School Expectations Sample Clauses

School Expectations. 1. As a Representative of your School, Family & Team, RCHS Swim and Dive athletes are expected to abide by School Rules and lead by example throughout the school day. Athletes should treat their classmates & teaching staff with respect.
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School Expectations. Wrestlers will follow all school rules. It is expected that wrestlers conduct themselves with Pride, Class, Dignity, and Respect at all times. - Any wrestler that is issued a referral will be dealt with on a case by case basis. - Any wrestler issued a major referral or suspension will not be allowed to compete for one week. - Any wrestler that has repeated discipline issues may be dismissed from the team. - Any wrestler that is involved with any illegal activity (vaping, theft, etc,) will be dismissed from the team immediately. - We will follow the school policy concerning grades. Two D’s or one F and a wrestler will be ineligible to compete until the grade is fixed. Wrestlers are expected to be at practice regardless of their eligibility for competition. Practice Expectations - 3:45-5:30pm - Every day there is school we will have practice. - If there is no school or school is canceled we will not have practice. - Wrestlers with excused* absence(s) will still be able to compete in our weekly meets. - Any wrestler with an unexcused absence(s) will not be able to compete in that week’s competition. - Wrestlers are required to shower after practice. Please provide your wrestler with a towel and soap to keep in their wrestling locker. *Excused abscesses mean that the athlete has talked with a coach face-to-face prior to practice OR a parent has contacted a coach via email. Competition Expectations - Wrestlers will come prepared with: Singlet, Shoes, Headgear Warm-up Top, Sweats/Shorts. (Shoes & Headgear is not provided by the school) - Wrestlers with braces will also need a mouth guard. (Required for competition, optional at practice) - Wrestlers are expected to conduct themselves with Pride, Class, Dignity, and Respect both on and off the mat during competition. - Any wrestler displaying unsportsmanlike conduct will be removed from the competition. - Every member of the wrestling team is expected to stay and support until the final CCMS wrestler is done. - Wrestlers riding home with parents need to be signed out by the parent before leaving. - Any parent wanting their wrestler to ride with another family must provide written/signed documentation prior to the tournament. - District, State Qualifier, and State are the only tournaments that require wrestlers to make a specific weight. Parent Expectations - Support your wrestler’s success by making sure they are attending every practice. - Help remind your wrestler to wash their practice gear, towels, and competi...
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School Expectations. We agree that upon enrolment at Korumburra Secondary College our child will abide by all School Expectations and in particularly relating to: ∗ Correct school uniform ∗ Respect others ∗ School boundaries ∗ Abide by the school Expectations ∗ Acceptable internet & computer usage ∗ Safety precautions ∗ Homework ∗ Bus travel BOOKS & STUDENT FEES We agree to provide our child with all necessary agreed books and pay the necessary charges.
Sample 1
School Expectations. ● Make time available at appropriate meetings (staff, School Site Council, ELAC, Cafecitos, etc) to inform school of the program and facilitate communication. ● Make adequate space available for a full time (a minimum of 30 hours) site coordinator, classroom space for instruction/homework assistance, playground/field and multi-purpose room for recreation and enrichment activities. ● Principal/CS Coordinator meet regularly (a minimum of twice a month) with partner site coordinator to discuss program needs and development and program strengths and needs to align practices. ● Recruit teaching staff to be involved in the program, if necessary. ● Facilitate knowledge sharing of academic resources, curriculum foci, school-wide learning opportunities (i.e., health fair, etc) and district and site calendars, which include minimum days/super minimum days, school events and emergency drills. The calendar is to be shared in August of each year. ● Co-develop(district, site and program partners) referral process into the program, criteria for removing students and communication process to share information with teachers and families. ● Make available the site newsletter for program partners to include their information. ● Share information regarding students, when pertinent, to facilitate team approach to student's social, emotional and academic success with a signed MOU for data sharing. ● Work in partnership with provider to develop plans to modify programming as needed based on annual evaluation data. District Expectations: ● Administer all state and federal requirements (application, renewals, attendance, contracts). ● Project manage evaluation, including hiring of outside evaluator. ● Develop MOUs (Attachment A) that outline program and partner responsibilities. ● Ensure compliance with state and federal requirements and local agreements/MOUs. ● Facilitate space acquisition, referral process and other program needs at school sites. ● Facilitate district/state requirements for hiring of partner staff. ● Leverage district resources to facilitate integration between the school day and extended day experiences. ● Support partner resource development and resource sharing among partners. ● Problem-solve with partners as challenges arise. ● Facilitate and support collaborative oversight body. ● Collect and disseminate necessary data to partners as expressed in and limited to the data sharing MOU.
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Related to School Expectations

  • Service Level Expectations Without limiting any other requirements of the Agreement, the Service Provider shall meet or exceed the following standards, policies, and guidelines:

  • Expectations Faculty members participating in the annuitant employment program are expected to perform the full range of faculty duties, on a pro rata basis. They are subject to the professional development plans required under Article 22.

  • Performance Expectations The Charter School’s performance in relation to the indicators, measures, metrics and targets set forth in the CPF shall provide the basis upon which the SCSC will decide whether to renew the Charter School’s Charter Contract at the end of the charter term. This section shall not preclude the SCSC from considering other relevant factors in making renewal decisions.

  • Demographics Obtain demographic information including age, race, ethnicity, and sex.

  • BUSINESS ETHICS EXPECTATION 13.1 During the course of pursuing contracts with Owner and while performing contract work in accordance with this Agreement, Architect/Engineer agrees to maintain business ethics standards aimed at avoiding any impropriety or conflict of interest which could be construed to have an adverse impact on the Owner’s best interests.

