zilongwang/ReadingBank huggingface dataset:
PURPOSE The Liberty Public School District No. 53 requests proposals for fiber and cabling upgrades. Service requested will add a 10 Gig fiber connectivity to one data closet and re-cabling several other data closets. The District will be applying for e-rate funds for this project. INFORMATION ABOUT DATA CLOSETS AT LHS IDF 1 – Broadcasting Existing panels and Cat5 cable are be removed and replaced. Ladder rack to be installed Existing rack to be removed and replaced with in 7’ standard free standing 19” EIA/TIA rack with vertical swivel managers. Hubbell Part number CS1976H. IDF 2 – LMC Existing panels and Cat5 cable are be removed and replaced. IDF 3 – 400s/500s Existing panels and Cat5 cable are to be removed and replaced. One rack will be removed. Remaining rack will be rotated 90 degrees. Ladder rack to be installed. IDF 5 – Front Office New ladder rack to be installed. There is currently some multimode and single mode fiber running from IDF 1 to IDF 5. This needs to be removed. Fiber enclosure needed. IDF 6 – Food Service Existing wall mounted enclosure will be utilized Cat5 cable will be removed and replaced. IDF 9 – Industrial Tech Cat5 cable will be removed and replaced. There are some Cat6 drops that will remain. Wall mounted rack will need to be installed. Existing rack will need to be removed. Cabling will need to be installed in a wall Mount Swing rack, Hubbell part number HPWWMR48. MDF 12 strands of multi mode fiber from from MDF to IDF 5. Existing fiber enclosure is to be utilized. Most new drops will be installed in existing boxes utilizing existing cable paths. Existing boxes should be used for new cable terminations. Should an existing box be damaged the District will provide a replacement box for the vendor to install.
6. - Enforcement is one of the seven CATPA initiatives identified for funding to combat auto theft. The CATPA Board shall give priority to applications representing two primary multiagency enforcement task force grant applications: 1) Task force applicant in the Gold Camp Area, and 2) Task force applicant statewide outside the Gold Camp Area. Conditionally, the two multiagency law enforcement task force applicants must ensure a centralized and unified command within and amongst both task forces. This priority shall not exclude the Board's ability to award grants to other applicants, consistent with §42-5-212 C.R.S. If this initiative is selected, these are the elements which the project will be evaluated and which will be used to report semi-annual and final reporting. To apply for Enforcement funding, a minimum of one (1) of the following Enforcement Goals with a minimum of one (1) Objective and one (1) Measurement must be identified. 1. 2. 3. 1. 2. 3. 4. 5. 6.
4. PROJECT DESCRIPTION A. What is the environmental/conservation issue of concern and the baseline condition? B. What are the objectives and the primary activities of the project? C. What are the results/final product(s) from this project? How will outcomes be measured? 5. PROJECT JUSTIFICATION A. What innovative approaches will be used? How will the project act as a catalyst for other conservation projects within Richland County? B. How will the project be funded or maintained beyond the grant period? C. How will this project benefit the public? Is public access allowed? D. For educational projects, who is the primary audience and how will educational materials be distributed? 6. PROJECT PERSONNEL A. Name of the project manager: List his/her qualifications to manage the project B. List names and companies of professional consultants (landscape architect, registered engineer, etc.) and/or licensed contractors: C. Will students or volunteers be involved with the project? Yes No If yes, what is their role and who will train and supervise them? D. What permits will be required? Building, Land Disturbance, Site Development, etc. How was this determined?
created for most services. When selecting services on the Consumer Service Detail tab, column I will prepopulate with the correct procedure code to be used for the federal billing. Non-FPS Services Service Unit Waiver Procedure Code Documentation need with Invoice 1 Assistive Technology and Services Item W5690 Receipt 2 Environmental Assessment Item W5740 Receipt 3 Environmental Modification Item W5750 Receipt 4 Family and Peer Mentoring Supports Hour W5760 Receipt 5 Family Caregiver Training and Empowerment Item W5770 Receipt 6 Housing Support Services Hour W5630 Receipt 7 Live-In Caregiver Supports Month W5877 Receipt 8 Nursing-Nurse Case Management and Delegation 15 minutes W5804 9 Nursing-Nurse Health Case Management 15 minutes W5802 10 Participant Education, Training and Advocacy Item W5780 Receipt 11 Remote Support Services Item W5820 Receipt 12 Respite Care-Camp Item W5850 Receipt 13 Respite Care-Daily Day W5822 Receipt 14 Respite Care-Hour Hour W5830 Receipt 15 Transition Services Item W5860 Receipt 16 Transportation (not Add-On) Item W5862 17 Vehicle Modification Item W5871 Receipt 18 Community Living Group Home Trial Experience (formerly Community Exploration) Day W0215 Receipt For the services that do not require receipts with the invoice, providers should maintain documentation of service provision. The DDA may conduct random audits of non-FPS services invoices by requesting all detailed documentation such as timesheets, logs, case notes, payroll and other evidence to substantiate invoice data. Participants may be authorized to receive services that are not included in the current Community Pathways Waiver program. This invoice template may be used to bill for these services as well but they would not be eligible for federal matching funds. So, 1500 forms would not be required for these services. The State-Only funded services are included in the list below. State-Only Funded Services 1 Other (State-Only Funded) 2 Rent-Individual Support (State-Only Funded) 3 Skilled Nursing (State-Only Funded) 4 Camp-Non-Respite (State-Only Funded) 5 Respite (State-Only Funded) 6 Transportation (State-Only Funded)
