zilongwang/ReadingBank huggingface dataset:
Daily Schedule 3rd Grade Math Block 7:35-9:30 Recess 9:30-9:55 Restroom Literacy Block 10:00-11:20 Lunch 11:20-11:45 Restroom Simple Solution/6 min. Solutions. 11:50-12:00 Enhancements 12:00-1:00 Literacy Cont. 1:00-1:30 Science/SS 1:30-2:10 Pack Up/Dismissal 2:10-2:15 Enhancements Day 1: Music Day 2: PE Day 3: Media Day 4: Computers (Sci. Lab 10:00-10:45) Day 5: PE Day 6: Art We will rotate through five different enhancements during a six day rotation. Please note that we will not have outdoor recess on our PE days. All other days-weather permitting, we will go outside for recess. Please send your child with a jacket on cooler days and make sure your child is in appropriate footwear. Your child may be asked to not participate in an activity for their safety, if they are not in proper footwear.
2017-2018 An affirmation of Abney Elementary Faculty and Staff Policies and Procedures Attached is the 2017-2018 Abney Elementary Parent and Student handbook. Please read and review the handbook carefully with your child. Sign and return this page indicating you and your child understand the policies and procedures included in this handbook. I have read and understand all of the policies and procedures for parents and students at Elementary. Student Name: (Print) _____________________________________________ Student Signature: (sign) ______________________________________________ Parent/ Guardian Name: (print) _________________________________________ Parent/ Guardian Signature: (sign) _________________________________________ Date: ____________________________________________________ This must be signed and returned to the school, as an affirmation that you have read and understand all policies and procedures for 2017-2018. 2017-2018
class or school begins, as determined by the district. For excessive tardies, a referral to Division of Family Services may be warranted. Technology Misconduct A. Attempting, regardless of success, to: gain unauthorized access to a technology system or information; use district technology to connect to systems in evasion of the physical limitations of the remote system; copy district files without authorization; interfere with the ability of others to utilize district technology; secure a higher level of privilege without authorization; introduce computer viruses, hacking tools, or other disruptive/destructive programs onto or using district technology; or evade or disable a filtering /blocking device. B. displaying or turning on pagers, phones, personal digital assistants, personal laptops or any other electronic communication devices during the regular school day, including instructional class time, class change time, breakfast or lunch. C. Violations of Board policy EHB and procedure EHB-AP other than those listed in A or B above. D. Use of or visual recording equipment in violation of Board policy KKB. 1. Principal/Student conference 2. Restitution 3. Loss of privileges 4. ASD 5. ISS 1. Principal/Student conference 2. Confiscation 3. ASD 4. ISS 1. Principal/Student conference 2. Restitution 3. ASD 4. ISS 1. Principal/Student conference 2. Confiscation 3. ASD 4. ISS 1. Principal/Student/Parent conference 2. Restitution 3. Loss of privileges 4. 1-180 days OSS 5. Refer to Supt for possible Expulsion 1. Principal/Student/Parent conference 2. Confiscation 3. ASD 4. ISS 5. 1-180 days of OSS 6. to Supt for possible Expulsion 1. Principal/Student/Parent conference 2. Restitution 3. Loss of privileges 4. 1-180 days of OSS 5. Refer to Supt for possible expulsion 1. Principal/Student/Parent conference 2. Confiscation 3. ASD 4. ISS 5. 1-10 days OSS BEHAVIOR/OFFENSE TEACHER RESPONSIBILITY PRINCIPAL REFERRAL 1ST OFFENSE PRINCIPAL REFERRAL SUBSEQUENT OFFENSE – Theft, attempted theft or knowing possession of stolen property. Principal/Student conference Restitution or Return of ASD ISS 1-180 days OSS Parent/ Principal/Student conference. Restitution or Return of 1-180 days OSS Refer to Supt./Expulsion
My child currently attends School in . My child is experiencing significant learning problems in school and I am, therefore, requesting that a complete Multidisciplinary Evaluation be done to determine whether my child qualifies for special education according to Federal and State statutes (IDEA 2004 and Chapter 14). Please send me the written notice of parental consent so that the evaluation may proceed. I understand that the evaluation will be completed within 60 calendar days of your receipt of my signed consent. Thank you. Sincerely, Your Name Westmoreland County Non-Public Schools Contact List 2011-2012 School Contact/Address Telephone Aquinas Academy PreK - 8 340 N. Main Street Greensburg, PA 724-834-7940 724-836-0497 (f) Website: Armbrust Christian Academy PreK - 12 115 819 Hecla Road Armbrust, PA 15616 724-925-3830 724-925-2523 (f) website: Bible Baptist Christian Academy PreK - 12 232 Route 217 Latrobe, PA 15650 724-539-8299 Cardinal Maida Academy K - 6 315 Franklin Avenue Vandergrift, PA 724-568-3304 724-567-1900 (f) Website: Champion Christian School PreK - 12 1076 King’s Way – Campus Donegal, PA 15628 2166 Indian Head Road – South Campus Champion, PA 15622 724-593-9200 724-593-9210 (f) website: Christ the Divine Teacher PreK - 6 323 Chestnut Street Latrobe, PA 15650 724-539-1561 724-532-3873 (f) Website: Christian Fellowship Academy PreK - 8 2005 Road Jeannette, PA 15644 724-523-2358 Website: The Church Christian Academy 1 - 12 1683 Mars Hill Road Sutersville, PA 15083 724-446-4020 Website: Clelian Heights School 135 Clelian Heights 724-837-8120 ext. 42
