zilongwang/ReadingBank huggingface dataset:
17 Science Collab November 8 – 6-8 November 9 – 9-12 Yes/No, wait until Spring? Curriculum Directors, Principals, Teachers 18 Tour Builder 19 RESA Directors Update Various Blake Johns Topic Specifics Information to Deadlines Handouts 20 Google classes Online Would it be beneficial to put the 3 tiered google training courses online? I would provide certificates of completion for participants. It wouldn’t be cohort based unless that is something that is wanted? Thoughts? PLAC and building Admin None 21 Interactive Solution Expo December 15th from 9am – 1pm. 7 vendors so far Google Form for registration numbers or capital impact? Since this was not a class, was not sure which is preferred. PLAC and building Admin None 22 Pasco November 16th from 10am – 12 pm I can provide trainings for using this equipment if your district already has it. Connects to NGSS and phenomena based science instruction. PLAC and building Admin None
Topic Specifics Information to Deadlines Handouts 30 Basic Strategies Instructor: Dana Robbins 10/30 and 11/6 (4:00-8:00 p.m.) Curriculum and SPED Directors Registration closed (seats available) 31 to Children and Youth Instructor: Dana Robbins 10 online modules Begins on 1/18/18 and ends on 3/26/18 GaTAPP- no charge Other RESA- $250 Click to register. Curriculum and SPED Directors Registration closes 12/15/17 Cathy McGee Topic Specifics Information to Deadlines 32 PBIS Fall PBIS Walkthroughs Begin September 28–Nov.3 District Coordinator will complete district trained 2014-16. DC’s with Cindy/or/ Cat for school trained 2017 PBIS District Coordinators Principles November 3, 2017 33 PBIS Tier 1 Team Training-Day 2 Coffee – November 9, 2017 8:30-3:30 Freshman Campus and Alternative School H Building- Freshman Campus Clinch- November 8, 2017 8:30-3:30 Clinch Elementary, Clinch Middle and Clinch High Railroad Depot Superintendents PBIS District Coordinators Principles Cindy Hitt
Contacts Area of Responsibility Extension Contact Budgets: E&G-Academic Affairs/ Student Affairs/ UTS/ E&G – Human Resources E&G-Business & Finance/ Office of the President/ Advancement & External Relations/ Governmental Relations/ General Counsel/ Facility Operations; SGA Auxiliaries-Academic Affairs/ Student Affairs/ UTS/ Facility Operations Athletics Technology Fee Financial Aid Athletics Fee Tuition and Enrollment Division of Research (DoR) 1138 0255 7092 1193 1193 1193 1399 1399 1399 3621 Anneyra Espinosa Diane Lee-Singh Collette O’Meally Luis Gonzalez Luis Gonzalez Luis Gonzalez Janet Medina Janet Medina Janet Medina Christina Jardim Accounts Payable 3889 2559 2747 2553 Liza del Campo Maria Martinez Maria Luisa Roque Zoila Romero Cash Transfers 2542 Robert Alvarez Interdepartmental Transfers 2550 Alicia Sagastume Deposits 2826 Nikki Zovath Petty Cash 2826 Nikki Zovath Travel Reimbursements/TARs 2543 Inez Stokes University Credit Card payments/charges University Credit Card transfer of charges 2920 1603 3150 Tracye Eades-Mickle Martha Betancourt Carlos Valle Requisitions and Purchase Orders 2161 2164 1244 1243 Purchasing Help Desk Crystal Ortiz Tere Portuondo Donald Corbitt
Contacts Area of Responsibility Extension Contact Budgets: E&G-Academic Affairs/ Student Affairs/ SGA/ UTS E&G-Business & Finance/ Office of the President/ Human Resources/ Advancement & External Relations/ Governmental Relations/ General Counsel/ Facility Operations Auxiliaries-Academic Affairs/ Student Affairs/ UTS/ Facility Operations Athletics Technology Fee Financial Aid Athletics Fee Tuition and Enrollment Division of Research (DoR) 1138 0255 1193 1193 1193 1399 1399 1399 3621 Anneyra Espinosa Diane Singh Luis Gonzalez Luis Gonzalez Luis Gonzalez Janet Medina Janet Medina Janet Medina Christina Jardim Accounts Payable 3889 2559 2747 2553 Liza del Campo Maria Martinez Maria Luisa Roque Zoila Romero Cash Transfers 2542 Raul Velez Interdepartmental Transfers 2550 Alicia Sagastume Deposits 6763 Emily Burtt Petty Cash 6763 Emily Burtt Travel Reimbursements/TARs 2543 Inez Stokes University Credit Card payments/charges University Credit Card transfer of charges 2920 1603 2920 Tracye Eades-Mickle Martha Betancourt Tracye Eades-Mickle Requisitions and Purchase Orders 2161 6551 2164 1244 1243 6897 Purchasing Help Desk Emily Font Crystal Ortiz Tere Portuondo Donald Corbitt Cheryl Cobb Competitive Solicitations and Contracts Vendors 1242 2413 6585 6498 Kenia Junco Chandra Nix Pam Johnson Jerry Laso
FLAGSTAFF YOUTH HOCKEY ASSOCIATION BOARD OF DIRECTORS AGENDA May 17, 2016 @ 5:30pm Call to Order: Board Members Present: Association Members Present: APPROVAL OF MINUTES: REPORTS: Treasurer (CW Payne) Financials update Budget process President’s Report (Kevin Tye) Status of equipment room Status of U16/U18 teams Results of 5/12 meeting with HS Reps. Participant numbers from tryouts c. Update on Squirt Coach Applications with discussion and possible vote Vice President’s Report (Joth Jacobson) Update on possible PeeWee coach-Brad Schumacher will attend meeting Update on AZYHL meeting Ice Scheduler: needs to meet with Mike Abeyta soon 3x3 schedule and plan for Summer Grievance Committee Chair (Reuben Gibbs) HS Avalanche Representative (Bill Kuche) U16/U18 Summer Ice Team Development Registrar (Lindsay Kuche) How is the learning process going, does she need additional support to be ready for 3 v. 3 registration? OLD BUSINESS: Policy and Bylaw Committee Formation Need verbiage in Bylaws to stipulate guidelines for public vs. executive committee matters
