STUDENT TIME Sample Clauses

The STUDENT TIME clause defines the allocation and management of time that students are expected to dedicate to a particular course, program, or activity. It typically outlines the number of hours required for lectures, assignments, independent study, or practical work, and may specify how this time is to be tracked or reported. By clearly setting expectations for student commitment, this clause helps ensure that both students and educators understand the workload involved, promoting transparency and effective planning.
STUDENT TIME. During ILP weeks, Wednesday and Thursday will be an early-out day for students. The school will use the same start and end times for Friday schedules. Each ILP week should include seven and one-half hours of teacher time beyond the regular contract. This schedule ensures that teachers earn the two compensatory days built into the District Calendar. In scheduling the additional 7.5 hours each conference week, each school principal and JSSC should determine the most appropriate schedule for the school community. Schedule 15-minute conferences. Each teacher with large class sizes which require the teacher to work beyond the hours appropriated for ILP conferences will provide the principal with a plan for compensatory time to be approved by the principal. Kindergarten teachers will follow the same schedule and format for ILP conferences as the rest of the
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STUDENT TIME. During ILP weeks, Wednesday and Thursday will be an early-out day for students. The school will use the same start and end times for Friday schedules. Each ILP week should include seven and one-half hours of teacher time beyond the regular contract. This schedule ensures that teachers earn the two compensatory days built into the District Calendar. In scheduling the additional 7.5 hours each conference week, each school principal and JSSC should determine the most appropriate schedule for the school community. Schedule 15-minute conferences. Each teacher with large class sizes which require the teacher to work beyond the hours appropriated for ILP conferences will provide the principal with a plan for compensatory time to be approved by the principal. Kindergarten teachers will follow the same schedule and format for ILP conferences as the rest of the school. K-grade teachers may select one day during each of the ILP conference weeks to have a substitute take their class while they plan and prepare, or to begin conferencing with parents. (If they choose to conference during this time, begin with children who don’t have a sibling in other grades so parents are not required to make two visits for ILP’s). Full-time teachers receive a full day substitute, while half time teachers receive a half day substitute. Kindergarten teachers may adjust their conferences to 10 minutes when:  It doesn’t interfere with the school’s scheduling for multiple students in one family.  A shorter conference is appropriate when parents may have recently been contacted.  Other reasons that you feel are appropriate.
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Related to STUDENT TIME

  • Student Teachers All student teachers shall be assigned to the sites only by the Executive Director of Human Resources. The building principal will be responsible for placement of the student teachers within his/her building. Student teachers shall be assigned to a teacher only with the teacher's consent. Supervising teachers shall be notified at least four (4) weeks prior to the arrival of the student teacher.

  • Student Records The School shall maintain student records for current and former students in accordance with the requirements of State and federal law, including the Family Education Rights and Privacy Act, 20 U.S.C. § 1232g, as may be amended from time to time.

  • STUDENT DATA Contractor acknowledges that student data is protected by both federal and state law. See Wis. Stat. § 118.125; 20 U.S.C. § 1232g(b); 34 C.F.R. § 99.1

  • Student Status Licensee must maintain status as a student registered at Cal Poly with a minimum of eight (8) Cal Poly quarter units or if a graduate student, four (4) units. Exception requests must be submitted in writing to University Housing for approval (or contact the Disability Resource Center if disability related) if Licensee falls below these minimums. Dropping below the minimum is not considered a standard for cancellation and will not release the Licensee from paying any housing-related fees. The University may, at its sole option and discretion, revoke this License in accordance with the provisions herein if the Licensee fails to enroll in the minimum units, or drops below the minimum unit requirement after the beginning of the academic fee period.

  • Student Services a. High school students in dual credit courses will be given access to the College library, accorded appropriate privileges, and have adequate library resources convenient for use at the site where the course is offered. b. High school students in dual credit courses will be provided the academic support services, including academic advising and counseling, as those on the college campus. c. Prior to the start of each academic year, the High School and College shall collaborate on the development and communication of procedures for the provision of accommodations for students with disabilities enrolled in Dual Credit courses (“Established Procedures”). High School and College shall provide disability services in accordance with Established Procedures and applicable law. d. If a student is enrolled simultaneously in College and in high school in a dual credit program, the two schools may share information regarding the student, in accordance with FERPA. e. All other services provided to regular Dallas College students will also be provided to high school students enrolled in dual credit courses in accordance with applicable law and Dallas College policies.