeasible.
CBSE has also held stake holder consultations with Government schools as well as
private independent schools from across the country especially schools from the
remote rural areas and a majority of them have requested for the rationalization of
the syllabus, similar to last year in view of reduced time permitted for organizing
online classes. The Board has also considered the concerns regarding differential
availability of electronic gadgets, connectivity and effectiveness of online teaching
and other socio-economic issues specially with respect to students from
economically weaker section and those residing in far flung areas of the country. In
a survey conducted by CBSE, it was revealed that the rationalized syllabus notified
for the session 2020-21 was effective for schools in covering the syllabus and
helped learners in achieving learning objectives in a less stressful manner.
In the above backdrop and in line with the Board’s continued focus on assessing
stipulated learning outcomes by making the examinations competencies and core
concepts based, student-centric, transparent, technology-driven, and having
advance provision of alternatives for different future scenarios, the following
schemes are introduced for the Academic Session for Class X and Class XII 2021-
22.
Class of 2015 course selection and registration guidancezenmasterbill
The document provides guidance to juniors at St. Charles East High School on course selection for their upcoming junior year. It outlines graduation requirements including taking a minimum of 6 credit-producing classes, recommends considering classes that prepare students for their post-secondary goals or allow them to explore potential careers or majors. Teachers will make recommendations for English and math courses based on current performance and various levels are available for history classes. The document also provides instructions on selecting electives and entering course requests through the online system.
- The document discusses examination reforms introduced by CBSE, including replacing traditional exams with Continuous and Comprehensive Evaluation (CCE).
- CCE involves assessing students throughout the year on academic and co-curricular areas through various tools and providing feedback. It aims to make evaluation more holistic and reduce competition/pressure.
- Details are provided on how CCE will be implemented, including grading systems, requirements for promotion to class 11, and support available from CBSE.
The basics of cbse cce and grading systemBabu Appat
Continuous and Comprehensive Evaluation refers to a system of school based assessment that covers all aspects of student’s development. This system follows certain norms and those are being explained here in quite some detail. This is intended to enable teachers familiarise themselves with those norms and regulations.
The document discusses Arkansas' transition to reporting a four-year adjusted cohort graduation rate in accordance with federal regulations. It provides definitions and explanations of key terms related to calculating the graduation rate, including how cohorts are adjusted by adding or subtracting students. The document also discusses setting graduation rate goals and targets, the timeline for reporting and using the rate for accountability determinations, and requirements for documentation.
This document provides an overview of the college catalog and information for new students. It discusses admission requirements, degree programs, course descriptions, and placement exams. It explains how to read degree requirements and develop a plan of study. Key points covered include understanding placement exams, prerequisite and corequisite courses, class sequences, and constructing a degree plan using the catalog resources.
This document outlines the course structure and syllabus for the second year of the B.Tech program in Electronics and Telecommunication Engineering at Dr. Babasaheb Ambedkar Technological University, Lonere. It includes details of the rules and regulations, course categories (basic science, humanities, professional core, engineering science), list of courses, course codes and credits for the second year. Evaluation methods such as grading system, attendance requirements, and criteria for transfer of credits are also summarized.
The document outlines regulations for a Choice Based Credit System (CBCS) for Bachelor of Engineering/Technology degrees. Some key points:
- The CBCS allows students to choose from prescribed core, elective, and foundation courses.
- The degree program is four years long and divided into eight semesters, with each semester lasting 16 weeks.
- Students must maintain a minimum attendance of 85% in each course, with provisions for condoning up to 10% absence for reasons like medical issues or participation in university events.
- Colleges must periodically inform students of their attendance levels and caution students who are short on attendance to make it up.
DRMS High School Registration Presentation 2012 Paul Cancellieri
The slides presented by Durant Road Middle School's Guidance Department as part of an evening High School Registration Information Session for parents.
The document provides information for junior students on selecting classes and creating a schedule for their junior year, including reviewing graduation requirements, typical course loads, and available elective options both on-site and for dual credit. It stresses the importance of the junior year in preparing for college and careers, and provides things for students to consider regarding their post-secondary plans and the academic rigor of different elective choices. Students are given a to-do list for the registration process which includes asking questions, selecting classes, and submitting their registration form by the deadline.
The document provides information for sophomore students on selecting classes and creating a 4-year academic plan, including graduation requirements, typical course schedules, elective options that can earn high school or college credit, factors to consider when choosing electives such as admissions requirements, and next steps like completing the registration form. It emphasizes exploring interests and preparing for the future, and encourages students to develop goals and stay involved in high school.