FYHA Programming Committee Guidelines distributed Rec league discussion. Possible private donation to help fund expansion Aaron Walski interested in Wednesday goalie sessions Jen Mastrud presented 3 policy proposals – no action taken Practice, Skills and Game Schedule Revisions BP 101 Parent Responsibilities during tryouts BP 201 State Leagues Play Hockey Tryouts BP 111 Hockey Program Updates Termites – David Oksendahl Start one week after intro camp Mites – Chad Zimmerman Draft Sunday 10/30 Squirts – Kevin Spiewak Eliminate in-house – announce teams 3 weeks earlier Peewees – Shawn Bullinger Falls camps 10/2-13. Teams by beginning of November Bantams – Todd Olson 10/7-9 AA tryouts. A & B1 weekend after. Jr Gold – No Director (Jen Mastrud) Not expecting many High School cuts Moorhead has agreed to take any players if they field two teams If they only field one team, Fargo players would be cut first. 19U – Dean Bachmeier No 19u 14/15U – Dean Bachmeier Email parents on tryout procedures 12U – Dean Bachmeier Waiting for # to come in 10U – Mitch Hanson Camp starts the 10/6 8U – Mitch Hanson Waiting for # to come in VP of Hockey Operations – Travis Kurtz Evaluations of Staff – want to make a point to do it annually Director of Fundraising - Stephanie Astrup PushSave with Termite and Mites Advertising fundraising option available for webpage rather than yearbook Raffle tickets handed out at pictures. Super Smooth and Super Easy Hockey Night in Fargo moved to Holiday Inn March 30th, 2017 Director of Marketing & Communication – Stacey Matter
Human Subjects Division (HSD) You will see that we have now combined the numbers for “initial” and “exempt” IRB applications. This is because the same application form is used for both types of situations in Zipline; we don’t know whether a specific application will be exempt until the entire review process has been completed. This was not true of our previous paper-based system. The above sections are aggregated to show both Minimal Risk and Standard together. This includes both Zipline and DORA systems data. External Trainings Unit Session Title Action (Training/ Outreach) Sessions Within the Last 3 Months Total Attendees Within the Last 3 Months ORIS ORIS 101: SAGE eGC1s Training 1 7 ORIS ORIS 103: SAGE Budget Training 1 5 ORIS ORIS 101 + 103 (POD) Training 1 10 ORIS ORIS 102: Grant Runner Training 1 6 OSP Intro to Research Admin (POD) Training 1 29 HSD NIH Single IRB Policy: Training for the SOM ABC Shared Services group Training 1 16 HSD Faculty Grants Management (participated as a panelist) Training 1 35?? HSD Administrative Advisory Group: NIH Single IRB Policy Outreach 1 6 HSD IRB Overview, and Clinical Trials: Presentation to Psychiatry residents Training 1 9 HSD IRB Updates: Presentation to Radiology Faculty Meeting Training 1 about 30 HSD Dept Orthopaedics: Wide-ranging topics Outreach 1 4 HSD Comparative History of Ideas Program: IRB Review & Approval Process for Undergraduate Students Training 1 20 HSD Sociology: IRB Review & Approval for Graduate Students Training 1 7 Guidance, Training and Outreach - Development & Updating Unit Name Action (Development / Update) Description OSP Team B Development Meeting with NanoES leadership (4 individuals, 1 hour) OSP Amanda Update CoE Admin Mtg with ORC
__________________________________ Name of Parent/Guardian __________________________________ Parent/Guardian Signature __________________________________ Relationship to Youth __________________ Date _____________________________ Medicaid Number of Youth
National Moot Court Competition in Adoption and Child Welfare Law, an annual competition drawing students from law schools nationwide to demonstrate their advocacy skills as they present legal arguments on a timely adoption/child welfare question. Adoption Academy, an education program for pre-adoptive parents offered in partnership with Nationwide Children’s Hospital. Inquiry Responses, annually providing individual responses to hundreds of requests for information and resources. Weekly News and Case Summaries, a free online service for subscribers each week, offering the latest breaking news from across the nation and case summaries of decisions from upper level courts. Legislative comment and consultation, at state and federal levels. Project Management. FYLAW provides project management services and research assistance to partners such as the Supreme Court of Ohio, the Ohio Department of Job and Family Services, and Franklin and Fairfield County juvenile courts. Among our projects are: Restorative Justice Circles, the first RJ diversion program of its kind in Ohio, operated by the Franklin County Juvenile Court with FYLAW providing training and technical assistance to community volunteers. The Ohio Adoption Photolisting, a posting site for profiles of Ohio’s children who need permanent families through adoption from foster care. The Ohio Intimate Partner Violence Collaborative, aimed at keeping children who are experiencing violence in their homes safe with the non-offending parent through a collaborative and holistic response to intimate partner violence. The Ohio Families and Children Rule Review Website, offering the public the opportunity to comment on the Ohio Administrative Code Rules that govern programs for Ohio’s families and children. Ohio Permanency Roundtables, structured case consultations focused on “busting barriers” in order to increase permanent connections for children and youth. The Supreme Court of Ohio’s Subcommittee on Responding to Child Abuse, Neglect and Dependency initiatives, including those related to engagement of youth and caregivers in court proceedings and review of Guardian ad Litem practice. Family and Youth Advocacy Center, a multidisciplinary resource center and free legal clinic, staffed by law students and FYLAW attorneys, serving current and former foster youth who have been involved in foster and juvenile justice systems.
