Repeating poor time management and organization habits will likely have grade repeaters hearing the same feedback. It is obvious that expecting a different outcome when nothing new is introduced will likely just lead to more of the same. So, in addition to the added intervention and support provided by your school, why not give them a personal coach who will be there to intervene when they see bad habits or poor behaviors, and offer corrective actions and encouragement right when it is needed.
The Academic Reset program works to create new habits and fosters proactive thinking and planning. We use a “stop, slow, go” methodology, in that any issue that needs immediate attention is taken care of first (stop), then a plan is made to move forward (slow), and finally the steps are implemented (go) so that the barrier is removed and progress can be made. Students will experience daily use of a planner, check lists for easy reference, required communications with their coach for accountability, and follow up with parents, teachers, counselors and others, to ensure they are progressing in all areas. Coaches will work to break down barriers and create a strong relationship with the student, providing mentorship and facilitating open communication about what they need.
There are many reasons a student ends up repeating a grade. The pandemic has brought to light a lot of things students and families are going through in their day-to-day lives. But now is the time to help them to move forward and focus on their future.
Many students do not understand how to study for a test, or perhaps just do not want to. Others do not complete assignments or fail to turn them in on time. But what may appear as apathy can sometimes be veiled perfectionism, anxiety, or fear of failure. Counterintuitive as it may seem, the mindset, whether it is subconscious or otherwise, is that if the assignment cannot be perfect and get glowing feedback then it is not worth doing, so they don’t. Or, it may be a fear of, “what happens if I try my best but still do not get a good grade?”. If they cannot predict the outcome (or they think it will be bad) they will simply not complete the assignment or study for the test. By not studying or doing the assignment they have a reason to receive a bad grade. All the while they are rationalizing that if they tried, they could do well. And so the cycle continues. It is essentially a coping mechanism that they have learned over time to avoid disappointment.
Academic Reset aims to change that mindset, break that cycle, instill confidence, and build skills that will help them to start to see fruits from their efforts. They will explain that sometimes best efforts do not equate to high grades, but by asking questions and using feedback, there are adjustments that can be made so improvement can be seen in the future. In this way they learn resiliency and persistence. Growth, no matter how slow, will be pointed out and celebrated.
Our coaches are amazing and experienced educators who, like you, are driven to see students succeed. They have proven results working with even the most challenging student situations, and have worked with a diverse population of learners throughout their careers. They are dedicated to the academic recovery of the retained student, and will work to instill confidence, provide encouragement, and equip them with tools and skills that will allow them to improve their academic performance.
This program is for students at your school who are being retained, and can and should be paired with other resources that are appropriate for the individual student. Please call us to discuss the individual needs of your students who will be repeating a grade next school year.
NJ D.
” The program has geared me up for success not only in the classroom but also in life. Having a dedicated plan day in and day out has helped me achieve so much. With the help and guidance from ACS, I was able to graduate college (which I never thought could happen) and have helped me land my dream job right out of college! Thank you ACS!! “
Joe D.
” I was able to improve my test scores, improve my overall grades and even make dean’s list. I also gained a new mentor, coach, and friend. I am using the skills I learned through ACS daily in my career such as planning, focusing, and prioritizing my tasks each day. “
Carolina B.
” I struggle with time management and I have learned that I need accountability to finish and reach my goals. Having someone who cares about my success, offering tools and strategies to get there, has been crucial for my professional and personal development. I am so grateful for this support from ACS in this journey. “