zilongwang/ReadingBank huggingface dataset:
Disability The Equality Act 2010 defines a ‘disabled person’ as anyone with a physical or mental impairment which has a substantial and long term adverse effect upon his/her ability to carry out normal day-to-day activities Do you consider yourself to have an impairment?  Yes  No  Prefer not to say If yes, how would you describe your impairment(s)? Please mark all the boxes that apply to you  Blind or Partially Sighted  Deaf or Hard or Hearing  Physical impairment (do not use a wheelchair)  Physical impairment (permanent wheelchair user)  Physical impairment (use a wheelchair on occassions)  Learning disability (e.g. Downs Syndrome, etc)  Learning difficulty (e.g. Movement Difficulty (Dyspraxia), Dyslexia, etc)  Mental Health Condition (e.g. depression, stress, etc)  Long-term illness (e.g. cancer, multiple sclerosis, HIV+, etc)  Other (please specify): ……………………………………………………………….  Prefer not to say Is there anything, as your potential employer, we might need to know or put in place to ensure that you are appropriately supported within the workplace?  Yes  No If yes, please give further information:
Media Analysis To assist with our recruitment process, please indicate where you first learned of this vacancy:  Newspaper  DSW Website  Other Website (please identify): ………………………………………………..  Welsh Sports Association  Word of Mouth  Job centre
Project Title Electoral District Area Project Equal Opportunities Monitoring Causeway Coast and Glens Council is committed to ensuring that its services and support are delivered equally and effectively across the district. This information is for monitoring purposes only and will be used in the strictest of confidence. Complete numerically as fully as possible (all 9 Boxes) the monitoring information below to indicate the status of all beneficiaries for the project you are delivering this current quarter, which has been supported by Causeway Coast and Glens Borough Council. NB: Where the category is not relevant to your project, please write NA (not applicable).Where the category is not known please write NK (not known) Catholic Protestant Other - Please specify Chinese Indian Black Irish Traveller White Any other Ethnic Group Please specify – Bisexual Gay or lesbian Heterosexual Other Male Female Transgender Single Married Divorced or separated Widowed People with disabilities Under 16 Young adults (16 to 24) Adults (25 to 49) Older people (50 and over) Nationalist Unionist Other People with dependants (caring responsibilities)
Name of Initial Teacher Training Establishment Type of Award gained B Ed B Ed (Hons) BA (Hons) with QTS BA (Hons) with QTS (Troops to Teachers) BA QTS BSc QTS CertEd GTP HDPE M Ed MA (Hons) MSc (Hons) OTT with UK QTS PG Cert PGCE PGDip PGSE PGSTE RTP School Direct with QTS School Direct with QTS/PGCE SCITT with QTS SCITT with QTS/PGCE Teach First Troops to Teachers Other Qualified Subject(s) Qualified age range(s) Has any part of the NQT induction been completed in another school? YES/NO If YES: School name and address School Telephone Number(s): Appropriate Body: No of days absence: Start and end dates at other school: How many Induction Period Assessments have been completed? Please forward copies of any previous NQT Assessment forms Ethnicity Information (this information is confidential and will be used for NCTL Equal Opportunities monitoring purposes only) White British □ Irish □ Any other White Background □ Mixed White/Black Caribbean □ White/Black African □ White/Asian □ Any other Mixed Background □ Asian or Asian British Indian □ Pakistani □ Bangladeshi □ Any other Asian background □ Black or Black British Caribbean □ African □ Any other black background □ Other Ethnic groups Chinese □ Any other Ethnic Group □ Not stated □ Please add if not listed Please submit this form to Stacey Williams at stacey@equatetsa.co.uk
Q1: Did the cut scores change from 2016 to 2017? A: The cut scores did not change from 2016 to 2017. See the posted cut scores at (the "Scale Score to Performance Level Conversion Charts" for 2016 and 2017). Q2: What is “equating” and why did the State participate in equating in 2017? A: Equating is a standard process that is followed in every state almost every year in every assessment program. The purpose of the 2017 equating was to maintain the level of difficulty established by the standard setting process in 2013, when 95 teachers from across the state recommended the level of difficulty necessary to achieve proficiency (Level 3) and partial proficiency (Level 2). Based on student performance on common anchor test questions (the same items used on different years’ tests), the raw scores needed for each performance level were adjusted slightly to ensure that scale scores and performance levels are comparable from year to year. If the test is slightly easier, the number of raw score points needed to earn a performance level may increase slightly in order to maintain the performance standard. If the test is slightly harder, the number of raw score points needed to earn a performance level may decrease slightly in order to maintain the performance standard. As you know, equating occurs each year with Regents Exams, where the cut score needed for passing (65) remains the same, but the raw score needed to achieve a cut score of 65 changes from year to year. A good document that helps explain this can be found at . Q3: Why did the raw scores change? A: The raw scores that map to each of the scale score cut scores often change with each subsequent test administration. See the "Raw Score to Scale Score Conversion Charts" at . The number of raw points necessary to achieve each performance level are established during the equating process (see Q2 above).
Radiance (L): Flux per unit projected area per unit solid angle; W/(A∙sr) Solid Angle: The solid angle of a circular cone with half angle θ is: (eq 20): For small θ such that (eq 21): Camera Equation: Where: E is the irradiance of the image (W/m2 ) R is the radiance of the object (W/(m2 ∙ sr) And F/# is the F-number of the lens.