Safeguarding all vulnerable children and adults in Fylde by showing :- Respect and promote the rights, wishes and feelings of children and adults at risk. Protecting elderly victims of crime e.g. high value fraud, doorstep Protecting vulnerable victims of crime Supporting victims of crime and bringing offenders to justice Supporting victims of hate crime and bringing offenders to justice Police,Fylde Council,LCC, All partner agencies Police,FBC Early Action partners and agencies. Lancashire Victim Services Respond to any allegations of misconduct or abuse of children or adults at risk Process personal data in accordance with the requirements of the Data Protection Act 1998; and maintain confidentiality, Sharing information on a need to know basis. All suspicions, concerns and disclosures have to be reported immediately to a Designated Safeguarding Officer and appropriate referrals made Childrens and Adult Social Care Attendance required at CSP Education and awareness of rogue traders, promote the safetrader scheme Lancashire Hate Crime delivery Plan
crime and scams The elimination of Hate Crimes and Incidents. Recognising Mental Health issues Supporting the victims and perpetrators of crime and ASB where mental health has been a causation factor Public Health Mental Health Service Mental Health Service Partner agencies Preventing hate crime by addressing the beliefs and attitudes that can lead to hate crime. Responding to hate crime in our communities with the aim of reducing the number of hate crimes and incidents. We will focus on those settings that have been identified as high-risk environments for hate crime, including public transport and the night-time economy. Increasing the reporting of hate crime. We will continue to work to make it easier for victims and witnesses to report incidents of hate crime including the availability of third party reporting centres. Improving support for the victims of hate crime. Building our understanding of hate crime. In order to tackle this crime. Working with people in social isolation
Objective Aim by March 2019 Owner Actions LeadAgency Action Plan/Policy Reduction in the offending rate of Domestic Violence by identifying DV offenders who pose a high risk to the victims To increase the reporting of domestic abuse with the ultimate aim of reducing reoffending Police and Partners Fylde Council Early identification of Domestic abuse as a priority, Preventing DA and tackling its causes Ensuring people understand what DA is and what to do about it Partner agencies work together taking a ‘think family' approach to dealing with domestic abuse Victims and their families are protected and supported Criminal justice–follow the Victims Code;Claires Law and Restraining Orders Improve sustainable ‘aftercare’ programmes for victims Locally supported campaigns and initiatives Support the ‘White Ribbon’ Campaign which allows men to show that they condemn violence towards women and girls Acknowledge that there are also male victims of domestic abuse Lancashire Victim Services Fylde Council 4 Male Ambassadors & accreditation as a White Ribbon District 2017
Goal 8: Data Collection/Analysis and Reporting CDE will provide counties with annual reports that will include data points from CALPADS for foster youth that will be used to evaluate programs. Foster Focus will allow FYS to work with school liaisons to focus on specific students who need assistance in meeting benchmarks, track services provided to students, and generate reports for accountability purposes. FY Liaisons at each schools site will work closely with the county Liaison to ensure CALPADS data is accurate. Objective 8.1: Description of progress toward established objective. Foster Focus Agreement was finally approved by CWS/Tuolumne County Counsel and will be implemented no later than Spring 2017. Successes: Please check the appropriate box indicating the completion status of the objectives. Met In Progress Not Met Modified Unfunded If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Qualitative and Quantitative data indicating funding is dedicated to practices resulting in improved educational outcomes, such as: achievement, attendance, or other measures of increased engagement or achievement.) Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through June 30, 2016. TCSOS started developing the Foster Focus agreement with Child Welfare, Probation and LEAs in Spring 2016. The agreement was finally approved by Tuolumne County legal counsel and we are finally able to move forward in implementation. It is expected that by Spring 2017, all LEAs will be utilizing Foster Focus to not only identify Foster Youth, but track services and resources provided to youth. In addition, a practice has existed in our county where technology personnel oversaw CALPADS data. Due to work in our Foster Youth Council, the practice is started to shift to at least include administrators who have programmatic knowledge of student programs. We expect to see increased local matches and more accurate data in the coming year. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. Tuolumne County LEAs and County personnel need support with CALPADS in regards to understanding how LEA Student Information Systems and CALPADS interact with each other and to identify gaps in data analysis and accuracy tracking needs at their local level.
