zilongwang/ReadingBank huggingface dataset:
Delgado-Hachey, M. & Miller S.A (1993) Mothers' accuracy in predicting their children's IQs: its relationship to antecedent variables, mothers' academic achievement demands, and children's achievement. Journal of Experimental Education, 62, 43-69. J. & Green, M. (1957) Conditions associated with the mother’s estimate of the ability of her retarded child. American Journal of Mental Deficiency, 62, 521-533. Furnham, A. & Bunclark K. (2006) Sex differences in parents’ estimations of their own and their children’s intelligence. Intelligence, 34, 1-14. Furnham, A., Reeves E., & Budhani, S. (2002) Parents think their sons are brighter than their daughters. Journal of Genetic Psychology, 163, 24–39. Keshavan, M. & Narayana, H. (1983) Parental estimation of developmental level. American Journal of Diseases in Children, 137: 87-88. Madhavaram T. (2011) Intelligence testing and its implications for disability evaluation in individuals with mental retardation. Psychological Studies, 56, 289-294. Miller S., Manhal, M., & Mee L. (1991) Parental beliefs, parental accuracy and children’s cognitive performance. Developmental Psychology, 27, 267-276. Mullen, E. (1995) Mullen Scales of Early Learning (AGS edition.). American Guidance Service Inc, Circle Pines, MN, USA. Pulsfier, M., Hoon, A., Palmer, F., Gopalan, R. & Capute, A. (1994) Maternal estimates of developmental age in preschool children. Journal of Pediatrics, 125, 18-24. Roizen, N., Blondis, T., Irwin, M. , & Stein, M. (1994) Adaptive functioning in children with attention deficit hyperactivity disorder. Archives of Pediatrics and Adolescent Medicine, 148, 1137-1142. Rutter, M., Bailey, A., & Lord, C (2003). The Social Communication Questionnaire (1st edition). Western Psychological Services, Los Angeles, CA, USA.
Plan organisation of Numeracy and Literacy Support groups Governor self-evaluation Implementing and developing ½ termly report back and full term programme evaluation to Governors Develop through meetings careful analysis, critical self-evaluation of the SDP against ESAGS and TTI indicators Monitor action plans at termly coordinator led staff meetings Co-ordinators termly and annual evaluations of Action Plans Feedback to Board of Governors Co-ordinator development (all areas) CCET training (SEN coordinator) Whole staff focus on: AFL Data analysis/assessment KS 2.3 cross phase partnership Develop Foundation Stage outdoor Play area Develop Outdoor classroom and garden Paint corridors Making better links with the community Links with Parents Develop further Parent information sessions Promote PTSG Revise Prospectus Develop use of Parent Volunteers Ensure parents are aware of day to day school events/activities through development of newsletter, website, Facebook, questionnaires and text service Use external agencies to enhance parental engagement programmes Community Develop further links with St Mary’s Primary School Tempo through the Shared Learning Partnership Develop links with Tempo Playgroup, Fivemiletown Nursery School, Kids R Us and local secondary/Grammar Schools Continue to support Wings and Poppy Appeal and Action Cancer Develop Global Awareness through new project (GLP) Ministers from local Churches lead Assembly each week. Pupils participate in local Church events/functions, e.g., choir Educational Agencies Continue links with: EA Psychology, SEBD, Social Services, WEST, P.S.N.I., Fire and Ambulance Services
IDEA San Benito 2151 Russell Lane San Benito, TX 78586 (956) 399-5252 www.ideapublicschools.org Office Hours: 7:30 a.m. – 4:30 p.m. _____________________ Stephanie Ramirez Principal Criselda Arellano Assistant Principal of Instruction Nancy Ramirez Assistant Principal of Operations Allison Solorio Academic Counselor Antonio Niño Transportation Manager Torres CNP Manager Attendance K- 97.35% 1st- 98.17% 2nd- 97.78% 3rd- 98.75 % 4th- 98.28% PRINCIPAL MESSAGE Dear Parents/Guardians, This week our 3rd and 4th grade students completed their STAAR exams. The students were motivated and ready to tackle the tests. Students in Kindergarten through 2nd grade created posters, chant, and keepsakes for our 3rd and 4th grade students at a STAAR pep rally held on Monday. Everyone had a great time. On another note, Relay for Life, an event sponsored by the American Cancer Society, will begin today, Friday, April 26that the La Feria High School stadium. IDEA Academy San Benito will be participating in this event beginning at 6:00 p.m. Our Relay for Life royalty court, which was named last week, will lead our team in the Parade of teams lap. If you do not have plans for this evening, stop by and support our team members by walking with us or spending time at our tent. We hope to see you there. We hope your enjoys their three day weekend and look forward to seeing your child on Tuesday, April 30th. IMPORTANT ANNOUNCEMENTS & DATES “No School” Monday, April 29. Weather Make-Up Day. Classes resume Tuesday, April 30. Dibels testing begins May 1 thru May 10 for Academy Come and join us for the “Relay for Life” tonight at the La Feria track & field. First lap will begin at 6:00 pm. “Teacher Appreciation” is coming up. May 6-10. “National School Nurse Day” is coming up. May 8 Kinder Graduation pictures are scheduled for Monday, May 20. More information will be sent out in a later date.
