zilongwang/ReadingBank huggingface dataset:
What are these child’s major strengths? What are these child’s major challenges? Please list three goals you have for this child during camp Are any other children residing in the home? YES NO ** if yes, please complete child profile for each child in family. RETURN COMPLETED APPLICATION TO RENDIE BROWN EMAIL: MAIL: ANCHOR POINT, 103 DAVIS RD, SUITE B, LEAGUE CITY, TX 77573
FARMINGDALE STATE COLLGE 2017 Fall Adjunct Payment Schedule PAY PERIOD Payments Check Date PP11 PP12 PP13 PP14 PP15 PP16 PP17 PP18 PP19 PP20 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10 th 09/20/2017 10/04/2017 10/18/2017 11/01/2017 11/15/2017 11/29/2017 12/13/2017 12/27/2017 01/10/2018 01/24/2018 Note: Pay dates are subject to change if appointment notice is received after payroll deadline. Semester Dates: 8/28/2017 – 12/19/2017 PAYROLL DATES: 8/24/2017 – 01/10/2018 Termination Date: PP21 - 01/11/2018
Week Date Tuesday Thursday Chapters 1 August 14/16 Lab Safety Scientific Method Lab: Process of Science Microscopes Lab: Measurement 1 2 August 21/23 Cells Lab: Microscopes Classification Lab: Bacteria Quiz: Microscopes 3 3 August 28/30 Lab: Check Bacteria Plants 17,18 4 September 4/6 Animals Lab: Plants Animals Lab: Plant Quiz 19 5 September 11/13 Animals Lab: Animals Test 1 Water, pH 2 6 September 18/20 Organic Molecules Enzymes Lab: Organic Molecules 2,5 7 September 25/27 Lab: Enzymes Photosynthesis Lab: Enzyme Quiz 5,6 8 October 2/4 Cell Respiration Lab: Cell Respiration 6 9 October 9/11 Cell Reproduction Lab: Photosynthesis Test 2 7 10 October 16/18 Genetics Practice Problems Genetics Practice Problems 9,10 11 October 23/25 DNA Lab: Co-Dominance Protein Synthesis Lab: DNA 11,12 12 October 30 November 1 No Class Evolution Lab: Gene to Protein 14 13 November 6/8 Test 3 Evolution Lab: Evolution 15 14 November 13/15 Cardiovascular System Lab: Natural Selection Population Ecology 16,28 15 November 20/22 Community Ecology Lab: Population Size No Class Thanksgiving 21, 23, 24 16 November 27/29 Lab: Rat Dissection Test 4
Advanced Academics Fall Symposium August 27, 2018 5:30-7:30 pm MISD Center for Performing Arts 5:30-6:00 6:05-6:35 6:40-7:25 Breakout Sessions Round 1 OR K-12 Booths Breakout Sessions Round 2 OR K-12 Booths K-12 Identification Meeting Performance Hall Concessions Available Child Care Available– Cost $5 or 1 Children’s Book Session Descriptions Session Title Description Presenters Location
Parenting Gifted Children (All) How to help your gifted child at home. This session will focus on ways parents can academically and creatively support their gifted student at home and at school. Dan Hippman and Kristi Robertson Training Room 1 High Interest Books for Advanced Readers (2-12) Join us for fast and furious books talks for grades 2 - 12. Attendees will leave with a list of highly recommended titles. Amy Toombs and Kim Simmons Training Room 2 Texas PSP ( All) Come learn about independent learning experiences and research projects that teachers can adapt and use with their G/T students. Shay Anne Atwood and Natalie Toomey Training Room 3 Extracurricular Opportunities in our Community (K-12) Discover opportunities of enrichment in the Metroplex for your advanced/GT learner. Ashley Hirtzel and Jennifer Myers Training Room 4 SAT Preparation Tips and Tricks (HS) Learn what MISD has to offer our middle and high school students, which will help, prepare them for college. Cindy Bridges and Julie Gross Training Room 5 AP Courses in High School– featuring Human Geography (HS) FIRST SESSION ONLY MISD’s Advanced Placement program offers students in grades 9-12 extra opportunities while in high school. Come learn about college credit, college placement and the AP Human Geography course and exam. Marie Medina Training Room 6 STEM Activities at Home! (K-8) Come learn about the importance of STEM and find out inexpensive ways you can incorporate STEM challenges at home! Kayleigh Gibbons and Jeremy Beckwith Computer Lab A Math Pentathlon Games (K-6) Parents and students can learn about the benefits of being a part of interactive problem solving club. The presenters are experienced program users and utilized this Curriculum in the classroom and com- Janekka Colbert and Bonnie Fallis Computer Lab B Jobe MS and Danny Jones MS Independent Study Last Chance Parent Meeting Unable to attend the Independent Study parent meeting at Jobe or Danny Jones? Come learn about the opportunity your GT student will have for enrichment this school year. Jenni Herzberg and Leslie Boyer Upstairs West
Type of qualification (BA, BSc, BEd, Hons, MA, PhD, PGCE etc) University/College & subject title of qualification Class or Grade Year achieved Other qualifications related to teaching and education Name of qualification (NPQH, SEND, PGDip) Provider Grade Year achieved Teacher Training Do you have Qualified Teacher Status? Yes / No Please select Date achieved DFE Teacher reference number Statutory induction period (if qualified after 7 May 1999) Started: Completed: Are you subject to any conditions or prohibitions placed on you by the GTC (or other) in the ? Yes / No Please select If Yes, please enclose details with dates in a sealed envelope and attach to this form. Subjects you are Qualified to Teach Main Subject Subsidiary Subjects Non-qualification/award-bearing professional development undertaken in last 2 years
