zilongwang/ReadingBank huggingface dataset:
Kingdom Archaebacteria Eubacteria Protists Fungi Plantae Animalae Cell type* Prokaryote (simple cell) Prokaryote (simple cell) Eukaryote (complex cell) Eukaryote (complex cell) Eukaryote (complex cell) Eukaryote (complex cell) Number of Cells Unicellular (one cell) Unicellular (one cell) Mostly unicellular multicellular multicellular multicellular Size microscopic microscopic mostly microscopic macroscopic macroscopic macroscopic Cell Structure Plasma membranes and cell walls made without peptidoglycan Plasma membranes and cells walls made with peptidoglycan Some with cell walls made of cellulose in addition to cell membranes Cell walls made of chitin in addition to cell membranes Cell walls made with cellulose Cell membranes with no cell walls Nutrition** Photoautotroph, Chemoautotroph, Heterotroph Photoautotroph Chemoautotroph Heterotroph Photoautotroph Heterotroph Heterotroph Photoautotroph Heterotrophs Habitat Oxygen-free environments “extremophiles” (e.g. salty, hot) Everywhere, even inside of you! Moist environments. On decaying matter and on plants. They act as parasites on living organisms. Water or land environments that provide sufficient sunlight and water. Oxygen-filled environments with food Figure 1. The Six Kingdoms of Living Things Practice5. Figure 1 shows how living things are classified into six kingdoms. Circle the two statements that are true. Kingdoms are classified by type of cell (prokaryotic or eukaryotic). Kingdoms are classified by an organism’s method of reproduction. Kingdoms are classified by whether the organism is single-celled or multi-celled. Kingdoms are classified by whether or not the organism lives in water or on land.
Subject/curriculum leaders were formally known as ‘co-ordinators’ (and, in some cases, still are), Here we use the term ‘subject leaders’ as it implies that there is more to the role than simply coordinating resources and schemes of work. After successful completion of their NQT year, teachers will normally be expected to take on the additional responsibility of leading an area of the curriculum. How these duties are allocated varies from school to school. Your medium to long term goal may be to lead a specific area of the curriculum – but don’t expect things to fall into place as soon as your NQT year ends. You may be given responsibility for something you didn’t expect! Therefore, when responding to some of the activities in this booklet, do remember there are general principles that apply to leadership in any area of the curriculum. The Role of Subject Leader: taken from DfES Teachers’ Standards Framework 2001 (adapted and greatly abridged) Subject/curriculum leaders should have knowledge and understanding of: Their school’s aims, priorities, targets and action plans; Statutory curriculum requirements; The characteristics of high quality teaching, learning in the subject; Any implications of the Code of Practice for Special Educational Needs Planning and setting expectations
EIM Stakeholder Meeting Registration Form Please email this completed form to by January 11, 2017 Stakeholder Meeting 2 Details Date: January 12, 2017 Time: 1:00 pm - 3:00 pm (Pacific) Location: Online/WebEx Meeting PGE appreciates your advance registration for this meeting. Log in instructions are: Meeting number (access code): 826 555 202 Meeting password: 2RxSQxN2 Join by phone 1-877-668-4490 Call-in toll-free number (US/Canada) 1-408-792-6300 Call-in toll number (US/Canada) PGE is currently taking comments on the second round of changes to the PGE Open Access Transmission Tariff. Comments or questions can be sent to . Registration Form: Organization Name Email Address
(a) The Project is an: [An existing or repowered Project with substantial changes, including but not limited to, new major permits, a new interconnection study, or the construction of new generators, should check “New Project” instead of “Existing Project.”] □ Existing Project □ New Project (1) If the Project is a New Project: (A) The Expected Construction Start Date of the Project: (B) The date on which the Commercial Operation Date of the Project is expected (must be no later than the Guaranteed Commercial Operation Date): (2) If the Project is an Existing Project: (A) The Expected Initial Energy Delivery Date (which shall be no later than the Guaranteed Commercial Operation Date) is: (b) The Project is: □ Utilizing Shared Facilities □ Not utilizing Shared Facilities (c) Project development Milestone schedule [to be completed by Buyer and Seller. Insert additional rows if necessary]: Identify Milestone Date for Completion (ii) Supplier Diversity. For the purpose of Section 4 of the Supplier Diversity Program obligation set forth in Appendix XII of this Agreement, Seller’s supplier diversity spend target for work supporting the Project is ___%. C. Contract Price The Contract Price and Deemed Delivered Energy Price, for each Contract Year paid by Buyer to Seller subject to Article Four is: Contract Year Contract Price ($/MWh)
Practically Green Festival Market Stall Holder Guidle 2017 Sunday 15 October 2017, 10am-4.30pm Edendale, 30 Gastons Road, Eltham Nillumbik Shire Council’s Practically Green Festival is on again for 2017! The Practically Green Festival celebrates sustainable building, living and all things green. Held at Edendale, the Festival is a highlight for the Nillumbik community with a great atmosphere, quality exhibits, music, food and wine, and children’s activities – there is something on offer for the entire family. The Festival attracts 6,000 visitors, from builders and renovators to those who are simply looking to improve the comfort of their home to showcase leading solutions in sustainable building, retrofitting and lifestyle options and resources. The Festival offers something for everyone: Sustainable building and lifestyle exhibitors Music Children’s activities and entertainment Workshop program Edendale nursery and gardens Local food and wine Market stalls Not-for-profit and community groups Sustainable art project. Participate in the Practically Green Festival as part of one of five sustainability hubs: Green your Build (sustainable building and renovating) The Good Life (sustainable lifestyle and community) Local Harvest (edible gardens and local food) Living with the Land (land management and the natural environment) Green Thumbs (sustainable and indigenous gardens and landscaping)
