Early Learning Programs Sample Clauses

Early Learning Programs i. The Parties acknowledge that early learning students have a wide range of learning needs. In an effort to mitigate learning loss and provide targeted instruction and assessments for students enrolled in the Early Learning Programs (inclusive of ECSE and ECE), opportunities for onsite appointment based learning will be considered for all students. ii. For students identified pursuant to Section 2.b.i, Sections 1.b.i, 1.b.ii, and 1.c of this Agreement shall apply. iii. In-person appointments with students shall be limited to groups of no more than: 1. Infant Program: Three (3) infant students, with parent(s) and/or guardian(s) in attendance with the infant. 2. Toddler School: Three (3) toddler students in the Toddler School program.
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Early Learning Programs i. The Parties acknowledge that early learning students have a wide range of learning needs. In an effort to mitigate learning loss and provide targeted instruction and assessments for students enrolled in the Early Learning Programs (inclusive of ECSE and ECE), opportunities for onsite appointment based learning will be considered for all students. ii. For students identified pursuant to Section 2.b.i, Sections 1.b.i, 1.b.ii, and 1.c of this Agreement shall apply. iii. In-person appointments with students shall be limited to groups of no more than: 1. Infant Program: Three (3) infant students, with parent(s) and/or guardian(s) in attendance with the infant. 2. Toddler School: Three (3) toddler students in the Toddler School program. 3. Pre-School: Four (4) students in Early Learning part-day preschool and grade TK/4. iv. Appointment based onsite learning for 4/TK will occur pursuant to Sections 1.e of this Agreement. v. Appointment based onsite learning for Early Learning part-day program (blended and separate) will occur within the 30 minutes per session of whole group instruction and/or the 45 minutes per session of small group instruction and conferencing established for classroom teachers. Phase One appointments may occur in addition to the workday if the participating educator is compensated at the Tutoring Hourly Assignment rate of pay for ECSE and the Hourly Assignment rate of pay for ECE. The District will fund the cost of the Tutoring Hourly Assignment rate of pay (and Hourly Assignment rate of pay for ECE) for educators conducting appointments in addition to the workday as described in this section, upon prior approval by the appropriate administrator. Such requests shall not be unreasonably denied. vi. Appointment based onsite learning will occur within the 240 minutes of direct and indirect daily instruction/services periods of time established for non-classroom educators. Phase One appointments may occur in addition to the workday if the participating educator is compensated at the Tutoring Hourly Assignment rate of pay. The District will fund the cost of the Tutoring Hourly Assignment rate of pay for educators conducting appointments in addition to the workday as described in this section, upon prior approval by the appropriate administrator. Such requests shall not be unreasonably denied.
Sample 1
Early Learning Programs. School District 79 has been very committed to Early Learning for many years. The District Review Team (2007) identified Early Learning Programs as a significant strength. We have continued to fine-tune and expand these programs over the last two years. The District has had an Early Learning Liaison Teacher in place for five years. The position includes time to work with Early Primary teachers and a variety of community groups to support early learning initiatives and school readiness as well as to promote the use of the Early Learning Framework and the Early Learning Continuum. The focus continues to include supporting a variety of pre-school literacy programs such as PALS, Play and Learn, Fun Family Literacy Nights, Books for Babes, Story and Play Time, Mother Goose. A Literacy Now Cowichan Task Group, made up of School District 79 and community stakeholders, was formed in May 2007 to develop a Community Literacy Plan using the Provincial Literacy Now Community Planning Process. The group worked diligently throughout the 2007-2008 school year to identify goals, objectives and strategies to address literacy needs in the Cowichan region. The first Community Literacy Plan was finalized in June 2008. During 2008-09, participants of Literacy Now Xxxxxxxx worked together to implement the goals of the Community Literacy Plan. School District 79 has been well represented in this collaborative process. The School District 79 Literacy Plan and the Community Literacy plan have now been amalgamated to form the new Cowichan Literacy Plan 2009. There is a strong connection between the Cowichan Literacy Plan and the revised District Achievement Contract. Both speak to the on-going commitment to improve literacy across the Cowichan School District for people of all ages. An important part of building the Cowichan Literacy Plan has been developing and extending the networking, collaboration and partnerships within the broader community. The recommendations of the District Review in 2007 continue to be a focus of our efforts to improve student achievement. Recent highlights include: • A renewed emphasis to improve success for Aboriginal students • The creation of “families of schools” to enhance student achievement and transition rates particularly for our vulnerable students. • Integrating Assessment for Learning into our focus on instructional strategies. • Increasing the number of StrongStart Centres. • Increasing public consultation with the community. • A focused effo...
Sample 1
Early Learning Programs. ‌ School District No. 27 has a number of Early Learning Programs in place. The District is committed to participation in the Early Development Instrument on an annual basis as a method of gaining information about student readiness for kindergarten. As well, the Early Learning Department and Early Years Itinerant teachers have established a ten-week Ready, Set, Learn Program in most schools to give parents and pre-school children the opportunity to participate in guided play-based learning. At this time the District has four full-time StrongStart Centres and three StrongStart Outreach Programs.
Sample 1
Early Learning Programs. The district is pleased to have 4 StrongStart centres operating in district schools (Blueberry Creek Community School, Fruitvale Elementary School, XxxXxxx Elementary School, and Xxxxxx Community School). • A number of Early Learning Programs are offered in district schools, including such programs as „Ready, Set, Learn‟, Mother Goose, Roots of Empathy, Family Night Out, and Love to Learn, to name a few. Many Early Learning Programs are offered in partnerships with community organizations, such as Columbia Basin Alliance for Literacy and Community School Societies.
Sample 1

