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High Needs Sample Clauses

High Needs. Employees assigned to work with students with special needs may qualify for one of the following stipends according to the following criteria:
Sample 1Sample 2
High Needs. “High Needs” Instructional Assistant are those IAs assigned to a student with any of the following disabilities:
Sample 1Sample 2
High Needs. Employees in all Service Units may be assigned temporarily to high-need situations such as, but not limited to, street snow removal, flooding, civil defense emergencies or major disasters. High need situations are those circumstances inclusive of emergency or urgent situation where a service unit is not able to handle the service requirement that arises with the currently scheduled workforce and/or equipment without assistance from another service unit(s). Such assignments shall not be considered a promotion or reclassification and when so assigned, employees shall receive their regular wages for the hours worked. Assignments made under this section shall not be construed as setting a precedent for any other crossover assignments. Upon designation by the City Administrator or Service Area Administrator and notification to the Union President that a high need situation exists, the impacted service units may institute special schedules including, but not limited to, twelve (12) hour shifts. All impacted operations shall function in accordance with special management procedures and schedules to meet the special service requirements. In high needs situations, employees are required to respond to calls to work and work the schedules set by management. Discretionary leave time during these high need situations shall not be granted (i.e. vacation/comp/personal) before an individual employee begins, or during his/her first shift. Exceptions may be made with management approval for transitional purposes for the first and last days of the change to an extended shift. For example, when an employee ends his/her shift within four hours of his/her regular work shift, he/she may use leave time (other than sick) to go home and rest before his/her regular work shift begins again. Employees working in a high need situation outside their work area will not have hours worked added to the equalization list in their respective work area. a) An employee transferred on a temporary basis to a classification in a lower pay range shall have his/her hourly rate maintained. b) An employee who is transferred on a temporary basis to a classification in a higher range shall be paid at the higher range at a rate which represents at least a one (1) step increase in pay.
Sample 1
High Needs. Weekdays: 8am - 4.30pm; 4pm -11 pm (S/O) 7am - 8:30am; 3pm -11 pm (support) Weekends: 11 am - 11 am (S/O); 11 am - 11 pm (support)*
Sample 1
High Needs. “High Needs” Instructional Assistant are those IA’s assigned to a student with any of the following disabilities: • Autism accompanied with aggressive behaviors • Multi-handicapped accompanied with aggressive behaviors • Intense medical needs (e.g. feeding tube, tracheotomy, etc.) • Specialized, skilled services (e.g. American Sign Language) A current employee who applies for and is appointed to work with a “high needs” student will have the right to return to his/her previous level of assignment and level of pay in the event the student leaves the school district. A candidate (not currently employed in the district) specifically hired to work with a high needs student may have his/her employment contract terminated in the event the student leaves the school district.
Sample 1
High Needs. Academic Area – 1 point to any Teacher who was hired before the 2014-2015 school year and who is teaching in one of the following High Needs Academic Areas: math, science or special education, or is trained and teaching in international baccalaureate instruction, is a psychologist or speech language pathologist, or has ENL certification and is teaching ENL.
Sample 1

Related to High Needs

  • Small and medium-sized enterprises 1. The Parties will promote a favourable environment for the development of the small and medium enterprises (SME) on the basis of strengthening of the relevant private and governmental bodies, as well as the exchange of experiences and good practices with the SME. 2. Cooperation shall include, among other subjects: (a) the designing and development of mechanisms to encourage partnership and productive chain linkage development; (b) development of human resources and management skills to increase the knowledge of the Chinese and Peruvian markets; (c) defining and developing methods and strategies for clusters development; (d) increasing access to information regarding mandatory procedures and any other relevant information for an SME exporter; (e) defining technological transference: programs oriented to transfer technological innovation to SME and to improve their productivity; (f) increasing access to information on technological promotion programs for SME and financial support and encouragement programs for SME; (g) supporting new exporting SME (sponsorship, credits and guarantees, seed capital); and (h) encouraging partnership and information exchange for SME financing institutions (credits, banks, guarantee organizations, seed capital firms). 3. Cooperation shall be developed, among other activities, through: (a) information exchange; (b) conferences, seminars, experts dialogue and training programs with experts; and (c) promoting contacts between economic operators, encouraging opportunities for industrial and technical prospecting.

