Alternative Models Clause Samples
The "Alternative Models" clause defines the parties' ability to consider or implement different approaches, frameworks, or methodologies within the scope of their agreement. In practice, this clause may allow for the substitution of one technical solution for another, the use of different business processes, or the adoption of alternative project management methods, provided certain conditions are met or with mutual consent. Its core function is to provide flexibility and adaptability, enabling the parties to respond to changing circumstances or to optimize outcomes without breaching the original agreement.
Alternative Models. The Board of Education and the Federation may enter into an alternative negotiation model by mutual agreement. Such an agreement must be in writing and establish the general rules for the alternative negotiation model.
Alternative Models. 11.01 Any Board or Ministry initiatives that grants credits outside the traditional school day such as, but not limited to APPLE, Dual Credits, High Skills Majors, E-Learning, At-Risk and/or Lighthouse programs, shall be under the following guidelines:
a) All secondary school credits are granted by the principal based on the evaluation of a secondary day school teacher notwithstanding where they are delivered;
b) Such assignments shall appear on teacher timetables and classes shall appear on student timetables; and
c) All instruction and credits granted by virtual classroom, E- Learning and all other alternative programming shall be in accordance with articles 5.
11.02 The Board may employ persons as education assistants, child and youth workers or other alternative models provided the employment of such persons does not directly result in the layoff of any teacher.
(a) To accommodate the Individualized Program at ▇▇▇▇ ▇▇▇▇ Catholic Secondary School, the principal, in consultation with LSSAC and with the approval of the superintendent, may develop an alternate staffing model which converts a portion of the school's staffing allocation to alternative model assistance. The maximum number of full time equivalent teaching positions which may be converted to alternative model assistance will be limited by the following formula:
Alternative Models. If a school needs to offer an alternative instructional model to best meet the needs of their students the site educators may initiate a collaboration with their site administrator to develop an alternative model. All models must minimally consist of three hundred-sixty (360) minutes of synchronous and asynchronous instruction adhering to all health and safety guidelines, and the following criteria:
a. The weekly student online instructional minutes shall be taken into consideration and shall not be reduced by this waiver.
b. In-person student instructional minutes at comprehensive school sites shall align with the requirements of Sections 1 (Elementary), 2 (Secondary), and 3 (Early Learning) of this Agreement.
c. The chosen model shall not incur an additional expense.
d. The plan must be approved by a two-thirds (2/3) electronic ballot vote (i.e. Google Form) of the certificated staff who submitted votes. The plan must then be submitted to the Area Superintendent for review and final approval. //
▇. ▇▇▇▇ Schedules: Sites that do not rely on District bussing services may deviate from their PowerSchool ▇▇▇▇ schedules by submitting a waiver request to the District’s Operations Support Officer and the Chief Business Officer.
Alternative Models. BRANDS / QUALITY
Alternative Models. Table 1.4 presents estimates from additional estimation models, as described in section 6. The first two columns present results obtained from a semiparametric DD model (▇▇▇▇▇▇, 2005). The semiparametric findings provide further evidence for the fact that increases in income lead to significant health benefits. The results are larger in magnitude compared to the main findings and are statistically significant at the 1 percent level. The policy change is shown to increase the likelihood of reporting excellent or very good health by 11.54 percentage points for affected heads of household, suggesting that the result remains consistent when relaxing the assumption of a linear relationship between income and health. Columns (3) and (4) show estimates obtained by IV specifications, whereas the results represent the effects of an increase in family income by $1,000. It is noticeable that the observed treatment effects are consistent with the DD findings indicating significant health improvements after as a result of increases in family income. The baseline estimate in column (3) suggests that an additional $1,000 increases the probability of being in the top two health categories by 3.04 percentage points. Again, the results become larger once the policy change has an adjustment period. The IV findings provide additional robustness to the main results and further confirm the presence of a causal link from income to health. The first-stage result indicates the reform increased incomes of treated households by $1,277.29, whereas the F-Statistic of 24.9 suggests that the EITC expansion offers a suitable instrument for income. Finally, columns (5) and (6) provide additional DD results using the alternative specifications introduced by ▇▇▇▇ and Reggio (2012), which allows testing for the validity of standard DD assumptions and thus provides a check for the robustness of the baseline estimates. The last two columns of Table 1.4 show that that the results obtained from applying this alternative DD strategy are consistent with those shown in Table 1.2. Overall, Table 1.4 provides further evidence that the findings of a causal link between income and health are robust to a number of different model specifications.