zilongwang/ReadingBank huggingface dataset:
Submission of Community Awareness, Prevention Activity and New Partnership Narrative Report (all projects) Attendance at all required quarterly meetings and trainings FIFTH PERIOD January 1 – March 31 Submission of program data through the sexual assault statistical database Completion of project-specific outcome measures and/or performance deliverables Submission of Community Awareness, Prevention Activity and New Partnership Narrative Report (all projects) Attendance at all required quarterly meetings and trainings April 30, 2017 FINAL PERIOD April 1 – June 30 Submission of program data through the sexual assault statistical database Completion of project-specific outcome measures and/or performance deliverables Submission of Community Awareness, Prevention Activity and New Partnership Narrative Report (all projects) Attendance at all required quarterly meetings and trainings July 30, 2017 Post-Award Requirements Grant Management Workshop - If an applicant is awarded a grant, the subgrantee may be required to attend a CJCC grant management workshop. Compliance Monitoring - CJCC staff may conduct a site visit or desk review during the grant period. Additional monitoring activities may also be conducted during the grant year. Site visits and desk reviews will be scheduled with the grantee in advance. Site visits and desk reviews will be conducted to monitor the program for implementation, adherence to program deliverables, and to view program documentation. Additional Training, Technical Assistance, and Events - CJCC may offer a number of post-award training and technical assistance opportunities and special events. Grantees will be informed of events via e-mail, and the events will be posted on the CJCC website. CJCC staff also will give ongoing, individual technical assistance and other support activities to sub-grantees as needed or requested throughout the year. Application Submission Instructions Applications must be submitted online via Formstack at . Applicants will not be able to log out or log
selectmen or school committee members, to primers and advisories which address particular topics or issues. Visitors to the website can also submit complaints or requests for advice through the website. Website activity has increased dramatically as a result of the education and training requirements added to the conflict of interest law in 2009. Website traffic continued to increase in FY 2016 as compared with FY 2015, with a 10% increase in the average number of monthly visitors and a nearly 13% increase in the average number of monthly page views. Public Education and Communications Division Activities Press releases issued 15 Educational seminars conducted 69 Seminar attendance 2,120 Inquiries from media and general public 550 Inquiries concerning the education and training requirements 808 Website average monthly visitors 15,367 Website average monthly page views 167,098 Information Technology Services The Commission’s information technology and network resources are maintained and updated by the Commission’s Information Technology Specialist, who reports to the Public Education and Communications Division Chief and to the Legal Division Deputy Chief/SFI. The IT Specialist provides technical support for the Commission’s internal case management application, the SFI electronic filing application, and the conflict of interest law online training programs for all public employees. During FY 2016, needed replacements and improvements were made to equipment and software supporting the network environment, such as switches, printers, battery back-ups, desktop computers and the internal case management application. The Information Technology Specialist worked with the MassIT Massmail team to upgrade the email server environment from Microsoft Exchange 2007 to Exchange 2013. Work also continued on the development of a new electronic SFI filing application and revisions to Commission policies on the use of, and remote access to, information technology resources.
needs without approval unless a different placement is indicated in the child’s IEP. Early PreK program personnel collaborate with a team of family members and multi-disciplinary professionals to develop or update the Individualized Educational Programs (IEP) for each child with special needs, consistent with federal and state regulations. Early PreK program classrooms must provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA). Preschool classrooms will provide inclusive settings for children with developmental delays and disabilities based on the federal Individuals with Disabilities Education Act (IDEA) and consistent with a child’s individualized education program (IEP). The amount and location of services is determined by the student’s IEP team. Early PreK programs integrate children with disabilities and developmental delays are into groups of peers of the same age, with supports from appropriate service providers. Early PreK program integrate ancillary services (e.g. occupational, speech/language, and/or physical therapy) within regular program activities and routines to the maximum extent appropriate as indicated for the child with an IEP. Depending on the group of children served, and the nature and severity of the disabilities of children served, the adult to child ratio might be smaller. Essential Element V: Developmentally Appropriate Content, Learning Environment and Curriculum Implementation RATIONALE: Young children’s learning is dependent on the development of language and cognitive and socio-emotional skills (Thompson & Happold, 2002). In early childhood, the development of these foundational skills lays the foundation for later learning. A developmentally appropriate setting for young children and families is positive, responsive, stimulating and supportive. The classroom climate is inclusive, accommodating and accessible to all children. Teachers facilitate the development of attitudes and behaviors that prepare children for school success including compassion, trust, creativity, self-control and perseverance. V-A. The physical environment and furnishings are planned to support active engagement, learning, participation and membership of all children. The atmosphere of each classroom is child-oriented, inclusive, and comfortable for all children. Compliance Indicators:
programs for children birth through age eight and their families in New Mexico. Office of Child Development: New Mexico. Vandell, D.L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? Washington, DC: U.S. Department of Health and Human Services.