How to utilize the graphing calculator to check, graph, and represent linear functions as a table Knowing which operations to apply and the correct order in applying them Solve equations with fractional coefficients Using multiplication to eliminate like and unlike denominators Change fractions to decimals using the graphing calculator Stage 2 – Assessment Evidence How will we know we are there? Performance/Products Tasks: Diagnostic Assessment to access prior knowledge Graphic organizer to list words and phrases that represent each math operation Assessing properties Bell Works Tickets out the door White Board Activity Developing their own equations and doing a gallery walk Students change coefficients and re-solve equation Quizzes Unit Assessment Writing Tasks: Word problems Sentence stems as tickets out the door Other Evidence: Cold calling on students Circulating the room Hand signals from students White boards Check for facial expressions
56 Toothpicks = 2n+1 57 Toothpicks = 3n+1 58 Toothpicks = 4n+1 59 Black tiles = n^2 White tiles = 4n+4 60 Rhombuses = (n^2)+n Patterns 61 – 80 61 Pennies = 2^(n-1) 62 Pennies = 3^(n-1) 63 Pennies = 4n 64 Pennies = 5n+5 65 Cups = [(n^2)+n]/2 66 Dice = 4n+2 67 Squares coming out = 2n+2 68 Blue rhombuses = (n^2)+n+1 69 Yellow hexagons = n^2 Total = (n^2)+0.5n 70 Squares = Rhombuses = n-1 71 Cubes in row r, column c = [[(r^2)+3r+2]/2] * 2^(c-1) 72 Orange squares = (8n^2)+4n+1 Total = (16n^2)+8n+1 73 Value of coins = 0.4n 74 Coins = 2n+1 75 Dots = 4n
76 Dots = [(n^2)+7n+8]/2 77 Toothpicks = (n^2)+4n-1 78 Toothpicks = 7n+6 79 Yellow tri = 3^(n-1) Green tri = [(3^(n-1))-1]/2 80 Squares = (n^2)+n-1 Triangles = 2[(n^2)+2n-2] Patterns 81 – 100 81 Circles = 2n-10 82 Legos = 2n+1 83 Legos = 3n 84 Legos = 2n-1 85 Circles = (2n^2)+2n 86 Circles = (n^2)+8n+4 87 Cubes = [-5+3(5^n)]/10 88 Tori = (2^n)-1 89 Square pyramids = [(5^n)-1]/4 90 Crystals = [-5+2(4^n)]/3 91 92 Honeycombs = (3n^2)-3n+1 93 Total honeycombs = (21n^2)-57n+43 94 Houses = 2n-1 95 Blocks = n^3
116 Circles = 8n-1 117 Squares = (n^2)+2n 118 Small cubes = (n+4)^3 119 Discs = (n^2)+2n 120 Inside pink nubs = (4n^2)+8n+8 Outside white nubs = 8n+20 Patterns 121 – 140 121 Nubs = (4n^2)+8n-4 122 People seated = 3n+2 123 Dots = (2n^2)+2n 124 Dots = 5n+3 125 Overlapping circles = 3n 126 Connecting rods = (n^2)+3n-2 127 Hearts = (n^2)+3n+1 128 Squares = 4n-3 129 Squares = 4n+1 130 Dots = 3n+1 131 Cubes in row r, column c = rc 132 Diagonals = [(n^2)+n-2]/2 133 Triangles = 4^(n-1) 134 Squares = (2n^2)+2n 135 Squares = (4n^2)-2n
Pretest for Chapter 7: Equations Identify the solution of each equation from the list given. 1. b + 8 = 14; 4, 5, 6 2. 25 − t = 15; 9, 10, 11 What is the solution of each equation? 3. t + 16 = 7 4. = –11 5. 81 = 3k 6. –8 + x = –28 7. z = 8. 37 = 18q + 1 9. 2y – 1.7 = 3.3 Write an equation to represent the following problems. 10. The length of each side of a square was decreased by 2 inches, so the perimeter is now 48 inches. What was the original length of each side of the square? 11. Each deli sandwich made uses pound of turkey. Tyler started with pounds of turkey and now has pounds left. How many deli sandwiches did he make? 12. Hugh bought 2 bottles of water. If the total cost of the water was $4.50, which equation could be used to find the cost of each bottle of water? 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ 9. ____________________ 10. ___________________ 11. ___________________ 12. ___________________
Equestrian Skills Beginner Ground Skills Horse Behavior & Safety Haltering – catching a horse Leading – halt, walk, turn, trot Tying Grooming Saddling Bridling Bathing Beginner Riding Skills Mount & Dismount Posture (is this a skill?) Halt to Walk Walk to Halt Speed up & Slow down Direct rein steering Opening rein steering Neck/indirect rein steering Shorten/Lengthen reins Bending Back up/Rein back 2 point – at halt, walk, trot, steering Walk Trot Walk transitions Sitting trot Posting trot Posting trot on the correct diagonal No stirrups trot – sitting, posting Arena Etiquette Intermediate Riding Skills Independent Warm Up Contact – connection, on the bit Straightness Half Halt Leg Yield Artificial Aids – crop, martingale, spurs Lengthen/Shorten – free walk, working walk, working trot, collected trot Trot Canter Trot transitions – correct leads Sitting Canter 2 point Canter No stirrups canter Simple lead change Flying lead change Hand gallop Beginner/Intermediate Activities Obstacles Ground poles Weaving cones/poles Moving rings between T poles Moving objects between barrels Schooling figures Circle Reverse Change rein across diagonal Corners Figure 8 Serpentine Advanced Riding Skills Lateral Leg Aids & Pivots Leg yield Haunches in Shoulder in Side pass Turn on forehand Pivot on haunches Turnback on the rail Rollback Precise Transitions Trot to Halt Halt to Trot Walk to Canter Canter to Walk Halt to Canter Canter to Halt Transitions exactly at the letter Counter Flexion Refinement Rhythm – energy, tempo Relaxation – elasticity, suppleness Connection – acceptance of bit and aids Impulsion – increased energy Straightness – alignment, balance Collection – engagement, lightness, self carriage Other Skills (can teach anytime) Showmanship Lunging Vaulting Jumping Showing Bareback Riding Round penning