Each of these sustainability hubs will feature practical demonstrations, exhibitors, stalls and children’s activities. Location Edendale, 30 Gastons Road, Eltham (Melway 22 A1) Edendale – Council’s community environment farm – offers a range of environmental information and educational programs on topics such as biodiversity, waste management, air quality and water conservation. Situated on the banks of the Diamond Creek, Edendale is nestled within the heart of Nillumbik’s Green Wedge, 1.4 kilometres north of the Eltham town centre. The Edendale grounds – spread over seven acres – feature community education buildings, animal pastures, an old homestead (circa 1896); an Indigenous Plant Nursery, gardens and open space. Edendale is the perfect location for an outdoor environmental festival with all the required amenities including toilets and parking. Please note: the Practically Green Festival is an outdoor event. How to participate Lodge your registration form Complete and return the registration form by 25 August 2017. Conditions and cancellation terms Nillumbik Shire Council reserves the right to determine whether your stall is suitable for the Practically Green Festival and whether it will be accepted. Organisations lodging a registration form are not guaranteed exhibition space. All applicants will be informed of their success or otherwise as soon as possible after lodging an application. All cancellations must be made in writing. Stall holders undertake the Practically Green Festival at their own risk. Nillumbik Shire Council is not responsible for any loss or damages that may occur to personal or hired materials. Public Liability Insurance is required to take part in the Practically Green Festival. Please provide a copy of your current insurance certificate with your application.
Dave Clifford, PatientsLikeMe Matthew Holt, Health 2.0 Patient advocates— Dave deBronkart (ePatient Dave) Regina Holliday, Medical Advocacy Blog System and apps vendors— Allen Wenner, MD, Instant Medical History Kenneth Mandl, MD, MPH, Children’s Hospital Boston and Harvard Medical School Harry Bailes, Family Health Network Provider organizations— Ted Eytan, MD, MS, MPH, Kaiser Permanente Daniel Sands, MD, MPH, Beth Israel Deaconess Medical Center and Harvard Medical School Charles Safran, MD, MS, Harvard Medical School and Beth Israel Deaconess Medical Center Susan Woods, MD, MPH, Portland Veterans Administration Medical Center, My HealtheVet Kathleen Frisbee, MPH, Veterans Health Administration—Mobile Health Strategy initiative Legal counsel Chad Broulliard, JD, Foster & Eldridge LLP B: PGHD While much of the technology enabling the projected expansion of PGHD is new, many underlying issues are not, and discussion of these has a long history in the literature. In his 1972 article, “Patient Power: A Patient-Oriented Value System,”30 Slack foresaw the drastically changed environment in which, “the medical chart traditionally closed to the patient, will be declassified at last and become a document developed jointly by patient and doctor.” Dr. Slack’s editorial, “The Patient’s Right to Decide”31 advocated for the patient’s involvement in health
Table 2 is the summary of the result of the analysis of variance performed on the data. As can be seen, neither age, gender, nor marital status exerted any statistically significant influence on Personal Growth Initiative at ρ < .05. There also was no significant interaction effect between the variables. The effect sizes for both the main and interaction effects were notably very small. DISCUSSION The result of the study indicates that neither age, gender, nor marital status has significant effect on personal growth initiative. However, an interesting pattern is revealed by the group means; participants aged 24-32 years evinced greater PGI than people those 33 years or older , and those less than 23 years . What is suggested is that cultural expectations may influence the development of personal growth initiative. Culturally, people within ages are expected to have completed a significant part of their education or vocational training, secure job and earn money, and then settle down in their own homes. Less responsibility is expected of people aged 23 years or less; and people aged 33 years and above may have already achieved need satisfaction in more areas of life and are therefore less motivated than the people aged 23 to 32 years. In the same vein, single, unmarried participants showed slightly higher mean score than the married. ts the ubiquitous nature of PGI in keeping with the observation of Rogers that all humans are rational and strive to achieve their potential ). IMPLICATION The result of this study suggests that culture and societal expectations play some fundamental role in the development of personal growth initiative. People are rational and aspire for growth (Rogers, 2004) in line with social expectations. What is implied is that PGI and achievement motivation will be low in societies lacking some minimal
R0001 — R9999 PA001 — PZ999 WA001 — WZ999 then Q0001 — Q9999 X0001 — X9999 AA001 — HZ999 QA001 — QZ999 XA001 — XZ999 then JA001 — JZ999 Y0001 — Y9999 RA001 — RZ999 YA001 — YZ999 (2) If the contract administration office is changing the contract administration or disbursement office for the first time and is using computer generated modifications to notify many offices, it uses the six position supplementary number ARZ999. If either office has to be changed again during the life of the contract, the supplementary number will be ARZ998, and on down as needed. PGI 204.1670 Cross reference to Federal Procurement Data System. The following matrices should be used as a cross reference between the terms used in the FAR, DFARS, and the Federal Procurement Data System (FPDS). STRUCTURE OF REQUIRED IDENTIFIERS Key and Description Format A - DoD Procurement Instrument Identifier (PIID) Consists of the concatenation of the following four fields: Enterprise Identifier - DODAAC of contracting office Fiscal Year in which award is made Procurement Instrument Type Code Serialized Identifier Six characters excluding I and O Two numeric characters One alpha character excluding I and O Four characters excluding I and O. 0000 is not an acceptable value.
