Example One. 1. The employee’s Service Award Date is January 1, 1988.
Example One. For COLA Payment Year 3, the agreement year is 1 September 2024 to 31 August 2025. The wage increase under the Agreement is 3% on 1 September 2024. In April 2025, the ABS releases the CPI figure for March 2025 as 3.9%. The COLA Payment is calculated as the difference between 3% and 3.9%, i.e. 0.9%. 0.9% is less than the 3% cap, therefore the COLA percentage is 0.9%.
Example One an eligible employee is employed and works for 5 months under this Agreement during a relevant agreement year. Their base wages for the agreement year will reflect the 5 months they worked. Example two – an eligible employee is employed for 12 months under this Agreement during a relevant agreement year and in those 12 months, works for 6 months, takes 3 months leave at half pay and takes 3 months leave without pay, under this Agreement. Their base wages for the agreement year will reflect the 6 months they worked, 3 months where they earned half pay and 3 months where they earned no pay. Example three – an employee is employed for 12 months under this Agreement during a relevant agreement year and in those 12 months, works for 6 months under this Agreement and is temporarily seconded and works for 6 months under a different Agreement. Their base wages for the agreement year will the reflect 6 months they worked under this Agreement.
Example One. The mother may take 12 weeks after the birth and return to work/ the father is then entitled to take 40 weeks. Example Two: The mother takes 26 weeks' leave/ half of it before the baby is born/ and returns to work when the baby is three months old/ the father takes one week at the time of the birth/ and is entitled to take 25 weeks after the mother returns to work/ ie a total of 26 weeks for each parent. In this example both have returned to work when the baby is nine months old.
Example One. If Xxxx Xxx holds Account A and Account B on Big Fish Casino, clicked “I agree” on either the December 2019, January 2020, or April 2020 pop-up windows on both accounts, and only timely opted out of Defendants’ Dispute Resolution Provision as to Account B, Xx. Xxx’x claims are Non-DRP Claims as to the money she spent playing with both Account A and Account B.
Example One. To facilitate and coordinate the receipt of pre-employment transition services, transition services and other XX VR services to students with disabilities who are eligible or potentially eligible for VR services in order to facilitate their smooth transition from school to post-school employment-related activities and competitive, integrated employment. To serve as a mechanism for XX VR, the SEAs and, as appropriate, local education agencies (LEAs) to clearly specify the plans, policies and procedures for coordinating services to facilitate the transition of students with disabilities who are eligible or potentially eligible for VR services, including: Pre-employment transition services; Consultation and technical assistance to assist the XDE in planning for the transition of students with disabilities from school to post-school activities, including pre-employment transition services, transition services, and other vocational rehabilitation services; Transition planning by XX VR and educational personnel that facilitates the development and implementation of a student’s individualized education plan (IEP); Outreach to and identification of students with disabilities and assessment of their potential need for transition services and pre-employment transition services; Documentation requirements set forth in section 511 of the Rehabilitation Act with regard to students with disabilities who are seeking subminimum wage employment. Assurance that neither the SEA nor the LEA will enter into an arrangement with an entity holding a special wage certificate under section 14(c) of the Fair Labor Standards Act for the purpose of operating a program under which a youth with a disability is engaged in work at a subminimum wage; Criteria for determining and assigning the financial and programmatic roles and responsibilities of each agency for the provision of pre-employment transition services and transition services to students with disabilities. The criteria may include: Purpose of the service; Customary service; and Eligibility for services; and Grievance procedure to resolve disputes between XX VR, the SEA, or LEA, as appropriate, as well as procedures to resolve disputes between an individual with a disability and the entities specified above, and information about the Client Assistance Program. Nothing under title I of the Rehabilitation Act shall be construed as reducing a LEA’s obligation under the IDEA to provide or pay for transition services that are also c...
