➊ Unit 49252 Human Psychology
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Psychology of Human Behavior - Behavioral Psychology
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Along with therapy I have been a medical social worker in hospice settings, in school settings and homebased family therapy. I have worked with many different individuals and genuinely enjoy seeing the change in the people that I have I am a Clinical Social Worker licensed in Michigan with 15 years of experience working in multiple varied environments. I have worked with clients with a wide range of concerns including depression, anxiety, relationship issues, parenting problems, career challenges, OCD and ADHD. I have also had a great deal of experience in crisis counseling, counseling for individuals experiencing mental illness, and substance abuse counseling.
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I believe the greatest skill that any counselor can have is to listen without judgment before speaking. Column one of Table A1 displays the various statuses reported by schools for the virtual enrollments. This pass rate formula remains consistent with past reports. Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage. Should these enrollments be counted as failures? There is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was reenrolled in a different course or whether it was too late for reenrollment in a credit-bearing opportunity for the student.
The research team raises these issues because they represent questions for which there are no definitive answers. To provide readers with better idea of the impact of this approach, additional data tables are provided in Appendix F to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported. On the other hand, it is also safe to assume that some enrollments that should have been marked as virtual were not, both because they were not correctly flagged by the school and because the local course title did not give an indication of its virtual nature that aligned with the conventions used in the strategies outlined above. Consequently, the figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.
However, a review of the data suggests that many schools submit course records that may be better described as course units or lessons. Hence, while one district may report a single course for a child, for instance, Algebra I, another school might submit five such records, all with the same subject areas and course identifier codes, but with different local course IDs. Table A2 provides a glimpse into such reporting variability. Consider the part-time schools. This issue is pointed out to alert readers that not all courses likely represent a semester- or trimester-length unit.
Note: Clicking on the orange hyperlinked table number will return to the section of the report that discusses the table. Note: Data are not reported NR if there were less than 10 schools for that cell or to prevent calculating cell value. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported NR if there were less than 25 for that cell.
Note: Data are not reported NR is there were less than 25 virtual enrollments for that cell. Note: Data are not reported NR if there were less than 25 virtual enrollments for that cell. Note: A few students had enrollments where their sex was listed as male on some, but female on others. Note: The total number of students exceeds the , number because a few students had enrollments across multiple schools where one school listed the student under a specific poverty status, but the other school left the status unknown. The unique total was used to emphasize the true number of virtual students. Note: The total number of students exceeds the , number because a few students had enrollments across multiple schools where one school listed the student under a specific seat time waiver status, but the other school left the status unknown.
While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3.
For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. We also have free course content and resources available for you to use. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.
Published on March 27, Written By: Joseph R. Suggested Citation Freidhoff, J. Executive Summary Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights enrollment totals, completion rates, and the overall impact of virtual courses on K pupils. What We Already Know About This topic Previous years of the Effectiveness Report have shown increasing numbers of Michigan students taking virtual courses, more schools offering virtual learning, and a rapid increase in the number of virtual enrollments.
At the same time, the pass rate for virtual courses has been trending down or flat. Many schools have high pass rates and show evidence of successful programs — too many do not. About half of students pass all of their virtual courses and about a quarter pass some of their virtual courses. There exists, however, a large number of students taking virtual courses — large numbers of virtual courses — without ever having success with them. Students in poverty represent a disproportionate number of virtual enrollments and there is a sizable pass rate difference for virtual learners based on poverty status.
What This Report Adds This report provides updates for the school year. In addition, a few new analyses were conducted. The data presented in the report identify areas to build upon as well as practices that should be avoided. The data in the report provide school districts with the opportunity to benchmark their own virtual learning programs against their peers in the state.
Schools Fast Facts school districts reported at least one virtual enrollment. This represents two-thirds of Michigan school districts. Over half of the 1, schools with virtual enrollments had or more virtual enrollments. LEA schools are increasingly creating full-time virtual schools. Number of Districts For the school year, districts reported having at least one virtual enrollment. By Grade Level Across the 1, schools, , virtual enrollments were taken. Virtual enrollments were spread across different course titles. The percentage of enrollments was fairly consistent by subject area across rural, town, suburban, and city schools. Number of Courses The , virtual enrollments came from different course titles, as determined by unique SCED codes.
Subject Area Enrollments by Locale Course enrollment patterns were consistent across locales. Subject Area Enrollments by Student Sex Males and females enrolled in subject areas in similar proportions. Blended Learning — A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction.
Digital Learning — A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all or almost all the course content is delivered online. Online Course — A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time or location, or both.
Twenty-three percent of virtual learners did not pass any of their virtual courses. Almost 12, students took and did not pass five or more virtual courses with more than 3, students taking and not passing 11 or more virtual courses. For part-time virtual learning, Michigan Virtual students were the most successful, even when considering their higher non-virtual performance. Pass rates were higher for students taking fewer virtual courses. By Poverty Status Fifty-seven percent of virtual learners were classified as living in poverty. By Non-Virtual Course Performance Part-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses.
By Virtual Course Performance Forty-nine percent of virtual learners passed every virtual enrollment they took. By Virtual Usage Generally speaking, virtual learners did better when they took fewer virtual courses. About a quarter tested proficient in Math. Higher proficiency rates were seen with higher non-virtual performance and with students who were not in poverty. Students taking virtual courses with Michigan Virtual had the highest levels of proficiency on the standardized assessments. By Subject Area State assessment data can be used to provide an independent measure of student performance. By Non-Virtual Performance As would be expected, the percentage of virtual learners testing proficient on these state tests varied considerably when taking into account their non-virtual performance.
By Provider Type Students taking virtual courses with Michigan Virtual had the highest rates of proficiency on the assessments, exceeding the state average on all examinations. Maps Berrien, Eastern U. In the end, writing is an invaluable teaching. First, being extraverted increases my chances of having good communication and engagement with management, my supervisor, and co-workers. Secondly, possessing the talent of charisma and interpersonal skills increases the probability to be influential and of beneficial to others.
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To further develop my effective listening skills so that I really and truly hear my clients so they feel validated as individuals and are motivated to change. Professionally, it is my intent to develop lasting relationships that will provide the support needed to be successful in this field. I know that I have the skills and passion to do whatever it takes to get to where I want to be in the future.
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