Previous employment or experience Start with the most recent first and work backwards. You must explain any gaps in your work history since you left education (e.g. unemployment; career breaks; voluntary work; travel etc). Dates (mm/yy) Employer or Reason for gap Job title, duties and responsibilities Reason for leaving From To Qualifications achieved from secondary, further and higher education Type of qualification (GCSE, NVQ, Degree etc) Subject title of qualification Grade Date achieved (dd/mm/yy) Other training, courses and self development Name of provider/college Title of course/training, e.g. First Aid at Work Qualification (if relevant)
All officers shall be Active or Retired/Active members of the Florida Association for Media in Education, Inc. Section 2. Name of Officers The Officers of the Corporation shall be President, President-Elect, Immediate Past President, Secretary, and Treasurer. Section 3. Term of Office The President, President-Elect, and Immediate Past President shall hold office for a period of one year beginning at the close of the final business session of the annual conference or November 15, whichever is earlier. The Treasurer shall be appointed by the President, with the approval of the Board of Directors, for a three-year term. The Secretary shall hold office for a two-year term. Section 4. Removal from Office If an officer or Director misses two consecutive meetings of the Board of Directors without submitting a written reason for his/her absence, he shall be automatically dropped as an officer or Director of the Corporation. The Board of Directors will act immediately to issue written notice of this action to the officer or Director so dropped and fill the vacancy as specified in the Bylaws. Section 5. Retiring President’s Role The retiring President shall assume the position of Immediate Past President for the following year. Section 6. President-Elect’s Role The President-Elect shall assume the position of President for the following year. In the event of a vacancy in the office of the President-Elect, the vacancy shall be filled only by a vote of the membership in the next regular election. Section 7. Appointment(s) to Fill Vacancy The Board of Directors shall appoint an Acting-President, an Acting-Secretary, or an Acting-Treasurer for the remainder of the term in the event a vacancy of one or more such offices is officially recognized by the Board of Directors. ARTICLE VIII – DUTIES OF THE OFFICERS Section 1. President The President shall be the chief executive officer of the Corporation. The President shall preside at all business meetings and shall carry out the directives of the organization and of the Board of Directors. The President shall submit a report to the membership at the annual business meeting. The President may appoint a corresponding secretary chosen from the same geographical area as the President for the convenience of conducting Corporation business. Section 2. Immediate Past President If the position of President should become vacant, the Immediate Past President shall assume that office. The Immediate Past President shall serve in an advisory role to the leaders of the Association and will assume other responsibilities and duties as assigned by the President and/or Board of Directors. Section 3. President-Elect
Committee Documents Administrator’s Advocacy Award () Evaluation Form Candidate I.D. No. _____________________________________________ Rate each area using a scale of 1-5 with 5 being the highest 1 2 3 4 5
Student Intellectual Freedom Scholarship () Scoring Rubric LOWEST SCORE IS THE BEST! 1 Excellent 2 Good 3 Fair 4 Poor CONTENT Knowledgeable; Substantive; Thorough development of the subject; The Importance of Intellectual Freedom; Original thought Some knowledge of the subject; Adequate range of analysis and synthesis; Limited subject development; Some use of examples Limited knowledge of the subject; Minimal substance, analysis, and synthesis; Poor subject development; Limited use of examples Shows little or no knowledge of the subject; Lacking analysis and synthesis; No subject development; No examples ORGANIZATION Clear statement of ideas, Clear organization and smooth transitions; Summarizes main findings; Presented logically Main ideas are clear but loosely organized or connected; Sequencing logical but incomplete Ideas not well connected; Poor organization and transitions; Logical sequencing and development lacking Ideas not communicated; No organization and sequencing GRAMMAR, VOCABULARY. FLUENCY Fluent expression; Accurate use of complex structures; Few grammatical error; Complex range of vocabulary; Adequate fluency; Simple constructions used effectively; Some problems in use of complex constructions; Low fluency; Significant mistakes in the use of complex constructions; Frequent grammar and spelling errors,; Lack of accuracy Lacks fluency; No mastery of simple sentence construction; Text dominated by errors; Does not communicate meaning
Friday-Saturday February 15-16,2013 Hilton Garden Inn, Orlando Airport BOTH DAYS — AAMFT Members—BEFORE January 3: $120; AFTER January 3: $150. Non-AAMFT Members—BEFORE January 3: $150; AFTER January 3: $165. ANYONE AT THE DOOR — $165. Just need one course? Individual workshops: $15.00 per CEU CEU certificate fee of $10 per person 8:00 a.m. – Registration each day onsite . Registration: FAMFT Conference Please print CLEARLY: Full Name (for certificate) Name (for name tag) License No(s). (for certificate & CEBroker) Street Address City State Zip Code Phone E-mail Are you an AAMFT member? Yes No Registration fee of _______ Check enclosed in the amount of $ Signature Date Mail registration form with payment to FAMFT 850-681-3639 Fax 850-681-0284 2888-1 Mahan Drive, Tallahassee, FL 32308.
