Instructional Model Clause Samples

Instructional Model. Similar to the curriculum, instructional models must be solid, sequenced, specific and shared. Solid in that models used must be proven, data supported techniques that intensify the learning experience for students. Sequenced so that what is started in Kindergarten, continues throughout each grade, adapting and changing as needed for each new grade level, but recognizable none the less. Specific so that it targets each topic, so that teaching is with a purpose. And Shared – HCCS will establish itself as a learning community of teachers – each one teaching and learning from each other. Logistically, each teacher will be on a rotation to receive specific, targeted professional development approved by the Board of Directors that supports HCCS’s vision and mission statements. They in turn will be the mentors/instructors of that professional development to the rest of the staff. This will insure that not only will each teacher will receive quality professional development every few years. Each teacher will have the responsibility and opportunity of being a team leader for Heritage Community Charter School. Targeted initial instructional professional development will be obtained from Great Expectations, Core Knowledge, and in dual language instruction and/or others as recommended by the Principal and teachers and approved by HCCS’s Board of Directors. HCCS will explore opportunities to provide enrichment and remediation programs before school, after school and during school breaks to allow students to receive additional support for instruction. HCCS will also develop a peer tutoring or mentoring program that allows elementary students to work with secondary students to build upon students’ knowledge and skills in the content areas and to enhance the HCCS community by developing cross-grade level relationships. HCCS secondary students will be required to participate in the peer mentoring program in order to fulfill community service requirements for specific secondary classes.
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Instructional Model. The parties will continue to negotiate over the Instructional Models related to the commencement of in-person schools, with the District’s-proposed Concurrent Model, as the basis for those discussions, with the exception of Grades 1-2 where we propose to discuss the possibility of non-concurrent instructional model. The parties agree that there will continue to be a Distance Learning Only option available to students. [SDC]
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Instructional Model. The parties will continue to negotiate over the Instructional Models related to the commencement of in-person schools. The parties agree that there will continue to be a Distance Learning Only option available to students.
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Instructional Model. The parties will implement a Concurrent Instructional Model as set forth in Appendix A. The parties agree that there will continue to be a Distance Learning Only option available to students. • Beginning April 5, 2021, all SCTA unit members will return to work from their classroom or office, unless they have an accommodation for remote work, and provide distance learning instruction to their students from their classroom. • Staff will return three days before each grade span returns. The first day (Monday) will be a full distance learning day for students and teachers will engage in collaborative time on this day. The second and third days (Tuesday-Wednesday) will be full distance learning days where teachers will do a brief check-in with their students at the beginning of the school day and make themselves available to support student asynchronous learning on these days. The remainder of these days will be used by unit members for their own planning and preparation for the In-Person/Concurrent Instructional Model and to receive any support necessary to be prepared for the return of students. • Beginning April 8, 2021, Pre-K-3 students and all K-6 Special Day Classes students whose parent/guardian have elected for them to return to school in person will return to their school to receive instruction in person and those students whose parent/guardian have elected for them to remain in distance learning will continue in that learning model. • Beginning April 15, 2021, students in grades 4-6 whose parent/guardian have elected for them to return to school in person will return to their school to receive instruction in person and those students whose parent/guardian have elected for them to remain in distance learning will continue in that learning model. • Beginning April 22, 2021, and if Sacramento County is in the Red Tier, students in grades 7- 12 whose parent/guardian have elected for them to return to school in person will return to their school to receive instruction in person and those students whose parent/guardian have elected for them to remain in distance learning will continue in that learning model. a. The In-Person/Concurrent Instructional Model shall be consistent with the attached Student Instructional Schedules with adjustments made as needed through the meet and confer process. (See Attached Schedules and Addenda Schedules (SDC; Prep; Child Development.) b. Site Start Times. Due to logistical requirements, including bus scheduling, nutrition d...