Induction Week Your first day will be on Monday, 8 September 2014. Please come for 10.00am to the Department of Education, S Block, Frenchay Campus. Follow your instructions, which will be displayed at the faculty’s reception. We suggest you arrive in good time. Traffic can be very busy at certain times of the year, so please ensure you allow yourself plenty of travelling and parking time! PROVISIONAL INDUCTION PROGRAMME Week beginning Monday 8 September (10-3pm each day) Monday General Introductions (Please arrive with note paper and a pen!) Follow-up activities Tuesday Registration Programme Induction continued and meet the Student Advisor Theory of Communication Wednesday Introduction to Library, ICT and MICE! Preparations for the residential Thursday Resources in teaching Lesson planning introduction Friday (10-12pm only today) Your placements arrangements (Please bring a large lever arch file and dividers to this session) Placement You may now know which is to be your likely placement college. If you have any doubt about this, please contact the University for confirmation. However, as you have already been told, we cannot rule out circumstances beyond our control resulting in our having to seek an alternative placement for you. Placements may involve travelling. Pre-Induction Activity Curriculum Vitae This must contain: Personal/contact details (briefly) Education Employment/work experience It should also contain the following, although the emphasis you place on these is up to you: Skills acquired
For Government Use Only Contract/Order Payment Clause Type of Payment Request Supply Service Construction Payment Office Allocation Method 52.212-4 (Alt I), Contract Terms and Items 52.216-7, Allowable Cost and Payment 52.232-7, Payments under and Contracts Cost Voucher X X N/A Line item specific proration. If there is more than one ACRN within a deliverable line or deliverable subline item, the funds will be allocated in the same proportion as the amount of funding currently unliquidated for each ACRN on the deliverable line or deliverable subline item for which payment is requested. 52.232-1, Payments Navy Shipbuilding Invoice (Fixed Price) X N/A N/A Line Item specific by fiscal year. If there is more than one ACRN within a deliverable line or deliverable subline item, the funds will be allocated using the oldest funds. In the event of a deliverable line or deliverable subline item with two ACRNs with the same fiscal year, those amounts will be prorated to the available unliquidated funds for that year. 52.232-1, Payments; 52.232-2, Payments under Fixed-Price Research and Development Contracts; 52.232-3, Payments under Personal Services Contracts; 52.232-4, Payments under Transportation Contracts and Services Contracts; and 52.232-6, Payments under Communication Service Contracts with Common Carriers Invoice X X N/A Line Item Specific proration. If there is more than one ACRN within a deliverable line or deliverable subline item, the funds will be allocated in the same proportion as the amount of funding currently unliquidated for each ACRN on the deliverable line or deliverable subline item for which payment is requested. Commercial
(12) BLOCK 12—CONSOLIDATED OR BUNDLED. Select either “Consolidated” or “Bundled,” and check “Yes” or “No” for each. If “Yes,” attach required documentation for consolidation or bundling (FAR 7.107). (13) BLOCK 13—SUBCONTRACTING PLAN REQUIRED. Check “Yes” or “No.” For recommendations 10g, 10h, or 10i, or if Block 12 recommendation is “Yes,” specify actions that will be taken to maximize small business participation. Consider requirements of FAR 19.7, acquisition history, anticipated subcontracting goals, market research to identify small business capability at the subcontract level, source selection evaluation factor for small business utilization (DFARS , ), incentives, contract performance metrics, etc. State detailed objectives for subcontract (attach additional pages as necessary). (14) BLOCKS 14a through 14c—ACQUISITION HISTORY: (i) BLOCK 14a—NEW REQUIREMENT. Check “Yes” or “No” and follow the applicable guidance for each selection. (ii) BLOCK 14b—PREVIOUSLY CONSOLIDATED OR BUNDLED. Check “Yes” or “No” for each. If “Yes,” attach required documentation for previous acquisition. (See FAR 7.107.) (iii) BLOCK 14c—DETAILS OF PREVIOUS AWARD(S). For each contractor that received an award for any portion of the immediately preceding acquisition, include the following information— —Name and CAGE code. —Small business socioeconomic categories of the awardee. —PIID. —NAICS code and size standard. —Contract type. —Period of performance. —Total contract value. —Subcontracting History. (Small business subcontracting goal achievement (CPARS and eSRS data) and any additional small business utilization requirements included in the contract resulting from a source selection factor used when making the previous contract award.) (15) BLOCK 15a through 15d—CONTRACTING OFFICER SIGNATURE. Complete 15a through 15d. Digital signature is desired.
