Independent Living Skills Sample Clauses

Independent Living Skills. The Parties agree to promote collaborative programming, as required by IDEA, for each child who has or is suspected of having a disability and is 14 years of age and older. This is to include independent living transition planning by DCF/CBKN and all of the child’s service providers to meet the requirements of the local school district for educational purposes. The collaboration shall be designed to enhance but not supplant The Board’s responsibilities under IDEA. Where applicable, collaborative programming on independent living skills and post high school opportunities shall also be undertaken for children not having a known or suspected disability.
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Independent Living Skills. The Parties agree to promote transition planning for each child known to the department who is 14 years of age and older who has or is suspected of having a disability to include independent living transition planning. The planning shall be designed to enhance but not replace the School Board’s responsibilities under IDEA. Where applicable, collaborative programming on independent living skills and post high school opportunities shall also be undertaken for children known to the department and not having a known or suspected disability.
Sample 1
Independent Living Skills. DCF, BFP and Brevard Public Schools agree to promote collaborative programming, as required by IDEA, for each youth who has or is suspected of having a disability and is 14 years of age and older to include independent living transition planning by DCF, BFP and all of the youth’s service providers to meet the requirements of the local school district for educational purposes. The collaboration shall be designed to enhance but not supplant DOE’s responsibilities under IDEA. This collaboration will work to promote educational progress and to assist students in acquiring essential independent living skills, including readiness for pursuit of higher education goals and/or employment. Where applicable, the Parties shall also undertake collaborative programming on independent living skills and post high school opportunities for the youth not having a known or suspected disability.
Sample 1
Independent Living Skills. DCF and the CBC agree to cooperate in developing programs to assist youth in achieving independence. The DCF and the CBC agree they each have responsibilities to teach independent living skills to students known to the Department. Collaboration in the area shall be designed to enhance but not supplant SBCC’ responsibilities under IDEA. SBCC as the Local Education Agency (hereinafter referred to as “LEA”), has the responsibility under IDEA to ensure that community agencies are contacted and participate in the development of transition plans for students with disabilities. The LEA has a particular interest in working with DCF and CBC to fulfill its mandates and assurances under IDEA. This collaboration will work to ensure educational progress and to assist students in acquiring essential independent living skills, including readiness for pursuit of higher education goals and/or employment. Where applicable, collaborative programming on independent living skills and post high school opportunities shall also be undertaken for children known to the Department and not having a known or suspected disability.
Sample 1
Independent Living Skills. DCF and DOE agree to promote collaborative programming, as required by IDEA, for each youth who has or is suspected of having a disability and is 14 years of age and older to include independent living transition planning by DCF and all of the youth’s service providers to meet the requirements of the local school district for educational purposes. The collaboration shall be designed to enhance but not supplant DOE’s responsibilities under IDEA. DOE as the State Education Agency (SEA) shall provide oversight through its monitoring processes for Local Education Agencies to meet the expectations as stated in federal law and regulations and state statutes and rules regarding transition services for students with disabilities. The SEA has a particular interest in working with DCF to fulfill its mandates and assurances under IDEA. This collaboration will work to promote educational progress and to assist students in acquiring essential independent living skills, including readiness for pursuit of higher education goals and/or employment. Where applicable, the Parties shall also undertake collaborative programming on independent living skills and post high school opportunities for the youth not having a known or suspected disability.
Sample 1
Independent Living Skills. Contractor shall teach independent living skills to Residents. These shall include grocery shopping, cooking (including nutrition and meal planning), household cleaning, personal hygiene and money management. Contractor shall assist each Resident, as needed, with achieving proficiency in these skills by helping the Resident to develop and manage a personal budget, open and reconcile bank accounts and pay personal bills.
Sample 1
Independent Living Skills. The Parties agree to promote collaborative programming, as required by IDEA, for each child known to the department who has or is suspected of having a disability and is 14 years of age and older to include independent living transition planning by DCF and all of the child’s service providers to meet the requirements of the local school district for educational purposes. The collaboration shall be designed to enhance but not supplant DOE’s responsibilities under IDEA. DOE as the SEA shall provide oversight through its monitoring processes, for Local Education Agencies to meet the expectations as stated in federal law and regulations and state statutes and rules regarding transition services for students with disabilities. The SEA has a particular interest in working with DCF to fulfill its mandates and assurances under IDEA. This collaboration will work to ensure educational progress and to assist students in acquiring essential independent living skills, including readiness for pursuit of higher education goals and/or employment. Where applicable, collaborative programming on independent living skills and post high school opportunities shall also be undertaken for children known to the department and not having a known or suspected disability.
Sample 1
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Independent Living Skills. C.6.2.7.1 The Provider shall provide services that prepare youth to become self-sufficient, to include, but not limited to, meal preparation, bathing, dressing, shopping, managing finances and household chores, and sex education.
Sample 1
Independent Living Skills. DCF, UFF and SCHOOL BOARD OF SAINT LUCIE COUNTY agree to promote collaborative programming, as required by IDEA, for each youth who has or is suspected of having a disability and is 14 years of age and older to include independent living transition planning by DCF, UFF and all of the youth’s service providers to meet the requirements of the local school district for educational purposes. The collaboration shall be designed to enhance but not supplant DOE’s responsibilities under IDEA. This collaboration will work to promote educational progress and to assist students in acquiring essential independent living skills, including readiness for pursuit of higher education goals and/or employment. Where applicable, the Parties shall also undertake collaborative programming on independent living skills and post high school opportunities for the youth not having a known or suspected disability.
Sample 1

Related to Independent Living Skills

  • Management skills (i) These positions require skills in managing time, setting priorities and planning and organising one’s own work and that of supervised employees so as to achieve specific and set objectives in the most efficient way possible within the resources available and within a set timetable.