Agenda 20 min Pre-work: Review of the Intake Assessment Form and the IAF Definitions and Directions 2 min Introduction and Objectives Understand the importance of the Intake Assessment Form Become familiar with each section Learn key definitions and procedures 20 min Review each Section of the IAF Section 1: EFL, Class site, and Pre-test Section 2: Student Contact Information Section 3: Emergency Contact Information Section 4: Student Date Section 5: Student Status and Special Populations Section 6: Student Goals 3 min Review of Conference Notes 15 min Complete the Participant Worksheet and Evaluation
KENTUCKY DEPARTMENT OF EDUCATION COMPETITIVE GRANTS REVIEWER APPLICATION Social Security No: Name: Home Address: City: State: Zip: Home Telephone: Business Telephone: Home E-Mail: Business Business Name and Address: Are you available for the specified review dates – December 12-14, 2018? Highest Degree Received: Do you have any experience in reviewing local, state or federal competitive applications? YES NO Have you been involved in writing any local, state or federal competitive applications? YES NO Have you been involved in the writing process for any applications for the FY19 21st CCLC RFA? If so, you are ineligible to score. Yes No Please check any of the following grants that you have reviewed or helped write and please state the date. Even Start Family Literacy Grant Read to Achieve/Early Reading Incentive Grant Reading First Grant 21st Century Community Learning Center Grant Dropout Prevention Grant Comprehensive School Reform (CSR) Grant Family Resource/Youth Services Center Grant in the content area of _________________________________ Reading/Mathematics Mentor Grants Arts Grant (any) Technology Grant (any) Substance Abuse/Prevention Grant (any) Mentoring Grant (any) Other ________________________________________
Check the category for which you feel qualified to review. You may select more than one. Reading/Writing/Language Arts Family Literacy Mathematics Science (List Area(s)) Social Studies/History/Economics Health/Physical Education Career/Technical Education Humanities/Foreign Language Arts - Visual and/or Performing Educational Technology Professional Development School Reform After-School Programs Educational Leadership Other (Specify in box at right.) Check the level(s) at which you have experience and the number of years experience at that level. Level Number of Years Early Childhood/Preschool Primary (K-3) Intermediate Middle High K-12 Postsecondary Out of School Programming List Other Areas of Expertise. A CURRENT RESUME MUST BE ATTACHED TO THIS APPLICATION REVIEWER TIMELINE FY19 Reviewer Applications with Resume due Wednesday, October 31, 2018 4pm ET KDE will notify selected reviewers on or around Thursday, November 15, 2018 FY19 Reviewer Training Dates: December 12-14, 2018 Capital Plaza Hotel Frankfort Mail to: Jason Kendall, Kentucky Department of Education 300 Sower Blvd. 5 CSW 23 Frankfort, Kentucky 40601
Required Information School-Based S.A.F.E. Grant Part 1 This Plan must include all of the following: Yes No Partial Information Comments Met All Requirements Demographics PFALSE Trained member Name: Or: Name of member to complete PFALSE by June 30, 2019 ___________________________ Past Year-End reports complete MFIRS Complete Budget page signed by the chief or signature page included Required Information School-Based S.A.F.E. Grant Part 2 Yes No Partial Information Comments Met All Requirements Documented School Partnership: Signed by the chief and superintendent of schools
5. Question: If my program receives a grant, are there any requirements that I have to meet? Answer: Yes. If you receive a grant, you will be required to complete 12 hours of approved training, Remain licensed for 2 years beyond the date of the grant. Maintain a membership in Develop. (Develop is Minnesota’s Early Childhood Professional Registry. For more information, go to ) 6. Question: If my program is awarded a grant, how will my program receive the money? Answer: All grants are paid on a reimbursement basis and after all requirements are complete. 7. Question: How is it determined whether or not my program will receive funding? Answer: Once you submit an application it will be reviewed to see if it is complete and includes all of the required attachments. If your application is not complete, it will not be considered for funding. Your application will then be reviewed by a review committee. Due to limited resources, your application may only receive partial funding. A denial or award letter will be sent to you November 1. 8. Question: When is this grant available? Answer: Applications are available September 1 and are due in our office or postmarked by September 25. 9. Question: Why is it important to have multicultural resources in my program if all my children and families are of one race? Answer: Research has shown that children begin to create ideas about race very early on – typically, by ages three and four children have developed a limited concept of race. For this reason, it is important to teach all children about differences and social justice, and help them develop individual and group identities based on personal abilities and interests, rather than based on race and entitlement. This is crucial in order for children to be able to develop unbiased and successful relationships with others as adults. Additional information on this topic can be found in “What If All the Kids Are White: Anti-Bias Multicultural Education with Young Children and Families”, written by Louise Olsen Derman-Sparks and Patricia G. Ramsey.