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Instructional Model. Students who participate in independent study shall receive daily instruction consistent with AB 130. Students with disabilities will be offered A. Traditional In-Person Instruction: 1. The parties will implement a traditional, in-person instructional model. 2. The teacher of record will determine the best method of assigning instructional work to students in the event that students need to quarantine. In the event that extra time is required to provide said instructional material (e.g. instructional packets, etc.) staff will be compensated for all additional time worked at the contractual hourly rate of
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Instructional Model. 1.1. The District, in consultation with SDEA, will develop the instructional model for the Virtual Academy. The consultation with SDEA will take place at a meeting in June 2021, with the intent of having the posting requirements pursuant to Section 12.2.2 of the CBA in place by July 1, 2021. 1.2. The instructional model shall be research based, provided online, and will conform with relevant state law on independent study requirements as outlined in the Education Code, District policies and procedures, and the Parties’ Collective Bargaining Agreement.
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Instructional Model a) Any new instructional model will be shared with the association and training provided to staff impacted. b) The District and Association realize the benefits of utilizing video streaming and pre-recorded personalized video as methods for connecting with students for both social emotional and academic support during this closure from COVID- 19. We also know that SEA members have different levels of comfort and technological skill when it comes to utilizing these methods. As a part of the agreement, the district agrees to provide support and training for staff to work at their individual pace in preparing for these methods, with the understanding that each staff member may be asked to utilize these methods during this extended closure. 1) There will be no disciplinary action taken against an employee who does not create any personal recorded video during this emergency school closure. 2) Videos made by the employee, are owned by the employee and will not be used in the future without written permission by that employee. 3) Any videos made and used for teaching will not be downloaded online for the general public, other than the intended audience, to see. These are not public videos, to be seen by everyone. If downloaded to a Selah School District server, they will be destroyed at the end of the year and not be used again without written permission of the employee. 4) There will be no disciplinary action taken against an employee due to an employee produced or streaming video, where incidence(s) outside their control were captured in their video. The District understands that accidents happen that are beyond the control of the employee.
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Instructional Model. The parties will implement a Concurrent Instructional Model as set forth in Appendix A. The parties agree that there will continue to be a Distance Learning Only option available to students. The parties understand that there continues to be changes to state and local guidelines and requirements related to physical distancing, cohorts, and other areas that may impact the format of the instructional model. The parties will meet and confer as needed.
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Instructional Model. For the 2021-22 school year, the Puyallup School District is offering a number of instructional models, including: in-person instruction, remote synchronous instruction, asynchronous remote instruction, and in-person/online hybrid instruction (PDL). The district is prepared to temporarily shift individual students, classrooms and schools away from in person instruction to synchronous and/or asynchronous remote instruction on an as needed basis. If a class is directed to quarantine, PEA staff shall have asynchronous plans ready to implement, and will be provided one planning day without students to prepare prior to beginning synchronous remote instruction. During classroom quarantine, Elementary staff will provide live remote instruction to include a morning meeting, ELA instruction and Math instruction. Any students in the class who are not required to quarantine may be dispersed into other same-grade classrooms for in person instruction as determined by a meeting held with impacted grade level team members and a school administrator. Throughout the school year, staff must keep Schoology updated. Staff may choose to record or livestream lessons, however, are not required to do so during classroom quarantine. All models of instruction will prioritize health and safety of staff and students. Instructional models will be re-evaluated as needed based on data from health authorities to identify opportunities for improvement. Potential transitions between instructional models will be determined by the Superintendent, based on guidance and direction from OSPI, the Governor, and state and local health authorities. As the public health situation continues to evolve, if a change of instructional models is needed, the District and the Association will work together on preparing for efficient and effective transitions between instructional models. Employees will not be required to provide in-person and remote instruction simultaneously (at the exact same moment of the exact same day).
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Related to Instructional Model

