zilongwang/ReadingBank huggingface dataset:
DC and Flexible AC Transmission Subcommittee Treatment of technology related to direct current and flexible alternating current transmission systems. Applications of power electronic switching equipment and ancillary components to AC and DC transmission systems. Coordination of these systems at the interface between transmission and generation and the over-all studies of their parameters and performance. Also known as DC & FACTS. Distribution Subcommittee Treatment, consideration and coordination of the economic and technical factors that influence the analysis, design, construction, operation, planning, standardization of components and environmental compatibility of overhead and underground electric distribution systems. Engineering in the Safety, Maintenance, and Operation of Lines Subcommittee The treatment of all matters related to the engineering in maintenance of lines and associated devices. Research, development, testing, acceptance of various techniques, practices and procedures (involving the physical effects and other considerations) as they relate to safety and maintenance of lines and associated devices. Development of work methods to provide safe work areas while taking into consideration grounding, bonding, induction effects, equipment characteristics and testing techniques. Also known as ESMOL. General Systems Subcommittee Analyses of the transmission and distribution systems in their broadest sense. Modeling and analysis of power systems including distributed resources, utilization and analysis of superconductivity, power system switching, dynamic and temporary overvoltages, ferroresonance phenomenon, and insulation coordination. State-of-the-art simulation and analysis of FACTS and custom power devices, geomagnetically induced currents, application of artificial intelligence methods, etc. Integration of Renewable Energy into the T&D Grids Subcommittee with all transmission and distribution matters related to the integration and delivery of renewable energy resources. Provides liaison to and cooperates with other committees, subcommittees, working groups and task forces, including standards making groups, in IEEE and other organizations with similar interests. Areas of interest include, but are not limited to, the following: Analytical studies of engineering, integration, penetration and impact on T&D systems. Engineering design of and experience related to renewable resource integration into T&D systems. Safety-related issues of renewable energy resources integrated into T&D systems. Technologies related to integration such as power electronic conversion, collection systems, and storage. Analytical and design tools. Standards, and education through panel sessions, special publications and tutorials.
BALANCING THE INDIVIDUAL NEED FOR CARE WITH THE NEEDS OF THE COMMUNITY How often would you expect to request this treatment for this condition at this stage of progression of the condition for a given size of population? Incidence: number of ‘new’ patients expected to have this condition per 100,000 population per year: Prevalence: state the number of patients expected to have this condition per 100,000 population at any one time: Please provide references for the stated incidence & prevalence here and attach full text articles in your submission. What are the exceptional clinical circumstances that make the standard intervention inappropriate for this patient? To meet the definition of ‘exceptional clinical circumstances’ your patient must demonstrate that they are both: Significantly different clinically to the group of patients with the condition in question and at the same stage of progression of the condition. AND Likely to gain significantly more clinical benefit than others in the group of patients with the condition in question and at the same stage of progression of the condition. Please give your reasons: If the drug were to be funded for this patient on an individual basis, would the decision set a precedent for other requests? EVIDENCE OF CLINICAL AND COST EFFECTIVENESS/SAFETY Is the drug licensed in the UK for the intended use? trial
Application Form – Advanced Standing & Credit Transfer Institute for Emotionally Focused Therapy Note: Applications will be assessed within the framework of the IEFT Advanced Standing and Credit Transfer Policy and Procedure 1. Student Details Select the postgraduate course in which you are enrolled or for which you are applying: Graduate Certificate in Emotionally Focused Counselling Graduate Diploma of Emotionally Focused Therapy Family Name: First Name: Date of Home Address: Home Phone: Email Address: Mobile Phone: Student Number: (if enrolled) Work phone:
BECKER CLAY DOUGLAS GRANT OTTERTAIL POPE STEVENS TRAVERSE WILKIN WHITE E EARTH EC SCREENING Altmann Bergseth Gyda Anderson Carol Meissner Lisa Engquist (Carol M) Stacy Mindy DeGeer Lisa Engquist (Carol) Lisa Engquist (Carol) Lynette (Stacy M) Mary Leff – – – – – – – – – – 4.3 Central Directory Gyda Anderson reported her work with the Central Directory. She is in the process of updating and collecting changes and will update the information at all one time. ACTION: Send link to Cami and she will send the link out in an as a reminder to all IEIC members –Gyda Anderson Budget Review Child Find: Allocations to Public Health. Discussion held regarding allocations to Public Health Agencies. Agencies are to submit an invoice to Lakes Country Service Cooperative for allocations to be paid. ACTION: Inform Public Health Agencies about allocations and procedures for payment –Carol Meissner List Serve Discussion held on how best to communicate meeting agenda, meeting minutes and general information from the Regional IEIC at the local level. Agreed to develop a list serve in which emails will be sent to groups of people through Cami at Lakes Country Service Cooperative. ACTION: Send distribution lists to Cami at Lakes Country Service Cooperative Public Health Directors, MCH Coordinators – Carol Meissner Education Directors & Administration – Carla Ptacek Old IEIC list from Wilken and Ottertail County – Stacy McAllister Old IEIC list from Pope DeGeer Old IEIC list from Grant – Deb Hengel Old IEIC list from Clay –Gyda Anderson and Norma Altmann-Bergseth Old IEIC list from Becker – Fran Rethwisch Old IEIC list from White Earth –Mary Leff Social Services Directors Jost Head Start email list – Fran Rethwisch, Mary Leff, Pam Burnstein and Patty Deery Early Childhood Initiatives –Nancy Jost ECFE and School Readiness list –Beth Achter via Cami Uhrich Headstart Childhood Referral –Luann Harris
Women Engineers Chapter Program POSITIONING ENGINEERS FOR LEADERSHIP Venue: SILVER SPRINGS HOTEL, NAIROBI Date: Saturday 1st April 2017 TIME ACTIVITY PRESENTOR 08:30-09:00am Arrival of Guests and registration Secretariat 09:00-09:15am Opening prayers and introductions Eng. Emelda Odhiambo 09:15-09:20am Welcome address by IEK 1st Vice President Eng. Rosemary Kungu 09:20-09:30am “Four Ways to Help Women” by IEK Women Engineers Chapter Chairperson Eng. Emelda Odhiambo 09:30-09:40am IEK President’s Address End. Michael Okonji 09:40 -10:00am Key note address on “Positioning Women Engineers for Leadership” by CS Public Works, Youth and Gender Affairs CS Sicily Kariuki, MBS, CBS 10:00 – 10:40am Question and Answer session IEK WEC member 10:40 – 10:45 Resolutions and Way forward IEK WEC member 10:45 - 11:00am Vote of Thanks Chief guest leaves at her pleasure IEK WEC member 11:00 – 11:30am Photo session/ TEA BREAK Secretariat 11:30 – 11:40am Word from Sponsor ERC 11:40am – 11:50am Mainstreaming gender policies in Kiambu County by County Executive Committee Member, Transport Eng. Njeri Mburu 11:50 – 12:00noon Building a strong personal brand Mrs. Joanne M. Yelbert, CEO PMS 12:00 – 12:45pm Question and Answer Session IEK WEC member 12:45 – 1:00pm Closure of event Eng. Emelda Odhiambo LUNCH Guests at their pleasure
Test Date Module Registration Deadline 11/05/2018 IELTS Academic 06/05/2018 11/05/2018 IELTS General Training 06/05/2018 01/06/2018 IELTS Academic 27/05/2018 01/06/2018 IELTS General Training 27/05/2018 06/07/2018 Academic 01/07/2018 06/07/2018 IELTS General Training 01/07/2018 01/08/2018 IELTS Academic 27/07/2018 01/08/2018 IELTS General Training 27/07/2018 07/09/2018 IELTS Academic 02/09/2018 07/09/2018 IELTS General Training 02/09/2018 12/10/2018 IELTS Academic 07/10/2018 12/10/2018 IELTS General Training 07/10/2018 31/10/2018 IELTS General Training 26/10/2018
BA (Hons) International Events Management – Level One Induction Timetable 2017 9-10 10-11 11-12 12-1 1-2 2-3 3-4 Monday 18th Sept Meet the Team (all) W115 Welcome to GCU (Jenny Flinn) W308 Lunch Freshers’ Address to Students (Professor Pamela Gillies) Saltire Centre Your Programme (Year W005 Tuesday 19th Sept Academic Practice W308 Introduction to the Student’s Association W308 Lunch IT Induction M514* Library Induction Saltire Centre Student Support (Eddie McKean) W312 Wednesday 20th Sept GSBS** Induction C001 GSBS Induction C001 Lunch The Marketing Game (all) A005 The Marketing Game (all) (A005) Employer Talk (PL and Year Tutor) W323 Thursday 21st September Friday 22nd September *Session starts at 1:30 ** Session starts at 10:30 BA (Hons) International Events Management – Level Three Induction Timetable 2017 9-10 10-11 11-12 12-1 1-2 2-3 3-4
Monday 18th Sept Meet the Team (all) W115 Welcome to GCU Flinn) W308 Lunch Freshers’ Address to Students (Professor Pamela Gillies) Saltire Centre Your Programme (Year Tutor) W007 Tuesday 19th Sept IT Induction M514* Academic Practice W308 Introduction to the Student’s Association W308 Lunch Level Three General Induction (Year Tutor) W308 Student Support McKean) W312 Wednesday 20th Sept GSBS* *Induction C001 GSBS Induction C001 Lunch The Marketing Game (all) A005 The Marketing Game (all) A005 Employer Talk (PL and Year Tutor) W323 Thursday 21st September Friday 22ndSeptember *Session starts at 09:30 * Session starts at 10:30
Doctors Certification: (Doctor must be recognised as a metabolic specialist by the Department of Health): Details of the person with IEM condition requiring review: First Name: Surname: Date of Birth: Gender: Male Female Diagnosis: (please tick patient’s IEM condition) Dihydropteridine reductase (DHPR) deficiency Hyperphenylalaninemia Phenylketonuria (PKU) Medically prescribed diet required: (please tick as appropriate) Ongoing Preconception Pregnancy Period of Dietary prescription: MEDICAL PRACTITIONER DECLARATION Doctors declaration: I certify that the above mentioned person has a diagnosed IEM and has a requirement for a special diet to manage their condition. I agree to the collection of my information for the purpose of determining the patient’s eligibility. SELECT ONE: I certify that the patient is compliant with diet, appointment and monitoring requirements. OR I certify that concern about this patient’s compliance has been raised with them/their family. An action plan to address this has been put in place. OR I certify that I have no evidence that patient is currently on the PKU diet Name: Signature: ____________________________________ Date: _______________________________________
