SPECIALIZED PROGRAMMING Sample Clauses

The Specialized Programming clause defines the terms under which unique or custom software, applications, or code are developed specifically for a client’s needs. Typically, this clause outlines the scope of the programming services, the ownership of resulting intellectual property, and any limitations or requirements regarding the use or modification of the specialized software. By clearly delineating these aspects, the clause ensures both parties understand their rights and obligations, thereby preventing disputes over deliverables and usage rights.
SPECIALIZED PROGRAMMING. Department of Early Childhood Education 16.15.1 Specialized services providers, as indicated in Section 16C of this Article, includes the following positions: Early Childhood Educators, Early Childhood Special Educators.
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SPECIALIZED PROGRAMMING. 16.1 Specialized Programming references the following areas: Early Childhood, Child Find, MTSS, Culturally and Linguistically Diverse, Gifted and Talented, 504, Special Education, Literacy, and Attendance and Engagement. 16.1.1 Specialized services providers, as indicated in this Article, includes the following positions: occupational therapists, speech-language pathologists, speech-language pathologist-assistants, teachers of the deaf, teachers of visual impairment/orientation and mobility, physical therapists, school psychologists and special education teachers. 16.2 The district and the Association recognize that the workload for specialized service providers is significant and variable. Designating time to continued professional development as well as teacher directed preparation/collaboration time is needed to meet the demands of the workload.
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SPECIALIZED PROGRAMMING. 16.1 Specialized Programming is comprised of the Department of Special Education. 16.1.1 Specialized services providers, as indicated in this Article, includes the following positions: occupational therapists, speech-language pathologists, speech-language pathologist-assistants, teachers of the deaf/hard of hearing, school audiologists, teachers of visual impairment/orientation and mobility, physical therapists, school psychologists, social workers in special education and special education teachers. 16.2 The district and the Association recognize that the workload for specialized service providers is significant and variable. Designating time to continued professional development as well as teacher directed preparation/collaboration time is needed to meet the demands of the workload. 16.2.1 Specialized service providers, as identified in Article 16.1.1, will be granted an extended contract of three (3) days per year, paid at per diem. One (1) of these days will be for the district directed Specialized Programming training which will coincide with the final day of New Teacher Orientation. The remaining two (2) days are optional and shall be teacher-directed work days to be used as flex days during the remainder of the school year. These flex days shall be teacher- directed to meet workload/caseload requirements and must be used on a non-contact day. 16.2.2 The District and Association recognize the need for student supervision throughout the school day, and also recognize the value and unique job responsibilities of Special Education specialized services providers as identified in 1.1.1 and 16. 1.1. While specialized services providers can be required to perform student supervision duty, there may be situations where their time can be better utilized in other roles during regular duty times. In such cases, specialized service providers and building principals will work together to determine if a different role is warranted during regular duty time. 16.2.2.1 Itinerant specialized service providers as identified in 16.1.1 will not be required to perform student supervision duty unless they are required to meet and/or escort identified students.
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SPECIALIZED PROGRAMMING. 16.1 Specialized Programming shall include Student Services, Early Childhood, Child Find, MTSS, CLD/ELA, GT. 504 Plans, IEP/Exceptional Learning/Special Education, Literacy and Truancy. 16.2 Any teacher who is assigned a student who is receiving special education services will be given as much notice as feasible of such assignment. The severity level of students with identified special educational needs will be given consideration when they are placed in classrooms. 16.2.1 In the general education classroom the teacher shall provide accommodations/modifications as stated in the student’s Individual Education Plan (IEP). 16.2.2 The Building Special Education Team, which includes the School Special Education Facilitator (SSEF), teachers, paraeducators, itinerant staff and the supervising building level administrator, in consultation with the Area Special Education Coordinator, shall provide to the general education teacher the appropriate information regarding accommodations, modifications, and individual needs as stated in the student’s IEP, as well as an alternate plan in place for all IEPs in the event that a paraeducator or School Special Education Facilitator (SSEF) who provides direct services outlined in the student’s IEP is absent from work or unavailable. This information shall be provided at the beginning of each school year and when any change is made to a student’s IEP and/or schedule. 16.2.2.1 The role of the special education teacher includes the case management responsibilities of developing, implementing, and evaluating IEPs, as well as the regular duties of instructional planning and the delivery of instruction within the special education classroom setting. 16.2.2.1.1 The role of the School Special Education Facilitator (SSEF) shall include, facilitating the re-evaluation process including initial IEP development, triennial reviews, coordinating staffings, transferring new students’ IEPs, completing the IEP exit process, and providing the building level training needed to implement IDEIA as defined by Student Services. This role may include direct services provided to students as listed in the student’s IEP. Additional School Special Education Facilitator (SSEF) responsibilities may be decided with the mutual consent of the Area Special Education Coordinator and the supervising building level administrator, in consultation with the Building Team Leaders. Additional responsibilities shall be put in writing. 16.2.2.2 When the building level s...
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Related to SPECIALIZED PROGRAMMING

  • Programming Processor is not responsible for programming or reprogramming of fuel dispensers.

  • Training a. The employer, in consultation with the local, shall be responsible for developing and implementing an ongoing harassment and sexual harassment awareness program for all employees. Where a program currently exists and meets the criteria listed in this agreement, such a program shall be deemed to satisfy the provisions of this article. This awareness program shall initially be for all employees and shall be scheduled at least once annually for all new employees to attend. b. The awareness program shall include but not be limited to: i. the definitions of harassment and sexual harassment as outlined in this Agreement; ii. understanding situations that are not harassment or sexual harassment, including the exercise of an employer's managerial and/or supervisory rights and responsibilities; iii. developing an awareness of behaviour that is illegal and/or inappropriate; iv. outlining strategies to prevent harassment and sexual harassment; v. a review of the resolution of harassment and sexual harassment as outlined in this Agreement; vi. understanding malicious complaints and the consequences of such; vii. outlining any Board policy for dealing with harassment and sexual harassment; viii. outlining laws dealing with harassment and sexual harassment which apply to employees in B.C.

  • End User This agreement shall bind the ordering activity as end user but shall not operate to bind a Government employee or person acting on behalf of the Government in his or her personal capacity.

  • Feedback You have no obligation to provide us with ideas, suggestions, or proposals (“Feedback”). However, if you submit Feedback to us, then you grant us a non-exclusive, worldwide, royalty-free license that is sub-licensable and trans- ferable, to make, use, sell, have made, offer to sell, import, reproduce, publicly display, distribute, modify, or publicly perform the Feedback in any manner without any obligation, royalty, or restriction based on intellectual property rights or otherwise.

  • Software The Software is licensed to you subject to any terms and conditions presented when you downloaded it from a source authorized by NCR Voyix, as well as those contained in this Agreement. If there is a conflict, this Agreement will control. You are licensed to use the Software only with the Service and with Hardware purchased or subscribed from NCR Voyix or its Resellers. Your license to any Software will end when your subscription to the Service ends. The Software is copyrighted and licensed, not sold, and is NCR Voyix’s confidential and unpublished information. You will retain any copyright notices and proprietary legends on all copies of the Software and the media on which it is delivered. Any attempt to transfer the Software is void and will automatically cause your license to end.