PLANNED PROGRAM ACTIVITIES - CUMULATIVE CATEGORY 1ST QUARTER July 1 to September 30, 2014 2ND QUARTER October 1 to December 31, 2014 3RD QUARTER January 1 to March 31, 2015 4TH QUARTER April 1 to June 30, 2015 Training Services Participants (#) 1 Training Completions (#) 1 n/a n/a n/a Training Related Placements (%) 1 n/a n/a n/a NOTE: 1. CDLE uses the ConnectingColorado Activity Summary Report (AS) to track planned versus actual for this item 2. CDLE uses the ConnectingColorado WIA Common Measures Report (CO) to track planned versus actual for this item
30. After you have evaluated this application using the Checklist, test it by running the application with a sampling of the common assistive technologies used by persons with disabilities (including, at a minimum, screen readers, and, if possible, alternate input devices, screen enlargement software, and voice recognition software and devices). Describe the accessibility successes and problems you encountered during these testing exercises, as well as your plans for addressing any problems: [space provided for answer] For persons with disabilities, additional copies of this document are available on computer disk and in alternate formats including large print, Braille, and audio cassette, by calling the U.S. Department of Justice at the following numbers: Section 508 Coordinators: 1-202-305-8304 (voice) 1-202-353-8944 (TTY) ADA Information Line: 1-800-514-0301 (voice) 1-800-514-0383 (TTY) Alternate format copies for persons with disabilities may also be requested via e-mail to:sec508.questions@usdoj.gov
WFC Name: _________________________________ Date Completed: ______________ Staff Completing Guide: ________________________________________________ Resolution of Compliance Issues (Federal, State, And Local Laws, Regulations, Policies, and Grant Agreements) Sources: YES/NO Comments Explain, if YES A. Does the local area have unresolved compliance issues from the previous program year? If so, identify them and explain why they have not been resolved? Y N B. Does the local area have a pattern of being unable to resolve compliance issues? Y N 70% Expenditure Rate – First Year of WIOA Funds Sources: YES/NO Comments Explain, if YES A. Did the local area fail to meet the 70% expenditure goal for all available funds for its WIOA programs or grants? Y N B. Did the local area fail to meet the 70% goal for any WIA program or grant during the previous program year? Y N 100% Expenditure Rate by End of Program/Grant Period of Performance Sources: YES/NO Comments Explain, if YES A. Did the local area have one or more programs or grants not meet the 100% expenditure requirement by the end of the program/grant year? Y N B. Did the local area return unspent funds for any program or grant? Y N Achievement of Planned Program Activity Goals Sources: TEGL 17-05, TEGL 17-05 Change 1, TEGL 17-05 Change 2, PGL FIN-2016-01-Change 1 YES/NO Comments Explain, if NO
LESSON PLAN Personal targets (to be taken from previous lesson evaluations and/or the current WPLR): National Curriculum areas Intended learning outcomes (I.L.Os): Related success criteria: Class: Date: Time: Subject: Length: Pupils’ previous experience: Relevant information from previous assessments (including consideration for specific children: i.e. higher attainers, pupils with SEND, bilingual learners and disabilities): Subject specific vocabulary and possible misconceptions: LESSON PROGRESSION Approx. timings Learning objectives (what do I want the pupils to learn?) Main teaching, activities, organisation, and homework (how do I want all the pupils to learn?) Differentiation (how will I ensure specific groups of pupils will access the learning? To include use of additional adult support) Key questions (inc. range for all pupils) Assessment opportunities (how will I/the children know what has been learnt?)(Refer to whole class, individuals and an identified focus group here- who, what and how?