Steps 2 and 3: Record your CPD activities and evaluate your results Date Type of Activity Description of Activity Developing Yourself/Developing Others/Work Activities Main Competency the activity relates to. of work the activity relates to Topic of Activity Reflection What have your learned from this activity? What will you do differently? How has it moved you closer to achieving your goals? Evaluation of Activity Total Points Step 4: Record your work activity (Specialist Registers only)
Core Knowledge Fundamentals of a Sustainability World Fundamental Business and Governance Principles and Issues Competence Explain the implications of global trends for the environment, for society, for the economy and for organisations Explain common sustainable business/governance models, their underlying principles, and their relationship with organisations, products and services The Full Member will be able to demonstrate understanding of: Global and how they drive a need to transform the word to sustainability The UN’s Sustainable Development Goals and how they create a framework for action The way environmental limits and the equalities agenda maintaining economic growth and creation of sustainable capital The five sustainable capitals and interdependencies between them The ways current economic activity can produce unintended environmental and social consequences The Full member will be able to demonstrate understanding of: Sustainable business behaviours and models, with examples of how they are driving the transition to a sustainable economy Sustainable business practices and how organisations benefit in moving toward net, or net positive performance The importance of safe operating space in relation to social protection floor and environmental limits, and to what extent they impact on organisations Ethics and how they influence individual and
from the local actions and global consequences The need for sustainability skills and how they can overcome internal and external challenges in pursuit of sustainable outcomes How ongoing review and innovation at an individual and organisation maintain progress towards the goal of sustainability Explaining how a lifecycle perspective and a collaborative approach can address unsustainable practices The challenges in balancing interactions between social, environmental and economic factors in the context of sustainable development organisational decision making Concepts such as corporate responsibility, corporate sustainability and sustainable business, how they vary in application and practice Contextual Knowledge Issues and Principles Policy, Regulation and Legislation for a Sustainable World Management and Assessment Tools for a Sustainable World Innovative and Leading practices for a Sustainable Competence Demonstrate understanding of environmental or principles and their relationship with organisations, products and services Evaluate major policy and legislation in your field, describe their implications for organisations, products and services Identify major and relevant tools, techniques, systems and practices that drive development of sustainable products and services, and to create sustainable businesses Understand the role of innovation in creating sustainable solutions and developing sustainable products and services
Only complete if you have not been able to provide evidence To be completed by Training Centre Management, Policies and Systems A1 The centre follows sound Environment and Health & Safety principles. The centre has in place policies and procedures which have been implemented and reviewed in the past year or in accordance with their review schedule (please provide details of frequency). Policy and procedures Evidence of review A2 The centre has comprehensive policies to ensure effective learning. Policies include Equal Opportunities, Safeguarding, Special Consideration, Reasonable Adjustment, Plagiarism, Appeals, Complaints and Malpractice to ensure the needs to learners are met. policies have been effectively implemented and reviewed in the past year or in accordance with their review schedule (please provide details of frequency). Policies, Procedure, Course records Evidence of review A3 The centre uses appropriate, secure and auditable systems for the retention, storage and retrieval of records relating to the administration and management of learning programmes. The centre has an effective procedure for the secure retention and storage of records and documentation in accordance with Data Protection Policy which has been reviewed over the past year or in accordance with their review schedule (please provide details of frequency). Procedure for retention, storage and retrieval of records. Evidence of review