Demonstration of Need (16 Total Points) Outstanding Good Adequate Weak Failed School/Community Description To what extent does the applicant describe the school(s) and school community to be served, why selected sites were chosen, and describe the priority populations and most at-risk youth to be served? 4 3 2 1 0 Student Level Data To what extent does the applicant use student data to determine the needs of foster youth in the community? 4 3 2 1 0 Survey Data To what extent does the applicant use survey data to determine the need of foster youth in the community, including, but not limited to, the California Healthy Kids Survey? 4 3 2 1 0 Needs Analysis To what extent does the applicant describe the type of needs analysis conducted, the results of the analysis, and other compelling need information? 4 3 2 1 0 Total Appendix 4 Page 2 of 8
Appendix 4 Page 7 of 8 Prioritizing Service Coordination (4 Total Points) Outstanding Good Adequate Weak Failed To what extent does the applicant describe the process of evaluating program deliverables for reporting purposes? 4 3 2 1 0 Total Program Reporting (8 Total Points) Outstanding Good Adequate Weak Failed To what extent does the applicant describe the process of evaluating program deliverables for reporting purposes? 4 3 2 1 0 To what extent does the application describe how student outcome data will be used to measure program effectiveness in the following areas: student achievement, attendance and truancy, suspension and expulsion, and student mobility rates? 4 3 2 1 0 Total
Ensures that testing sites are free of interruptions during test administration (e.g., intercom messages, visitors, wandering students). Designates a School Test Coordinator to coordinate the testing program. Assigns personnel to serve as Examiners and Proctors. Arranges appropriate schedules for teachers who will be Proctors and Examiners and for those who will be teaching other students not involved in testing. Informs students and parents/guardians about the purpose of testing, dates and times for testing, and expected dates for return of test results (see Test Preparation section). Creates an atmosphere in which all staff members know that their cooperation is needed and expected for successful test administration. Advises School Test Coordinator, Examiners, and Proctors if emergency situations arise. Monitors the administration of tests. Supervises all testing activities to ensure strict test security. Maintains test materials in a secure location, with restricted access. Notifies System Test Coordinator of testing irregularities and provides explanation of circumstances. Ensures that local calendars are planned so that all tests are administered according to the state and system published testing calendar. The state calendar provides testing dates for the current and following academic years. Monitors test preparation activities to ensure that secure testing materials are not misused. Verifies all special education teachers have been trained to administer the GAA. Verifies all ESOL teachers have been trained to administer the ACCESS. Verifies all kindergarten teachers have been trained to administer the GKIDS. Validates the content and procedures of students’ portfolios by signing the GAA validation form. Reviews and returns the Principal’s Certification Form to the System Test Coordinator after each administration. School Test Coordinator Receives test materials from System Test Coordinator and verifies numbers received. Determines the number of test booklets to be assigned to each testing site and accounts for material distribution and return. Prepares all testing sites. Assists Principal in assigning Examiner(s). Assigns Proctors appropriately in accordance with state guidelines. Accounts for the security of all test materials during the time the materials are in the building. Ensures all materials are stored in a secure, locked location with restricted access. Confirms access is restricted by accounting for keys. Conducts orientation and training sessions for Examiners and Proctors. Adheres to system testing schedule. Distributes test materials to and collects from each Examiner on the testing days.
Priority Needs and Planned Actions CMHSP:______________________________________ Based on feedback received from stakeholder groups and data collected from this process, the CMHSP must identify at least 5 priority needs. Of these, the CMHSP must identify the areas where it intends to address and what action is being planned in that area. The table below provides a format for identifying the top issues. Priority Issue: Please give a brief explanation of the issue, in order of priority, with 1 being highest. Reasons for Priority: Identify what makes this a priority issue. For example: the issue was identified by multiple stakeholder groups; or the size of the issue; or consistency with other community efforts, etc. CMHSP Plan: Give a brief overview of what steps the CMHSP intends to take to address the identified issue. Please include basic time frames and milestones. Priority Issue Reasons For Priority CMHSP Plan 1. 2. 3. 4. 5.
4. BROWN DOT BUS STOPS ADDRESS AM PM A 221 Opp Ave 6:45 2:56/3:19 B 233 Opp Ave 6:46 3:20 C Corner of Opp & Crescent 6:47 D Corner of Crescent St & River Falls 6:48 E 622 Dunson St 6:50 3:27 F 513 Dunson St 6:51 3:26 G 401 Dunson St 6:52 3:25 H Corner of Philo & Dunson 6:53 3:24 I Baisden 6:55 Purple J Baisden at Faulkenberry 6:57 Purple K 200 Simmons St 7:00 2:37/3:00 L 213 Simmons St 7:01 2:38/3:31 M 110 King St 7:02 2:39/3:22 N 730 Auburn 7:04 2:41/3:33 O 610 Auburn 7:05 2:42/3:35 P 501 Auburn 7:06 2:43/3:36 Q Carlton & East Watson 7:09 2:41/3:33 R Carlton & Little 7:10 2:42/3:35