communicate information about the Government’s social policy and the Department of Social Services families and communities programs and policies to peak body members and the sectors they represent. Criterion 3 to 7 are optional; you can address one or more of these activities if you elect to. Criterion 3: Demonstrate your organisation’s capacity to conduct research into areas that relate to the Government’s social policy and the Department of Social Services’ families and communities programs or policies. Criterion 4: Demonstrate your organisation’s capacity to conduct evaluations to inform policy development relating to the Government’s social policy and the Department’s families and communities programs or policies (for example new service model pilots/trials). Criterion 5: Demonstrate your organisation’s capacity to develop data and information sharing to support and contribute to the Government’s social policy and the Department of Social Services’ evidence base relating to families and communities programs or policies. Criterion 6: Demonstrate your organisation’s capacity to deliver and facilitate events and conferences of relevance to the sector to inform and guide the Government’s social policy the Department of Social Services’ families and communities programs or policies. Criterion 7: Demonstrate your organisation’s capacity to provide education and professional training about the Department of Social Services’ families and communities programs, policies and initiatives, including through online channels. Please note: Criteria 1 and 2 (mandatory) - Your response is limited to 900 words per criterion. Criteria 3 - 7 (optional) – your response is limited to 500 words per criterion. The grant application process Overview of application process You must read these grant guidelines, the application form, the questions and answers document, and the grant agreement terms and conditions before you submit an application. Should an Applicant submit more than one Application, only the latest received on time will be progressed. You are responsible for ensuring that your application is complete and accurate. Giving false or misleading information will exclude your application from further consideration. You must address all of the eligibility and assessment criteria for Criteria 1 and 2 to be considered for the grant annual base funding otherwise your application will not progress to assessment. Criteria 3 to 7 are optional. You can elect to address any of these criteria.
Name Role Service Tel no Email Date of request for support Family Contact Details Home Address (including postcode) Telephone numbers Family Members Name Date of birth (if known) Gender Disability Yes/ No NHS No. School / Early Years setting attends & Unique Pupil No. (if known) Address if different to that in section 2 Adult 1 Adult 2 Adult 3 Child 1 Child 2 Child 3 (Tab down to increase rows) Family Demographics Who has parental
Service activities Inputs Outputs Service Quality Outcomes Outcomes for individuals, families and communities Immediate Intermediate LongTerm Intake / Assessment Information / Advice / Referral Education and Skills training Child-focused groups Counselling Dispute resolution Supervised Support / Advocacy Outreach Department: Funding Policy Grant administration Performance measurement Service Providers: To be identified at the service level Provide data in accordance with DSS Data Exchange Protocols. Increased use of evidence-based practice Increased use of early intervention and prevention approaches Increased service integration and collaboration Improved access for vulnerable or disadvantaged individuals and families Increased personal agency Stronger family relationships Increased parental capacity More cooperative postseparation arrangements Increased positive community connectedness Improved individual functioning Improved family functioning Improved child wellbeing Improved community functioning Improved individual and family wellbeing Increased economic engagement More cohesive communities
Falling Stars - Key B 1. Shooting stars A 2. Composed of minerals and ice A 3. Orbits Sun A 4. Has a tail B 5. Speedy streak of light B 6. Usually weighs less than a grain of sand C 7. Hits the atmosphere faster than 90,000 miles per hour A 8. Surface melts into gas and dust when gets close to Sun B 9. Lasts a second or two A 10. Travels slowly across the night sky B 11. May come in showers or storms A 12. Remains in the sky for many days or weeks
Are children better off in nuclear or extended families? Children are worse off living in extended families where their paternal grandfather is head of the household than in nuclear families. But they are better off living in households that include their grandmother. These are the conclusions of new research by Lena Edlund and Aminur Rahman, which explores household structures and child outcomes in Bangladesh. Their will be presented at the Royal Economic Society's Annual Conference this week. Related research also indicates that the widespread practice of arranged marriages is harmful not only because people cannot marry for ‘love’, but, also because it gives rise to a family structure in which the grandfather has headship, which is bad for children. The extended family, with the grandfather as the household head, and adult sons and their families under his authority, has traditionally been the prescribed family form in many parts of Asia. The nuclear family, with its emphasis on the marriage bond and the relative freedom that it gives to both husband and wife has set the European family apart since at least the Middle Ages. While it is accepted that the extended family favours the older generation at the expense of young adults, it is less clear how the two different family types effect children. To investigate this subject, the researchers analyse household survey data on Bangladesh, where, as in much of South Asia, there is a strong presumption that adult sons will continue to live in the same household as their father, and that the father retains his position as overall family head. The survey was conducted every four months from June 1996 to September 1997 (four rounds) in 47 villages, where the questionnaire was administered to 5,541 children in 955 rural households in each round. Children’s height, age and the class they attend at school were recorded. These are important details, as a child’s height can indicate overall health and the quality of his/her nutrition, while education time and money spent by the family on the child. The fact that children typically outlive their parents means that most extended households eventually convert into nuclear households. This gives rise to variation in household type, which the researchers use to investigate their hypothesis that children from having their father rather than their grandfather as head.
7. ROUTINE: INTERACTING WITH OTHERS (FAMILY, FRIENDS, PEERS) Family Satisfaction with this Routine Priority Question: How does your child’s delay impact this routine? Possible Questions to Ask: How does s/he interact with others during play? (e.g., initiating, handling conflict, enjoyment) Can s/he self soothe if s/he gets upset? In your perfect/ideal world, would this routine be different? How? 1 2 3 4 Concern Possible Concern Ok Works Well N/A (Explain in Notes) Possible IFSP Outcome Notes: 8. ROUTINE: CHILD CARE (FORMAL/INFORMAL) Family Satisfaction with this Routine Priority Question: How does your child’s delay impact this routine? Possible Questions to Ask: What type of childcare do you use? How often/hours is s/he cared for by someone else? How does the transition between caregivers go? Has childcare provider voiced any concerns? In your perfect/ideal world, would this routine be different? How? If Applicable, Child Care Name/Phone: Release on File 1 2 3 4 Concern Possible Concern Ok Works Well Child is not being cared for by others at this time. Explain in notes. Possible IFSP Outcome Notes: Other Comments/Information about routines:
6-8 pages (double-spaced, APA style, 6th edition). You will need to include at least 15 sources in this portion of the project – you should be drawing from the popular press, academic, and theory application research foundation to build this conclusion. Due April 18th. Class will present each group’s topic, information about the topic, application of family communication theories, and conclusions concerning how to improve family communication based on your research. Overall Grading Summary: Assignment Due Date(s) Point Value Your Score Midterm Portfolio 2/28 100 Reaction Paper #1 Reaction Paper #2 Varies 100 100 Exams Exam 1 (Unit 1 & 2) Exam 2 (Unit 3) 2/21 4/11 150 150 Group Paper: Your Part: _______________ Group Members Parts Class Presentation Peer-Evaluation See Above 150 75 50 25 Final Portfolio 4/27 100 Total 1000 Final Grade Calculation: A B C D 000-599 F COMM 4829- Tentative Course Schedule Floyd & Morman= F&M Remaking “Family” Communication = Baxter Sage Handbook of Family Communication = Sage All Baxter & Sage Readings are on Blackboard. Please buy the F&M book. Date Material Readings Assignments Due Week 1 T 1/17 Introduction to Course Syllabus Overview R 1/19 Unit 1: Foundations Introduction F&M Intro Sage Intro
Naviance Step-by-Step Seniors must request all transcripts through Family Connections. If you do not have your registration information or cannot retrieve your password, check with Mrs. Spratt at the front desk in guidance. Please note: This is the only way you can request official transcripts! Transcript requests should be made at least 1 week in advance of any deadline. Teacher or counselor recommendation requests should be made 2 weeks in advance of any deadline. Requesting Transcripts: Login to Family Connections at connection.naviance.com/nfordhs Go to “Colleges I’m Applying to” If you have NOT added the college(s) to your list: Click the big pink + sign Type in the full college name (no abbreviations) Select the application type Select how you will send the application Click add and request transcript If you have previously added the college to your list: Click on Request Transcripts Select the type of transcript (Initial would be the 1st time, Midyear would be after 2nd semester has started, Final would be the college you decide to enroll in June) Do not select “Send official SAT or ACT scores”. Make sure your school(s) is/are listed correctly and Submit Important Notes DO NOT click send SAT/ACT scores, we DO NOT send test scores. You must request that official scores are sent from the testing service. DO NOT REQUEST MID-YEAR TRANSCRIPTS UNTIL JANUARY. We cannot process these until you have completed 1st semester courses and the grades have been stored. Please see your counselor to request transcripts for scholarships, athletics, or for NCAA. Do not request these through Naviance. Please email your counselor or stop by to request.
