Common use of Developmental Assets Clause in Contracts

Developmental Assets. For the INTELLECTUAL GOAL, we are committed to fostering the student’s growth in attaining the following internal and external Developmental Assets. Internal  Achievement Motivation - Young person is motivated to do well in school  School Engagement - Young person is actively engaged in learning  Homework - Young person reports doing at least one hour of homework every school day  Bonding to School - Young person cares about her or his school  Reading for Pleasure - Young person reads for pleasure three or more hours per week External  School Boundaries - Family has clear rules and consequences and monitors the young person’s whereabouts  Adult Role Models - Adults model positive, and responsible behaviour  Positive Peer Influence - Young person's best friends model responsible behaviour  High Expectations - Both parent(s) and teachers encourage the young person to do well This Enhancement Agreement will be in effect from January 2014 – June 2019. The District’s Aboriginal Education Council (AEC) will meet to review the Enhancement Agreement according to the traditional cycle of the seasons. Gatherings will be held to receive input from the communities. Each year, the AEC will review the District Performance Data, the Enhancement Agreement and the District’s Aboriginal Education Programs to provide recommendations for future program enhancements and budget expenditures. The AEC is committed to working closely with District staff to prepare the Aboriginal Education Program Annual Report and the Annual Action Plan.

Developmental Assets. For the INTELLECTUAL GOAL, we are committed to fostering the student’s growth in attaining the following internal and external Developmental Assets. Internal  • Achievement Motivation - Young person is motivated to do well in school  • School Engagement - Young person is actively engaged in learning  • Homework - Young person reports doing at least one hour of homework every school day  • Bonding to School - Young person cares about her or his school  • Reading for Pleasure - Young person reads for pleasure three or more hours per week External  • School Boundaries - Family has clear rules and consequences and monitors the young person’s whereabouts  • Adult Role Models - Adults model positive, and responsible behaviour  • Positive Peer Influence - Young person's best friends model responsible behaviour  • High Expectations - Both parent(s) and teachers encourage the young person to do well Implementation This Enhancement Agreement will be in effect from January 2014 – June 2019. The District’s Aboriginal Education Council (AEC) will meet to review the Enhancement Agreement according to the traditional cycle of the seasons. Gatherings will be held to receive input from the communities. Each year, the AEC will review the District Performance Data, the Enhancement Agreement and the District’s Aboriginal Education Programs to provide recommendations for future program enhancements and budget expenditures. The AEC is committed to working closely with District staff to prepare the Aboriginal Education Program Annual Report and the Annual Action Plan.