Total Program $0.00 $0.00 II. BUDGET INFORMATION: A. This EA includes a transfer between the Adult and Dislocated Worker/25% Enhanced Dislocated Worker funding streams. B. This EA covers a Discretionary Grant. 1. The Line Item Budget for this Discretionary Grant is included in the Approved Grant Proposal which is attached to this EA (required). 2. The Line Item Budget for this Discretionary Grant is as follows: Budget Line Items Planned Expenditures Salaries, Fringe Benefits, Travel Equipment Supplies Subcontracting arrangements Operating/Overhead Direct Training Program Related Supportive Services Other Participant Related Services Total Cumulative Expenditures III. STATEMENT OF WORK: Project Contact Information: For each funding stream listed on this EA, complete the chart below. Program #1 NAME: Region Project Coordinator Name: Phone: CDLE Project Coordinator Name: Phone: Program #2 NAME: Region Project Coordinator Name: Phone: CDLE Project Coordinator Name: Phone: Program #3 NAME: Region Project Coordinator Name: Phone: CDLE Project Coordinator Name: Phone: Program #4 NAME: Region Project Coordinator Name: Phone: CDLE Project Coordinator Name: Phone: Program #5 NAME: Region Project Coordinator Name: Phone: CDLE Project Coordinator Name: Phone: A. The Statement of Work for this EA is as follows:
PLANNED PARTICIPATION SUMMARY – CUMULATIVE Program and Year: PY13 Wagner-Peyser In each category, indicate the total cumulative number of customers to be served with all years of Wagner Peyser funds being spent during the current Program Year. Submit a revised chart when changes in planned participant numbers occur. Note: Performance outcomes shall not be changed for any quarter that has already been completed or is within one month of being completed. CATEGORY* 1ST QUARTER July 1 to September 30, 2013 2ND QUARTER October 1 to December 31, 2013 3RD QUARTER January 1 to March 31, 2014 4TH QUARTER April 1 to June 30, 2014 Total Participants Entered Employment Rate* 1 50% Employment Retention Rate* 1 77% Average Earnings/Wage* 1 $15,000 Total Employers Served Total Job Openings Received NOTE: Only those items with an ASTERISK * above will be formally monitored based on planned versus actual numbers. All other items are for the purpose of reviewing program delivery strategies. 1. CDLE uses the ConnectingColorado ES9002 report to track planned versus actual for all items except Total Employers Served. CDLE uses the Employers Served report found on Connecting Queries to track planned versus actual for Total Employers Served.
Local Workforce Area: _______________________________________________________________ Youth Program Element* Eligible Youth Provider(s) List each eligible provider in a separate line for each relevant program element Provider Location Contact Information Selection Method Provided by Title I staff/leveraged resources/competitive selection Tutoring, study skills training, instruction, dropout prevention and recovery strategies 1. 2. Alternative secondary school services, or dropout recovery services 1. 2. Paid and unpaid work experiences 1. 2. 3. Occupational skill training 1. 2. 3. 4. 5. 6.
provides verification that an individual is receiving TANF or SNAP benefits. Because Human Services verifies the SSN that appears on the CBMS record, this record may be used in lieu of an SSN card for eligibility. However, in some local areas, the SSN card may be required for the individual to participate in paid work experiences or other wage subsidy programs. Also, use of the CBMS document has no impact on Data Validation, as the SSN is not a data element that falls under Data Validation review. 8. Are we still going to be able to use CUBS screens to document Dislocated Worker eligibility? CDLE Response: Yes, the guidance regarding the use of CUBS screen and UI documents has not changed. 9. We’re confused by the wording in the definition of Farm and Ranch employment in the Dislocated Worker eligibility guidelines. Does it apply to self-employed farmers or farm workers? CDLE Response: We’ll be changing the wording to clarify that the definition is referring to both those who are self-employed and those working for a farm or ranch business who lose their income from a closure or reduction in the farming or ranching operation. 10. In the new regulations, is it possible to help pay for an adult to get their GED before they move on to other training or a job? Does getting a GED have to be attached to an occupation or industry sector? CDLE Response: Paying for GED (or HiSet or TASC) classes and testing may occur before training or job placement and does not have to be attached to an occupation or industry sector, unless your local policy requires it. 11. Do WIOA Title I eligibility requirements apply to Adult Education Programs? CDLE Response: No, Title I eligibility requirements do not apply to Title II Adult Education programs. These requirements are relevant to Adult Education staff only when they are considering referral of Adult Ed students to their One-Stop Center for enrollment in a WIOA Title I program. 12. May Title II Adult Education assessments be used by Title I case managers? CDLE Response: Yes, WIOA encourages the use of assessment results provided by partners, when appropriate, to avoid unnecessary retesting of customers.
Insert OJT Provider Name Here On-the-Job Training (OJT) Pre-Award Checklist Section 1: Employer Information Complete the following Employer information. EMPLOYER LEGAL BUSINESS NAME: FEIN #: EMPLOYER WEBSITE: FORMER NAME(S) UNDER WHICH EMPLOYER CONDUCTED BUSINESS: CONTACT PERSON: TITLE: EMPLOYER ADDRESS: CITY: STATE: ZIP: TELEPHONE: EMAIL: FAX: TYPE OF ORGANIZATION: INDIVIDUAL PARTNERSHIP LIMITED LIABILITY CORPORATION FOR PROFIT COMPANY NAICS CODE: # OF CURRENT EMPLOYEES: YEARS IN EXISTENCE: DOES THE EMPLOYER HAVE A CONNECTING COLORADO ACCOUNT? YES NO IS THE BUSINESS BEING SOLD OR MERGING WITH ANOTHER COMPANY? YES NO Section 2: Company Review WARN notices have previously been filed. Yes No N/A The company has not exhibited a pattern of failing to provide OJT Trainees with continued long-term employment. Yes No Section 3: Meeting Federal Criteria Please check the appropriate response for the following Employer information. Company verifies WIOA funds will not be used to relocate operations in whole or in part. Yes No Company has operated at current location for at least 120 days. If less than 120 days and the business relocated from another area in the U.S., were employees laid off at the previous location as a result of the relocation? Yes No Yes No Company commits to providing long-term employment for successful OJT Trainees. Yes No
Part B: Cause for Concern Action Plan (for use at Stage 3) To commence: w/b Target/s and Teacher Standard(s) Action Support available Review date Success criteria Outcome at review (Is target met, partially met, not met?)
