zilongwang/ReadingBank huggingface dataset:
4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool. 5. Graph each average score on the Template using a colored pencil or Crayola. Interpretation of Scores and Reporting Cluster Results 1. The following scale ranges with corresponding qualitative equivalents are used to interpret each average score per domain or per strand. Score Range Qualitative Label Descriptor 1.00 – 1.49 Not doing this yet Urgent Need for Training (UNT) The SH identifies competencies in this range as priority needs for professional development. 1.50 – 2.49 Doing a little of this and need to learn more Strong Need for Training (SNT) 2.50 – 3.49 Doing it but need to improve Need Enhancement Training (NET) The SH identifies competencies in this as secondary needs for professional development. 3.50 –4.00 Doing it well and can lead others do the same Can Support Training (CST) The SH identifies competencies in this range as strong qualities/abilities that may enable him/her to help in the professional development of colleagues. 2. School Heads should be given a copy of their own profile. Based on the results, School Heads can recognize their need for professional development in various domains and strands of competencies expected of them to demonstrate as effective school leaders. 3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made using the template (hard copy and an e-version) provided to facilitate this process (See Attachment 5). There are three parts of the template namely: Part I – Cluster SH Identification; Part II – NCBSSH-TDNA Cluster Summary Sheet; and Part III - Summary of School Heads who need training and development 4. The following are the steps for manually organizing the cluster results: Part I. Assign each of the School within a specific cluster an identifying code number such as: SH1, SH2, SH3, until the last SH. These are entered in the first column of the template. Enter the names of SHs corresponding to the code number identified. Write the school’s name beside the name of each of the SHs. Part II.
PART II. NCBSSH-TDNA Cluster Summary Sheet for School Heads TDNA Profile Cluster Name: _______________________ Domains (D) School Heads’ TDNA Overall and per Domain Profile Ave. Ratings Training Need Level Identify competencies that should be enhanced via training 1 2 3 4 5 6 7 SH 9 SH 10 11 SH 15 1.A 1.48 UNT √ 1.B SNT √ 1.C NNT 1.D NNT 1.E NET √ 1.F SNT √ 2.30 √ 2.A 2.B 2.D 3.A 3.B 4.A 4.B 4.C 5.A 5.B 6.A 6.B 6.C 7.A 7.B 7.C 7.D
To help us better address your needs, please check as many boxes which apply to your situation concerning your plans to use cryopreservation / IVF in the future: Cryopreservation / IVF of transgenic / genetically engineered mouse strains Cryopreservation / IVF of other mouse strains Cryopreservation / IVF of other species Own colony Service for other investigators in own institution Service for investigators either in or outside of own institution Less than 10 strains per year 10 - 20 strains per year Greater than 20 strains per year Will do cryopreservation /IVF myself Will supervise others who will do cryopreservation / IVF DATE: NAME: Signature: ACRC / NCBS Mouse Genome Engineering Facility
Annual Review of Education, Health & Care Plan for Insert name Date of current EHC Plan: Date of this review: Content of EHC Plan Reviews Section label What the section must include SECTION 1 The details of the review meeting held and contributors to the review. SECTION 2 The child or young person’s assessment information and progress since the Education, Health and Care Plan or last review.
Annual Review of Education, Health & Care Plan for Insert name Date of current EHC Plan: Date of this review: Content of EHC Plan Reviews Section label What the section must include SECTION 1 The details of the review meeting held and contributors to the review. SECTION 2 The child or young person’s assessment information and progress since the Education, Health and Care Plan or last review.
Address: (Including postcode) Looked after child? YES NO PEP YES NO NHS Number GP (Name/practice) Has a CAF been completed? YES NO Date: Has the CAF been closed? YES NO Has the child/young person moved educational settings since the last Annual Review? If yes, please provide details Contributors to this review: Please tick or date in column B, C & D as appropriate to provide a record of who was invited to participate in the review *must be invited to provide written advice and invited to attend the meeting Role * (E.g. Parent, Child, School, Social Worker, Speech & Language Therapist etc.) B Invited to attend review meeting C Invited to contribute written advice D Written advice received / attached Name of person(s) who attended meeting Reason for (if applicable) Section 2 – Assessment and Progress Information This section should be based on available assessments / information and evidence of development since the Education, Health and Care plan or the last review. Where relevant please describe the progress made in the following areas: Cognition & Learning Needs (delete as appropriate)
Medical Needs (delete as appropriate) Have any of the outcomes been met? Yes No If yes, please provide details : Are the outcomes relevant and appropriate? Yes No If no, please provide details of any changes required: Physical Impairment (delete as appropriate) Have any of the outcomes been met? Yes No If yes, please provide details : Are the outcomes still relevant and appropriate? Yes No If no, please provide details of any changes required: Sensory Impairment (delete as appropriate) Have any of the outcomes been met? Yes No
Alnwick - St James Community Hall, Pottergate, NE66 0DT Saturday 14 July 10am - 3pm - Town Hall, Marygate, TD15 1BN Monday 16 July 2pm - 7pm Ashington - Hirst Welfare Centre, Alexandra Road, NE63 9EL Tuesday 17 July 2pm - 7pm Haydon Bridge - Community Centre, Radcliffe Road, NE47 6ET Wednesday 18 July 2pm - 7pm Blyth - Buffalo Centre, Regent Street, NE24 1LL Thursday 19 July 2pm - 7pm Seaton Delaval - Parish Council Offices, Astley Road, NE25 0DG Friday 20 July 2pm - 7pm Prudhoe - Waterworld, Front Street, NE42 5DQ Saturday 21 July 10am - 3pm Choppington - Social Welfare Centre, Colliery Road, NE62 5SS Monday 23 July 2pm - 7pm Morpeth - Morpeth Town Hall, Market Place, NE61 1LZ Tuesday 24 July 2pm - 7pm Ponteland - Memorial Hall, Darras Road, NE20 9NX Wednesday 25 July 2pm - 7pm Rothbury - Jubilee Hall, Bridge Street, NE65 7SD Thursday 26 July 2pm - 7pm Bedlington - Community Centre, Front Street West, NE22 5UB Friday 27 July 2pm - 7pm Cramlington - Concordia Leisure Centre, Forum Way, NE23 6YB Saturday 28 July 10am - 3pm Wooler - Cheviot Centre, Padgepool NE71 6BL Monday 30 July 2pm - 7pm Corbridge - Parish Hall, St Helen’s Street, NE45 5BQ Tuesday 31 July 2pm - 7pm Newbiggin-by-the-Sea - Sports and Community Centre, NE64 6HG Wednesday 1 August 2pm - 7pm Seahouses - Sports and Community Centre, Stone Close, NE68 7YL Thursday 2 August 2pm - 7pm Bellingham - Library, Manchester Square, NE48 2AS Friday 3 August 2pm - 6pm Haltwhistle - Library, Westgate, NE49 0AX Saturday 4 August 10am - 3pm Please do not hesitate to contact us at or on 0345 600 6400 if you have any questions about the consultation documents, the above drop-in events or the Local Plan process in general. Yours sincerely Paul Johnston, Interim Executive Director: Place