6. Plan for residents who have special needs Person’s Name: Plan: 7. During certain emergencies, local authorities may direct us to “shelter in place” in our home. An accessible, safe room where we can go, seal windows, vents and doors and listen to emergency broadcasts for instructions, is: 8. Other information, if not able to be included above. 9. Individual Responsibilities in the Event of a Disaster Task Description Individual Responsible Create Disaster Kit* Stock the disaster kit and take it if evacuation is necessary. Include items you might want to take to an evacuation shelter. Remember to include medications and eye glasses. Be informed Maintain access to NOAA or local radio, TV, email or text alerts for important and current information about disasters. Medical Information Make sure the household medical information is taken with us if evacuation is necessary. Financial Information Obtain cash in the event ATMs and credit cards do not work due to power outages. Bring copies of utility bills as proof of residence in applying for assistance. Grabbing the disaster kit Responsible for the disaster kit in the event of an evacuation. Sharing and Maintaining the Plan Share the completed plan with those who need to know. Meet with household members every 6 months or as needs change to update household plan. *Find out what should be in your disaster kit at
School Progress Plan Strategic Initiatives Reading Develop strong foundational skills in literacy through systematic, explicit instruction in the areas of phonemic awareness, phonics, vocabulary and fluency. Mathematics Develop strong foundational skills in mathematics through systematic, explicit instruction that addresses the level of rigor (conceptual understanding, procedural skill and fluency, application) of the mathematics standards. Climate Increase positive student-to-student interactions. Families will: Read to or encourage their child to read daily to improve reading fluency. Assist their child with how math is used in daily activities (shopping, cooking, estimating time for activity, etc.) Play reading and or math games with their child from the lending library. Discuss with their child how to resolve conflicts with other students/and or adults in a positive way (i.e. community circles, I messages, etc.) Review homework assignments, classwork assignments and BCPS One for student grades weekly. Try to attend family events. Students will: Students will engage in daily Word Work/Phonics instruction to improve foundational reading skills. Students will be able to select and use appropriate manipulatives and pictorial models to represent mathematical situations. Students will communicate regularly with classmates during community circles, and use strategies to resolve peer-to peer conflicts respectfully. Complete classroom/homework assignments. Ask for help from teachers and family when having trouble with school work or peers. Bring home communications from school The school will: Treat students, parents and family members with respect. Provide professional learning sessions for school staff on how to develop partnerships and regularly communicate effectively with parents/families about student progress and school programs. Offer family workshops and resources that to reinforce learning at home. Provide high-quality instruction using strategies that have proven to be successful. Provide families with information regarding BCPS and state curriculum and assessments. Build partnerships with outside agencies and businesses to provide additional resources for families. Provide conference availability times to parents/families for conferences. Please contact teacher. Provide volunteer opportunities. Distribute the Right to Know letter to all families.
Engaged Families, Effective Pre-K: State Policies That Bolster Student Success This report from Pre-K Now identifies policies that can enhance family engagement in state and highlights examples from states that are leading the way. The report, written by Deborah Roderick Stark, also addresses how family engagement programs must ensure efforts to respect the linguistic and cultural diversity of the populations they serve. Exploring Families’ Beliefs and Practices Understanding families’ beliefs and practices is the first step toward establishing meaningful partnerships. This brief from FirstSchool share a list of useful strategies for gathering information from families who are culturally, linguistically, and socio-economically diverse, as well as ideas for using what is learned to promote engagement. Exploration of the Status of Services for Immigrant Families in Early Childhood Education Programs Authors Colleen Vesely and Mark Ginsberg have organized this thoughtful summary of their research around four themes: (1) improving quality of and access to ECE programs for immigrant families, (2) building relationships with immigrant parents and families, (3) supporting immigrant parents’ identity development and representation in their communities, and (4) fostering staff dynamics, development, and well-being. Each of these is explored individually in the report, in terms of dynamics as well as recommendations for ECE programs currently working with immigrant families. Family Engagement and Family-Sensitive Caregiving: Identifying Common Core Elements and Issues Related to Measurement The purpose of this brief is to summarize discussion from a two-day meeting regarding common core elements of family engagement and family-sensitive caregiving and issues related to the research and measurement of these concepts. Family Engagement in Early Childhood: A Resource Guide for Early Learning Challenge Grant Recipients To support RTTT–ELC grant recipients’ efforts, Harvard Family Research Project produced this selective list of resources about engaging and supporting families with young children. The list of journal articles, practical guides, webinars, and presentations will be useful for any states, districts, and local programs interested in expanding their family engagement work. Family-Provider Partnerships: Examining Alignment of Early Care and Education Professional and Performance Standards, State Competencies, and Quality Rating and Improvement Systems Indicators in the Context of Research In this brief, authors examine the alignment of research-based elements of family-provider partnerships with professional and performance standards from three national ECE organizations as well as selected professional competencies and Quality Rating and Improvement System (QRIS) family partnership indicators from two states. The purpose is to inform the development of common
Title I Parent Involvement Policy and Compact This policy and compact has been jointly developed and agreed upon by Sunset Ridge Elementary School and parents of its students. Parental Involvement Policy The administration, staff and parents at Sunset Ridge Elementary School believe that the improved academic achievement of each student is a responsibility shared by the entire community, including the school district, school, community members, school administration, staff, students and parents (including guardians and all members of a student’s family involved in his/her education). We are committed to meeting the needs of all our students. To accomplish this, we must all work together. Parent involvement in the school will include opportunities for: Parents to volunteer and be involved in school activities Effective communication between the school and parents Parents to participate in school decision-making Staff development and parent education Parents to provide home support for their student’s education Title I School/Parent Compact The goal of the Title I program is to help every child get a high-quality education. The school’s administration, staff, parents, and students each have responsibilities they must meet in order to accomplish this.