Beginning Basic Education (Level 2) TABE (9–10) scale scores (grade level 2–3.9): Reading: 368–460 Total Math: 314–441 Language: 390–490 CASAS Life and Work Reading scale scores: Reading: 201–210 Math: 201–210 Wonderlic GAIN scale scores: English: 407–525 Math: 315–522 MAPT scale scores: All tests: 200–299 Tests Aligned to New ABE EFL Descriptors TABE (11–12) scale scores (grade level 2–3): Reading: 442–500 Mathematics: 449–495 Language: 458–510 CASAS Reading GOALS scale scores: Reading: 204-216
Provide a payroll schedule to participant and worksite supervisor. The is responsible insuring that wages and workers’ compensation benefits are provided to the participant. Monitor and evaluate the worksite, work activities, and performance of participant and worksite to ensure that defined activities are completed, and that applicable labor laws are followed. Provide a pre and post-evaluation (and mid-term, when applicable) to determine the participant’s increased level of work readiness upon completion. Notify worksite supervisor and participant of any problems or circumstances that could potentially lead to an early termination of the contract. In addition, provide notification of any intent to terminate this agreement earlier than what is outlined in this agreement. Provisions for Termination of the Agreement for Non-Performance or Failure to Meet Any of the Requirements of the Agreement Define circumstances that may result in termination of the agreement and process for corrective actions Define circumstances under which immediate termination of the agreement will occur Identify the notification of termination period Assurances and Certifications: Comply with the regulations defined in the Fair Labor Standards Act, as well as any other pertinent federal, state, and local employment laws. Adhere to all regulations relating to anti-discrimination and equal opportunity. This includes discrimination based on a religious preference. Adhere to provisions related to the avoidance of sexual harassment Ensure the safety for all parties involved, as it relates to the work activities and the overall work experience opportunity. Program participants engaged in a paid work experience through WIA services should not unfavorably impact current employees from employment opportunities. Participants in a paid work experience must not be employed to carry out the construction, operation, or maintenance of any part of a facility that is intended for sectarian instruction or as a place for religious worship. All parties will monitor the accurate tracking of the participant’s actual hours worked. An evaluation and monitoring of the actual worksite will be performed by a workforce representative on at least occasion(s) during the work experience. This will be performed to ensure the safety, appropriateness and performance of the worksite and participant.
Date: Dear : Mandatory Workforce Center Services Orientation Are you ready to start a new and exciting job or career? Based on your employment history, skills and your current unemployment insurance claim, you have been selected to participate in a special event where you will learn about the workforce center services geared to help you prepare for your next job opportunity. Our partners at your local workforce center will introduce you to employment and training services designed to increase your marketability to employers so you may return to work more quickly. The workforce centers are available to assist with your employment transition and want to ensure that you have all the necessary tools to be successful in your job search. If you do not attend the mandatory scheduled orientation you run the risk of losing or having a delay in future unemployment insurance benefits. Depending upon funding availability and eligibility requirements, local workforce centers may provide you with: Information on job leads, hiring events, local industries, occupational demands and wages Resume assistance and critiques Employment readiness and intensive job-search training and assistance Career counseling and planning Education and career assessments Classroom and on-the-job training Why is this workforce center orientation mandatory? Our goal is not just to help you with unemployment insurance benefits while you look for work, but to help you find sustainable employment sooner and reduce the amount of time you are unemployed. To increase your chances of getting hired it is important that you stand out from the competition which is what our workforce professionals can do for you! Please bring this letter with you to your scheduled orientation at your local workforce center. Plan on spending hours at this orientation where we can discuss next steps and go over your employment plan. Bring any relevant documentation that will help us assess your employment goals, such as work-search logs, resume, driver’s license or state identification card, and other credentials. Date Time Workforce Center Location If you have a conflict with the time and date, please call your local workforce center before your scheduled appointment at to reschedule. Please keep in mind that even if you reschedule your appointment, your unemployment benefits may be withheld for the week of the originally scheduled orientation depending upon the reason for rescheduling.