Presentation For Sec 2 Talk On Streaming And Promotion 2010damaisec
This document summarizes a talk given at Damai Secondary School about promotion criteria, the Secondary 2 streaming process, and expectations for students and parents. It outlines the criteria for promotion to Secondary 3 from Express, Normal Academic, and Normal Technical streams. It then explains the Secondary 2 streaming exercise timeline and process, including subject options, mock and actual streaming, and criteria considered. Finally, it highlights school and parent responsibilities to support students' academic progress and preparation for post-secondary options.
Presentation For Sec 2 Talk On Streaming And Promotion 2010damaisec
This document summarizes a talk given at Damai Secondary School about promotion criteria from Secondary 1 to 2 and the Secondary 2 streaming process and criteria. It outlines the promotion requirements, streaming exercise timeline and process, subject combination options, and expectations of pupils, parents, and the school to work together to help students choose appropriate subject streams and pathways for further education.
SCHS Class of 2012 Diploma Options & Registration Infoslatham
The document summarizes the different types of high school diplomas and graduation requirements for students in Alabama. It outlines the course requirements and exam requirements to obtain an Advanced Academic Endorsement Diploma, Standard Diploma, Career/Technical Endorsement Diploma, Credit-Based Endorsement Diploma, and Occupational Diploma. It also provides information about dual enrollment opportunities, Advanced Placement courses, the Alabama High School Graduation Exam, valedictorian/salutatorian selection, and career technical programs.
To be considered college ready, students must complete the A-G Requirements. This presentation includes required and suggested high school coursework for students to be ready for college.
Grade 10 course selection parents night feb 2017hsguidance
This document provides information about course selection options for 10th grade students at the International School Manila. It outlines the three main pathways: the full IB diploma, a partial IB diploma, or the ISM high school diploma. The full IB diploma involves taking six subjects, completing an extended essay and theory of knowledge course. It provides the most rigorous option but also the most workload. The partial IB allows flexibility to take some IB courses and exams without all the requirements. The ISM diploma has the most flexibility but less academic rigor. The document discusses factors for students to consider in their choice such as subject interests, college and career goals, workload tolerance, and finding the right balance.
SCHS Class of 2013 & After - Diploma Options & Reslatham
The document outlines the various diploma options available to students at Alabama High School, including requirements for an Advanced Academic Endorsement, Standard, Career/Technical, Credit-Based, and Occupational diplomas. It also provides information about dual enrollment, early college opportunities, Advanced Placement courses, NCAA eligibility, career technical programs, and course registration procedures. Students are encouraged to take the most rigorous course loads possible to keep their options open for college.
The document provides guidance to students and families on preparing for and navigating the college admissions process. It discusses what colleges look for in applications, including grades, standardized test scores, extracurricular activities, and recommendations. It also provides timelines for activities like taking standardized tests, researching colleges, writing essays, and submitting applications. The goal is to help students identify good college fits and strengthen their applications.
This document provides information for parents about high school credit courses offered to 8th grade students at Rusk Middle School. It discusses how students are identified for placement in honors algebra, physical science, Spanish 1, Latin 1, engineering drawing, and band. It outlines expectations for these rigorous courses, including attendance requirements and implications for high school transcripts and graduation requirements. Sample transcripts are provided to demonstrate how completed courses will appear. The document explains implications for HOPE eligibility and how end-of-course tests factor into final grades.
The document provides instructions for applying to Choate Rosemary Hall's summer programs in 2010. It outlines the application process in 4 steps: [1] completing application Form A and attaching required documents; [2] obtaining a school recommendation on Form B along with a transcript; [3] obtaining an English teacher recommendation on Form C; and [4] obtaining an additional teacher recommendation on Form D. It notes various deadlines and requirements depending on the specific summer program being applied to.
From A to G- Intro to A-G High School Graduation RequirementsRebecca Joseph
This document provides an overview of the A-G requirements that California students must complete to qualify for the Cal State and UC university systems. It outlines the specific course requirements across 7 subject areas: history, English, math, lab science, foreign language, visual and performing arts, and a college prep elective. It emphasizes taking rigorous courses, continuing to increase academic challenge through high school, and using options like community college classes to fulfill requirements. Contact information is provided for the author to learn more about preparing for and applying to college.
This document provides information for NBHS juniors on graduation requirements, dual credit options, college admission exams, NCAA eligibility, selective service registration, and important dates and websites. It outlines credits needed for different diplomas and grade classifications. It discusses taking the ACT/SAT, applying to colleges, and important junior year tasks like narrowing college lists, taking admission exams, and visiting prospective schools.
The document provides answers to frequently asked questions about the International Baccalaureate (IB) program at Myers Park High School. It details what makes their IB program unique, the advantages for students, and requirements for earning the IB diploma. It also addresses course scheduling, the difference between higher level and standard level courses, math pathways, foreign language requirements, and balancing academics with extracurricular activities.
