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Policy Review Sample Clauses

Policy ReviewPatent Policy and related Procedures shall be reviewed every five (5) years.
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Policy ReviewDepartment policies shall conform to the stipulations of relevant articles in the Agreement, and faculty are advised to refer to relevant articles while developing department policies to make certain such conformity exists. 23.§3.1 Department Policy Statements describe the process and structure by which faculty make recommendations to Western and may include standing recommendations about a variety of matters, but shall not extend faculty prerogative beyond the stipulations of the Agreement. 23.§3.2 The review of Department Policy Statements by the Chapter and Western is to ensure compliance with the Agreement. Specific contract language shall be cited when policy statement language is considered to be in conflict with the Agreement.
Policy ReviewThis policy will be reviewed on an annual basis in order to ensure it remains valid, effective and relevant.
Policy Review. 4 1. The Board will review this Policy at least every three (3) years to ensure that it remains
Policy Review. Before a new policy is recommended to the BSC, it shall be presented to the Faculty Representative Council for their response within a week thereafter.
Policy Review. Any future changes to these evaluation procedures must be negotiated between VUEA and VUSD. PROBATIONARY EMPLOYEES A thru Z PERMANENT EMPLOYEES A thru E and S thru Z PROBATIONARY EMPLOYEES A thru Z PERMANENT EMPLOYEES F thru R 1.1 Ensure all students are 3engaged in a system of support designed for learning and academic success 1.2 Advocate for educational opportunity, equity and access for all students 1.3 Advocate for the learning and academic success of all students 1.4 Identify student problems in their earliest stages and implement prevention and intervention strategies 2.1 Demonstrate organization skills 2.2 Development outcome- based programs 2.3 Assess Program Outcomes and analyze data 2.4 Demonstrate leadership in program development 3.1 Assess student characteristics and utilize the information to plan for individual student growth and achievement 3.2 Interpret and use student assessment data with students and parents/guardians in developing personal, academic and career plans 3.3 Monitor student personal, academic, and career progress 4.1 Build and maintain student support teams for student achievement 4.2 Provide consultation and education for teachers and parents 4.3 Develop working relationships within the school that include school staff members, parents, and community members 4.4 Coordinate support from community agencies 5.1 Promote a positive, safe, and supportive learning environment 5.2 Develop and implement programs that address the personal and social risk factors of students 5.3 Develop and implement programs that reduce the incidence of school site violence 5.4 Incorporate models of systemic school safety that address elements of prevention, intervention, and treatment into the school system. 6.1 Establish professional goals and pursue opportunities to improve 6.2 Model effective practices and continuous progress in school counseli9ng 6.3 adhere to professional codes of ethics, legal mandates, and district policies 1.1 Connects students’ classroom curriculum, experience and interests with communication goals using a variety of instructional strategies and resources to respond to students’ diverse needs. 1.2 Facilitates communication experiences that promote autonomy and school interaction. 2.1 Creates a physical environment that engages students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes special development and group responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Pl...
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Policy Review. Introduction and purpose of policy
Policy Review. The safeguarding policy will be reviewed, approved and endorsed by the board of trustees annually, when the circumstances change, requiring a review or due to a change in legislation. 4 This is only applicable to vulnerable adults. Adults who are not deemed to be “vulnerable adults” in law can choose whether information about them is shared and statutory authorities are involved. 5 xxxxx://xxx.xxx.xx/guidance/how-to-report-a-serious-incident-in-your-charity
Policy ReviewThe superintendent will make an annual report to the board reviewing the use and efficacy of this policy and related procedures. Recommendations for changes to this policy, if applicable, will be included in the report. The superintendent is encouraged to involve staff, volunteers and parents in the review process. Cross References: 3205 - Sexual Harassment of Students Prohibited 3207 - Prohibition of Harassment, Intimidation and Bullying 3210 - Nondiscrimination 3211 - Transgender Students 3240 - Student Conduct Expectations and Reasonable Sanctions 3421 - Child Abuse, Neglect, and Exploitation Prevention 5010 - Nondiscrimination and Affirmative Action Legal References: RCW 28A.640.020 Regulations, guidelines to eliminate discrimination — Scope — Sexual harassment policies WAC 000-000-000 Sexual harassment 20 U.S.C. 1681-1688 Management Resources: 2015 - July Policy Alert 2014 - December Issue 2010 - October Issue Adopted: 9.17.15 Hoquiam School District Informal Complaint Process: Anyone may use informal procedures to report and resolve complaints of sexual harassment. Informal reports may be made to any staff member, although staff shall always inform complainants of their right to and the process for filing a formal complaint. Staff shall also direct potential complainants to an appropriate staff member who can explain the informal and formal complaint processes and what a complainant can expect. Staff shall also inform an appropriate supervisor or professional staff member when they receive complaints of sexual harassment, especially when the complaint is beyond their training to resolve or alleges serious misconduct. Informal remedies include an opportunity for the complainant to explain to the alleged harasser that his or her conduct is unwelcome, offensive or inappropriate, either in writing or face- to-face; a statement from a staff member to the alleged harasser that the alleged conduct is not appropriate and could lead to discipline if proven or repeated; or a general public statement from an administrator in a building reviewing the district sexual harassment policy without identifying the complainant. Informal complaints may become formal complaints at the request of the complainant, parent, guardian, or because the district believes the complaint needs to be more thoroughly investigated.
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