Supply of member information The information requested by STC is required to carry out the joint duties and responsibilities of the employers and the Fund. The employer is responsible for the accurate and timely provision of information to STC and the Fund, including notification to STC that an employee has joined the Fund by providing the appropriate new starter information within 42 calendar days of the employee joining where a member’s personal details change or there is a break in the member’s pensionable service, by providing an appropriate notification to STC within 42 calendar days of the change where a member leaves with an entitlement to an immediate pension, by providing an appropriate termination notification to STC, supporting documents and certificates within 20 calendar days of the member’s last day of service where a member leaves before being entitled to an immediate pension, by providing an appropriate termination notification to STC, supporting documents and certificates within 35 calendar days of the member’s last day of service where a member dies in service, by providing an appropriate termination notification to STC, documents and certificates within 20 calendar days of the death any revised termination details should be provided to STC within 20 calendar days of the event which requires the revision. For example, if arrears of pay mean that the final pay must be revised, the revised figure must be notified within 20 calendar days of the arrears being paid. The timescales are based on statutory requirements. Failure to meet them can result in the Pensions Ombudsman and/or Pensions Regulator issuing fines and imposing other maladministration penalties including naming and shaming. Delays can also result in HMRC imposing penalties, including Scheme Sanction Charges. In circumstances where the performance of the employer results in fines being levied on the Fund and/or STC by the Pensions Regulator, Pensions Ombudsman or other regulatory body, an amount up to the amount of that fine will be recharged to that employer. In addition, there will be an additional charge equal to any associated legal, actuarial and administrative costs the Fund and/or STC has incurred as a result of the employer's action or failure.
Nottingham City DSL Network Date: 09 February 2017 Time: 0900 - 1300 Venue: Doubletree Hotel by Hilton. No Agenda Items Speaker Timings 1 Welcome and Introduction Cllr Webster 9:15 – 9:25 2 National Updates: Clive Chambers 9:30 – 9:45 Local Updates: ThinkUKnow Kayleigh’s story E-Safety Strategy Secure Email Family Network Meetings Procedures Update Learning from SCRs Casey Action Plan audit MARF / Advice Line Next Day Notification/ Project Encompass Clive Chambers Samantha Danyluk Pete McConnochie 9:45 – 10:10 3 Fostering Cllr Mellen 10:10 – 10:25 4 Safeguarding in Education Officer Gillian Quincy 10:25 – 10:30 BREAK 5 Keynote Speaker Chris Cook – Nottingham City Safeguarding Children Board, Independent Chair 11:00 – 11:30 6 Healthy Relationships (Good practice example) 11:30 – 11:45 7 Lifeline Journey Habib Akhtar 11:45 – 12:00 8 Whole Family Approaches Sophie Russell 12:00 – 12:15
II. specify whether or not he intends to act as an active minority shareholder, and, where appropriate, the main rationale for such action; III. provide information on his ability (financial position) and willingness to support the target financial institution by providing the additional own that would be needed to develop its activities or to cope with financial difficulties. Part III Additional information to be provided on the initiative of the proposed acquirer and Solemn declaration III.1 Additional information to be provided on the initiative of the proposed acquirer Does the proposed acquirer hold any additional information that he deems necessary to pass on to the supervisor, so that the latter can make a prudential assessment of the proposed acquisition with full knowledge of the facts? O No O Yes: this information is provided in Annex … to this statement. III.2 Solemn declaration I, the undersigned, …………………………………………………………………………………………….. O acting as a body of — and as such authorised to enter into legally binding commitments on behalf of — the proposed acquirer; O acting as a special representative in the name and on behalf of the proposed acquirer, and answering for him, solemnly declare: that all information provided to the supervisor in this statement form and its annexes is complete, not deliberately misleading or deceptive, and is provided honestly and in good faith, and that I know of no other information that may influence the prudential assessment of the proposed acquisition by the supervisor. (Read and approved, date, place and signature)
Guidelines on the written paper Higher Level Paper Question type Number of questions to be attempted Response format Higher level Weighting (marks) Indicative time 1. Short answer questions Students answer 10 questions out of 12 Responses involving at most a few short sentences. 10% (50 marks) 15-20 mins 2. Short answer and extended response questions on data-based case study This question is based on unseen research data provided. There are a number of parts to this question and students answer all parts. This question requires both short answer and extended responses. 30% (150 marks) 50-55 mins 3.Discursive essays Two questions from a choice of four Discursive responses 40% (200 marks) 70-75 mins TOTAL MARKS 400 Ordinary Level Paper Question type Number of questions to be answered Response format Weighting Ordinary level 1. Short answer questions Students attempt 15 questions out of 20 Responses involving at most a few short sentences. 20% (100 marks) 35-40 mins