This document provides instructions for new freshman registering for courses at the University of Miami School of Business Administration. It outlines the following steps: 1) complete an online tutorial, 2) take a math placement assessment, 3) review course selection webpages, 4) submit course selections online, 5) have selections approved by an advisor, and 6) register for approved courses by the June 15 deadline. It also discusses differences between BBA and BSBA programs, typical first semester courses, evaluating AP/IB credits, submitting dual enrollment transcripts, cognate requirements, and contacting an advisor with any other questions.
The document summarizes changes to mathematics assessments and internal evaluations by the Central Board of Secondary Education in India beginning with the 2019-2020 school year. It introduces two levels of mathematics exams for 10th grade: Standard and Basic. Both levels will have the same curriculum and classroom teaching. The Standard level is for students wishing to take mathematics in 11th-12th grades, while the Basic level is easier and for students not wanting to continue with the subject. It also modifies internal assessments and board exams to focus more on multiple assessments and analytical/creative thinking over exams.
The document discusses Arkansas' transition to reporting a four-year adjusted cohort graduation rate in accordance with federal regulations. It provides definitions and explanations of key terms related to calculating the graduation rate, including how cohorts are adjusted by adding or subtracting students. The document also discusses setting graduation rate goals and targets, the timeline for reporting and using the rate for accountability determinations, and requirements for documentation.
This document provides an overview of the college catalog and information for new students. It discusses admission requirements, degree programs, course descriptions, and placement exams. It explains how to read degree requirements and develop a plan of study. Key points covered include understanding placement exams, prerequisite and corequisite courses, class sequences, and constructing a degree plan using the catalog resources.
This document outlines the course structure and syllabus for the second year of the B.Tech program in Electronics and Telecommunication Engineering at Dr. Babasaheb Ambedkar Technological University, Lonere. It includes details of the rules and regulations, course categories (basic science, humanities, professional core, engineering science), list of courses, course codes and credits for the second year. Evaluation methods such as grading system, attendance requirements, and criteria for transfer of credits are also summarized.
The document outlines regulations for a Choice Based Credit System (CBCS) for Bachelor of Engineering/Technology degrees. Some key points:
- The CBCS allows students to choose from prescribed core, elective, and foundation courses.
- The degree program is four years long and divided into eight semesters, with each semester lasting 16 weeks.
- Students must maintain a minimum attendance of 85% in each course, with provisions for condoning up to 10% absence for reasons like medical issues or participation in university events.
- Colleges must periodically inform students of their attendance levels and caution students who are short on attendance to make it up.
DRMS High School Registration Presentation 2012 Paul Cancellieri
The slides presented by Durant Road Middle School's Guidance Department as part of an evening High School Registration Information Session for parents.
The document provides information for junior students on selecting classes and creating a schedule for their junior year, including reviewing graduation requirements, typical course loads, and available elective options both on-site and for dual credit. It stresses the importance of the junior year in preparing for college and careers, and provides things for students to consider regarding their post-secondary plans and the academic rigor of different elective choices. Students are given a to-do list for the registration process which includes asking questions, selecting classes, and submitting their registration form by the deadline.
The document provides information for sophomore students on selecting classes and creating a 4-year academic plan, including graduation requirements, typical course schedules, elective options that can earn high school or college credit, factors to consider when choosing electives such as admissions requirements, and next steps like completing the registration form. It emphasizes exploring interests and preparing for the future, and encourages students to develop goals and stay involved in high school.
Presentation For Sec 2 Talk On Streaming And Promotion 2010damaisec
This document summarizes a talk given at Damai Secondary School about promotion criteria, the Secondary 2 streaming process, and expectations for students and parents. It outlines the criteria for promotion to Secondary 3 from Express, Normal Academic, and Normal Technical streams. It then explains the Secondary 2 streaming exercise timeline and process, including subject options, mock and actual streaming, and criteria considered. Finally, it highlights school and parent responsibilities to support students' academic progress and preparation for post-secondary options.
Presentation For Sec 2 Talk On Streaming And Promotion 2010damaisec
This document summarizes a talk given at Damai Secondary School about promotion criteria from Secondary 1 to 2 and the Secondary 2 streaming process and criteria. It outlines the promotion requirements, streaming exercise timeline and process, subject combination options, and expectations of pupils, parents, and the school to work together to help students choose appropriate subject streams and pathways for further education.
SCHS Class of 2012 Diploma Options & Registration Infoslatham
The document summarizes the different types of high school diplomas and graduation requirements for students in Alabama. It outlines the course requirements and exam requirements to obtain an Advanced Academic Endorsement Diploma, Standard Diploma, Career/Technical Endorsement Diploma, Credit-Based Endorsement Diploma, and Occupational Diploma. It also provides information about dual enrollment opportunities, Advanced Placement courses, the Alabama High School Graduation Exam, valedictorian/salutatorian selection, and career technical programs.