Family group CONFERENCEs wessex fgm project Referral Form RefERRAL CRITERIA: Type Description Timescales for Conference Please tick Children In Need / Child Protection Within 15 – 20 Working Days Public Law Outline Where the Public Law Outline is being considered or in process Within 15 – 20 Working Days Early Help POOLE ONLY Families, children and young people, not subject to statutory services, where need for intervention has been identified early Within 15 – 30 Working Days rapid response (REQUIRES SENIOR MANAGER AGREEMENT): Type Description Timescales Rapid Response Child or young person is likely to be or has been accommodated in to local authority care on an emergency basis Within 8 Working Days RefeRreR: Referrer’s Name Local Authority &Team Direct Line Working hours Email RefeRred Child/ren: Name Raise Number Age Sex OTHER Children IN THE FAMILY: Name Raise Number Age Sex Current caregiver: Name Relationship Address including Postcode Phone Parental Responsibility? Yes No Parents: Name Address including Postcode Phone Parental Responsibility? Yes No Yes No Other known family members: Name Address Phone
Ethnic Origin of the Family? Family’s First Language? Does the Family have a history of DV? Yes No Are you aware of any Police callouts for DV? Yes No Name & contact number of last attending Police Officer Does the child/ren have an advocate in place? Yes No Is it likely that the child/ren will need an advocate? Yes No When visiting the family home are there any safety issues? e.g. dogs. If yes, please describe: Yes No If risk is significant the referrer is responsible for sharing a risk assessment with the conference coordinator Are there any special needs within the family/child? e.g. disability. If yes, please outline: Yes No Other service providers involved: Name Agency Telephone Reason for meeting: (Please include a brief description of the current situation and if known the proposed questions to be addressed) Family view of referral: Young person’s view of referral: I agree with information being shared with the coordinator for the purpose of the Family Group Meeting. Are the family in agreement of this referral being made? Yes No Date discussed: Referrer’s signature Referrer’s line manager and contact details Please note: the referrer needs to attend the entire Family Group Conference Please email this referral to: BOURNEMOUTH REFERRALS POOLE REFERRALS Brokerage Officers Alison Powney (Programme Manager) Bournemouth Town Hall Access to Resources Team, Extension 3 Bourne Avenue BH3 6DY Daybreak FGC West Lodge Leylands Farm, Nobbs Crook Colden Common Winchester SO21 1TH 01202 458012 02380 696644 Date received Date of allocation Name of coordinator Date inputted
Getting ready for story time Choosing books • Pick books with bright colours and simple, uncluttered pictures. • Photographs may be easier for your child to see and understand than illustrations. • Pick books with high-contrast, large words and letters, or textures, depending on what your child can see. • Find books with rhymes and interesting words to keep your child’s attention (which is especially important if they can’t see the pictures). • Don’t avoid books with lots of pictures, but think about how you’ll need to tell the story differently. You don’t have to describe everything, but remember: who? what? where? when? why? • Let your child pick the book they want to hear for story time. • Label the books in your child’s library so they can recognize their favourites. (For example, this kit includes tactile heart and star stickers that you can use – but you can also glue texture strips like Ask a librarian Remember, librarians are there to assist you. Ask them for help with finding books to interest your child. fine sandpaper or velvet to the book spine so your child can find them.) 6
Introducing braille Use a handheld braille labeller and adhesive dymo tape to add braille to your existing children’s books. (Braille writers are available at shopcnib.ca.) This kit includes a sheet of ready-to-go word stickers to get you started. Make a kit Make a book bag or story box to go along with your child’s favourite book. Include some of the main objects from the story. Then, while you’re reading the story, ask your child to reach in and pull out the objects as they are mentioned. For example, a bag/box for the book “If You Give a Mouse a Cookie” might include: • A plush mouse toy • A cup • A straw • A napkin Did you know? Librarians can suggest good books to build story boxes around, and some public libraries even offer ready-to-go story boxes that your family can borrow. 11
Braille information CNIB cnib.ca/braille Braille Literacy Canada brailleliteracycanada.ca National Braille Press Click the “ReadBooks!” link under the “Kids Programs” tab to learn how you can receive a free ReadBooks! braille book bag. npb.org Social media @cnib /cnib @cnib /CNIBINCAaltlit 19
Physical Education is provided to all students exposing them to a variety of sports and activities. It is a health-related physical fitness program which encourages lifetime involvement in physical activity. The Rehabilitation Act of 1973, Section 504, provides services for students identified as “qualified” by demonstrating that he/she has a physical or mental impairment which substantially limits a major life activity, has a record of such impairment, or is regarded as having such an impairment. To be eligible for section 504, a substantial limitation on learning must be demonstrated by an educational need, i.e. a serious academic and/or serious behavior problem resulting from the students’ disability and not other causes. The Special Education Department of Tuscano Elementary School provides the following programs for eligible students: Resource Room Self-Contained Program Speech and Language Occupational Therapy