6. ORANGE DOT BUS STOPS ADDRESS AM PM A Sunpoint Apartments 6:50 3:37 B 1407 Prestwood Bridge (Golf Course) 6:51 3:38 C 1301 Ridgecrest 3:39 D 1103 Prestwood Bridge Road 6:52 3:40 E 216 Sherf Dr 6:53 2:35/3:32 F 124 Hillcrest Dr 6:55 2:36/3:31 G Earl St 7:01 3:24 H 110 Clay St 7:02 3:25 I 212 Clay St 7:03 3:26 J Corner Julie/Coliseum 7:04 3:27 K Foxwood Apartments 7:09 2:43/3:16 L 313 Mohawk St 7:10 2:42 M Corner of Mohawk/Bray St 7:11 2:41 N 204 Coy St 7:12 2:40/3:17 O 202 Coy St 7:13 3:18 P 313 Fletcher 7:14 2:38/3:19 Q 415 Fletcher 7:15 3:20 Apple 3:09 AJHS 7:19 3:13 AES 7:31
Planned Conservation Practices Fields(s) Planned Application Year Planned Practice(s) See Technical Note No. 5: Pest Management in the Conservation Planning Process For all the planned practices develop the appropriate specifications to implement the conservation in the appropriate Implementation Requirements (previously Jobsheet); document found in Section IV of the Electronic Field Office Technical Guide for the respective state. The following practices do not require a Jobsheet or Implementation Requirements document because additional technical qualifications are needed to complete those documents (590 Nutrient Management, 338 Prescribed Burning, and practices that require Engineering Approval (Engineers License). Jobsheet or Practice Specifications Attached (Yes or NO) ((Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative:
Non-SMART Objective Critique SMART Objective Teachers will be trained on the selected evidence-based substance abuse prevention curriculum. The objective is not SMART because it is not specific, measurable, or time-bound. It can be made SMART by specifically indicating who is responsible for training the teachers, how many will be trained, who they are, and by when the trainings will be conducted. By June 1, 2018, LEA supervisory staff will have trained 75% of health education teachers in the local school district on the selected, evidence-based substance abuse prevention curriculum. 90% of youth will participate in classes on assertive communication skills. This objective is not SMART because it is not specific or It can be made SMART by indicating who will conduct the activity, by when, and who will participate in the lessons on assertive communication skills. By the end of the 2018 school year, district health educators will have conducted classes on assertive communication skills for 90% of youth in the middle school receiving the substance abuse and HIV prevention curriculum. Train individuals in the community on the prevention of prescription drug/opioid overdose-related deaths. This objective is not SMART as it is not specific, measurable or It can be made SMART by specifically indicating who is responsible for the training, how many people will be trained, who they are, and by when the training will be conducted. By the end of year two of the project, the Health Department will have trained 75% of EMS staff in the County Government on the selected curriculum addressing the prevention of prescription drug/opioid deaths. Appendix F – Developing the Plan for Data Collection, Performance Assessment, and Quality Improvement Information is provided in this Appendix about points that you should consider in responding to the criteria in Section E. Data Collection: In describing your plan for data collection, consider addressing the following points: The electronic data collection software that will be used; How often data will be collected; The organizational processes that will be implemented to ensure the accurate and timely collection and input of data;
The maximum percentage of the budget that will be spent on infrastructure development for any budget period is 14.2% ($26,280/$184,303 – Year 1). SAMPLE OF COMPLETED SF-424A SECTION A – BUDGET SUMMARY Grant Program Function or Activity (a) Catalog of Federal Domestic Assistance Number (b) Estimated Unobligated Funds New or Revised Budget Federal (c) Non-Federal (d) Federal (e) (f) Total (g) 1. Title of FOA 93.243 $184,303 $184,303 2. 3. 4. 5. Totals $184,303 $184,303 Standard Form 424A SECTION B – BUDGET CATEGORIES 6. Object Class Categories GRANT PROGRAM FUNCTION OR ACTIVITY Total (5) (1) Title of FOA (2) (3) (4) a. Personnel $52,765 $52,765 b. Fringe Benefits $15,644 $15,644 c. Travel $2,444 $2,444 d. Equipment $0 $0
High Intermediate Basic Education Test benchmark: TABE (9–10) scale scores (grade level 6–8.9): Reading: 518–566 Total Math: 506–565 Language: 524–559 CASAS: scale scores Reading: 221–235 Math: 221–235 Writing: 243–260 WorkKeys scale scores: Reading for Information: 75–78 Writing: 75–77 Applied Mathematics: 75–77 Individual is able to read simple descriptions and narratives on familiar subjects or from which new vocabulary can be determined by context and can make some minimal inferences about familiar texts and compare and contrast information from such texts but not consistently. The individual can write simple narrative descriptions and short essays on familiar topics and has consistent use of basic punctuation but makes grammatical errors with complex structures. Individual can perform all four basic math operations with whole numbers and fractions; can determine correct math operations for solving narrative math problems and can convert fractions to decimals and decimals to fractions; and can perform basic operations on fractions Individual is able to handle basic life skills tasks such as graphs, charts, and labels and can follow multistep diagrams; can read authentic materials on familiar topics, such as simple employee handbooks and payroll stubs; can complete forms such as a job application and reconcile a bank statement. Can handle jobs that involve following simple written instructions and diagrams; can read procedural texts, where the information is supported by diagrams, to remedy a problem, such as locating a problem with a machine or carrying out repairs using a repair manual. The individual can learn or work with most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology. Outcome Measures Definitions Educational Functioning Level Descriptors—Adult Basic Education Levels