IVR lists. This can only occur if the person was uninvited and there is a NE service recorded with the exclusion information. See the Notes Section for examples of what to include in the Comment Lines and ES Notes. Local Exclusions Categories: When a local exclusion is identified, WFC representatives shall determine whether to exclude an individual from the orientation by evaluating Connecting Colorado activities, and whether the customer would benefit from attending the orientation and receiving workforce and reemployment services. Similar Service - The “list of claimants” is reviewed to determine whether the claimant has recently received a known “similar service” within the last three months. One Stop Center representatives must record a note of what “similar service” was received for UI to investigate. RESEA Similar services should be comparable to what would have been received with ALL the required RESEA activities; this includes the orientation and individualized activities. A similar service may be received from a public or private agency that offers layoff and career counseling services to individuals. FYI. Similar services are generally not easily identified or tracked in Connecting Colorado. This exclusion will be used very infrequently. NOTE: A CDLE rapid response event has been evaluated and determined to be insufficiently comparable as it does not include all the individualized reemployment activities that follow the orientation. Program Attached – A customer was recently enrolled in WIOA or other workforce programs. Programs listed are within the last four years One Stop Center representatives should review the CC registration to see if a program attachment exclusion is appropriate Review the program enrollment dates Determine if the customer would benefit from reemployment services NOTE: Attending the RESEA orientation and required activities may help to reignite an existing and active WIOA or discretionary grant program participant in that program. Regular Approved Training - The “list of claimants” is reviewed to determine if the claimant has recently begun training (self-directed or workforce system approved). It allows One Stop Center representative to evaluate whether the customer would benefit from the RESEA orientation. FYI: Individuals with a Regular Approved Training (AT) service code will have a notation in the Approved Training column of the IVR selection list.
UI ELIGIBILITY REVIEW Questionnaire for Unemployment Compensation Name Last Four of Social Security Number Date Complete the survey below and make notes, as necessary, in the Comments section. You must meet the following requirements to continue receiving Unemployment Compensation benefits. Results Comments 1. Do the skills, work history and educational credentials listed in Connecting Colorado’s registration meet your occupational goal(s)? Yes No 2. Are you job attached to a former employer or a union hall? If yes, please provide the employer name or union hiring hall. If yes, are you able and available to be called into work at any time by the employer or union hall? Yes No Yes No 3. Are you currently in an approved training program (approved by Unemployment or Workforce Center)? If yes, are you able and available to attend your scheduled training? Are you in training that has not been reported to Unemployment or the Workforce Center? Yes No Yes No Yes No 4. Are you physically and mentally able to do the work you are seeking? For example, are you able to perform the duties that are required for the jobs in which you are seeking? Do you have the capacity to complete the required functions of the job? Do you possess the basic qualifications and requirements of the job(s)? Yes No 5. Are you available to seek and accept work? For example, do you have any limitations that would prevent you from applying for jobs, attending an interview, or accepting a job offer? Yes No 6. Have you been actively seeking work? Have you made your required weekly job contacts? Note: Every contact must be for a job that you can and will accept, if offered. If your claim is based on full-time work, you must seek full-time work. Yes No Yes No 7. Have you separated from a job recently, not already reported to Unemployment? If yes, please provide the name of the employer you separated from, along with your last day worked. Yes No 8. Have you turned down a job offer recently, not already reported to Unemployment? If yes, please provide the employer’s name of the job you refused. Yes No 9. Did you provide your work-search log for the one-on-one appointment? Does the log meet the acceptable UI standards and requirements? Yes No Yes No
The Best Evidence Record (BER) Name: Please sign at the end of each phase: Foundation Phase (December 2017) Development Phase (March 2018) Consolidation Phase (June 2018) Mentor Student Teacher University Tutor Teachers’ Standards Part One: Teaching A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils Evidence: Give details of the date and activity chosen as evidence, as well as the rationale for choosing this as your best evidence for meeting this standard. Reflection on progress (refer to relevant evidence). How do you ensure you set high expectations which inspire, motivate and challenge pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: build pupils’ confidence; set challenging individual and class targets; form relationships which are constructive, affirming and respectful; encourage participation.