Administration Office 555 Rial Lane Greensburg, PA 15601 Jeannette City Carmine Pontillo Central Administration Building 198 Park Street Jeannette, PA 15644-0418 724-523-2050 Kiski Area Ray Administration Office 200 Poplar Street Vandergrift, PA 15690-1491 724-845-2022 Ligonier Valley Dr. Tammy Cavanaugh Administration Office 339 West Main Street Ligonier, PA 15658-1131 724-238-5696 Monessen City Mildred Blasko Monessen Elementary Center 1275 Rostraver Street Monessen, PA 15062-2099 724-684-7862 Mount Pleasant Area Michael Picarsic Administration Office 271 State Street Mount Pleasant, PA 15666 724-547-4100 New Kensington-Arnold Shaun Sperl Administration Office 701 Stevenson Boulevard New Kensington, PA 15068 724-337-6416 Norwin Dr. Margaret F. Zimmer Administration Building 281 McMahon Drive North Huntingdon, PA 15642 724-861-3037 Penn-Trafford Gregory N. Karazsia Administration Building P.O. Box 530 Harrison City, PA 15636-0530 724-744-4496 Southmoreland Dan Clara Southmoreland Primary Center 1431 Street, P.O. Box C Alverton, PA 724-887-2026 Yough Dawn Hildenbrand Special Education Office 171 Route 31 Ruffs Dale, PA 15679 724-872-5164 Ext. 3065
Parenting Boys and Girls Introduction Knowledge and wisdom (mom’s garden) Scope of our talk today Proverbs 14:1 “The wise builds her house, but with her own hands the foolish one tears hers down” The Art of Nurturing Boys Recommended Reading “Wild Things: The Art of Nurturing Boys” – James and Thomas “Raising Cain” – Kindlon and Thomson “Dangerous Book for Boys” – Iggulden “The Way of the Wild Heart: A Map for the Masculine Journey” – Eldridge “The Good Son” “The Wonder of Boys” - Gurian Developmental Stages Boys aged 2-4 “Explorers” Active Curious Aggressive (i.e. wrestling) “"Why are some young boys more aggressive than girls? We don't know for sure. We think that boys are predisposed to higher activity levels as a result of androgens (male hormones) in utero. However, it is not, as many people believe, a result of testosterone in the blood, because before puberty, boys and girls have the same level. What we know is that boys in all cultures around the world wrestle more, mock fight more, and are drawn to themes of power and domination, but that's not the same as hurting someone, so it's not necessarily a cause for worry." Raising Cain Michael Thompson, Phd. Physical and Spatial – Aptitude for Physics, motor skills, Curiosity about how things work What “Explorers” Need Space Structure (i.e. Tuck-in time – praying, singing same song) Consistent Boundaries/Rules (i.e. “Enough”, no hitting) Praise Ways to foster imagination Boys aged 5-8 “School-aged Children”
Future Groups: From Autumn 2012 and beyond INCREDIBLE YEARS (8-14 Yrs) – 12 WEEKS – Wednesday 9.30 -11.30 Commencing 19th September to 12th December. No crèche. Park Children’s Centre, Barnes Road, Skelmersdale, Lancs. WN8 8HN Alison Hayhurst Patsy Myerscough 01772777467 POSITIVE PARENTING – 5 – TUESDAYS 9.30 – 11.30am Commencing 6th November to 4th December. Limited crèche available Park Children’s Centre, Barnes Road, Skelmersdale, Lancs. WN8 8HN Contact Park Childrens centre for more details 01695554535 POSITIVE PARENTING – 5 WEEKS – TUESDAYS 9.30 – 11.30am Commencing 5th February to 5th March 2013. Limited crèche available Park Children’s Centre, Barnes Road, Skelmersdale, Lancs. WN8 8HN Contact Park Childrens centre for more details 01695554535 POSITIVE PARENTING – 5 WEEKS – WEDNESDAYS 9.30 – 11.30am Commencing 7th November to 5th December. Limited crèche available The Grove Childrens Centre, Station Approach, Burscough, L20 0RZ Contact The Grove Childrens Centre for more information 896424 POSITIVE PARENTING – 5 WEEKS – WEDNESDAYS 9.30 – 11.30am Commencing 6th February to 6th 2013. Limited crèche available The Childrens Centre, Station Approach, Burscough, L20 0RZ Contact The Grove Childrens Centre for more information 896424 Note Information correct at time of publication: 28.03.2012. Please notify The Parenting Team in the event of any errors or changes to the information provided in this matrix. Thanks. The Parenting Team, Lancashire Care Foundation NHS Trust Tel: 01772777467 E-mail:
Practical Parenting Drop-in Sessions Tuesday 14th June – Positive Play Tuesday 21st June – Fussy Eaters (with school nurse) Tuesday 28th June – Using praise & rewards Tuesday 5th July – Effective Routines Tuesday 12th July – nutrition and Healthy (with school Just come along! To be held in the EYFS staffroom on Tuesday mornings 9:15 – 10:30am
Working on a forgiveness process with the father for hurts of the past will decrease emotional pain in your life that you may not even realize is the result of hurts from your youth. If you did not have a close relationship with your mother, please consider that your spouse’s love cannot resolve the resulting pain of loneliness/sadness, anxiety, insecurity and anger. Working on a forgiveness process with your mother will decrease slowly this emotional pain, which may emerge periodically in your marriage. This forgiveness process will need to continue over many years in most spouses to resolve the degree of buried resentment. The process does not occur quickly and requires habits of humility, fortitude and patience. father family of origin “wounds” are the most common, the mother wounds are more difficult to resolve because the secure attachment to the mother is more essential to a child’s ability to feel safe in life and, subsequently, to give and to receive love, trust and praise. Sibling and Peer Conflicts Some spouses bring into their marriages major weaknesses in confidence, trust and anger because of a lack of acceptance, love and affirmation in sibling or peer relationships, including previous loving relationships. Rejections by those of the same or opposite sex in youth or adolescence can result in significant emotional wounds that need to be healed in order to have a healthy vocation. Forgiveness of offenders and gratitude from gifts are essential in the resolution of such psychological conflicts. The Work Process Many spouses are genuinely surprised to discover buried parental conflicts of selfishness, control, anger or mistrust buried within themselves that they misdirect at the person they love the most. Gratitude for parental gifts is important in building confidence and hope. Again, forgiveness for the parental weaknesses is vital in breaking the negative legacies that cascade down generations in marriages and families.