To be considered college ready, students must complete the A-G Requirements. This presentation includes required and suggested high school coursework for students to be ready for college.
Grade 10 course selection parents night feb 2017hsguidance
This document provides information about course selection options for 10th grade students at the International School Manila. It outlines the three main pathways: the full IB diploma, a partial IB diploma, or the ISM high school diploma. The full IB diploma involves taking six subjects, completing an extended essay and theory of knowledge course. It provides the most rigorous option but also the most workload. The partial IB allows flexibility to take some IB courses and exams without all the requirements. The ISM diploma has the most flexibility but less academic rigor. The document discusses factors for students to consider in their choice such as subject interests, college and career goals, workload tolerance, and finding the right balance.
SCHS Class of 2013 & After - Diploma Options & Reslatham
The document outlines the various diploma options available to students at Alabama High School, including requirements for an Advanced Academic Endorsement, Standard, Career/Technical, Credit-Based, and Occupational diplomas. It also provides information about dual enrollment, early college opportunities, Advanced Placement courses, NCAA eligibility, career technical programs, and course registration procedures. Students are encouraged to take the most rigorous course loads possible to keep their options open for college.
The document provides guidance to students and families on preparing for and navigating the college admissions process. It discusses what colleges look for in applications, including grades, standardized test scores, extracurricular activities, and recommendations. It also provides timelines for activities like taking standardized tests, researching colleges, writing essays, and submitting applications. The goal is to help students identify good college fits and strengthen their applications.
This document provides information for parents about high school credit courses offered to 8th grade students at Rusk Middle School. It discusses how students are identified for placement in honors algebra, physical science, Spanish 1, Latin 1, engineering drawing, and band. It outlines expectations for these rigorous courses, including attendance requirements and implications for high school transcripts and graduation requirements. Sample transcripts are provided to demonstrate how completed courses will appear. The document explains implications for HOPE eligibility and how end-of-course tests factor into final grades.
The document provides instructions for applying to Choate Rosemary Hall's summer programs in 2010. It outlines the application process in 4 steps: [1] completing application Form A and attaching required documents; [2] obtaining a school recommendation on Form B along with a transcript; [3] obtaining an English teacher recommendation on Form C; and [4] obtaining an additional teacher recommendation on Form D. It notes various deadlines and requirements depending on the specific summer program being applied to.
From A to G- Intro to A-G High School Graduation RequirementsRebecca Joseph
This document provides an overview of the A-G requirements that California students must complete to qualify for the Cal State and UC university systems. It outlines the specific course requirements across 7 subject areas: history, English, math, lab science, foreign language, visual and performing arts, and a college prep elective. It emphasizes taking rigorous courses, continuing to increase academic challenge through high school, and using options like community college classes to fulfill requirements. Contact information is provided for the author to learn more about preparing for and applying to college.
This document provides information for NBHS juniors on graduation requirements, dual credit options, college admission exams, NCAA eligibility, selective service registration, and important dates and websites. It outlines credits needed for different diplomas and grade classifications. It discusses taking the ACT/SAT, applying to colleges, and important junior year tasks like narrowing college lists, taking admission exams, and visiting prospective schools.
The document provides answers to frequently asked questions about the International Baccalaureate (IB) program at Myers Park High School. It details what makes their IB program unique, the advantages for students, and requirements for earning the IB diploma. It also addresses course scheduling, the difference between higher level and standard level courses, math pathways, foreign language requirements, and balancing academics with extracurricular activities.
This document provides instructions for new freshman registering for courses at the University of Miami School of Business Administration. It outlines the following steps: 1) complete an online tutorial, 2) take a math placement assessment, 3) review course selection webpages, 4) submit course selections online, 5) have selections approved by an advisor, and 6) register for approved courses by the June 15 deadline. It also discusses differences between BBA and BSBA programs, typical first semester courses, evaluating AP/IB credits, submitting dual enrollment transcripts, cognate requirements, and contacting an advisor with any other questions.
The document summarizes changes to mathematics assessments and internal evaluations by the Central Board of Secondary Education in India beginning with the 2019-2020 school year. It introduces two levels of mathematics exams for 10th grade: Standard and Basic. Both levels will have the same curriculum and classroom teaching. The Standard level is for students wishing to take mathematics in 11th-12th grades, while the Basic level is easier and for students not wanting to continue with the subject. It also modifies internal assessments and board exams to focus more on multiple assessments and analytical/creative thinking over exams.
