zilongwang/ReadingBank huggingface dataset:
Name:__________________________________________ 1 Which statement about the trip taken by Emperor Mansa Musa is accurate? The trip extended beyond North African trade routes. Mansa Musa used the Mediterranean Sea to reach Mecca. The route primarily followed major rivers. Mansa Musa traveled to Fez on his way to Mecca. 2 Which conclusion about trade is best supported by the information on this map? Timbuktu was a center of trade in West Africa. The Sahara Desert prevented trade. Cairo and Mecca were trading partners. West African gold and salt were traded along the Zaire River. 3. How did the use of camels affect trade? Trans-Saharan Trade • Salt was mined in the Sahara Desert and traded for gold from the south, as well as crops and enslaved laborers from the flat, grassy plains of the savannah region. • Around the fourth century, camels began to be used in trade caravans. They could travel long distances without water, making the journeys easier. Ghana (800–1076) • Ghana was located where salt from the north met the gold and enslaved Africans from the south. Ghana controlled the gold-salt trade. • Ghana’s king taxed trade and demanded tribute, or payment, from nearby tribes. • Ghana conquered more territories. Large trading cities sprang up, and the kingdom grew wealthy. Mali (1235–1400s) • New sources of gold were found farther east. As a result, the trade routes moved closer to Mali. • Under the ruler Sundiata, Mali took control of the gold-salt trade. Mali grew wealthy and powerful. It expanded to include Ghana’s former territory. • Mali’s city of Timbuktu, at the crossroads of the desert and savannah, became a center for trade and learning. 4. Why was Ghana able to control the gold-salt trade? A It had a strong army that could overpower traders. B It took the land that Mali once had. C It owned all of the gold and salt mines. D It was located at the meeting point for gold and salt traders. 5. What was one result of the shift in trade routes? A Ghana grew stronger. B Gold’s value declined. C Trans-Saharan trade decreased. D Mali gained control of the gold salt trade.
Name: ________________________________________________ Date: _______________________________ What Does the Earth Look Like Right Now? Background: How do you know if something has changed? Well, you first have to know how something looks and then notice if things are different the next time you look. This is where we will begin with geology (the study of what the Earth is made of and how it formed). You need to know how the Earth’s surface looks now in order to know if it has changed. Instructions: You will need the Internet for this activity. You will be labeling mountain ranges, oceans, and other important features by looking at different maps. Follow the instructions below. Type www.worldatlas.com into the search bar. Push “enter.” The blue stripe at the top of the screen has links to different maps. Choose a map you need by clicking on the name. Next, click on the “geography” link in the yellow bar above the map. Label the features (mountain, ocean, valley) listed below each map. See the example below. For Mountains…draw a line around the range to show how far it goes. For Oceans… write the name of the ocean in the correct location
Name:__________ Map Quest 2 Using the paper provided, writing/coloring utensils, and drawing directions, you are to create a map of Parallel City. Directions: 1. Draw the buildings on the appropriate corners on the Parallel City sheet provided using the construction clues below (you may want to practice FIRST!). Make it neat, label it, and be creative. 2. Create 5 columns: alternate interior (2 sentences), alternate exterior (2 sentences), corresponding (4 sentences), supplementary (Just list 4), and vertical angles (4 sentences). List all the angle pairs by listing the names of the buildings. Construction: Bank, walmart, post office, Dollar General, hospital, church, burger king, your house 1) The Bank and Wal-Mart are alternate interior angles. 2) Dollar General and the Post Office are vertical angles. 3) Your house and Burger King are vertical angles 4) Dollar General and the Hospital are a pair of supplementary angles. 5) The Church and the Hospital are alternate exterior angles. 6) Burger King and the Post Office are corresponding angles.
6+ | Operations and Algebraic Thinking | Expressions and Equations | RIT 220-223 Operations and Algebraic Thinking Expressions and Equations Standards Alignment RIT Range: 220-223 6.EE.B.7 6.EE.A.1 6.EE.A.1 6.EE.B.5 6.EE.B.8 6.EE.A.2 6.EE.A.2 6.EE.A.2 6.EE.A.2 RIT Range: 224-227 7.EE.A.1 7.EE.A.1 7.EE.B.3 7.EE.A.1 7.EE.A.1 7.EE.A.2 7.EE.B.4 | HSA-REI.B.3 7.EE.B.4 7.EE.A.1 7.EE.B.3 7.EE.B.3
Name: _______________________________________________ Date: _______________ Block: _________ Virginia Geology Analysis Table Use the Geologic Map of Virginia to complete the table & use the Background Information Packet to answer the questions on the back. Province Era -Cenozoic -Mesozoic -Paleozoic -Precambrian -Uncertain Age -Record range in millions of years Rock Types -Sedimentary (SR) -Igneous (IR) -Metamorphic (MR) Resource -written in italics beneath the rock names -list at least two -make sure its use is posted on the board Uses -posted on the board -list the use of the two resources you recorded Coastal Plain Piedmont Blue Ridge Valley and Ridge
The South Australian Mining and Quarrying Occupational Health and Safety Committee Promoting Work Health and Safety in the Workplace This workplace industry safety resource is developed and fully funded by the Mining and Quarrying Occupational Health and Safety Committee (MAQOHSC). Disclaimer IMPORTANT: The information in this guide is of a general nature, and should not be relied upon as individual professional advice. If necessary, legal advice should be obtained from a legal practitioner with expertise in the field of Work Health and Safety law (SA). Although every effort has been made to ensure that the information in this guide is complete, current and accurate, the Mining and Quarrying Occupational Health and Safety Committee, any agent, author, contributor or the South Australian Government, does not guarantee that it is so, and the Committee accepts no responsibility for any loss, damage or personal injury that may result from the use of any material which is not complete, current and accurate. Users should always verify historical material by making and relying upon their own separate inquiries prior to making any important decisions or taking any action on the basis of this information. Creative Commons This work is licenced under Creative Commons Attribution – Non Commercial 4.0 International Licence. The licence is available to view at This creative commons licence allows you to copy, communicate and or adapt our work for purposes only, as long as you attribute the work to Mining and Quarrying Occupational Health and Safety Committee and abide by all the other licence terms therein. ISBN 978-1-925361-31-5 Contact information Mining and Quarrying Occupational Health and Safety Committee (MAQOHSC) World Park A Building Level 4, 33 Richmond Road Keswick SA 5035 Phone: (08) 8204 9842 Email: Website: Purpose and Scope