Our child(ren) is looked after by (state relationship) Our will be looked after by [State relationship] OUR CHILD(REN) ARE IN SCHOOL Morning session Afternoon session (state relationship) sends our child(ren) to school. relationship) fetches our child(ren) from school. (state relationship) cares for our child(ren) before / after school. relationship) supervises our child(ren) in his/her studies. (state relationship) attends our child(ren)’s meeting. Morning session Afternoon session (state relationship) will send our child(ren) to school. relationship) will fetch our child(ren) from school. (state relationship) will care for our child(ren) before / after school. (state relationship) supervises our child(ren) in his/her studies. (state relationship) will attend our child(ren)’s Parents-Teachers meeting.
Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting cycle Parenting assessment and skills development (PASDS) Integrated Reports and Information System (IRIS) PASDS module Monthly Key documents Mandatory <https://dhhs.vic.gov.au/supporting-parents-supporting-children-victorian-early-parenting-strategy> <http://www.cpmanual.vic.gov.au/our-approach/best-interests-case-practice-model> To receive this publication in an accessible format, email <sacomms@dhhs.vic.gov.au> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, 1 July 2018. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISSN 2207-8347 (online) Available on the department’s <http://providers.dhhs.vic.gov.au/human-services-activity-search>
Cesarean Section Childbirth Newborns The Month APGAR Scoring for Newborns How to Cope with Postpartum Depression Circumcision Umbilical Cord Blood Banking Got Questions, Dr. Greene has the Answers Guided Tour of Baby from Head to Toe Sudden Infant Death Syndrome Teething Tots Young Explorers Women, Infants and Children (WIC) PreciousLittleOne NNCC Child Development Database Brain Development
Parenting Around the World Rubric Your responses for each country will be evaluated based on the following criteria: Expectation Level Four 10 9 8 Level Three 7.5 7 6.5 Level Two 6 5.5 5 Level One 4 3 2 1 0 Knowledge and Understanding Lists 4 to 5 clear, accurate points about parenting practices common to the country. expertly satisfactorily vaguely ineffectively Thinking and Inquiry Selects information that is unique, surprising, or significantly different than expected. expertly satisfactorily vaguely ineffectively Application Summarizes the information presented on the blog, his or her own words to restate the points. expertly satisfactorily vaguely ineffectively Communication Organizes the information in an effective, easy-to-read manner that is free of spelling and grammatical errors. expertly satisfactorily vaguely ineffectively Norway K/U ____ T/I _____ APP _____ COMM _____ Democratic Republic of K/U ____ T/I _____ APP _____ COMM Abu Dhabi K/U ____ T/I _____ APP _____ COMM Japan K/U ____ T/I _____ APP _____ COMM _____ Mexico K/U ____ T/I _____ APP COMM _____ India K/U ____ T/I _____ APP _____ COMM _____ Australia K/U ____ T/I _____ APP _____ COMM _____ Northern Ireland K/U ____ T/I _____ APP _____ COMM _____ Chile K/U ____ T/I _____ APP _____ COMM _____ Final Grade: _______%
First Semester: *Summer reading choice of Catch 22 by Joseph Heller and Punishment by Fyodor Dostoevsky Tess of the D’Urbervilles by Thomas Hardy Wuthering Heights by Emily Bronte REQUIRED: Brave New World by Aldous Huxley Frankenstein by Mary Shelley Hamlet by William Shakespeare Second Semester: The Metamorphosis by Kafka The Stranger by Albert Camus Heart of Darkness by Joseph Conrad The Inferno by Dante Alighieri A Thousand Splendid Suns by Khaled Hosseini Other approved titles that may be used for whole class reading or for choice readings: The Death of Ivan Illych by Leo Tolstoy Death of a Salesman by Arthur Miller The Importance of Being Earnest by Oscar Wilde King Lear by William Shakespeare Long Day’s Journey Into Night by Eugene O’Neill Madame Bovary by Gustave Flaubert One Flew Over the Cuckoo’s Nest by Ken Kesey Pride and Prejudice by Jane Austen Saint Joan by George Bernard Shaw Beloved by Toni Morrison Students may be asked to select a book from a list of at least ten titles for an independent reading assignment. Please sign below indicating your receipt of this letter. Your daughter/son should return the signed portion to me within one week. I have received and read the letter concerning English Language Arts materials--AP English Literature ___________________________________________ Student’s Name (printed) ___________________________________________ Student’s Signature ___________________________________________ Parent’s Signature ___________________________________________ Date
