ADULT TRANSITION PROGRAMS Sample Clauses

ADULT TRANSITION PROGRAMS. A. ADULT TRANSITION TO PATHWAYS (ATP) Eight (8) IEPs per full-time certificated teacher and two 6.5 hour Paraeducators. Paraeducators work four (4) eight (8) hour days a week schedule (M,T,TH,F). When the number of IEPs assigned exceeds eight (8) for more than ten (10) consecutive days, relief will be $760 per semester. For each additional IEP over nine (9) for more than ten (10) consecutive days, relief will be $250 per semester. Such payment will be made in a lump sum at the first pay period following the end of the semester date. When the number of IEPs exceeds eleven (11) for more than ten
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ADULT TRANSITION PROGRAMS. Currently within Stanislaus SELPA we have a total of five (5) regionalized programs (Turlock USD, Waterford USD, Ceres USD, Patterson USD, Stanislaus County Office of Ed.) The Purpose: The purpose of the Adult Transition Special Education Program is to provide training, support, and an educational program for individuals with significant developmental disabilities ages 18 to 22 years with the goal for students to become as independent as possible. • Students must have a qualifying severe disability and an IEP with a transition plan that promotes placement in a functional adult transition program. • The student must have obtained a certificate of completion. • The student will attend a SELPA’s regionalized program based on their district of residence. The Mission: Our mission is to support students in transition from high school to adult life through classroom, vocational, career and community- based experiences that build on a student's interests and abilities. Program Overview: The emphasis is to work toward a level of independence for every student (based upon the level of their disability) in the areas of living, working, and community involvement. Young adults in the program will be encouraged to make choices, participate in work experiences, interact with others in the community and strengthen their confidence level and social skills. All students ages 15-22 through their IEP have Individual Transition Plans that focus on college and career readiness as well as vocational skills and community-based instruction opportunities. Students with significant disabilities participate in our adult transition program to build on their vocational skills, career skills, mobility, community- based skills and daily living skills. This program works with the community to partner with local businesses to provide work experience to students. These businesses include, eateries, local churches, our district farm, local utility company, city offices, local donation centers, and school district ran micro-business. Each regionalized program uses the student’s IEP to determine programing, curriculum and workability.
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Related to ADULT TRANSITION PROGRAMS

  • Contract Transition Upon Contract expiration or termination, the Contractor shall ensure a seamless transfer of Contract responsibilities with any subsequent Contractor necessary to transition the Products and services of the Contract. The incumbent Contractor assumes all expenses related to the contract transition.

  • MASTER CONTRACT TRANSITION Contractor represents and warrants that, in the event this Master Contract or a similar contract, is transitioned to another contractor (e.g., Master Contract expiration or termination), Contractor shall use commercially reasonable efforts to assist Enterprise Services for a period of sixty (60) days to effectuate a smooth transition to another contractor to minimize disruption of service and/or costs to the State of Washington.

  • Dependent Care Assistance Program The County offers the option of enrolling in a Dependent Care Assistance Program (DCAP) designed to qualify for tax savings under Section 129 of the Internal Revenue Code, but such savings are not guaranteed. The program allows employees to set aside up to five thousand dollars ($5,000) of annual salary (before taxes) per calendar year to pay for eligible dependent care (child and elder care) expenses. Any unused balance is forfeited and cannot be recovered by the employee.

  • Employee Family Assistance Program (EFAP) services and the PEBT The Parties request that the PEBT Board undertake a review to assess the administering of all support staff Employee Family Assistance Program (EFAP) plans.

  • Dependent Care Assistance Plan An employee may designate an amount per calendar year, from earnings on which there will be no federal income tax withholding for dependent care assistance (as defined in Section 129 of the Internal Revenue Code as amended from time to time.)

  • Training Programs All employees shall successfully complete all necessary training prior to being assigned work (e.g., all employees will complete health and safety training prior to being assigned to task). Nothing in this Article or provision shall constitute a waiver of either party’s bargaining obligations or defenses. The Employer still has an obligation to notify and bargain changes in terms and conditions of employment with the exclusive representative.

  • Employee Assistance Program (EAP) Section 1. The Employer agrees to provide to the Union the statistical and program evaluation information provided to management concerning Employee Assistance Program(s).

  • New Programs All tax deferred retirement plans and designated Xxxx (after tax) program providers must complete appropriate hold harmless and indemnity agreements as determined by the Park Hill School District Business Office

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