zilongwang/ReadingBank huggingface dataset:
Ainsworth Community Schools 2017-2018 School Calendar 7 FB, GG Practice 9-11 Teacher In-Service 14 First Day Students 14 VB, CC Practice 4 No School – Labor Day 25 P/T Conference 11:30-7:30 25 No School 9 No School Teacher Inservice 13 End of 1st Qtr 20 No School 22-24 Thanksgiving 4 2:00 Dismiss Inservice 21-22 Semester Test 2:00 Dismissal 25-31 No School 1-2 No School 3 School Resumes 15 No School Teacher Inservice 5 2:00 Dismiss In-Service 5 P/T Conference 4:30-8:00 16 No School 7 End of 3rd Qtr 8-9 No School - Spring Break 23 1:15 Dismiss HS Track 30 Easter Break 2 No School – Easter Break 9 2:00 Dismissal In-Service 20 No School – District Music 13 Graduation 16-17 Semester Test 2:00 Dismissal 18 Teacher In-Service Ainsworth Middle/High School Directory
Noncompliance with supervisor instructions for use of computer during school 14 days Laptop & Internet Suspension 45 days Laptop & internet Suspension 90 days Laptop & Internet Suspension Leaving laptop unattended in area 14 days Laptop Suspension 45 days Laptop Suspension 90 days Laptop Suspension Allowing someone else to use your computer or use your login 14 days Laptop Suspension 45 days Laptop Suspension 90 Days Laptop Suspension Marking or altering the labels on the computer and case 14 days Laptop Suspension 45 days Laptop Suspension 90 days Laptop Suspension Attempting to erase user online history on the laptop 14 days Laptop Suspension 45 days Laptop Suspension 90 days Laptop Suspension Attempting to alter or add software to the laptop 45 days Laptop Suspension 90 Days Laptop Suspension Permanent Laptop Suspension Any attempt to access or distribute any obscene or pornographic material 90 Days Internet and Laptop Suspension Permanent Internet and Laptop Suspension Harassing, making threats, obscenities, or defamation using the laptop 45 Days Internet and Laptop Suspension 90 Days Internet and Laptop Suspension Permanent Internet and Laptop Suspension Any illegal activities on the laptop Permanent Internet & Laptop Suspension Hacking or any attempt to compromise any computer or network system’s security Permanent Internet & Laptop Suspension Note: These are examples of what consequences may be incurred for any violations of the policies. Actual consequences may vary depending on the severity of the infraction and the circumstances under which it occurs. Days are listed as SCHOOL days. All possible violations cannot be listed and will be dealt with accordingly. Counseling Services/Guidance Counseling is available for every student in the school. Help with home, school and/or any question the student has can be discussed with the counselor. Typical guidance and counseling services include academic and personal counseling, crisis intervention, referrals and coordination with agencies and professionals outside the school setting and the coordination of the school testing program. All discussions with the counselor are considered confidential, unless intent to harm self or others is disclosed. secure
For the Front outside flaps: Use your notes from green and orange paper Front Top flaps – Chemical Properties Physical Properties list 5 Chemical properties list 5 physical properties Chemical Change Chemical Change write the definition write the definition draw and color a picture draw and color a picture Inside: cut out the slips of paper. Divide the inside into one side physical and the other side chemical. Glue down the slips on the correct side. Front of Foldable Chemical Property - A chemical property is a characteristic of a substance that can combine with or change into one or more new substances. Physical Property - A physical property is a characteristic of a substance that can be observed without changing the substance into another substance. Chemical Change - A chemical change is a change in which a substance is changed into a different substance. (You’ve changed what it is.) Physical Change - A Physical change is a change in a substance that does not change what the substance is Inside foldable 17-18
End-of-Year Report. Due June 15, 2018 SMART Goal By June 2018, 95% of our students will respond to our PBIS universals in order to sustain fidelity. (0-1 ODR’s) Summative Measure Key Results from Summative Measure Indicate with a “X” % of students receiving referrals % of students receiving referrals % of students receiving 6 or more referrals 398/415 students with 0-1 referrals 95.5% 17/415 students with 2-5 referrals 4% 2/415 students with 6 or more referrals .5% Exceeds Meets X Progress Made Not Progressing Not Met Summative Measure Key Results from Summative Measure Indicate with a “X” Exceeds Progress Made Not Progressing Not Met Summative Measure Key Results from Summative Measure Indicate with a “X” Exceeds Meets Progress Made Not Progressing Not Met
Day-Neutral Plants: Don’t seem to be affected by the hours of darkness. Roses are Day-neutral and will bloom spring through the early fall. Plants: require 12 or more hours of darkness to flower. Poinsettias tend to flower in late summer and fall. Name the Tropisms (p 224) Draw where the sun should be for each flower pot. There should be two suns. This tropism would be phototropism. * * * * * The Venus flytrap would be an example of thigmotropism This plant would respond when an insect touches the hairs on the leaves, causing it to close. * * * * * This tropism is gravitropism Stems will always grow up and roots will always grow down. Copy the Life Cycle of an Angiosperm from p 239. Be sure to include all pictures and labels Which Parts Draw 4 pictures of each, label, and color; no repeats used. Stems
Page 4 & 5 – pp 224-225 Pages 6 - 7 – pp 234-237 Pages 8 - 9 – pp 238-239 Pages 10 & 11 – Draw and label 4 pics in each of the groups, pp 240 and class notes _____________