perform a range of simple steps and movements to given rhythmic and melodic phrases performing combinations of walking, skipping and running sequences perform a variety of selected Irish dances and folk dances introducing the side step and promenade step of Irish dances and combining these steps to make simple sequences accompanied by appropriate music performing the Cuckoo Dance, Come to Me develop increased poise, balance and coordination while moving and stopping develop an awareness of the relationship between music and movement, showing sensitivity in movement to rhythm and phrasing of music pausing at the end of phrase, as in Irish dance music. Strand unit: Understanding and appreciation of The child should be enabled to observe, describe and discuss simple dances describing the body parts used and comparing and contrasting the body shape and actions in the growing and shrinking phrase of the Alice in Wonderland dance discussing the pathways taken by partners as they meet and part identify the sections of a as beginning, middle and end the toy story dance: beginning: toys wake up middle: toys greet each other and dance end: toy maker returns and toys freeze interpret a mood or emotion observed in movement identifying how the feeling of fear is communicated through analysing facial expression, gestures and body actions. Integration Mathematics: Shape and space—Spatial awareness Music: Listening and responding Visual arts: art work may be used as a stimulus for dance or dance themes may be interpreted in a variety of visual arts media. SPHE: Myself—Feelings and emotions History: Myself and my family—Feasts and festivals in the past
D. Host’s Responsibilities 1. Assume the following financial obligations: a. Officials b. Basketballs c. Programs d. Money in excess of the cost of hosting tournament games (officials, game workers, programs, etc.) shall go to the host school to help offset the cost of hosting the tournament. e. A minimum admission fee of $5 for adults and $2 for students should be charged. f. Completion of financial expense report must be submitted to the Regional and Sport Chair. 2. Inform participating teams of the following: a. Tournament Schedule b. Specific policies and guidelines of school c. Local food and hotel options 3. Other duties: a. Assignment of Officials - Coordinate with Regional Chair b. Organize and coordinate a Christian Service Project. II. statistics A. Reports Regional statistics administered through the national statistician. Failure to report regular season statistics twice during the season may result in disqualification from regional tournament play. B. All- Region and Coach of the Year Selections 1. All-Region Team nominations are to be submitted to the Regional SID by the last Friday in February. Coaches are automatically nominated. Maximum number of nominations is 4. When voting, a may not vote for his/her own players. 3. Coaches will vote for the players (not their own) in decreasing rank order. 4. All received for All-Region team and Coach of the Year shall be tallied with results announced at the regional championship
B. Attend scheduled regional meetings. C. Complete appropriate eligibility forms for each sport and send to the NCCAA national office before first contest or scrimmage. D. Promote the advancement of the NCCAA Region. v. handbook A. All Regional business will be conducted in accordance with this handbook. B. Any proposed change to this handbook must be submitted in writing to the Executive Committee by May 1 and publicized at least two weeks before the Regional Meeting. C. The handbook will be reissued each year to every institution in good standing. sports information guidelines I. GENERAL DUTIES OF REGION SID Regional Champions The SID will coordinate with the region chair in providing a list of region champions, Player of the Year and Coach of the Year for each sport in Division I and II. National Statistical Reporting
Notification of changes in Program Leadership, and in some cases departmental leadership Responses to ACGME accreditation letters Selection of Program Directors After Program Directors submit their resignation to the DIO, the DIO shall institute a search and constitute a Search Committee to identify a replacement. The Search Committee should include one member of each participating institution of the NCC, and for core programs a peer-selected trainee. The Search Committee slate is then appointed by the DIO. The Surgeons General of the respective services will be contacted and to submit packages for candidates they would endorse. These include Letters of Intent and Curriculum Vitae (CV) for applicants. The Letters of Intent must address the candidate’s commitment to GME and to being a Program Director, as well as the length of time they are willing to serve. The Search Committee develops an of Merit List from which the Board of Directors will make an appointment. The GMEC must vote to approve selected candidates. Selection of Associate Program Directors The Program Director submits a brief memo to the DIO, along with a copy of the proposed Associate Program Director’s CV. All nominations for Associate Program Directors must be board certified in the (sub)specialty and have a current medical license. The Executive Committee of the GMEC reviews and approves these requests. Once approved, the NCC GME office will generate an appointment letter for the newly selected Associate Program Director and will forward the letter to both the Program Director and Associate Program Director. Newly appointed Associate Program Directors are announced at the next GMEC meeting. RESIDENCY PROGRAM ADMINISTRATION Responsibility for Program Support The member institution is responsible for providing administrative support for the program on the program’s primary location, the Program Director’s assigned location, and the location where the bulk of clinical services are rendered. It will be the responsibility of that facility to provide necessary administrative support, technological support, and office space for the program coordinator. Additionally, the program coordinator should be afforded the time needed to effectively carry out his/her responsibilities. The NCC through USUHS on occasion may provide and manage administrative support for programs when circumstances prohibit a Member Institution from