  • Professional Skill It is mutually agreed by the parties that City is relying upon the professional skill of the consultant as a specialist in the work, and Consultant represents to the City that its work shall conform to the normal professional standards of the profession. Acceptance of the Consultant's work by the City does not operate as a release of Consultant's representations. It is intended that Consultant's work shall conform to normal standards of accuracy, completeness and coordination.

  • Multi-Skilling 37.1 Subject to appropriate qualifications, training and taking into account a Teacher’s long term career path opportunities, the Employer may transfer Teachers to teach their Approved Program in part or in whole in another location or discipline other than the one to which they currently belong.

  • SPECIAL SKILLS Five percent (5%) of the employees (not less than one person) to be laid off within a class within an agency shall be exempt from the seniority factor when the State determines that there is a need for special skills. “Special skills” refers to jobs difficult to fill with a replacement except after extensive training. Where practical, the State will attempt to meets its “special skills” requirements be exempting the employees with the highest seniority among employees with the same special skills. Management decisions on special skills shall be subject to expedited arbitration provided, however, that no back pay remedy shall accrue to any individual employee.

  • Specialized Skills Each certificated support person demonstrates in his/her performance a competent level of skill and knowledge in designing and conducting specialized programs of prevention, instruction, remediation and evaluation.

  • Specialist knowledge and skills Indicative but not exclusive tasks include: the undertaking of semi-skilled work, including cleaning, vacuuming, dusting, washing and ironing, shopping, sweeping paths, minor maintenance jobs, preparation and cooking of meals, defrosting refrigerators, emptying and cleaning of commodes, banking and account payment, organising appointments, assistance with care of pets, and care of indoor and outdoor pot plants.

  • Recommended language skills The sending institution, following agreement with the receiving institution, is responsible for providing support to its nominated candidates so that they can have the recommended language skills at the start of the study or teaching period: Receiving institution [Erasmus code] Optional: Subject area Language of instruc­tion 1 Language of instruc­tion 2 Recommended language of instruction level4 Student Mobility for Studies [Minimum recommended level: B1] Staff Mobility for Teaching [Minimum recommended level: B2] I NAPOLI01 Italian English IT-B1 EN-B2; IT-B2 Partner Institution code

  • Bachelor’s Degree A four-year baccalaureate degree is recommended; however, applicants who complete a minimum of 90 semester or 135 quarter units of undergraduate study will qualify for admission. To be eligible to apply, the applicant must be on track to complete the required units through the summer term that precedes fall matriculation. Advanced Placement (AP) courses for the prerequisites will be accepted as long as the appropriate number of credit hours was received. These courses must appear on your official college transcript or in a letter from the registrar stating that the appropriate number of credit hours was verified by the program. SCCO Requirement Courses Credit Requirements Calculus MAT 351 3 semester units or 4 quarter units General Biology/Zoology (no lab required) BIO 181, 182 2 semesters (minimum of 6 semester units) or 3 quarters (minimum of 9 quarter units) General Microbiology/Bacteriology (lab required) BIO 205/205L 3 semester units or 4 quarter units General Physics (labs required) PHY 111/111L, 112/112L 2 semesters (minimum of 8 semester units) or 3 quarters (minimum of 12 quarter units) General Chemistry (labs required) CHM 113/113L, 115/115L 2 semesters (minimum of 8 semester units) or 3 quarters (minimum of 12 quarter units) Organic Chemistry (no lab required) CHM 231 3 semester units or 4 quarter units Psychology PSY 102 3 semester units or 4 quarter units English Composition or Literature ENG 105, 106 6 semester units or 8 quarter units Statistics MAT 274 3 semester units or 4 quarter units Human Anatomy* (no lab required) BIO 201 & 202 3 semester units or 4 quarter units Human Physiology* (no lab required) BIO 201 & 202 3 semester units or 4 quarter units Bio Chemistry (no lab required) CHM 360 3 semester units or 4 quarter units * Human Anatomy and Physiology lecture series may be completed one of two ways: • Combined Human A&P (6 semester units or 8 quarter units) • Separate Human Anatomy and Human Physiology (3 semester units or 4 quarter units each)

  • Apprenticeships and Skills 6.1 The Authority will review the Contractor’s Apprenticeships and Skills Report when submitted by the Contractor in accordance with the Schedule (Apprenticeships and Skills Requirements) and then annually thereafter.

  • Knowledge, Skills and Abilities Shall be knowledgeable in replacement/adjustment of closures, locks, hinges and handles on commercial steel door systems. - Repairs, installs, and maintains commercial plumbing services such as closet and urinal diaphragms and flush valves. - Have obtained previous certification in using boom and scissor lifts. - Have obtained previous certification in using forklift. MINIMUM JOB QUALIFICATIONS: - One-year certificate from an appropriate technical/military school or completion of trade apprenticeship; or three years verifiable experience in a related field. - Ability to read, write and speak English, interpret documents such as safety rules, operating and maintenance instructions, blue prints, wiring diagrams and equipment manuals. Ability to write routine reports and correspondence. Ability to communicate effectively with building occupants and employees of OCCC. - Ability to add, subtract, multiply and divide. - Shall possess a valid Florida Driver’s license (or State issued ID) for the duration of employment in this position. - Willing to work in a team atmosphere and be willing to work alongside OCCC employees.

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