Program Manager Project Documentation Checklist This checklist is used by Program Managers to select the items PMO Support should see when auditing their Project Manager’s project. Each phase should have items checked. If it is checked in one phase, then it should be checked across the other phases. Project Managers Required Documents Initiation Planning Execution Ready for Audit High Level Plan Business Case Business Case Business Case Business Case Communication Plan Communication Plan Communication Plan Deliverable Sign-off Document Deliverable Sign-off Document Deliverable Sign-Off Document Detail Level Plan Detail Level Plan Detail Level Plan Project Charter Project Charter Project Charter Risk Management Plan Cost Benefit Analysis (CBA) Training Plan Sign-Off Cost Benefit Analysis (CBA) Vendor Evaluation Form Cost Benefit Analysis (CBA) Required: Required: Required: Required: Initiation Request Form Initiation Request Form Risk Management Plan Test Plans/Scenarios & UAT Acceptance Signoff Scope Statement Scope Statement Initiation Request Form Risk Management Plan Notes – If blank, default is Weekly Notes – If blank, default is Weekly Scope Statement Initiation Request Form Status Reports – If blank, default is Weekly Status Reports – If blank, default is Weekly Notes – If blank, default is Weekly Scope Statement Time & Labor Burn down – If blank, default is Bi-Weekly Status Reports – If blank, default is Weekly Lesson Learned Meeting Agenda – WBS/Waterfall or Story Writing Workshop/Agile Time & Labor Burn down – If blank, default is Bi-Weekly Time & Labor Burn down – If blank, default is Bi-Weekly Business Analyst Required Documents – Documents will be Audited in Next Phase Initiation Planning Execution Ready for Audit Analysis Management Plan Analysis Management Plan Analysis Management Plan Requirements Document Requirements Document Test Plan Document Test Plan Document Process Design Document Process Design Document Test Scripts Document ** Complete this checklist and attach to the project in the PPM Tool at the beginning of the project. Comments:
Briefly describe the reason for writing the PGP and indicate NMTEACH Domain/Element competency. (Circle all that apply addressing NMTEACH Domains and Elements that are minimally effective or ineffective) Domain 1: Planning and Preparation 1a. Knowledge of content 1b. Designing coherent instruction 1c. Setting instructional outcomes 1d. Demonstrating knowledge of resources 1e. Demonstrating knowledge of students 1f. Designing student assessment Competencies 1. The teacher accurately demonstrates knowledge of the content area and approved curriculum. 4. The teacher comprehends the principles of student growth, development and learning, and applies them appropriately. 5. The teacher effectively utilizes student assessment techniques and procedures. The summative evaluation indicates that improvement is needed through: Domain 2: Creating an Environment for Learning 2a. Creating an environment of respect and rapport 2b. Organizing physical space 2c. Establishing a culture for learning 2d. Managing classroom procedures 2e. Managing student behavior Competencies 3. The teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding. 6. The teacher manages the educational setting in a manner that promotes positive student behavior and a safe and healthy environment. 7. The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept. The summative evaluation indicates that improvement is needed through: Domain 3: Teaching for Learning 3a. Communicating with students 3b. Using questioning and discussion techniques 3c. Engaging students in learning 3d. Assessment in instruction 3e. Demonstrating flexibility and responsiveness Competencies 2. The teacher appropriately utilizes a variety of teaching methods and resources for each area taught. 3. The teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding. 4. The teacher comprehends the principles of student growth, development and learning, and applies them appropriately. 5. The teacher effectively utilizes student assessment techniques and procedures. The summative evaluation indicates that improvement is needed through: Domain 4: Professionalism 4a. Communicating with families 4b. Participating in a professional community 4c. Reflecting on teaching 4d. Demonstrating professionalism 4e. Growing and developing professionally 4f. Maintaining accurate records Competencies 8. The teacher demonstrates a willingness to examine and implement change as appropriate. 9. The teacher works productively with colleagues, parents, and community members. The summative evaluation indicates that improvement is needed through:
Methodology to Achieve Goal: Strategy Resources Needed Evidence Timeline Establish Norms Chart Paper, laminating Norms will be posted and visible during each PLC One teacher will be assigned to enforce norms Norms are established during the first meeting (August 2015) Norms are upheld throughout the school year Discussion topics are clearly outlined in the agenda based on teacher need, student need, and teacher interest. These are based on the 10 TKES Standards Access to professional learning coaches and experts to facilitate discussions or provide discussion material Weekly Agendas and Minutes will document each topic. Teacher lesson plans and classroom observations will show evidence of implementing best practices discussed in each PLC Discussion Topics are determined based on data collected from the PLC survey conducted in May 2015 Review of articles and research on leading and participating in effective PLCs Access to ERIC and other education periodicals Best practices recommended by journal articles will be implemented in PLCs Teacher will share relevant articles and research during PLC meetings Review of articles and research will be conducted during the Summer 2015 and continued throughout the year. Articles shared periodically during PLCs (August - May). Classroom observations and in-classroom support for best practices Time for connections teachers to visit each other’s classrooms to conduct observations and offer in-classroom support for implementing strategies Teacher observations will influence discussions in PLC meetings. Teachers will conduct 2 - 3 observations of colleagues on the connections team by the end of March 2016. During PLC meeting following an observation teachers will offer feedback and explain how they can use strategies observed within their own classroom.
Given name(s) Date of birth Part 1 (b): Company details Company name Authorised officer & position Part 2: Contact details Postal address State and Postcode Contact details Home Phone Number ( ) Work Phone Number ( ) Mobile Phone Number Email address Part 3: Application details Which NCE (Commonwealth department or agency) do you owe a debt to? Have you sought review from the NCE in this matter or from another body e.g. the Ombudsman, a tribunal or a court? (Please tick) Yes No If you have answered no, there may be other avenues of redress available to you. Please contact the relevant NCE in the first instance. If yes, who reviewed the matter and what was the outcome? Please attach copies of review decisions. How did the debt arise and why do you consider you should not have to repay it? Please attach relevant supporting documentation.
NAME OF TRAINEE: ................................................................................................. NAME OF SCHOOL(S): ................................................................................................ ….............................................................................................