express or record stories through oral and written forms, art work, music, drama, mime, movement and information and communication technologies use appropriate timelines. Strand unit: Myths and legends The child should be enabled to listen to, discuss, retell and record a of myths and legends from various cultural, ethnic and religious backgrounds in Ireland and other countries discuss the chronology of events in the stories discuss the actions and feelings of characters distinguish between fictional accounts in stories, myths and legends and real people and events in the past express or record stories through oral and written forms, art work, drama, mime, movement and information and communication technologies. Integration Music: Listening and responding; Performing Visual arts: Many stories may inspire artistic work. Drama: Drama to explore feelings, knowledge and ideas, leading to understanding Strand: peoples and ancient societies Strand unit: A selection from: Stone Age peoples Bronze Age peoples Early societies of the Tigris and Euphrates valleys Egyptians Greeks Romans Celts Early Christian Ireland Vikings
Infant classes Musical concepts Through completing the strand units of the music curriculum the child should be enabled to A sense of pulse show a steady pulse or beat (e.g. marching, tapping, clapping) A sense of duration listen to and imitate patterns of long and sounds A sense of tempo understand and differentiate between fast and slow rhythmic and melodic patterns A of pitch understand and differentiate between high and low sounds imitate melodies A sense of dynamics understand and differentiate between loud and soft sounds A sense of structure understand 'start' and 'stop' A of timbre play with and explore a variety of sound-making materials classify sounds by the way they are produced A sense of texture listen and respond to sounds from one source and from more than one source
practise the technique of hurdling developing the lead leg and running three strides between hurdles. Strand unit: Jumping The child should be enabled to explore skipping activities individually and as part of a group, with or without a rope explore the various ways of jumping, to include taking off from one foot or two feet and landing on two feet practise the standing jump for distance develop a short approach run when taking off from one foot taking three or five strides and jumping for distance practise jumping for height over an obstacle (40 cm high approximately), developing a short approach run experimenting with alternate legs for take-off and using basic technique (scissors technique). Strand unit: Throwing The child should be enabled to develop the over-arm (javelin) from a standing position, using a beanbag, ball or foam javelin develop a short approach run (e.g. three strides) before releasing the throwing implement to throw (put) a medium-sized ball or primary shot from a standing position begin to throw a quoit or primary discus, practising the grip, swing and release techniques. Linkage Athletics incorporates activities that are also appropriate for development in gymnastics and games.
Strand unit: Water-based ball games The child should be enabled to participate in pair and group play throwing and catching a ball, including using a one-arm throw over and under game, where a ball is passed along a line over heads and under legs water push-ball. Strand unit: Understanding and appreciation of aquatics The child should be enabled to understand basic hygiene procedures appreciate the dangers of understand how to stay safe in water develop an increased understanding of flotation develop an appreciation of the freedom of movement in water extend knowledge of swimming strokes discuss a wide range of aquatic activities water polo, synchronised swimming, lifesaving become of local organisations and clubs that promote aquatics. Integration SPHE: Myself—Safety and protection
Strand unit: Stroke development The child should be enabled to develop a selection of swimming strokes front crawl, backstroke, breast stroke, butterfly. Strand unit: Water-based ball games The child should be enabled to participate in pair and group play throwing and catching a ball, including using a one-arm throw over and under game, where a ball is passed along a line over heads and under legs water push-ball. Strand unit: Understanding and appreciation of aquatics The child should be enabled to understand basic hygiene procedures appreciate the dangers of water understand how to stay safe in develop an increased understanding of flotation develop an appreciation of the freedom of movement in water extend knowledge of swimming strokes discuss a wide range of aquatic activities water polo, synchronised swimming, lifesaving become aware of local organisations and clubs that promote aquatics. Integration SPHE: Myself—Safety and protection
NCCC PURPOSE AND GUIDING PRINCIPLES: ‘To enrich our community by providing learning opportunities for all’ NCCC has embedded in its purpose the following guiding principles: • To be flexible and responsive to client, employer and industry needs. • To emphasise the enjoyment of the learning experience • To assist with vocational opportunities and • To empower students to participate in the community and workforce to their full potential Our core values are: Integrity, Professionalism, Quality and Respect. ORGANISATIONAL PROFILE NCCC is a community not-for-profit organisation providing a broad range of educational experiences that support community, business and individual learning. NCCC is also a Public Benevolent Institution (PBI). As a registered training organisation (RTO 90029) we offer nationally recognised education and training. We also offer courses targeting marginalised and vulnerable groups. We offer an extensive scope of nationally accredited full qualifications, and sets of skills from Certificate I through to Certificate IV as well as many general interest courses. In 2017 we have expanded our offering of Workskills courses. We contextualise and deliver customised training programs within a broad range of industries, provide one-on-one training with a focus on support for those with special needs and/or barriers to employment and training. The college has been in operation for over thirty years and has held a respected position within the local community. More recently the College has expanded its reach to include Ballina and Yamba. In its provision of services to individuals and the community NCCC works collaboratively through alliances and partnerships with a wide range of agencies, organisations and education bodies including Federal, State and Local Government, for profit and not-for-profit businesses and industry. Effective relationships and alliances together with a strong connection to community are core values of NCCC. The NCCC is governed by a Board of Management drawn from the local community.