School Achievements Your SIC has… Supported mentoring programs serving more than 50 students at Ebinport that include: Cool Table, EbinPAWS, Ebinport Elevators, and a Partnership with Winthrop. Supported PBIS (Positive Behavior Intervention Systems) at the school level. Actively worked toward recruiting volunteers for projects such as school gardens and healthy school initiatives. Developed a subcommittee to target absence and reduction. Developed a subcommittee to determine health and wellness initiatives to be implemented school wide during the 2017-2018 school year. Supported PBIS at Ebinport. Supported parent communication and involvement in numerous ways including a parent workshop geared toward our ESOL families. Encouraged and supported the school faculty meeting their health and wellness goals which aligns with our Alliance for a Healthier Generation Initiative. Encouraged parent engagement by conducting targeted outreach to improve parent attendance at SIC meetings. ____________________________________ Ebinport SIC Members Elected Parents Elected Teachers Appointed Community Members Ex-officio Members Purpose of the Report “This Report is issued by the Myschool School Improvement Council in accordance with South Carolina law to share information on the school's progress in meeting various goals and objectives, the work of the SIC, and other accomplishments during the school year. Annual School Improvement Council “Report to the Parents” 2017-2018 2142 Hook Rd. Rock Hill, SC 29732, (803) 981-1550, Rhonda Kelsey, Principal Alongside families and our community, we are cultivating and nurturing lifelong learners to excel in an interdependent global society. SIC Annual Goals Parent Communication and goal to improve parent communication of weekly newsletter on webpage. Gardens and goal of continuing to grow plants and vegetables and increase student education of environment and connection. Supporting our ESOL families is a priority of Ebinport’s SIC. Partnering with community organizations, SIC held a Spanish Parent Workshop to help families feel part of our community and to foster home/school connections. Health and Wellness of students and has remained a SIC goal this year. SIC has developed and supported new policies for the 2017-2018 school year. Ebinport’s SIC understands the importance of students being at school
Notice given by the Secretary A copy of the notice of referral to the Suitability Panel given by the Secretary under section 96 of the Act accompanies this notice in accordance with section 104(2)(h) of the Act. Nature of hearing The Suitability Panel will conduct the hearing and determine the matter. The Panel will be constituted by the Chairperson and two other members. Subject to Part 3.4 of the Act and the Children, Youth and Families Regulations 2017, the procedure of the Panel is in its discretion. The proceedings of the Panel must be conducted with as little formality and technicality as the requirements of Part 3.4 of the Act and the proper consideration of the matter permit. The Panel is not bound by the rules of evidence. The Panel is bound by the rules of natural justice. You are entitled to be present, to make submissions and to be legally represented. The Secretary is entitled to be present, to make submissions and to be legally represented. The hearing will not be open to the public. Findings that can be made by the Suitability Panel The Suitability Panel can find that you have or have not on the balance of probabilities, physically or sexually abused the child. If the Suitability Panel finds that you have physically or sexually abused the child, the Panel must make a finding of misconduct against you. If the Suitability Panel determines that the allegation is not proved, the Panel must state that fact and that no finding of misconduct has been made against you.
Be Kind Be Safe Be Ready Be a Learner Referral Definitions and Consequences Level 1 Problem Behaviors (Teacher Managed) Definitions (Minor misbehavior by the student that disrupts classroom procedures and/or the operation of the school. This level is at the discretion of the classroom teacher and/or staff.) Tardy- Student arrives to class after the bell; Attendance- 2 consecutive days absent, consistent/patterned absences Gum Chewing Gum chewing during class Unprepared Missing pencil, notebook, text, or any other required materials needed for class Tattling Interrupting instruction with insignificant/false accusations of student behavior Minor defiance Unwilling to participate in expected activities Name calling Assigning inappropriate names to other students
Lying/cheating Delivering a message that is untrue or deliberately violates rules Minor stealing The student items of minimal value that do not belong to him/her Dress code violations Wearing clothes near but not within dress code guideline as defined by the school district Harassment The delivery of disrespectful messages in any format related to gender, ethnicity, sex, race, religion, disability, physical features, or other protected class Technology violation Student engages in inappropriate use (as defined by school) of cell phone, pagers, music/video player, camera, and/or computer Minor Disruption Student engages in behavior causing an interruption in a class or activity. Possible 1 Consequences: -verbal warning -move clip down/loss of Dojo point -retraining -move seat -time -loss of classroom privileges -loss of recess -apology letter -parent contact Level 2 Problem Definition (This level is
-apology letter -lunch detention -parent contact -student/teacher conference -after school detention -Behavior Management Plan 3 Problem Behaviors (Office Managed) Definitions (This level is at the discretion of administration.) Unmodified Level 2 behavior Profanity towards faculty and staff Student delivers verbal messages that include swearing, or use of in an inappropriate way towards faculty and staff. Non-compliance to district policy on attendance Weapons AS defined in school policy Substances Student is in possession of or is using illegal drugs/substances or imitations. Vandalism Student participates in an activity that results in destruction or disfigurement of property. Stealing Student takes an item of
Bathroom Rules Safe Respectful Responsible - Speak quietly. - Wash your - Walk at all times. - Keep water in the sink. - Respect the privacy or others. - Keep hands and feet to yourself. - Flush when finished. - Use the appropriate amount of soap and towels. - immediately. - Notify a teacher if there are any problems. - Put towels in the trash. Lesson Plans for School Wide Expectations Bathroom
Playground Rules Safe Respectful Responsible - Keep nature in its place. - Stay in the designated recess area. - Play fairly at all times. - Use hands and feet safely. - Include everyone. - Follow directions the first time they are given. - Use equipment properly. - Line up when signaled. Lesson Plans for School Wide Expectations Playground Safe Respectful Responsible Objective: Students will play appropriately and safely in designated areas on the playground. Procedures:
Kindergarten Safe Respectful Responsible - Keep hands, feet and objects to yourself. - Walk at all times. - Be kind to everyone. - Use only nice words. - Listen when others talk. - Take care of our classroom. - Work quietly. - Raise a quiet hand to talk. - Follow directions the time given.