Hair – District Office – Title I Coordinator Penny Moore – District Office – Classified Representative Paula Morris – Board of Trustees – Board of Trustee Secretary Eleta McCray – Lake City Early Childhood Center – Parent Liaison Dianne McKenzie – Olanta Elementary – Parent Liaison Jerry State – Main Street Elementary – Parent Liaison Sharon Hammond – Scranton Elementary – Parent Liaison Marie Coker – Scranton Elementary – Parent Representative Joseph Woodbury – J. Paul Truluck Intermediate School – Tech Coach Dianne Haines – Ronald E. McNair Jr. High – Parent Liaison Susie Blaine – Ronald E. McNair Jr. High – Staff Representative Joyce Gamble-Brown – Lake City High School – Parent Liaison Anna Washington - Lake City High School – Parent Representative Lenora Caldwell – Lifelong Learning Center – Parent Liaison Ruth Frierson – Business/Community Member Vivian Hailes – Community Member Florence County School District Three Parent & Community Involvement Plan Philosophy Florence County School District Three (FCSD3) recognizes that a child’s education is a responsibility shared by the school and family during the entire time
SCHEDULE OF SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS TO REACH SCHOOL GOALS GOAL 2--ACADEMIC: (Select ANOTHER curricular goal for students from the school improvement plan, such as improving reading, math, writing, science, or skills.) _ Increase student reading abilities as measured by state standardized test. _______________________________________________________________________ Goal 2 or Co-Chairs: _Mrs. Deitra Johnson - Ms. Jenny McFadden Desired result(s) for THIS goal: Students will increase their math MAP score by 4 points How will the school measure the result(s)? Results will be measured my MAP Scores Organize and schedule family and community involvement activities to support THIS goal. ACTIVITIES (2 or more, continuing or new) TYPE (1-6) DATE OF ACTIVITY GRADE LEVEL(S) WHAT NEEDS TO BE DONE FOR EACH ACTIVITY & WHEN? PERSONS IN CHARGE AND HELPING Continue a Mathletes Program – 2 Weekly 7-8 Ten mental math problems will be designed by math master teacher to be completed in one minute in all math classes.. Add Mathletes Program procedures in newsletter & the website. Parents make flashcards. Mrs. Wanda Fulmore Implement an individualized computerized program Math Khan Academy.. 2 Daily 7-8 Computer lab is open each morning for students to work on basic skills recommended by teachers. Parent Volunteers will be to supervise lab. Mrs. Wanda Fulmore Note if funds, supplies, and/or resources are needed for these activities? Mathlete incentives $200.00 for the year. Add pages to outline more activities that support THIS goal. ONE-YEAR ACTION PLAN FOR PARTNERSHIPS SCHEDULE OF SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS TO REACH SCHOOL GOALS
Grading Attendance 1st Quarter: Aug.14-Oct. 13 2nd Quarter: Oct. 16-Dec. 20 3rd Quarter: Jan. 4-Mar. 16 4th Quarter: Mar. 26-May 24 Total Days 44 Days 42 Days 50 Days 42 Days 178 Student Days 10 Dev’l Days 2 P/T Conferences 190 Teacher Days Pottsville School District’s Mission Statement: It is the aim of PSD in partnership with the core values and hopes of our community to create a learning environment that will produce lifelong learners, productive citizens and successful contributing members of a global society.
planning, review, evaluating and improvement of program. Signatures on SIP plan emails, newsletters, conferences ensure that information related to school and parent programs, meetings and other activities is sent to parents in a format, and language the parents can understand. Translated documents, interpreter logs Parent Advocate Principal Student Services Academic Facilitator Interpreter Send documents in appropriate language, use of interpreters Ongoing Shall provide training for teachers, staff and principals on how to work together in a joint effort to reach out, communicate with and work with parents as equal partners. Meeting agendas Sign in sheets Teachers Staff Principal Parent Advocate Professional Development and staff meetings Quarterly workshops Ongoing weekly PD and meetings Shall coordinate and integrate parental involvement programs activities with other school programs. Meeting agendas Sign in sheets Parent Advocate Principal Teachers Staff Math Night Literacy student showcase program LIFT program Grant programs Ongoing May establish a district wide parent advisory council to provide advice on matters related to parental involvement. Meeting Agenda Sign in sheets SLT Review of District PI Policy Form SLT Review of policy and record feedback Annually, Spring 2013 Shall jointly develop with and distribute to, parents of participating, children, written parental involvement policy. Agenda Sign-in log Posting on school website SLT Distributed at Annual Title I meetings Distribute at all intake sessions September 20 Weekly intake sessions
Parent Brochure Insert School District Name A Family Guide to Response to Instruction and Intervention (RTI²) 2013-2014 Insert Director’s Name Director of Schools Insert Address Insert Phone Insert Web Address Insert Your School District is committed to helping all children succeed. We have many ways to help children who are struggling to learn and who need additional supports to be successful. Response to Instruction and Intervention (RTI²) is one form of support. What is RTI²? A multi-tiered delivery system that uses a data-driven problem-solving model to identify specific student need and match appropriate instructional strategies. In Tennessee, the Response to Instruction and Intervention (RTI²) Framework is a component of TNCORE. The TNCORE implementation plan has three legs with student achievement at the center: Assessment alignment and transparency Instructional materials and curriculum Quality training and meaningful support What does the RTI² Framework look like? The RTI² Framework has tiers. Each tier provides differing levels of support. In Tier l, all students receive research-based, high quality, general education instruction that incorporates ongoing universal screening and ongoing assessment to inform instruction. In Tier ll, intervention is implemented when assessment indicates that a student is not making adequate gains from Tier I instruction alone. In addition to Tier I instruction, students are provided small group interventions designed to meet their specific needs. These students are progress monitored weekly or every other week using a tool that is sensitive to measuring changes in the student’s individual skills. In Tier III, more intensive interventions are provided to students who have not made significant progress in Tier II, who are more than 1.5 grade levels behind, or who are below the 10th
Service Price Example 1:1 session £10 per/hr + activity cost / sundries / mileage @25p a mile Holiday Activities From £20 3 hour sessions 1:1 Tuition £10 45 minute sessions After School Activities From £10 2 hour session Babysitting / In house support £10 per/hr
Read charts and graphs together. These can be found on cereal boxes, magazines, flyers, toy boxes, etc. Call attention to frequently confused words in text, such as to, too, two; there, their, they’re. Word Study Greek & Latin Roots Vocabulary Handwriting Divide & Conquer = how to words apart ( base/root, prefix, and suffix) Sub below) -er (more) -est (most) graph (write, draw) Write legibly in cursive: All Letters Review & Practice Point out words with prefixes and suffixes as you are reading with your child. Ask them to divide and conquer the word to figure out the meaning. Encourage cursive handwriting at all Math Numbers and Operations in Base Ten CONTINUE to REVIEW: Place Value through the thousands place Adding and Subtracting Fluently Bar Graphs, Pictographs, Line Plots Explaining Multiplication Situations Multiplying Single-Digit Numbers Explaining Division Situations Dividing Single Digit Divisors Explaining Multiplication as Comparison Solving Multiplication and Division Problems Solving Word Problems New Common Core/AKS for 2nd 9 Weeks: (multiplication and division properties and patterns) Applying Properties Understanding Division as Unknown-Factor Problem Multiplying and Dividing Fluently Solving Word Problems Assessing Answer Reasonableness Extending and Explaining Patterns Understanding and Measuring Area Demonstrating Area Concepts Understanding Multiplication through Area Models Recognize Area as Additive Drawing Scaled Graphs to Problems Generating Measurement Data Creating Line Plots from Measurement Data Sing the Rounding Rap with your Find that place value and circle that digit. Move to the right and underline it. 0 – 4 circle stays the same 5 – 9 add one is the game. Now flex your muscles like a hero. Numbers to the right change to zeros. All other numbers stay the same. Yo! You’re a winner in the rounding game. Mrs. Nestor’s class website for other math songs, games, and videos Talk with your child whenever you find yourself multiplying or dividing in your everyday life When writing a show your child that you are writing numbers in word form and standard form. Encourage your child to tell you why and how they solved a math problem. Practice multiplication and division facts daily. Use flash cards or drill your child in the car.