Standard Possible Sources of Evidence Please list documents/ evidence available in support of this standard IEMA Comments (to be completed by IEMA) IEMA USE Compliant Partly Compliant Course Materials (N.B. If you are applying to deliver an IEMA course which has training materials provided by IEMA please move to section D: Course Review) A1 Depth and breadth of course materials must be sufficient to achieve the defined learning outcomes of the required syllabus and be technically accurate. Course materials A2 Learning outcomes are clearly defined and referenced with appropriate timing apportioned. Specifically: Learning outcomes should be referenced within a Scheme of Work/table to show how it is being covered within the course. Guided learning hours should be indicated and time apportioned appropriately to the subject areas. The time allocation should clearly set out how it meets the required guided learning hours for the course including the course structure (e.g. consecutive days or split weeks). Course materials Scheme of work A3 The centre ensures relevant information relating to the course is developed and accurate. The centre has information relating to the course available and easily accessible to relevant stakeholders, including details of the learner assessment. Course materials Course marketing e.g. leaflet, website
Instructions for completing the application are included in the form itself and in the Supplemental Instructions at the back of the application. You may fill out the application manually, or a Microsoft Word version may be downloaded from (Ground Water Quality) and filled out electronically. Timely processing of this application is contingent upon the technical completeness of the submission. Failure to provide all of the information pursuant to Section 20.6.2.3106 NMAC, following notice of technical deficiency, may result in denial of the application. Send two complete copies AND one electronic copy of this application, with the filing fee to: Program Manager Ground Pollution Prevention Section New Mexico Environment Department P.O. Box 5469 Santa Fe, NM 87502 Introduction Facility Name: For Existing Discharge Permits: DP Number: Expiration Date: Type of Discharge (check one): Domestic Industrial Agricultural Mining GWQB – Date of Receipt (Department use only) Type of Application (check appropriate box) New – new facility New – existing (unpermitted) facility Renewal only
c. Monitoring Well Construction and Identification [Subsection C of 20.6.2.3106 NMAC; Subsection A of 20.6.2.3107 NMAC] For existing monitoring wells Submit construction logs for all existing, on-site monitoring wells, which indicate the date of installation and well driller. Included - Construction logs for each existing monitoring well. Previously Submitted Date For all monitoring wells - Identify proposed and existing monitoring well (MW) locations. MW ID Proposed or Existing? Location Description AND Latitude and Longitude Screen Interval (ft) Depth to Water
National Dissemination Center for Children with Disabilities. Measuring and Reporting Progress. Retrieved from: New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). Transition to Adult Life for Youth with Deaf-Blindness: A Parent Mini-Guide. Retrieved from: Accessibility Features and Accommodations Manual. Retrieved from: Partnership for Assessment of Readiness for College and Careers. Retrieved from: Summary of Weekly Topics and Assignments Session Topic(s) Assignments Due Possible points Due Date 1 What is IDEA Pre-Post Test Introduction Webquest #1 Discussion Forum #1 4pts. 2 pts. 5 pts. 5 pts. July 13 2 Legal Issues Pre-Post Test Webquest #2 Discussion #2 4 pts. 5 pts. 5 pts. July 20 3 Parents Rights & Resources Pre-Post Test Webquest #3 Discussion Forum #3 4 pts. 5 pts. 5 pts. July 27 4 IEP Part I Pre-Post Test Webquest #4 Discussion Form #4 4 pts. 5 pts. 5 pts. August 3 5 IEP Part II Pre-Post Test Webquest #5 Discussion Form #5 4 pts. 5 pts. 5 pts. August 10 6 IEP Part III Pre-Post Test Webquest #6 Discussion Form #6 4 pts. 5 pts. 5 pts. August 17 7 IEP Part IV Pre-Post Test Webquest #7 Discussion Form #7 4 pts. 5 pts. 5 pts. August 24 POLICIES Policy on Disability If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need other special arrangements please make an appointment at the
Special Education Anticipated Frequency and Duration Of Service Service Provider (by Position) Location (e.g., Regular Classroom, Resource Room, Separate Class) Service Minutes (Per Service Frequency) Service Frequency (Number of times provided per Service Period) Service Period (Daily, Weekly, Monthly, Annually) Start Date End Date 60 Minutes 1 Times per Daily 9/16/12 9/15/13 Special Education Teacher Resource Room for Reading 35 Minutes 1 Times Per Daily 9/16/12 9/15/13 Special/Regular Education Teacher Regular Classroom, Math 2 of 3 trimesters (60 day trimesters) 20 Minutes 4 Times Per Weekly 9/16/12 9/15/13 Special/Regular Education Teacher Regular Classroom, Science for Reading 30 Minutes 2 Per Weekly 9/16/12 9/15/13 Special Education Teacher Resource Room for Social Skills Instruction Note: Infinite Campus IEP requires month, day, and year under Start Date and End Date. Related Services 707 KAR 1:002 § 1 (51), 34 CFR 300.34 and 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7) Related services are those transportation and developmental, supportive, or corrective services which are needed by a student with a disability to benefit from special education. Related services complement and supplement the Specially Designed Instruction provided to the student. Type of Service: Identify the type of related service (e.g., speech/language therapy, occupational therapy, transportation, counseling, orientation and mobility, psychological services, parent education, interpreting, physical therapy, recreational therapy, travel training).