Take care in listing your budget requests. You will be asked to purchase items exactly as listed, except in circumstances such as items being discontinued by the manufacturer. In these cases, you must get prior approval for a budget change from the Grant Administrator. Only one budget change will be allowed per grant, and all budget change requests must be made prior to February 15, 2019. 25% match Center programs must show a 25% match for the grant. This can be cash from another source, or in-kind donation of time and materials. You do not need a match for each grant category, a 25% overall match for the grant amount will suffice. Use the fair market value of services/materials to calculate in-kind services. You will not be reimbursed until documentation of your 25% local match is received with each request for reimbursement. 10% Multicultural Item(s) You are required to spend 10% of your total award on multicultural items (refer to page 6 of this guide for suggestions). If the requirement is not met, 10% of the total award or 10% of the total spent will be deducted from the total reimbursement. Application Checklist
Subtotal ______ Teaching and Relationships with Children Cost I/T PRE SA** CR 25% Match (Centers only)* Subtotal Grant ID_______ For office use only Assessment and Planning for Each Individual Child Cost I/T PRE SA** CR 25% Match (Centers only)* Subtotal Professionalism Cost I/T PRE SA** CR 25% Match
Youth can articulate education/training needed for field of interest Youth give examples of accepted workplace etiquette Youth understand importance of career portfolio Youth demonstrate workplace norms Youth give examples of individual skills and interests related to a career choice Youth actively apply for jobs – to transition to unsubsidized employment Youth able to demonstrate coping skills to overcome barriers in the workplace Youth have opportunity demonstrate leadership skills Career Awareness Activities: Program Expectations Workplace documentation Workplace Etiquette BOG Assessment – soft skills Research Jobs Career Interest Inventory/assessment Career Exploration Activities: Career Portfolio Workplace Etiquette Job Success Mock interview BOG Assessment – soft skills Career Preparation Activities: BOG Assessment-soft skills Connections to other caring adults involved with youth for additional education and career opportunities Job search-submitting resume/applications Career Retention Activities: Up to 6 months support Financial Planning Coping in the workplace Workplace Safety Job retention Leadership opportunities Field Experience: Workplace tour/guest speaker/career fair Informational interview Field Experience: Career Fair, Job Shadows, Volunteer Days or other Civic Engagement Mini-subsidized employment experience Field Experience: Subsidized employment Internship Apprenticeship Career Fair Certification training Field Experience: Grantee checks in with employer at least Checking in with youth to support success and brainstorm obstacles Career Awareness Benchmarks: 75% attendance 75% punctuality 75% engagement 75% professionalism Career Exploration Benchmarks: 85% attendance 85% punctuality 85% engagement 85% professionalism Career Preparation Benchmarks: 90% attendance 90% punctuality 90% engagement 90% professionalism Classroom learning through the BOG / EYF career readiness curriculum is focused on these core soft skills. Field experiences should be provided that build these skills and give youth the opportunity to demonstrate how these core skills relate to successful completion of a community field experience. And, youth will be expected to articulate how these core skills relate to their employment or career goal. We expect that every youth can benefit from this tiered approach. The overall goal of the BOG program should still be to help each youth find and keep unsubsidized employment – a first step on a career pathway. Using ‘tiers’ helps youth meet this goal because: • BOG programming can build on a foundation of career decision making that began when the youth was in residential treatment;
Western Region Lorrie Bobe, Director of Community Services P: (413) 731-4907 E: Central Region Alisa Padavano-Deveau, Director of Community Services P: (508) 475-2702 E:
Subtotal ______ Teaching and Relationships with Children Cost I/T PRE SA** CR 25% Match (Centers only)* Subtotal Grant ID_______ For office use only Assessment and Planning for Each Individual Child Cost I/T PRE SA** CR 25% Match (Centers only)* Subtotal Professionalism Cost I/T PRE SA** CR 25% Match (Centers only)*
PART II: APPLICATION COMPONENTS Application Guidelines Source of funds: Title IV, Part A of the Every Student Succeeds Act of 2015 (ESSA) Purpose: The purpose of the E3 (Entrepreneurship - Enterprise - Education) grant is to assist rural schools serving students in grades 9 – 12 in creating and developing entrepreneurship initiatives. These initiatives will support quality entrepreneurial lessons which will significantly improve student access to entrepreneurships and enterprise and advance the curriculum of CTAE pathways or classes. This Request for Application (RFA) is specifically for the creation of new entrepreneurial lessons and curriculum to expand existing CTAE classes or implement new pathways in rural Georgia. Eligibility: Eligibility is limited to rural districts currently eligible for funding under the Federal Title V, Part B Rural Education Achievement Program. Districts must reach out to all schools serving students in grades 9 – 12 within their geographic boundaries to also inform and include them in this grant opportunity. A list of eligible districts is included in this application. Scoring: The standard scoring criteria are based on a 100-point scale. Grant Period: Awards are for up to twenty-one (21) months. Proposal/Format: Applications must be submitted to the online application portal located at . Paper, faxed, or emailed submissions will not be accepted. Number and size of Awards: Forty (40) ten thousand eight hundred dollar ($10,800) awards E3 – Entrepreneurship - Enterprise - Education Grant Goals and Objectives Applicant must describe in detail the goals/objectives and the services and activities planned for implementation and the personnel involved in performing the service/activity. The applicant must provide details as to the need for the service/activity and the expected outcomes. E3 (Entrepreneurship - Enterprise – Education) Program Design (25 pts) Fully describe the need for the E3 grant funding requested. Include the following information: Description of proposed project/program Location(s) Entrepreneurship pathway, Marketing and Management pathway, or other CTAE pathways, or the non-public school equivalent, as well as the CTAE teachers and leaders involved in the program Total number of students and/or participants in the program
Application Evaluation Applications be evaluated and scored on four (4) general areas: Need (500 Points) Points will be awarded on a quartile basis. For example, if there are 16 applications (the top four will receive maximum points, the next four 75% of the available points, the next four 50% of the available points and the bottom four 25% of the available points. Annual Unemployment (100 Points) – Highest to lowest. Median Household Income (100 Points) – Lowest to highest Per Capita Income (100 Points) – Lowest to highest Assessed Taxable Value (100 Points) – Lowest to highest Poverty Rate (100 Points) – Lowest to Highest Work Plan (1000 Points) Points will be awarded based on the applicant’s approach towards completing core economic development activities. Need for Funding Statement (500 Points) Business Retention and Expansion (100 Points) Business Creation (100 Points) Business Attraction (100 Points) Potentials & Opportunities (100 Points) Other (100 Points) Capacity (500 Points) Tenure (100 Points) – Applicants will receive points for having a tenured Professional (10 points for every year their Professional has worked for the EDO for up to 10 years). Certifications (100 Points) – Applicants will receive 100 points if their ED Professional holds a certification through the American Planning Association, the International Economic Development Council, Community Development Council or the National Main Street Center. Training (100 points) – Applicants will receive points if their Professional, with in calendar year 2017, attended a conference or trainings offered by the Association of Idaho Cities, Idaho Planning Association, Idaho Economic Development Association, Inland Northwest Partners, International Economic Development Council, American Planning Association, Northwest Community Development Institute or National Main Street Center. Memberships (100 Points) – Applicants will receive points if their EDO or Professional is a member in good standing of the Idaho Economic Development Association, Idaho Planning Association, American Planning Association, International Economic Development Council, Inland Northwest Partners or the National Main Street Center. Fringe Benefits (100 Points) – Applicants will earn points if they offer their Professional paid vacation, health insurance or paid retirement benefits (pension or matching 401(k) plan).