Math Numbers and Operations in Base Ten CONTINUE to REVIEW: Place Value through the thousands place Adding and Subtracting Fluently Bar Graphs, Pictographs, Line Plots Explaining Multiplication Situations Multiplying Single-Digit Numbers Explaining Division Situations Dividing Single Digit Divisors Explaining Multiplication as Comparison Solving Multiplication and Division Problems Solving Multi-Step Word Problems Applying Properties (identity, commutative, associative, distributive, zero) Understanding Division as Unknown-Factor Problem Multiplying and Dividing Fluently Solving Word Problems Assessing Answer Reasonableness Extending and Explaining Patterns Understanding and Measuring Area Demonstrating Area Concepts Understanding Multiplication through Area Models Recognize Area as Additive Drawing Scaled Graphs to Solve Problems Generating Measurement Data Creating Line Plots from Measurement Data New Common Core/AKS for 2nd 9 Weeks: (multiplication and division properties and patterns) Identifying, Drawing, examining, classifying quadrilaterals (four sided figures) Comparing and contrasting attributes of quadrilaterals Partitioning shapes and expressing areas of each part Modeling and explaining fraction representations Representing fractions on number lines Explain equivalence of fractions Expressing whole numbers as fractions Comparing fractions Drawing scaled graphs to solve problems Generating Measurement Data Creating Line Plots from Measurement Data Practice their multiplication and division facts daily. Use flash cards or drill your child in the car. Visit Mrs. Nestor’s class website for other math songs, games, and videos Talk with your child whenever you find yourself multiplying or dividing in your everyday life Point our fractional amounts and decimals whenever you see them in the grocery store or at your house. Look at fractional amounts when cooking and talk about equivalent fractions and substitutions. Discuss with your child different geometric figures you see in your everyday life. When writing a show your child that you are writing numbers in word form and standard form. Encourage your child to tell you why and how they solved a math problem.
Please complete your information in full. You will only need to complete box number 2 (in blue) if you are eligible to access 30 hours and have an 11 digit eligibility code. 2 year old – starts from the term after second birthday 3 & 4 year old (universal 15 hour funding) – starts from the term after third birthday 3 3 & 4 year old (extended 15 hour funding) – starts from the term after third birthday and an eligibility code has been issued. Name of Childcare Provider: Child’s Details Forename Middle Name(s) Surname Name by which child is known (if different) Date of Birth (dd/mm/yyyy) Gender Female Male Documentary proof of DoB type (e.g. birth certificate, passport) Document recorded by (staff member name) and date document recorded (dd/mm/yyyy) Special Educational Needs (tick which one applies) SEN Support Education Health and Care Plan Additional details for children claiming 30 free childcare (to be completed by parents who are eligible to access 30 hours) National Insurance Number 30 eligibility code: (e.g 50005678912) I (PRINT name)……………………………………………………………………………………………………… agree that the information I have provided above can be shared with the Local Authority and Department for Education, who will access information from other government departments to check the validity of my 30 hours eligibility code. (Please refer to the data privacy notes on page 4) Parent/Carer/Guardian with legal responsibility Signed Print Name Date Child address details
the test. I have begun to get on a very rigid schedule. I try to go to bed and wake up at a similar time every day. I have begun to eat breakfast every day and go to the gym six days a week. The best way I can describe how I have changed as a person is that I have matured. Plain and simple, I have been a child for the last eighteen years and I can proudly say that I am becoming a man. I keep a TO DO list that I update as soon as there is a new assignment, test, or any other thing I need to complete. By making my school work a number one priority, I am much happier with myself as a person and have not been as tired day to day. I don’t dread class or even taking tests. It is an amazing feeling when I sit down to take a calculus test and know how to do every single problem. Getting a 90% on my first calculus exam put a smile on my face that wouldn’t go away for hours. I feel that ENGR 150 has helped me kick start my future in engineering and ultimately being happy for the rest of my life. The journey has just begun and there will be slip ups, but one day in the not so distant future I will be at the top of the mountain.”