CONSORTIUM NARRATIVE DUE DATES Due 6/2011 Due 6/2012 Due 6/2013 Due 6/2014 Due 6/2015 American Indian OIC Department of Corrections Faribault County Freshwater - Staples Houston-Caledonia Rosemount St. Cloud South Washington County Tri-Point – Owatonna AEOA Burnsville Farmington Lakeville Lincoln NW ECSU Osseo South St. Paul Wadena Winona Alexandria Carver Scott Detroit Lakes Duluth Faribault District Hopkins-AOIE Metro East Monticello Red Wing Rochester St. Paul Bemidji Cass Lake Fergus Falls LeSueur Mankato MN Internship Center/Sabathani Moorhead Robbinsdale SW ABE Tri-County Corrections Walker Anoka Bloomington Brainerd Communications Services for the Deaf Hastings Minneapolis Red Lake White Earth Willmar
TABLE 2 TARGETED ASSISTANCE PROGRAM FY 2013 ALLOCATIONS TO STATES State Allocation Amount Arizona $894,177 California 2,269,888 San Diego Catholic Charities 410,867 Colorado 379,492 Florida 7,045,015 Georgia 897,350 Idaho 179,611 Illinois 648,820 Indiana 372,618 Iowa 122,502 Kentucky 538,480 Maryland 678,608 Massachusetts 502,523 Michigan 1,066,561 Minnesota 544,826 Missouri 191,068 Nebraska 202,701 Nevada 291,361 New York 1,075,673 North Carolina 427,083 Ohio 309,516 Oregon 362,923 Pennsylvania 732,368 South Dakota 149,823 Tennessee 353,758 Texas 2,435,413 Utah 323,441 Virginia 139,071 Washington 783,837 Wisconsin 221,033 Total $24,545,134
NRS CORE PERFORMANCE – TARGETS AND RESULTS* NRS Educational Functioning Level and Core Indicator Goals PY 2009-10 PY2010-11 PY2011-12 PY2012-13 PY2013-14 % Completing Each Level/Goal % Completing Each Level/Goal % Completing Each Level/Goal % Completing Each Level/Goal % Completing Each Level/Goal Target Actual Target Actual Target Actual Target Proposed Target Beginning ABE Literacy 52 57 52 57 57 63 62 64 Beginning Basic Education 48 56 48 56 56 58 55 59 Low Intermediate Basic Education 48 48 48 48 49 51 50 53 High Intermediate Basic Education 37 38 37 38 39 43 42 45
Low Adult Secondary 36 39 36 39 41 44 42 46 Beginning ESL Literacy 53 54 53 54 54 55 54 57 *Beginning ESL(Low) 61 66 61 66 66 70 63 71 Beginning ESL High 53 55 53 55 56 60 58 62 Low Intermediate ESL 46 47 46 47 48 52 48 54 High Intermediate ESL 43 45 43 45 46 49 46 51 Low Advanced ESL (Advanced) 21 24 21 24 26 28 25 30 Entered Employment 61 42 61 42 50 57 ** 32 ** 32 Retained Employment 74 65 74 65 65 75 ** 62 ** 62 Receipt of Secondary Diploma or GED 68 68 68 68 68 74 ** 60 ** 60 Placement in Postsecondary Ed. or Training 61 65 61 65 65 63 ** 17 ** 17 *Submitted to OVAE for approval in March 2013. ** New required computational method for 2012-13 makes these data non-comparable. EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS Outcome Measures Definitions Educational Functioning Level Descriptors—Adult Basic Education Levels
FY 2014 Approved Proposals # Proposal UB Department Amount Description/Notes 1 Agile Software Development Trainer CAS $13,500 Integrate agile methods and content into technology curriculum 2 Digital Lecture Series CAS $12,900 Panel discussion on the impact of digital technology 3 Assessment in Action program Library $10,884 Funds assessment education opportunities for 6 UB staff members 4 Partnership with Public Allies CAS $8,934.50 Public Allies is a component of the Ameri-Corps program 5 Merrick School of Business Retreat MSB $7,500 Discuss the AACSB Continuous Improvement Review 6 School of Criminal Justice Global Education Course CPA $19,729 Develop one undergrad and one graduate course in Geographic Information Systems 7 UB Law Human Rights Alternative Spring Break Program Law $3,000 Develop & deliver first MOOC course with Taylor Branch- Pulitzer prize winning author on the US Civil Rights Movement 8 Kidsteam UB CAS $18,716 Designing new children’s technologies with children as design partners 9 Recording studio for MOOCs OTS $22,500 Enhance the quality of UB’s MOOCs (massively open online courses) 10 Future of the Symphony Conference CAS $13,000 2-day multi-disciplinary conference held in collaboration with the Future Symphony Institute, a think tank founded by a member of the Baltimore Symphony Orchestra 11 Line Explorer CAS $13,000 Web-based application with resources for students taking courses in Computer Programming I and II 12 Supplemental Instruction in Computer Programming Courses CAS $15,000 Peer-based program to support student success in Computer Programming I and II courses 13 Latin American Studies at UB CPA $17,000 Program consists of an international lecture series, student experiential learning course and the formation of a Hispanic/Latino Student Organization
FY 2014 CONTENTS I. EXECUTIVE SUMMARY II. OVERVIEW A. STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS B. VISION C. MISSION D. VALUES III. STRATEGIC ACTION PLAN IV. BUSINESS PLAN I. EXECUTIVE SUMMARY The 2014 Strategic Plan for Tropical Texas Behavioral Health (TTBH) reflects the ongoing transformation started in FY2013. The legislative session that started in January 2013 brought additional funding for the behavioral health wait list, supported housing services, and funding for dual diagnosis substance abuse detox services. TTBH leadership continues to proactively plan for possible
