Core Programs Sample Clauses

Core Programs. 17.15 The number of persons seconded to instruct in core programs from an organization external to the College shall be limited to five (5) in any academic year, unless otherwise agreed by the Union. Such agreement shall not be unreasonably withheld.
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Core Programs. Title I – Adult, Dislocated Worker, and Young Adult (Youth) • Title II – Adult Education and Literacy (Department of Education) • Title III – Xxxxxx-Xxxxxx Employment Services (EDD) • Title IV – Vocational Rehabilitation (Department of Rehabilitation) In addition to these Core Programs, WIOA requires that, if available locally, the following partner programs provide access through the One-Stops: • Career and Technical Education (Xxxx Xxxxxxx) • Community Services Block Grant (CSBG) • Unemployment Insurance Compensation Programs (UI) • Local Veterans’ Employment Representatives and Disabled Veterans’ Outreach Program • Trade Adjustment Assistance Programs (TAA) • Housing and Urban Development (HUD) Employment and Training Programs • National Farmworker Jobs Program • American Indian and Native American Programs • Temporary Assistance for Needy Families (TANF) /CalWORKs • Title V - Senior Community Service Employment Program (SCSEP) • Job Corps • Youth Build
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Core Programs. The Agency has the authority to provide the following core programs to the Members: (1) Provide for the recycling and disposal of Household Hazardous Waste from the Members’ jurisdictions (the “Household Hazardous Waste Program”); (2) provide services and programs to provide for or facilitate the diversion of organic material, including but not limited to Yard Waste and Wood Waste (the “Organic Materials Program”); (3) provide education regarding recycling, composting and other methods of waste diversion to Members and the public (the “Education Program”); and (4) conduct, prepare and submit all monitoring and reporting as a Regional Agency as required pursuant to the Integrated Waste Management Act (the “Reporting Program”). The Agency may not add to or eliminate these core programs except by amendment of this Agreement. The Core Programs are further described in Section 4 of this Agreement.
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Core Programs.  Title I.B. - Adult, Dislocated Worker, and Young Adult (Youth)  Title II - Adult Education and Literacy (Department of Education) FY 2017-18 ProPath - v1 rev 3.22.17 2 of 50  Title III - Xxxxxx-Xxxxxx Employment Services (EDD)  Title IV – Vocational Rehabilitation (Department of Rehabilitation ) In addition to these Core Programs, WIOA requires that, if available locally, the following partner programs provide access through the One-Stops:  Career and Technical Education (Xxxx Xxxxxxx)  Community Services Block Grant (CSBG)  Unemployment Insurance Compensation Programs (UI)  Local Veterans’ Employment Representatives and Disabled Veterans’ Outreach Program  Trade Adjustment Assistance Programs (TAA)  Housing and Urban Development (HUD) Employment and Training Programs  National Farmworker Jobs ProgramAmerican Indian and Native American Programs  Temporary Assistance for Needy Families (TANF) /CalWORKs  Title V - Senior Community Service Employment Program (SCSEP)  Job Corps  YouthBuild
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Core Programs. Trail Blazer This program is designed to assist young adults, aged 18-25 who have recently experienced their first psychotic episode, to cope with the symptoms of their illness and accommodate for and assimilate them into their lives. Using a positive peer model, each group of 15 participants enters and graduates the program together. The program has a strong focus on personal adjustment, employment readiness and health maintenance.TraNsitional Age Youth to TraNSformation Offered in Baltimore City and County, this program employs a wraparound model to assist young people with mental health, emotional and/or conduct difficulties to transition successfully from school to adult living. This program focuses on employment, independent housing, relationship building, personal safety and jail aversion. A program designed to meet the needs of adults who are diagnosed with a mental illness and a co-occurring substance abuse disorder. The program uses an abstinence model with a twelve-step focus and is holistic in its approach to skill acquisition, community integration, relapse prevention and pre-employment services. Senior Vitality Designed for elders with serious and persistent mental illness, this therapeutic program has a focus on wellness and community integration. The goal of the program is to help participants in maintaining their health, home and independence throughout their retirement years. Case Management Similar to community support services, this service is aimed at serving people who, for various reasons, are not able to benefit from other traditional services. Staff to client ratios are 1:15 or less. Advocacy, service coordination, resource procurement, counseling, support and skills training take place in the clients’ location of choice, with an emphasis on prolonged engagement. Job Coaching and Support On-the-job coaching is provided to assist with job orientation, on-the-job training and to intervene with any difficulties the employee or employer may encounter. Support is also provided to employer regarding ADA compliance, incidental training of other workers, and performance assessment information. Collaborative Healing is accredited by CARF and Licensed through DHMH for the provision of Psychiatric Rehabilitation Program for Adults and Minors as well as Supported Employment.
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Core Programs. 3.2 Core programs mean those programs:
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Core Programs. Engagement Programs Outreach & Education • Objective: Increase adoption of commute alternative programs by commuters. employers and other organizations in San Mateo County by providing TDM tools, education, resources, programs, and expertise.
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Core Programs. Xxxxxxx.xxx’s core programs target San Mateo County residents who commute to work or college as well as commuters coming from outside the county to worksites and colleges in San Mateo County. While we do promote our programs and services directly to commuters, we also work to develop relationships with employers, non‐profit organizations, school districts, industry groups, community‐based organizations (CBO’s), and government agencies. We leverage those relationships to reach a larger portion of the commuter population. The agency’s core programs fall into three categories: • Engagement Programs • Commuter Programs • Shuttle Program Engagement Programs Outreach & Education • Objective: Increase adoption of commute alternative programs by commuters. employers and other organizations in San Mateo County by providing TDM tools, education, resources, programs, and expertise.
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Related to Core Programs

  • New Programs All tax deferred retirement plans and designated Xxxx (after tax) program providers must complete appropriate hold harmless and indemnity agreements as determined by the Park Hill School District Business Office

  • Educational Programs 412. Subject to the approval of the appointing officer, Personal Property Auditors and other represented employees shall be on paid status when attending educational programs required to maintain a job-related state license.