West Johnston High School held an information session for rising freshmen to register for courses for the 2019-2020 school year. The session reviewed graduation requirements, course levels including standard, honors, AP/CCP courses and their weighting, core classes in English, math, history and science, elective options, and resources for course selection. Students were provided a registration form to select their courses with guidance from grades, test scores, teacher recommendations and interests. Basic information, course descriptions, FAQs, and contact information were provided to help students plan their high school schedule.
The document outlines the eligibility criteria and admission process for various undergraduate programs at Delhi University for the 2022-23 academic year based on scores from the Common University Entrance Test (CUET). Key details include available subject combinations for different programs, reservation criteria, uploading of required documents, seat allocation procedure and rounds, and option to upgrade or freeze admissions. Admissions will be conducted through the CSAS portal in multiple rounds starting October 19th 2022.
The document outlines an agenda and leaders for a webinar on academic pathways at MDC from June 9-11, 2014. The webinar will discuss why pathways are important, what's new for Fall 2014, and how to use the pathway template and notes. It will also cover hands-on student scenarios. What's new includes updates to original pathways, new pathways in various subjects, new foreign language requirements, and program sheets for most AS programs. The document provides an example of how to use the psychology pathway template, including course sequences, notes, and scenarios.
This document provides an overview of the International Baccalaureate (IB) Diploma Programme for students at STB-ACS International Jakarta. It discusses the requirements and differences for Diploma Programme (DP) Course Students and Full Diploma Students. Key points include choosing subjects at higher level (HL) or standard level (SL), the three core components of Extended Essay, Theory of Knowledge and Creativity/Action/Service, subject and examination requirements, and the conditions for earning an IB Diploma. The document also addresses subject selection, university application process, pressures of the programme and what is required to be a successful IB student.
This document provides information for seniors regarding their class registration for the upcoming school year. It outlines graduation requirements and typical schedules, as well as available elective options including on-site, online, ITV and dual credit courses. It stresses the importance of selecting electives that align with post-secondary plans and college admissions requirements. The document warns against "senioritis" and encourages students to maintain academic rigor through their elective selections. Seniors are provided a to-do list which includes asking questions, selecting electives, completing registration forms and turning them in by the deadline.
House Bill 5 updates Texas' high school graduation requirements and establishes new graduation plans called the Foundation High School Program. The main goals are to develop a more diverse workforce and better prepare students for postsecondary education. The Foundation High School Program includes 4 requirements: foundation credits, endorsements in a coherent sequence of courses, performance acknowledgements, and a distinguished level of achievement. Districts must provide information and counseling to help students choose endorsement areas and develop academic plans to meet graduation requirements.
This document provides updates and clarification regarding Texas' Foundation High School Program (FHSP) graduation requirements. It defines key terms related to FHSP such as endorsements, distinguished level, and performance acknowledgements. It addresses questions about requirements for junior and senior students and the effects of testing on diploma plans. The document also provides guidance on topics like transfer credits, ARD committee decisions, English I provisions, speech requirements, prerequisites, dual credit courses, and science scope and sequence.
The Structure:
• Accountability*
• Assessment
• Graduation Plans
The Intent:
The goals:
• the development of a more
diverse workforce
• sending students to the
postsecondary level more
prepared
• The understanding is that each
student’s path to the workforce
is unique
Revised class of 2013 & 2014 cedar ridge high school orientationlpbryan
The document provides registration information for Cedar Ridge High School's classes of 2013 and 2014. It outlines the course selection and registration process, including important dates. It also details the school's graduation plans, academy programs, and opportunities for dual credit courses with Austin Community College.
This document provides information about academic programs, requirements, policies, and procedures at NOVA Catalog for 2017-2018. It describes the differences between associate degrees, certificates, general education requirements. Placement tests, grades, GPA calculation, academic standing, graduation requirements and honors are also outlined. The document aims to help students navigate their academic journey at NOVA.
The Bachelor of Commerce (Accounting & Finance) program provides comprehensive training in accounting and finance fields through classroom instruction, projects, presentations, industrial visits and practical training. The 3-year program aims to produce skilled chartered accountants and financial analysts prepared to make proper analyses, decisions and ensure execution of those decisions. The program began in 2010-11 at The Punjab University and the faculty works closely with students to build their knowledge and career skills in a supportive environment.
The document outlines the framework for a 4-year undergraduate program with multiple entry and exit points as per the National Education Policy 2020. It details the credit system, mandatory and elective courses, examination and evaluation criteria, promotion rules, and results calculation. Key aspects include offering undergraduate certificates after 2 semesters, diplomas after 4 semesters, and bachelor's degrees with honors after 6 or 8 semesters of study. Students must earn a minimum number of credits in their major discipline to receive a major or minor specialization on graduation.