Physical Therapy If you know of a child, or think your child might qualify for services, please see the principal or assistant principal regarding a possible evaluation. The Fowler Elementary School District offers Special Education services to students from age 3 to the end of eighth grade. Students receive weekly Technology Instruction and have access to computers in their classroom. A variety of After School Clubs and Tutoring are provided for qualifying students. These programs are funded in a variety of ways, including extra-curricular tax-credit donations as well as through the 21st Century Community Learning Center grant. The suggested donation for after school club participation is $1.00. Tutoring is free. The Student Council plays an important role in our school. This organization engages students in learning about democracy and leadership. Classmates in third through fifth grade elect their Student Council representatives. Our school’s organization helps raise funds for school-wide projects and assists the school community when it is in need of aid. Being a Student Council representative develops responsibility and encourages students to be active members in our community. STUDENTS’ LEGAL NAMES Students’ legal names must be used on all school documents and printouts. TESTING Other than the classroom assessments which are given during the school year, the following assessments are administered throughout the year: Measure students’ critical thinking skills for college and career readiness (AzMERIT), Grades 3-5 (April) DIBELS Next (tri-annually) AzAC Reading, Grades 2-5 (quarterly)
If your child is vomiting, has diarrhea, a sore throat, earache, colored discharge from the nose, skin rash, or elevated temperature within the last 24 hours, he/she should be at home. Smoking, Alcohol, and Drug Use In accordance with local, state and federal laws and the tenets of anti-drug education, no student of Prince of Peace will be allowed to possess on, or in his/her clothing, supplies, desk or other area any illegal substance. Following identification of the student involved in smoking, alcohol or drug use the parents and the local law enforcement authorities will be notified. The school building is a smoke-free environment. Tobacco, Alcohol or Other Drugs Tobacco, alcohol or other drugs, in any form, will not be tolerated, and students possessing them or under their influence may be subjected to hospitalization, suspension or expulsion. School Board Local school boards are, by their very nature, advisory to the pastor and principal. The pastor and principal participate in all regular, special, and executive session meetings of the board. The pastor and principal participate in deliberations of the board. The pastor has final approval of all board decisions. The principal is the executive officer of the board, in addition to other duties, and provides in-services and guidance to the board in school matters. The Archdiocesan and Elementary School Policies shall be the policies of the local board. Additional policies may be developed as necessary to assist the principal in the operation of the school. Local board policies may not be contrary to Archdiocesan policies. Parent Notes Observing a class Parents are always welcome to observe a class. Please contact the teacher at least 24 hours in advance to arrange for a mutually convenient time. Observers are to limit their stay to one class period. Parent responsibilities
2018-19 Provisional Facilitators Conference Calls Topic: Dates: Host: Julia Slater XY Host: Lisa Gragg XY Western Region Central Region Eastern Region Patti Ansell (Learning Lamp) X Paula Cian Braelyn Beaver (Easter Seals) X Burau, Karen (HS of Beaver Valley) Y Julie Della Jessica Breslin (Kinder Academy) X Buttray-Hoovler, Amanda (Timber Ridge) Y Mandy Gutshall Y Steve Cotilus (MELC) Y Gerber, Melissa (Learning Lamp) Y Melissa Herriman Marisa Crapella (MCIU) Y Glew, Beth (Butler Co. Children’s Center) Y Diane Koon (ECIC) X Mandy Crozier (Kinder Academy) Y Gruss, Ashley (BVIU #27) Chae Korb Y Jaclyn Dull (Easter Seals) Henderson, Christine (Kid Biz East Maiden) Amy Niemiec Krista Kearney (MELC) Y Horan, Crystal (MIU IV) X Jamie Shevlin Iresha Picot (Easter Seals) Hummel, Lainy (MIU IV) X Jessica Shimmel Y Monica Stanoch (MELC) Y Miller, Christy (SPEC) X Holly Walker Christy Yee (Kinder Academy) X Sebastian, Alicia (SPEC) Y Amy Wible Y Britnee Cooke Y Tennett, Kelly (Butler YMCA) Y Darlene Burleigh Y Deneen Rickard Y Amy Nimec (SPEC-Central) X Samantha Scharder- East (Stepping Stones) Y Amy Ford Y Jen LaPorte-East-MCIU X Karen Emery-East (Stepping Stones) Y IF: Beth Huertas (Kinder Academy) Y Allison Nick Y IF: Janna Gohl Y
Family Job Tree Essay Instructions: Draw your family job tree and write a one page essay. Your essay can either be handwritten using ink or word processed with a computer. The essay should answer the following question: In what ways do you think your family history of jobs/careers might affect your career choices? Your essay will be graded using the rubric below. CRITERIA: Excellent 4 Good 3 Fair 2 Poor 1 SCORE: Topic Directly relevant, answers question Somewhat answers question Remotely related to topic Does not answer the question Organization Well organized, events logical Mostly organized, points not always connected Somewhat organized, events jump around Not organized Opening and Close Clear beginning and end Either opening or close lacks impact Fair opening and close Opening and close ineffective Creativity and Originality Very creative, original approach to answering question Parts creative and unique Somewhat creative Lacks creativity and originality Interest Level Vocabulary varied, details are vivid, essay easy and enjoyable to read Vocabulary varied, mostly enjoyable to read Vocabulary is consistent, details lack “color” Needs descriptive words Grammar and Spelling All correct One or two errors More than two errors Frequent errors Neatness Word processed or very neatly written Legible handwriting or word processed with some formatting errors Part difficult to read or sloppy Illegible or used pencil Timeliness Handed in on time One day late Two days late 3 or more days late 29-32 = A 26-28 = B 24-25 = C 22-23 = D TOTAL
