School Level. Nothing shall prevent agreement being reached in writing between a worker, his/her employer and a representative of the union to pay a remuneration package which incorporates allowances and/or overtime and/or call back. Such an agreement will be in writing and signed by the worker, the employer and the union representative and will clearly specify the individual elements of the remuneration package. This provision is intended to provide a mechanism to simplify the administration and operation of this Collective Agreement for schools and not to disadvantage the worker in terms of his/her broad entitlements under this Agreement.
School Level. Except when the conduct warrants otherwise as determined by the Superintendent, the District shall utilize a progressive disciplinary procedure which includes the following:
16.1.1 STEP 1 - Verbal Warning(s) to Teacher.
16.1.2 STEP 2 - Conference with written memorandum of summary of unprofessional conduct with a copy to the Assistant Superintendent, Human Resources.
16.1.3 STEP 3 - Reprimand in written form with the Teacher having the right to respond in writing and have such response attached to the original reprimand. This reprimand shall be placed in the Teacher's Personnel File.
School Level. The grade make up of a school, usually K-5 elementary, 6-8 middle, and 9-12 senior high. There could be various combinations of the K-12 or Pre K-12 grades.
School Level. An employee or his or her Union representative may either orally or in writing present a griev- ance to the Principal, Headmaster, or Director within a reasonable time, normally thirty (30) school days after knowledge by the employee of the facts giving rise to the act or condition which is the basis of her or his grievance. The Principal, Headmaster, or Director of the school shall confer with the employee at the time of the complaint or within five (5) school days with a view to arrive at a mutually satisfactory resolution of the grievance. At that conference, the employee may present the grievance personally or he or she may be represented by a Union representative; but where the employee is represented, he/ she must be present. Whenever a grievance is presented by the employee personally, the Principal, Headmaster, or Director shall give the Union representative the opportunity to be present and state the views of the Union. The Principal/Headmaster or Director shall communicate his/her decision orally or in writ- ing to the aggrieved employee and to any Union representative who participated in this Step within five (5) school days after receiving the complaint or within five (5) school days after the conference, whichever is earlier. If the grievance is unresolved, a mediator shall be assigned within three (3) school days to assist the parties in attempting to resolve the complaint. If the dispute is not resolved within three (3) school days following the assignment of a mediator, the grievance may be appealed to the next step. The parties shall observe the grievance procedure pertaining to Steps 1, 2, and 3 without re- gard to the mediation process specified herein until the utilization of mediators contemplated by this Agreement is made operational by the School Department and written notice of that implementation is provided to the Union.
School Level. The FCAT Developmental Scores for 2005 and 2006 were used to calculate the individual student and school gain scores in Reading and Math, by subtracting the FCAT 2005 scores from the FCAT 2006 scores. To determine the expected gain scores, a regression analysis using the school’s free/reduced lunch percentage and the schools’ average gain score was performed. The regression model uses the free/reduced lunch for calculating the expected gain score. The calculation of the expected gain scores made use of the correlation that exists between free/reduced lunch and the test scores. The use of correlation in calculating the gain scores reduced the advantage a school might have based on the Social Economic Status (SES) of its students. Schools that showed gains greater than 120% of the expected gain, in both Reading and Math, qualified for the Pay for Performance supplement. Details of the procedure are presented on a flowchart, Attachment C. Fourteen (14) elementary schools, two (2) middle schools and one (1) high school showed gains greater than 120% of their expected gain, therefore, qualified for the Pay for Performance supplement. All instructional and non-instructional applicants of these schools are eligible for the supplement described in the agreement. Tables 3-5 display this analysis and the result of schools’ performance analysis. Table 6 summarized the results showing schools and teachers with positive gain in reading and math.
School Level. The administrative officer responsible will determine, after consultation with the staff committee (and affected departments pursuant to Article 37.32) and in accordance with Article 33.30. the educational program needs of the school and report these to the Human Resources Department by April 15th of each year.
School Level. The FCAT Developmental Scores for 2004 and 2005 were used to calculate the individual student and school gain scores in Reading and Math, by subtracting the FCAT 2004 scores from the FCAT 2005 scores. To determine the expected gain scores, a regression analysis using the school’s free/reduced lunch percentage and the schools’ average gain score was performed. The regression model uses the free/reduced lunch for calculating the expected gain score. The calculation of the expected gain scores made use of the correlation that exists between free/reduced lunch and the test scores. The use of correlation in calculating the gain scores reduced the advantage a school might have based on the Social Economic Status (SES) of its students. Schools that showed gains greater than 120% of the expected gain, in both Reading and Math, qualified for the Pay for Performance supplement. Five (5) elementary schools, and six (6) high schools showed gains greater than 120% of their expected gain, therefore, qualified for the Pay for Performance supplement. No middle school showed the required gain. All instructional and non-instructional applicants of these schools are eligible for the supplement described in the agreement. There were no applicants from the qualified schools. The FCAT Developmental Scores for 2004 and 2005 were used to calculate the individual student and classroom gain scores in Reading and Math by subtracting the FCAT 2004 scores from the FCAT 2005 scores. To determine the expected gain scores, a regression analysis using the school’s free/reduced lunch percentage and the classroom average gain score was performed. In observation of the research findings that the school’s economic status affects the performance at the school level and at the classroom level, the school’s free/reduced lunch percentage, in lieu of classroom’s average free/reduced lunch, was used in the regression model for calculating the classroom’s expected gain. The regression model takes the free/reduced lunch into account for calculating the expected gain score. The calculation of the expected gain scores made use of the correlation that exists between free/reduced lunch and the test scores. The use of correlation in calculating the gain scores reduced the advantage a teacher might have based on the SES of his or her students. Fourteen teachers applied for the pay for performance. Ten of these teachers did not teach grades or groups of students who had FCAT results. Therefore, only four we...
School Level. In cases of any disagreement between the educator and the supervisor, all efforts should be made to resolve such disagreements at that level, including intervention by the principal. If no resolution is found, the aggrieved party must refer the grievance to the principal within three working days. The principal must establish a grievance committee within five working days after the receipt of the grievance. The grievance committee must consist of the following: o The principal, who is the Chairperson; o Where necessary, the principal may request a principal from a neighbouring school to preside over the matter; o One other member of the SMT, and o One representative from each of the unions that are admitted to the ELRC and have members in the school. The grievance committee must resolve the grievance within 10 working days after its establishment.
School Level. (Step 1)
School Level. 18.8.1.1. The grievance shall be submitted in writing on a designated form mutually developed by the Union and the District and the grievance may be discussed with the principal or supervising administrator by:
18.8.1.1.1. a unit member accompanied by a representative of the Union; 18.
8.1.1.2. a unit member representing himself or herself;