If you encounter problems when riding or driving off-road in Scotland If you encounter an obstruction on a route, such as a locked gate or barrier impassable with a horse without any viable alternative, we urge you to follow these simple steps: Check that you have a legal right to be where you are with a horse, or if not, that you have permission to be there. Check that you are exercising your access rights responsibly. Make a note of exactly what and where the problem is and if possible, take a picture. Contact the relevant access authority and ask if they are aware of the problem. Try and identify who owns or manages the land and speak with them. Try and see the situation through their eyes, always be courteous and remain calm. Contact your local/regional BHS access representative. Contact details are available from the BHS website . Click on the relevant region then look under Get in touch (middle right of screen) for a link to regional committee details. For further guidance, see BHS’ Scotland’s factsheet “Dealing with equestrian access problems in Scotland”. If you need further advice on equestrian access in Scotland, contact your local BHS access representative (see for contact details) or Helene Mauchlen, national manager for BHS Scotland Tel. 01764 656334 or email . For guidance on equestrian access in England and Wales, contact Access and Rights of Way Department, The British Horse Society, Abbey Park, Stareton Lane, Kenilworth, Warwickshire CV8 2XZ. Telephone 02476 840581. Email access@bhs.org.uk. British Horse Society Scotland, April 2018
significantly. EquiBioSafe will make it even easier for everyone involved with horses to prevent infectious disease and help keep our horses safe. The App is already being very well received and, in addition to our main target area of Europe, we’ve already seen downloads from North American, Asia and Latin America.” Trainer Jim Boyle continued: “The EquiBioSafe app is a really handy resource for racehorse trainers. It brings together the NTF codes with other information on equine infectious disease straight to your phone. It will help trainers comply with vaccine and disease reporting regulations and the ability to instantly update the app information if new disease challenges hit the UK is an unique advantage.” The free EquiBioSafe App is available now for iPhones and iPads from iTunes at . An android version will be available shortly. Alternatively, the full Codes of Practice will continue to be available online in PDF, print ready format, should users wish to produce a printed version. Further details on recent and current research on equine infectious diseases are available at . The launch of the App is supported by a free online eBEVA seminar by Dr Richard Newton on biosecurity for equine premises , together with a biosecurity guidelines checklist poster for yard tackrooms. For further information contact Annie Dodd, HBLB Grants Manager, , 020 7504 4014. ENDS Note to editors The Horserace Betting Levy Board is a statutory body operating in accordance with the provisions of the Betting, Gaming and Lotteries Act 1963 (as amended). Its purpose is to assess and collect monetary contributions from bookmakers via a levy, which it distributes for the improvement of horseracing and breeds of horses, and for the advancement of veterinary science and education. The outcomes of HBLB-funded work are published in peer reviewed scientific journals and lay summaries are available at . Media contact: Bright Bay Consulting +44 1986 784562 +44 7768 958911
Answer Key B B A B B D D D B A B D B E C E E E C C C D A D D C C A B B D B E E B D C A B E A A D C A D B C C C D C B C B C C D C D A D B C E E C B C C B B D D B D A B A E B A
Sivitanides, Petros S., “The Rent Adjustment Process and the Structural Vacancy Rate in the Commercial Real Estate Market”, Journal of Real Estate Research, Vol. 13, No. 2, 1997, pp.195 – 209. Smith, Lawrence B., “A Note on the Price Adjustment Mechanism for Rental Housing”, American Economic Review, Vol. 64, No. 3, 1974, pp. 478 - 481 Thoma, Mark, “The Natural Vacancy Rate for Housing,” Economist’s View, blog, November 29, 2005. Sumichrast, Michael “Housing Market Analyses,” as reprinted in Readings in Market Research for Real Estate, edited by James Vernor, Appraisal Institute, 1985, p. 69. Voith, Richard & Crone, Theodore, “National Vacancy Rates and the Persistence of Shocks in the U.S. Office Markets”, AREUEA Journal, Vol 16, No. 4, 1988, pp. 437 – 458. Wheaton, William C. & Torto, Raymond G. “Vacancy Rates and the Future of Office Rents”, AREUEA Journal, Vol 16, No. 4, 1988, pp. 430 – 436.
Taking logarithms on both sides of equation 11 gives Log (W) = Log (N!) -∑log (n i!) (2.1) Using Stirling’s equation, which we derive in Appendix 3, in equation 2.1 gives, Log (W) = N Log (N) –N – (∑n i log (n i )–n i ) (2.2) Doing the summation the sum over the n i terms cancels with N and noting a subtraction for a log is the same as dividing we are left with Log (W) = - ∑ n i/N Log (n i/N) (2.3) The probability pi = n i/N (2.4) So Log (W) = - ∑ pi log (pi) (2.5) This is what we require for the second form of the Boltzmann equation. Appendix 3 Derivation of Stirlings Equation Stirlings equation is: Log (N!) = N log (N) –N (3.1) We can obtain this result easily starting from the definition N! = N (N-1) (N-2) ….. = П i (N-i) (3.2) Factorise this by taking N out of each bracket and writing xi = i /N we have (3.3) N! = NN П (1-xi) (3.4) for values of xi from 0 to 1/N.
