High School Level a. Effective July 1, 2002, the regular workday for all teachers shall not exceed seven (7) hours and twenty-three (23) minutes. The fourteen (14) minutes added to the high school work day as of July 1, 2002 shall be used as additional non- instructional student contact time (seven (7) minutes before school and seven (7) minutes after school). b. From time to time throughout the work year, the job duties of FHS School Counselors may require that some or all of the School Counselors work later into the afternoon, and/or into the evening, past the times that their regular work days normally end. FHS School Counselors shall work these later schedules as directed by the Principal or his/her designee. When any FHS School Counselor is directed to work one of these later schedules it shall be at the School Counselor’s discretion to either: i) adjust his/her starting time for the day so that working to the completion of the later schedule for the day does not result in the School Counselor working longer than the work day defined for high school teachers in Article 21(A)(3)(a); or ii) start and end his/her work day that day at his/her regular times, attend the later event/perform the later work that day as directed by the Principal or his/her designee, and be paid the School Counselor evening flex rate ($40.39 for 15-16, $41.40 for 16-17 and $41.40 for 17-18) for all time worked in excess of the work day defined for high school teachers in Article 21(A)(3)(a). FHS School Counselors shall not be entitled to additional compensation for working late pursuant to option (i) above.

High School Level the focus is on fitness/wellness, lifetime activities and personal choice. While the standards identify what knowledge and skills students should know and be able to do, they leave precisely how this is to be accomplished to teachers and other local specialist who formulate, deliver, and evaluate curricula. The SDSPE are designed to provide a framework for curriculum, instruction, and assessment practices. The revision of the SDSPE makes a number of important contributions to the potential for the delivery of improved physical education across the state. Implementation of the SDSPE with a commitment to providing qualified teachers, adequate instructional time, and increased Introduction and Acknowledgements linkages to other school curricular areas significantly increases the likelihood that schools will provide high‐quality physical education instruction to all young people. The intention of this document is for it to become an essential resource for physical educators, both new and experienced, in creating and enhancing high‐quality programs that promote student learning. Introduction and Acknowledgements The creation of the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education would not have been possible without the support and efforts of many individuals. A special thank you is extended to: • Xxxx Xxxxx ‐ 6‐8 Physical Education and Health Teacher, Rapid City Area Schools • Xxxx Xxxxxx ‐ High School Health and Physical Education Teacher, Aberdeen School District • Xxxxx Xxxxxxxx ‐ Physical Therapist, Rapid City Area Schools • Xxxxxxx Xxxxx ‐ Learning Specialist, Technology and Innovation in Education, Rapid City • Xxxxx Xxxxxxxx ‐ K‐5 Elementary Physical Education Teacher, Xxxxxx Education Center • Xxxxx Xxxxx ‐ K‐6 Elementary Physical Education Teacher, Xxxxxxxxxxx School District • Xxxxx Xxxxx ‐ High School Physical Education Teacher, Rapid City Area Schools • Xxxxx Xxxxxx ‐ Xx. K‐5 Elementary Physical Education Teacher, Xxxxxxx School District • Xxxxx Xxxxxx ‐ Health and Physical Education Specialist, South Dakota Department of Education • Xxxxx Xxxxxxx ‐ K‐5 Elementary Physical Education Teacher, Beresford School District • Xxxxxx Xxxxxxxx ‐ Learning Specialist, Technology and Innovation in Education, Rapid City • Xxx Xxxxxxx ‐ K‐6 Elementary Physical Education Teacher, St. Xxxxxxx Indian School • Xxx Xxxxxx ‐ K‐3 Elementary Physical Education Teacher, Todd County School District • Xxxxx Xxxxxxx ‐ K‐12 Physical Education Teach...

High School Level. During the 2019-2020 school year, the high school will operate a pilot building leadership team structure comprised of 1 Department Chair for the following areas at the .219 Supplemental Index (Math, Social Studies, ELA, Science, Career Tech, Special Education and Arts [Visual Arts, World Languages, Band, and Choir]) and 4 Building Teacher Leaders who are not department chairs. The BTLs will apply, interview and be selected by a committee comprised of the building principal, Director of Teaching and Learning, District Lead Teacher and a Clay OCFT Building Representative. The Building Teacher Leaders will be automatically compensated at the $1,000 Gold Hour level with the opportunity to earn an additional 20 hours equal to $500 above the Gold Hour level by June 30, 2020. At the conclusion of the 2019-2020 school year, this pilot and the agreed upon measures will be reviewed prior to the start of the 2020-2021 school year.

High School Level. Each department chair, the librarian, the building representatives, one (1) representative from special areas, and one (1) representative from career and technical education shall serve on the high school Building Level Team. The OCFT Building Representatives may appoint no more than five (5) members to any charged high school Building Leadership Team committee.

High School Level. Teachers shall have a minimum of one individual planning period daily. Additional planning periods may be granted at the discretion of the Superintendent. A period shall equal one regular student schedule period.

High School Level a. High school teachers, as defined in A.3 above, shall have a teaching load not to exceed five (5) instructional sections in a cycle and no more than four (4) consecutive instructional periods in a given day. b. High school teachers shall have the same number of duty assignments as days in the cycle. c. Teachers at the high school level who volunteer to teach a sixth (6th) instructional period shall be relieved of a duty period. d. High school teachers shall have a minimum of one (1) preparation period per day. e. High school teachers’ assigned six (6) instructional sections during a cycle shall be allotted three (3) additional planning periods per week. f. Each J.R.O.T.C. instructor’s daily work schedule will include six (6) instructional periods, one (1) preparation period, one (1) duty period, and one (1) lunch period.