Appendix B: Commenters 2014 Annual Compliance Determination Commenter Comment Citation Citation Short Form American Catalog Mailers Association (ACMA) Initial Comments of the American Catalog Mailers Association, February 2, 2015 ACMA Comments Reply Comments of the American Catalog Mailers Association, February 13, 2015 ACMA Reply Comments American Postal Workers Union, AFL-CIO (APWU) Initial Comments of American Postal Workers Union, AFL-CIO, February 2, 2015 APWU Comments Reply Comments of American Postal Workers Union, AFL-CIO, February 13, 2015 APWU Reply Comments Association for Postal Commerce (PostCom) Initial Comments of the Association for Postal Commerce, February 2, 2015 PostCom Comments Reply Comments of the Association for Postal Commerce, February 13, 2015 PostCom Reply Comments Citizens Against Government Waste (CAGW) Comments Before the Postal Regulatory Commission, February 2, 2015 CAGW Comments Douglas F. Carlson (Carlson) Comments on Annual Compliance Report, January 16, 2015 Carlson Comments Federal Express Corporation (FedEx) Reply of Federal Express Corporation, February 18, 2015 FedEx Reply Comments Greeting Card Association (GCA) Initial Comments of the Greeting Card Association, February 2, 2015 GCA Comments Reply Comments of the Greeting Card Association, February 13, 2015 GCA Reply Comments Commenter Comment Citation Citation Short Form
Reply Comments of Stamps.com, February 18, 2015 Stamps.com Reply Comments Taxpayers Protection Alliance (TPA) Comments on Annual Compliance Report, January 30, 2015 TPA Comments United Parcel Service (UPS) Comments of United Parcel Service on Postal Service’s FY 2014 Annual Compliance Report, February 2, 2015 UPS Comments United States Postal Service (USPS) Reply Comments of the United States Postal Service, February 18, 2015 USPS Reply Comments Utah Hispanic Chamber of Commerce (UHCC) Utah Hispanic Chamber of Commerce Comments of Annual Compliance Report, February 2, 2015 UHCC Comments Valpak Direct Marketing Systems, Inc. and Valpak Dealers’ Association, Inc. (Valpak) Valpak Direct Marketing Systems, Inc. and Valpak Dealers’ Association, Inc. Initial Comments on the United States Postal Service FY 2014 Annual Compliance Report, February 2, 2015 Valpak Initial Comments Valpak Direct Marketing Systems, Inc. and Valpak Dealers’ Association, Inc. Reply Comments on the United States Postal Service FY 2014 Annual Compliance Report, February 13, 2015 Valpak Reply Comments Note: On February 18, 2015, the Postal Service and two commenters filed motions requesting late acceptance of their reply comments. Motion of the United States Postal Service for Late Acceptance of ACR Reply Comments, February 18, 2015; Motion of Federal Express Corporation, February 18, 2015; and Motion for Late Acceptance of Reply Comments of Stamps.com, February 18, 2015. In addition, Pitney Bowes filed a motion for leave to file surreply comments. Motion of Pitney Bowes Inc. for Leave to File Surreply, February 18, 2015. The motions are unopposed. The Commission grants each of these motions.
FOR CONTINUITY AND CONSOLIDATION OR ENHANCEMENT PROJECTS: PROJECT TIMELINE – Select each applicable phase of the project and indicate the estimated completion date. Sample activities for each phase can be found in the PSAP Grant Program Guidelines as well as on the addendum to this form. PROJECT PHASE ESTIMATED COMPLETION DATE INITIATION (Project approved by appropriate stakeholders) XX / XX / XX DESIGN/PLANNING (Project, system, or solution requirements are developed) XX / XX / XX ACQUISITION (Selected system or solution is procured) XX / XX / XX IMPLEMENTATION (Selected system or solution is configured and installed) XX / XX / XX TESTING/COMPLETION (Selected system or solution is tested and put in production) XX / XX / XX Identify the longevity or sustainability of the project.
Grant writing Participation in a technical assistance day is a requirement for grant application submission. Space is limited – only 2 per application – recommend one district level and one school level participant. Principals, Technology Directors Teacher Learning Academy Is there a need for this again next year? Yes, everyone agreed there is a need and would like to continue each class by TAPS Standards. Superintendents, Curriculum Directors, Principals Principal Consortiums Do we want these to continue next year? At what levels? Yes, continue quarterly. Superintendents, Curriculum Directors, Principals Parapro Training Do we want to continue? Do we want to change the time? Everyone will think about it and will discuss at the next PLAC meeting. Superintendents, Curriculum Directors, Principals Peggy Stovall Topic Specifics Information to Deadlines Handouts Rising Stars/Aspiring Leaders Several superintendents have mentioned a need for a monthly or quarterly seminar to begin to involve their interested people in becoming leaders. After having no program here for the last five years, seems there is a need. There would be no certification/degree tied to a program. Do you agree there is a need? No decision was made and is still under discussion. Superintendents, Curriculum Directors Calendars We need system calendars in order to plan for New Teacher Induction and other summer offerings. Please submit to Margaret when yours is approved. Superintendents, Curriculum Directors
Cindy Hitt Topic Specifics Information to Deadlines Handouts GSE Science and Social Studies standards Standards are now posted for review through March 14 at 5:00 P.M. Please encourage all education stakeholders to review and comment. March 14, 2016 5:00 P.M. Medal of Honor Foundation is hiring Seeking part-time regional instructors. Must be certified teachers. Feb. 5, 2016 MOH Job description Young Georgia Authors YGA System Coordinators: Atkinson: Bob Brown Brantley: Greg Jacobs Coffee: Bernie Evans Pierce: Anita Harris Ware: Paige Coker System YGA Coordinators All system entries due to Cindy Hitt at OK RESA, by March 18, 2016. Include a flash drive with digital copies. Discovery Education and GPB Representatives would like to come give overview about FREE resources available to ALL GA teachers through a partnership between Discovery Ed and GPB. Discovery Ed is more than a repository of videos. Now also promoting STEM initiative with many valuable resources. Will provide lunch. Following overview to PLAC/interested parties, would offer full day workshop for teachers/media specialists to reintroduce programs and familiarize all with programs. Interest was shown from everyone. Please let me know by the end of next week if you PLAC
Staff’s Name: Month: Year: Date Type of Respite Provided (i.e. In-home respite, adult day care, etc.) Caregiver’s Name (First, Last) Total Staff Hours 1 UNIT = 60 Minutes of Staff Time Monthly Total (Staff Hours): Staff’s Signature: Date Signed: Supervisor’s Signature: Date Signed:
Budget Entry TIP: Budget Model must be closed in Budget Management in order to open and edit in Budget Entry Entering or Modifying Budget Items (DISTRICT) Finance/Fiscal/Budget Entry Enter search criteria Fiscal Year Model ID (cannot be a posted model) Model Item Type – ability to select model item types Listing Accounts Accounts w/ Vacancies (=V) Accounts w/ Manual Salaries (=M) Accounts w/ Manual Benefits (=B) Accounts w/ Zero Dollar Items Description – Can enter an employee’s name to review the line items and benefits for that employee.