Ask questions where understanding is not clear. Inductions Guidance note (delete this later): Below is an example of possible inductions that may be relevant to your operation. This section will need to modified to suit. (insert company name) has a range of inductions to ensure induction processes are appropriate to the time on site and meet the task requirements. The following table outlines the Induction Program. Induction Type Area Target Group Valid for Conducted By: Visitor Induction Surface and Underground Personnel who will be on site in a visitor capacity and will not be performing any manual work. Suitable for those attending meetings, inspections, tours, office work. 3 months Delegated person or (insert position title) with a current induction. Contractor Induction Surface and Underground Personnel required to conduct work but will be on site for less than 7 days or a set project time frame. A worker / contractor working under a Supervised Worker induction may only conduct the work for which they are competent and experienced. Annually but if off site for more than 3 months continuously will require a refresher induction. Delegated person or (insert position title) with a current induction. General Induction All areas includes admin, production and maintenance areas Personnel who are on site for 7 days or more, all permanent employees, and all permanent contractor employees. 2 years but if off site for more than 6 months continuously will require a refresher induction. Delegated person or (insert position title) with a current induction. Basic Isolations Surface and Underground All persons required to conduct a basic isolation on mobile or fixed plant and equipment or lock onto a lockbox. This training does not allow persons to conduct complex isolations. 2 years but if off site for more than 6 months continuously will require a refresher induction. Delegated person or (insert position title) with a current induction. Processing Plant / Mill Orientation Surface Personnel performing work in the mill, all permanent employees and all permanent contractors. If off site for more than 6 months continuously will require a refresher induction. Delegated mill personnel with a current induction. Maintenance Orientation Surface Personnel performing work or entering the workshop (other than the office), all permanent employees and all permanent contractor If off site for more than 6 months continuously will require a refresher induction. Delegated maintenance personnel with a current induction.
Pipeline and Hazardous Materials Safety Administration 98. Popular Title: Rail Petitions (RRR) RIN 2137-AE91 Stage: ANPRM Previous Stage: None Abstract: PHMSA is considering amendments that would enhance safety and revise and clarify the HMR applicable to the transportation of hazardous materials by rail. This action responds to petitions for rulemaking submitted by the regulated community and NTSB recommendations that are associated with the petitions. Specifically, these amendments would identify elements of non-conformity that do not require a movement approval from the Federal Railroad Administration (FRA); correct an unsafe condition associated with pressure relief valves (PRV) on rail cars transporting carbon dioxide, refrigerated liquid; revise outdated regulations applicable to the repair and maintenance of DOT Specification 110, DOT Specification 106, and ICC 27 tank car tanks (ton tanks); except ruptured discs from removal if the inspection itself damages, changes, or alters the intended operation of the device; and enhance the standards for DOT Specification 111 tank cars used to transport Packing Group I and II hazardous materials. Effects: Prompting action: Secretarial/Head of Operating Administration Decision Rulemaking Project Initiated: 04/13/2012 Docket Number: PHMSA-2012-0082 Dates for ANPRM: Federal Register Citation for ANPRM: None Research and Innovative Technology Administration Research and Innovative Technology Administration 99. Popular Title: Reporting Ancillary Airline Passenger Revenues RIN 2139-AA13 Stage: Final Rule Previous Stage: NPRM: Publication Date 07/15/2011; End of Comment Period 09/13/2011. Abstract: This rulemaking would collect more detailed revenue information regarding airline imposed fees
17 July 2018 The Alexandrian 480 King Street Alexandria, Virginia 22314 Joint Session Mid-Atlantic (MAPAIS) and Mississippi River Basin (MRBP) panels Password: SaH!1234 Phone: 1-408-792-6300 Access code: 795 007 001 8:00 am Gather / meet-n-greet (bring coffee/tea from hotel lobby if desired) Old Town Central and West 8:15 am Call to Order Welcome/Housekeeping Introductions Ray Fernald / Tim Campbell 8:30 am Update by ANSTF Susan Pasko 8:45 am Update by AFWA Invasive Species Committee Kim Bogenschutz 9:00 am Regional Panel Structure, Projects, and Operations (Presentations by Panel representatives, followed by discussion) Ray Fernald / Tim Campbell 9:30 am Presentation/Update of MAPAIS Mid-Atlantic View, followed by discussion of this and other USGS initiatives (e.g., NAS Alert-Risk-Mapper, NAS FAST, and Data-flow initiatives with EDDMapS and iMap) Ian Pfingsten 10:15 am Discussion of mutual MAPAIS/MRBP priorities and opportunities for joint panel projects All participants 10:30 am Break: Adjourn Joint Panel Session Mid-Atlantic Panel (MAPAIS) Spring 2018 Meeting Conference Line: (202) 991-0477 Code: 903-7008 Adobe Connect: (Enter as Guest with your name and affiliation)