the RHP's and gave RHP 5 $ which allowed those performing providers within the RHP the ability to submit additional projects for consideration. TTBH’s portion approved by HHSC for the first pass consisted of 12 projects valued at $ for all 5 years. Under the rules, TTBH is considered both a performing provider and an IGT entity. The waiver is a matching program, IGT entities send approximately 40% and it is matched with 60% for the total of the allocation. It is estimated that TTBH will have $83,662,234 IGT available for the 5 year program. TTBH submitted three (3) additional projects in Pass 2 with a total value of $23,647,018. The combined total submitted for the 12 initial projects and the 3 additional projects is $. If all are approved TTBH would need to IGT approximately $53,452,007 over the course of 5 years. Anticipated 1115 Waiver project related costs: • Facility space to house approximately 130 additional fte’s • Facility space to house our peer drop in centers. • Technology to provide the services including telemedicine equipment and connectivity from the community at large • Vehicles for transportation of clients • Vehicles for our MH Taskforce services • Vehicles and supplies for our Mobile Clinics • Recruitment • Training • Equipment for the additional fte's • Medical equipment and supplies for our primary care services • New telephone system
Project Year: Principal Investigator: Name: Service/Agency: Organization: Address, City, State, and Zip Code: E-Mail Address: Phone: Section II: Overall Project Resource Requirements Location (DSRC) CPU Resources (core-hours) Platform(s) First Choice Second Choice Request Minimum Acceptable Note: If needed, insert multiple copies of the table above. Platform(s) Typical Number of Processors Maximum Number of Processors Typical Job Memory (GB) Maximum Job Memory (GB) Total Data Archive Storage Requirements (TB)
NRS CORE PERFORMANCE – DRAFT TARGETS AND RESULTS* MINNESOTA’S ABE NRS TARGETS AND RESULTS for 2013 - 2017 NRS Educational Functioning Level and Core Indicator Goals FY 2014 (2013-14) FY 2015 (2014-15) FY 2016 (2015-16) FY 2017 (2016-17) % Completing Each Level/Goal % Completing Each Level/Goal % Completing Each Level/Goal % Completing Each Level/Goal Target Actual Target Actual Target Actual Target Actual ABE Beginning Literacy 64 67 64 78 67 78 ABE Beginning Basic Education 59 62 59 67 62 67 ABE Intermediate Low 53 54 53 50 55 50 ABE Intermediate High 45 45 45 33 46 34 Low Adult Secondary 46 44 46 25 46 26 ESL Beginning Literacy 57 58 57 47 59 48 ESL Beginning Low 71 73 71 58 73 58 ESL Beginning High 62 65 62 50 66 51 ESL Intermediate Low 54 55 54 38 56 39 ESL Intermediate High 51 54 51 34 55 35 ESL Advanced 30 32 30 15 33 16 Entered Employment 32 44 43 47 45 N/A** Retained Employment 62 73 72 73 74 N/A** Receipt of Secondary Diploma or GED 60 82 61 83 61 N/A** Placement in Postsecondary Education or Training (Current Year) 17 32 31 28 33 N/A** Placement in Postsecondary Education or Training (Prior Year) N/A N/A 33 33 N/A** *Submitted to OCTAE for approval in April 2016. **In FY2017, there are no state-level targets for employment, secondary credentials or postsecondary entry. Performance will be tracked and targets are expected to be set for FY 2018.
CONSORTIUM NARRATIVE DUE DATES Updated April 1, 2016 Due 6/2016 Recompete: All Current and Potential Consortia Submit Competitive Application DRAFT Due 6/2018 DRAFT Due 6/2019 DRAFT Due 6/2020 DRAFT Due 6/2021 American Indian OIC Department of Corrections Faribault County Central MN-St. Cloud Rosemount/Apple Valley/Eagan South Washington County SE ABE-Owatonna AEOA Burnsville Dakota Lakes & Prairie-Wadena Lakeville Lincoln-International Education Center NW Service Cooperative Osseo South Suburban-South St. Paul Alexandria AOIE-Hopkins Carver Scott Detroit Lakes Duluth Metro East-North St. Paul Hiawatha Valley-Red Wing Rochester St. Paul West-Monticello Cass Lake Fergus Falls Mankato Moorhead Robbinsdale SW ABE Tri-County Corrections Brainerd Communications Services for the Deaf Glacial Hastings Metro North-Anoka Metro Minneapolis Red Lake White Earth
PIN: Budget Code: Fiscal Conduit: Subcontractor: Address: Tel #: Fax #: Operating Period: Through: Account Code Budget Category Budget Amount Program Amount Centrally Administered 1100 Salaries and Wages 1200 Fringe Benefits 1300 Central Insurance 2000 Non Staff Services 3000 OTPS 4000 Fiscal Conduit Fee TOTAL BUDGET AMOUNT ` Code Category Description: 1100 Salaries and Wages Employed staff 1200 Fringe Benefits Includes Employers FICA, Unemployment Insurance, Medical and other related cost 1300 Central Insurance Includes cost allocated to the Fiscal Conduit for enrollment in the Central Insurance Program. This is not reimbursable to Subcontractor
East Anglia Foundation School Individual Placement Description Peterborough and Stamford Hospitals NHS Foundation Trust Placement F1 Medicine/Medicine for the Older Person The department Based in the newly opened Peterborough City Hospital the Department of Medicine for the Older Person comprises 5 consultant members of staff. Their interests include: stroke medicine, falls, diabetes in the older adult and Parkinson’s Disease. The department provides comprehensive care for older people combining medical care with rehabilitations and works closely with Social Services. Ward B11 is a 29-bedded Acute hyper-acute Stroke and Neurology ward. One bed is designated as a ward attender facility for high risk TIA patients. The type of work to expect and learning opportunities All F1 doctors in hospital posts will general be ward based during the ‘normal’ working day and expected to deliver the daily medical care of all the patients on their ward irrespective of specialty. The overall educational objectives of the F1 year are to provide the trainee with the knowledge, skills and attitudes to be able to: Take a history and examine a patient Identify and synthesise problems Prescribe safely Keep an accurate and relevant medical record Manage time and clinical priorities effectively Communicate effectively with patients, relatives and colleagues Use evidence, guidelines and audit to benefit patient care Act in a professional manner at all times Cope with ethical and legal issues which occur during the management of patients with general medical problems Educate patients effectively Become life-long learners and teachers Where the placement is based Peterborough City Hospital: WARD B11 Clinical Supervisor(s) for the placement Dr P Owusu-Agyei Main duties of the placement Day to day management of patients and ward rounds. Seeing emergencies, including admitting & managing under supervision. Clerking of patients. During ward rounds with consultant on call. Typical working pattern in this placement