STATE OF NEW JERSEY DIVISION OF FAMILY DEVELOPMENT List of Contracts/Grants Check here if this information already appears on the Annex B, Schedule 2 - Contract Information Form. If so, then it is not necessary to duplicate the information here. Contracting Division/Office Program Name Type of Service Contract Number Contract Term Amount Division/Office Contact Person and Phone Number Provider Agency Contact Person and Phone Number
3. Implement Measures that lead to a decrease in the top three (3) injury types/causes (i.e., Manual Lifting, Lacerations, and Slips, Trips and Falls) Conduct SME assisted investigations of all manual lifting, lacerations and slips, trips and fall injury events. Raise awareness within the science and support organizations’ of hazards and control measures via webinars, supervisor interactions with staff and through formal communications. Support improving General Walking Surfaces; Fixed Stairways; Ladders- fixed and Non-fixed; and Laceration operations by using applicable Electronic Surveillance Cards. Institutional Target is to conduct a minimum of five (5) evaluations in all institutional directorates for each topical area. To help the site reduce/eliminate slip, trip and fall injuries, encourage staff participation in slip simulator training/use. 09/30/2016 Pete Genzer Rick Backofen
This index provides details of all required documents that must either be included with the contract package (see checklist) or must be available on site for inspections as noted in the Document Verification Sheet (DVS). Forms that are not included in the following pages, can be found by accessing the website at and clicking on the link for Standard Contract Documents. Document Required with first Contract and as Amended Required Annually and as Amended Checklist Required for on-site - DVS Form Check if submitted with package Contract Documents Standard Language Document (SLD) with original signatures (additional copies requested must also have original signature) 2 copies Annex A (including summary sheet and supporting schedules) 3 copies Annex B – Budget Form with all required forms, schedules, and signatures and required Budget Narrative. 3 copies Executive Order 129 (Public Law 2005, Chapter 92) Source Disclosure Certification Form ● Federal Funding Accountability and Transparency Act (FFATA) Worksheet (if applicable) ● Certification of Suspension and Debarment ● Disclosure of Investment Activities in Iran Form ● Agreements Copies of Subcontract/Consultant Agreement(s) ● Private/Public Donor Agreement (s) for Match Responsibilities ● HIPAA Business Associate Agreement (BAA) ● ● A copy of the Acknowledgement of Receipt of the New Jersey State Policy and Procedures for EEO/AA ● Insurances/Licenses/Certificates Liability Insurance Declaration Page and/or Malpractice Insurance ● Bonding Certificate ● Applicable Licenses (business and professional licenses) ● Current Affirmative Action Certificate or copy of renewal application sent to Treasury (AA302 – Affirmative Action Employee Information Report) ● Health/Fire Certificates, Certificate of Occupancy ● Page 2 Document Required with first Contract and as amended Required Annually and as Amended Checklist Required for on-site – DVS Form Check if submitted with package . Lease or Mortgage for Property and Equipment ● Certificate of Incorporation ●
Contract Number: STATE OF JERSEY - DIVISION OF FAMILY DEVELOPMENT Annex A PROGRAM PERSONNEL INFORMATION Program Name: POSITION NAME/TITLE NAME OF EMPLOYEE DAILY HOURS % OF TIME TO (DEGREES, LICENSES, FUNCTIONAL DUTIES FROM TO FT PT % FT PT % FT PT % FT PT % FT PT % FT PT % FT PT % FT PT % FT PT %
8. Plan Phase Project Risks Please include the highest scoring risks from your below by copying the relevant rows and Paste>Special>Microsoft Excel Worksheet Object. BRIDGE REQUEST ONLY: Bridge Fund Request Information Explain why this bridge fund request is necessary. What will the project do with the bridge funds? What would be the impact if the bridge funds were deferred or delayed?