1st Grade Safe Respectful Responsible - Keep your hands, feet and objects to yourself. - Walk at all times. - Raise your hand and wait to be called on. - Use inside voices. - Use kind words. - Take care of classroom materials. - Be prepared and organizer. - Follow directions the first time given. 2nd Grade
- Sit in seat correctly. - Listen to others when they are speaking. - Keep feet and objects to yourself. 6th Grade Safe Respectful Responsible - Keep hands, feet and objects to yourself. - Be kind to others. - Wait to be recognized. - Listen to others when they are speaking. - Speak quietly. - Be prepared for all classes. - Complete assignments and work on time. - Follow directions the first time they are given.
Consequences Responsibility Chart Classroom Office Code of Conduct Tier 1 behaviors Verbal Aggression § Work refusal § Not following directions § Talking back Homework Issues (3 missed Gum Tattling Passing Notes Electronic Devices Minor Stealing Computer Misuse (minor) Language Excessive Talking Code of Conduct Tier 2,3 & 4 behaviors Fighting Tobacco/Drug Use Leaving Building without Away Physical Aggressive Behavior § Injury to Others § Towards Staff § Throwing Objects/Kicking Insubordination (in your face) Lewd Notes Electronic Devices Major Stealing Code Violations (refer to nurse) Computer Misuse (major-violation of acceptable user policy) Profanity Towards Adults Vandalism After 4th Offense for Processing me
Off Task Peer Isolation Procedures for Rule Violations Classroom Office 1. Inform student of rule violation and redirect “We have a rule that we are to be here and be ready, please get out your math book” Teacher will explain rule violation, describe expected behavior and: - Immediately Contact the Office - Complete Skyward Office Referral will contact parents and assign consequences as outlined in District’s Code of Conduct Policy.
Beaufort County Schools Bus Driver/Monitor Pay Periods 2017 - 2018 (no benefits) (180 Day = Daily Routes less than 4 hours) Pay Date Total days paid Pay Period Notes September 29, 2017 14 8/28/17 - 9/16/17 October 31, 2017 19 9/17/17 – 10/14/17 November 22, 2017 19 10/15/17 – 11/11/17 December 19, 2017 17 11/12/17 – 12/9/17 January 31, 2018 16 12/10/17 - 1/13/18 February 28, 2018 18 1/14/18 – 2/10/18 March 30, 2018 18 2/11/18 – 3/10/18 April 30, 2018 20 3/11/18 – 4/14/18 May 31, 2018 20 4/15/18 – 5/12/18 June 27, 2018 19 5/13/18 – 6/09/18 180 DAYS
2017-2018 Degree Map Department of Accounting and Finance School of Business and Information Systems | York College | CUNY Room AC-2B06 | (718) 262-2501 The following is a suggested plan of study for completion of this degree program. The goal of a Four-Year Plan is to ensure that students graduate with no more than 120 credits and in four years. All students should speak with an academic advisor about their academic programs. This document is not a substitute for academic advisement. Students are encouraged to take Winter and Summer courses to facilitate their progress towards graduation. Transfer students do not need to take all courses in the plan; they should consult with an academic advisor. Course Credit Course Credit First Year – Fall 15 First Year – Spring 15 ACC 101: Principles of Accounting I 3 ACC 102: Principles of Accounting II 3 ENG 125: English Composition I [EC] 3 ENG 126: English Composition II [EC] 3 Mathematical & Quantitative Reasoning: [MQR] 3 ECON 103: Macroeconomics 3 ECON 102: Microeconomics [IS] 3 Creative Expression [CE]: SPCH 101 (recommended) 3 BUS 201 or FINC 150: Computer Applications in Business or Financial Data Analytics 3 Free Elective/Liberal Arts 3 Course Credit Course Credit Second Year – Fall 15 Second Year – Spring 15 ACC 201: Intermediate Accounting I 3 ACC 202: Intermediate Accounting II 3 ECON 220 or FINC 125: Economics Statistics or Financial Mathematics II 3 FINC 321 or FINC 201: Principles of Finance or Foundations of Finance 3 BUS 283 or FINC 245: Business Law I or Regulations of Accountants and Financial Professionals 3 Cultures & Global Issues [WCGI] 3 Scientific World [SW] 3 College Option [CO]: HE 111 3 College Option [CO]: Foreign Language† 3 College Option [CO]: Foreign Language† 3 Course Credit Course Credit
