Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.
Curriculum a. The School shall administer the TSIA college placement exam to all prospective Students or refer Students interested in taking Dual Credit courses to the College’s Testing Center, if the School is not a College Board testing site, prior to submitting their name to the College Office of High School Programs for enrollment into courses requiring specific TSIA scores, abiding by the rules set forth by the College Board and the College. Students must attain TSIA scores aligned with the courses in their selected degree plan to ensure appropriate college level placement, assess college readiness, design individual instructional plans, and enable students to begin college courses based on their performance.
b. The School shall implement a plan for TSIA success, including academic preparation classes for Students. The School, in partnership with the College, will provide academic interventions for Students who do not pass TSIA. Such Students will be administered the identified interventions prior to retesting any portion of the TSIA that was not mastered with required score(s). The School shall make any TEA required TSIA reports regarding the number of students who have currently passed each section of the TSIA, including a breakdown of TSIA data for subpopulations of targeted students. The School will share the report with the College Testing Center or College Designee.
c. The School District will share the results from TSIA administered via School District - College Board approved test sites and electronically submit to the College in the required technical format that facilitates official delivery/receipt. The TSIA scores will be electronically uploaded into the College’s official system of records. The College agrees to adhere to the confidentiality requirements of FERPA. The College will use students’ TSIA assessment score data exclusively for official College business.
d. The College Academic Chairs or Faculty Liaison, along with the School Principal or designee, will be responsible for developing and refining a clear and coherent academic program across the two institutions for curriculum alignment for Students participating in the Dual Credit program.
e. The 86th Texas Legislative Session passed SB 25, which states each institution of higher education shall develop at least one recommended course sequence for each undergraduate certificate or degree program offered by the institution. Each recommended course sequence must:
(1) Identify all required lower-division courses for the applicable certificate or degree program;
(2) Include for each course, if applicable:
(A) The course number or course equivalent under the common course numbering system approved by the coordinating board under Section 61.832; and
(B) The course equivalent in the Lower-Division Academic Course Guide Manual or its successor adopted by the coordinating board;
(3) Be designed to enable a full-time student to obtain a certificate or degree, as applicable, within:
(A) For a 60-hour degree or certificate program, two years; or
(B) For a 120-hour degree program, four years; and
(4) Include a specific sequence in which courses should be completed to ensure completion of the applicable program within the time frame described.
f. The Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) approved a policy statement in December 2018 that directed its institutions to ensure that course content and rigor of dual enrollment courses be comparable to that of the same courses taught to the institution’s other students.
g. To adhere to the requirements set forth in the goals outlined in HB1638, the College and the School District will maintain course agreements for each course taught at the School, regardless of instructional site. The College will provide the college course outcomes in the Course Agreement Form and the respective syllabi. The form will include the length of the course, number of credits awarded, and approved textbook(s) and/or instructional materials that will be required for Students to use in their respective courses. The course agreement requirement for the School extends to designation of academic and workforce courses for Traditional Dual Credit and ECHS. College, School District and School shall ensure that a dual credit course and the corresponding college course offered at the School are equivalent. Academic representatives from the College will develop and publish the student learning outcomes in the course syllabus to satisfy the requirements each College course. The School District will identify the corresponding Texas Essential Knowledge and Skills that align to each College course, thereby allowing students to attain dual credit from both institutions.
h. The College will provide the School District and School the minimum number of instructional minutes required to meet the contact hour requirement, per course, taught on the School site.
i. The 86th Texas Legislative Session passed HB 3650 which requires that the School District and the College consider the use of free or low-cost open educational resources in courses offered as dual credit, for which the School uses as part of its course offering to satisfy the prescribed courses in the identified degree plans.
j. Course Agreements will include any additional instructional requirements, any required faculty development/training, and the requirements for evaluation of teaching. A Course Agreement will be completed by the deadline designated in the yearly Dual Credit Timeline for any course, but not later than the start of the first instructional day that course is delivered. All courses offered for Dual Credit must have an approved Course Agreement. The Course Agreement will be effective for three years unless either party requests a modification or if the publisher makes changes to the current Instructional Materials. For course sections taught at the School, the College will maintain the same instructional materials and editions for Dual Credit courses taught at the high school campus for a minimum of three years, unless otherwise specified in the applicable Course Agreement or as otherwise specified in Section 13 -
Access Toll Connecting Trunk Group Architecture 9.2.1 If WCS chooses to subtend a Verizon access Tandem, WCS’s NPA/NXX must be assigned by WCS to subtend the same Verizon access Tandem that a Verizon NPA/NXX serving the same Rate Center Area subtends as identified in the LERG.
