Developmental Clause Samples

Developmental. Disabilities (DD) Waiver means the Home and Community-Based Services waiver program, authorized by a federal waiver under § 1915(c) of the Social Security Act, 42 USC § 1396n(c), and pursuant to Minnesota Statutes, § 256B.092 subd. 4, for people with disabilities who are at risk of the level of care provided in an Intermediate Care Facility (ICF/DD) for an Enrollee with a Developmental Disability.

Developmental. Encouraged to make as many practices as possible.

Developmental. Preschool is a 4-day per week program, with teacher planning and collaboration to occur on Fridays. Teachers will have the opportunity to meet with paraeducators on Fridays for the purpose of planning and preparation. Further, due to the unique nature of this program, students will not attend during the first and last weeks of school. The preschool program will be consistent with all state and federal laws and is conditioned upon adequate funding. Each preschool classroom will be assigned one (1) paras for the duration of the workday, in addition to a para shared between two preschool classrooms. Should a class have students with severe disabilities, behavior concerns impacting safety, or health impairments, additional para time may be requested to the Deputy Superintendent.

Developmental. This type of contract is permitted in the Editorial Assistant, Program Assistant – Radio, Program Assistant - TV, and Technician/Announcer classifications. It is understood that people in these positions are being assessed for their potential future in the CBC. Where there is no developmental intent, individuals will be hired as permanent in these classifications. These contract employees must have a detailed development/work plan (which could include mentoring, opportunities for upgrade or secondment, job-shadowing, training, etc.) with a clear ongoing review process aimed at assessing skills and opportunities. This plan will be provided to the employee at the commencement of his/her contract. It is understood that all appropriate provisions of the Collective Agreement will apply to any elements of the development plan (e.g. t.u.g’s). The plan will be made available to the Union upon request. Duration of contracts for this purpose will range between six months and two years. The exception is if there are specific reasons that are consistent with the developmental purpose, the contract can be extended for a period of up to a year after a discussion with the Union. If the Corporation wishes to have the employee continue beyond two years, the employee will be converted to permanent status. New Classifications The parties shall discuss newly created classifications in order to determine whether they are a “specific circumstances classification”. Continuous Service/Conversion: Employees who are engaged on a combination of contract and temporary employment will each have a one-time only opportunity of converting to permanent status upon reaching four (4) years of continuous service. The combination of contract and temporary employment must be continuous. Furthermore, the last two (2) years of the four (4) year period must be contract employment. The parties agree that this provision will not be applied retroactively and that periods of employment prior to the ratification of the renewal collective agreement will not be counted under this provision. Individuals who the Union believes have been treated inappropriately by being hired on a combination of contract and temporary employment which has resulted in a defeat of the individual's right to conversion will have their cases referred to the agreed-upon contract dispute resolution process for resolution. Transition/Implementation: All existing contract employment will be examined to determine whether it meets th...

Developmental. Disabilities (ADES/DDD): a. The Contractor shall ensure that: i. Information and recommendations in the Individual Program Plan developed by ADES, Division of Developmental Disabilities (DDD) staff are considered in the development of the service plan for the enrolled person and that the ADES/DDD staff involved with the enrolled person/child are invited to participate in the development of the service plan and all subsequent planning meetings; and ii. Persons with developmental disabilities who require psychotropic medication for the purpose of controlling, decreasing, or eliminating undesirable behaviors have service delivery plans for active treatment intended to produce remission of behavioral health signs and symptoms and achievement of optimal functioning, not merely management and control of unwanted behavior.

Developmental. Applicable services and supports associated with each life domain, which may include, but are not limited to, the following: The child’s needs for mental health service interventions. Individual or group mental health treatment services. Psychotropic medication and monitoring. Behavior analysis, positive behavioral interventions and behavioral modification techniques. Interventions designed to prevent entry or reentry into the juvenile justice system. Family reunification services parenting training other support services needed to return the child home, or when that is not possible, to establish, reestablish, ore reinforce a lifelong relationship with a caring adult. Family finding services to support and enhance access to lifelong permanent relationships with relative and non-relative kin. Targeted life skills training and resources to ensure appropriate access to social and recreational resources and relationships, as needed to support the achievement of important developmental milestones. Monitoring or developing of positive adult relationships. Education supports, as needed, to maintain and enhance the child’s educational success and stability. Education liaison services as needed to maintain and enhance the child’s educational success and stability. Respite care. Support counselors. Case management to ensure appropriate and effective coordination of activities and resources as identified in the needs and services plan. The Treatment/Needs and Services plan shall be approved by SSA, Canyon Acres, and the ▇▇▇▇▇▇ parents within one (1) month of the child’s placement in the ITFC program; and shall be reviewed every three (3) months thereafter, and may include input from participants in Section I, item 1 above. Each certified ▇▇▇▇▇▇ home shall provide the services and supports identified in the Needs and Services Plan which are allowable under California’s ▇▇▇▇▇▇ care program in accordance with California WIC §§ 11460 and 11463, and their implementing regulations. Canyon Acres shall also arrange for the services needed by each child and for which the child meets eligibility criteria under applicable publicly funded programs, including, but not limited to, mental health, education and health services. Canyon Acres can either arrange or provide those services funded by those publicly funded programs using their own organization’s resources or Canyon Acres may contract out those services with another qualified provider subject to Paragraph V of this MOU.

