Program Expectations. 1) All SACC services will provide quality programs and services addressing all aspects of student development, including but not limited to: academic/enrichment, emotional and physical development.
2) Program design will include a daily academic/enrichment component, offering school‐aged children a wide variety of choices based upon identified student needs and interests. A written program schedule (see Attachment 2 Sample Program Schedule) is to be approved by the building principal or his/her designee, based on the school’s needs. The final approved plan will be provided to the SACC Manager to be used for evaluation purposes. The physical development activities are one component of the program and will include a balance of structured and unstructured learning activities.
3) Programs will be staffed using certified teachers for the academic/enrichment component of the program; trained and qualified personnel to provide high‐quality experiences for students in all other areas of the program.
4) Program design and staffing will ensure that students are served in a safe, positive, and highly engaging environment that is an extension of the school day environment.
5) Adult/Student Ratios: The program will maintain appropriate child to adult ratios and adhere to the following:
i. Minimum age requirements for child care personnel must be age 18 to be employed on CCPS premises.
ii. The established ratios for children to adult: the adult‐to‐child ratio must be at least one (1) adult for every fifteen (15) school‐age children in care (Pre‐K to Grade 5: is 1:15).
Program Expectations. This evaluation is designed to allow third and fourth year non-tenured teachers an alternative to the traditional teacher evaluation process. The objective is to encourage teachers to focus on those aspects of their professional development which most directly impact student instruction, success, and achievement. The program encourages teachers to grow in self-chosen areas of interest and need, while strengthening relationships and collegiality between and among teachers and administrators.
Program Expectations. Each faculty member is expected to provide research mentoring to 10 students per semester. Each faculty member will assign and direct the research project being worked on by the student. Each faculty member will meet with students on a regular basis to discuss the research and progress. Faculty members are expected to be available in-person, by phone, or by email. Each faculty member will evaluate the research and the research papers.
Program Expectations. All members of the Casita community (parents, students, families and staff) will act respectfully toward each other.
Program Expectations. Participant agrees to comply with the treatment plan, supervision plan, and Turning Point Program rules and requirements. Participant understands that Track 1 of the Turning Point Program is a minimum fifty-two (52) week commitment and Track 2 of the Turning Point Program is a minimum twenty-six (26) week commitment, both of which are comprised of five (5) phases as outlined below: Phase I: A minimum of four (4) consecutive weeks with total compliance Phase II: A minimum of six (6) consecutive weeks with total compliance Phase III: A minimum of eight (8) consecutive weeks with total compliance Phase IV: A minimum of eight (8) consecutive weeks with total compliance Participant shall be required to serve mandatory jail time, if applicable, and demonstrate a good faith effort to pay all fees, fines, costs and restitution in full or complete community service prior to graduation from the Turning Point Program. A ssessment, Treatment, and Referral — Participant shall cooperate and complete all referrals for assessment and enter into and complete residential and/or outpatient substance abuse treatment and counseling, including any aftercare requirements, and pay the treatment provider for costs not otherwise paid by governmental or other sources. Participant shall report as scheduled for treatment and participate in all activities of the treatment program. Participant shall complete a release of information form to provide confidential communication about participation/progress in treatment in compliance with the provisions of relevant laws, including the “Health Insurance Portability and Accountability Act of 1996,” 42 U.S.C. 300gg-42, as amended, and sections 2151.421 and 2152.99 of the Revised Code. Participant shall keep confidential all information shared by other program participants during status review hearings or group sessions. Participant shall be placed in appropriate treatment services and programs as soon as possible and shall attend as required. Participant acknowledges that he/she may be referred to community based self-help organizations, may elect to participate in secular and/or non-secular treatment agencies, and waives any due process rights he/she may have under the Ohio and United States Constitutions.
Program Expectations. I understand that entrance into the Family Reunification Court is voluntary. However, once I agree to participate in the Program, I will be court ordered to complete the program and follow all the rules and procedures of the Lorain County Family Reunification Court Program, and that failure to do so may result in sanctions. The Family Reunification Court Judge and team meet weekly to staff the Family Reunification Court cases prior to weekly court hearings with the participants. The team advocates, supports, reports compliance and non-compliance, submits plans and requests interventions and sanctions. The Court monitors compliance, reviews plans, addresses participants, affords participants an opportunity to be heard and issues and enforces court orders. The goal of the Lorain County Family Reunification Court is to expedite the reunification of children with their parents in abuse, neglect and dependency cases by eliminating their drug/alcohol use, or to expedite permanency in placement for children whose parents are unable or unwilling to maintain sobriety and comply with court orders. Sup.R., Appx. I, Std. 2 (D). Objectives are: To provide and intensive program through the corroboration of Team members to address sobriety, housing, parenting, financial and children issues with regular oversight, case management, and court attention for cases in which compliance with case plan orders has been problematic. To ensure a comprehensive approach to assist parents in maintaining sobriety and addressing case plan issues and compliance with court orders. To provide regular contact with the court to effectuate case plan goals, provide intervention, enforce court orders and provide sanctions in a timely and effective manner.
Program Expectations. Describe what program outcomes are expected: (i.e. Increased communication skills, reality orientation, multi sensory stimulation, socialization, increased cognitive functioning, greater responsibility, etc.): _ _ _
Program Expectations. The ROP Intake Team will ensure the youth understands the following program expectations: • No use of drugs or alcohol while residing at ROP (in or out of the building). • No weapons allowed in any CH facility. • No inappropriate physical contact with other resident. • No profane or obscene language in or around CHT property. • No form of sexual acting out. • No pornographic material may be brought into the building. Material deemed to be pornographic will be confiscated and not returned. • No employment in any aspect of the sex industry.
Program Expectations. Participant agrees to follow and comply with all treatment plans, general and specific conditions of reporting community control, supervision plans, and ALERT Program rules and requirements. The Participant understands that progression through the ALERT Program is based upon the Participant’s performance in the treatment plan and compliance with the requirements of the ALERT Program. Participant understands the ALERT Program consists of three phases. The length of the phases is as follows: Phase I- 60 days or more Phase II- 60 - 150 days or more Phase III-150 days or more until graduation Graduation until released from community control reporting requirements Participant further understands that the minimum length of time to complete the ALERT Program is one (1) year. Participant agrees to serve any mandatory period of incarceration as required by statute for the offense. Some terms of confinement can be divided between jail and house arrest with electronic monitoring at the discretion of the Judge. Participant shall pay all fines, restitution, fees, and court costs as ordered by the Court unless waived by the Judge.
Program Expectations. The Access Project focuses on evidence-based instructional strategies and supports that align with the Florida Standards Access Points. The Access Project will continue to support statewide professional development for educators to ensure a greater understanding of Florida Standards Access Points, resources and supports as they apply to more effective instructional planning, the teaching and learning of academic content for students with significant cognitive disabilities. Understanding the critical need for identification and development of communication strategies for this population of students, the Access Project will support training for communicative competence and positioning for learning. The discretionary project also supports alternate assessment activities, as needed, that align instruction with assessment. Project initiatives include the following: Support statewide training for teachers in the access points and essential understandings and effective instructional practices strategies and supports through a variety of formats to include coaching model, train-the-trainer, communities of practice model, and instructional planning. Identify supports and processes for the development of student communication skills and positioning for learning including support of prekindergarten teachers who serve students for whom a mode of communication has yet to be identified. Collaborate with other BEESS discretionary projects to design/deliver trainings which support districts in the teaching and application of access points. Assist BEESS in supporting school improvement that targets instruction in access points. Support and facilitate development of core content resources aligned to access points.