World Geography: Building a Global Perspective Pearson (2009) ISBN: 9780133652918 (student ed) Covered Used Traditional SE and TE Comprehensive text, if include variety of recommended assignments, activities WORLD HISTORY World History and Geography McGraw-Hill Education (2014) ISBN13: 9780076648689 Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities. Cover photo is a Queen Elizabeth 1st. DO NOT ORDER Modern Times nor one with Nelson Mandela on the cover World History: Patterns of Interaction Houghton Mifflin Harcourt (Holt McDougal 2012) ISBN-13/EAN: 9780547034751 (student ed) Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities World History Pearson (2016) ISBN13: 9780133307023 Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities. Cover photo is Sphinx. DO NOT ORDER Modern Era US HISTORY The Americans Houghton Mifflin Harcourt (Holt McDougal 2012) ISBN-13/EAN: 9780618916290 (student ed) Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities
US History and Geography McGraw-Hill Education (2014) ISBN13: 9780076608652 Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities. Cover photo is Jefferson United States History Pearson (2016) ISBN13: 9780133306958 Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities. Cover photo is of flags US History (Semester 1): HIST 041 US History (Semester 2): HIST 043 BYU Online Available CP & non-CP For CP must order: Teacher Led (TL) Covered Used Online Comprehensive GOVERNMENT United States Government: Democracy in Action McGraw-Hill Education (Glencoe 2010) ISBN13: 9780078799822 (student ed) Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities Magruder’s American Government Pearson (2016) ISBN13: 9780133328486 (student ed) Covered Used Traditional SE and TE Online subscription available Comprehensive text, if include variety of recommended assignments, activities
March Waves and EM Spectrum Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 Anamorphic art -Master of the Universe Notes -BrainPop –E.M. Spectrum -Waves Town Handout -Master of the Universe Notes -BrainPop –E.M. Spectrum -Waves Town Handout Investigation 4A Investigation 4A 13 14 15 16 17 18 19 Disappearing Dropper -Revisit Hypothesis -Experiment Design Conduct Experiments Conduct Experiments Revise and present poster Revise and present poster 20 21 22 23 24 25 26 EM Spectrum Quiz BrainPop Digital and Analog Signals Analog vs Digital Research and debate notes Analog vs Digital Research and debate notes Debate Debate 27 28 29 30 31 1 2 Intro to Physics/Rube Goldberg Partner Selection End of Quarter 3
News Dear Trade partners Effective 12Mar14, FZ055/056 will operate with business class cabin. Flt Desg Eff Date Dis Date Freq Dept Arp Dept Time Arvl Arp Arrv FZ 055 12-Mar-14 29-Mar-14 1234567 DXB 8:45 KWI FZ 056 12-Mar-14 29-Mar-14 1234567 KWI 10:20 DXB FZ 055 30-Mar-14 30-Apr-14 1234567 DXB 8:45 KWI FZ 056 30-Mar-14 30-Apr-14 1234567 KWI 10:15 DXB Happy selling flydubai• Kuwait Kuwait Tel: 22 41 44 00 Fax: 22 44 03 09 Email:
Page 3 Fynanz Student Loan Policy Bank Secrecy Act Compliance Fynanz manages our compliance with BSA guidelines as agreed within the Network Agreement. The process used to monitor BSA risk is specified in the Loan Program Manual. Management must monitor Fynanz’s implementation of BSA to ensure compliance with federal law. IV. Impact on Enterprise Risk Management Enterprise Risk Management requires that the credit union incorporate the impact of ERM in its policies and procedures. The objective is to understand the various risk factors and recognize the risks undertaken by the organization. The Enterprise Risk Management approach at our credit union comprises a number of risk areas, including: Economic Risk. Economic Risk looks at the external economic environment and the impact those conditions could have on the credit union. Interest Rate Risk. IRR is loosely defined as a mismatch on the balance sheet between assets (primarily loans) and liabilities (shares) of duration and optionality. Liquidity Risk and Pre-Payment Risk. When there is Liquidity Risk, there is low cash flow returning to the CU. Prepayment risk is the risk of the instrument paying off prior to the maturity. Credit & Concentration Risk. Concentration risk can be generally defined as the over-accumulation of a particular asset class in a particular market that has the potential to threaten the Credit Union’s capital. Balance Sheet Structure. This is the impact of the accumulation of assets and their distribution across our lines of business. Compliance Risk. This risk boils down to a potential lawsuit against the Credit Union filed by a member or class of members, or fines and penalties that can be assessed by the NCUA or another federal agency for a failure to comply with laws and regulations. Reputation Risk. This is the current and prospective impact on earnings and capital arising from negative public opinion. These factors, taken individually, apply across a variety of different activities and service offerings provided by the credit union. However, when taken as a whole they encompass the interplay of both external risks (Economic Risk) and internal risks (Balance Sheet Structure). Enterprise Risk Management attempts to clarify the interaction and significance of both internal risks and external risks across the activities of the organization. Enterprise Risk Management activities are not stand-alone systems, but rather are part of other processes, policies and procedures.