SLOW LEARNER POLICY/MIDCOURSE IMPROVEMENT POLICY

Purpose

The purpose of this policy is to provide structured interventions during the course to help students who are falling behind academically. By identiffing performance gaps early through intemal examinations, the institution implements targeted remedial measures to ensure students achieve the expected leaming outcomes and are prepared for final assessments.

Scope

This policy applies to all students ofSt. James College ofNursing enrolled in annual or semester-based programs who demonstrate below-average performance in intemal examinations

Identification Criteria

A student will be considered for academic support under this policy if they meet any of the following:

• Persistent Difficulty (Slow Learner Indicators):
  • Scoring in the bottom 20–30% of the class in internal examinations.
  • Achieving below 40–50% in internal assessments.
  • Failing in two or more subjects in internal examinations.
  • Being identified by faculty or mentors through observation and academic review.
• Emerging Difficulty (Midcourse Improvement Indicators):
  • Scoring below the minimum required marks in internal assessments or sessional exams.
  • Falling within the bottom performance group as identified by the exam scrutiny cell.
  • Failing to achieve the pass percentage in any subject during midterm or sessional examinations.
  • Identified by mentors or faculty as struggling despite satisfactory attendance.

Students identified under this policy will receive one or more of the following interventions:

• Academic Support
  • Remedial classes and additional practical sessions focusing on weak areas.
  • Re-tests and targeted topic-wise testing.
  • Division of large topics into smaller, manageable learning segments.
  • Access to simplified study materials, selfJeaming modules, and multimedia resources.
  • Discussion sessions using previous years’ question papers’
• Peer and Mentor Support
  • Peer tutoring and group leaming by pairing with advanced learners.
  • Regular mentoring to address both academic and non-academic concerns
  • Motivational sessions to boost confidence and academic engagement.
• Skill Development and Resources
  • Communication skills workshops to improve participation and understanding.
  • Extended library hours for self-study.
• Special Considerations
  • Opportunities to attempt missed examinations in genuine medical cases.
  • Professional cormselling services when required.

• Identification:
  • Class coordinators, mentors, and subject teachers will continuously monitor performance.
  • The exam scrutiny cell will anatyse intemal and sessional examination results to flag ‘ students for intervention.
• Intervention:
  • Remedial measures will be planned, scheduled, and implemented by the concerned department in consultation with mentors.
• Parent Communication:
  • Parents will be informed periodically about the student’s progress.
  • Class-wise PTA meetings will be conducted after each sessional examination to review performance.
• Record-Keeping:
  • Records of attendance, assessment results, remedial sessions, re-test outcomes, counselling notes, and progress reports will be maintained for each student under this policy.