Act Adapt Add Advise Assist Break down Categorize Cause Change Chart Choose Cite Classify Collaborate Collect Combine Communicate Compare Compile Compose Compute Contrast Control Construct Convert Correlate Counsel Count Copy Create Criticize Critique Debate Decide Decipher Deduce Defend Define Describe Design Develop Devise Diagram Discuss Divide Direct Dramatize Draw Estimate Evaluate Evoke Examine Explain Extend Find Focus Gather Generalize Generate Give examples Graph Help Initiate Illustrate Imitate Include Incorporate Instruct Integrate Interpret Invent Judge Justify Label Lead Limit List Locate Manage Match Model Modify Multiply Name Negotiate Operate Organize Outline Paint Paraphrase Participate Perform Persuade Plan Predict Prepare Pretend Produce Point out Prioritize Provide Propose Rank Rate Read Rearrange Recall Recite Recommend Reconstruct Record Reorganize Report Research Restate Review Revise Rewrite Say Select Separate Sequence Serve Show Sort State Subdivide Substitute Subtract Suggest Summarize Supervise Support Survey Teach Tell Trace Transfer Use Utilize Write Appendix D Especially DECS
Individual Education Plan – Student Profile The purpose of all IEP Goals and Objectives is to increase and promote INDEPENDENCE for all learners. Areas of Independent Skills Areas of Developing Independence Parallel Play Use agenda daily Cooperative play Self-advocacy Learning Strengths / Style Student Interests Responsive to visual supports Kinesthetic learner Music & drama Auto mechanics
The Reef is highly significant for sustaining cultural and community well-being for over 70 Traditional Owner groups. There is a place for greater emphasis on empowering Traditional Owners, local people, communities and local authorities to deliver on-ground action that will benefit the Reef for all. Response Long term impact It is critical that global warming be stabilised and that the increase in average temperature above preindustrial levels be kept as low as possible. Global agreement reached in Paris (COP21) aimed to hold the increase in global average temperature to well below 2°C above pre-industrial levels, and to pursue efforts to limit the temperature increase to 1.5°C. After Paris, non-binding nationally determined contributions to greenhouse gas emission reduction were declared by each country. Projections indicate that even if the currently proposed national commitments are achieved, global surface temperatures will increase between 2.1°C and 3.7°C pre-industrial levels by the end of this century – well outside the aspiration of COP21. The present level of greenhouse gases in the atmosphere has already locked in a further increase in temperature over and above the present ~0.9°C above the pre-industrial average. In the interests of the Reef and other reefs and their ecosystems, greenhouse gas emissions should be reduced to a level that gives some realistic chance to keep the average global surface temperature increase to well below 2°C – possibly even lower than 1.5°C. National targets for emission reductions, including Australia’s, are not adequate to meet the aspiration of Australia should be prominent lead the international movement to set realistic emissions targets to at least meet the COP21 goals. It should be noted: COP21 temperature targets are too high for sea surface temperatures to be kept within safe limits for tropical reefs. To protect current reef biodiversity global average temperature rise would need to be limited to ~1.2°C lower than even the ~1.5 °C that is the low end of the COP21 aspiration. Areas where corals have adapted should be identified and actively managed to protect their biodiversity in the face of future stresses. Immediate to short-term impact The Reef 2050 Plan is a strong foundation for future action. The mid-term review of the Reef 2050 Plan provides an opportunity to strengthen and revise the Plan to support the management of a fundamentally different Reef. The Plan’s objective of maintaining, enhancing and restoring the Reef’s historical values may no longer be achievable.
IEP Goals: Curricular Competencies (Students with a Modified Curriculum- District Approval only) Course: Teacher: Support Staff: Term: Unit Big Idea: Goal: Communicating Student Learning Objective AE MM FM EE Strategies: Objective AE MM FM EE Strategies: Unit Big Idea: Goal: Communicating Student Learning Objective AE MM FM EE Strategies: Objective AE MM FM EE Strategies: Unit Big Idea: Goal: Communicating Student Learning Objective: AE MM FM EE Strategies: Objective: AE MM FM EE Strategies: Assessment Rubric Review Date: __________________ Approaching Expectations (AE) Minimally Meeting Expectations (MM) Fully Meeting Expectations (FM) Exceeding Expectations (EE) Support Level This goal is not yet within reach/ a new goal is needed Student needs errorless support and/or significant assistance and prompting to meet this goal Student can meet this goal with some support or prompting Student can meet this goal without assistance or prompting Independence Student does not independently initiate Student sometimes independently initiates Student independently initiates most/all times Participation Level Student can participate when Student can participate when Student can participate without
Education Records Review Grid Biographical Data Name: DOB: Age: Education Rights Holder: Case #: Caregiver: Relationship: Address: Phone: School: District: Contact: Education History School Year/Grade School/District Grades(Credits) STAR/CST Results Behavior/Discipline Special Education Eligibility/Placement/Services Pre-K ELA: Math: Kindergarten ELA: Math: 1st ELA: Math: 2nd Grade ELA: Math: 3rd Grade ELA: Math: 4th Grade ELA: Math: 5th Grade ELA: Math: 6th Grade ELA: Math: 7th Grade ELA: Math: 8th ELA: Math: 9th Grade ELA: Math: 10th Grade ELA: Math: 11th Grade ELA: Math: 12th Grade ELA: Math:
IEP Evidence Log for: ___________________________ Building Independence Triangulation of evidence Location of evidence Date Goals & Objectives I can do this with full support I can do this with some support I can do this on my own I need a new goal Observation Product Conversation Goal Objective Comments: Goal Objective Comments: Goal Objective Comments: Goal Objective Comments: Goal Objective Comments:
HOW WOULD YOU LIKE YOUR POINTS FOR THIS ACTIVITY (SELECT 1) 5 point assignment Replace lowest weekly assignment Add two points to QUIZ Add two points to Work sample analysis Developing your IEP goals: Step Directions YOUR RESPONSE Resources to to STEP 1: Organize the needs in your PLAAFP List all the specific needs by outcome area. Reading: --recognize and define academic vocabulary -use preview strategies -increase comprehension strategies in to make inferences Writing: Math: Functional Behavior: YOUR revised PLAAFP STEP 2: Grade Level Expectations Review all of the grade level expectations that you described for each outcome area in your PLAAFP For each area, what are the most pertinent CCSS you are going to align (in the IEP you will select at least one aligned standard for each grade level for EACH may select (Cut and Paste) Reading CCSS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing CCSS CCSS website P.28 of “Aligning CCSS)
9 TESTING AND DESIGNATED SUPPORTS/ACCOMMODATIONS (Revised April 2017) Page 9 must be completed for all students. All Connecticut (CT) public school students in Grades 3-8 and 11 must be assessed on one of three statewide tests in English Language Arts (ELA) and Mathematics (MATH): the Smarter Balanced Assessments for Grades 3-8, the Connecticut SAT for Grade 11 or the Connecticut Alternate Assessment (CTAA) for Grades 3-8 and 11. Students in Grades 5, 8 and 11 are also assessed on the Standard Science Assessment or the Alternate Science Assessment. For students who are also English Learners (EL), the English Language Proficiency Assessment is required annually in Grades K-12 until they are exited from EL status. Participation in state testing includes students in the Public School Information System (PSIS) who are enrolled in out-of-state facilities or are enrolled in state schools. Check one box to indicate the grade in which the student will be enrolled at the beginning of the testing window. Note that the testing window will vary among tests. 1. Student will participate in the Smarter Balanced Assessments in Grade 3-8, and if the student is in Grade 5 or 8 he/she will also participate in the Standard Science Assessment. 2. Student will participate in the CTAA in Grade 3-8 & 11, and if the student is in Grade 5, 8 or 11 he/she will also participate in the Alternate Science Assessment. 3. Student will participate in the Connecticut SAT and Standard Science Assessment. Only for Grade 11. * (LCI) must be used for guidance on eligibility requirements. A PPT decision to assess the student using the CTAA and Alternate Science Assessment must be recorded on page 3 of the IEP, Prior Written Notice. All English Learners (EL) are required to take the in grades K-12 annually until they are exited from EL status. Please indicate whether student will need supports/accommodations. Students who will need to have designated supports/accommodations will be indicated here for either Smarter Balanced Assessments/Standard Science Assessment or for the Connecticut SAT/ Standard Science Assessment. Do NOT complete the section if student will participate in the CTAA/Alternate Science Assessment. approved
IEP Plus Procedures – Assigning Case Managers Case Managers are assigned in two locations in IEP Plus: Associated Staff – maintained by the case manager Placement Record – created by the case manager at the annual IEP development and updated/maintained by the building administrator/compliance specialist at the beginning of the year and as needed during the year through the Staff/Location Mass Replace Utility. Associated Staff This feature is located on the left side of the student summary screen and is intended to create a history of case managers/staff that work with each individual student. This link is updated by the case manager upon receiving word that the student has been assigned to him/her. You will notice as the year continues students will develop a record of case managers and related service providers that work with them. No staff member will be deleted from this record; rather an “end date” will be assigned when the student is no longer serviced by the selected staff member. Special education case managers are responsible for entering an “End Date” for the previous case manager, and for adding themselves with a new “Start Date”. Case managers are NOT responsible for entering/editing any information for related service providers. Related service providers are responsible for updating/editing their own information within the associated staff link. The “End Date” is defined as the last day that the student received services from the selected staff member. For most students, this will be the last day of the school year (i.e. 6/18/10). The “Start Date” is the date that the student is assigned a new case manager. This should coincide with the registration date for transfer students, the eligibility date for initials, and the first day of school (i.e. 9/7/10) for returning students. Instructions for editing the Associated Staff Link:
Achievements in Literacy - Reading Entry skill Learning improvement goal/desired outcome Barriers to achieving goal Strengths related to goal Strategies to achieve goal Actions, resources and timeline Exit skill Data collection: For example: Student mapping tool Victorian Curriculum Sequence Content Descriptions Teacher observations Formal assessments Work samples Additional home supports Achievements in Literacy – Writing
Data collection: For example: Student mapping tool Victorian Curriculum Sequence Content Descriptions Teacher observations Formal assessments Work samples Additional home supports Achievements in Numeracy - Number Entry skill Learning improvement goal/desired outcome Barriers to achieving goal Strengths related to goal Strategies to achieve goal Actions, resources and timeline Exit skill