Related to Early Learning Programs

  • 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.

  • Training Program It is agreed that there shall be an Apprenticeship Training Program, the provisions of which are set forth in Exhibit "D", which is attached hereto and forms part of this Agreement.

  • E-LEARNING E-Learning is defined as a method of credit course delivery that relies on communication between students and teachers through the internet or any other digital platform and does not require students to be face-to-face with each other or with their teacher. Online learning shall have the same meaning as E-Learning.

  • Business Continuity Planning Supplier shall prepare and maintain at no additional cost to Buyer a Business Continuity Plan (“BCP”). Upon written request of Buyer, Supplier shall provide a copy of Supplier’s BCP. The BCP shall be designed to ensure that Supplier can continue to provide the goods and/or services in accordance with this Order in the event of a disaster or other BCP-triggering event (as such events are defined in the applicable BCP). Supplier’s BCP shall, at a minimum, provide for: (a) the retention and retrieval of data and files; (b) obtaining resources necessary for recovery, (c) appropriate continuity plans to maintain adequate levels of staffing required to provide the goods and services during a disruptive event; (d) procedures to activate an immediate, orderly response to emergency situations; (e) procedures to address potential disruptions to Supplier’s supply chain; (f) a defined escalation process for notification of Buyer, within two (2) business days, in the event of a BCP-triggering event; and (g) training for key Supplier Personnel who are responsible for monitoring and maintaining Supplier’s continuity plans and records. Supplier shall maintain the BCP and test it at least annually or whenever there are material changes in Supplier’s operations, risks or business practices. Upon Xxxxx’s written and reasonable request, Supplier shall provide Buyer an executive summary of test results and a report of corrective actions (including the timing for implementation) to be taken to remedy any deficiencies identified by such testing. Upon Xxxxx’s request and with reasonable advance notice and conducted in such a manner as not to unduly interfere with Supplier’s operations, Supplier shall give Buyer and its designated agents access to Supplier’s designated representative(s) with detailed functional knowledge of Supplier’s BCP and relevant subject matter.

  • Training Plan 19.6.1 An apprentice shall be a party to an individual Training Plan. 19.6.2 The Training Plan sets out the training that the apprentice will do both on – the – job and off – the – job. The Training Plan also sets out how the Registered Training Organisation (RTO) will ensure the apprentice will receive quality training – both on – the – job and off – the – job. 19.6.3 The Training Plan reflects the choices made by the employer and the apprentice in relation to:-

  • Educational Program A. DSST PUBLIC SCHOOLS shall implement and maintain the following characteristics of its educational program in addition to those identified in the Network Contract at DSST XXXX MIDDLE SCHOOL (“the School” within Exhibit A-3). These characteristics are subject to modification with the District’s written approval:

  • Pilot Programs The Employer may develop voluntary pilot programs to test the acceptability of various risk management programs. Incentives for participation in such programs may include limited short-term improvements to the benefits outlined in this Article. Implementation of such pilot programs is subject to the review and approval of the Joint Labor-Management Committee on Health Plans.