North Carolina Community College Adult Educators Association Fall 2013 Conference Program Agenda Wednesday, September 25 1:30 – 2:00 PM Welcome 2:00 – 3:45 PM NCCCS Opening Session 4:15 – 5:30 PM Concurrent Workshops Thursday, September 26 8:00 – 9:00 AM Coffee/Networking 9:15 – 10:30 AM Concurrent Workshops 10:30 – 10:45 AM Break 10:45 – 12:00 NOON Concurrent Workshops 12:00 – 12:30 PM Break 12:30 – 1:45 PM Innovation Awards Luncheon 2:00 – 3:15 PM Concurrent Workshops 3:15 – 3:30 PM 3:30 – 4:45 PM Concurrent Workshops 5:00 PM Presidents Reception Friday, September 27 8:00 – 9:00 AM Coffee/Networking 9:00 – 10:15 AM Breakfast Business Meeting 10:30 – 12:00 NOON Concurrent Workshops
Thursday, September 26 9:15 am – 10:30 am Title Presenters Room Audience Salesforce: The World’s Most Innovative Software Kelly S. King TBA CTP/OE Use Informer to Pull Data Out of Colleague Daniel Boyette Wayne Madry TBA All CE Policy/Waiver Update Margaret Roberton Barbara Boyce Tracy McPherson TBA All The Code Green Super CIP: Next Steps (Repeat) Rob Holsten Claudine LaBrake TBA All HRD + BIT = JOB Joyce Watson TBA CT/HRD Giving Credit for Non-Credit: The Challenges and Benefits Lelie Holston TBA OE/SCEA/WD/OE Nurse Aide I DHSR Update for Community College Program – NNAAP Kathy Turner Diana Brosko-Carelli Dr. Teressa Banks Vickie Fore TBA Allied Health Successful Safety Training Programs for Your College Charles “Chip” McDonald TBA OE/EMS/WD The Changing World of Basic Skills Dr. Randy Whitfield TBA ABE/AHS/GED/CE/ESL Assessment&Retention FL/SCEA ***Break*** 10:30 am- 10:45 am
Thursday, September 26 10:45 am – 12:00 pm Title Presenters Room Audience NC PHCAST (Personal Care and Home Care Aide State Training Kathy Turner Margaret Roberton TBA All North Carolina Office of Emergency Services – Update Todd Messer TBA EMS/SCEA Teach Boys to Be Men D. Harold Greene TBA All Review Updates – Let’s Talk Elizabeth Self TBA All Refresher Mini Courses Wayne Madry Rosallene Massey TBA All CRC Updates Teretha Bell Barbara Boyce TBA All Moving Beyond the High School Credential: Transitioning Basic Skills to Postsecondary Education and Careers Katrina Arnold TBA AHS/GED HRD/OE/WD Support Services GED or High School Equivalency Diane Steinbeiser Randy Whitfield TBA SCEA/GED/HRD/WD ***Break*** 12:00 pm. – 12:30 pm ***Innovative Awards Luncheon*** 12:30 pm - 1:45 pm Keynote:”David Baime, Senior Vice President Government Relations and Policy Analysis
Appendix 1 NCCD Moderation Template Student Identifier Moderator 1: of Adjustment Moderator 2: Level of Adjustment Agree (before moderation) Y/N Agree (after moderation) Y/N Moderator 1: Category of Disability Moderator 2: Category of Disability Agree (before moderation) Y/N Agree (after moderation) Y/N Notes regarding decisions 1 2 3 4 5 6 7 8
Upload of Data Using a CSV file Government authorities and AISs that provide information on behalf of schools in their jurisdiction define their csv data file for submission and provide it to the department via secure file transfer. A Microsoft Excel csv template is available for non-government individual schools and for non-government system offices for reporting multiple schools in the . It is noted that some schools use a csv file downloaded from a software product used by the school to then be uploaded to the SSP. The downloaded file must meet the data specification at Appendix A to be able to successfully upload to the SSP. Scope of the collection The collection’s scope is: Any student enrolled at the school on the first Friday in August who has been: counted in the school’s NSSC for the collection year; and identified by the school as meeting the eligibility requirements to be counted in the NCCD collection (as defined in the 2017 NCCD Guidelines). Data Collection Level Data is collected and submitted at the school level. Data Count Basis The data count basis for the collection is head count. A student must be counted once at their principle school. Data Form Data is collected in the form of a numeric count of each student eligible to be counted in the collection. Personal details of students eligible to be counted in the collection are not provided to the collection.