How will you measure the benefits? Technical Summary Please provide a technical summary of the project. For example, “This project will move the xyz applications hosted on internal virtual servers to an externally hosted cloud solution.” Risk of Deferral What are the most significant risks associated with a substantial deferral or denial of funding for this project? If this project is not funded or completed in the planned time frame, what workarounds would be needed? Can the project be implemented incrementally or on a smaller scale? If so, what would the impact be to costs, schedule and academic/administrative benefits? Primary Driver and Return on Investment (ROI) Primary Driver Primary Driver (Select any that apply.) Generate Revenue Generate Savings Cost Efficiencies from process improvements Recoverable Savings from software, license or other cost savings Other
Table 6 - GSA Findings of Discrimination FY 2012-16 FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 Findings 0 1 2 2 1 Bases Disability (Mental) Disability (Physical) Disability (Physical, Mental) Disability (Physical) Race (Black) Race (African American) Race (Caucasian) Reprisal Reprisal Age Sex (Male) (Female) Sex (Female) Harassment (Non-sexual) Issues Performance Eval/Appraisal Reasonable Accommodation (Disability) Reasonable Accommodation (Disability) Promotion/ Nonselection Reassignment (Directed) Performance Eval/Appraisal Time and Attendance Terms & Conditions of Employment General Training GSA No FEAR Training. GSA provides mandatory No FEAR training for all GSA employees. Below is an outline of the current GSA No FEAR Act training program. Regulation. In accordance with 5 CFR §724.203, published in the Federal Register Vol. 71, No. 139, dated Thursday, July 29, 2006 (Implementation of Title II of the Notification and Federal Employee Antidiscrimination and Retaliation Act of 2002-Notification & Training), each agency must develop a written plan to train all its employees under the antidiscrimination and whistleblower protection laws. No FEAR Training for All Employees. All new employees are required to complete No FEAR Act training through the GSA Online University (OLU) () within 90 calendar days of appointment. In addition, all employees must undergo No FEAR Act Training every 2 years. EEO Managers and Supervisors Training. All managers and supervisors are required to complete Manager-Supervisor training every 2 years and/or within 90 calendar days of appointment to a supervisory position. Method of Training. The No FEAR Act training course is accessible at any time for GSA employees using GSA-connected computers or on GSA Servers through the GSA Online University (OLU). The course provides content on their rights, remedies, and responsibilities under applicable antidiscrimination and whistleblower protection laws. Training Schedule. All employees, including supervisors and managers, shall complete the No FEAR Act training course initially and biennially. GSA will meet the requirement by: (1) Offering OLU training for new employees within 90 days of appointment (2) Notifying all employees to complete training OLU No FEAR Act refresher training every two years via GSA Today, Salesforce Chatter, GovDelivery, and targeted email messages
D. Which Operating Principles did this year’s performance best support? We include and excel, together We imagine and innovate We simplify We are accountable to each other We focus on service N/A E. Signatures: Employee: My signature indicates I have received a copy of this review. You may attach a response. Name: Signature: Date: Employee is unavailable for signature or refused to sign Supervisor: Name: Title: Signature: Date: Next Level Supervisor (if required): Title: Signature: Date: ------ Next period’s section B ----- B. Top 3-5 Goals & Expectations for next period 1. 2. 3. 4. 5.
CONTRACT ADMINISTRATOR: CONTRACT NUMBER: NAME OF AGENCY: CONTRACT PERIOD: PROVIDER INSTRUCTIONS: This checklist must be completed and returned with all documents prior to contract approval. The correct number of copies and any additional Division documents must be returned to your Contract Administrator. Forms that are not included in the following pages, can be found by accessing the website at and clicking on the link to Standard Contract Documents. Document Number of copies to be submitted Please check if submitted with package If not submitted with package, indicate anticipated date of submission or reason for non-submission Complete copy of signed DHS Standard Language Document (SLD) 2 Checklist, DVS and Award Letter 1 Executive Order 129 Source Disclosure 1 Certification of Suspension or Debarment 1 Standardized Board Resolution indicating who is authorized to sign: Contracts and Checks 1 Annex A – Parts I and II (including summary sheets, supporting schedules and LOS). 3 Annex B –Budget Form (Expense Summary, Details and Schedules 1-6) and required Budget Narrative. 3 List of Grants / Contracts 1 Contract Acquired Equipment Inventory 1 Liability Insurance 1 Bonding Certificate 1 Names, Titles, Addresses and Terms of Board of Freeholders / Directors 1 Copy of Audit Report 1 Current Affirmative Action Certificate or copy of renewal application sent to Treasury (AA302) 1 Disclosure In Investment Activities in Form 1 Federal Funding Accountability and Transparency Act (FFATA) Worksheet (if applicable) 1 Copies of Subcontracts 1
STATE OF NEW JERSEY DIVISION OF FAMILY DEVELOPMENT List of Contracts/Grants Check here if this information already appears on the Annex B, Schedule 2 - Contract Information Form. If so, then it is not necessary to duplicate the information here. Contracting Division/Office Program Name Type of Service Contract Number Contract Term Amount Division/Office Contact Person and Phone Number Provider Agency Contact Person and Phone Number
Contract 1 2 3 Quarterly and Final Financial Reports 1 2 3 Contract Budget Modification 1 2 3 Checks 1 2 3 Other Contract Documents: Program Reports 1 2 3 Note: - Enter Authorized Signatory for the Contract (as authorized by Agency Bylaws or Board Resolution). This is the address where the signed contract and all relevant legal correspondence will be mailed. This should be the individual who signs the SLD (page 23). This may not be the same individual as noted in the Annex A summary sheet. In the event of emergency notification, please include e-mail and fax number. Contract Signatory Title Mailing Address Telephone Number Fax Number E-Mail Address