Parent Engagement Plan School: CM Eppes Middle School Year: 2017-2018 *Section 1118C – Documentation may include invitations, meeting agendas, sign-in sheets, minutes, calendars, etc. Requirements Date(s) Events/Activities Documentation Annual Meeting to inform parents that your school is in a Title I Program August 16, 2017 Sept. 19, 2017 May 2018 Curriculum information event PCS Open House Initial PTA meeting Annual Title I meeting Invitations Parent sign-in sheets Teacher sign-in sheets Agendas/programs Alert Now reports Social Media documentation Explain how parents are involved in supporting Parent Involvement Policy and Comprehensive School Plans Monthly PTA meetings Monthly Leadership Team meetings Ongoing 2017-2018 PTA meetings Leadership Team Meetings Notice of meetings LT agendas and minutes Focus SIP posted on CME website School’s responsibility to provide a high-quality curriculum in a supportive and effective learning environment. How do you inform parents about the PCS School-Parent Compact Sept. 19, 2017 Jan. 29, 2018 Curriculum Night Parent compact distribution 6th grade transition event Alert Now Parent invitations sent home Social informational posts Agendas/programs Compacts Communication between teacher and parents on an on-going basis about child’s achievement, progress reports or opportunities to volunteer. Explain your school process. Nov. 6, 2017 Jan. 29, 2018 April 16, 2018 June 2018 Progress Reports 9wks. Report cards Parent Teacher conferences Award Assemblies Annual Book Fair PTA meetings/events Parent contact logs Sign in sheets Progress reports Report cards Alert Now and social media
Prestwick Academy Parent/Carer Friendly School Calendar 2017-18 Term 1 17th August – 13th October 2017 11th September – Parent Council AGM 12th September – S1 Welcome Disco 13th September – S1 Numeracy Family Learning Workshop (Maths Counts week) 14th September – S2 Enterprise Day (Maths Counts week) 22nd – 25th September – School closed 22nd – 24th – Duke of Edinburgh Silver expedition 10th October – S1 Parents’ Evening 4.00 – 6.30pm 13th October – School Closes 2.50pm Term 2 23rd October – 22nd December 2017 23rd/24th October – in-service days 30th October – S5/6 Parents’ Evening 4.00 – 6.30pm 9th November – Young Singer of the Year 17th November – Children in Need 24th November – Prestwick’s Carers Day 29th November – S4 Parents’ Evening 4.00 – 6.30pm 12th December - S1/S2 Christmas Dance TBC 13th December – Christmas Concert 14th December – S3/S4 Christmas Dance 19th December – S5/S6 Christmas 22nd December - School closes 2.30pm Term 3 8th January – 29th March 2018 8th January – School Re-opens 16th January – S2 Parents’ Evening 4.00-6.30pm 24th January – Burns Supper 31st January – HPV Immunisation S1 – S3 Girls 5th February – S3 Parents’ Evening 4.00-6.30pm 9th – 12th February – School Holidays 13th February - in-service day 16th February – S4-S6 Reports issued 29th March – School Closes 2.30pm Term 4 16th April – 29th June 2018 16th April – School Re-opens 25th - 28th May – School Closed 29th May – School In-service day 5th June – New S1 Parents’ Evening 6.30 – 8.00pm 20th – 22nd June – School Show 29th June – School Closes
Appendix A to Rule 5101:2-12-18 Staff/Child Ratios, Age Grouping and Maximum Group Size Age of Children Child Care Staff Member/Child Ratio Maximum Group Size Young Infants (birth to less than 12 months) Older Infants (at least 12 months and less than 18 months) 1:5 or 2:12 in same room 1:6 12 12 Young Toddlers (at least 18 months and less than 2 1/2 years 1:7 14 Older Toddlers (at least 2 1/2 years and less than 3 years) Young Preschoolers (at least 3 years and less than 4 years) 1:8 1:12 16 24
School Calendar of Events Miami Central Senior High School Activities and Athletics Calendar ESSENTIAL PIECES: PUTTING IT ALL TOGETHER Great things are done by a series of small things brought together. – Vincent Van Gogh August 2017 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Opt Day 16 Opt Day 17 Opening of Schools @ Newport Beachside Hotel Lunch will be provided FB – @ Central 6pm Traz Powell 18 Opening of Schools @ Miami Central Sr. High Breakfast will be provided 19 New Student Orientation 9am MCHS Auditorium 20 21 Day of School ALL (1st thru 8th Period) 22 ALL (1st thru 8th Period) VB @Westland 3:30 & 5pm 23 ODD (1,3,5,7) 24 EVEN (2,4,6,8) FB vs. Chaminade 7pm Traz Powell CC @KROP 3pm 25 ODD (1,3,5,7) 26
27 28 EVEN (2,4,6,8) 29 ODD (1,3,5,7) Grade Level Orientation 9th and 10th VB @So. Dade 3:30 & 5pm 30 EVEN (2,4,6,8) Grade Level Orientation 11th and 12th VB vs. Miami 3:30 & 5pm 31 ODD (1,3,5,7) FB – BTW @ Central 7pm Traz Powell Central Senior High School Activities and Athletics Calendar Be Magical Beyond Expectations… Be Collaborative. Be Open –Minded. Be Data-Driven. Be Creative. Be On Time. September 2017 Sun Mon Tue Wed Thu Fri Sat ESSENTIAL PIECES: PUTTING IT ALL TOGETHER Great things are done by a series of small things brought together. – Vincent Van Gogh 1 EVEN (2,4,6,8) 2 3 4 NO SCHOOL LABOR DAY HOLIDAY 5 ODD (1,3,5,7) Underclass Yearbook Photos VB vs. MCC 5:30 & 7pm 6 EVEN (2,4,6,8) Underclass Yearbook Photos 7 ODD (1,3,5,7) CC @HML 3pm 8 EVEN (2,4,6,8) FB @Gorman 7pm Las Vegas, Nevada 9