House of Commons Public Accounts Committee (2017) Benefit sanctions, Forty-second Report of Session 2016–17, HC 775, 21 February House of Commons Work and Pensions Committee (2016) The future of Jobcentre Plus, Second Report of Session 2016–17, HC 57, 9 November House of Commons Work and Pensions Committee (2017) Disability employment gap, Seventh Report of Session 2016–17, HC 56, 3 February, available at Hughes, Amanda & Kumari, Meena (2017) ‘Unemployment, underweight, and obesity: findings from Understanding Society (UKHLS)’, Preventive Medicine, 97: 19 -25, April DOI http://dx.doi.org/10.1016/j.ypmed.2016.12.045 Loopstra, Rachel, Reeves, David Taylor-Robinson, Ben Barr, Martin McKee & David Stuckler (2015) ‘Austerity, sanctions, and the rise of food banks in the UK’, British Medical Journal, 360:h1775, 8 April, at http://dx.doi.org/10.1136/bmj.h1775 Loopstra, Rachel, J. Fledderjohann, A. Reeves & D. Stuckler (2016) The impact of benefit sanctioning on food insecurity: a dynamic study of food bank usage in the UK, University of Oxford, Department of Sociology Working Papers No. 2016-03, October, at Mirza-Davies, James & McGuinness, Feargal (2016) Work and Health Programme, House of Commons Library Briefing Paper No.7845, 22 December, available at National Audit Office (2016) Benefit Sanctions, HC 628, 30 November Webster, David (2014) Evidence submitted to the House of Commons Work and Pensions Committee Inquiry into Benefit Sanctions Policy beyond the Oakley Review, 12 December, available at Webster, D. (2015) House of Commons Work and Pensions Committee report: Benefit Sanctions Policy beyond the Oakley Review (24 March 2015): Briefing on the Government’s Response, 4 November, available at Webster, David (2016) Explaining the rise and fall of JSA and ESA sanctions 2010-16, Suppplement to the Briefing on the DWP’s JSA/ESA Sanctions Statistics Release, 17 August 2016, 3 October, at APPENDIX: Developments in the DWP’s sanctions statistics
Introduction Through the Community Assistance Fund (CAF), Council aims to build stronger communities within the Shire. The program assists to facilitate a self-help culture among community groups and encourage groups to work in partnership with Council to promote long-term outcomes that benefit the wider community. Applicants should demonstrate in their application, the social, environmental and economic benefits to the community. Guidelines Applications must be for projects, equipment, programs or activities that will assist in the ongoing development or creation of sustainable programs to meet the needs of residents in the Moyne Shire. Applications must clearly outline the aims and objectives together with a full description of the service or project, detailing how the project addresses the benefits to the community: socially, economically and environmentally. Council may request additional information. For projects where the project value is less than $20,000 funding will be provided on a $ for $ basis and applicants are permitted to contribute up to 25% of the total project cost through in-kind costs. For Capital projects where the value of the project is greater than $20,000 Council’s contribution will be at a rate of 2:1 ($2 Council dollars: $1 applicant dollar) up to a maximum of $20,000. Community Assistance Fund Grant amount Funding Ratio Community Facilities – operations & equipment where the total project value is greater than $20,000 $20,0000 maximum grant CAF grant $2 : $1 community contribution Community Facilities – operations & equipment grant where the total project value is less than $20,000 CAF $1 : $1 community contribution Community Programs & Initiatives $5,000 maximum grant CAF grant $1 : $1 community contribution The in-kind rates allowance is annually revised, and is considered as: Unskilled labour $25 per hour, Skilled labour $35 per hour. Council has allocated $TBA in the 2017-2018 Operational budget for the Community Assistance Funding program, which can now include applications by CFA Brigades and Groups as part of the program.
Signature__________________________________ Date_____/____/_____
FINC 322: Investment and Security Analysis 3 Free Elective/Liberal Arts 3 Free Elective/Liberal Arts 3 Additional Flexible Core 3 College Option [CO]: Foreign Language† 3 College Option [CO]: Foreign Language† 3 Course Credit Course Credit Fourth Year – Fall 15 Fourth Year – Spring 15 FINC 329: Corporate Finance 3 FINC 475 (WI): Case Studies in Accounting & Finance 3 FINC 355: Futures and Options 3 Free Elective/Liberal Arts 3 Finance Elective 3 Free Elective/ Liberal Arts 3 Free Elective/Liberal Arts 3 Free Elective/Liberal Arts 3 Free Elective/Liberal Arts 3 Free Elective/Liberal Arts 3 York students are required to complete (pass) three (3) Writing intensive (WI) courses: two (2) in the lower division (100-200 level) and one (1) in the upper division (300-level). If you transferred to York College with credit for General Education requirements, you must still complete one (1) WI course in the upper division within your major. If your major has no upper division WI course, you must take a WI course chosen in consultation with your major advisor. B.S. students must complete 60 credits of liberal arts – See Bulletin. Transfer students must complete a minimum of 15 credits in the Finance discipline at York College. †Foreign Language courses are determined through placement by the World Language Department, Room 3C08. *ECON 102 also fulfills the Flexible Core: Individual and Society requirement. **FINC 475 may also be taken toward fulfillment of the College Option Core: Writing Intensive requirement.