This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.
The document provides information about eligibility for the Academic Competitiveness Grant (ACG) for first-year students. To qualify for ACG, students must: (1) be Pell Grant eligible; (2) be enrolled at least half-time in their first year of a degree program; and (3) have completed a rigorous secondary school program of study defined as completing a curriculum similar to the State Scholars Initiative or taking at least two AP/IB courses or 6 credits of concurrent enrollment with no grade lower than a B. Students who received an ACG in their first year may be eligible for an increased award in their second year if they maintain a 3.0 GPA.
This document compares Advanced Placement (AP) courses to dual enrollment courses. It notes that AP courses have a single high-stakes test to earn college credit, while dual enrollment courses are graded per semester and earn college credit for a passed grade. It provides information on costs, prerequisites, and scholarships for both options. The document aims to help students choose which program fits their needs and abilities.
This document compares Advanced Placement (AP) courses to dual enrollment courses. It notes that AP courses have a single high-stakes test to earn college credit, while dual enrollment courses are graded over a semester and earn a grade on a college transcript. It provides information on costs, prerequisites, and scholarships for both options. The document aims to help students choose which program fits their needs and abilities.
This document compares Advanced Placement (AP) courses to dual enrollment courses. It notes that AP courses have a single high-stakes test to earn college credit, while dual enrollment courses are graded over a semester and earn a grade on a college transcript. It provides information on costs, prerequisites, and scholarships for both options. The document aims to help students choose which program fits their needs and abilities.
This document provides information about Washington State's high school completion requirements and Shoreline Community College's high school completion program. It outlines the state requirements in subject areas, additional state requirements including a culminating project and passing the state proficiency exam. It also discusses options for students 21 and older to earn a diploma by obtaining an associate's degree. The document guides students through evaluating previous coursework, determining remaining requirements, including deficiencies in an academic plan to complete them, and notes students have a choice whether to finish a high school diploma.
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3. Goals
1. This presentation will guide you through your fall
registration preparation.
2. Reference the New Students webpage for registration and
curricular for your specific class.
3. For questions after reviewing this presentation, please
email uc.advising@stern.nyu.edu.
5. General Overview:
Writing
All students must take 2 semesters of writing in freshman year.
Fall writing course:
• Introduction to Economic and Political Thought (BPEP-UB 1)
6. General Overview:
Math
The mathematics requirements for Stern is the completion of at least Calculus I (MATH-UA
121). Students can fulfill this requirement in one of two ways:
• AP BC Calculus Score of 4 or 5 (or 6 or 7 on IB HL Math, or A or B on GCE A-Level Math)
• A passing grade in MATH-UA 121 (Calculus I) or a higher level mathematics course.
Students can place into Calculus 1 or higher with qualifying scores in one of the following:
• Qualifying score in Calculus Placement Exam offered through the CAS Math
Department (dates updated throughout the summer)
• Qualifying score in AP, SAT Math, ACT/ACTE Math or foreign maturity certificate
examinations (e.g. IB, A-Levels, etc.)
If you don’t qualify for Calculus I, you must take Algebra & Calculus (MATH-UA 9) and then take
Calculus I in a subsequent semester.
7. General Overview:
Natural Science
BPE students must satisfy NYU Core requirements in Natural Science in one
of the following ways:
• Complete a CORE-UA Course (Physical Science or Life Science) (CORE-UA 2xx or 3xx)
• Complete a Departmental Science course (PHYS-UA, BIOL-UA, etc.)
• Apply applicable advanced standing credits to complete this requirement once on campus in
the fall (AP, A-Levels, IB, etc.)
8. General Overview:
Microeconomics
Students can enroll in Microeconomics (ECON-UB 1) if they have credit for
Calculus I or higher.
• Students with a qualifying AP, IB A-level, or foreign exam are able to register for
microeconomics.
• To determine if your AP scores have arrived at NYU, check the “Test Scores” area of
Albert and/or try to register for the class requiring the AP score as a prerequisite. If the
score has been processed, Albert will let you register. If Albert does not let your
register, your score has not yet been processed.*
*Please note that AP scores tend to arrive by the first week of July and then are processed and
added to your record by the Admissions Office. They typically take 5-10 business days to appear
on your record after they are sent to NYU.
9. General Overview:
Statistics
Stern students will complete 6-units of statistics in one of two ways:
•A one-semester 6-unit course entitled Statistics for Business Control and Regression and
Forecasting Models (STAT-UB 103)
•A two course sequence across two semesters. Statistics for Business Control (STAT-UB 1, 4 units)
followed by Regression and Forecasting Models (STAT-UB 3, 2 units)
Students with a score of 4 or 5 on the AP Statistics exam can place out of
the 4 unit portion of the Statistics requirement by passing a proficiency
exam offered during Orientation or the first week of classes.