10 11 ODD (1,3,5,7) FSA EOC Retake ELA WR & RD Retake VB @BTW 3:30 & 5pm 12 EVEN (2,4,6,8) FSA EOC Retake ELA WR & RD Retake CC @KROP 3pm 13 ODD (1,3,5,7) FSA EOC Retake ELA WR & RD Retake VB vs. MAST 3:30 & 5pm 14 EVEN (2,4,6,8) FSA EOC Retake ELA WR & RD Retake Blood Drive – Powered by AOIT FB vs. Edison 7pm Traz Powell 15 ODD (1,3,5,7) FSA EOC Retake ELA WR & RD Retake Blood Drive – Powered by AOIT 16 17 18 EVEN (2,4,6,8) VB vs. Southridge 3:30 & 5pm 19 ODD (1,3,5,7) VB vs. Norland 3:30 & 5pm Bowling @AMF 3pm 20 EVEN (2,4,6,8) 21 TEACHER PLANNING DAY 22 ODD (1,3,5,7) FB @IMG 7:30pm Bradenton, FL 23 24 25 EVEN (2,4,6,8) ELA Reading Retake HOMECOMING WEEK 26 ODD (1,3,5,7) ELA Reading Retake HOMECOMING WEEK 27 EVEN (2,4,6,8) ELA Reading Retake HOMECOMING WEEK OPEN VB @Jax 3:30 & 5pm 28 ODD (1,3,5,7) ELA Reading Retake HOMECOMING WEEK VB vs. Norland 5:30 & 7pm FB vs. Norland 7pm Traz Powell (Homecoming) 29 EVEN (2,4,6,8) ELA Reading Retake HOMECOMING WEEK 30 HOMECOMING DANCE Newport Beachside Hotel Academic Programs – Provides guidance to teachers, school and district administrators, parents and other stakeholders regarding the requirements and procedures for students to progress from one grade to the next, kindergarten through grade 12 and adult education. The information presented in this document is derived from requirements set forth by Florida Statues, State Board of Education Rules and Policies established by The School Board of Miami-Dade County. Bring Your Own Device (BYOD)
Empleados de administración de Head Start Por favor llame a cualquier miembro de administración, a cualquier hora, con preguntas o preocupaciones Position Contact Information Jen Showers Directora Exucutiva 337-1337 ext. 222 jshowers@achsaccess.org Johnnie Shindledecker Coordinadora de salud y nutrición/Asistente de Directora 337-1337 ext. 238 jshindledecker@achsaccess.org Shannon Rennhack Auditoria 337-1337 ext. 223 srennhack@achsaccess.org Heather Hockensmith Coordinadora de Educación/ Coordinadora de Mental y desabilidades 337-1337 ext .229 hhockensmith@achsaccess.org Stacey Eshleman Coordinadora de Educación/ Mentor de CLASS 337-1337 ext.230 seshelman@achsaccess.org Fake Coordinadora de enlaces familiares y comunitarios 337-1337 ext. 228 Joe Nonemaker Supervisor de Transportación 337-1337 ext. 245 jnonemaker@achsaccess.org
Desarrollo Social y Emocional- Jugando con otros niños, resolviendo problemas, reconociendo y manejando sentimientos, tomando responsabilidades, aprendiendo auto suficiencia, tomando turnos, siguiendo reglas… Desarrollos cognitivo- separando y machando pares, contando, formas, colores resolviendo problemas, pretendiendo… Desarrollo de Lenguaje y Literatura- Comprendiendo y siguiendo direcciones, haciendo y respondiendo preguntas, escuchando historias, aprendiendo letras y sonidos…. Padres/guardianes son bienvenidos e impulsados acompañarnos en el salón cuando les sea posible. Por favor venga a compartir la hora de la comida, leer historias, pintar en el caballete, construir con bloques, pretender en área de juego dramático, y/o compartir información sobre su cultura, trabajo o interés con los niños. Ejemplo de un Horario Típico del Salón _Toc40506392HORARIO TIPICO_Toc40506392 En el salón de su niño, usted verá un horario diario publicado específicamente para el salón, diseñado por la maestra y la asistente. 9:00 – 9:00 Llegada (Saludar, Asistencia, Calendario) 9:15 – 9:45 Desayuno y Cepillado de los Dientes 9:45 – 10:00 Círculo de aprendizaje (actividades relacionadas con el tema de la Semana; Introducción de materiales nuevos) 10:00 -11:00 Estaciones de Trabajo y Juego Libre 11:00 – 11:15 Limpiar/ Actividad de Transición 11:15 – 12:00 Actividades Físicas (Dentro o Fuera del Salón) 12:00 – 12:15 Leer historia
We are Kind We are Safe We are Ready Learning Environment We will use kind  We will be helpful to others.  We will Include and encourage others. We will keep our body, voice, and materials under control.  We will use materials appropriately. We will arrive to school on time and ready to learn.  We will listen to directions and instructions.  We will be proud of our work. Hallway We will be quiet and respectful of learning.  We will respect school property. We will walk.  We will stay in line with our class. We will keep our eyes and ears open.  We will go directly to our destination.
Bathrooms We will respect each other’s space and privacy.  We will use kind and calm voices.  We will take turns. We will up after ourselves.  We will wash our  We will keep our feet on the floor.  We will report unsafe conditions to an We will use the bathroom at appropriate times.  We will use our time wisely. Playground We will include and encourage others.  We will use kind words and calm voices.  We will be fair and take turns.  We will use to solve problems (Please, Thank You, and I’m Sorry). We will use equipment correctly.  We will keep our hands, feet, and body to ourselves.  We will wear appropriate clothing.  We will listen to adults.  We will report bullying to an adult. We will know the rules of a game before starting and follow them.  We will listen for our bell and line up when it rings.  We will have what we need to go outside and inside.
