High School Level Clause Samples
The "High School Level" clause sets a requirement that certain content, communication, or materials must be understandable by someone with a high school education. In practice, this means that documents, instructions, or explanations should avoid overly technical language and instead use clear, straightforward terms that a typical high school graduate can comprehend. This clause ensures accessibility and clarity, making information easier to understand for a broader audience and reducing the risk of confusion or misinterpretation.
High School Level a. Effective July 1, 2002, the regular workday for all teachers shall not exceed seven (7) hours and twenty-three (23) minutes. The fourteen (14) minutes added to the high school work day as of July 1, 2002 shall be used as additional non- instructional student contact time (seven (7) minutes before school and seven (7) minutes after school).
b. From time to time throughout the work year, the job duties of FHS School Counselors may require that some or all of the School Counselors work later into the afternoon, and/or into the evening, past the times that their regular work days normally end. FHS School Counselors shall work these later schedules as directed by the Principal or his/her designee. When any FHS School Counselor is directed to work one of these later schedules it shall be at the School Counselor’s discretion to either:
i) adjust his/her starting time for the day so that working to the completion of the later schedule for the day does not result in the School Counselor working longer than the work day defined for high school teachers in Article 21(A)(3)(a); or
ii) start and end his/her work day that day at his/her regular times, attend the later event/perform the later work that day as directed by the Principal or his/her designee, and be paid the School Counselor evening flex rate ($40.39 for 15-16, $41.40 for 16-17 and $41.40 for 17-18) for all time worked in excess of the work day defined for high school teachers in Article 21(A)(3)(a). FHS School Counselors shall not be entitled to additional compensation for working late pursuant to option (i) above.
High School Level the focus is on fitness/wellness, lifetime activities and personal choice. While the standards identify what knowledge and skills students should know and be able to do, they leave precisely how this is to be accomplished to teachers and other local specialist who formulate, deliver, and evaluate curricula. The SDSPE are designed to provide a framework for curriculum, instruction, and assessment practices. The revision of the SDSPE makes a number of important contributions to the potential for the delivery of improved physical education across the state. Implementation of the SDSPE with a commitment to providing qualified teachers, adequate instructional time, and increased Introduction and Acknowledgements linkages to other school curricular areas significantly increases the likelihood that schools will provide high‐quality physical education instruction to all young people. The intention of this document is for it to become an essential resource for physical educators, both new and experienced, in creating and enhancing high‐quality programs that promote student learning. Introduction and Acknowledgements The creation of the South Dakota Standards and Grade‐level Outcomes for K‐12 Physical Education would not have been possible without the support and efforts of many individuals. A special thank you is extended to: • ▇▇▇▇ ▇▇▇▇▇ ‐ 6‐8 Physical Education and Health Teacher, Rapid City Area Schools • ▇▇▇▇ ▇▇▇▇▇▇ ‐ High School Health and Physical Education Teacher, Aberdeen School District • ▇▇▇▇▇ ▇▇▇▇▇▇▇▇ ‐ Physical Therapist, Rapid City Area Schools • ▇▇▇▇▇▇▇ ▇▇▇▇▇ ‐ Learning Specialist, Technology and Innovation in Education, Rapid City • ▇▇▇▇▇ ▇▇▇▇▇▇▇▇ ‐ K‐5 Elementary Physical Education Teacher, ▇▇▇▇▇▇ Education Center • ▇▇▇▇▇ ▇▇▇▇▇ ‐ K‐6 Elementary Physical Education Teacher, ▇▇▇▇▇▇▇▇▇▇▇ School District • ▇▇▇▇▇ ▇▇▇▇▇ ‐ High School Physical Education Teacher, Rapid City Area Schools • ▇▇▇▇▇ ▇▇▇▇▇▇ ‐ Jr. K‐5 Elementary Physical Education Teacher, ▇▇▇▇▇▇▇ School District • ▇▇▇▇▇ ▇▇▇▇▇▇ ‐ Health and Physical Education Specialist, South Dakota Department of Education • ▇▇▇▇▇ ▇▇▇▇▇▇▇ ‐ K‐5 Elementary Physical Education Teacher, Beresford School District • ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇ ‐ Learning Specialist, Technology and Innovation in Education, Rapid City • ▇▇▇ ▇▇▇▇▇▇▇ ‐ K‐6 Elementary Physical Education Teacher, St. ▇▇▇▇▇▇▇ Indian School • ▇▇▇ ▇▇▇▇▇▇ ‐ K‐3 Elementary Physical Education Teacher, ▇▇▇▇ County School District • ▇▇▇▇▇ ▇▇▇▇▇▇▇ ‐ K‐12 Physical Education Teach...
High School Level. Each department chair, the librarian, the building representatives, one (1) representative from special areas, and one (1) representative from career and technical education shall serve on the high school Building Level Team. The OCFT Building Representatives may appoint no more than five (5) members to any charged high school Building Leadership Team committee.
High School Level. During the 2019-2020 school year, the high school will operate a pilot building leadership team structure comprised of 1 Department Chair for the following areas at the .219 Supplemental Index (Math, Social Studies, ELA, Science, Career Tech, Special Education and Arts [Visual Arts, World Languages, Band, and Choir]) and 4 Building Teacher Leaders who are not department chairs. The BTLs will apply, interview and be selected by a committee comprised of the building principal, Director of Teaching and Learning, District Lead Teacher and a Clay OCFT Building Representative. The Building Teacher Leaders will be automatically compensated at the $1,000 Gold Hour level with the opportunity to earn an additional 20 hours equal to $500 above the Gold Hour level by June 30, 2020. At the conclusion of the 2019-2020 school year, this pilot and the agreed upon measures will be reviewed prior to the start of the 2020-2021 school year.
High School Level. Teachers shall have a minimum of one individual planning period daily. Additional planning periods may be granted at the discretion of the Superintendent. A period shall equal one regular student schedule period.
High School Level a. High school teachers, as defined in A.3 above, shall have a teaching load not to exceed five (5) instructional sections in a cycle and no more than four (4) consecutive instructional periods in a given day.
b. High school teachers shall have the same number of duty assignments as days in the cycle.
c. Teachers at the high school level who volunteer to teach a sixth (6th) instructional period shall be relieved of a duty period.
d. High school teachers shall have a minimum of one
(1) preparation period per day.
e. High school teachers’ assigned six (6) instructional sections during a cycle shall be allotted three (3) additional planning periods per week.
f. Each J.R.O.T.C. instructor’s daily work schedule will include six (6) instructional periods, one (1) preparation period, one (1) duty period, and one (1) lunch period.