Community Supplies 4 24 count crayons 2 dozen sharpened #2 pencils 1 pack colored pencils (12 count) 2 packs washable markers 1 pack of dry erase markers Index cards 8 small glue sticks (2 packs of 4) Paper bags 2 packs wet wipes 1 container hand sanitizer with pump Ziploc baggies (any size) 1 box of tissues Just for you (please write name on item) 1 backpack w/child’s name 1 inch view binder (white with plastic in front) 1 pencil box 1 primary journal (1/2 picture space/lines) 1 pair student-size scissors Clipboard SAES Kindergarten Supply List 2017-2018
Rubric Criteria / Level Beginning Developing Proficient Accomplished Advanced Interpretation 1-4 pts. 5-8 pts. 9-12 pts. 13-16 pts. 17-20 pts. How closely the piece relates to the theme, based on the Work itself and the artist statement. The interpretation lacks clarity and does not communicate the student’s concept. The interpretation lacks clarity and does not fully communicate the student’s concept based on the theme. The the student’s concept based on the theme. The interpretation clearly communicates the student’s concept based on the theme but lacks meaning, purpose, and integrity. The interpretation clearly communicates the student's whole concept based on the theme with meaning, purpose and integrity. Creativity 1-2 pts. 3-4 pts. 5-6 pts. 7-8 pts. 9-10 pts. How creative and original the piece is in its conception of the theme and its presentation. Work is somewhat original and reflects the theme using very conventional ways. Work is somewhat original and reflects the using conventional ways. Work is original and reflects the using conventional ways. Work is primarily original and reflects the theme using imaginative ways. Work is highly original and reflects the using interesting, imaginative and new ways. Technique 1-2 pts. 3-4 pts. 5-6 pts. 7-8 pts. 9-10 pts. The level of skill demonstrated in the basic principles/ techniques of the arts area. Work demonstrates very limited skill of the arts area. Work demonstrates limited skill of the arts area. Work demonstrates capable skill of the arts area. Work demonstrates expertise of of the arts area. Work demonstrates mastery of skill and knowledge of the arts area. Entry Interpretation (20 pts) Creativity (10 pts) Technique (10 pts) Score Notes 1
Team Specialist Role & Responsibilities Complementary Team Specialist Role Guiding Questions: Will this team need a Team Specialist to complement the school leader or Senior/Team Lead to facilitate collaborative team time? If so, what will be the or subteam(s) organizing feature(s) that the Team Specialist will work with? (Select one) Yes, this team needs a Team Specialist for * No, this team does not need a Team Specialist. Responsibilities of Team Specialist (if applicable) Guiding Questions: What are the responsibilities of this Team Specialist? What type of collaborative team time will the Team Specialist facilitate and for whom? Facilitate collaborative team time as follows : For the purpose of… (select applicable types of collaborative team time) For… (select for whom this type of team time will occur) (Select, if applicable) Service as a member of the school’s Instructional Leadership Team (ILT) (optional) Teaching Role of Team Specialist Guiding Questions: What teaching role do you anticipate this Team Specialist will hold? *Teachers in these roles must receive LEAP ratings and be responsible for student outcomes in Infinite Campus *These are high-level and do not encompass subjects or specific grades. For Example: - If you anticipate this role will teach 3rd, 4th, or 5th grade, select “Teacher, Elementary” - If you anticipate this role will teach 7th or 8th grade Math or Science, select “Teacher, Secondary (Middle)” (Select the teaching role you anticipate this Team Specialist will hold):
(If applicable) Portion of each subcontract exceeding $25,000 and any flow through $ A. Modified Direct Cost Base [auto calculated] $ 0 (A) B. Approved Restricted Indirect Cost Rate % (B) C. (A) x (B) = Indirect Cost (for this Major Effort) [auto calculated] $ 0 (C) [use click, not tab to return to Major Effort 1 budget]
Applicant: Effort 4 Perkins Mandated Activities Perkins Mandated Activities Estimated expenditure for the upcoming program year 1. Strengthen the academic and career skills of students participating in career education through integration. $ 2. Link secondary career education and postsecondary career education. $ 3. Provide students with strong experience in and understanding of all aspects of the industry. $ 4. Develop, improve, or expand the use of technology in career education. $ 5. Provide professional development programs to teachers, counselors and administrators. $ 6. Develop and implement evaluations of the career education programs carried out with under Title I of Perkins, including an assessment of how the needs of special populations are being met. $ 7. Initiate, improve, expand and modernize quality career education programs. $ 8. Provide services and activities that are of sufficient, size, scope and quality to be effective. $ 9. Provide programs to prepare special populations for high skill, high wage, and high demand occupations. $ Total [auto calculated] $0
Teaching history in the district: Elementary Teacher (5th August 2006 - June 2009 Math (6th August 2009 - June 2015 Math (7th grade) August 2015 - June 2016 Brenda Mintun Instructional Coach - Second Year Phone: 712-490-6760 Brenda.Mintun@g.perry.k12.ia.us Professional accomplishments: Bachelor of Arts Briar Cliff College, English and Writing Masters of Arts University of South Dakota, Literature Teaching history in the district: English III (11th grade), Workplace Writing (12th grade), English I (9th grade), Composition III (11-12th grade), Cheerleading Coach, Student Council Sponsor August 2003 - June 2016 Jennifer Nicholson Instructional Coach - Second Year Phone: 706-252-2849 Email: Jennifer.Nicholson@g.perry.k12.ia.us Professional accomplishments: Bachelor of Arts, University of Northern Iowa, K-6 Elementary Classroom, K-8 Reading, K-8 Language Arts, K-8 Social Studies, K-12 Athletic Coach Masters of Arts Capella University Teaching history in the district: Elementary Teacher (2nd Grade) August 2012 - June 2014 Title Reading Teacher August 2014 - June 2016 Elementary Mentors Middle School Mentors High School Mentors Shaylena Bell Angie Beaudet Adam Bloom Janna Bjork Sarah Iben Curt Cornelius Elizabeth Marburger Jafvert Kris Finn Hannah Marburger Teresa Kresse Amy McCord Lisa Schumacher Torey McElroy Jennifer Molitor Kellie Seales AUGUST/SEPTEMBER Monthly Mentor Mentee Agenda August/September Checklist - mentor will determine what is important to know now
Resources Breaux, Annette L. and Harry K. Wong. The New Teacher Induction: How to Train, Support and Retain New Teachers. Mountain View, CA: Wong Publications, Inc. 2003. CHAMPS. Sprick, Randalls. Pacific Northwest Publishing. 2009. Costa, Arthur and Robert Garmston. Cognitive Coaching: A Foundation for Renaissance Schools. Norwood, MA: Christopher Gordon, 1994. DePaul, Amy. Survival Guide for New Teachers. U.S. Department of Education. Available at: Induction for the 21st Century Mentoring Training Handbook: Illinois State Board of Education and Regional Office of Education Initiative 2005. Ingersoll, Richard and Smith, Thomas. (March 2004). “Do Teacher Induction and Mentoring Matter?” NASSP Bulletin Vol. 88. No. 638. Lipton, Laura and Bruce Wellman. Mentoring Matters: A Practical Guide To Learning Focused Relationships. Sherman, CT: Mira Via, 2001. Pitton, D. Mentoring Novice Teachers: Fostering a Dialog Process. Skylight Training and Publications, Inc., 2000. Rowley, James. “The Good Mentor.” Educational Leadership, May 1999. Rutherford, 21st Century Mentor’s Handbook. Alexandria, VA: ASK Publications, 2005. Tapping the Potential: Retaining and Developing High Quality Teachers. New Teachers Alliance for Excellent Education. Available at: Teacher Mentor Program Handbook: A Reference for Mentors and Protégés. Hinsdale Township High School District 86. 2003.