Enter all data requested in the form. Enter Agency Official responsible for the program administration. Authorized Signatories Enter Authorized Signatory for the Contract (as authorized by Agency Bylaws or Board Resolution). IMPORTANT - This is the address where the signed contract and all relevant legal correspondence will be mailed – so please ensure this is the accurate address. Service Delivery Information Please complete all details for the service delivery STATE OF NEW JERSEY - DIVISION OF FAMILY DEVELOPMENT ANNEX A – CONTRACT SUMMARY SHEET – FY 16 SABH Provider Agency Contract # ICCP Mailing Address Federal # Telephone Number Provider Agency Fiscal Year End Agency Contract Effective Date 7/1/15 to 6/30/16 Contract Ceiling $ Organization Type Agency Board of Social Services CWA Non-Profit
Tax Exempt Certification, Copy of Form 990 U.S Corporation Income Tax Return, Form 1120 Procurement Policy Certificate of Occupancy or Continued Certificate of Occupancy and Health and Fire Certificates Property Lease/Mortgage and Equipment Leases Affirmative Action Policy and copy and acknowledgment of NJ State Police Policy on EEO/AA I hereby certify that all documents are current and are available for review. Agency Director (Please Print or Type) Agency Director’s Signature Agency Date
Part 7 Budget 10 points This section should describe the fiscal resources needed for the program and a detailed explanation of how funds will be used. Explain how the grant and resources will be used efficiently and how additional funds will be used to fully implement your school’s RTA intervention program according to grant requirements (even if the total cost exceeds the amount awarded). 1 2 3 4 5 No mention of how the grant and resources will be used efficiently Incomplete or vague explanation of how the grant and resources will be used efficiently Explanation of how the grant and resources will be used efficiently is present but lacks detail and clarity Explanation of how the grant and resources will be used efficiently is present with detail and clarity Explanation of how the grant and resources will be used efficiently is and articulated thoroughly 1 2 3 4 5 No mention of how additional funds will be used to fully implement the RTA intervention program according to grant requirements Incomplete or vague explanation of how additional funds will be used to fully implement the RTA intervention program according to grant requirements Explanation of how additional funds will be used to fully implement the RTA intervention program according to grant requirements is present but lacks detail and clarity Explanation of how additional funds will be used to fully implement the RTA intervention program according to grant requirements is present with detail and clarity Explanation of how additional funds will be used to fully implement the RTA intervention program according to grant requirements in-depth and articulated thoroughly
Kentucky Department of Education Award Notification 1 Name and Address of Recipient: 7 Fund Type: Agency Name Rockcastle County State Street Address 245 Richmond St Federal City, State Zip Mt Vernon, KY 40456 Other: DUNS# N/A 8 Method of Payment: 2 KDE Contact Information: Federal Cash Request Program Consultant David Horseman – 502-564-4286 Expenditure Reimbursement Street Address 500 Mero St., 20th Fl. CPT Automatic Payment Budget Contact Lea Lewis – 502-564-4286 Lump Sum Street Address 500 Mero St., 20th Fl. CPT Receipt of Invoice from Vendor City, KY Zip Frankfort, KY 40601 9 Reimbursement Frequency: 3 Description/Fund Source of Award and Fiscal Year: Monthly Description 20% SEEK Vocational Funds Quarterly Fund Source State Other 50% in 2nd quarter upon receipt of 20% assurances with balance to be paid in fourth quarter. CFDA# N/A PR/AWARD NUMBER (FAIN) N/A MUNIS Project Number 18CC 10 Financial Reporting Method: MOA Number N/A Electronic Submission Pass-through Number N/A Other Detailed MUNIS project report to be emailed to Lea Lewis twice yearly: by January 25, 2017 & July 25, 2017. 4 Grant Authority (Source): 702 KAR 1:130 Section 2 5 Award Amount: 11 Evaluations: $82,132.00 6 Period of Award: 7/1/16-6/30/17 12 Consortia/Partnership Members: 13 Special Instructions/Conditions: District will submit request to carry over 18CC funds, along with anticipated use, to OCTE no later than July 15, 2017. 14 Authorized By (Name/Title): Laura Arnold, OCTE Associate Commissioner Date: August 23, 2016
30. When will logic model evaluation training be held? Level I Training July 2017. 31. Is there just Level 1 training for PD? (No Level 2, or 3?) Please refer to page 39 of the RFA for a list of specific trainings. Note that this list replaces prior requirements. 32. Where do I take the grant if I’m bringing it to KDE? Please report to the main entrance for KDE and follow sign-in procedures. You will be directed to the proper office for delivery. Note that you should allow at least one hour for processing and security clearance. Please note location on front of RFA. 33. Do we have 6 goals? Applicants must address, but are not limited to, the six goals listed on page 10 of the RFA. 34. We may serve more than K-5, how do we word that in our application? The means for wording in the application is at the discretion of the individual applicant. KDE does not provide guidance in how applications should be worded. 35. Can a FBO partner with a school who previously had a grant? Yes, and FBO may partner with a school previously served by a grant, but the fiscal agent must remain the same. If the co-applicant will change contact Brigette Stacy from KDE for guidance on how this must be addressed and required procedures. 36. What if the co-applicant still exists but no longer wants to be the co-applicant? Contact Brigette Stacy from KDE for guidance on how this must be addressed and required procedures.