Mi Escuelita Director: Claudia Ladino Assitant Director: María Antonia García Cruz Teachers: Estrellitas: Ángela Montoya – Martina San Ellias Solecitos: Cristina Rodríguez- Blanca Maradiaga Lunitas: Julia Suarez-Maria Jaime Ledesma Cometas: Antonia García Cruz Address: 405 B Smith Level Road Chapel Hill, NC 27516 Mailing Address: PO Box 579 Carrboro NC, 27510 (Tel)&(Fax) 919-969-7949 (Director’s Cell for Emergency) 919-923 5991 E-mail: miescuelitanc@gmail.com Webpage www.miescuelitanc.us Tax ID 56-2124159 PARENT’S SIGNATURE PAGE I have read Mi Escuelita’s Parent’s Manual and agree to adhere to the policies in it. If I have any questions or concerns, I agree to raise them promptly with Mi Escuelita’s director. Parent Signature:___________________________ Date:______________________________________ Date of Enrollment ___________________________________
Once you complete the initial registration process you will receive an email with your temporary password and link to access the Parent​ Portal.​ When you are logged in, you will see a screen similar to this with your Student​ and Guardian​ information. If you made any mistakes in the registration process you can ​ Edit​ here.​ To select classes click on Student​ and then press ​ Select Classes​ the following window will pop up:​ When you close above screen the following page will appear. Select​ Season and then check mark on your select Class​ or Classes.​ Utilize​ the search options at the top of the page to find the class or classes you are looking for. Searches are available by Class​ Name and​ Class Type.​ you find the class or classes click the check box on the right. Enter your Enrollment Date​ on the bottom and ​ Click Register​ .​ After selecting Classes​ your school may require payment to be made in order to secure your registration in class. If your school requires payment, an Invoice will be generated that you can pay for at this time. To make a payment click on Pay Full​ :​ When you click on Pay Full​ . You have 2 choices for payment. First option is ​ Pay With Checking Account​ :​ Second option is Pay With Credit Card​ :​ To save your payment information for future “Auto Pay” by the school or future payments to be made by the school click on “Save Payment Detail for Auto Pay”. You can save by Family Account You can also save by Card Family Account
Parents Programme (KS2, KS3 and KS4) When? Who? Autumn term Makaton SALT team Autumn term Understanding Autism SALT and EP 22/9/15 9.30am-12.30pm (and then two weeks) Parent support group Barbara Reissner (Parent Support Advisor) and Sharon Blair (Parent Governor) 23/9/15 10am-12pm Teen Troubles Barbara Reissner (Parent Support Advisor) and CAMHS 2/10/25 10.30 – 12.30 Parent Creative class Francesca Bernardi (Art Teacher) 8/10/15 12pm – 2pm ESOL assessment session Hackney Learning Trust 9/10/25 10.30 – 12.30 Parent Creative Francesca Bernardi (Art Teacher) 16/10/25 10.30 – 12.30 Parent Creative Francesca Bernardi (Art Teacher) 13/11/15, 20/11/15, 27/11/15, 4/12/15 9.45-11.30am Craft Class (to be confirmed) Mary Ward Centre Family Learning 10/12/15 10.45-12pm Caring and support Barbara Reissner (Parent Support Advisor) And Contact a Family Week beginning 18/1/16 Sleeping Barbara Reissner (Parent Support Advisor) Despina Spanou (EYFS&KS1 leader)
The School uses all means of communication with the parents, including Parents On-Line, Facebook, School Website. Parents are continuously informed using all the means of social communication. Ask parents to like facebook page. Fortnightly /Monthly June 2018 Parents On-line: Mr Ian Grech Facebook: Mr Jeffrey Camilleri, Ms Maria Buttigieg, Ms Ramona Mercieca Website: Mr Jeffrey Camilleri Assistant of various years Mr Lino Xerri (Parents On-Line) Head of School Head of School
JH Girls Discus Mont JH-SSA-Southside Opening Height Boys High Jump (4-8) Follows Long Jump: JH Girls and JH Boys Triple Jump Fontainebleau JH-Ponch JH 2015 CHS-TA JH and Field Invitational Running Events Schedule 4:00 PM 3200 Meters 4:40 PM 3200 Meter Relay 5:15 PM 800 Meter Relay 1600 Meters 100 Meter Hurdles (JH Girls 30”) 100 Meter Hurdles (JH Boys 33”) 100 Meters 800 Meters 400 Meter Relay 400 Meters 300 Meter Hurdles(30” Girls/Boys) 200 Meters 1600 Meter Relay UPDATED 2/24/15 GIRLS: F Ann Marie Alessi 100m dash NM 4x100m relay A F Johun Bagent 200m dash NM discus throw NM shot put NM F Kristen Baham discus throw NM F Brea Beauchamp 4x200m relay A F Kaitlyn Conway 800m run NM 4x400m relay A BOYS: M Julian Bonnell 100m dash NM 4x100m relay A M Reggie Burris 100m dash NM long jump NM 4x100m relay A M Ian Chavin 3200m run NM M Brayden Cornette 4x800m relay A M Isaiah Courville 1600m run NM
F Hannah Cummings 400m dash NM 4x400m relay A F Kaitlyn Doyle 400m dash NM 4x200m relay A F Eann Fruge 100m dash NM F Gabbi Gioia 200m dash NM 100m hurdles NM high jump NM F Shani Griffin 100m dash NM long jump NM F Ashley Gros 200m dash NM F Savannah Hetler discus throw NM shot put NM F Madeline Lacombe discus throw NM F Ellie Latiolais 400m dash NM 4x100m relay A 4x200m relay A F Sarah McField 100m dash NM 4x100m relay A F Alyssa Moore 200m dash NM F Donjanai Navaare 4x200m relay A 4x200m relay A 4x400m relay A M Delacruz triple jump NM 4x400m relay A M Jeremiah Driver 100m dash NM long jump NM 4x100m relay A M Merrill Faciane 800m run NM 4x400m relay A M Austin Firmin discus throw NM 4x100m relay A M Nelson Garcia 110m hurdles NM 300m hurdles NM high jump NM M Seth Gourdon 200m dash NM 4x200m relay A M Seth Hardesty 400m dash NM M Kamon Henry 1600m run NM 4x100m relay A M Matthew Hicks shot put NM M Jonah Jacob 4x200m relay A 4x400m relay A