Sutersville, PA Website: Clelian Heights School for Exceptional Children Sr. Charlene Celli 135 Clelian Heights Greensburg, PA 724-837-8120 ext. 42 724-837-6480 (f) Website: Elizabeth Montessori Linda Fidazzo 294 Old Frye Farm Greensburg, PA 724-837-8500 724-837-6480 (f) Website: Grace Bible Academy Jason Losier, Pastor 128 Bradenville School Road Bradenville, PA 15620 724-537-2840 724-537-3244 (f) website: Greensburg Central Catholic Jr-Sr High School Donald Teti 911 Armory Greensburg, PA 15601 724-834-0310 724-834-2472 (f) Website: Heritage Baptist Academy 1015 Avenue Jeannette, PA 15644 724-523-8820 Website: Mary Queen of Apostles Catherine Collett 100 Freeport Road New Kensington, PA 15068 110 Elmtree Road New Kensington, PA 15068 724-335-5911 724-337-6457 (f) Website: Mother of Sorrows School Theresa Szmed 3264 Evergreen Drive Murrysville, PA 724-733-8840 724-325-1144 (f) Website: Queen of Angels Catholic School Sandy Stonebraker 1 Main Street North Huntingdon, PA 15642 724-978-0144 724-978-0171 (f) Website: St. Sebastian School Dr. Nina Zetty 815 Avenue Belle Vernon, PA 15012 724-929-5143 Website: Valley School of Ligonier Allie Arendas P.O. Box 616 Ligonier, PA 724-238-6652 Website: Westmoreland Christian Academy Jordan Tomson 538 Rugh Street Greensburg, PA 15601 724-853-8308 Website:
Key Note 2: Vision for Chandigarh Observatory as a centre for Academic pursuits Dr. Madhu Chitkara Director, Chitkara Univ. Chandigarh's potential for Urban Excellence Jagan Shah Director NIUA 10:30-10:35am Vote of Thanks Ramanjit Johal Local Host Institution representative 10.35am - 10.50am Tea break 10.50am - 11:50am: Background Session - The Broader Framework for the Urban Observatory 15 mins each Background to the Urban Observatory idea - and implications for India Dr. Ajith Kaliyath Principal Investigator, UK-India Joint Network, NIUA Need and Possibilities for an Urban Observatory in the Chandigarh context B. Purushartha B. Purushartha, IAS, Commissioner Municipal Corporation, UT, Chandigarh Observatory - Examples and Lessons from the UK Michele Clark Principal Investigator, Joint Network, Pro-VC, Univ. of Nottingham Chandigarh Observatory - it a reality Prof. Kiran Joshi HOD, Chitkara school of Planning and Architecture. Lead Professor, Academic Partner Institution 11.50am - 1:15pm: Technical Session 1 - Governance and Decision Making challenges 15 mins each Chandigarh's benefits as one of Planned Modern Cities Ar. Madhu Sarin Urban Planner City Chandigarh towards Data Convergence from different departments to build the roadmap Setia Chief Architect UT Fringe areas of the smart city Chandigarh Gurmeet kaur Senior Town planner, UT Data.gov: Examples of Government Initiatives in UK and UK Partner Institution 12:50-1:10pm Q & A / Suggestions session and Vote of Thanks Moderated by Host Institution representative 1.10pm - 2.00pm Lunch break
American Literature & Composition Fall 2017 - Spring 2018 Ms. Guilford Contact Info: Phone: (770)651-6336 Email: andreas.guilford@douglas.k12.ga.us Online class: Remind, msguilfordsclassroom.weebly.com Course Description: American Literature & Composition is a college-preparatory course with an historical focus on the literary time periods of the United States of America. The purpose of this course is to train students to become skilled readers and writers, and to advance their knowledge of literature through detailed study and understanding. This course engages students in specific genres and styles of literature, and emphasizes grammar and literary techniques. Daily Materials: Students are required to bring their class binder to class every day. It should contain a minimum of 3 dividers: warm-ups/vocabulary, class notes, and assignments/worksheets. Students are also required to bring notebook paper, pencils, and pens. Course Texts Wiggins, Grant, et al, eds. The American Tradition. New Jersey: Prentice Hall, 2011. Warm-ups: When the bell rings for class each day, you are expected to be in your seat and reading the warm-up on the board. Warm-ups will consist of a combination of grammar, vocabulary, and EOC test preparatory materials. Writing: A primary focus of this course is to ensure that students develop written composition skills. This class features a series of constructed response assignments throughout the units of study, and on select exams. In addition to short writing assignments, students will write one major paper that centers on research. Class Discussion and Participation: In this course, students are expected to thoroughly and attentively participate in all parts of academic lessons. This includes participating in class discussions, and individual and group assignments. In addition to informal discussion, this class will also feature graded discussions throughout the units of study. Students are expected to come prepared with any notes or prerequisite assignments needed to participate in these discussions. Grading Policies/Scale: The course grade for the semester will be calculated according to the following criteria:
Optional 4 and 5 An optional 2 digit code that may be used by the district to further describe the transaction. FINANCIAL ACCOUNTABILITY SYSTEM FUND AND ACCOUNT GROUPS Fund codes are the first, second, and third digits in the code structure. **Corrigan-Camden ISD does not currently utilize all of the following fund Remaining codes are listed for future reference.** GENERAL OPERATING (1XX) and locally funded) 161 Medicaid Funds 181 Athletics Fund 199 General Fund -This fund classification is used to account for transactions in which the local governing board has wide discretion to use as provided by law. The majority of the transactions handled by the District are accounted for in this fund. SPECIAL REVENUE (2XX, 3XX, 4XX) (State, locally and federally funded) 208 Characteristics of an Effective School Health Advisory Council Grant 211 ESEA Title I, Part A 212 Title I, Part C – Education of Migratory Children 215 Title I, Part D, Subpart 2 224 IDEA-B Formula 225 IDEA-B Preschool 240 Food Service 242 Summer Feeding Program 244 Vocational Education – Carl Perkins Basic Grant 255 Title II, Part A: Teacher and Principal Training and Recruiting (TPTR)
Teachers will be prepared to evacuate with their individual class rosters. All outside doors except the doors by the office will remain locked throughout the day. All visitors will be required to check in with the main office and wear “VISITOR” badges. SCHOOL BECOMES EVACUATION CENTER In the event the school should become an evacuation center the Emergency team will act as internal support for the city community support personnel. These personnel include representatives of local police, fire EMT, DCYS, Court and/or agencies involved in Upstream, Red Cross (where appropriate), Radio Station, and Telephone Company. -The Laconia School District Emergency Plan should be followed for more details. CONTENTS (In The Order in Which They Appear In The Handbook) Page # 2-4 Index 5-7 Middle School Staff WORK PLACE FACTS 9 Americans with Disabilities Act 10 Conditions of Employment 10 Delayed opening/No School 10 Family Educational Rights and Privacy Act 10 Handicap Accessibility 10 Harassment Statement 11 Harassment – Sexual
4329 NE Walnut Ridge Lee’s Summit, MO 64064 Office – 816-347-5100 Home/Cell – 816-800-1318 Fax – 816-347-5168 e-mail – sarah.lovinger@gmail.com (Term – 2017-2019) 119 Bicknell Street Columbia, MO 65203 Home/Cell – 415-671-5598 DAGDP5@health.missouri.edu (Term 2017-2018) Resident & Fellow Section Mihir Brahmbhatt, MD (IM) 16 Broadway Village Drive, Apt. H Columbia, MO 65201 Office – 573-882-4141 Home – 630-808-5830 Email – brahmbhattm@health.missouri.edu (Term 2017-2018)
OF CONTENTS PREAMBLE 3 GENERAL SAVINGS CLAUSE 3 ARTICLE 1 DEFNITIONS 4-5 ARTICLE II RECOGNITION 6 ARTICLE III DUES DEDUCTION 7-8 ARTICLE IV GRIEVANCE PROCEDURE 8-10 ARTICLE V ASSIGNMENT OUT OF CLASSIFICATION 11 ARTICLE VI PROCEDURES FOR FILLING VACANCIES 11-12 ARTICLE Vil NON-DISCRIMINATION 13 ARTICLE Vlll DISCIPLINE PROCEDURE 13-14 ARTICLE IX ASSOCIATION REPRESENTATIVES 15 ARTICLE X LEAVE 16-18 ARTICLE Xl HOLIDAYS 19 ARTICLE Xll REDUCTION IN FORCE 20-21 ARTICLE Xlll USE OF PRIVATE VEHICLE 21 ARTICLE XIV MEDICAL EXAMINATION 21 ARTICLE XV TRANSPORTATION 22 ARTICLE xvll OVERTIME AND COMPENSATION 23-24 ARTICLE xvlll INSURANCE 25 ARTICLE XIX PUBLIC EMPLOYEES RETIREMENT FUN 25 ARTICLE XXI SAFETY 25 ARTICLE XXII RETIREMENT INCENTIVE POLICY 26 ARTICLE XXIII OF AGREEMENT 27 ARTICLE xvI SALARY SCHEDULE 28 Appendix A Four Day Work Week 29-30 PREAMBLE
GPISD Physics Unit Number / Title: 1 Physics Skills and Processes Week 8/21 Academic Vocabulary: Accuracy, precision, parallax, physics, measurement Key Understandings and Performance Indicators Scientific investigations involve actively obtaining and analyzing data to answer scientific questions. Performance Indicators Demonstrate knowledge of safe practices and making measurements with accuracy and precision Day Focus TEKS/TPO/ Guiding Questions TEKS Specificity(Verb) Activities for the day Guided Questions M TEKS# none None Syllabus, Flinn Safety Contract, and Student Information Sheet (turn in by Friday) Equipment Bingo none TPO: explain physics requirements using syllabus Common Assign and tests None T TEKS#1AB Identify and create Paper Tower Engagement Group activity with safety symbols Handout Equipment Packet What did you notice about the highest tower that enabled it to be the winner? What factors affected your tower? TPO: identify safety symbols and common lab equipment Common Assign and tests Safety contract and symbol and equipment sheets W TEKS#1A Demonstrate Begin Science Journal Equipment Scavenger Hunt Finish Equip Pkt if needed none TPO: demonstrate knowledge of symbols and equipment Common Assign and tests See activities Th TEKS#2FH Make and record Define Accuracy and Precision Target Examples in Journal Measurement Lab If a target has multiple arrows in one condensed place, it is an example of ______? If the arrows are scattered, it is an example of ___________? How would you draw a target that was both accurate and precise? TPO: make and record measurements using various lab equipment Common Assign and tests See activities F TEKS#1AB Evaluate Safety Test Finish Journals Collect Contracts and Syllabi none TPO: evaluate knowledge Common Assign and tests Safety test
Use this guide to help you spark student creativity with PTA Reflections. 1. Getting Started 2. Promote Your Program 3. Coordinate the Review of Student Submissions 4. Celebrate Your Student Participants 5. Wrap Up and Report Program Success #PTAReflections PTA.org/Reflections 1. Getting Started Register Your Program at . Once you have registered, you will have the opportunity to connect with other PTA Reflections leaders by joining the Reflections network. This is a support system comprised of national, state and regional PTA leaders eager to answer your questions and share best practices. Gather program materials, deadlines and instructions from your State PTA. Customize your checklist to organize tasks and schedule local program deadlines.
