Element 1 – Educational Program Sample Clauses
The 'Element 1: Educational Program' clause defines the requirements and structure of the educational program to be provided under the agreement. It typically outlines the curriculum, instructional methods, duration, and any standards or accreditation the program must meet. For example, it may specify the subjects to be taught, the qualifications of instructors, or the expected learning outcomes. This clause ensures that both parties have a clear understanding of the educational services to be delivered, thereby reducing ambiguity and setting measurable expectations for program quality and content.
Element 1 – Educational Program. The content on pages 115-118 of the Charter regarding Special Education Responsibilities shall be revised to conform to the following required language: All charter schools must adhere to all terms and conditions of the ▇▇▇▇▇▇ ▇▇▇▇▇ Modified Consent Decree (“MCD”) and any other court orders and/or consent decrees imposed upon the LAUSD as they pertain to special education. Charter schools must ensure that no student otherwise eligible to enroll in their charter school will be denied enrollment due to a disability or to the charter school’s inability to provide necessary services. Policies and procedures are in place to ensure the recruitment, enrollment and retention of students with disabilities at charter schools. Prior to Los Angeles Unified School District (“LAUSD” or “District”) Governing Board approval, [Charter School] will execute a Memorandum of Understanding (“MOU”) by and between LAUSD and [Charter School] regarding the provision and funding of special education services consistent with the requirements of the LAUSD Special Education Local Plan Area (“SELPA”) Local Plan for Special Education.
Element 1 – Educational Program. The following language will be added to section on English Language Learners beginning starting on page 95 of the Charter: CWC3 is required to timely identify potential English Learner students and provide them with an effective English language acquisition program that affords meaningful access to the school’s academic core curriculum. Instructional plans for English Learners (EL) must be (1) based on sound educational theory; (2) adequately supported with trained teachers and appropriate materials and resources; and (3) periodically evaluated to make sure the program is successful and modified when the program is not successful. On an annual basis (on or about October 1), CWC3 shall submit a certification to the District that certifies that they will either adopt and implement LAUSD’s English Learner Master Plan or implement the Charter School’s own English Learner Instructional/Master Plan. If Charter School chooses to implement its own EL plan, the instructional plan shall encompass the following, including but not limited to: How ELs’ needs will be identified; What services will be offered; How, where and by whom the services will be provided; How the program for ELS is evaluated each year and how the results of this assessment will be used to improve those services (annual report of the assessments) CWC3 shall provide to CSD a copy of its entire, current plan upon request such as during the annual oversight review process. CWC3 shall administer the CELDT annually. CWC3 shall also ensure that it will provide outreach services and inform parents with limited English proficiency with important information regarding school matters to the same extent as other parents.
Element 1 – Educational Program. The following provisions shall replace Element 1
Element 1 – Educational Program. The Charter shall be amended to reflect the following:
a. Amended enrollment capacity from 650 students to 500 students, with the number of students in the first year from 150 to 120 students.
b. Modified school schedule from a flexible seven-day per week schedule to a traditional five-day per week, 8:00 a.m.- 4:00 p.m. schedule.
c. Modified instructional program and curriculum from all online classes to be a balance of lecture-based classes and online, self-paced classes as outlined throughout Element 1, including but not limited to revisions to the following sections: Mission, Vision, Community Resources, Summary Research Findings and Program Features, Learning Environment, Goals, Typical School Day, Personalized Learning, Delineation of Core Subjects and Project Requirements, Instructional Methodologies and Evidence of Effectiveness, Scope and Sequence, Teacher Professional Development, Academic Calendar, Meeting the Needs of Diverse Learners, and Implementation Timelines.
d. Updated District Required Language for Element 1.