Strategy – Identify the GOEC strategy that was used Identified Need- What need was addressed Desired Outcomes Affected - What positive result were you hoping for Activities – What programs, partnerships, or activities did the CECC perform Indicators- What and how did you collect data to ensure success Example: Lowest domain for Kindergarten Readiness on the Early Childhood Profile was Language and Communication Example: Increase parent awareness of Screener Results and importance of early literacy and language development Example: In partnership with the Public Library, the CECC hosted a “GetReady! Reading At Home” day to provide parents information on importance of early literacy. Example: Parents conducted an exit survey to measure how much the parents learned during the event. _______________________________________________ Signature
6) Budget (Detailed Budget and Narrative Form) 0-5 List of expected expenditures are detailed and itemized for each category. Includes clear explanations of line item costs. Amounts are reasonable. Points 5-4 Budget partially delineates expected expenditures. Includes clear explanations of line item costs. Amounts are reasonable. Points 3-2 Budget is missing explanations of line items. The explanations of line item costs is vague or lacking. Points 1-0
Page 102 of the solicitation references a “list of activities found in the drop down list.” Can USDA please confirm whether there is a list of standard activities for LRP projects? If so, can the list be made available? At this time, FAIS does not contain a list of standard activities for LRP projects. To add an activity in FAIS, please produce a custom activity by selecting Custom Title which will produce a cell where the new activity can be recorded. Will USDA accept and consider proposals which target other areas (outside of Huehuetango and Totonicapan) in the Western Highlands of Guatemala? Yes, USDA will accept and consider proposals which target other areas outside the Country Specific Guidance contained within Appendix A. The information contained in Appendix A is intended to advise applicants generally of USDA’s programming priorities, and specifically of geographic areas of implementation targeted by the McGovern-Dole International Food for Education and Child Nutrition Program interventions. When does USDA expect to publish the FY 2017 LRP application in FAIS? Currently only the FY 2016 solicitation is available. The FY 2017 USDA Local and Regional Food Aid Procurement Program Notice of Funding Opportunity was publicly advertised on March 13, 2017. It can be accessed at and USDA’s . The application can be created by clicking on the Solicitation link and clicking on View of the listed NOFO for LRP. Can you confirm which sections of the proposal are expected to be included in the application limit? Please refer to the response for question #3. Can you confirm that the Organizational Capacity and Staffing is expected to be one comprehensive attachment, including the organizational capacity statement, project organizational chart, CV for lead project manager, and the staffing plan narrative? Please refer to the response for question #3. Can you confirm what is required for the “Other Details” section of the proposal? Page 28 of the RFA includes Method of Educating the Public; Method of Choosing Beneficiaries; and, Target Geographic Area. Page 103 of the RFA says “Other Details” includes the 3 aforementioned sections, in addition to cash or non-cash contributions; sub-recipients; government and non-governmental agencies.
OVERARCHING REQUIREMENTS (OR) NOTE: This section will apply to all federal fund sources. PRIVATE SCHOOLS Not Applicable MONITORING INDICATORS DISTRICT NARRATIVE STATEMENT SDE USE ONLY Comments Determination OR 11 Describe how the LEA ensures that Private Schools are offered the same monitoring and inventory controls as the LEA’s public school sites OR 12 Describe how the LEA provides equitable professional development opportunities for private school teachers. OR 13 Describe how the LEA’s parent involvement plan includes strategies for the inclusion of parents of private school children.
TITLE I, PART A MONITORING INDICATORS DISTRICT NARRATIVE STATEMENT SDE USE ONLY Comments Determination TIA 1 If applicable, describe why the LEA chose to consolidate funds in a Title I Schoolwide program and what benefits the LEA realized from the consolidation of funds. TIA 2 If applicable, describe how the LEA and site(s) communicate with the parents of Limited English Proficient (LEP) students in a language that is understandable to the parents. TIA 3 Describe how the LEA identifies homeless children and youth.
TITLE I, PART C Not Applicable MONITORING INDICATORS DISTRICT NARRATIVE STATEMENT SDE USE ONLY Comments Determination TIC 4 Describe the LEA’s recruiter’s responsibilities. TIC 5 Describe how the LEA integrates technology into educational and related programs for migratory children. TIC 6 Describe how the LEA evaluates the migrant program (examples: evaluation document, improvement plan, PAC recommendations, parent surveys, data review, achievement gap examination, etc.).