10. General Overview:
Language Proficiency
BPE students are required to show proficiency in a second
language (other than English) through the Intermediate II
level.
You may be waived through one of the following means:
1.Certain SAT subject exams
2.AP Language exam/IB/GCE-A level
3.Attended a high school outside of the US for 4 years or more in which
all classes were taught in another language (not English)
11. Sample Schedules
Let’s take a look at two sample students named Bobby and Violet.
We will review their schedules to help guide your registration planning.
12. Bobby’s Sample Schedule
Test Scores from High School
• SAT Writing Score: 770
• AP Scores
US History: 4
Psychology: 4
• SAT Math Score: 640
• ACT Math Score: 32
13. Bobby’s Writing Class
• Bobby finds his required writing course;
This course is mandatory for all BPE
students.
• He will need to find both a lecture and
a recitation to put into his shopping cart.
Bobby’s Writing Class
14. Bobby’s Math Class
• Bobby checks the New Students page
and the math notes section in each
course to determine which course he is
eligible to take.
• Bobby then searches in the Math
department of College of Arts and
Sciences (CAS) for his math course.
• Because he does not have qualifying test
scores to complete the Math
requirement, he adds an open section
for Calculus I to his shopping cart,
making sure to register for an associated
recitation section.Albert will accept relevant qualifications that
you have officially sent to and that have been
received by NYU. This may differ for certain
foreign maturity certificate exams, so make
sure to check the New Students website for
updated information.
15. Bobby’s Statistics Class
OR
Without an AP AB or BC Calculus score of 4 or 5, Bobby is unable to register for
ECON-UB 1 Microeconomics this fall, but is eligible for Statistics (4 or 6 unit)
concurrently with Calculus.
He can either take the 6-credit course (STAT-UB 103) or take the course over two
semesters; a 4-credit (STAT-UB 1) and subsequent 2-credit course (STAT-UB 3)
Bobby adds a section of Statistics to his shopping cart.
Bobby’s Statistics class
16. Bobby’s Natural Science Class
Bobby references the New Students page when considering Natural Science course
options, then searches course options through the College Core Curriculum (CORE-UA)
in the College of Arts & Science (CAS). He looks for corresponding lab sections that go
with the lecture he has selected. He chooses a back-up option, just in case he can’t get
into his first choice.
Note: As noted on the New Students page, Biology, Chemistry, and Physics courses in CAS are
also an option, but will be geared toward students in science fields.
17. Bobby’s Back Up Class: Language course
• Bobby can use a language course or an elective as back-up to the Natural Science
class he’s interested in.
18. Bobby’s Shopping Cart & Validating His Courses
Bobby’s Shopping Cart Now Includes:
•BPEP-UB 1 Introduction to Economic and Political Thought Lecture & Recitation
•STAT-UB 1 or 103 Statistics
•MATH-UA 121 Calculus I Lecture & Recitation
•CORE-UA 306 Life Science: Brain & Behavior Lecture & Recitiation or other elective (example: a
language couse)
Bobby then selects the “validate” button for each course in his shopping cart to
ensure he is eligible to enroll once registration begins.
19. Violet’s Sample Schedule
Test Scores from High School
•SAT Writing Score: 680
•AP Scores:
• Calculus BC (Waiting for score)
• Calculus AB - 5
• Biology - 4
• French Language - 5
•SAT Math Score: 740
•ACT Math Score: 32
20. Violet’s Writing Class
• Violet finds her required writing course;
This course is mandatory for all BPE
students.
• She will need to find both a lecture and
a recitation to put into her shopping cart.
Violet’s Writing Class
21. Violet’s Math Class
• Violet checks the New Students page and the
math notes section.
• She then decides that while waiting on her BC
score to arrive, she will plan to enroll in a
section of Calculus I.
• She searches in the Math department of College
of Arts and Sciences (CAS) for a math course.
• If Violet receives a 4 or 5 on BC Calculus, she
may apply the BC credit to fulfill Stern’s Calculus
I requirement or may take a higher level math
class.
NOTE: Even if Violet opts out of taking Calculus I
due to a satisfactory AP BC Calc exam score, she
notes that Stern faculty strongly encourage
students to take a college-level math course at
NYU, particularly those who plan to pursue a
quantitative discipline.
22. Violet’s Microeconomics Class
• Violet’s AP AB or BC score of 4 or 5 qualifies her to register for Microeconomics. She navigates to the
Economics (ECON-UB) section and looks for ECON-UB 1 Microeconomics.