e.g. reading, writing, maths, engagement in activities Communication e.g. understanding language, using language, social skills, attention and concentration Friendship and relationships e.g. how they get along with other children Health e.g. medical diagnoses which affect their learning and progress Social care e.g. Social Care involvement such as Social Worker, Family Support Worker Developing independence e.g. self-help, personal care, keeping themselves safe
Defiance (1 -4) Serious and continued Bullying (1 – 4) Fighting (1 – 4) Threatening or abusive behaviour (2 – 4)) Violence or assault (2 - 4) Using drugs or alcohol (3 - 4) Sexually inappropriate behavior (2-4) Bringing weapons to the academy (4) Supplying drugs (4) unavailable . However, the response will be one of the following, once investigation is complete. Relocation to LSU Day in LSU +2 hour detention Fixed term Exclusion Permanent exclusion or managed move What happens if a pupil accumulates demerits for poor behaviour? Number of accumulated demerits Action taken By whom? 20 demerits Saturday detention, phone call Form tutor 40 demerits Saturday detention, parental meeting and agree targets for daily report Form Tutor 60 demerits Saturday detention and meeting to sign a behavior contract Head of Year 80 demerits Saturday detention and meeting with parents to set up a PSP Head of Year 100 demerits Saturday detention and parental Meeting to agree action plan Vice Principal Pupils 120 demerits 3 day fixed term exclusion meeting with Principal Principal 140 demerits 15 day exclusion and parental meeting with governors Governors 160 demerits Permanent exclusion, managed move or alternative placements Principal and Governors
KENT COUNTY COUNCIL SAFEGUARDING UNIT CHILDREN’S LADO REFERRAL FORM – for Parents/Carers Date referred to LADO Section A – only complete form if you can answer ‘Yes’ to Q1 and at least one of the other 3 questions Does this person work in the children’s workforce in Kent [not Bromley, Bexleyheath or Medway (Strood, Rochester, Chatham, Gillingham & Rainham)] Has this person: Behaved in a way that has harmed your child or may have harmed your child? Possibly committed an offence against or related to your child Behaved towards your child or children in a way that indicates that he or she would pose a risk of harm to children if they work regularly or closely with them? Section B – Information about you Your name Address Telephone Number Email address: Section C – Information about your Child Full name Date of Birth Gender Ethnicity Disability (if applicable) Home Address Is your child known to Children Social Care? If yes, please provide details Section C – Information about the Person you are referring (if more than one person involved, please complete separate forms) Full name Date of Birth (if known) Gender Ethnicity Disability (if applicable) Home Address (if known) Where does he/she work? Employer’s name and address (including Agency & Voluntary organisations) Job Title /Role Does the person have any other contact (through work/volunteering with children. Please provide details if known) Section D - DETAILS OF THE REFERRAL What is the nature of the allegation, concern or harm Has your been harmed Is this a historical allegation?
Annex A for 4NA Monday, 3 Sept 18 4A1 4A2 4A3 8 – 9.30 am Social Studies (Ms Wee Lip Hui/Mr Kelvin Tey) EL (Ms Vicky) Social Studies (Mr David Kwong) 9.30 – 10 am Recess 10 -11.30 am EL (Mr Benjamin Toh) Social Studies (Mr David Kwong/Mr Kelvin Tey) EL (Mr Edwin Goh) 11.30 – 1 pm Chinese (Band 1 – Ms Lee Cai Yun/Ms Li Kai Yuan Band 2 – Mdm Song Xue Jing) Malay (Mr Hasren) For students not taking Chinese and Malay N level papers, they can leave at 11.30 am. Note that there is no supplementary lessons for Tamil. Tuesday, 4 Sept 18 4A1 4A2 4A3 8 – 9.30 am Social Studies (Ms Wee Lip Hui/Mr Kelvin Tey) EL (Ms Vicky) Social Studies (Mrs Keh Shu Fen) 9.30 – 10 am Recess 10 -11.30 am EL (Mr Benjamin Toh) Social Studies (Mrs Keh Shu Fen /Mr Kelvin Tey) EL (Mr Edwin Goh) 11.30 – 1 pm Chinese (Band 1 – Ms Lee Cai Yun/Ms Li Kai Yuan Band 2 – Mdm Song Xue Jing) Malay (Mr Hasren) For students not taking Chinese and Malay N level papers, they can leave at 11.30 am. Note that there is no supplementary lessons for Tamil. Time-table for 4T1 Monday, 3 Sept 18 & Tuesday, 4 Sept 18 Time Lesson 8 – 9.30 am EL (Mr Ali) 9.30 – 10 am Recess 10 – 11.30 am CPA (Monday - Ms Lee & Tuesday – Mr Leslie Tan) 11.30 – 1 pm Music (Ms Esther Yong & Ms Stephanie Zhong) For students not taking Music, they can leave at 11.30 am on both days.