Bus We will be respectful to our bus driver.  We will be helpful to others.  We will use kind and calm voices. We will stay seated.  We will keep the aisle clear.  We will listen to our bus driver’s instructions. We will know our bus number.  We will be on time.  We will have all our materials and belongings with us.  We will get bus passes in the morning. Parent Pick-Up We will wait patiently for our turn.  We will use kind words and calm voices. We will keep our feet, and body to ourselves.  We will put toys and balls away.  We will listen to adults.  We will wait on the sidewalk and watch for our ride. We will know where we will be picked up.  We will be on time.  We will have all our materials and belongings with us. Hopkins School District 270 OFFENSIVE BEHAVIOR POLICY (Including Religious, Racial, and Sexual Harassment and Violence) Everyone in the Hopkins School District has the right to feel respected and safe.
November 2–Sunday - Daylight savings time ends November 14, 15, 16- Friday, Saturday and Sunday- Parish Fair November 26, 27, 28- Wednesday, Thursday & Friday - Thanksgiving Holiday – Center Closed December 24, 25, 26 - Wednesday, Thursday & Friday- Christmas Holiday- Center Closed December 31 –Wednesday- New Year Holiday - Center Closed 2015 January 1, 2 – Thursday & Friday- New Year Holiday – Center Closed January 19 – Monday – Martin Luther King Holiday – Center Closed February 16, 17– Monday & Tuesday – Mardi Gras Holiday- Center Closed March 6- Friday – Teacher In-service - Center Closed March 8 – Sunday - Day light saving time begins March 13– Friday – Fish Fry – 9:00am-10:00pm April 3, 6 - Good Friday & Easter Monday - Center Closed April 27 – May 1 - Monday - Friday - Staff Appreciation Week May 1 – Friday - Spring Family picnic at the Center May 25– Monday – Memorial Day Holiday – Center Closed May 29- Friday – End of the Year Celebration – 6:00-8:00 pm July 3 – Friday – Independence Day Holiday – Center Closed Just Playing?! Today I did my math and science. I toasted bread I halved and quartered, I counted, measured used my eyes and ears and head. I added and subtracted on the way I used a magnet, blocks, and a memory tray. I learned about a rainbow and how to weigh. So please don’t say, “Anything in your bag today? “ You see I’m sharing as I play. I learned to listen and
3. Dareen Tawil Counselor 4. Mohammad Saad Discipline Officer 5. Abdul Wahab Al- Sayed Arabic H.O.D 6. Ahmad Al-Sayed Islam H.O.D 8. Sherine Badr MHS Secretary Lynn Radcliffe Curriculum Coordinator Eman Al-Farra Activity Coordinator AJIAL VISION/ MISSION/ CORE BELIEFS AJIAL Vision AJIAL will be a widely respected bilingual educational institution and a model of academic excellence, focusing on the provision of 21st century skills. AJIAL Mission Statement Provide an excellent college preparatory education that promotes academic and linguistic proficiency in Arabic and English. Promote self-discovery and inquiry-based learning that inspires students to be confident, critical thinkers and lifelong learners who take pride in their cultural and religious heritage. Challenge and support our students to become successful and responsible global citizens, committed to the service of the community in which they live. Employ and retain multinational, qualified and skilled employees who create a safe, nurturing, collaborative and individualized structured learning environment. Develop successful partnerships between the school and its families that support communication, teaching and learning. Core Beliefs The AJIAL Board is obliged to support the school in ensuring its stated Vision, Mission and Core Beliefs are realized. The AJIAL Community must robustly promote a sense of global citizenship whilst instilling Islamic values and Kuwaiti culture. High expectations are held for all students, faculty and Frequent assessment and analysis of teaching and learning data supports student progress, curriculum innovation and development.
High School Graduation Requirements Grade 9 Grade 10 Grade 11 Grade 12 English Language: English 9 English 10 English 11 English 12 4 Credits (1 credit per year) Grade 9 Grade 10 Grade 11 Social Studies: Geography History Modern World History 3 Credits (1 credit per year) Grade 9 10 Grade 11 Math: Algebra I Geometry Algebra II Pre-Calculus 4 Credits (1 credit per year) 9 Grade 10 11 Grade 12 (choose the one that fits your needs for University) Science: Biology Chemistry Physics Physics II , Bio II, Chem. II or Environmental Sciences 4 Credits (1 credit per year) 9 10 Grade 11 Grade 12 Arabic Language: Arabic 9 Arabic 10 Arabic 11 Arabic 12 4 Credits (1 credit per year) Grade 9 Grade 10 11 Grade 12 Holy Quran: Holy Quran 9 Holy 10 Holy Quran 11 Holy Quran 12 1 Credit (0.25 credit per year) 9 Grade 10 Islam 9 Islam 10 1 Credit (0.25 credit per year)
Infant Section Philosophy Infant Policies and Procedures 1.Bedding General Sleeping Rules Feeding Breast Feeding Warming Bottles and Breast Milk Serving Semisolid and Solid Foods Adding Food or Medication to Bottles Parent Concerns and Communication Children Who Have Legal Guardians, Have Contact with Staff from Counseling Offices, Social Service Agencies, etc. Diapering Discipline Hand Washing Illness Sanitation and Cleaning of the Environment Medication General Preventative Measures Toddlers, Preschool and Pre-K Section Philosophy Curriculum Chapel Time Outdoor Play Discipline Nutrition and Meals 11 12 12 13 13 13 14 14 14 14 15 15 15 15 15 16 16 17 17 17 17 17 Meal Procedures 20 Special Diets Food Service Policies 20 20 Updated September 2015
STUDENT HEALTH Accidents and Illness at School All families should have an emergency information card on file in the school office. This card will include: Address of the parents/guardians Home, work, and any other numbers of places parents/guardians might be reached Phone numbers of other responsible parties to contact if the parent/guardians cannot be reached Name and number of family physician Medications taken, allergies, and pertinent medical conditions In case of serious illness or an accident, the parent/guardian will be contacted immediately to take care of the child. In the event that immediate, urgent medical care is indicated, the child will be transported to the nearest hospital or EMS will be called. Incidents requiring minor first aid will be recorded in the office. Exclusion due to Illness/Communicable Disease A student may attend school, if he/she has been fever free for 24 hours without the use of anti-fever medication. A fever is defined as an oral temperature of 100 or greater. Students who return to school before 24 hours will be sent home. A student may attend school, if he/she has not vomited or had diarrhea for 24 hours and the student is able to keep food and liquid down. Students returning to school before the 24-hour period has passed will be sent home. Other communicable diseases may also keep a child from attending school. Children should remain at home when they exhibit the first symptoms of a disease.
