High-Impact Schools Sample Clauses

High-Impact Schools. MCPS and MCAAP/MCBOA recognize that all students deserve to be served by highly skilled and motivated staff working in programs designed to address their unique learning needs. MCPS and MCAAP/MCBOA commit to determining the most effective means of creating school environments that are able to attract and retain the most effective staff for the program and community in question. Options to be examined include compensation incentives for staff as well as additional staffing, or other resources seen as increasing the desirability of serving in a particular school. This effort will be undertaken in cooperation with the Xxxxxxxxxx County Education Association (MCEA) and the Service Employees International Union (SEIU) Local 500. The working group to address this issue will be convened promptly upon the execution of this Collective Bargaining Agreement and every effort will be made to implement the most promising actions in the 2021–22 school year. A R T I C L E 2 DEFINITIONS
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High-Impact Schools. MCPS and MCAAP/XXXXX recognize that all students deserve to be served by highly skilled and motivated staff working in programs designed to address their unique learning needs. MCPS and MCAAP/XXXXX commit to determining the most effective means of creating school environments that are able to attract and retain the most effective staff for the program and community in question. Options to be examined include compensation incentives for staff as well as additional staffing, or other resources seen as increasing the desirability of serving in a particular school. This effort will be undertaken in cooperation with the Montgomery County Education Association (MCEA) and the Service Employees International Union (SEIU) Local 500. The working group to address this issue will be convened promptly upon the execution of this Collective Bargaining Agreement and every effort will be made to implement the most promising actions in the 2023–2025 school years.
Sample 1
High-Impact Schools. I. High-Impact Schools—Under the auspices of OHRD, MCPS and SEIU Local 500 recognize that all students deserve to be served by highly skilled and motivated staff working in programs designed to address their unique learning needs. MCPS and SEIU Local 500 commit to determining the most effective means of creating school environments that are able to attract and retain the most effective staff for the program and community in question. Options to be examined include compensation incentives for staff as well as additional staffing, or other resources seen as increasing the desirability of serving in a particular school. This effort will be undertaken in cooperation with the Montgomery County Education Association (MCEA) and the Montgomery County Association of Administrators and Principals (MCAAP). The working group to address this issue will be convened promptly upon the execution of this Collective Bargaining Agreement and every effort will be made to implement the most promising actions in the beginning in FY 2023. 2021-22 school year.
Sample 1

Related to High-Impact Schools

  • System Impact Study An assessment by the Transmission Provider of (i) the adequacy of the Transmission System to accommodate a Completed Application, an Interconnection Request or an Upgrade Request, (ii) whether any additional costs may be incurred in order to provide such transmission service or to accommodate an Interconnection Request, and (iii) with respect to an Interconnection Request, an estimated date that an Interconnection Customer’s Customer Facility can be interconnected with the Transmission System and an estimate of the Interconnection Customer’s cost responsibility for the interconnection; and (iv) with respect to an Upgrade Request, the estimated cost of the requested system upgrades or expansion, or of the cost of the system upgrades or expansion, necessary to provide the requested incremental rights.

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

  • First Source Hiring Program Contractor must comply with all of the provisions of the First Source Hiring Program, Chapter 83 of the San Francisco Administrative Code, that apply to this Agreement, and Contractor is subject to the enforcement and penalty provisions in Chapter 83.

  • Design Development Phase Services 3.3.1 Based on the Owner’s approval of the Schematic Design Documents, and on the Owner’s authorization of any adjustments in the Project requirements and the budget for the Cost of the Work, the Architect shall prepare Design Development Documents for the Owner’s approval. The Design Development Documents shall illustrate and describe the development of the approved Schematic Design Documents and shall consist of drawings and other documents including plans, sections, elevations, typical construction details, and diagrammatic layouts of building systems to fix and describe the size and character of the Project as to architectural, structural, mechanical and electrical systems, and other appropriate elements. The Design Development Documents shall also include outline specifications that identify major materials and systems and establish, in general, their quality levels.

  • School Improvement Plan As permitted under IC § 20-10.2-3-1.5, the Charter shall serve as the Charter School's strategic and continuous school improvement and achievement plan (hereafter, the "School Improvement Plan"). To the extent that IC § 20-10.2 applies to the Charter in its function as the School Improvement Plan, the Organizer shall comply with the requirements under IC § 20-10.2.

  • MINISTRY/SCHOOL BOARD INITIATIVES ETFO will be an active participant in the consultation process to develop a Ministry of Education PPM regarding Ministry/School Board Initiatives.

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

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