Last Name First Name City State Zip Code Borough Home Phone Email Gender Response Date of Birth Ethnicity Hispanic/Latino Hispanic/Latino No Response Race American Indian or Alaskan Native American Native Hawaiian/Pacific Islander Response Country of Origin Primary Language English Proficient Yes Additional Language(s) Student Status Interested in half-day programming? Yes or no: Yes Student ID / OSIS # Name School Address Teacher/ Advisor Current Grade Level No No No Female Male Other
IDAHO CAREER & TECHNICAL EDUCATION PROGRAM BUDGET REQUEST FORM CS5/10F 5/16 PROGRAM/PROJECT IDENTIFICATION 1. DISTRICT/ CONSORTIUM/ INSTITUTION SCHOOL TECHNICAL RESPONSIBILITY PROJECT NUMBER 2. PROGRAM ID. PROGRAM CODE 3. TITLE 4. CONTACT PERSON B. DESCRIPTION CTE BUDGET REQUEST OTHER FUNDING SOURCES ICTE USE ONLY APPROVAL COMMENTS 1. SALARIES & BENEFITS (Include temporary help) TOTAL 2. TRAVEL (Include lodging, per diem, and registration) TOTAL 3. OTHER EXPENSES (Include professional/contract services) TOTAL 4. MATERIAL AND SUPPLIES TOTAL 5. EQUIPMENT TOTAL GRAND TOTAL NARRATIVE FOR ALL BUDGET ITEMS MUST BE PROVIDED ON THE PROGRAM BUDGET REQUEST NARRATIVE SHEET SIGNATURES PROGRAM COORDINATOR SCHOOL ADMINISTRATOR
Fiscal Year 2018-2019 (FY19) Fund Code (FC) 244 Addendum A - Maximum Funding Amounts and Eligible Sites Eligible Grantees (and Sites) Listed Alphabetically FY16 FC 245 Sites: (FY19FC 244 Amt. = @95% FY17 FC 245 Sites: (FY19 FC 244 Amt. = 75% FY17 amt.) FY18 FC 245 Sites: (FY19 FC 244 Amt. = @95% Max FY19 FC 244 Total Berkshire Hills Regional School District Muddy Brook Elem. Monument Valley MS $14,200 $14,250 Brockton Public Schools Arnone & George Elem. Schools $14,250 $14,250 Collaborative for Educational Services, Northampton Coburn Elem. W. Springfield $7,225 $7,225 The Community Group Lawrence Bruce Elem. Schools $7,100 Tarbox Elem. $7,225 $14,325 Everett Public Schools Lafayette, English, Elem. Schools $14,200 Parlin & Keverian Elem. School $14,450 $28,650 Fall River Public Schools Doran & Fonseca Elem. $14,450 Durfee High School $7,200 $21,650 For Kids Only Welch Elem., Peabody $7,200 $7,200 Fitchburg Public Schools South Street Elem. $7,225 Longsjo MS $7,200 $14,425 Haverhill Public Schools Whittier, Golden Hill & Tilton K-4 $18,496 High School $3,000 $21,496 Holyoke Public Schools Donahue MS $7,100 McMahon Elem. $7,200 $14,300 Lowell Public Schools Greenhalge and Shaughnessy Elem. Schools, Stoklosa MS $21,300 Lincoln Elem. $7,225 High School & Bartlett Elem. $14,400 $42,925 New Bedford Public Schools Gomes Elem. $7,100 $7,100 Quaboag Regional School District Warren Elem. $7,200 $7,200 Salem Public Schools Collins MS $7,100 $7,100 Wareham Public Schools Decas Elem. & MS $14,450 $14,450 Winthrop Public Schools Cummings Elem. $7,200 $7,200
Eligible Grantees Listed Alphabetically FY16-FY19 FC 646* FY17-FY19 FC 647 FY17-FY19 FC 646 FY18-FY20 FC 647 FY18-FY20 FC 646 Max. FY19 FC 645 Total Fall River Public Schools Fonseca Elem. $125,000 [OST] Morton MS (Prom) $269,450 [ELT] Doran Elem. $63,750 (D) [OST] Talbot Innovation MS $150,000 [OST] Durfee HS $89,250 [D-OST] $697,450 Fitchburg Public Schools South Street Elem. $125,000 [OST] Memorial MS $150,000 [OST] LongJo MS $50,000 [D-OST] $325,000 For Kids Only Sokowlowski (Chelsea) $145,000 [OST] Center Elem.l Peabody $140,000 [OST] Welch Elem. Peabody $140,250 [Prom.-OST] $425,250 Framingham Public Schools Walsh MS $150,000 [OST] $150,000 Gloucester Public Schools O’Maley MS $140,250 [Prom.-OST] $140,250 Haverhill Public Schools Golden Hill $94,902 Tilton $94,902 Consentino K-4 $94,902 [Prom. OST] John Greenleaf Whittier MS $145,000 [OST] HS $86,063 [D-OST] $515,769 Holyoke Public Schools Donahue Elem. $112,200) [Prom.-OST] Kelly Full Service Comm. School $195,450 [ELT] Peck Elem $67,681 EN White $67,681 [D-OST] McMahon Elem. $140,250 [Prom.OST] $583, 268 Lawrence Public Schools Parthum Elementary- $130,050, Arlington MS Guilmette Elementary $108,375 [Prom ELT] Whetherbee School $289,000 SY $20K Vacation Wks [Prom-ELT] $652,400 Leominster Public Schools Skyview MS $125,000 [OST] $125,000 -
[Prom.-OST] Eligible Grantees Listed Alphabetically FY16-FY19 FC 646* FY17-FY19 FC 647 FY17-FY19 FC 646 FY18-FY20 FC647 FY18-FY20 FC646 Max. FY19 FC 645 Total Taunton Public Schools Alternative HS $142,800 [Prom. OST] Parker MS $123,250 [Prom.-OST] $266,050 Waltham Boys and Girls Club P-ship w/Whitmore Elem Waltham $150,000 [OST] $150,000 Wareham Public Schools Wareham HS $145,000 [OST] Decas Elem. $123,250 (Prom) MS $50,000 (D) [OST] $318,250 Webster Public Schools` Park Avenue Elem. [OST] $150,000 Whitman-Hansen Regional School District HS $89,250 [D-OST] $89,250 Winthrop Public Schools Cummings Elem. $50,000 [D-OST] $50,000 Woburn Boys & Girls Club Altavesta Elem. $124,984 [OST] $124,984 Worcester Public Schools Burncoat MS $125,000 [OST] Sullivan MS $123,250 [Prom-OST] Claremont Academy $150,000 [OST] $398,250 YWCA Malden Ferryway Elem. [OST] $117,047 * Note Promising Sites awarded funding in FY16 received an extra year of funding due to grants being awarded later than usual.