and community to enjoy. Consider the following ideas for recognizing student participation and achievement: Announce winners on PTA/school website and in newsletters, social media and Award certificates, ribbons or prizes donated by local businesses. Showcase student works at PTA and school board meetings and display student works throughout school and community venues (e.g. school lobby, community library, arts center). Opportunity for State and National Recognition: Provide your students with an opportunity to share their work across the state and nation. PTA Reflections is a multi-layered program offering local, district/council/region, state and national levels of recognition. PTAs are encouraged to advance their finalists to the next available round. For more details and instructions, please contact the program leader of the next available level. TIP: Host a PTA welcome table to distribute arts education resources and recruit new PTA members. TIP: Invite school leaders, policy makers and community leaders to meet families and more about PTA’s support for a complete education that includes the arts. 5. Wrap Up and Report Program Success Recognize Partners and Volunteers: After your Reflections program concludes for the year, one of the most important tasks is to thank those who helped make it a success. Use the acknowledgement letter at to thank student and parent leaders, school personnel, submission reviewers and community businesses for their support. Return Student Return non-advancing works immediately following judging and/or exhibition and no later than the last day of the school year. Electronic submissions (video, music, pdf., and digital photos) are typically not returned. Please be sensitive to secondary students needing their artwork for college admission. If student artwork advances, it will be returned according to state and/or national polices. Meet with your Reflections Committee and other team members to reflect on the program, gather feedback and document successes and areas needing improvement. Sharing this information with next year’s team will provide a smooth transition from one Reflections Chair to the next. Visit for a sample program evaluation. Your Success: After your program concludes, please share program success with your state and
The main purpose of this Act is to amend the Mineral Resources (Sustainable Development) Act 1990— establish the office of the Latrobe Valley Mine Rehabilitation Commissioner and to provide for the functions, powers and duties of the office; and provide for the development, publication and review of a strategy for the rehabilitation of coal mine land in the Latrobe Valley region; and provide for on the publication of the strategy for the additional functions and powers of the Latrobe Valley Mine Rehabilitation Commissioner in relation to the strategy; and make further provision in relation to the consultation requirements for the variation of work plans in relation to work carried out on coal mine land. 2 Commencement (1) Subject to subsection (3), this Act (other than Part 3) comes into operation on a day or days to be proclaimed. (2) Part 3 comes into operation on 1 July 2020. (3) If a provision of this Act (other than Part 3) does not come into operation before 1 July 2017, it comes into operation on that day. 3 Principal Act
5 New Parts 7A and 7B inserted After Part 7 of the Principal Act insert— Division 1—Preliminary 84AA Definitions In this Part— annual report means a report prepared under section 84AZH; authorised officer means a person authorised under section 84AU; framework means the framework published under section 84AZD; Latrobe Valley licensee means the holder or the former holder of— (a) the mining licence No. 5003; or (b) the mining licence No. 5004; or (c) the mining licence No. 5189; or
(d) the mining licence No. 5216; or (e) the mining licence No. 5304; public sector body has the meaning given by section 84AB; public sector employee means a person employed in the Department under Part 3 of the Public Administration Act 2004; referral investigation means an investigation commenced by the referral of a matter under section 84AQ; referral report means a report published under section 84AZG; regulatory framework has the meaning by section 84AC; rehabilitation planning activity means an activity carried out by a public sector body or a Latrobe Valley licensee to plan in relation to the rehabilitation of coal mine land including— (a) the preparation of a research plan; or (b) the carrying out of research; or (c) the carrying out of a technical investigation; or (d) the carrying out of a rehabilitation trial; or (e) the preparation of a rehabilitation plan or activity to assist the preparation of the regional rehabilitation strategy.
of CIP data custodian In this Part, CIP data custodian an information sharing entity prescribed, or a class of information sharing entity prescribed, to be a CIP data custodian for the purposes of this Act. 144G Meaning of CIP requester Minister may declare, in writing, an information sharing entity, or a class of information sharing entity, to be a CIP requester for the purposes of this Act. declaration under subsection (1) is not a legislative instrument within the meaning of the Subordinate Legislation Act 1994. 144H Objects of Part The objects of this Part are— provide for the sharing of confidential information between specified persons and bodies for the purposes of establishing, assessing and managing risks of family violence; and promote the coordination of services by those persons and bodies to further the purposes of the Act; and enable certain information sharing entities to obtain consolidated and updated information from a central information point for the purposes of establishing, assessing and managing risks of family violence. 144I Application of this Part to Courts