100 Books Every Child Should Hear Before Kindergarten Snuggle Puppy Good Night, Gorilla Even Firefighters Go to the Potty Curious George Old MacDonald Had a Farm Jamberry Yummy, Yucky Owen Five Little Monkeys Jumping on the Bed Bee Bim Bop Go, Dog, Go! Tap the Magic Tree Hickory Dickory Dock Lola at the Library Click, Clack, Surprise! Corduroy Goodnight Moon Otis Peck, Peck, Peck Pete the Cat I Love My White Shoes That’s Not My The Little Dump Truck Bear Snores On Click, Clack, Moo Cows That Type Chicka Chicka Boom Boom Good Night, Construction Site Pinkalicious Tickle, Tickle Brown Bear, Brown Bear, What Do You See? Cars, Trucks, and Things that Go Fancy Nancy My Truck is Stuck The Very Busy Spider The Very Hungry Caterpillar The Book With No Pictures Global Babies Rosie’s Walk Elephant & Piggie The Mitten Toes, Ears & Nose Where the Wild Things Are Don’t Let the Pigeon the Bus Nuts to You!
Where is Baby’s Belly Button Mouse Paint Mike Mulligan and the Steam Shovel Llama Llama Red Pajama Ten Little Fingers and Ten Little Toes Mr. Cookie Baker Make Way for Ducklings Stone Soup Where’s Spot? The Three Bears by Barton The Carrot Seed The Little Red Hen by Galdone The Little Engine That Could The Three Little Pigs by Siebert The Gruffalo The Three Billy Goats Gruff by Galdrone Dr. Seuss’s ABC The Gingerbread Man by Schmidt Pancakes for Breakfast One Day in the Eucalyptus, Eucalyptus Tree Open the Barn Door Clifford Stick Man They All Saw a Cat Time for Bed If You Give a Mouse a Cookie Harold and the Purple Crayon Madeline Dear Zoo The Busy Little Squirrel Caps for Sale The Story of Ferdinand Black & White We’re on a Bear Hunt The Kissing Hand The Thankful Book Blue Hat, Green Hat Sheep in a Jeep The Paperbag Princess Harry the Dirty Dog The Going to Bed Book Each Peach Pear Plum Fireman Small Rhyming Dust Bunnies Cars Go Is Your Mama a The Tiger Who Came to Tea Duck and Goose Find a Pumpkin Giraffes Can’t The Snowy Day A Bear Called Paddington Little Blue The Napping House Snowmen at Work James Herriott’s Read Aloud Treasury Growing Book by Book http://growingbookbybook.com Program Definitions Great Start Readiness Program (GSRP) – GSRP Preschool is a state funded center-based program serving income eligible four year old children. Classes are offered all day, four days a week, Monday through Thursday. Parents are encouraged to volunteer in the classroom and participate in our Parent’s Policy committee and other center events. These materials were developed in part with grant monies awarded by the Michigan Department of Education. Staff to Child Ratio – 1:8
How does your child communicate their needs? e.g. speech, eye movement, hand gestures, Makaton. How would you suggest that transport staff communicate with your child? To reduce anxiety, give instructions. Please detail anything else that will help transport staff to communicate with your child, including things they could talk about e.g. hobbies, interests. Questions your child’s behaviour In most cases, we will arrange multi-group transport for children travelling to and from school/college. However, following Risk Assessments and the individual needs of a child/young person, this may not always be possible. Do transport need to be aware of any potential issues when your child is going to and from the vehicle? e.g. running off, undoing their seatbelt. If you think there may be challenging behaviour, do you have any suggestions that could help transport staff to manage it? Questions about your child’s medication and allergies (if any)
By signing this contract, parents/guardians and provider agree to abide by the written policies as stated in this handbook. _______________________ _______________________________ _________________ Director’s Name (print) Director’s Signature Date _______________________ _______________________________ _________________ Parent’s Name (print) Parent’s Signature Date _______________________ _______________________________ _________________ Parent’s Name (print) Parent’s Signature Date Attention parents: Licensing requires all parents to be a copy of our center parent handbook.