9.2.2 WCS shall establish Access Toll Connecting Trunks pursuant to applicable access Tariffs by which it will provide Switched Exchange Access Services to Interexchange Carriers to enable such Interexchange Carriers to originate and terminate traffic to and from WCS’s Customers.
9.2.3 The Access Toll Connecting Trunks shall be two-way trunks. Such trunks shall connect the End Office WCS utilizes to provide Telephone Exchange Service and Switched Exchange Access to its Customers in a given LATA to the access Tandem(s) Verizon utilizes to provide Exchange Access in such LATA.
9.2.4 Access Toll Connecting Trunks shall be used solely for the transmission and routing of Exchange Access to allow WCS’s Customers to connect to or be connected to the interexchange trunks of any Interexchange Carrier which is connected to a Verizon access Tandem.
Proposed Policies and Procedures Regarding New Online Content and Functionality By February 1, 2017, the Division will submit to OCR for its review and approval proposed policies and procedures (“the Plan for New Content”) to ensure that all new, newly-added, or modified online content and functionality will be accessible to people with disabilities as measured by conformance to the Benchmarks for Measuring Accessibility set forth above, except where doing so would impose a fundamental alteration or undue burden.
a) When fundamental alteration or undue burden defenses apply, the Plan for New Content will require the Division to provide equally effective alternative access. The Plan for New Content will require the Division, in providing equally effective alternate access, to take any actions that do not result in a fundamental alteration or undue financial and administrative burdens, but nevertheless ensure that, to the maximum extent possible, individuals with disabilities receive the same benefits or services as their nondisabled peers. To provide equally effective alternate access, alternatives are not required to produce the identical result or level of achievement for persons with and without disabilities, but must afford persons with disabilities equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement, in the most integrated setting appropriate to the person’s needs.
b) The Plan for New Content must include sufficient quality assurance procedures, backed by adequate personnel and financial resources, for full implementation. This provision also applies to the Division online content and functionality developed by, maintained by, or offered through a third-party vendor or by using open sources.
c) Within thirty (30) days of receiving OCR’s approval of the Plan for New Content, the Division will officially adopt and fully implement the amended policies and procedures.
Contract Database Metadata Elements Title: Sayville Union Free School District and Sayville Union Free School Custodial and Maintenance Employees Unit, United Public Service Employees Union (UPSEU), Local 424 (2011) Employer Name: Sayville Union Free School District Union: Sayville Union Free School Custodial and Maintenance Employees Unit, United Public Service Employees Union (UPSEU) Local: 424 Effective Date: 07/01/2011 Expiration Date: 06/30/2015 PERB ID Number: 6131 Unit Size: 55 Number of Pages: 24 For additional research information and assistance, please visit the Research page of the Catherwood website - ▇▇▇▇://▇▇▇.▇▇▇.▇▇▇▇▇▇▇.▇▇▇/library/research/ For additional information on the ILR School - ▇▇▇▇://▇▇▇.▇▇▇.▇▇▇▇▇▇▇.▇▇▇/ 55 People TABLE OF CONTENTS ARTICLE Page XXII ANNUAL LEAVE DAYS 14 XXV BREAKS 18 XXVI CIVIL SERVICE LAW ARTICLE SECTION 75 18 XXVIII DURATION 19 XIV EMERGENCY WORK 11 XXI FOUL WEATHER CLOTHING 14 XI GRIEVANCE PROCEDURE 9 XVI HIGHER JOB CLASSIFICATION 12 XVIII HOLIDAYS 13 XV HOLIDAY AND WEEKEND BUILDING CHECKS 12 V INSURANCE 4 X LAYOFF, DISPLACEMENT AND RECALL ORDER 8 VII MANAGEMENT RIGHTS 7 XXVII MISCELLANEOUS 19 XVII NOTICES OF PROMOTIONS 13 XIII OVERTIME 10 II PAYROLL DEDUCTIONS 1 III PERSONNEL FILES 2 XXIV PHYSICAL EXAMINATIONS 18 XXIII RETIREMENT 16 IX STRIKES AND LOCKOUTS 7 XIX VACATIONS 13 XX VISITATION 14 IV WAGES 3 VI WORKERS' COMPENSATION 6 XII WORKWEEK 10 VIII WRITTEN BOARD POLICY 8 APPENDIX A 20 4/20/2016 AGREEMENT made and entered into this day of November 2013 between the SAYVILLE UNION FREE SCHOOL DISTRICT (hereinafter referred to as the “District”) and United Public Service Employees Union, ▇▇▇▇ ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇▇, N.Y. 11779 (hereinafter referred to as the “Union”).