  • Alignment with Modernization Foundational Programs and Foundational Capabilities The activities and services that the LPHA has agreed to deliver under this Program Element align with Foundational Programs and Foundational Capabilities and the public health accountability metrics (if applicable), as follows (see Oregon’s Public Health Modernization Manual, (xxxx://xxx.xxxxxx.xxx/oha/PH/ABOUT/TASKFORCE/Documents/public_health_modernization_man ual.pdf): a. Foundational Programs and Capabilities (As specified in Public Health Modernization Manual) b. The work in this Program Element helps Oregon’s governmental public health system achieve the following Public Health Accountability Metric, Health Outcome Measure: c. The work in this Program Element helps Oregon’s governmental public health system achieve the following Public Health Accountability Metric, Local Public Health Process Measure:

  • Dimensions Education Bachelor’s or Master’s Degree in Computer Science, Information Systems, or other related field. Or equivalent work experience. A minimum of 10 years of IT and business/industry work experience, with at least 3 years of leadership experience in managing multiple, large, cross-functional teams or projects, and influencing senior level management and key stakeholders. Requires advanced technical and business knowledge in software development life cycle, quality assurance, project management and other related disciplines/processes.

  • Community Based Adult Intensive Service (AIS) and Child and Family Intensive Treatment (CFIT) – AIS/CFIT programs offer services primarily based in the home and community for qualifying adults and children with moderate- to-severe mental health conditions. These programs consist at a minimum of ongoing emergency/crisis evaluations, psychiatric assessment, medication evaluation and management, case management, psychiatric nursing services, and individual, group, and family therapy. This plan covers individual psychotherapy, group psychotherapy, and family therapy when rendered by: • Psychiatrists; • Licensed Clinical Psychologists; • Licensed Independent Clinical Social Workers; • Advance Practice Registered Nurses (Clinical Nurse Specialists/Nurse Practitioners- Behavioral Health); • Licensed Mental Health Counselors; and • Licensed Marriage and Family Therapists. This plan covers psychological testing as a behavioral health benefit when rendered by: • neuropsychologists; • psychologists; or • pediatric neurodevelopmental specialists. This plan covers neuropsychological testing as described in the Tests, Labs and Imaging section.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

  • Income Protection, Trauma and Journey Insurance The Employer is, and will remain during the life of this Agreement, a participating employer in the Nominated Redundancy Fund and an employer member of IPT Agency Co Ltd. IPT Agency Co Ltd administers the insurance schemes covering income protection, trauma and journey accidents (Income Protection, Trauma and Journey Accidents Insurance Schemes).

  • Mastectomy Services Inpatient

  • Surgery Services This plan covers surgery services to treat a disease or injury when: • the operation is not experimental or investigational, or cosmetic in nature; • the operation is being performed at the appropriate place of service; and • the physician is licensed to perform the surgery. This plan covers reconstructive surgery and procedures when the services are performed to relieve pain, or to correct or improve bodily function that is impaired as a result of: • a birth defect; • an accidental injury; • a disease; or • a previous covered surgical procedure. Functional indications for surgical correction do not include psychological, psychiatric or emotional reasons. This plan covers the procedures listed below to treat functional impairments. • abdominal wall surgery including panniculectomy (other than an abdominoplasty); • blepharoplasty and ptosis repair; • gastric bypass or gastric banding; • nasal reconstruction and septorhinoplasty; • orthognathic surgery including mandibular and maxillary osteotomy; • reduction mammoplasty; • removal of breast implants; • removal or treatment of proliferative vascular lesions and hemangiomas; • treatment of varicose veins; or • gynecomastia.

  • Community Service You may be requested to perform some form of community service within the residence facility.

  • CULTURAL DIVERSITY The Cultural Diversity Requirement generally does not add units to a student's program. Rather, it is intended to be fulfilled by choosing courses from the approved list that also satisfy requirements in other areas of the student’s program; the exception is that Cultural Diversity courses may not satisfy Culture and Language Requirements for B.S. students. For example, COMM 6 – Intercultural Communication, can fulfill (3) units of the Behavioral Science requirement and (3) units of the Cultural Diversity requirement. This double counting of a class may only be done with the Cultural Diversity requirement. Courses in Cultural Diversity may be taken at the lower- division or upper-division level.

Most Referenced Clauses

Most Referenced Definitions