Preliminary Priorities for the Coastal LCD in FY19 An FY19 Budget for the USFWS Science Applications program could provide the coastal LCD project with funding to advance key aspects of the LCD. These funds would be considered as “project funds”. Project funds through the SciApps Program will be prioritized, based upon key criteria: Project supports one of the ten DOI and nine FWS priorities (see below) Project supports a priority for one or more Program(s) in the Region Landscape-scale or has applicability across a larger geography Supports first two components of the Strategic Habitat Conservation cycle: biological planning and design. (vs. implementation and monitoring) Supports a Program, Office, or Refuge/Monument on an upcoming decision or an existing planning effort Involves collaboration with States, Tribes/Indigenous Peoples, or Local Government Science need already is identified as a priority and planned but looking for funds (preferably articulated in a work plan) What are project ideas that would continue to evolve the project and move towards collaborative strategies? Here are some general ideas by category: Developing Collaborative, Landscape-scale strategies Continue convening our sub-regional groups of stakeholders to advance understanding of land management values, mutual goals, and challenges associated with wildlife connectivity and working landscapes Focus on moving towards articulating strategies (using Open Standards) that achieve mutual goals and interests of stakeholders in the region Ecological Science and Spatial Conservation Planning/Assessment Continue habitat connectivity assessment in SW Washington Data synthesis of “who’s doing what and where” Spatial Prioritization Estuarine/Riverine landscape-scale science needs (to date, we’ve focused on terrestrial aspects of the conservation design. Communication and Outreach An ecoregional “summit” that describes work to date, shares the outcomes of sub-regional group efforts to date, and charts key next steps to advance landscape planning goals in the region Development of a web-based tools that advance information and value sharing in the region as well as priority locations on the landscape to advance working lands and wildlife connectivity strategies Development and implementation of a comprehensive communications strategy, including a facelift of existing website
Teaching and Relationships State-approved curricula – See list of state approved curriculum here: For regional grants, start-up grants and emergency grants as well as any funding related to Parent Aware, Child Care Aware will cover the cost of materials for outdoor play area fencing as required by licensing, or to ensure child safety. All materials must be new, and must be purchased from a retail store, not a private party. If a child care program wishes to have the cost of fence assembly and/or installation covered by a CCA grant, the labor must be performed by a licensed and bonded contractor. Room equipment and furniture Active Play Tables Chairs Coat, cubby units Storage units Centers: book, listening, writing Computer table Cots or mats Classroom activity carpets Activity mats and gyms Classroom displays Bicycles, Tricycles, Wagons Scooters, scooter boards Balance beams Tumbling mats Play tunnels or hoops Basketball hoops, balls Playground equipment, climbers, swing sets, slides Large unit blocks Rocking boats Parachutes Large motor games, such as bean bag, ring toss Manipulatives Science and technology Materials that link, construction sets Puzzles Beads, lacing sets Pegs and pegboards Pre-writing stencils Pounding benches Tools and tool benches Block play materials Small design blocks Sensory materials Manual dexterity vests Exploration kits Nature activities and materials Magnifying glasses, microscopes Weather charts Minerals/rocks Magnets Prisms Science kits Computers Educational computer software Social Concepts Cognitive Development and Perception Costumes Play masks Dramatic play equipment Dolls, doll houses and furniture Other play buildings (e.g., barn, firehouse, school, etc.) Animal collections Puppets Plush animals Posters Miscellaneous such as purses, cameras, phones Multicultural games, activity kits, craft kits and books Bilingual language materials Youth cookbooks Cooking utensils, pots, pans, and food items Woodworking materials Age-appropriate books Storytelling kits and materials Materials that promote phonological awareness. Materials that promote print awareness. Materials that promote alphabet awareness. Early language concept activities such as object matching, sorting Infant and toys Geometric forms and boards Patterning activities and materials Math awareness materials Tactile numbers and tracing activities Measurement kits Clocks and time activities and materials Calculators, money Discovery boxes Sensory Music selections, Headphones, rhythm instruments Art supplies including stencils and sponges Sand and water tables and toys Feely boxes Sensory balls Sight and sound tubes
15. Application Submittal Date 16. Applicant/Project Street Address. Please include PO Box number if applicable. 17. Correspondence Address (if different from Project Address) 18. Applicant zip code 19. where work is to be performed. Enter address and click “Find.” Your U.S. Congressional district will be shown on the left side of the screen as “U.S. Representative (Maryland District #).” Do not include any letters in this number (E.g. “1A” should be listed as “01.”) 20. where work is to be performed. Enter address and click “Find.” Your Maryland Legislative district will be shown on the left side of the screen as “State Senator (District #).” Do not include any letters in this number (E.g. “37B” should be listed as “37”). 21. Maryland County where the project will be completed. Allegany County Anne Arundel County Baltimore City Baltimore County Calvert County Caroline County Carroll County Cecil County Charles County Dorchester County Frederick County Garrett County Harford County Howard County Kent County Montgomery County Prince George’s County Queen Anne’s County St. Mary’s County Somerset County Talbot County Washington County Wicomico County Worcester County 22A. Estimated total cost of proposed energy efficiency measures: $________________ 23. Type of energy efficiency measure(s) (i.e., lighting upgrades, insulation, etc.)