N! = NN П (1-xi) (3) for values of xi from 0 to 1/N. Taking the natural logs of this we have Log (N!) = N log (N) + ∑ log (1 – xi) (4) for the range xi from 0 to 1/N as i goes from 0 to N-1 The sum in equation 4 cannot be evaluated directly but we can approximate it by replacing xi with a continuous variable x so that ∑ log (1-xi) = ∫ log (1-x) d x (5) Noting that N d i = d x then leads to our approximate expression: Log (N!) = N log (N) + N ∫ log (1-x) d x (6) where the limits are 1/N and 1. The integral can be evaluated by an integration by parts following a change of the variable to leading to: Log (N!) = N log (N) - N + log (N) (7) For large N, log (N) is negligible compared to N, and we have Stirling’s equation given above. It is natural to ask how our expression compares with Stirling’s series expansion (1): Log (N!) = N log (N) – N +0.5log (2πN) +1/ (12N) (8) Comparison of the values of the extra terms in equations 7 and 8 shows they are both negligible (≤ 0.01%) for N ≥ 100000. The ratio of the values of the extra terms in equation 7 to those in equation 8 is
Clinical signs at Revisit Animal name Rectal temperature Neurological signs* (Y – please describe) Lameness (Y/N) (Y/N) Colic (Y/N) Weight loss (Y/N) Samples collected (tick) Blood: EDTA □ Whole □ Blood: EDTA □ Whole □ Blood: EDTA □ Whole □ Blood: EDTA □ Whole □ Blood: EDTA □ Whole □ Blood: EDTA □ Whole □ * Neurological signs may include ataxia, depression, altered mental state, muscle fasciculations, hypermetria, hyperaesthesia, circling, recumbency, facial paralysis, blindness, seizures Please forward samples to – Veterinary Diagnostic Services, AgriBio Specimen Reception, 5 Ring Road, La Trobe University Bundoora, Victoria, 3083 Phone: (03) 9032 7515 Fax: (03) 9032 7604 Email: For more information please contact the duty pathologist on (03) 9032 7515
North Carolina State University Equine Isolation Unit - CVM Project Summary November 16, 2016 Project Scope Description The budget of $1,000,000 incorporates a design that will demolish the existing 700 SF equine isolation facility and construct on the same site an approximately 2000 SF new facility. The new facility will include a clean corridor for viewing, a gowning and de-gowning area, a 20’ x 20’ treatment room with winch hoist support, a minimum of six equine stalls, a storage area for hay feed and other supplies, and a toilet facility with sink and shower for staff. Project Site The project is located at 4881 Terry Curtin Drive in the Centennial Biomedical Campus on the West Campus Precinct. Pre-Submittal Meeting A Pre-submittal Meeting will be held on November 16, 2017 at 1:30 PM in NC State University Administrative Services III Building Room #301 2701 Sullivan Drive. Attendance is not mandatory but highly encouraged. Project Schedule Planned completion of the Project is May 2019. Design Process The selected firm will work through the North Carolina State University Division of the Office of the University Architect with a building committee that includes user representatives. The process will include normal involvement of the State Construction Office. Critical Selection Factors Interested firms can participate in the process by submitting a current SF 330 form and addressing the following in a written proposal. Please note that only one copy of the proposal is requested. Most of the criteria listed below can be accommodated in sections A-G of the 330 form. Section H can be used for any additional information. The total submittal, including letter of interest, is limited to 26 sheets of paper. Both sides of the sheet may be used for a total of 52 pages. Firms are requested to assure receipt of proposals at address listed below by 5:00 PM on December 7, 2017. Experience and expertise with similar projects. Past performance on similar projects. Experience with campus design projects Adequate staff and proposed consultant team – qualifications and examples of previous collaborations. Historically Underutilized Business representation in proposed consultant team Current workload and State projects awarded. Proposed design approach or methodology. Recent experience with project cost estimates and schedule adherence. Construction administration capabilities.
Employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity, other Beyond employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity, other Bosnia and Herzegovina Institution of Human Rights Ombudsman Website: Employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity, other Beyond employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity, other Bulgaria Commission for Protection against Discrimination Website: Employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity Beyond employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity Croatia Office of the Ombudsman Website: Ombudsperson for Gender Equality Website: Ombudswoman for Persons with Disabilities Website: Employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity, other Beyond employment: gender, race & ethnic origin, age, disability, sexual orientation, religion & belief, gender identity, other Cyprus Office of the Commissioner for Administration and Human Rights (Ombudsman) Website:
VCE VET EQUINE STUDIES – 2018 Assessment Plan Template: Equine Studies 22246VIC CERTIFICATE II IN EQUINE STUDIES Student Number: Assigned to: VASS data entry no: Work Perf. (1st) Work Perf. (2nd) Work Project (1st) Work Project (2nd) Product (1st) Product (2nd) Portfolio (1st) Portfolio (2nd) 01 02 03 04 05 06 07 08 VU21402 Implement horse health and welfare practices 60 VU21403 Implement and monitor a horse feeding program 40 VU21404 Relate equine form and function 50 VU21406 Equine physiology 50 Allocation of nominal hours: Assessment Plan Sample 1: Equine Studies 22246VIC CERTIFICATE II IN EQUINE STUDIES Student Number: 1 2 3 4 5 6 7 8 9 Assigned to: Work Project (1st) Portfolio (1st) Portfolio (2nd) VASS data entry no: 03 07 08 VU21402 Implement horse health/welfare practices 60 VU21403 Implement and monitor a horse feeding program 40
Sept. 22, 2016 Equinox Meditation Jacklyn Johnston’s You Awakening The Influx of the Unfathomable Patterns of Perfection for the New Earth by Patricia Cota-Robles www.eraofpeace.org The Portal of God’s First CAUSE of Perfection above Alaska was open to full breadth on August 17, 2016, the 29th Anniversary of Harmonic Convergence. Once the Portal of God’s First CAUSE of Perfection was fully opened NEW and previously unknown Patterns of Perfection from the Causal Body of God instantaneously flooded into the Mental and Emotional Strata of Beloved Mother Earth. These patterns, which the Company of Heaven said were previously unfathomable to the finite minds of even the most Awakened Lightworkers, are now filtering into the Mental and Emotional Bodies of every person on Earth. This is occurring through the Divinity of each person’s newly Healed Heart and Heart Chakra. Now the I AM Presence of every person is encoding the Infinite Patterns of God’s First CAUSE of Perfection onto our DNA structures which, in wondrous ways, will greatly accelerate Humanity’s ability to Transcend our self-inflicted challenges and miscreations. The Company of Heaven revealed that as the NEW patterns filter into our conscious minds through our Mental and Emotional Bodies, they will assist Humanity en masse to move forward in the Light more effectively than anything Lightworkers have ever experienced. Within the full dominion of each person’s I AM Presence, day by day, these new patterns will reveal themselves to Humanity through our intuitive thoughts, our compassionate feelings, our meditations and our dreams. As we ACCEPT, EXPECT and KNOW that these patterns are now tangibly available to ALL of us, we will tap into them and receive the inspired ideas, brilliant innovations, amazing creations and Life-transforming ways of manifesting Heaven on Earth that they contain.
Materials Needed or slides 173–189 of the * * or a computer or tablet with the electronic version of the rubric (At least one person per table should record their group’s findings electronically.) *Introduced in a previous module. Introduction to Module 9 Slide 173 Slide 174 Talking Points In this module, we’ll be looking at Category III: Monitoring NGSS Student Progress. By the conclusion of this module, you should be able to use the EQuIP Rubric to determine whether a lesson or unit includes a variety of assessments that align to three-dimensional learning and provides multiple opportunities to elicit observable, unbiased evidence of student understanding through performance. Slide 175 Talking Points Now, locate Category III on page twelve of your rubric document. Category III: Monitoring NGSS Student Progress focuses on examining lessons and units to determine whether they include the kinds of assessments necessary to assess student mastery of the NGSS accurately. Take a few minutes to read through Category III. [Note to facilitator: Allow three to five minutes.] Slide 176
Talking Points The four criteria at the top of Category III focus on monitoring student NGSS progress in a lesson or unit. We’ve focused extensively on direct, observable evidence of three-dimensional learning; but before we can examine lessons or units to look for evidence of embedded formative assessments, we need to determine just what that looks like. Formative Assessment Slide 177 Talking Points According to a paper initiated by the Council of Chief State School Officers (CCSSO) in 2008 entitled, “Formative Assessment: Examples of Practice,” formative assessment is: A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Dylan Wiliam, who you may recall co-authored “Inside the Black Box,” the groundbreaking research report on the impact of formative assessment on student learning, says this about formative assessment in his 2011 book, “Embedded Formative Assessment”: “An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.” (43) Slide 178 Facilitator Notes This video can be found at Talking Points This video highlights category 3 of the EQuIP rubric: Monitoring student progress. Let’s watch this video to better understand how we may approach looking for direct observable evidence of 3D student learning in a lesson.
Equipment Log - sheet # (for organisations with multiple items to track each session/trip) Date Instructor sign out (initial) Item and ID 60m rope red Number in set: N/A Total logged hrs/use from previous log: 3 lead falls, 10 top ropes climbs, 8 lead climbs Item and ID Harness set Y Number in set: 5 Total logged hrs/use from previous log: 46 Item and ID Number in set: Total logged hrs/use from previous log: Item and ID Number in set: Total logged hrs/use from previous log: Item and ID Number in set: Total logged hrs/use from previous log: Item and ID Number in set: Total logged hrs/use from previous log: Item and ID Number in set: Total logged hrs/use from previous log: Item and ID Number in set: Total logged hrs/use from previous log: Instructor sign in (initial) D Defects/ maintenance required, action taken and by whom If item is retired update the Equipment Register Hours or other type of use 25.7.12 GR 10 top rope climbs no falls 5 hours GR none Total logged hours/use:
rating. Reviewers should use the evidence of quality across categories to guide the final rating. In other words, the rating could differ from the total score recommendations if the reviewer has evidence to support this variation. most criteria across Categories I, II, & III of the rubric. (total score ~8–9) E/I: Example of high quality NGSS design if Improved—Adequate design for the NGSS, but would benefit from some improvement in one or more categories; most criteria have at least adequate evidence (total score ~6–7) R: Revision needed—Partially designed for the NGSS, but needs significant revision in one or more categories (total ~3–5) N: Not ready to review—Not designed for the NGSS; does not meet criteria (total 0–2) E E/I R N Overall Summary Comments:
Monitoring 3D student performances: Elicits direct, observable evidence of three-dimensional learning; students are using practices with core ideas and crosscutting concepts to make sense of phenomena and/or to design solutions. None Inadequate Adequate Extensive Formative: Embeds formative assessment processes throughout that evaluate student learning to inform instruction. None Inadequate Adequate Extensive Scoring guidance: Includes aligned rubrics and scoring guidelines that provide guidance for interpreting student performance along the three dimensions to support teachers in (a) planning instruction and (b) providing ongoing feedback to students. None Inadequate Adequate Extensive Unbiased tasks/items: Assesses student proficiency using methods, vocabulary, representations, and examples that are accessible and unbiased for all students. None Inadequate Adequate Extensive Rating for Category III. Monitoring NGSS Student Progress—lessons After carefully weighing the evidence, reasoning, and suggestions for improvement, rate the degree to which the lesson met this category. If you are evaluating an instructional unit rather than a single lesson, continue on to evaluate criteria E–F and rate Category III overall below. Lesson Rating scale for Category III (Criteria A–D only): 3: At least adequate evidence for all criteria in the category; extensive evidence for at least one criterion 2: Some evidence for all criteria in the category and adequate evidence for at least three criteria, including A 1: Adequate evidence for at least two criteria in the category 0: Adequate evidence for no more than one criterion in the category Circle Rating 0 1 2 3 Category III: Monitoring NGSS Student Progress (additional criteria for units only) If you are evaluating a lesson, it is not necessary to evaluate criteria E–F. Please enter your rating for a lesson above (after D). Unit Criteria A unit or longer lesson designed for the NGSS will also include clear and compelling evidence of the following: Specific evidence from materials and reviewers’ reasoning Evidence of Quality? Suggestions for improvement
Opportunity to learn: Provides multiple opportunities for students to demonstrate performance of practices connected with their understanding of disciplinary core ideas and crosscutting concepts and receive feedback Students demonstrate performance in interactive simulations that allow students to work within the content, recognizing patterns, and applying engineering principles of collecting and recognizing data. Chapter 4 Students demonstrate performance in Interactive equations, interactive simulations, Test Your Knowledge in each lesson, Lesson "quiz" opportunities and Unit Problems for conceptual development Chapter 4 Students demonstrate performance in Student work opportunities provided within each lesson. Chapter 4 Students demonstrate performance in lesson investigations Chapter 4 None Inadequate Adequate Extensive Rating for Category III: Monitoring NGSS Student Progress—units After carefully weighing the evidence, reasoning, and suggestions for improvement, rate the degree to which the criteria are met across the unit. Unit Rating scale for Category III (Criteria A–F): 3: At least adequate evidence for all criteria in the category; extensive evidence for at least one criterion 2: Some evidence for all criteria in the category and adequate evidence for at least five criteria, including A 1: Adequate evidence for at least three criteria in the category 0: Adequate evidence for no more than two criteria in the category Circle Rating 0 1 2 3 Category Ratings: Transfer your team’s ratings from each category to the following chart and add the scores together for the overall score: Category ratings Total Score Category I: NGSS 3D Design Category II: NGSS Instructional Supports Category III: Monitoring NGSS Student Progress 0 1 2 3 0 1 2 3 0 1 2 3 9 Overall ratings: The score total is an approximate guide for the E: Example of high quality NGSS design—High quality design for the NGSS across all three categories of the rubric; a lesson or unit with this rating will still need adjustments Circle the overall rating below:
Category Ratings: Transfer your team’s ratings from each category to the following chart and add the scores together for the overall score: Category ratings Total Score Category I: NGSS 3D Design Category II: NGSS Instructional Supports Category III: Monitoring NGSS Student Progress 0 1 2 3 0 1 2 3 0 1 2 3 9 Overall ratings: The score total is an approximate guide for the rating. Reviewers should use the evidence of quality across categories to guide the final rating. In other words, the rating could differ from the total score recommendations if the reviewer has evidence to support this variation. E: Example of high quality NGSS design—High quality design for the NGSS across all three categories of the rubric; a lesson or unit with this rating will still need adjustments for a specific classroom, but the support is there to make this possible; exemplifies most criteria across Categories I, II, & III of the rubric. (total score ~8–9) E/I: Example of high quality NGSS design if Improved—Adequate design for the NGSS, but would benefit from some improvement in one or more categories; most criteria have at least adequate evidence (total score ~6–7) R: Revision needed—Partially designed for the NGSS, but needs significant revision in one or more categories (total ~3–5) N: Not ready to review—Not designed for the NGSS; does not meet criteria (total 0–2) Circle the overall rating below: E E/I R N Overall Summary Comments:
Code (attribute of Organization) 50 Alpha / Num Yes Specifies the unique code of the sender or the recipient organization Type (attribute of Organization) 150 Alpha / Num No Specifies the type of the sender organization. Valid content is: “CCAC” “Provider” “Vendor”. Defaults to CCAC if not specified. Name (child of Organization) 250 Alpha No The name of the sender or the recipient organization Owner Organization Name Field Length (bytes) Type Mandatory? Description OwnerOrganization (child of Organization) - Complex Yes Specifies the owner organization of the sender or the recipient Code (attribute of OwnerOrganization) 50 Alpha / Num Yes Specifies the unique code of the sender or the recipient owner organization Type (attribute of OwnerOrganization) 150 Alpha / Num No Specifies the type of the sender or the recipient owner organization. Valid content is “CCAC”, “Provider” or “Vendor”. If not provided the “CCAC” type is assumed. Name (child element of OwnerOrganization) 250 Alpha No The name of the sender or the recipient owner organization
EQUIPMENT LOCATION CHANGE/TRANSFER FORM Instructions: This form should be used to report the following: Location changes (please complete section A & C); Transfer to another Department (please complete section B & C). After the proper signatures have been obtained, please forward the original to the Controller’s office for approval. When approved, a copy of the request will be returned to the department(s) involved. (Stolen Equipment: do not use this form – Report to Public Safety and forward information to Controller’s Office). SECTION A – Location Change CSM Tag Number Item Description Current Location Building Room New Location Building Room Responsible Department: Request relocation for the above listed items. Dept. Name: Dept. Head Name: Dept. Head Signature: Date: SECTION B – Transfer to Another Department CSM Tag Number Item Description NEW Location Building Room Remarks/Reason for Change Releasing Department: Acquiring Department: Request release of accountability for the above listed items. This department accepts accountability for the above listed items. Dept. Name: Dept. Name: Dept. Head Name: Dept. Head Name: Dept. Head Signature: Dept. Head Signature: Date: Date:
SECTION A – Location Change (continued) CSM Tag Number Item Description Current Location Building Room New Location Building Room SECTION B – Transfer to Another Department (continued) CSM Tag Number Item Description NEW Location Building Room Remarks/Reason for Change SECTION C – Submitter Information Controller’s Office Name: Extension: Changes in accountability and/or location listed above are approved: Date: _________ Controller’s Office:______________________________ (Authorized Signature) Email: Office Location:
Equipment Log Item and identification 60m dynamic rope – with red tag Item and identification Date and staff sign out (initial) Logged hours or other key use indicator Defects/maintenance required and action taken Date and staff sign-in (initial) Date and staff sign-out (initial) Logged hours or other key use indicator Defects/maintenance required and action taken Date and staff sign-in (initial) 25.7.12 GR 8 single pitch climbs nil 26.7.12 GR 28.7.12 DF 6 single pitch , 2 significant falls nil 28.7.12 DF Total use summary Single pitch climbs: 14 Significant falls: 2 Total use summary Retirement point 2015 or ‘x’ # significant falls Retirement point If item is retired update the Equipment Register Ensure there is a system when transferring logged hours to the next log sheet e.g: New log sheet started by :_________________________ Manager/senior staff member checked:_______________________________ Date: ___________
Note: All icons in the DATA-MAXX V7 will display the description when your cursor is placed on them. Add Company Icon – Use this icon bottom left, first icon, to add additional companies. Delete Company Icon – Use this icon bottom left, middle icon, to delete the current company. LEVEL TRACKING Level tracking contains the setups for departments, divisions, jobs, phases and cost codes. DEPARTMENT CODE SETUP In an equipment configuration, the Department is typically used to define your warehouses or locations as they correspond to warehouses or locations in your accounting system. Also, you will want to default the location in the PDA Level 2 field if the PDA is going to be used at only one location. See the PDA User Guide for complete details on defaulting the Location (Level 2 Department field) so all transactions from that PDA are marked with the appropriate location. You can also set up multiple Departments (locations) in this section and then choose the appropriate location on the PDA.
Client Details (DES Internal Use only) ESIS ID: Phone Date of Birth Last Name First Name Preferred Name Gender M F Non-binary Email Usual Address Suburb Postcode Pension No (if req) Weight (KG) <40 >40 >90 >110 >120 >150 >170 >190 >210 Alternate Contact (if applicable) Guardian Other Preferred contact Y N Name Relationship Phone Email Prescriber Details Name Date Hospital / Agency Profession Email Fax Phone Provider No.(if req.) Equipment Request Details Delivery (Address if not as above / contact person / phone / special needs) Contact assessor before delivery Instructions (Special needs; Installation heights, location etc) Safety Instructions (Precautions/alerts for DES staff only to see) Nil Alerts Alerts (provide details) Delivery Timeframe Standard Urgent (additional cost) Preferred Delivery Time AM PM Any Quantity Is this a item Can a substitute item be offered Item no. Equipment Description Billing Information (person or agency responsible to complete) Private Hire Agency I have been made aware of the delivery charge (unless collected from DES directly) I have been made aware of the weekly private hire fees (which are billed monthly) I take responsibility for payments Name _____________________ Relationship to Client _____________ Billing Address __________________________________________Direct Phone _____________ Signature _____________________ Date _______
Submit for Approval / Supply For existing Disability SA clients ASSIST therapists Submit to All other therapists Submit to All other clients Submit to ASSIST Use Only File no. Approved prescriber (if not as above) Name Signed Date ELC Name Signed Date Delegate Name Signed Date DES Internal Use Only Confirmed funding Stream DSA APER ACC GF Customised Mobility CoS > 65s Delegate Name Signed Date