Chris Johnson shared information about the College Reading and Learning Association’s (CRLA) 47th Annual Conference in St. Paul on November 5-8, 2014. CRLA could allow MAR to expand interactions with college literacy and preparation programs. MAR members discussed ideas to address dyslexia initiatives. MAR will try to invite special education colleagues to our future MAR Board Meetings. Action Steps (what, who, when): Chris Johnson will provide information to Kate Kelly on his work with student teachers, his presentations, and his work with Cuban literacy to be included on the Honor Council application. Karen Moroz will submit an article to the Minnesota Reading Association’s newsletter by October 1, 2014. Kate Kelly will upload MAR’s application documents to Google Docs for the Honor Council application for MAR collaboration. Someone will need to share our September 19, 2014 minutes and record the minutes for our October 3, 2014 meeting. Lisa Krall will not be attending the meeting. Date of next meeting: 1-2:30, 10/3/14, Hamline University (room TBD) Save the Date: Policy Event - Jan 12, 2015 Hamline University, Anderson 111 has been confirmed. Minutes respectfully submitted by Lisa Krall
PERALTA COMMUNITY COLLEGE DISTRICT COUNCIL ON INSTRUCTION, PLANNING, AND DEVELOPMENT (CIPD) CIPD Agenda, Monday, Mar 5, 2018, 1:00pm-3:00pm, District Board Room Co-Chair: Siri Brown, VC of Academic Affairs Co-Chair: Heather Sisneros, Laney Curriculum Chair Note Taker: Lashaune Fitch ACT 1: Review December 2017 and Feb 2018 agenda minutes (1:00pm- 1:10pm) ACT 2: Curriculum proposals for review and approval (1:10pm-2:00pm)  Berkeley City College Laney College Merritt College College of Alameda ACT 3: Pressing curriculum topics (2:00pm-3:00pm) Update on Peralta Program and Course Approval Manual CurricUNET META : Peralta Curriculum Management Platform Program Review Revisions: CIPD Input to Curriculum: Please bring the answers to the following questions and/or insert your most recent curriculum review report (within the past 3 years) here. Have all of your course outlines of record been updated or deactivated in the past three years? If not, list the courses that still need updating and specify when your department will update each one, within the next three years. What are the discipline, department or program of study plans for curriculum improvement (i.e., courses or programs to be developed, enhanced, or deactivated)? Please list your degrees and/or certificates. Can any of these degrees and/or certificates be completed through Distance Education (50% or more of the course online)? Which degree or certificate?
Florida International University Special Marine Sciences Seminar Two girls for every boy: How environmental sex determination can impact the fate of turtle populations By Steve Freedberg Associate Professor of Biology at St. Olaf College Mon, Mar 25, 2013 2:00 pm BBC MSB 105, will broadcast to MMC AHC1-216 HOST: Yuying Zhang
research their events. (Eye on the Prize: America’s Civil Rights Years (all week to answer) *Comprehension Questions (Eye on the Prize: America’s Civil Rights Years (all week to answer) (Continue) *Comprehension Questions (Eye on the Prize: America’s Civil Rights Years (all week to answer) (Continue) ¶5-Conclusion WORK PERIOD GUIDED PRACTICE (Small Group/Differentiated Instruction) Acceleration (Advanced Group) Working Independently Acceleration (Advanced Group) Working Independent Acceleration (Advanced Group) Working Independent Acceleration (Advanced Group) Working Independently Acceleration (Advanced Group) Working Independently Progression – (On Group) Check students questions periodically. Provide direct instruction where needed. Progression – (On Group) Check students questions periodically. Provide direct instruction where needed. Progression – (On Group) Check students questions periodically. Provide direct instruction where needed. Progression – (On Group) Check students questions periodically. Provide direct instruction where needed. Progression – (On Group) Check students questions periodically. Provide direct instruction where needed.
Remediation (On w/Support Group) Teacher group Work closely with students monitoring progress Remediation (On w/Support Group) Teacher group Work closely with students monitoring progress Remediation (On w/Support Group) Teacher group Work closely with students monitoring progress Remediation (On w/Support Group) Teacher group Work closely with students monitoring progress Remediation (On w/Support Group) Teacher group Work closely with students monitoring progress CLOSING INDEPENDENT PRACTICE (What the students are doing while the teacher is working with small groups) Checking for from CommonLit passage Checking for comprehension-questions from CommonLit passage Checking for comprehension-questions from CommonLit passage Checking for comprehension-answers to stem DOK questions CLOSURE TOTD: TOTD: What changed? Open-ended question Group discussion TOTD: $2.00 Summary Summarizer Graphic organizer-Students will prepare a brief summary of today’s reading. TOTD: Questions I had about this reading TOTD: Investigate What are some other ways you can gather more information about your topic?
Are there any recommendations or questions you have at this moment in the process? Districts that come to countywide meetings with an analysis of their data and a draft of a plan can be best supported by the process. COEs need guidance concerning how COE teams with several members can work effectively with small districts which may have only one member. Can the responsibilities and requirements of the COE and districts, after the Summary Letter is sent, be better defined on the state level? Will the Summary Letter be available in March? Is the short timeline, when considering the release of the Summary Letter and the timeline for LCAP, counter to Improvement Science philosophy? How can COEs continue to share successful models of how to incorporate the LEA tool into COE meetings? Table 2: Main Points by Region Differentiated Assistance Collaborative Time Region Main Points 1 A central goal is to establish the difference between differentiated assistance and program improvement. The COE would like to learn how to balance the urgency to take action with the need to move slowly. The region plans to develop and attend regional and state convenings to share best practices. 2 This region is providing customizable PowerPoint type slides and districtwide data spreadsheets. Several great resources were shared, such as Glenn and Trinity COEs’ flowcharts of their differentiated assistance process. Tehama COE shared the differentiated assistance training they created with the Red Bluff Joint Union High School District.