APPENDICES Appendix A: Required Cover Pages Board Name: _______________________________________________________________ Base Funding Budget Summary Requested Funds Cash Match (Total Cash Match/% of Total Funds) In-Kind (Total of Total Funds) TOTAL FUNDS Serves Strategic Goal Population(s) – Yes/No? If yes, state which. A. Board Support $ $ % $ % $ B. Base Program Title: $ $ % $ % $ C. Base Program Title: $ $ % $ % $ D. Base Program Title: $ $ % $ % $ E. Base Program Title: $ $ % $ % $ F. Base Program Title: $ $ % $ % $ G. Base Program Title: $ $ % $ % $ Total Base $ $ % $ % $ Check All that Apply: Multi-Jurisdictional Plan for (list title): Lead Board Participating Board Requesting Extra Points for: Two Generation Approach Race Equity 25% Cash Match
effective strategies, identify program or strategy. generation, integrated program. Appendix D: Worksheet for Aligning Results, Indicators and Strategies Strategy Worksheet Result: (One of the Child Well-Being Results prioritized based upon the assessment of needs and community input) Indicator: (The Indicator that will be used to measure progress toward the prioritized Result) Strategic Goal: (The target population based on one of the four Strategic Goals) Strategy/Program: (The name of the activity/strategy/program proposed for funding) Description: (Description of the program/strategy proposed for funding) Supporting Evidence of Need: (The data and community input that demonstrates the program/strategy fills a gap in services and addresses a critical need.) Supporting Evidence of Effectiveness: (For new programs- the research; for currently funded programs - a minimum of three years of performance measure data. Effectiveness means the research or performance measures show the program has quantifiably impacted the prioritized Indicator.)
Appendix D: Worksheet for Aligning Results, Indicators and Strategies Strategy Worksheet Result: (One of the Child Well-Being Results prioritized based upon the assessment of needs and community input) Indicator: (The Indicator that will be used to measure progress toward the prioritized Result) Strategic Goal: (The target population based on one of the four Strategic Goals) Strategy/Program: (The name of the activity/strategy/program proposed for funding) Description: (Description of the program/strategy proposed for funding) Supporting Evidence of Need: (The data and community input that demonstrates the program/strategy fills a gap in services and addresses a critical need.) Supporting Evidence of Effectiveness: (For new programs- the research; for currently funded programs- a minimum of three years of performance measure data. Effectiveness means the research or performance measures show the program has quantifiably impacted the prioritized Indicator.) Appendix E: Performance Measures Worksheet #1 Performance Measures Worksheet Effort Quantity Quality A.) _____________________________ B.) _____________________________ A.) _____________________________ B.) _____________________________
SPDH Fund SIGNATURE PAGE Fiscal Year 2019 Institution Name Signature of Authorized Institution Official Date Contact Person for the Institution Title Address: Telephone Completed Applications must be mailed to: Idaho Career & Technical Education ATTN: Adrian San Miguel P.O. BOX 83720 Boise, ID 83720
IDAHO CAREER & TECHNICAL EDUCATION PROGRAM BUDGET REQUEST FORM CS5/10F 5/16 PROGRAM/PROJECT IDENTIFICATION 1. INSTITUTION TECHNICAL PROJECT NUMBER 2. PROGRAM ID. PROGRAM CODE 3. TITLE 4. CONTACT PERSON B. DESCRIPTION CTE BUDGET REQUEST OTHER FUNDING SOURCES ICTE USE ONLY APPROVAL COMMENTS 1. SALARIES & BENEFITS (Include temporary help) TOTAL 2. TRAVEL (Include lodging, per diem, and registration) TOTAL 3. OTHER EXPENSES (Include professional/contract services) TOTAL 4. MATERIAL AND SUPPLIES TOTAL 5. EQUIPMENT TOTAL GRAND TOTAL SIGNATURES __________________________________________ _____________________________________________________
Justification for Seeking Additional Support Briefly describe how additional resources (should be made available) would support your team to go beyond the level of implementation you will attempt if external resources are not received. How could such investment increase impact? Proposed Activities and Expected Impact Describe the solution you intend to implement to improve equitable student outcomes. If you have references to research or evidence in support of these practices, please include them at the end (not required, not included in word count). Expected Leadership From your team or larger partnership, please list individuals who are committed to substantively contribute to the work. You may also speculate on individuals or groups you would like to add to your core team based on your specific improvement plan.