  • Develop programs 1) The Employer will develop and implement health promotion and health education programs, subject to the availability of resources. Each Appointing Authority will develop a health promotion and health education program consistent with the Minnesota Management & Budget policy. Upon request of any exclusive representative in an agency, the Appointing Authority shall jointly meet and confer with the exclusive representative(s) and may include other interested exclusive representatives. Agenda items shall include but are not limited to smoking cessation, weight loss, stress management, health education/self-care, and education on related benefits provided through the health plan administrators serving state employees.

  • Programs An expression of a combination of instructions that causes a computer to function so that it is capable of obtaining a certain result.

  • Educational Program a. The educational program of the School (Section 4, Subsection 6 from the original contract and unchanged here) is as follows:

  • EDUCATION PROGRAM Measure 1a Is the school implementing the material elements of its Educational Program as defined in the charter contract? Meets Standard: The school implemented the material elements of its Educational Program in all material respects, and, in operation, the education program reflects the essential terms as defined in the charter contract, or the school has obtained approval for a modification to the essential terms. Measure 1b Is the school complying with applicable education requirements? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to education requirements, including but not limited to: • Academic standards, including Common Core • Graduation requirements • State assessment and student testing • Implementation of mandated programming as a result of state or federal funding, including Title I and Title II funding Measure 1c Is the school protecting the rights of students with disabilities? Meets Standard: Consistent with the school’s status and responsibilities as a school within a single LEA under the State Department of Education, the school materially complies with applicable laws, rules, regulations and provisions of the charter contract (including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment Act) relating to the treatment of students with identified disabilities and those suspected of having a disability, including but not limited to: • Equitable access and opportunity to enroll • Identification and referral • Appropriate development and implementation of Individualized Education Plans (IEPs) and Section 504 plans • Operational compliance including the academic program, assessments and all other aspects of the school’s program and responsibilities • Discipline, including due process protections, manifestation determinations and behavioral intervention plans • Access to the school’s facility and program to students in a lawful manner and consistent with students’ IEPs or Section 504 plans • Appropriate use of all available, applicable funding Measure 1d Is the school protecting the rights of English Language Learner (ELL) students? Meets Standard: The school materially complies with applicable laws, rules, regulations and provisions of the charter contract relating to ELL requirements (including Title III of the Elementary and Secondary Education Act [ESEA] and U.S. Department of Education authorities), including but not limited to: • Equitable access and opportunity to enroll • Required policies related to the service of ELL students • Proper steps for identification of students in need of ELL services • Appropriate and equitable delivery of services to identified students • Appropriate accommodations on assessments • Exiting of students from ELL services • Ongoing monitoring of exited students

  • Educational Incentive Program 15.2.1 A regular monthly classified unit member covered by this Agreement shall be granted a one-step increase (up to a step maximum of step G for Office/Technical unit members) on the first (1st) of the month following verification of satisfactory completion (grade of “C” or above) of twelve (12) semester units of credit from an accredited institution. Courses must have been enrolled in and credits must have been earned subsequent to the unit member's employment with the District. Official transcripts verifying a grade of “C” or above will be considered proof of satisfactory completion, in addition to the Educational Incentive Program Request for Salary Advancement Form, shall be provided by the eligible unit member and forwarded to the Office of Human Resources. Units of credit obtained prior to promotion must be applied toward step movement within sixty (60) calendar days of effective promotion date. The unit member shall ensure that the Compensation department is aware of these additional credits within this sixty (60) day period.

  • Programs and Services Every aspect of the service you provide is considered part of your program, and therefore it must be accessible to individuals with disabilities. This includes parking lots, service counters and spaces, transportation (shuttles, etc.), agendas, flyers, emails, online services, phone calls, meetings, celebrations, classes, recreational activities and more. The guidance in this document is primarily intended to help you provide accessible programs by providing you with the tools to: ▪ survey facilities and identify common architectural barriers for people with disabilities; ▪ identify common ADA compliance problems in your communications and activities; and ▪ remove barriers and fix common ADA compliance problems in these areas. ADA Technical Assistance Materials ADA Update Your programs can be broken into three main categories, (Communications, Facilities, and Activities) which will be covered in more detail below.

  • In-Service Programs The parties to this collective agreement recognize the value of in-service education both to the employee and the Employer.

  • Special Programs In consideration of the sale of the Eligible Loans under these Master Sale Terms and each Sale Agreement, Purchaser agrees to cause the Servicer to offer borrowers of Trust Student Loans all special programs whether or not in existence as of the date of any Sale Agreement generally offered to the obligors of comparable loans owned by Xxxxxx Mae subject to the terms and conditions of Section 3.12 of the Servicing Agreement.

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