TITLE II, PART A Not Applicable MONITORING INDICATORS DISTRICT NARRATIVE STATEMENT SDE USE ONLY Comments Determination TIIA 1 If applicable, describe how Class-Size Reduction (CSR) needs are determined. TIIA 2 Describe how the LEA selects the PD activities that improve the knowledge of teachers, principals, and in appropriate cases, paraprofessionals in: content knowledge classroom practices
Table 1. Methods used to inspect adult fishway collection channels during past winter maintenance periods, compared to the upcoming winter period. 2011-12 2012-13 2013-2014 2014-2015 2015-2016 2016-2017 MCN WA Shore Camera / Inspected Camera/ Inspection Diver/ Inspection Camera/ Inspection Camera/ Inspection Diver/ Inspection MCN OR Shore Camera/ Inspection Diver/ Inspection Camera/ Inspection Camera/ Inspection Camera/ Inspection Diver/ Inspection IHR North Shore Dewatering ROV ROV Dewatering ROV ROV IHR South Shore ROV and diver ROV ROV Diver Dewatering ROV LMO North Shore Dewatering Dewatering Dewatering Dewatering Dewatering Dewatering LMO South Shore Dewatering Dewatering Dewatering Dewatering Dewatering Dewatering LGS Dewatering Dewatering Dewatering Dewatering Dewatering Dewatering LWG Dewatering Dewatering Dewatering Dewatering Dewatering Dewatering .
How effective are the LEA’s current retention strategies? How do you know? Effectiveness What is the current state of implementation for teacher and leader evaluations in the LEA? Is additional professional learning on implementation required for teachers, leaders, and/ or evaluators? What do teacher and leader self-assessments, observations and supporting documentation reveal as strengths and weaknesses? Is corresponding professional learning currently being offered? If so, to what extent is it personalized and monitored for growth? Has the LEA established performance goals and objectives for teachers and leaders at the district level, school level and/ or in particular grades or content areas? If so, is progress being monitored? Is the effectiveness of activities being measured? If your LEA employs struggling teachers, how many, in which schools, grades and/ or content areas? What supports does the LEA provide? How does the LEA ensure struggling teacher performance is improving? How does the LEA use the results of teacher and leader evaluations to support retention decisions? Possible Actions and Funding Sources Data Sources
PL-3. Provide Targeted School Leader Development PL-4. Offer Professional Growth Opportunities Designed to Produce Teachers and/ or School Leaders Prepared to Promote the Success of All Students PL-3 PL-4 Personnel P-1. Identify & Recruit Effective Teachers & School Leaders P-2. Support the Retention of Effective Teachers P-3. Support the Retention of Effective School Leaders P-4. Equitably Distribute Effective Teachers in High Needs Schools P-5. Equitably Distribute Effective Leaders in High Needs Schools P-6. Schedule Teachers for In-field Assignments P-1 P-2 P-3 P-4 P-5 P-6 Factors that Impact the Learning and Working Environment E-1. Schedule Class Size Reduction Teachers at a Level That is Evidence Based E-2. Provide Equitable Access to Student Support Programs and Interventions E-3. Promote the Engagement and Education of Parents, Families, Community and Business Partners E-4. Evaluate and Monitor the Working Environment in Support of a Positive School Climate E-1 E-2 E-3 E-4 Title II, Part A Administration A-1. Include a Cross- Representation of Stakeholders for Equitable Involvement in the Needs Assessment A-2. Implement and Follow Protocols that Support Practices which Promote Equitable Access to Excellent Educators A-3. Prioritize the Distribution and Coordination of Federal Funds to Promote Equitable Educational Opportunities A-1 A-2 A-3 A-4 FY17 Template for Determining the Effectiveness of Title II, Part A Funded Strategies
Title II, Part A Funded Component(s) & Equity Interventions Title II, Part A Prioritized Needs Being Addressed Title II, Part A Funded Strategies Selected to Address Prioritized Needs Data to be Collected to Measure and Monitor Effectiveness of Funded Strategies Person(s) Responsible for Collecting Coordinating and Analyzing Data Timeline for Collecting Coordinating and Analyzing Data
LOCATION REGISTRATION WHO/TIME June 3, 2016 Ohio Early Childhood Special Education Conference Ohio Union at OSU 1739 N. High St., Columbus, OH 43210 Registration website link: Optional October 24-26, 2016 April 4-6, 2017 Ohio Assoc. of Administrators of State and Federal Education Programs (OAASFEP) Hyatt Regency, Columbus, OH Optional October 20, 2016 Lights on Afterschool Communities celebrate Lights on Afterschool Optional October 24-26, 2016 Annual, Summer Changes Everything Conference Seattle, Washington Optional February 22 -25, 2017 Beyond School Hours: National Education Conference Dallas, TX Optional March 19-22, 2017 National Afterschool Association Convention Dallas, TX Optional