PARENTAL CONSENT TO SHARE INFORMATION AND SEEK ADVICE FROM OTHER PROFESSIONALS (to be completed by person with parental responsibility) Name of child / young person: D.O.B.: I agree with the decision to request an EHC Needs Assessment and understand that this will involve sharing of information about my child with professionals who will support the Local Authority in deciding whether or not to proceed with an EHC Needs Assessment. I agree that the Local Authority may proceed with an EHC Needs Assessment if this is deemed appropriate. I agree that the Local Authority may share information about my child with relevant professionals who have had involvement with my child in the past or who may be asked for advice as part of an EHC Needs Assessment, these may include: Current/Potential Future Educational Setting(s) Pupil Referral Unit Educational Psychologist Specialist Teachers Early Years/Portage Team Social Care Youth Offending Team Community Paediatrician or GP Speech and Language Therapist Occupational Therapist Physiotherapist Adult/Child and Adolescent Mental Health Services NHS (medical) Consultants Any Local Authority or NHS Service involved Signature: Date: Print Name: Relationship to child
Week 6 4th – 8th Dec Mon Year 3 Miss Kelly working with Mrs Johnston in the Art Studio this week Tues Wed Reception Nativity am. 9.30am KS1 Nativity pm. 1.45pm Thurs KS1 Nativity am. 9.30am Reception Nativity pm. 1.45pm Fri Friends Hungry Hometime on the playground school 2YO Nursery Stay & Play for new January 2018 starters, 9.30-10.30am 1.30pm Parents Art Celebration for Y3RK, in the hall and studio. Week 7 11th – 15th Dec Mon Year 6 writing with Mrs Johnston Tues KS2 Carol Service at St Johns in the afternoon. Time tbc Wed Years 3-6 school trip to Rock & Roll Panto at Leeds Civic Varieties. Matinee performance. Year 4 Mr Moore class assembly 9am. Parents invited. 8.45am parents welcome in the café before the assembly. Thurs Year 2 trip to see The Little Mermaid at Leeds Grand Theatre Fri Christingle service pm in school. 1.45-2.30pm. Christmas Holiday
Yours sincerely Rupert Griffiths St Oswald’s CE Primary School - Parents Survey Results February 2015 Agree Strongly Don’t My child is happy at this school 66 30 My child feels safe at this school 69 28 My child makes good progress at this school 60 38 My child is well looked after at this school 62 33 2 (2%) My child is taught well at this school 62 36 My child receives for their age 37 42 10 2 (2%) 4 (4%) This school makes sure its pupils are well behaved 49 45 3 (3%) 2 (2%) This school deals with bullying 24 37 7 (8%) 30 This school is well led 44 42 3 (3%) 1 (1%) 6 (6%) 1
MINISTRY OF EDUCATION Tai Tokerau TEL 09 430 4900 EMAIL Auckland TEL 09 632 9400 EMAIL Hamilton TEL 07 850 8880 EMAIL Rotorua TEL 07 349 7399 EMAIL Napier TEL 06 833 6730 EMAIL Wanganui TEL 06 349 6300 EMAIL Lower Hutt TEL 04 463 8699 EMAIL Nelson TEL 03 546 3470 Christchurch TEL 03 364 3330 EMAIL Dunedin TEL 03 471 5200 EMAIL Invercargill TEL 03 211 8000 EMAIL
Friday 21st September 2017 Dear Parents, It has been great to have all the children in together and watching them make new friends. The children have been busy learning classroom routines and getting familiar with all the new resources and activities. Area What we have learnt Ideas to support at home Topic We have been getting to know each other learning our names. We have also been looking carefully at our faces and creating self-portraits. Encourage children to talk through the names of other children in their class. Have they made any new friends? Phonics We have been learning to listen carefully to the sounds around us, identifying what they might be and whether they are loud or quiet. Listen to sounds indoors and outdoors and talk about what they are. Encourage children to listen very carefully for the less obvious, quiet sounds – for example birds singing. Literacy We have been looking at our names and using them to register ourselves every morning (we find our name and put it in a pot) We have enjoyed retelling ‘We’re Going on a Bear Hunt’ in PE we went on an actual bear hunt – splash sploshing through water and squelch squelching through mud! Enjoy stories with you child and encourage them to join in with telling them using words and actions. Mathematics We have been learning to read and order numbers 1-10. We have had fun putting numbers back into order after they had been muddled up. We have been singing ‘Let’s Count to 20’ to help us learn to count beyond 10. Encourage your child to recognise numbers around the home, e.g. numbers on clocks, shoes, books, signs. Here are some key messages for you; PE will be on Wednesdays, please ensure named PE kits are on children’s pegs. They should include – a warm top and trousers, sock and PE shoes. Children must have their own named cup (not bottle) in school to be kept by the sink and all children need a waterproof coat in school each day. If children bring a packed lunch to school they also need to bring a drink, ideally water. Please ensure that they have sufficient healthy food to keep them going through the busy afternoons! PTO
Education and Training Reform Regulations 2017 Parents’ Fact Sheet On 25 June 2017 the Education and Training Reform Regulations 2017 take effect. These Regulations replace the Education and Training Reform Regulations 2007. Parents’ clubs play an important role in the life of a school as they work in collaboration with the principal and school council to support families to engage in their children’s learning. For parents’ clubs to operate effectively, the regulations should strike a balance between the need for autonomy from the school and the need for accountability. This fact sheet provides an overview of the changes to parents’ club operations. All changes apply from 25 June 2017. Clarifying the purpose of the interim committee is to develop a constitution for the parents’ club that is consistent with the approved model constitution and to obtain the Minister’s approval for that constitution. The committee is dissolved following this process. Regulation 53. Requiring all parents’ club funds to be kept within a subprogram of the school’s official account (rather than being held in an external account). Regulation 54(3) Automatically dissolving parents’ clubs in instances of school closures or mergers. Regulation 57 (CONT.) Any parent club currently operating with an external bank account as an ‘Option B Account’) will be required to transfer all funds to the respective school’s official bank account. Affected schools will be contacted directly. If your parents’ club has any concerns, please contact your principal as soon as possible. This provision more clearly provides that the purpose of any fundraising activity should be agreed by the school council before the fundraising activity is undertaken. Regulation 58 More information about how the changes to parents’ clubs will be implemented, including the model constitution, will be communicated to schools in the near future. Further information about parents’ clubs, see: All operational questions about parents’ clubs in Victorian Government schools, should be directed to the School Operations and Governance unit at: For further information about the Education and Training Reform Regulations 2017, see:
Tier Adjusted Household Income (AHI) Services RTC / Group Home 1 $48,599 - And $0 $0 2 $48,600 - $55,599 $67 $135 3 $55,600 - $62,599 $77 $154 4 $62,600 - $69,599 $86 $174 5 $69,600 - $76,599 $96 $193 6 $76,600 - $83,599 $106 $213 7 $83,600 - $93,599 $203 $361 8 $93,600 - $103,599 $228 $405 9 $103,600 - $113,599 $252 $448 $113,600 - $123,599 $276 $491 $123,600 - $133,599 $301 $534 $133,600 - $143,599 $325 $578 $143,600 - $158,599 $454 $799 $158,600 - $173,599 $501 $882 $173,600 - $188,599 $548 $966 $188,600 - $203,599 $596 $1,049 $203,600 - $218,599 $643 $1,133 $218,600 - $233,599 $691 $1,216 $233,600 - $324,999 5% of AHI ÷ 12 10% of AHI ÷ 12 $325,000 - $374,999 8% of AHI ÷ 12 15% of AHI ÷ 12 $375,000 - and Above 10% of AHI ÷12 20% of AHI ÷ 12 New Scale Effective July 1, 2017 Monthly parental contribution amounts are provided for Tiers 1 – 18. Monthly parental contribution amounts are calculated based on the percentages and formula provided in the scale.