The result of this alignment is the SED’s reassignment to the Teaching and Learning Support Branch, which includes the Curriculum Frameworks and Instructional Support Division; the English Learner Support Division; the Educator Excellence and Equity Division; the Career and College Transition Division; the Early Education and Support Division; and the Expanded Learning Division. This change has already begun to bridge the common work of educating students with disabilities, and helped to further define the SED’s role as an integral part of the CASOS. Section II: Evaluation Question Development This section is intended to provide information on how the CDE has continued to evaluate the activities and outcomes from each phase of the SSIP. As stated in Section II, California has experienced many statewide changes which have affected the SSIP. After a thorough analysis of the outcomes from Phases I–III, and the adoption of the new CASOS, the CDE developed evaluation questions to guide the year-two Phase III process and implementation evaluation of the SSIP. The CDE used the cascading logic model to analyze each of the independent and dependent variables in the SSIP TOA plan to construct five evaluation questions in response to requirements from the OSEP. These final evaluation questions yielded responses identifying the underlying reasons for success, accidents, and failures in the SSIP. The following table shows how the cascading logic model was applied to the OSEP SSIP evaluation requirements as the inputs and assisted in evaluation question development through analyzing the TOA input and output variables in the SSIP. Input/How California State Systemic Improvement Plan Theory of Action Plan Input Variables California State Systemic Improvement Plan Theory of Action Plan Desired Output How will students with disabilities benefit? Well-developed, aligned, or integrated LEA improvement plans, implemented effectively, that include evidence-based strategies and goals targeted to improve SWD access to instruction and academic performance. SWD will benefit from increased instructional opportunities and improved academic outcomes as measured by improved performance on statewide assessments. How will students with disabilities and their families be supported? LEAs optimize use of resources by aligning LCAPs and SWD improvement plans. SWD will benefit from increased instructional opportunities and improved academic outcomes as measured by improved performance on statewide assessments.
The following table is a sample of the five-by-five grid California will use to illustrate school, LEA, and student group performance relative to each indicator: Table 20. Sample Five-by-Five Grid Levels Change: Declined Significantly Change: Declined Change: Maintained Change: Increased Change: Increased Significantly Status: Very High Yellow Green Blue Blue Blue Status: High Orange Yellow Green Green Blue Status: Medium Orange Orange Yellow Green Green Status: Low Red Orange Orange Yellow Yellow Status: Very Low Red Red Red Orange Yellow Schools receive a color-coded performance level for all students and each student group with at least 30 students on each indicator that applies based on the grades served by the school. The differing possible combinations of colors on the indicators that apply for each school allow<begin add> meaningful <end add>differentiation of performance for all students and each student group. For example, a school with all Green indicators is higher performing than another school with all Yellow indicators, but lower performing than a third school with all Green indicators except for one Blue indicator. <begin add> Similarly, the five distinct levels within Status and Change allow meaningful differentiation within each component used to determine overall performance.<end add> Describe the weighting of each indicator in the State’s system of annual meaningful differentiation, including how the Academic Achievement, Other Academic, Graduation Rate, and Progress in ELP indicators each receive substantial weight individually and, in the aggregate, much greater weight than the School Quality or Student Success indicator(s), in the aggregate. For each indicator, “Status” and “Change” have equal weight. In addition, each indicator is given equal weight when meaningfully differentiating schools, with ELA and Mathematics assessments considered as two separate indicators for school differentiation.<begin delete> Because six of the seven possible school-level indicators are academic and only one indicator (suspension rates) is a School Quality or Student Success Indicator<end delete>
Student Group ELPI Status ELPI Status Change Color Average Annual Improvement to Meet Goal Approximate Status after three years English Learner 64.0% 63.5% -0.5% Orange 1.6% 68.3% Note: Goal is 75% of EL students make progress.
Disproportionate Rates of Access to Educations The CDE is recommending that the ESSA State Plan be updated to provide data on the most recent year of analyzed teacher data, disaggregated by Title I and non-Title I schools. ESSA State Plan Section: A.5 Attachment 3 item number: 19 Table 4. 2014–15 Title I Schools vs. Non-Title I Schools Comparison for the State of California Educator Equity Plan School Type Number of Schools Total Enrollment Total Teachers Number of Inexperienced Teachers Number of Unqualified Teachers Number of Out of Field Teachers Percent of Inexperienced Teachers Percent of Unqualified Teachers Percent of Out of Field Teachers Title I 6,454 3,878,454 188,116 23,004 2,940 1,234 12.2% 1.6% 0.7% Non-Title I 3,574 2,345,979 112,881 12,521 1,555 719 11.1% 1.4% 0.6% Statewide Total 10,028 6,224,433 300,997 35,525 4,495 1,953 11.8% 1.5% 0.6% Attachment(s) None.