  • Performance Expectation Provided the conditions are met under 2.1.1 and 2.1.2 proceeding, ALLTEL’s performance expectation is to provide 100% due dates met within reporting month. If service levels fall below 95% of the performance expectation within a reporting month, root cause analysis and joint problem resolution will be implemented within thirty (30) days.

  • History The two Boards approved a "Proposed Plan to Further Simplify and Facilitate Transfer of Credit Between Institutions" at their meetings in February 1996. This plan was submitted as a preliminary report to the Joint Legislative Education Oversight Committee in March 1996. Since that time, significant steps have been taken toward implementation of the transfer plan. At their April 1996 meetings, the Boards appointed their respective sector representatives to the Transfer Advisory Committee to direct, coordinate, and monitor the implementation of the proposed transfer plan. The Transfer Advisory Committee membership is listed in Appendix D. Basic to the work of the Transfer Advisory Committee in refining transfer policies and implementing the transfer plan has been the re-engineering project accomplished by the North Carolina Community College System, especially common course names, numbers, credits, and descriptions. The Community College Combined Course Library includes approximately 3,800 semester-credit courses written for the associate degree, diploma, and certificate programs offered in the system. Colleges select courses from the Combined Course Library to design all curriculum programs. Of approximately 700 arts and sciences courses within the Combined Course Library, the faculty and administrators of the community colleges recommended approximately 170 courses as appropriate for the general education transfer core. The Transfer Advisory Committee then convened a meeting on May 28, 1996, at which six University of North Carolina faculty in each of ten general education discipline areas met with six of their professional counterparts from the community colleges. Through a very useful and collegial dialog, these committees were able to reach consensus on which community college courses in each discipline were acceptable for transfer to University of North Carolina institutions as a part of the general education core. This list of courses was distributed to all University of North Carolina and community college institutions for their review and comments. Considering the recommendations of the general education discipline committees and the comments from the campuses, the Transfer Advisory Committee established the list of courses that constitutes the general education transfer core. This general education core, if completed successfully by a community college student, is portable and transferable as a block across the community college system and to all University of North Carolina institutions. With the establishment of the general education core as a foundation, joint academic disciplinary committees were appointed to draw up guidelines for community college curricula that will prepare students for intended majors at University of North Carolina institutions. Each committee consisted of representatives from each UNC institution offering such major programs and eight to ten representatives from community colleges. The Transfer Advisory Committee distributed the pre- majors recommended by the faculty committees to all University of North Carolina and community college institutions for their review and comments. Considering the faculty committee recommendations and the campus comments, the Transfer Advisory Committee established pre-majors which have significant numbers of transfers from the community colleges to the University of North Carolina institutions. The special circumstances surrounding transfer agreements for associate in applied science programs, which are not designed for transfer, require bilateral rather than statewide articulation. Special circumstances include the different accreditation criteria for faculty in transfer and non-transfer programs, the different general education requirements for transfer and non-transfer programs, and the workforce preparedness mission of the technical/community college AAS programs. A major element in the proposed transfer plan adopted by the two boards in February 1996 is the transfer information system. Simultaneously with the work being done on the general education and professional specialization (major) components of the transfer curriculum, the joint committee on the transfer information system laid out a plan, approved by the Boards of The University of North Carolina and the North Carolina Community College System, "to provide students with accurate and understandable information regarding the transfer of credits...[and] to increase the adequacy and availability of academic counseling for students who are considering a college transfer program." In addition to the printed publications currently being distributed to students, transfer counselors, admissions directors, and others, an electronic information network provides (1) electronic access to the articulation database which will include current transfer policies, guidelines, and on-line catalogs for public post-secondary institutions; (2) computerized common application forms, which can be completed and transmitted electronically along with transcripts and other education records; and (3) an electronic mail network for transfer counselors and prospective transfer students. Access to the e-mail network is available in the transfer counselors' offices and other selected sites on campuses. The final element of the transfer information system is the Transfer Student Academic Performance Report. This report, recently refined with suggestions from community college administrators, is sent annually to each community college and to the State Board of Community Colleges. These data permit the rational analysis of transfer issues and are beneficial to students and to educational and governmental decision-makers. This performance report provides the important assessment component necessary for evaluating and improving the transfer process. Appendix C Transfer Advisory Committee Procedures Articulation between the North Carolina Community College System and The University of North Carolina is a dynamic process. To ensure the currency of the Comprehensive Articulation Agreement (CAA), occasional modifications to the CAA may be necessary. These modifications may include the addition, deletion, and revision of courses on the transfer list, development and/or revision of pre- majors, and changes in course designation (i.e. additions to UGETC list or changing a course from general education to elective). The TAC will receive requests for modification only upon the recommendation of the chief academic officer of the NCCCS or UNC. Additions, deletions, and modifications may be subject to faculty review under the direction of the TAC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Additions to the Universal General Education Transfer Component Courses currently included on the approved transfer course list may be considered for inclusion as a Universal General Education Transfer Component (UGETC) course through the following procedures:

  • Capabilities A. The Parties agree that the DRE must possess the legal, technical, and financial capacity to:

  • Diversity The Employer and the Union recognize the values of diversity in the workplace and will work cooperatively toward achieving a work environment that reflects the interests of a diverse work force.

  • Clients in this context, clients are people who are dependent upon the caring skills and services of the local authority, for example, the elderly, mentally infirm, those with mental or physical impairments. Clients in this context also include those whose needs are identified and catered for in settings such as schools and nurseries, that is, young children and school pupils dependent on the organisation for their educational and developmental welfare. Clients exclude internal authority customers (as in client departments) or external customers (for example, members of the public with planning applications), because neither are dependent on the local authority for their care and welfare. The exceptional needs of clients refer to those which are exceptionally demanding, not to those which are out of the ordinary.

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