Related to High School Level

Staffing Levels To the extent legislative appropriations and PIN authorizations allow, safe staffing levels will be maintained in all institutions where employees have patient, client, inmate or student care responsibilities. In July of each year, the Secretary or Deputy Secretary of each agency will, upon request, meet with the Union, to hear the employees’ views regarding staffing levels. In August of each year, the Secretary or Deputy Secretary of Budget and Management will, upon request, meet with the Union to hear the employees’ views regarding the Governor’s budget request.
School Year Teacher assignable time will be capped at 1200 hours per school year.
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.
Registry-‐Level Fees (a) Registry Operator shall pay ICANN a registry-‐level fee equal to (i) the registry fixed fee of US$6,250 per calendar quarter and (ii) the registry-‐level transaction fee (collectively, the “Registry-‐Level Fees”). The registry-‐level transaction fee will be equal to the number of annual increments of an initial or renewal domain name registration (at one or more levels, and including renewals associated with transfers from one ICANN-‐accredited registrar to another, each a “Transaction”), during the applicable calendar quarter multiplied by US$0.25; provided, however that the registry-‐level transaction fee shall not apply until and unless more than 50,000 Transactions have occurred in the TLD during any calendar quarter or any consecutive four calendar quarter period in the aggregate (the “Transaction Threshold”) and shall apply to each Transaction that occurred during each quarter in which the Transaction Threshold has been met, but shall not apply to each quarter in which the Transaction Threshold has not been met. Registry Operator’s obligation to pay the quarterly registry-‐level fixed fee will begin on the date on which the TLD is delegated in the DNS to Registry Operator. The first quarterly payment of the registry-‐level fixed fee will be prorated based on the number of calendar days between the delegation date and the end of the calendar quarter in which the delegation date falls. (b) Subject to Section 6.1(a), Registry Operator shall pay the Registry-‐Level Fees on a quarterly basis to an account designated by ICANN within thirty (30) calendar days following the date of the invoice provided by ICANN.
Level 4 If the Employee is not satisfied with the response of the Assistant Superintendent for Administrative Services, the Employee may submit the grievance to the Superintendent within ten (10) days of the receipt of the response to Level 3. The Superintendent shall sign and date all copies when he/she receives them. The Superintendent shall respond in writing within ten (10) days of the above date. Either party may be accompanied by one other Employee or administrator.
Check Meters Developer, at its option and expense, may install and operate, on its premises and on its side of the Point of Interconnection, one or more check meters to check Connecting Transmission Owner’s meters. Such check meters shall be for check purposes only and shall not be used for the measurement of power flows for purposes of this Agreement, except as provided in Article 7.4 below. The check meters shall be subject at all reasonable times to inspection and examination by Connecting Transmission Owner or its designee. The installation, operation and maintenance thereof shall be performed entirely by Developer in accordance with Good Utility Practice.
Informal Level Before filing a formal written grievance, the grievant shall attempt to resolve it by an informal conference with his/her immediate supervisor.
Level II In the event the grievance is not resolved in Level I, the decision rendered may be appealed to the Superintendent of Schools, provided such an appeal is made in writing within ten (10) days after receipt of the decision in Level I. If a grievance is properly appealed to the Superintendent, the Superintendent or his/her designee shall meet regarding the grievance within fifteen (15) days after receipt of the appeal. Within ten (10) days after the meeting, the Superintendent or his/her designee shall issue a decision, in writing, to the parties involved.
Points The points to be assigned to the classification levels under this Agreement shall be: C14 - C13 - C12 32 C11 64 C10 96 C9 12 additional points above C10 C8 24 additional points above C10 C7 36 additional points above C10 C6 48 additional points above C10 C5 60 additional points above C10 C4 Standards and points to be finalised C3 Standards and points to be finalised C2a Standards and points to be finalised C2b Standards and points to be finalised C1a Standards and points to be finalised C1b Standards and points to be finalised and in accordance with Table 2 in the National Metal and Engineering Competency Standards Implementation Guide.
Formal Level (1) Level I - within fifteen (15) days after the occurrence of the alleged violation, misinterpretation, or misapplication of a provision of this Agreement, the grievant must present the grievance in writing on the approved form or lose the right to grieve. The form shall contain a clear, concise statement of the grievance, including the provision or provisions of this Agreement alleged to have been violated, misinterpreted, or misapplied; the circumstances involved, the decision rendered at the informal level, and the specific remedy sought. The immediate supervisor shall hold a hearing with the grievant, and shall communicate the decision in writing to the grievant within seven (7) days after receiving the grievance. In the event the immediate supervisor fails to conduct a hearing and render a decision in writing within seven days, the grievant shall notify the Superintendent, who shall convene a hearing with the immediate supervisor and the grievant within seven (7) days after notification, and direct the immediate supervisor to render a decision in writing. Such a directed decision shall be made within three (3) days. (2) Level II - In the event the grievant is not satisfied with the decision at Level I, the grievant may appeal the decision on the approved form to the Superintendent or his/her designee within seven (7) days of the receipt of the Level I decision. The form shall include a copy of the original grievance, the decision at Level I, and a clear and concise statement of the reason for the appeal. The Superintendent or his designee shall hold a hearing with the parties and render a written decision within ten (10) days of the receipt of the appeal. (3) Level III - In the event the grievant is not satisfied with the decision at Level II, the Association may advise the District within seven (7) days of receipt of the Level II decision of its intent to request a mediator from the California State Conciliation Mediation Service.

High School Level Sample Clauses

Filter & Search

Related Clauses

Parent Clauses

Related to High School Level