Attachment 2: PROPOSED REGULATIONS The State Board of Education has illustrated changes to the original text in the following manner: text originally proposed to be added is underlined; text proposed to be deleted is displayed in strikeout. The 15-day text proposed to be added is in “bold underline,” deleted text is displayed in “bold strikeout”. The second 15-day text proposed is added in “double underline”, deleted text is displayed in “double strikeout”. Title 5. EDUCATION Division 1. California Department of Education Chapter 11. Special Programs Subchapter 4. Multilingual and English Language Learner Education § 11300. Definitions. “School term” as used in Education Code section 330 means each school's semester or equivalent, as determined by the local governing board, which next begins following August 2, 1998. For multitrack or year round schools, a semester or equivalent may begin on different days for each school track. “Designated English Language Development” means instruction provided during a time set aside in the regular school day for protected time during the regular school day, in which there is a focused instruction on the state-adopted English language development (ELD) standards to assist English learners to develop critical English language skills necessary for academic content learning in English. “English learner parent advisory committee,” means the committee established by a school district or county superintendent of schools pursuant to Education Code sections 52063 and 52069, and Title 5 California Code of Regulations section 15495(b). “Integrated English Language Development” means instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specially designed academic instruction in English. “Language acquisition programs” are educational programs designed for English learners to ensure English acquisition as rapidly and effectively as possible, that provide
Attachment 1: 2018–20 DRAFT Local Control and Accountability Plan (LCAP) Every Student Succeeds Act (ESSA) Federal Addendum Template LEA name: [Enter LEA name.] CDS code: [Enter CDS code.] Link to the LCAP: (optional) [Provide link.] For which ESSA programs will your LEA apply? Choose from: TITLE I, PART A Improving Basic Programs Operated by State and Local Educational Agencies TITLE I, PART D Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk TITLE II, PART A Supporting Effective Instruction TITLE III, PART A Language Instruction for English Learners and Immigrant Students TITLE IV, PART A Student Support and Academic Enrichment Grants (NOTE: This list only includes ESSA programs with LEA plan requirements; not all ESSA programs.) [Enter all applicable programs here.] In the following pages, ONLY complete the sections for the corresponding programs.
Attachment 1: Determination of Funding Recommendation Determination of Funding Recommendation for Nonclassroom-based Charter Schools Code Charter Authorizer and County Charter School (Charter Number) First Year of Operation Percent Spent on Certificated Staff Compensation (footnote ) Percent Spent on Instruction and Services (footnote 1) Ratio (footnote 1) Funding Determination and Years Requested by Charter School California Department of Education Recommendation Funding Determination and Years Sanger Unified School District Fresno Hallmark Charter (0257) 61.96% 82.42% 22.56:1 100% for 5 Years through 2021–22) 100% for 5 Years (2017–18 through 2021–22) (refer to footnotes and ) San Bernardino City Unified School District San Bernardino ASA Charter (0677) 2004–05 41.45% 83.33% 15.0:1 100% for 5 Years through 2020–21) 100% for 4 Years (2016–17 through 2019–20) (refer to footnotes 3 and ) Created by California Department of Education, Charter Schools Division January, 2018
California Department of Education Executive Office SBE-003 (REV. 11/2017) ssb-csd-mar18item04 California State Board of Education March 2018 Agenda Item #18 Subject Reconsideration of Requests for Determinations of Funding as Required for Nonclassroom-based Charter Schools Pursuant to California Education Code sections 47612.5 and 47634.2; California Code of Regulations, Title 5 Section 11963.6(g); and Associated California Code of Regulations, Title 5. Type of Action Action, Information Summary of the Issue California Education Code sections 47612.5 and 47634.2 specify that a charter school may receive apportionment funding for nonclassroom-based instruction only if a determination of funding is made by the State Board of Education (SBE). Additionally, if during an approved determination period a charter school wishes to seek a higher or lower determination of funding, it shall do so by the filing of a new determination of funding request for consideration by the SBE, pursuant to California Code of Regulations, Title 5 Section 11963.6(g). The charter schools listed in Attachment 1 are requesting reconsiderations for higher determinations of funding than the determinations that were originally approved. If approved, the higher funding determinations would replace the determinations currently in effect. Recommendation The California Department of Education (CDE) proposes to recommend that the SBE approve the reconsideration requests for the higher determinations of funding, as provided in Attachment 1. Advisory Commission on Charter Schools Recommendation At the February 7, 2018 meeting, the Advisory Commission on Charter Schools (ACCS) voted unanimously to approve the CDE recommendation that the SBE approve the