Tier Adjusted Household Income (AHI) Services RTC / Group Home 1 $48,599 - And Below $0 $0 2 $48,600 - $55,599 $67 $135 3 $55,600 - $62,599 $77 $154 4 $62,600 - $69,599 $86 $174 5 $69,600 - $76,599 $96 $193 6 $76,600 - $83,599 $106 $213 7 $83,600 - $93,599 $203 $361 8 $93,600 - $103,599 $228 $405 9 $103,600 - $113,599 $252 $448 $113,600 - $123,599 $276 $491 $123,600 - $133,599 $301 $534 $133,600 - $143,599 $325 $578 $143,600 - $158,599 $454 $799 $158,600 - $173,599 $501 $882 $173,600 - $188,599 $548 $966 $188,600 - $203,599 $596 $1,049 $203,600 - $218,599 $643 $1,133 $218,600 - $233,599 $691 $1,216 $233,600 - $324,999 5% of AHI ÷ 12 10% of AHI ÷ 12 $325,000 - $374,999 8% of AHI ÷ 12 15% of AHI ÷ 12 $375,000 - and Above 10% of AHI ÷12 20% of AHI ÷ 12 New Scale Effective July 1, 2017 Monthly parental contribution amounts are provided for Tiers 1 – 18. Monthly parental contribution amounts are calculated based on the percentages and formula provided in the scale.
Tip For a quick and easy access to your club’s booking page, we suggest that you create a shortcut on your phone, so that you can access the correct URL easily: On Android Go to , then, click the 3 little dots on the top right-hand side, and select ‘Add to Home Screen’ On iPhone Go to , then, click the square icon with an arrow going up at the bottom of the screen, then scroll across to ‘Add to Home Screen’, and click ‘Done’. On a computer or laptop, use the ‘Bookmark’ option.
Picture Day(s) Field Trip Chaperones Fundraisers – particularly the annual bazaar in the fall Lunchroom/Kitchen – help feed the hungry little ones! Lunch/Recess Supervision – be someone to watch over playtime! Coaches and Assistant Coaches – without you, we cannot field our teams! Book Fair – Book yourself a time to help, it happens twice a year! Store – pictures and shopping, what fun at Christmas time! Other Special Events as announced throughout the year. PTO The Parent Teacher Organization assists the students and school to enhance the children's education and school experience. Parents are encouraged to join in order to network with other parents, gain new friends, voice ideas and solutions, and just have fun. Research shows that when parents are involved in their children's education, the children are more likely to: earn better grades score higher on tests pass their classes attend school regularly have better social skills show improved behavior be more positive in their attitude toward school complete homework assignments graduate and continue their education *** THE ADMINISTRATION RESERVES THE RIGHT TO REVIEW, EDIT, AND REVISE THIS HANDBOOK, AS NEEDED, THROUGHOUT THE CURRENT SCHOOL YEAR*** St. Christopher Catholic School A ministry of Christopher Roman Catholic School
“WORKING TOGETHER TO SAFEGUARD CHILDREN” 2015 The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. It may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment) protect a child from physical and emotional harm or danger ensure adequate supervision (including the use of inadequate care-givers) ensure access to appropriate medical care or treatment. It may also include unresponsiveness to, or neglect of a child’s basic emotional needs. The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on their emotional development. It may involve: conveying to them that they are worthless, unloved, inadequate, or valued only insofar as they meet the of another person. not giving them opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. developmentally inappropriate expectations imposed; interactions that are beyond the child's developmental capability overprotection and limitation of exploration and learning preventing the child participating in normal social interaction. seeing / hearing the ill-treatment of another. serious bullying causing them frequently to feel frightened or in danger exploitation or corruption of them. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone forcing or enticing a child to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. physical contact: including assault by penetration e.g. rape or oral sex; or non-penetrative acts e.g. masturbation, kissing, rubbing & touching outside of clothing Non-contact activities: e.g. involving children in looking at/ in the production of sexual images/ activities, encouraging children to behave in sexually inappropriate ways, grooming a child in preparation for abuse. A form of abuse which may involve: Hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer feigns the symptoms of, or deliberately induces illness in a child. Injuries in babies and non-mobile children
Equality impact Assessment form (Part 1) Screening Name of strategy/policy/procedure/project/function: Parents at Work Policy & Associated Procedures Name and telephone number of officers completing assessment: Kate Brown – Personnel Advisor x 6092 Steve Williams – Head of Personnel & Support Services x 6088 Mari Roberts – Senior Personnel Advisor x 6030 Jackie Relffe-Arnold – Personnel Advisor x 6095 Section one: Identify your aims and objectives The purpose of an Equality Impact Assessment is to improve the work of the Council by making sure it does not discriminate and that, where possible, it promotes equality. It is a way to make sure individuals and teams think carefully about the likely impact of their work on people in Reigate & Banstead and take action to improve strategies, policies, procedures, projects and functions where appropriate. Consider the following questions with regard to your strategy/policy/procedure/project/function: How will it be put into practice and who will be responsible for it? Who are the key stakeholders? What are you trying to achieve and for whom? What is the main aim or purpose of the strategy/policy/procedure/project/function? The purpose of the policy is to provide employees who have parental responsibilities with comprehensive information relating to their entitlements in the areas of maternity leave & pay, paternity leave & pay, adoption leave & pay and parental leave. This information is provided via the associated procedures in the areas listed above. The associated procedures aim to guide employees who have parental responsibility through their rights and explain the necessary processes that need to be adhered to. List the main activities or objectives of the strategy/policy/procedure/project/function (for strategies list the main policy areas): Our objective is to support working parents and provide comprehensive information for employees who need to take leave in relation to caring for their children. This information is outlined in the supporting details and procedures (maternity leave & pay, paternity leave & pay, adoption leave & pay and parental leave).