Richardson Electronics, Ltd. Unaudited Consolidated Statement of Stockholders’ Equity (in thousands, except per share amounts) Common Class B Common Par Value Additional Paid In Capital Common Stock in Treasury Retained Earnings Accumulated Other Comprehensive Income Total Balance June 2, 2018: 10,806 2,137 $ 647 $ 60,061 $ — $ 70,107 $ 4,366 $ 135,181 Comprehensive (loss) income Net income — — — — — 431 — 431 Foreign currency translation — — — — — — (740 ) (740 ) Share-based compensation: Restricted stock — — — 45 — — — 45 Stock options — — — 120 — — — 120 Common stock: Options exercised 35 — 2 190 — — — 192 Restricted stock issuance 70 — 3 (3 ) — — — — Converted Class B to common 40 (40 ) — — — — — — Dividends paid to: Common ($0.06 per share) — — — — — (648 ) — (648 ) Class B ($0.054 per share) — — — — — (116 ) — (116 ) Balance September 1, 2018: 10,951 2,097 $ 652 $ 60,413 $ — $ 69,774 $ 3,626 $ 134,465
7. Enrollment – Please indicate the number of children currently in your care that are not your own. Infant _______ Toddler_______ Preschool _______ School-age_______ Total children in care _______ 8. Hours that you are licensed to be open. Weekdays Saturday Sunday Example: 8 am – 6 pm ____________ ___________ ___________ 9. Indicate the number of children in your care who meet one or more of the following criteria. Do not count a child more than once – even if they meet more than one criteria. (you may include your own children) Speaks English as a second language Has an Individual Education Plan or Individual and Family Services Plan through a special education program Is enrolled in the Child Care Assistance Program Is enrolled in Minnesota Family Investment Plan Is eligible for or enrolled in the free and reduced lunch program Is enrolled in Head Start Lives in an out-of-home placement (foster care) Number of children who meet criteria ______ Child Care Services Grant Participation Agreement
Subtotal ______ Teaching and Relationships with Children Cost I/T PRE SA** CR 25% Match (Centers only)* Subtotal Grant ID_______ For office use only Assessment and Planning for Each Individual Child Cost I/T PRE SA** CR 25% Match (Centers only)* Subtotal Professionalism Cost I/T PRE SA** CR 25% Match (Centers only)*
ELT= Expanded Learning Time, OST=Out-of-School Time HS = High School; MS = Middle School; Elem. = Elementary School Listed Alphabetically Grantee FY16-FY19 FY17-FY19 FY18-FY20 FY19-21 Athol YMCA Athol Comm. Elem. {OST} Athol-Royalston MS {OST} Barnstable PS Hyannis West Elem {OST} Berkshire Hills Regional School District Muddybrook Elem. Monument Valley MS {OST} Boston Day & Evening Academy Boston Public Schools Hennigan Elem English HS {OST} Eliot Innovation Elem/MS {ELT} Boston International HS Gardener Pilot School Edison Elem. Thomas Kenny {OST} Brockton Public Schools Arnone Elem George Elem. {OST} Downey Elem. {OST} Brookfield Elem. {OST} South MS Baker Elem. {OST} Chelsea PS Chelsea HS {OST} Collaborative for Educational Services, Northampton Memorial Elem.- W Springfield Greenfield HS {OST} Easthampton HS /Phillip Coburn Elem. W. Springfield {OST} W. Springfield HS Amherst MS {OST} Kozol Elem. Ware Sheffield Elem. Pepin and Maple Elem.- Easthampton Converse MS- Palmer {OST} The Community Group- Lawrence Parthum Elem. {OST} John K Tarbox Elem. {OST} Frost Elem. {OST} South Lawrence East Elem. Arlington Elem. Wetherbee Elem. Alexander B. Bruce Elem {OST} Everett Public Schools Parlin Elem English Elem Lafayette Elem. {OST} George Keverian Elem. {OST} Webster Elem. {OST} Fall River Public Schools Fonseca Elem. Doran Elem.{OST} Morton MS {ELT} Talbott Innovation MS Durfee HS {OST} William Greene Elem. {OST} Letourneau Elem. School {ELT} Fitchburg Public Schools South Street Elem. {OST} Memorial MS. LongJo MS {OST} Crocker Elem. Rhinegold Elem. {OST }
Grantee FY16-FY18 FY17-FY19 FY18-FY20 FY19-21 Socidad Latina Umana Academy (East Boston) Timilty MS (Roxbury) {OST} Southbridge Public Schools West Elem. MS {OST} South Shore Stars, Weymouth Chapman MS {OST} Randolph HS {OST} Randolph MS {OST} JFK Elem School, Randolph Randolph Extended Day {OST} Springfield Parks & Recreation Pottenger Elem {OST} Taunton Public Schools Alt HS {OST} Parker MS {OST} Tewksbury Public Schools Dewing K-2 {OST} Triton Regional School District Salisbury Elem. {OST} Waltham B&G Club Partnership Whitmore Elem {OST} Wareham Public Schools Wareham HS Decas Elem. Wareham MS {OST} Minot Forest Elem. grades 3-4 {OST} Webster PS Park Avenue Elem. {OST} Whitman- Hansen RSD Whitmen-Hansen HS {OST} Winthrop PS Cummings Elem. {OST} Woburn Boys & Girls Club Shamrock Elem. {OST} Worcester Public Schools Burncoat MS Sullivan MS {OST} Clarmont Acad MS/HS {OST} YWCA Malden Ferryway Elem {OST} Ferryway School MS {OST}
Have each partner’s representative sign and date the MOA. Make sure the signatories have contractual authority for their organization. Partner Organization Name Signatory Name Signature: _________________________________________________Date: _____________ Partner Organization Name Signatory Name Signature: _________________________________________________Date: _____________ Attachment 6: Target Occupation Worksheet Employer Occupation Number of Current Vacancies in Occupation Number of Anticipated Job Openings Over Duration of Grant Skills Required for Entry Credentials Required for Entry Average Hourly Wage At Entry Employer Partner 1 (provide employer name) Employer Partner 2