Previously Approved Request and Reconsideration Request Percent Spent on Certificated Staff Compensation (footnote ) 34.79% 37.59% 41.71% 45.43% Previously Approved Request and Reconsideration Request Percent Spent on Instruction and Instruction Related Services (footnote 1) 63.08% 73.31% 64.77% 81.01% Pupil Teacher Ratio (footnote 1) 25:1 25:1 Current State Board of Funding Determination and Years (footnote ) 70% for 2 Years (2017–18 through 2018–19) 70% for 2 Years (2017–18 through 2018–19) Reconsideration of Funding Determination and Years Requested by Charter School 85% for 2 Years (2017–18 through 2018–19) 100% for 5 Years (2017–18 through 2021–22) California Department of Education Proposed Recommendation Funding Determination and Years 85% for 2 years (2017–18 through 2018–19) 100% for 2 years (2017–18 through 2018–19) Prepared by the California Department of Education (CDE), Charter Schools Division January 2018
Attachment 1: Assignment of Numbers for Charter School Petitions Number Term Charter Name County Authorizing Entity Classroom-Based/ 1919 7/1/2018 – 6/30/2023 Vista Norte Public Charter School San Bernardino Helendale Elementary School District 1920 7/1/2018 – 6/30/2023 New Day Academy Shasta Whitmore Union Elementary School District 1921 7/1/2018 – 6/30/2023 Odyssey Charter School (OCS) Los Angeles Pasadena Unified School District Classroom-Based 1922 7/1/2017 – 6/30/2022 Entrepreneur High School San Bernardino San Bernardino City Unified School District Classroom-Based 1923 7/1/2018 – 6/30/2023 Elite Academic Academy – Lucerne San Bernardino Lucerne Valley Unified School District 1924 7/1/2018 – 6/30/2023 Elite Academic Academy – Mountain Empire San Diego Mountain Empire Unified School District 1925 7/1/2018 – 6/30/2023 STEM Preparatory Elementary School Los Angeles Los Angeles Unified School District Classroom-Based
1926 7/1/2018 – 6/30/2023 Valley International Preparatory High School Los Angeles Los Angeles Unified School District Classroom-Based 1927 7/1/2018 – 6/30/2023 Rise Kohyang Elementary School Los Angeles Los Angeles Unified School District Classroom-Based 1928 7/1/2018 – 6/30/2023 PRIME School Los Angeles Los Angeles Unified School District Classroom-Based 1929 7/1/2018 – 6/30/2023 High Tech LA Middle School Los Angeles Los Angeles Unified School District Classroom-Based 1930 7/1/2018 – 6/30/2023 Vista Condor Global Academy Orange Orange County Department of Education Classroom-Based 1931 7/1/2018 – 6/30/2021 Soleil Academy Los Angeles Los Angeles County Office of Education Classroom-Based 1932 7/1/2018 – 6/30/2023 Palm Lane Elementary Charter Orange Anaheim Elementary School District Classroom-Based 1933 7/1/2018 – 6/30/2023 Invictus Academy of Richmond Contra Costa Contra Costa County Office of Education Classroom-Based
1934 7/1/2018 – 6/30/2023 Diego Valley East Public Charter School San Diego Julian Union School District 1935 7/1/2018 – 6/30/2023 Audeo Charter School 3 San Diego Escondido Union High School District 1936 7/1/2018 – 6/30/2023 Perseverance Preparatory School Santa Clara California State Board of Education Classroom-Based Created by the California Department of Education, Charter Schools Division February 2018
Attachment 1: Summary Table California Education Code Section 48663(a) Waiver Number District Name, Size of District, and Local Board Approval Date Period of Request If granted, this waiver will be "permanent" per EC Section 33501(b) Bargaining Unit Name and Representative, Date of Action, and Position Advisory Committee/Schoolsite Council Name, Date of Review and Any Objections 17-9-2017 Hanford Joint Union High School District 3,700 Students 33 Students in Hanford Community Day School (CDS) September 26, 2017 Requested: November 10, 2017 through November 10, 2017 Recommended: July 1, 2017 through June 30, 2018 No Hanford Secondary Educators Association Dwayne Tubbs, President August 24, 2017 Support California School Employees Association Rosemarie President August 24, 2017 Support Hanford High School Site Council, Hanford West Site Council, Sierra Pacific School Site Council September 12, 2017 No Objection Created by California Department of Education January 12, 2018
Attachment 1: Summary Table California Education Code (EC) Section 41402 Waiver Number District Period of Request District’s Request CDE Recommended Bargaining Unit Representatives Consulted, Date and Position Local Board and Public Hearing Approval Elementary School District Requested: March 15, 2018 to March 15, 2023 Recommended: March 15, 2018 to March 15, 2023 Requested: Debt Limit 1.55% Tax Rate $30 Recommended: Debt Limit 1.55% Tax Rate $30 Debt Limit 1.55% Limited to Sale of Bonds Approved by Voters on the June 2016 Election Tax Rate $30 California School Employees Association Donnell Fassler, President 11/8/17 Support Education Association Scott Shulimsom, President 11/9/17 Support Local Board Approval Date: 11/14/17 Public Hearing Date: 11/14/17 Public Hearing Advertised: Newspaper Superintendent’s Advisory Committee 11/8/17 No objections Created by the California Department of Education December 27, 2017
Attachment 1: Summary Table California Education Code (EC) Section 41402 Waiver Number School District Property Period of Request Local Board Approval Date Public Hearing Date Bargaining Unit, Representatives Consulted, Date, and Position Advisory Committee Consulted 4-12-2017 Pasadena Unified 20,044 square feet of building space on approximately 2 acres located at 2046 Allen Avenue, Altadena, CA 91001, known as the former Burbank Elementary School site Requested: December 5, 2017 to December 5, 2018 Recommended: March 15, 2018 to December 5, 2018 11/16/2017 11/16/2017 Public Hearing Advertised: Posted at the District's office where board meeting notice is posted, the District's website, and the property United Teachers of Pasadena Alvin Nash, President 10/17/2017 Oppose Opposition registered by no statement at the 11/16/2017 public hearing. District Surplus Property Advisory Committee 7/11/2017 Created by the California Department of Education December 27, 2017