If you are asking Call to speak with: General Information Main Office Secretary Miss Denett Davis (901) 416-1960 Attendance Office Mrs. Lenora Boyd- (901) 416-9858 School Financial Business Financial Secretary Ms. Adrienne Bougard (901) 416-9854 Grades, Averages, State Testing, Scheduling, Conferences, College Information and Placement Guidance Counselors Mrs. Deonna Pirtle- (901) 416-9860 Mrs. Kendria Walker -(901) 416-9865 Mrs. Sherri Thomas – (901) 416-9885 Mrs. Marilyn Gibbs-Jackson—(901) 416-9861 Absences, Attendance, and Dismissal from school Attendance Office – (901) 416-9858 Records and Transcript Information Records Secretary Ms. Kalessa Stokes (901) 416-9877 Senior Activities Senior Sponsor Mrs. Regina Golden (901) 416-1960 Afterschool/Enrichment Programs, Professional Development, & Grants Mrs. Nikayla Boyd (901) 416-9884 Family Service Specialist Miss Candice Johnson (901) 416-9872 Truancy Mr. Anthony White- (901) 416-9863 Curriculum, Instruction, and Academic Interventions Mrs. Annie Webb Vice Principal (901) 416-9857 9th and 10th Grade Discipline Cougar Fresh Community Cougar Fresh Community Secretary Mr. Mannie Lowery Assistant Principal (901) 416-9959 Ms. Janice Lewis -(901) 416-5317 11th & 12th Grade Discipline Cougar Gray Community BHS/ Gray Community Secretary Jason Jackson Assistant Principal (901) 416-9856 Mrs. Lenora Boyd- (901) 416-9858 Transportation Mr. Mannie Lowery Assistant Principal (901) 414-9959 Teaching and Learning Dr. Daniel L. Jack, Principal (901) 416-1960
Highland: Judith DeRosa R.N. 203-294-3972 Yalesville: Debra Poach, 203-284-6904 BOE Transportation: Mary Anne 203-949-6512 Durham Bus Company: 203-269-4171 WPS Safety/Help Tip Line: 203-949-6592 To report concerns regarding general school safety of individual safety of a specific student or group of students. Reminder: Photo identification is required to access all Wallingford Public Schools. When you click the button to enter, you will be asked to show your identification and state your reason for visiting. _________________________________________________________________________
根据TEA批准的标准参照书面测试确认英语熟练度；以及 教师主观评估的结果（使用州标准化量表）。 请勾选相应方框，签字后交回您儿子/女儿的教师。 我希望我的儿子/女儿参加双语教育项目。 __________________________________________ _______________________ 家长/监护人签名 日期 如果您对本安排决定有任何疑问，请联系： 办公室 （姓名），（电话） 。
Parent Leadership Sample Social Media Posts Share as many of the following social media posts throughout February. Posts are in no particular order and organizations are welcome to customize posts as needed. Please follow Prevent Child Abuse North Carolina’s social media so we can like, share, and comment on each other’s posts to increase reach and engagement among our followers! Facebook: Twitter: Sample Facebook Posts Parents across NC work in partnership with practitioners and policymakers to create positive changes in their lives, the lives of their children and the lives of other families. @Parents Anonymous Inc.’s website for great resources, tools, and more information on #ParentLeadershipMonth! Ask local businesses, school PTAs, child care facilities, and churches to join you in recognizing #ParentLeadershipMonth. Share “29 Days, 29 Ways to Recognize Parent Leadership Month” with them for easy ways to get involved! Ask your city council or county commissioners to proclaim February as “Parent Leadership Month” in your community. Get the sample proclamation! #ParentLeadershipMonth We’re celebrating Parent Leadership Month this February. Want to know more? @Prevent Child Abuse North Carolina has #ParentLeadership Frequently Asked Questions Parent Leadership occurs when parents gain the knowledge and skills to function in meaningful roles and represent a “parent voice” to help shape the direction of their families, programs, and communities. Learn more about #ParentLeadershipMonth from FRIENDS National Center for Community-Based Child Abuse Prevention Will you celebrate #ParentLeadershipMonth with us during the month of February by simply saying “Thank you” to a Parent Leader in your community? “Like” if you will and “share” to encourage others to give thanks! Strengthening families is one of the best ways to prevent child abuse and neglect. @Circle of Parents groups across NC empowers parents to take leadership roles in their communities every day which is one of the best ways to strengthen families! Learn more about Circle of Parents and its essential role in building Parent Leaders across NC! #ParentLeadershipMonth
South Ayrshire Psychological Services - Service Evaluation 2012 Parents’/Carers’ Perceptions Total Responses: 29 Quantitative question responses: Question Average Rating (out of 10) Q1. To what extent do you understand the role and remit of the psychological service? 7.0 Q3. How helpful did you find information (leaflet or booklet) provided by the Psychological Service? 8.4 Q5. How clear was your understanding about why an educational psychologist was going to become involved with your child? 8.7 Q6. During a meeting with the Educational Psychologist, to what extent did they clarify any issue/s you were having related to your child? 8.4 Q7. To what extent did you feel that the psychologist listened to what you had to say during the meeting? 9.2 Q8. To what extent have you been involved in the decision making for your child? 9.0 Q9. What level of involvement would you want to have? 10.0 Q10. To what extent was the feedback given to you about your child satisfactory? 8.1 Q11. How helpful was the overall input of the Educational Psychologist? 8.9 Q12. How would you rate the flexibility and response of the psychological service? 7.9 Q13. How would you rate the accessibility of the psychological service? 7.8 Q14. How would you rate the quality of individual support offered by the psychological service? 9.0 Comments related to these questions: Qualitative Question responses: Question Common Themes 2. Please describe your understanding of the role and remit of psychological services? Provide support for my child/myself Can provide advice on options for my child Unsure (8) 4. What suggestions you make to improve the material provided by psychological services? None – leaflet was helpful None received (3) A leaflet for children would be helpful 15. What, in your opinion is the most valued aspect of the psychological service? The help and advice The quality of the staff – nice, easy to talk to, supportive
Parent/Carer comment form for …………………………….’s Annual Review 1. How well has your child progressed towards their outcomes? 2. What has worked well in the last year for your child? Area How’s it going scale? (please circle) An example of this is … What are the next Friends and relationships 5 – Really well 4 3 – Ok 2 1 – Not well Keeping safe 5 – Really well 4 3 – Ok 2 1 – Not well Learning 5 – Really well 4 3 – Ok 2 1 – Not well Keeping Healthy 5 – Really well 4 3 – Ok 2 1 – Not well 3. Looking back over the last year what do you could have gone better?
Parent and Community Resources: Sample presentations, grade level parent guides and videos Resources the Common Core for parents and the community. Other Resources: PARCC Model Content Frameworks The Model Content Frameworks are neither a curriculum nor a replacement to the standards. Rather, they ought to be used as a companion to the standards, and as a lens through which to analyze and build local curricula. Parents' Guides to Student Success In Spanish/Guía en español Created for grades K-8 high school English language arts/literacy and mathematics the guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.