• Like many of her fall courses, Microeconomics will have an associated recitation (RCT) that she must register
for when registering for the lecture.
• As a backup, Violet picks a section of Statistics, and puts it in her cart.
23. Bobby’s Statistics Class
OR
Violet is eligible for a Statistics course (4 or 6 unit). She looks in the Statistics (STAT-
UB) section of Albert.
She can either take the 6-credit course (STAT-UB 103) or complete the requirement
over two semesters; a 4-credit (STAT-UB 1) in the fall and subsequent 2-credit course
(STAT-UB 3) in a later semester.
Violet adds a section of Statistics to her shopping cart.
Violet’s Statistics class
24. Violet’s Elective
• If Violet ends up applying AP BC Calc exam credit to complete her Math requirement, she will be
eligible to take one elective course of her choosing to round out her fall schedule.
• Elective Options: College of Arts & Science (CAS), Nursing, Gallatin, Wagner, Steinhardt, Silver
School of Social Work, Tandon and Tisch.
• While the College of Arts & Science (CAS) offers the largest array of options, Stern undergraduates
are eligible to take courses in any of the undergraduate programs at NYU with the exception of the
School of Professional Studies (SPS).
• Violet reads course notes thoroughly before adding courses to her shopping cart.
25. Violet’s Shopping Cart
Violet’s shopping cart now includes:
•BPEP-UB 1 Introduction to Economic and Political Thought Lecture & Recitation
•ECON-UB 1 Microeconomics Lecture & Recitation
•MATH-UA 121 Calculus I or MATH-UA 122 Calculus II, etc. Lecture & Rectiation
•STAT-UB 1 or 103 Statistics for Business Control or Statistics for Business Control &
Regression/Forecasting Models
•Elective (In the event her BC score is a 4 or 5 and she applies it to fulfill Stern’s Calculus I requirement)
26. Your Next Steps
1. Just like Bobby and Violet, review the
New Students website thoroughly
2. Begin enrolling in classes at your registration
time and date
3. Contact the Advising Team with any questions
during our call-in times
27. Frequently Asked Questions
What is the Cohort Leadership Program and how did it end up on my fall
Schedule?
The Cohort Leadership Program, or CLP, is a mandatory fall course for Stern freshmen that meets
on Fridays throughout the fall semester. More information on the course can be found on the
New Students website.
28. Frequently Asked Questions
When will my senior-year AP scores be in the system?
The College Board traditionally releases the scores on/around July 1st
. If you indicated NYU as a
recipient of your scores, admissions should receive them in the first week of July, and they should
be in your Albert record soon after that.
Other tests such as A-Levels, IB, and French Baccalaureate may not be received by NYU until a
later date.
29. Frequently Asked Questions
I know I received a 4 or 5 on AP Calculus even thought the scores have not
been released yet. Why can’t I register for Microeconomics or be waived of
having to take Calculus now?
We hope that you did indeed perform well on your AP tests, but in order for Albert to recognize
your eligibility to enroll in courses for which the Calculus AP scores are required, the scores need
to be officially listed in the system.
30. Frequently Asked Questions
I don’t have a qualifying SAT, ACT, SAT II or exam score to register for
Calculus I for the fall, but I took a pre-calculus or calculus course in high
school and I feel prepared to take a college-level calculus course in the fall.
How do I qualify to enroll in one?
The Math department will offer Calculus 1 and higher level placement exams throughout the
summer as well as during Orientation. Information on dates and times will be updated
throughout the summer.
31. Frequently Asked Questions
I received a 4 or 5 on the AP Statistics exam. How do I test out of the 4-
credit Statistics class (STAT-UB 1)?
The Statistics proficiency exam will be offered during Orientation for those who already
have their scores listed in the system. A study guide will be available later on in the summer. For
more information, please see the New Students website.
32. Frequently Asked Questions
What happens if I want to change my schedule after registration?
Technically, you have access to Albert and the ability to change your schedule through the first
week of classes. That being said, we discourage dropping Natural Science (Physical Science and
Life Science courses).
Registration guidance from the NYU Registrar Office
You are discouraged from waitlisting yourself for any courses in the fall; however, if you do,
please use the SWAP feature.
The goal is to be enrolled in 16 – 18 units for the fall.
33. Don’t worry– We’ll be here to help during registration!
Stern UC Advising
•NYU Stern New Students website
•Call-in Days (posted on the New Students website)
•Phone: +1 (212) 998-4020
•Email: uc.advising@stern.nyu.edu
Get involved early through
•Facebook Class page: https://www.facebook.com/groups/NYUSternClassof2022
•Twitter:
– Stern Undergraduate College (@SternUC)
– Dean Geeta Menon (@Geeta_Menon)
Final Notes