Attachment 1: Summary Table California Education Code sections 5019, 5020, 5021, and 5030 Waiver Number District Period of Request Bargaining Unit Representatives Consulted Public Hearing and Board Dates Advisory Committee Position 2-11-2017 Sequoia Union High School District Requested: January 1, 2018 to January 1, 2019 Recommended: January 1, 2018 to January 1, 2019 Sequoia District Teachers Association, Edith Salvatore President 5/23/2017 Support American Federation of State, County and Municipal Employees, Nadia Bledsoe Senior Business Agent 5/30/2017 Support 2/14/2018 District English Learner Advisory Committee (2/6/2018) No objections Created by California Department of Education January 2018
Attachment 1: Summary Table California Education Code Section 35780 Waiver Number District Period of Request Bargaining Unit Representatives Consulted Public Hearing and Board Dates Advisory Committee Position 6-1-2018 Desert Center Unified School District Requested: April 1, 2018 to March 30, 2019 Recommended: April 1, 2018 to March 30, 2019 The district has no bargaining unit for teachers. California School Employees Association, Tammie Dye-Castor Union Representative 11/20/2017 Support 12/11/2017 School Site Council (11/22/2017) No objections Created by California Department of Education January 2018
Attachment 1: Summary Table California Education Code (EC) Section 56101 Waiver Number School District, School Name of Teachers, Agrees to Excess Caseload? Over Statutory Caseload for More Than Two Years? Current Aide Time, Aide Time with Approved Waiver Period of Request Local Board Approval Date Bargaining Unit, Representative, Consulted, Date, and Position Gerber Union Elementary School District, Gerber Elementary School Irish Weiss Yes No Current: 5.75 hours per day If Approved: 5.75 hours per day Requested: August 16, 2017 to June 8, 2018 Recommended: August 16, 2017 to June 8, 2018 December 18, 2017 Gerber Teachers Association, Donna Wabbel President 12/12/2017 Support Moreland Unified School District, Anderson Village Elementary School Trish Caron Yes No Current: 27.5 hours per week If Approved: 32.5 hours per week Requested: May 26, 2017 to June 16, 2017 Recommended: May 26, 2017 to June 16, 2017 May 31, 2017 Moreland Teachers Association, Wendy Johnson President 11/16/2017 Neutral
4-1-2018 Rescue Union Elementary School District, Green Valley Elementary School Amanda Coyne Yes No Current: 25 hours per week If Approved: 25 hours per week Requested: August 29, 2017 to May 25, 2017 Recommended: August 29, 2017 to May 25, 2017 December 12, 2017 Rescue Union Federation of Teachers Laurisa Stuart President 10/6/2017 Neutral 1-1-2018 Sierra Sands Unified School District, Pierce Elementary School Judy Williamson Yes No Current: 5.5 hours per day If Approved: 5.5 hours per day Requested: February 1, 2018 to May 31, 2018 Recommended: February 1, 2018 to May 31, 2018 December 14, 2017 Desert Area Teachers Association, Vanessa Vaughn President 12/13/2017 Support Created by California Department of Education January 2018
Southwest Missouri PAC Meeting Agenda 03/12/2013 Joplin Regional Center And Springfield Regional Center 6:30 to 9:00 Call to Order  Introductions  Approval Agenda  Approval Minutes o January  Public Communications  State Meeting phone only o March 22 11 to 2  New Business o Open seats o Applications o Secretary position o Data Report presented by Katherine Pigg  Providers o Burrell 10 min o Touchpoint 5 min o Ozark Center 5 min o Judevine 5 min o AO Joplin/Springfield 10 min o State/Regional Office 5min o Counterpoint/ Arc of Ozarks 10 min o Southwest Center for Independent Living 5 min o Any Provider that many be there 10 min each  Other Business  Any guest the wish to speak  Close Meeting
to prevent a person from removing an intravenous tube”. Mechanical restraints are to be used only when identified in the clients approved behavioural support plan (BSP). Should the service agency not comply with the above noted regulatory requirements, the service agency shall make a report to the ministry. See page 7, #7: Serious and Enhanced Serious Occurrence Reporting Guidelines 2013
EALR 1.3 GLE 2.4.1 4-5 SYSC Systems have inputs and outputs. Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. Formulate and synthesize new knowledge.
77051 2014/03/27 4000 WILMINGTON ST BLD 1 DEMO APARTMENT/SEWER DISC 77051 2014/03/27 4000 WILMINGTON ST BLD 2 DEMO APARTMENT/SEWER DISC 77051 2014/03/27 4000 WILMINGTON ST BLD 3 DEMO APARTMENT/SEWER DISC 77051 2014/03/27 4000 WILMINGTON ST BLD19 DEMO APARTMENT/SEWER DISC 77051 2014/03/27 4300 WILMINGTON ST 15 APT DEMO/SEWER DISC 77051 2014/03/27 4306 WILMINGTON ST BS17 APT DEMO/SEWER DISC 77051 2014/03/27 Building Pmt 10017 CATHEDRAL DR RESIDENTIAL REPAIRS PER SPEC. LIST 77051 2014/03/27 Building Pmt 4138 MAGGIE ST RESIDENTIAL REPAIRS PER SPEC LIST 77051 2014/03/27 Building Pmt 3709 WILMINGTON ST RESIDENTIAL REPAIRS PER REPAIR LIST & 77053 2014/03/25 Building Pmt 14875 WATERLOO DR BLD 1 INDUSTRIAL RMDL/SHOP RM BLD-OUT 1-1-5-F1-B-SPK IBC06 1444SF 77054 2014/03/27 Building Pmt 7017 ALMEDA RD SITEWORK/UTILITIES ONLY: NEW SANITARY LIFT STATION & FORCE MAIN 77054 2014/03/25 Building Pmt 7400 FANNIN ST 730 DEMO OF INTERIOR BEARING NON-FIRE RATED WALLS 2006 IBC 77055 2014/03/25 Building Pmt 9801 LONG POINT RD 103 MEDICAL CLINIC BUILDOUT 1-1-3-B-B 2006 IBC 77055 2014/03/27 Building Pmt 1400 BLALOCK RD D-1 DENTIST OFFICE EXPANSIOM INTO RETAIL LEASE 1-1-2-B-B 2006 IBC 77055 2014/03/28 Building Pmt 7203 GARY ST NEW RESIDENTIAL SWIMMING POOL 77055 2014/03/28 Building Pmt 8935 TURRIFF ST RESIDENTIAL REMODEL & ADDITION 77055 2014/03/26 Building Pmt 7922 LONG POINT RD DEMO INTERIOR WALLS 77055 2014/03/27 Building Pmt 1073 SILBER RD RESTAURANT MINOR INTERIOR REPAIRS AS PER SPEC SHEET. 77055 2014/03/25 Building Pmt 7922 LONGRIDGE DR RESIDENTIAL REPAIRS 77055 2014/03/27 Building Pmt 1401 WIRT RD E OFFICE BUILDOUT 2006 IBC 77056 2014/03/27 PMT 5301 BEVERLYHILL ST BLD 1 OCC 77056 2014/03/27 PMT 5301 BEVERLYHILL ST BLD 2 OCC