  • Instructional Materials A. The Board recognizes that appropriate texts, library reference facilities, maps and globes, laboratory equipment, audio-visual equipment, art supplies, athletic equipment, current periodicals, standard tests and questionnaires, computers, and similar materials are the tools of the teaching profession. B. Efforts shall be continued to seek and use instructional materials which reflect the contribution and presence of diverse ethnic and cultural groups. C. 1. Selection of instructional materials for each school shall be made by a committee of teachers chosen by the faculty within that school.

  • INSTRUCTIONAL MINUTES a) When CONTRACTOR is an NPS, the total number of instructional minutes per school day provided by CONTRACTOR shall be at least equivalent to the number of instructional minutes per school day provided to LEA students at like grade level, attending LEA schools, unless otherwise specified in the student’s IEP/IFSP, and shall be specified in the LEA student’s ISA developed in accordance with the LEA student’s IEP/IFSP. b) For NPS students in grades pre-kindergarten through 12, unless otherwise specified in the LEA student’s IEP/IFSP, the number of instructional minutes, excluding recess, lunch, and passing time, shall be at least the minimum as specified in Education Code Sections 46110-46147, and in no case will be less than the amount as specified in the IEP/IFSP. In addition, the total number of annual instructional minutes shall be at least equivalent to the total number of annual instructional minutes provided to LEA students attending LEA schools in like grade level unless otherwise specified in the LEA student’s IEP/IFSP. c) When CONTRACTOR is a NPA and/or related services provider, the total number of minutes per school day provided by CONTRACTOR shall be specified in the LEA student’s ISA developed in accordance with the LEA student’s IEP/IFSP.

  • Project Implementation Manual The Recipient, through the PCU, shall: (i) take all action required to carry out Parts 1.1, 1.3, 1.4, 2, 3.1(b), 3.2, 3.3 and 4 (ii) of the Project in accordance with the provisions and requirements set forth or referred to in the Project Implementation Manual; (ii) submit recommendations to the Association for its consideration for changes and updates of the Project Implementation Manual as they may become necessary or advisable during Project implementation in order to achieve the objective of Parts 1.1, 1.3, 1.4, 2, 3.1(b), 3.2, 3.3 and 4(ii) of the Project; and (iii) not assign, amend, abrogate or waive the Project Implementation Manual or any of its provisions without the Association’s prior agreement. Notwithstanding the foregoing, if any of the provisions of the Project Implementation Manual is inconsistent with the provisions of this Agreement, the provisions of this Agreement shall prevail and govern.

  • Proper Instructions and Special Instructions “Proper Instructions,” which may also be standing instructions, as such term is used throughout this Agreement shall mean instructions received by the Custodian from a Fund, a Fund’s duly authorized investment manager or investment adviser, or a person or entity duly authorized by either of them. Such instructions may be in writing signed by the authorized person or persons or may be in a tested communication or in a communication utilizing access codes effected between electro-mechanical or electronic devices or may be by such other means and utilizing such intermediary systems and utilities as may be agreed from time to time by the Custodian and the person(s) or entity giving such instruction, provided that the Fund has followed any security procedures agreed to from time to time by the applicable Fund and the Custodian including, but not limited to, the security procedures selected by the Fund via the form of Funds Transfer Addendum hereto, the terms of which are hereby agreed to. Oral instructions will be considered Proper Instructions if the Custodian reasonably believes them to have been given by a person authorized to provide such instructions with respect to the transaction involved; the Fund shall cause all oral instructions to be confirmed in writing. For purposes of this Section, Proper Instructions shall include instructions received by the Custodian pursuant to any multi-party agreement which requires a segregated asset account in accordance with Section 2.9 hereof.

  • Escrow Format Specification Deposit’s Format. Registry objects, such as domains, contacts, name servers, registrars, etc. will be compiled into a file constructed as described in draft-▇▇▇▇▇-▇▇▇▇▇▇▇-registry-data-escrow, see Part A, Section 9, reference 1 of this Specification and draft-▇▇▇▇▇-▇▇▇▇▇▇▇-dnrd-objects-mapping, see Part A, Section 9, reference 2 of this Specification (collectively, the “DNDE Specification”). The DNDE Specification describes some elements as optional; Registry Operator will include those elements in the Deposits if they are available. If not already an RFC, Registry Operator will use the most recent draft version of the DNDE Specification available at the Effective Date. Registry Operator may at its election use newer versions of the DNDE Specification after the Effective Date. Once the DNDE Specification is published as an RFC, Registry Operator will implement that version of the DNDE Specification, no later than one hundred eighty (180) calendar days after. UTF-8 character encoding will be used.