Student Level The education level of the identified student Primary Secondary Blank Characters Category of disability The category of disability assigned to the student by the school Physical Cognitive Sensory Social-Emotional Blank Characters Ensure there are no spaces either side of the dash in the category of Social-Emotional Level of Adjustment The level of education adjustment provided to the student by the school Support within QDTP Supplementary Substantial Extensive Characters The category ‘Support provided within quality differentiated teaching practice’ is shortened to Support within QDTP in departmental technology Number of Students The head count of students for each combination of category of disability and level of adjustment ≥ 0 Blank Integer For any combination of category of disability and level of adjustment that has a zero student count, either enter zero or leave blank
NCCER Electrical Technologies 3 140 hours to 160 hours Course # 432503 Module # Name Hours Notes NCCER Core and Electrical 1 & 2 Modules NCCER Core and Electrical 1 & 2 Modules As needed Students who have not successfully completed both the written and performance sections of NCCER modules from Electrical 1 & Electrical 2 must be given opportunities to restudy and retest during this course. SIC018 Employability Worksheet w/rubric 6 3 sessions during the course plus regular follow-up with students 26107-14 Hand Bending 15 Incorporate project-based learning activities 26110-14 Basic Electrical Construction Drawings 15 Incorporate project-based learning activities Electrical test Equipment 10 Incorporate project-based learning activities 26111-14 Residential Electrical Services Incorporate project-based learning activities 26204-14 or content Conduit Bending 30 Incorporate project-based learning activities LEA’s are encouraged to use NCCER module & tests for additional credential or content Alternating Current 40 LEA’s are encouraged to use NCCER module & tests for additional credential 26206-14 or content Conductor Installations 15 Incorporate project-based learning activities LEA’s are encouraged to use NCCER module & tests for additional credential Tools for Success Module 2 PROFFESIONALISM: “KEEPING YOUR JOB” 6 Tools for Success Module 3 ““BUILDING A STRONG RELATIONSHIP WITH YOUR SUPERVISOR” 3 Tools for Success Module 4 “SEXUAL HARASSMENT” 2 Tools for Success “MANAGING YOUR CAREER” 4 SkillsUSA On-line and printed Resources SkillsUSA Membership Activities: *Discuss / Learn Motto *Discuss / Learn Theme *Discuss / Learn Pledge *Discuss / Learn Creed Deliver Elevator Speech Complete Level 1 of SkillsUSA PDP program or Activate Training 6 Conduct 4 scheduled meetings during the course/year plus regular follow-up with section(s) and chapter. Submit Membership per established deadlines Develop/conduct a balanced Program of Work Establish Section Officers Documentation from activities/meetings *These can be written or spoken graded exercises SkillsUSA Technical Standards and Contest Projects CD Technical development *Jobs Skills Demonstration A *Prepared Speech *Job Interview Portions of course-specific Technical Contest Participate in District activities and contests 8 Can be part of the 4 scheduled meetings during the course/year plus regular follow-up with section(s), chapter. Conduct in school competitions with industry judges and advisory committee member participation *These are graded exercises 160
 Exceeds  Meets  Partially Meets  Falls Far Below Criteria APR CMCS Gateway Webster PCSS Sizer Faithfulness to Charter 1. Mission and Key Design Elements  Meets  Exceeds  Meets  Meets  Meets  Meets 2. Access and Equity  Meets  Meets  Meets  Meets  Meets  Partially Meets 3. Compliance  Meets  Meets  Meets  Meets  Meets  Partially Meets 4. Dissemination  Meets   Exceeds  Exceeds  Meets  Meets Academic Program Success 5. Student Performance Level: 2 Percentile: 57th Level: 2 Percentile: 64th Level: Insufficient Data Percentile: Insufficient Data Level: Insufficient Data Percentile: Insufficient Data Level: 1 Percentile: 93rd Level: 1 Percentile: 40th Viability 9. Governance  Meets  Meets  Partially Meets  Partially Meets  Meets  Meets Commissioner Action Unconditional Renewal Unconditional Renewal Unconditional Renewal Unconditional Renewal Unconditional Renewal Renewal with Conditions
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Residential Child Care Programs Report Provider Organization: National Center for Children and Families, Inc. Greentree Adolescent Program Licensing Agency: DHR Contracting Agency(s): DHR DJS CFSA Program Administrator: Roberta Rinker Certification #: A00217 Exp. Date: 12/31/2015 Type of Inspection: Quarterly Site Name Gender Age Range License Capacity DHR Contract Limit License#/ Exp. date Date of site Inspection Greentree Road males/females 12-20 20 20 #00129 4/12/2016 2/11/2015 2/13/2015 Inspection Summary Number of Records Reviewed: Youth 5 Staff 6 Number of Interviews: Youth 4 Staff 5 Physical Plant Inspection: Approved COMAR Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings Corrective Action Plan: Yes No X If yes, date of CAP: Complaint Outcome: NA Current Status of License: Continued Licensing Coordinator: Odetta Bulluck Date: 2/26/2015 Email: Program Manager: Thomas Date 2/26/2015 Email:
BASEMENT (outside) Storage Area by Elevator No Violations Noted Male Bathroom 105 CMR 451.123* Maintenance: Floor damaged Female Bathroom No Violations Noted Treasurer’s Office Unable to Inspect – Locked SECOND FLOOR (outside) Conference Room No Violations Noted Hallway by Elevator No Violations Noted Female Bathroom No Violations Noted Male Bathroom No Violations Noted Administration No Violations Superintendent’s Conference Room No Violations Superintendent’s Office No Violations Superintendent’s Bathroom 105 CMR 451.123 Maintenance: Ceiling vent dusty Control Break Room FC 4-602.12(B)* Cleaning of Equipment and Utensils; Frequency: Interior of microwave oven dirty FC 4-903.11(A)(2) Protection of Clean Items, Storing: Single-service items not protected from contamination, disposable forks left uncovered 105 CMR 451.353 Interior Maintenance: Ceiling vent dusty Bathroom 105 CMR 451.123* Maintenance: Floor dirty 105 CMR 451.123 Maintenance: Wall paint damaged behind toilet TRAP (inside) No Violations Noted Staff Area
In the NCCI procedure-to-procedure (PTP) MII website edit files in Excel 2007/2010 format, each edit will have the following format: There will be two separate final NCCI PTP MII website edit files. Their file names will be: Practitioner/ASC NCCI PTP edit file: MCD-PTP-PRA-vXXXXqX-FX-E.xlsx Outpatient Hospital NCCI PTP edit file: MCD-PTP-OPH-vXXXXqX-FX-E.xlsx Note: Refer to page 5 for details of file naming convention. Column Name Notes Type Column 1 code (labeled Column 1) AAAAA Text Column 2 code (labeled Column 2) BBBBB Alpha-Numeric Text Effective Date Gregorian – Year (y), Month (m) Day (d) format: yyyymmdd Deletion Date Gregorian – Year (y), (m) Day (d) format: yyyymmdd Edits with <blank> Deletion Date values are ACTIVE from the date in the Effective Date field. Numeric Correct Coding Modifier Indicator (labeled Modifier Indicator) Indicated in the example as “I” Valid values = 0, 1, or 9 0 = modifiers not allowed 1 = modifiers allowed 9 = Edit terminated retroactively, edit does not apply Numeric
Discussed this study with an investigator Reviewed the information in this form Had the opportunity to ask any questions you may have. Your signature below means that you have received this information, have asked the questions you currently have about the research, and have received answers to those questions. You will receive a copy of the signed and dated form to keep for future reference. Participant: By signing this consent form, you indicate that you are voluntarily choosing to take part in this research. __________________________ __________ ________ ________________________ Signature of Participant Date Time Printed Name Participant’s Legally Authorized Representative: By signing below, you indicate that you give permission for the participant to take part in this research. __________________________ __________ ________ ________________________ Signature of Participant’s Legally Date Time Printed Name Authorized Representative The signature of the participant’s legally authorized representative is required for people unable to give consent for themselves. Description of the Legally Authorized Representative’s Authority to Act for Participant Person Explaining the Research: Your signature below means that you have explained the research to the participant or participant representative and have answered any questions about the research. __________________________ __________ ________ ________________________ Signature of person who Date Time Printed Name explained this research Only approved investigators for this research may explain the research and obtain informed consent. A witness or witness/translator is required when the participant cannot read the consent document, and it was read or translated. NOTE: The following applies to optional parts of the research only, e.g., storage of leftover tissue for future research, optional substudies, etc.
Steering Committee establish a sub-committee / project team to develop ways to improve NCCISMA branding and marketing 2018 Clarify procedures for decision making regarding grant applications 2017 Table V.1 Organizational Structure and Function (cont.) Activities Projected Completion Date Establish procedures for annual review / update of Strat Plan 2018 Establish Steering Committee procedures for managing hiring / lay-off decisions 2018 Finalize NCCISMA fiduciary management arrangements for future operations 2018 Establish approval process for Annual Work Plan developed at partner business meeting 2018 Conduct a review of the web site to determine how it can be improved and more widely promoted. 2018 Table V.2 Public and Partner Learning and Engagement Activities Projected Completion Date Hosting regional community outreach and educational events Yearly Conduct a survey of current partner's expertise, interests, and needs Yearly Create and maintain a public resource guidebook for partners and the community. 2018 Make a concentrated effort to relate success stories at outreach events, so that we are not just all about problems, but about our successes as well Ongoing Develop a collaborative calendar of events that includes an of partner activities and is easily accessed on the website 2018 Consider the development of promotional to increase awareness of NCCISMA and its mission 2018
such in the SCC. The Works are what the Contract requires the Contractor to construct, install, and hand over to the Employer, as defined in the SCC. Interpretation & Documents forming the Contract In interpreting the GCC, singular also means plural, male also means female or neuter, and the other way around. Headings in the GCC shall not be deemed part thereof or be taken into consideration in the interpretation or construance of the Contract. Words have their normal meaning