06 IRC 77345 2014/03/25 Building Pmt 3907 ASPEN MOUNTAIN TRL NEW RESIDENTIAL SWIMMING POOL/SPA 77345 2014/03/26 Building Pmt 5207 MANOR GLEN DR NEW RESIDENTIAL ADDITION (PATIO COVER) 77345 2014/03/25 Building Pmt 3802 RIVERWOOD PARK DR NEW RESIDENTIAL SWIMMING POOL 77345 2014/03/25 Building Pmt 3319 HICKORY FALLS DR NEW RESIDENTIAL SWIMMING POOL 77345 2014/03/28 Building Pmt 2306 VINE CREEK DR NEW RESIDENTIAL POOL 77346 2014/03/25 Building Pmt 17121 SANDY BOTTOM POND LN NEW S.F. RES W/ ATT GAR (REPEAT PLAN N-24F JQ) 06 IRC 77346 2014/03/28 Building Pmt 16918 LAKE ARLINGTON LN NEW S.F. RES W/ ATT GAR (REPEAT PLAN N-678 A) 06 IRC 77489 2014/03/27 Building Pmt 7900 W FUQUA ST BLD A REPERMIT PJ #05134893/MULTI-USE HALL/1-1-5-A2-B/2000IBC 77532 2014/03/27 Building Pmt 1310 SADDLE CREEK FARMS DR NEW S.F. RESIDENCE W/ ATT GARAGE (1-1-5-R3-B) 06 IRC 77546 2014/03/24 Building Pmt 19400 GULF FWY 1170 DEMO NON LOAD BEARING WALLS 2006 IBC
ADVANCED OXYGEN TECHNOLOGIES, INC. AND SUBSIDIARY CONSOLIDATED STATEMENTS OF STOCKHOLDERS' EQUITY (DEFICIENCY) Preferred Stock Convertible Series 2, par value $0.01, $25,000 liquidating Preference Convertible Series 3, par value $0.01 Treasury, Convertible Series 3 (at cost) Common Stock Additional Paid In Capital Accumulated Other Comprehensive Income(Loss) Accumulated Deficit Total Stockholders' Equity Shares Amount Shares Amount Shares Amount Shares Amount Amount Amount Amount Amount Balance at June 30, 2012 5,000 $ 50 1,670,000 $ 16,700 1,670,000 $ (7,284) 46,973,585 $ 469,736 $ 20,497,769 $ $ (20,737,935) $ 239,036 Net Income (Loss) 33,856 Rounding 1 Balance at June 30, 2013 5,000 50 1,670,000 16,700 1,670,000 (7,284) 46,973,585 469,736 20,497,769 (20,704,078) 272,893 Net Income (Loss) 3,268 Balance at June 30, 2014 5,000 50 1,670,000 16,700 1,670,000 (7,284) 46,973,585 469,736 20,497,769 (20,769,001) 211,237 To record a reverse stock split of 20 shares for 1 share on December 8, 2014 (44,680,640) (446,806) 44,680,806 Net Income (Loss) 4,459 Balance at March 31, 2015 5,000 50 1,670,000 16,700 1,670,000 (7,284) 2,292,945 22,290 20,944,575 (20,764,542) 212,428 See accompanying notes to financial statements.
View the site. View the site. View the site. View the site. CLASS SCHEDULE MODULE TOPIC ASSIGNMENTS DUE (GRADED) MODULE 1 WEEK 1 UNDERSTANDING MARKETING MANAGEMENT CH 1 Defining Marketing for the New Realities: Importance of marketing Scope of marketing Core marketing concepts Marketing management through the years Successful marketing management CH 2 Developing Marketing Strategies and Plans: Marketing and consumer value Corporate and division strategic planning Marketing plan Module 1 – Discussion Forum Simulation CH1 Quiz CH1 Simulation CH2 Quiz CH2 Start working on your Final Project. The instructions are provided under the “BEGIN HERE: Students MUST read it…” tab. MODULE TOPIC ASSIGNMENTS DUE (GRADED) MODULE 2 WEEK 2 CAPTURING MARKETING INSIGHTS CH 3 Collecting Information and Forecasting Demand: Marketing information system Internal records Marketing intelligence system Macro environment developments Forecast demand CH 4 Conducting Marketing Research: Good marketing research Measuring marketing productivity ROI of marketing expenditures Module 2 – Discussion Forum Simulation CH3 Quiz CH3 Simulation CH4 Quiz CH4 Make sure the product/service for your Final Project has been approved by your instructor.
CH 15 Designing and Managing Integrated Marketing Channels: Marketing channel systems and value network Channels performance and design Managing channels E-commerce and m-commerce MODULE TOPIC ASSIGNMENTS DUE Module 6 CH 16 Managing Retailing Wholesaling, and Logistics: Marketing intermediaries Marketing intermediaries decisions Marketing intermediaries trends Private label brands CH 17 Designing and Managing Integrated Marketing Communications: Role of marketing communications Effective communications Communications mix Marketing communications program CH 18 Managing Mass Communications: Advertising, Sales Promotions, Events and Experiences, and Public Relations Developing an advertising program Sales promotion decisions Guidelines for effective brand-building events and experiences Public relations and publicity Module 6 – Discussion Forum Simulation CH16 Quiz CH16 Video Ex. CH17 Quiz CH17 Simulation CH18 Quiz CH18 Module 7 CH 19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth, and Personal Selling: Direct marketing for competitive advantage Effective interactive marketing Word of mouth Designing and managing a sales force Sales people selling, negotiating and relationship marketing skills CH 20 Introducing New Market Offerings: Developing new products and services New product development Consumer adoption of new products and services Simulation CH19 Quiz CH19 Simulation CH20 Quiz CH20 Simulation CH21 Quiz CH21 Final Project is due at the end of this week. Please submit it in “MyCourses”