Australian Priority Investment Approach to Welfare – Parents What we know In 2014-15, there were 432,000 people receiving Parenting Payment. It is estimated that in 10 years around 48 per cent of those parents will be receiving income support payments, with only 22 per cent having left the welfare system. Young parents Additional PwC analysis shows that young parents aged 18 and under are particularly vulnerable to the risk of long-term welfare dependency. In 2014-15, 4,370 young parents were receiving Parenting Payment. Departmental analysis shows that if nothing changes for these young parents: Around 70 per cent will be receiving income support in 10 years, with a further 23 per cent receiving other non-income support payments. Around 40 per cent will be receiving income support in 20 years, with a further 39 per cent receiving other non-income support payments. Why? We know that generational influences play a significant role in the cycle of welfare dependency. Analysis shows that since 2002, 80 per cent of young mothers new to Parenting Payment had a parent or guardian who was on income support at some stage during their upbringing. The Government will spend an estimated $191 billion on future welfare payments for all people currently receiving Parenting Payment. People currently receiving Parenting Payment have the highest average future lifetime cost of all payment groups at $441,000 per person. Young parents are expected to have a higher average future lifetime cost at $547,000 per person. Having a child young can disrupt education, and increase the barriers to finding and keeping a job. This can lead to long-term welfare dependency, and poorer life outcomes for mothers and their children. Try, Test and Learn Fund The Try, Test and Learn Fund will seek new and innovative policy responses that support groups identified by Priority Investment Approach analysis as being at risk of long-term welfare dependency. About Parenting Payment Parenting Payment provides income support to parents or guardians with caring responsibilities for young children.
How Can I Change the Policy? Speak with your superintendent about issues with existing policies or the need for a new policy; Talk with your school board about issues with existing policies or the need for a new policy; and/or Add your concern to the school board’s meeting agenda. Speak with your superintendent about adopting new policies. Initiate meetings with the school board and superintendent to discuss your district’s existing MOU or to propose adopting an MOU. Additional Resources Here are some additional resources that explain the and responsibilities of different school officials and describe the procedures that districts follow when adopting new policies and holding public meetings: Cal. Sch. Bds. Ass’n, Fact Sheet: Effective Policy Making (2013), available at . Cyprus Sch. Dist., BB 9310 Board Bylaws Board Policies (2015), available at http://www.gamutonline.net/district/cypressesd/DisplayPolicy/1015527/9. Inglewood Unified Sch. Dist., BB 9322 Agenda/Meeting Materials (2014), available at http://www.gamutonline.net/district/inglewoodusd/DisplayPolicy/945312/9. [Link to ACLU’s sample letter to the district from The Right to Remain a Student toolkit].
December 2017 Dear Parents / Guardians, As the end of our first term approaches, it's a good opportunity to take stock of some of what has occurred in St. Senan's N.S. over the past 4 months. We welcomed 14 Junior Infants to our school in September and the total enrolment of the school at the end of September was 171 children. As the school year commenced in September, the Junior Building was covered in scaffolding to facilitate the roof slates being replaced. The work continued on the Junior Building into October. After the new slates were installed, the outside of the building was painted. In the Senior Building the 5th and 6th class boys started their Gaelic football league. They played against South Kilkenny schools finishing with a great win against Mooncoin. Both 5th and 6th classes also went orienteering in Woodstock where they competed against other schools. The month ended with our annual Halloween party for the whole school in the Junior Building. Over the mid term break the Junior Building was painted internally. In the Senior Building two of the classrooms had carpets installed and anti slip flooring was put into the cloakrooms. On the 13th of November a truck arrived from Team Hope to collect the 140 shoe-boxes collected by the children to share with less fortunate children in other countries. Children from 3rd class attended a Lego engineering workshop in Waterford. Ursula and Harry Knox visited the school from the local charity ‘Opportunity Knox’ to share their experiences helping children access education in Uganda. December started with a very successful & Buy' organised by the 6th class children, it raised 460 euro for Opportunity Knox. The school was successful in obtaining an additional classroom teacher for the remainder of the year resulting in the split Senior Infant class being brought back together for the remainder of the year. The festive season kicked off with a Carol Service in St. Senan's Church. Santa also took time off from his busy schedule to call into the school to visit the children and hear some carols. I would like to express my thanks for your support over my first four months as principal and I look forward to continuing to work with you and your children in the New Year. Nollaig shona dhaoibh Kieran Walsh – Principal of St. Senan’s NS