Developmental. Therapist (Bachelor’s degree in relevant discipline) Teacher Band 7 Physiotherapist (BSc) Article Duration, Renewal and Retroactivity Same Same ⚫ term (Articles ⚫ Delete Memorandum of Settlement (page and of current agreement) ⚫ Amend Article to comply with Canada Labour Code This Agreement shall be binding and remain in effect from July to Unless otherwise specified, all provisions of this Agreement take effect on July 1 or on date of ratification, whichever is later. [As is] Within four months preceding the termination of this Agreement, either party may by written notice require the other party to begin bargaining collectively with a view to the conclusion, renewal or revision of this Collective Agreement. [As is] [As is] Occupational Therapist Program Assistant Secretary/Receptionist ▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇ Driver Driver Casual Driver Casual Driver Assistant Casual Driver Casual ▇▇▇▇▇▇▇ Education Assistant ▇▇▇▇▇▇▇▇▇ Program Assistant ▇▇▇▇▇▇, ▇▇▇▇▇ Program Assistant Education Assistant ▇▇▇▇▇▇ Education Assistant Program Assistant Term ▇▇▇▇▇▇▇ Program Assistant Program Assistant Casual Casual ▇▇▇▇ Program Assistant Casual Program Assistant Casual ▇▇▇▇▇▇▇, Program Assistant Casual ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇ Program Assistant Casual Hugo Education Assistant Casual House, Program Assistant Casual ▇▇▇▇, Program Assistant Casual Program Assistant Casual ▇▇▇▇▇▇▇, ▇▇▇ Program Assistant Casual Christian Program Assistant Casual Craft, ▇▇▇ ▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇ Program Assistant Program Assistant Casual Casual ▇▇▇▇▇▇, ▇▇▇▇ Education Assistant Casual ▇▇▇▇ ▇▇▇▇▇▇▇▇, ▇▇▇▇▇ Program Assistant Education Assistant Casual Casual ▇▇▇▇▇▇ Program Assistant Casual ▇▇▇▇▇▇, ▇▇▇ Program Assistant Casual months + Read, ▇▇▇▇ Program Coordinator Program Coordinator ▇▇▇▇ ▇▇▇▇ Speech Language Pathologist Speech Language Pathologist Speech Language Pathologist Speech Language Pathologist Speech Language Pathologist Term ▇▇▇▇-▇▇▇▇▇ ▇▇▇▇▇▇ Occupational Therapist Occupational Therapist ▇▇▇▇ ▇▇▇▇, Jan ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇, ▇▇▇▇▇ ▇▇ Developmental Therapist Developmental Therapist Developmental Therapist Developmental Therapist Developmental Therapist 1 Developmental Therapist Term Teacher ▇▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇ Physiotherapist Physiotherapist Physiotherapist Physiotherapist Term ▇▇▇▇▇▇▇, ▇▇▇▇▇ Secretary/Receptionist PREPAID LEAVE PLAN I have read the terms and conditions of the Prepaid Leave Plan and understand same and I agree to participate in the Plan under the followin...

Developmental project editing: Providing editing services and advice and coordinating a publication project. This may include reviewing the quality of the editing, directing the development of a rough draft to its final version, and considering input from the author and various reviewers.

Developmental. The child is developmentally typical but may require consistent routines or exercises in order to develop and/or maintain skills within a normal range. The child may • exhibit regressive behaviours or actions as a means of coping or getting attention The child has a developmental delay and requires formal interventions (weekly) to be implemented in order to improve development or diminish developmental delays. For example, the child may: need speech, occupational or physiotherapy The child has a developmental delay and requires formal interventions (several times a week) to be implemented in order to improve development or diminish severe developmental delays. For example, the child may: • need intensive toilet training program of a long term nature • need to attend a special preschool or school program • require daily or consistent follow- through by caregiver The child has severe developmental delays and requires constant and intense interventions by a variety of sources that are provided across environments and that are potentially life sustaining, in order to enhance or maintain existing developmental skills. Such interventions involve one on one support and are very intrusive. For example, the child may: • have FAS COMMENTS