National Carer Counselling Program (Victoria) An Australian Government Initiative REFERRAL FORM Please complete all sections each time a request is made for counselling REFERRAL DETAILS Date of referral: Referrer’s name: Position: Organisation: Address: Suburb: Postcode: Contact number: Referrer’s email: SOURCE OF REFERRAL Self Family, friend, significant Carer Advisory Service CRCC Aged or disability assessment service HACC Assessment authority Community Nursing service Acute care hospital Psychiatric / mental health facility Other (please specify below) Summary of carer’s current circumstances CARER DETAILS First Name: Last Name: Residential address: Suburb: Postcode: Postal Address (if different to residential): Suburb: Postcode: CONTACT NUMBERS Is it OK to leave a message? Home: Yes No Work: Yes No Mobile: Yes No Preferred day/time to call: Email: Date of birth: Gender: Male Female Other Country of birth: Cultural identity: First language (other than English): Interpreter required?: Yes No Aboriginal or Torres Strait Islander: Neither Aboriginal no Torres Strait Islander: COUNSELLING TYPE REQUESTED Individual Group Couple/family For couple/family counselling, complete name of other members at bottom of page. COUPLE/FAMILY COUNSELLING DETAILS members attending) All members wishing to attend counselling must provide consent for this referral. Name: Relationship to care recipient: Date of birth: Name: Relationship to care recipient: Date of birth: CARER DETAILS (continued) CARER RECEIVING GOVERNMENT INCOME SUPPORT PAYMENT (Tick any that apply)
Pain Management 1 Psychiatric Emergencies (skills required) 1 Toxicological Emergencies-Opioids (skills required) 0.5 Neurological Emergencies-Seizures 0.5 Endocrine Emergencies- Diabetes (skills required) 1 Immunological Emergencies (skills required) 0.5 At-Risk Populations 0.5 Ambulance Safety 0.5 Triage—Disasters/MCI (skills required) 0.5 Pediatric Transport 0.5 Culture of Safety 0.5 Ems Provider Hygiene, Safety and Vaccinations 0.5 Crew Resource Management & Application 1 EMS Research 0.5 Evidence Guidelines 0.5 National Continued Competency Requirements (NCCR) “bundled course” (includes all above) 25 USE ONLY)-------------------------------------------------------------- These courses are approved at the AEMT level for delivery in EMS Region I starting on the following date: ______________________ If ‘blanket’ approval, require 2-week notification to Region prior to course delivery; course number expires March 31 2019). _______________________________________ ______ Deborah Clapp, Executive Director Date Date Received by Region
Pain Management 1 Psychiatric Emergencies (skills required) 1 Toxicological Emergencies-Opioids (skills required) 0.5 Neurological Emergencies-Seizures 0.5 Endocrine Emergencies- Diabetes (skills required) 1 Immunological Emergencies (skills required) 0.5 At-Risk Populations 1 Ambulance Safety 0.5 Field Triage—Disasters/MCI (skills required) 1 Pediatric Transport 0.5 Culture of Safety 0.5 Ems Provider Hygiene, Safety and Vaccinations 0.5 Crew Resource Management & Application 1 EMS Research 1 Evidence Guidelines 0.5 National Continued Competency Requirements (NCCR) “bundled course” (includes all above) 30 USE ONLY)-------------------------------------------------------------- These courses are approved at the PARAMEDIC level for delivery in EMS Region I starting on the following date: ______________________ If ‘blanket’ approval, require 2-week notification to Region prior to course delivery; course number expires March 31 2019). _______________________________________ ______ Deborah Clapp, Executive Director Date Date Received by Region
To maintain compliance with the mandates from the Federal Children’s Internet Protection Act, the District utilizes content filtering and network monitoring software. It is important that users realize this and recognize their responsibility to act appropriately while using the District computer network. District users must conduct themselves accordingly by exercising good judgement and complying District policy. District network users are responsible for their behavior and communications using the District’s technology and networks. Internet and Technologies Acceptable Use Policy (AUP) The Northeastern Clinton Central School District (NCCS) is providing technologies that allow for network use and Internet access for student, staff, community members, and District guests for educational purposes, classroom & communication activities, career and professional development to increase communication of knowledge on global issues & awareness and research to build 21st life-long learners. Enclosed, please find informational outlines on user responsibilities when using the District’s technologies, network, and Internet. We request that you read the enclosed District’s Internet and Technologies Acceptable-Use Policy and sign and return the user agreement. The user agreement will accompany the District’s Internet and Technologies Acceptable-Use Policy Media Release Form. Use of the District technology is not permitted without a signed user agreement and Media Release Form . Please return Pages 9 and 10 of this document to our District Technology Coordinator. If you have any questions, please contact our Technology Coordinator at 518-298-8638, Extension 2220. Rick Hunter District Technology Coordinator District’s Internet and Technologies Acceptable Use Policy – Student Network Account Agreement date Dear NCCS District Parents, Guardians, Students, and Guests: Enclosed, please find our District’s Internet and Technologies Acceptable Use Policy and Media Release Forms. The policy outlines the District’s requirements and expectations for use of District technology.
522 N. Old Carriage Road • Post Office Box 7488 • Rocky Mount, NC 27804-0488 Telephone (252) 443-4011 • Fax (252) 451-8201 (252) 451-8401 • Internet Web Site: http://www.nashcc.edu An Equal Opportunity/Affirmative Action Institution