__________________________________________________________________________________________ ENFORCEMENT ss. 228, 230, 231 Pay Expenses Name 1 pay to Name 2 $____ on or before date, being expenses reasonably and necessarily incurred as a result of Name 1’s non-compliance with the Order of the Honourable Judge Name, made date. Pay for Benefit of Name 1 pay to Name 2 $____ on or before date for the benefit of Name(s) whose interests were affected by Name 1’s non-compliance with the Order of the Honourable Judge Name, made date. Pay Fine Name pay a fine of $____ to the Clerk of the Court at the Court name Court Registry on or before date for with the Order of the Honourable Judge Name, made date. Give Security Name give security by date by describe nature and means of giving security. Imprisonment Name be imprisoned for a term of number days for non-compliance with the Order of the Honourable Judge Name made date, on /by describe non-compliance and/or state dates of non-compliance. Police Apprehend – Withheld from Guardian Upon being satisfied that a person has wrongfully withheld a child from a guardian, this Court orders under s. 231(5) of the FLA that a police officer apprehend the child(ren), child name(s), and take the child(ren) to Name. Police Apprehend – Withheld by Guardian Upon being satisfied that a person has been wrongfully denied parenting time or contact with a child by the child’s guardian, this Court orders under s. 231(4) of the FLA that a police officer apprehend the child(ren), child name(s), and take the child(ren) to Name. Police Search For the purpose of locating and apprehending a child in accordance with this order, under s. 231(6) of the FLA a police officer may enter and search any place he or she has reasonable and probable grounds for believing the child to be.
Week 1 19th – 21st June Week 2 26th – 28th June Week 3 3rd – 5th July Week 4 10th – 12th July Tues 9 – 10.30am Wed 9 – 10.30am Wed 3 - 4.30pm Thurs 9 – 10.30am Thurs 3 - 4.30pm
PERSON SPECIFICATION – FAMILY LIAISON OFFICER ESSENTIAL DESIRABLE Qualifications Good basic education with competency in literacy and numeracy Willingness to undertake further training Willingness to undertake foundation course in basic counselling skills Driving licence Experience and Attainments Previous experience of working with children and families in the public, private or voluntary sector Skills and Abilities Excellent communications, listening and observation skills Ability to handle confidential information Organisational abilities and accurate record keeping skills Ability to facilitate parenting skills Good inter-personal skills Ability to facilitate groups Previous experience with working (Health/Social Services, etc) Willingness to attend evening meetings Knowledge Sound knowledge and understanding of child growth and development Knowledge of the parenting needs of children Knowledge of basic child protection issues Knowledge of special educational needs Knowledge of school entry procedure Resources within area
Hickory Woods – ext. 6600 Sydenham Meadows – ext. 6500 Bear Creek – ext. 6400 Parkview Place – ext. 6700 Arbour Glen – ext. 6800 After normal business hours (Monday – Friday, 8:00am to 4:30pm), the Registered Nurse (RN) is the Charge Person for the facility. For urgent matters, you can contact the Charge RN at ext. 6600. 6. New Clothing - Reminder This is a reminder that new clothing needs to be labelled with the resident’s name before residents begin to wear it. One of the ways clothing will go missing is if a resident wears new clothing before it gets labelled. In this case, if new clothing gets into our laundry system without a resident name on it, it becomes difficult, if not impossible, to trace it back to its rightful owner. 7. In Conclusion …. Please let me know if you would like to see certain issues addressed in future newsletter editions (contact me at 519-245-2520, ext. 6222, or via email at: ). Please share a copy of this newsletter with other family members and friends, or direct them to our web page:
Welfare reform is an approach to community development that is in place in the communities of Hope Vale, Aurukun, Mossman Gorge and Coen. Welfare reform aims to restore local authority, build stronger and more resilient communities and change behaviours in response to chronic levels of welfare dependency, social dysfunction and economic exclusion. The Family Responsibilities Commission (FRC), a central feature of welfare reform, is a statutory body established under the Family Responsibilities Commission Act 2008. The FRC operates to restore local Indigenous authority and build stronger and more resilient communities by attaching behavioural obligations to the receipt of welfare payments. Due to significant challenges faced by the community, Doomadgee had been identified as a community that may benefit significantly from locally-led re-establishment of social norms through the FRC and welfare reform efforts. Cabinet approved the Family Responsibilities Commission Amendment Regulation (No.1) 2014 be submitted to the Governor in Council for approval to establish Doomadgee as a welfare reform community area. Attachments
Date of Initial/Revised Plan: Case Number: Family Name: HOUSEHOLD MEMBERS First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( ) First Name: Middle Initial: Last Name: DOB: Relationship: Gender: M F Phone: ( )