Example One. XX VR will participate as available per district in regular transition planning meetings and department meetings, when invited. XX VR will attend meetings for the development of an Individualized Education Plan (IEP) and/or Individualized Transition Plan (ITP) when invited, with appropriate consent and as resources allow. XX VR will not charge the schools district for staff to attend these meetings. XX VR is requesting that it be mandatory to distribute the Transition Planning VR Booklet, and or VR Transition Brochure to students, family members, and or guardian and their representatives at all IEP meetings as part of the routine information shared. XX VR, in collaboration with LEAs, will provide or arrange for the provision of pre-employment transition services to all students with disabilities identified as requiring these services. XX VR shall determine the eligibility of all students with disabilities who have applied for VR services within 60 days from the date of application pursuant to section 102(a)(6) of the Rehabilitation Act and section 34 CFR 361.41(b)(1) of its implementing regulations. XX VR will develop an Individualized Plan for Employment (IPE), which is consistent with and which takes into consideration the student-client’s IEP, prior to exit and within 90 days of VR/SBVI eligibility, unless an extension is approved. Example Two: DVR and DOE agree to work collaboratively to assist students with disabilities in development and completion of their IEP as required under section 614(d) of the IDEA. Transition planning will include but is not limited to: DVR, in collaboration with DOE, will provide or arrange for the provision of pre-employment transition services to all students with disabilities identified as requiring these services. Pre-employment transition services Instruction in self-advocacy and peer mentoring Work based learning experiences Counseling on opportunities for enrollment in comprehensive transition or post-secondary educational programs at institutions of higher education Workplace readiness training Job exploration counseling These services can be delivered in a variety of ways to best meet the needs of the individual. These may include but are not limited to: DVR counselors providing said services either individually or in groups. DVR hiring qualified vendors with approved Provider Agreements to deliver pre-employment transition services one on one or in groups. DVR VRS invitation to participate in DOEs IEP development m...
Example One. The State’s Vocational Rehabilitation Program within the Department of Human Services and State’s Department of Education mutually agree to the following: Will meet regularly to address systems, policy, practice and funding issues that facilitate or negatively impact the transition of youth with disabilities from school to work or post- secondary education. Xxxxxx innovation in transition program design and service delivery strategies between XX xxxxxx offices and local school districts. Utilize a common message when sharing information to local XX xxxxxx offices and LEA’s. Post this agreement on their respective websites. Align policy and practice at the state and local level, in order to facilitate the seamless transition of youth with disabilities from school to work or Postsecondary education; Minimize redundant services; and maximize resources in both systems. Develop and provide common trainings and professional development opportunities to improve transition and employment results. Provide a copy of this Agreement to the following key stakeholders: all LEA superintendents all directors of Special Education all VR administrative staff to include branch managers all Tribal VR Directors all Brokerage Directors the Office of Developmental Disabilities Services The State Developmental Disabilities Council other entities as identified Mutually develop and distribute notices, memorandums and other information regarding transition to key stakeholders. Give timely notice to key stakeholders of all proposed changes to rule or policy that relate to transition of students and youth with disabilities. Collaborate toward meeting the unique needs of LEAs and XX xxxxxx offices and facilitate seamless transition for students with disabilities from a free and appropriate public education to the provision of vocational rehabilitation services. In collaboration with LEA’s provide, or arrange for the provision of, pre-employment transition services for all students with disabilities in need of such services who are eligible or potentially eligible for services under the WIOA Work with transition facilitators to develop procedures for outreach and identification of students with disabilities who are in need transition services including but not limited to pre-employment transition services.
Example One. This Agreement requires the sharing of information, including required documentation and data between VR and SDE. Information about clients of VR and students from LEA’s will be released in conformance with regulations governing confidentiality of personally identifiable information.
Example One. XX VR will participate as available per district in regular transition planning meetings and department meetings, when invited. XX VR will attend meetings for the development of an Individualized Education Plan (IEP) and/or Individualized Transition Plan (ITP) when invited, with appropriate consent and as resources allow. XX VR will not charge the schools district for staff to attend these meetings. XX VR is requesting that it be mandatory to distribute the Transition Planning VR Booklet, and or VR Transition Brochure to students, family members, and or guardian and their representatives at all IEP meetings as part of the routine information shared. XX VR, in collaboration with LEAs, will provide or arrange for the provision of pre-employment transition services to all students with disabilities identified as requiring these services. XX VR shall determine the eligibility of all students with disabilities who have applied for VR services within 60 days from the date of application pursuant to section 102(a)(6) of the Rehabilitation Act and section 34 CFR 361.41(b)(1) of its implementing regulations. XX VR will develop an Individualized Plan for Employment (IPE), which is consistent with and which takes into consideration the student-client’s IEP, prior to exit and within 90 days of VR/SBVI eligibility, unless an extension is approved. Example Two: DVR and DOE agree to work collaboratively to assist students with disabilities in development and completion of their IEP as required under section 614(d) of the IDEA. Transition planning will include but is not limited to:
