Program Expectations Sample Clauses

Program Expectations. SEDNET provides an intensive integrated educational program to include a continuum of mental health treatment services to enable students with or at risk of being identified with EBD to develop appropriate behaviors and demonstrate academic and career education skills. SEDNET is a network of 19 regional projects that are comprised of the major child serving agencies, community-based service providers, students and their families. Local school districts serve as fiscal agents for each local regional project. Within this framework, SEDNET focuses on developing interagency collaboration and sustaining partnerships among professionals and families in the education, mental health, substance abuse, child welfare and juvenile justice systems serving children and youth with and at risk of being identified with EBD.

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. 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. While DSA participants complete the program, there are expectations that will be required of them. These expectations will increase the likelihood of their successful completion of the program. These would include: • Taking responsibility for their own behavior • No violations • No new arrests or criminal charges • Attend and complete cognitive thinking program, if applicable • Attend and complete other programming identified in case plan • Keep and be on time for all appointments • Obtain/maintain employment and residential stability • Attend school and obtain HSED/GED, if applicable • Pay court ordered and financial obligations as directed • No missed or positive UA’s • No verbally abusive or threatening behavior • Take all medications as prescribed, if applicable • Identify self as a DSA participant with the Justice, Diversion, and Support program if stopped by law enforcement for any reason, and report any law enforcement contact to the Justice, Diversion, and Support Case Coordinator within 72 hours

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. 1. The purpose of the 19 FDLRS ACs is to provide the following programs and services for individuals working with ESE students, families, and support agencies: a) Assist in the location, identification, evaluation and initiation of appropriate education or other needed services for children and youth, birth through 21 years of age who have, or are at risk of developing, special or unique needs and are not enrolled in public school. b) Plan collaboratively with school districts, ESE departments, staff development offices, and other professional learning entities to provide information, professional learning and technical assistance and follow-up related to effective instructional strategies and service delivery models for the education of children and youth who are exceptional or have unique needs. c) Assist school districts and families who have children who are exceptional or have special or unique needs to develop effective partnerships allowing shared responsibility to improve the education of all children and youth. d) Assist and support school district professional staff and families of students with disabilities in the appropriate use of assistive and instructional technology, assistive technology (AT), related services, universal design principles and technology that enhance learning and communication. e) Assist schools and school districts in the implementation of inclusive educational practices. 2. Expected outcomes for deliverables for the FDLRS ACs are identified by functions and include the following:

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 agree to use my best efforts to: a. Understand, follow, and enforce rules, regulations, and policies of my mentor teacher, placement site, and SPPS as a district. b. Be proactive in improving my teaching skills by being reflective, observant of other teaching methods, and by taking constructive criticism positively. c. Be professional in my interactions with all members of the school community, including students, parents, staff, and administration. d. Adequately prepare for all teaching assignments and expectations and meet all applicable deadlines.

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.