Enjoy a positive visit with the principal for 15 minutes P-E-M-H Ǿ Extra Free Choice Time P-E- Ǿ Free library passes for one hour to research any topic of your choosing E-M-H Ǿ Get to be the helper in another classroom for 30 minutes P-E-M-H Ǿ Get to choose 3 friends to eat lunch with you in the classroom (escape from the noisy lunchroom) P-E-M-H Ǿ Get to choose a brain break activity for the class- See “How Does Your Engine Run” for age appropriate ideas. “Brain Gym” is another source. P-E-M-H Ǿ Get to choose a teacher to help you clean and organize your locker or desk E-M-H Ǿ Get to go with the principal and other students who cashed in “gotchas” to a location for a social time (frozen yogurt shop, pizza shop)- This is social more than a food reinforcement P-E-M-H $ Usually donated by business Get to read a comic book from the teacher’s supply during DEAR time P-E-M-H Ǿ Get to sit the last five minutes of class and just talk to friends. E-M-H Ǿ Get to skip one test question P-E-M-H Ǿ Get to tutor a younger or lower level student for 30 minutes P-E-M-H Ǿ Get to visit another classroom for 30 minutes and do their work with them P-E-M-H Ǿ Get to watch a video about classroom subject instead of reading text book E-M-H Ǿ Get to watch a video during recess instead of going outside P-E Ǿ Hall pass to leave class 5 minutes early so you can go by the coldest water fountain and get a drink between classes M-H Ǿ Make deliveries to the office or another classroom for a proprioceptive activity P-E-M-H Ǿ Serve as a page for a local politician for the day. Write a paper about it and share with class for credit M-H Ǿ Shoot baskets at the trash can for extra credit points P-E-M-H Ǿ Stand in the hallway during class changing period and pass out gotchas for appropriate behavior. Pass to be 2 minutes late to next class. M-H Ǿ Walk and talk with an adult of choice at a time that is convenient P-E-M-H Ǿ
Coupon Good For Renting the principal’s chair for the day Coupon Good For Taking off your shoes in class Coupon Good For One free answer on a homework assignment Coupon Good For Being assistant principal for 15 minutes Coupon Good For Working in the score booth at the next game Coupon Good For BBABG Buying back a bad grade (chance to redo an assignment) Coupon Good For Seeing an embarrassing photo of the principal when he/she was a little kid Coupon Good For One free hot chocolate with the principal
Agency: Annual: Certification: County: Region: MCH Nurse Consultant: Visit Date: Data Summary: 0-5 and Pregnant Wards # Active Cases 0-5 randomly selected Performance # of Charts # of Charts in Percent in HW Qtrly Data from HW # Active Pregnant Wards ramdomly selected Standard Reviewed Compliance Compliance Report Period Qtrly Report EPSDT Visits Up to Date 95% Immunizations Current 95% HealthWorks Primary Care Provider 95% Prenatal Depression Screening SV01-825 Prenatal 95% Postpartum 95% Individualized Care Plan (ICP) Needed Services Provided 90% Appropriate Referrals Made 95% EI/CFC referral made if indicated by dev assessment 100% # Indicated: # Made: EVALUATION ITEM Contract / HWIL Medical Case Management Handbook EVALUATION MECHANISM MET NOT MET N/A KEY: CO: Commendation COMMENTS R: Recommendations RQ: Required (bold) HealthWorks Medical Case Management for DCFS Wards Birth through age five (5) years, Pregnant DCFS Wards, and children of parenting DCFS Wards The Provider will provide medical case management services to all DCFS Wards, birth through age five (5) years, pregnant DCFS Wards, and children of parenting DCFS Wards residing in the Provider’s service area. 1a. DCFS Wards are linked to a HWIL Primary Care Physician. FY17 FCM Contract Contract Performance Standard 95% PA03 Enrollment PA05 Medicaid CM04 Case Notes SV02 Activity Entry P/P manual 1b. If the selected PCP is not enrolled in HW, the MCMA will notify the Lead Agency. 1c. DCFS wards receive a medical card under the Medicaid program.
Crisis Plan: _____________________________________________________________________ Next Meeting Date: _____________________________________________________________. Putting it All Together Now that we have talked about all three strands of the braid, let’s pull your students from the front and add some more planning to it: NAME: _________________________________________________ DATE: _______________ Trigger Target impacT Who is Responsible? (each item(s) may have different people responsible) Revision of the Environment Replacing the Behavior Reframing the Response
“worst at making cookies,” all of which her friend can help with. What they both need is a best pal, always there through thick and thin, which each one finally yells, “I am!” Use this to talk about how friendship is important because we all have something to contribute. If You Had to Choose, What Would You Do? McLeod S. Ages 6-12 This is an interactive book about moral choices for children 6-12. There are 25 stories about moral dilemmas and the reader is asked what he or she would do in that situation. Each story is also followed by thought questions which stimulate great discussions both in the home and in the classroom. Use this to have some relevant discussions on social skills. I'm Not Going to Chase the Cat Today Harper, J. One day the dog decides not to chase the cat, the cat decides not to chase the mouse, the mouse decides not to chase the lady, and they all have a party. Use this to talk about friendship. I'm Sorry McBratney, S. Ages 4-8 When one best friend shouts at the other, both are sad and hope the other will apologize. Use this to talk about problem solving differences. Incredible Me! Appelt, K. Ages 4-8 A girl celebrates her own individuality, from her freckles to her wiggles. Use this to talk about respecting yourself. It Takes a Village J. Ages 4-8 On market day in a Benin village, Yemi tries to watch her little brother and finds that the entire village is watching out for him too. Use this to talk about responsibility. It Was Jake! Jeram, A. Ages 4-8 Rather than accept the responsibility for his own actions, Danny blames his dog, Jake. Use this to talk about owning your own behavior. It's a Spoon, Not a Shovel Buehner, C. Ages 4-8 Funny characters present a quiz about manners. Use this to talk about manners. It's Back to School We Go: Day Stories from Around the World Jackson, E. Ages 4-8 Describes what the first day of school might be like for a child in Kenya, Kazakhstan, Canada, Australia, Japan, China, Peru, Germany, India, Russia, and the United States. Use this to celebrate diversity. It's Just a Game Farrell, J. Ages 9-12 A soccer team learns that sports should be played not only to win, but Baby- Preschool