  • 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). Section 2. No information gathered by an Employee Assistance Program may be used to discipline an employee. Section 3. Employees shall be entitled to use accrued sick leave for participation in an Employee Assistance Program. Section 4. Each university will offer training to local Union Stewards on the Employee Assistance Program available in their university, on university time, where an Employee Assistance Program is available.

  • 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.

  • Training Opportunities The requirements of Section 3 of the Housing and Urban Development Act of 1968, as amended, 12 U.S.C. 1701u ("Section 3"), requiring that to the greatest extent feasible opportunities for training and employment be given to lower income residents of the project area and agreements for work in connection with the project be awarded to business concerns which are located in, or owned in substantial part by persons residing in, the areas of the project. Borrower agrees to include the following language in all subcontracts executed under this HOME/HOPWA Regulatory Agreement: (1) The work to be performed under this contract is subject to the requirements of Section 3 of the Housing and Urban Development Act of 1968, as amended, 12 U.S.C. 1701u. The purpose of Section 3 is to ensure that employment and other economic opportunities generated by HUD assistance or HUD-assisted projects covered by Section 3, shall, to the greatest extent feasible, be directed to low- and very low-income persons, particularly persons who are recipients of HUD assistance for housing. (2) The parties to this contract agree to comply with HUD's regulations in 24 C.F.R. Part 135, which implement Section 3. As evidenced by their execution of this contract, the parties to this contract certify that they are under no contractual or other impediment that would prevent them from complying with the Part 135 regulations. (3) The contractor agrees to send to each labor organization or representative of workers with which the contractor has a collective bargaining agreement or other understanding, if any, a notice advising the labor organization or workers' representative of the contractor's commitments under this Section 3 clause; and will post copies of the notice in conspicuous places at the work site where both employees and applicants for training and employment positions can see the notice. The notice shall describe the Section 3 preference; shall set forth minimum number and job titles subject to hire; availability of apprenticeship and training positions; the qualifications for each; the name and location of the person(s) taking applications for each of the positions; and the anticipated date the work shall begin. (4) The contractor agrees to include this Section 3 clause in every subcontract subject to compliance with regulations in 24 C.F.R. Part 135, and agrees to take appropriate action, as provided in an applicable provision of the subcontract or in this Section 3 clause, upon a finding that the subcontractor is in violation of the regulations in 24 C.F.R. Part 135. The contractor will not subcontract with any subcontractor where the contractor has notice or knowledge that the subcontractor has been found in violation of the regulations in 24 C.F.R. Part 135. (5) The contractor will certify that any vacant employment positions, including training positions, that are filled (A) after the contractor is selected but before the contract is executed, and (B) with persons other than those to whom the regulations of 24 C.F.R. Part 135 require employment opportunities to be directed, were not filled to circumvent the contractor's obligations under 24 C.F.R. Part 135. (6) Noncompliance with HUD's regulations in 24 C.F.R. Part 135 may result in sanctions, termination of this contract for default, and debarment or suspension from future HUD assisted contracts. (7) With respect to work performed in connection with Section 3 covered Indian housing assistance, section 7(b) of the Indian Self-Determination and Education Assistance Act (25 U.S.C. 450e) also applies to the work to be performed under this contract. Section 7(b) requires that to the greatest extent feasible (i) preference and opportunities for training and employment shall be given to Indians, and (ii) preference in the award of contracts and subcontracts shall be given to Indian organizations and Indian-owned Economic Enterprises. Parties to this contract that are subject to the provisions of Section 3 and section 7(b) agree to comply with Section 3 to the maximum extent feasible, but not in derogation of compliance with section 7(b).

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