SHAKER HEIGHTS CITY SCHOOL DISTRICT Shaker Heights, Ohio EQUIPMENT REQUEST AND TRANSFER EQUIPMENT REQUESTS School Date of Request Organization Name of Person Placing Request Activity Location Activity Start Date Activity End Date Activity Start Time Activity End Time Equipment Delivery Date Equipment Delivery Time Equipment Pick Up Date Equipment Pick Up Time EQUIPMENT AVAILABLE QUANTITY DESIRED Choir Risers Coat Racks Coffee Urns Folding Metal Chairs Folding Tables – 6 foot Garbage Cans Platforms 4x12 – 8” Platforms 4x12 – 16” Platforms 4x12 – 24” Art Display Boards 4’x3’ (Order the number of sections needed. Two sections fit on top of each other between two poles.) EQUIPMENT OR SUPPLIES TO BE TRANSFERRED FROM BUILDNG TO BUILDING From Building To Building Where to be picked up in building? Where to be delivered in building? Number of boxes or packages; description of item/items Date items are to be transferred This request must be sent to the District warehouse at least ten (10) days prior to the time equipment or transfer of equipment is needed. Permission to use equipment shall be determined by equipment availability and previous requests. The District warehouse shall resolve time conflicts for use of equipment. Signature of person requesting equipment or transfer Name and address (if outside group) Approved by (signature of building principal/administrator) Please complete this form; forward copy with original signatures to Warehouse Secretary and retain one copy for your files. revised 4/05
Kinesis Freestyle Split Pivot Tether Keyboard KB800PB-US $93.18 CDW Government Inc. Kinesis Low Force Numeric AC800HPB-US BLK $39.00 Office Relief Wrist Support Item # Est. Price Vendor Goldtouch Gel Filled SlimLine Wrist Rest For use with thinner full-sized and mini keyboard (Macs GT8-0017 $20.85 Office Relief Fellowes Blue Crystal Gel Wrist Rest 481394 $11.94 CDW Government Inc. Goldtouch Black Gel Filled Palm Supports GT7-0017 $20.85 Office Relief 3M Gel-filled keyboard palm rest (Blk, L-19”X W-2.75 X H-.75) E6WR310LE $13.85 Office Max Wrist Rest for Apple Mac Mini and iMac Wireless Keyboard (Graphite color) B005AJC6I0 $8.97 Amazon Grifiti Slim Wrist Pad 17 with Black Nylon Surface and Neoprene Base Wrist Rest B00AJD16T2 $9.98 Amazon Mouse Item # Est. Price Vendor Humanscale Mouse Mate Palm Support (MM10) 2324830 $9.37 CDW Government Inc. Kensington Orbit Optical Trackball with Scroll Ring (Black/Charcoal, USB) S972337 $31.36 Office Max
Logitech Performance Mouse MX 1836226 $91.46 CDW Government Inc. Hippus BlueRay Handshoe Mouse (Wired) S2WB M2WB L2WB $107.10 Office Relief Hippus BlueRay Handshoe Mouse (Wireless) S2UB M2UB L2UB $122.55 Office Relief Contour Design RollerMouse Free2 RM-FREE-2-BLK $215.96 Office Relief Footstool Item # Est. Price Vendor Kensington SoleMate Comfort Footrest with SmartFit System 56144 $66.36 Office Relief Rubbermaid Height Adjustable Tilting Footrest 04653 $46.57 Office Relief WorkRite Height & Angle FootRester 215-WORK $100.80 Office Relief Portable Footrest NC73675 $25.95 Office Relief Keyboard Tray Item # Est. Price Vendor Workrite Banana-Board System 2128-22 $246.95 One Workplace 5G Big Board Keyboard Tray System: Gel Palm Supports: 19” 5G-500-G-22 $187.32 One Workplace Monitor Arm Item # Est. Price Vendor
Ergotron LX LCD Monitor Arm 45-241-026 $109.10 Office Max Lighting Item # Est. Price Vendor SpaceCo Wave LED Light WL01DB-PLT (platinum) or BLK (black) $216.00 Office Relief ESI Omega Pixie LED Task Light PIXIE $83.57 Office Relief Height Adjustable Standing Options & Accessories Item # Est. Price Vendor Ergotron WorkFit-S, Single LCD Sit-Stand Workstation with 27” keyboard tray platform and work platform bundle C933-350-200 $441.78 Office Max Ergotron WorkFit-S, Dual LCD Sit-Stand Workstation with 27” keyboard tray platform and work platform bundle C933-349-200 $431.82 Office Max Ergotron WorkFit-S, Single HD Sit-Stand Workstation with 27” keyboard tray platform and work platform bundle. C933-351-200 $441.78 Office Max LED MD179ZM/A 39.99 Amazon Ergotron WorkFit-S, Single LD Sit-Stand Workstation 33-342-200 $389 Office Relief Ergotron WorkFit-S, Dual LD Workstation 33-341-200 $424 Office Relief Work Platform for Ergotron Workfit-S 97-581-019 $114 Office Relief
Application for Voting Equipment Grant In accordance with the requirements of Minnesota Statutes section 206.95 Minnesota Secretary of State Steve Simon Contents A. General Instructions – Page 1 B. Contact Information – Page 2 C. Existing Equipment Information - Page 3 D. Proposed Equipment Information – Page 4 E. Funding Information – Page 5 F. Certification – Page 6 Section A. General Instructions The Office of the Minnesota Secretary of State (OSS) is currently soliciting applications from jurisdictions for grants to purchase voting equipment. $7,000,000 has been appropriated to the Voting Equipment Grant Account. Grants of up to $5,000 per precinct may be made to purchase any combination of optical scan counters (OS), assistive voting devices (AVD), or electronic rosters until the appropriation is exhausted. If the grant requests exceed the appropriation available, the secretary of state will prorate the grant amounts to each eligible jurisdiction to match the amount available. Jurisdictions must agree to provide a local match at least equal to the amount of the grant received that is used for optical scan or assistive voting devices (i.e. at least 50% of total cost), and at least equal to one-fourth the amount of the grant received that is used for electronic rosters (i.e. at least 25% of total cost). Applications must be received by 4 p.m. December 15, 2017. Funds are expected to be awarded by Jan. 31, 2018 and funds must be used by August 31, 2019. Awarded funds not used must be returned to the Minnesota Office of the Secretary of State by August 31, 2019. In order to apply for these funds, jurisdictions must answer all questions fully and completely on this application. All county applications must include a resolution from the county board of commissioners approving the application for these funds. All municipality or school district applications must include a resolution from the city council, town board or school district board approving the application for these funds; and must include a letter from the county auditor(s) agreeing to assist the municipality/school district in use of the equipment. Section B. Contact Information