[INSERT NAME] First Steps Proposed Program Strategies for 2018-19 Strategy Area Strengthening, Early Education, School Transition, Child Care, or Healthy Start) Strategy Name New or Continuing Strategy for FY19? Program Code Will state funds be used for this Procurement (in-house or vendor contract) Projected to Serve FY19 Please include unit (children, adults, providers) Continuing strategies: how would you describe your plans for implementation next year, as compared to the current year: About the same Expanded or enhanced Reduced Over Y/N Y/N Date this Strategy was Last Bid, if applicable __/__/20__ Briefly describe how your proposed strategies for 2018-19 support Year 1 implementation of your Comprehensive Plan and/or the results of your strategy Explain in particular any CHANGES FOR NEXT YEAR, such as: adding new strategies, discontinuing strategies, expanding or enhancing
[Insert Name] First Steps BOARD MEMBERSHIP COMPOSITION and TERMS (as of May 2018) Board member rosters shall be published in the partnership’s annual report, be reported annually to the partnership’s legislative delegation and be on file with the Office of First Steps (Section 11. Section 59-152-60(A)). Name Organization Board Category: -Elected (include representation) -Appointed -Designated (which agency) Date First Elected to the Board (mo/yr) Date of Last to the Board (mo/yr) Email Address TOTAL # Years Served Since FS Began
Assembly session. Federal Overhead Cost Recovery: The methodology for recovery of the costs borne by the Commonwealth associated with the housing of federal inmates in local and regional jails (excluding construction costs) remains unchanged in FY19. COMPENSATION BOARD FY19 SPECIFIC BUDGET ISSUES SHERIFFS AND REGIONAL JAILS Nottoway County Funding For Offenders from Virginia Center For Behavioral Rehabilitation: Beginning with FY17, the General Assembly has approved funding of $100,000 in each year to reimburse Nottoway County for incurred costs of confinement of residents of the Virginia Center for Behavioral Rehabilitation arrested for new offenses and housed in Piedmont Regional Jail. Budget language provides for the reimbursement timeline and necessary demonstration of costs incurred for the Compensation Board to reimburse the County. Withholding of Reimbursements: Since July 1, 2016, the Compensation Board has been authorized to withhold reimbursements due the locality for sheriff and jail expenses if the sheriff fails to self-certify their compliance with information transmittal requirements to the Sex Offender and Crimes Against Minors Registry of the Virginia State Police. Since July 1, 2007, the Compensation Board has been authorized to withhold reimbursements due the locality for sheriff and jail expenses upon notification from the Superintendent of State Police that there is reason to believe that crime data reported by a locality to the Department of State Police in accordance with § 52-28, Code of Virginia, is missing, incomplete or incorrect. Upon subsequent notification by the Superintendent that crime reporting data is submitted accurately and/or timely, or upon certification by the sheriff that information transmittals are meeting requirements, the Compensation Board shall make reimbursement of withheld funding due the locality, when such
Barnstable / Nantucket / Dukes Counties Deborah Cassell, Esq. P.O. Box 869 East Sandwich, MA 02537 Phone: 508-833-4812 Fax: 508-420-0884 Email: Berkshire County Dorothy Storrow, Esq. 15 Franklin Street Greenfield, MA 01302 Phone: 413-772-2425 Fax: 413-773-5755 Bristol County Astrid M. Kitchen 81 Hawthorn Street New Bedford, MA 02740 Phone: 508-992-4396 Fax: 508-997-7074 Essex County (South – Lynn/Salem) Frances Weiner, Esq. 85 Exchange Street, 4th Floor Lynn, MA 01901 Phone: 781-595-2050 Fax: 781-599-5160 Hampden County Michael Greenberg, Esq. One Monarch Place 1414 Main Street, Suite 1450 Springfield MA 01144 Phone: 413-746-0022 Email: Hampshire / Franklin County Sarah Schooley, Esq. 444 Middle St. Amherst, MA 01002 Phone: 413-887-8003 Email: Middlesex (North - Lowell)/Essex John Haroian, Esq. PO Box 294 2 South Main Street Middleton MA 01949 Phone: 978-777-7760 Email: Middlesex (South – Cambridge/Framingham) Andrew Hoffman, Esq. 101 Federal Street, #1900 Boston, MA 02110 Phone: 617-898-0750 Fax: 617-210-1370 Email: Norfolk County Andrew Don, Esq. P.O. Box 54 Scituate, MA 02066-0054 Phone: 781-545-7948 Fax: 781-545-7949 Email: Plymouth County Tara A. Comendul 869 Main Street Walpole, MA 02081 Phone: 508-561-4084 Fax: 508-660-2907 Suffolk County Emilie Curtis, Esq. 8 Faneuil Hall Marketplace 3rd Fl Boston, MA 02109 Phone: 617-973-5051 Fax: 617-973-6406 Worcester County William Comeau, Esq. 165 Mechanic Street Leominster, MA 01453 Phone: 978-466-1300 Fax: 978-466-6337