Data collection: For example: Student mapping tool Victorian Curriculum Sequence Content Descriptions Teacher observations Formal assessments Work samples Additional home supports Achievements in Personal and Social Capabilities Learning Entry skill Learning improvement goal/desired outcome Barriers to achieving goal Strengths related to goal Strategies to achieve goal Actions, resources and timeline Exit skill
Achievements in English Entry skill Learning improvement goal/desired outcome Barriers to achieving goal Strengths related to goal Strategies to achieve goal Actions, resources and timeline Exit skill Data collection: For example: Student mapping tool Victorian Curriculum Sequence Content Descriptions Teacher observations Formal assessments Work samples Additional home supports Achievements in Mathematics
our students deserve the best-qualified and most experienced faculty who can teach classes that are both challenging and enjoyable. Moreover, as our program (which started in January 2014) continues to grow, we regularly offer new courses and electives that are designed to meet our students’ evolving needs. We also strive to make the IEP an integral part of the University of Georgia. Thus, our students attend classes throughout the campus, take part in various campus social activities, and have opportunities to meet with other UGA students through the Conversation Partners program. Finally, we understand that studying in a new culture, far away from home and family, can be stressful, so we try to offer a supportive and welcoming environment. We want our students to know that we value not only their hard work and academic achievements but also their individuality, their cultural diversity, and their contributions to the global community at UGA. What Department is the IEP in? Our program is housed within the Division of Academic Enhancement, an academic department whose mission is to help all students at the University achieve academic success. Applying to the IEP To in the IEP you must be 18 years old and your English level must be “high beginner” or higher. We do not accept complete beginners in our program. All students should apply through our website, By clicking on the tab, students can find a list of documents they need to submit with their application. These documents include: A photocopy of your passport (photograph and facing page) A signed and completed certificate of finances
sentence fragments. Most, if not all, words in sentences should be spelled correctly. Capitalization and punctuation rules should be followed. Level 5 Listening/Speaking Summer 1 Course goal: To ensure that students are able to listen and communicate effectively in English in situations similar to what they would encounter at the undergraduate level at an English-speaking university. Course Objectives To develop students ability to listen for and predict the main idea and key details of support in lectures and talks To practice paraphrasing the main idea in a lecture/discussion/reading, both in speaking and writing Understanding signal words and time and sequence words as clues to chronological order to guide note-taking Understanding and practicing appropriate uses of expressions to agree or disagree Student Learning Outcomes By the end of the course, students should be able to: To demonstrate an understanding of information gleaned from an academic lecture such as students would encounter as undergraduate students at US universities (lectures of 10-15 minutes or more). Paraphrase main ideas and points in an academic lecture and in group discussions Identify and understand digressions from the main topic during a lecture—signal words employed in their use; purpose; returning to the main topic To demonstrate ability to take accurate notes on classroom lectures To use visual aids such as Power Point or Prezi with visuals that should not contain grammatical mistakes or spelling errors To use accurate pronunciation, intonation, and tone so that most native speakers would not have significant problems understanding the student in oral exchanges and presentations Level 5 Reading Summer 1
School Doctor’s Name: Address: Phone No: School Nurse’s Name: Address: Phone No: School/Nursery: Address: No: Previous establishment(s) attended (with 1. Address: Phone No: 2. Address: No: Does the child have a Co-ordinated Support Plan (CSP)? Yes No Is the child ‘Looked After’ (LAC)? Yes No AGENCIES / PERSONNEL INVOLVED NAME DESIGNATION AGENCY CONTACT NO. ADDRESS ROLE CARRIED OUT / INPUT & FREQUENCY Profile – i.e. skills, strengths, interests (including outwith school) etc.: Factors giving rise to additional support needs – including diagnosis if identified: Barriers to learning:
(Dates: ) 1b ) Evaluation: Next step: 1c ) Evaluation: Next step: 1d (Dates: ) Evaluation: Next step: Assessment Codes: – achieved P – partially achieved X – not achieved C – continuing M – modify target Long Term Target/Learning Outcome 2 (Dates: ) Lead Agency Code Evaluation & Next steps Evaluation: Next step: Short Term Targets/Learning Outcomes (Dates: ) Resources Action by Strategies Code Evaluation & Next steps 2a (Dates: ) Evaluation: Next step: 2b Evaluation: Next step:
(Dates: ) 2c (Dates: ) Evaluation: Next step: 2d (Dates: ) Evaluation: Next step: Assessment Codes: – achieved P – partially achieved X – not achieved C – continuing M – modify target Long Term Target/Learning Outcome 3 (Dates: ) Lead Agency Code Evaluation & Next steps Evaluation: Next step: Short Term Targets/Learning Outcomes (Dates: ) Resources Action by Strategies Code Evaluation & Next steps 3a (Dates: ) Evaluation: Next step: 3b ) Evaluation: Next step: 3c Evaluation: Next step:
(Dates: ) 3d (Dates: ) Evaluation: Next step: Assessment Codes: – fully achieved P – partially achieved X – not achieved C – continuing M – modify target Long Term Target/Learning Outcome 4 (Dates: ) Lead Agency Code Evaluation & Next steps Evaluation: Next step: Short Term Targets/Learning Outcomes (Dates: ) Resources Action by Strategies Code Evaluation & Next steps 4a (Dates: ) Evaluation: Next step: 4b (Dates: ) Evaluation: Next step: 4c (Dates: ) Evaluation: Next step: 4d Evaluation:
Analysis of a Retrofit Program Matthew Koson and Stephen Grover, Evergreen Economics Apples to Audits: Challenges Affecting the Reliability of Performance Metrics for ARRA-Funded Energy Programs Rossman and Alicia LeDuc, Washington State Department of Commerce, Research & Evaluation Services Unit Quantifying the Outcomes of Clean Energy Policy Support Programs: the Experience of the State Energy Program National Evaluation Timothy Pettit, DNV KEMA Edison’s 10 For 10 Rebate Program Josh Schellenberg and Stephen George, Freeman, Sullivan & Co. Multi-Year Analysis on the Performance and Reliability of an Aggregator Resources in Ontario Nik Schruder, Ontario Authority and Josh Bode, Freeman, Sullivan & Co. Resulting from C&I Energy Efficiency Measures Noel Stevens, DNV KEMA and Lindsay Foley, National Grid Auditing Audits: Big Savings Found in Long-Term Assessment John Reed and Moria Morrissey, Innovologie ARPs are : How to Incorporate Environmental Benefits from Appliance Recycling Programs into Cost-Effectiveness Calculations Josh Keeling, Cadmus and Caroline Chen, StatWizards LLC Bill McNary and Chip Berry, US EIA Rewarding Efficiency: Lessons from California’s Shareholder Incentive Julia Zuckerman and Jeff Deason, Climate Policy Initiative All Together Now: Making the Most of Energy Efficiency Data through Consistent Reporting Cecily McChalicher, NEEP Incorporating Non-Energy Benefits into Screening The Story Ingrid Malmgren, Vermont Energy Investment Corporation Energy Efficiency and Retail Electricity Shopping: Competing Goals or Complementary Goals? Sunil Maheshwari, PPL Electric Utilities 12:30 pm – 1:30 pm Lunch Building
IEP Goal Card 1 Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix E and are used to write in a “yes” or “no” answer. During classroom story time, Than will answer comprehension questions about the story 80% of the time, 4 of 5 trials. IEP Goal Card 2 Cut here Each card is numbered to make it easy to review and up with the worksheet in Appendix H and Answer Key in Appendix F. At school, Tamika will take turns with others and not grab toys 4 of 5 times.
IEP Goal Card 5 Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IEP Placemat in Appendix E and are used to write in a “yes” or “no” answer. Kara will increase mean length of utterance when she says words in order to participate in reciprocal conversations, 4 out of 5 opportunities each day. IEP Goal Card 6 Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix H and Answer Key in Appendix F. Kara will improve intelligibility (at least 60-70% of the time) when she says words in order to participate in simple conversations, 4 out of 5 opportunities each day.
Behavior Monday Tuesday Wednesday Thursday Friday BEGINNING TASK PROMPTLY Started task promptly without teacher’s help. Started task promptly with adult’s help. Started task after 2 or more directions/instructions from adult. Did not attempt the task. AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM STAYING ON TASK UNTIL COMPLETION INDEPENDENTLY Stayed on task until completion independently. Stayed on task for 10 minutes, worked independently. Stayed on task for next 5 minutes, worked independently. Needed adult’s intervention to stay on and finish task. AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM STAYING IN Stayed in seat/place the entire period. Stayed in 90-100% of the period. Stayed in seat 50-80% of the period. Did not stay on sit/place at all. Moved around once per minute. AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM AM Specials PM Teacher Comments:
Audience Behavior Circumstance Degree/Criterion Evaluation/Method of Measurement Student’s name Observable – See, Hear, Timed Description of instructional materials or circumstances used to teach and eventually assess/measure stated behavior How well the student must perform the skill and the frequency student will be assessed. How (the tool, resource, assessment) the implementer measures student progress. A B C D E Garnet apply a decision-making process (think before act) for self-regulation While accessing a visual prompt when in a collegial discussion 100% accuracy with during 9 of 10 consecutive cooperative group activities Direct measures: checklists, anecdotal recordings Authentic: Student interview Goal Statement: During 9 of 10 cooperative activities, Garnet will apply a decision-making process (think before act) for self-regulation with 100% accuracy through use of a visual prompt while participating in collegial discussions as measured by checklists, anecdotal recordings, and student interviews. Appendix C Power Verbs
Act Adapt Add Advise Argue Assist Break down Categorize Cause Change Chart Choose Cite Classify Collaborate Collect Combine Communicate Compare Compile Compose Compute Contrast Control Construct Convert Correlate Counsel Count Copy Create Criticize Critique Debate Decide Decipher Deduce Defend Define Describe Design Develop Devise Diagram Discuss Divide Direct Dramatize Draw Estimate Evaluate Evoke Examine Explain Extend Find Focus Gather Generalize Generate Give examples Help Initiate Illustrate Imitate Include Incorporate Infer Instruct Integrate Interpret Invent Judge Justify Label Lead Limit List Locate Manage Match Model Modify Multiply Name Negotiate Operate Organize Outline Paraphrase Participate Perform Persuade Plan Predict Prepare Pretend Produce Point out Prioritize Provide Propose Rank Rate Read Rearrange Recall Recite Recommend Reconstruct Record Reorganize Report Research Restate Review Revise Rewrite Say Select Separate Sequence Serve Show Solve Sort State Subdivide Substitute Subtract Suggest Summarize Supervise Support Survey Teach Tell Trace Transfer Use Utilize Write Appendix D Especially DECS
IEP TIMELINE WORKSHEET 2016-2017 Student and Grade Current IEP Date Current Eval Date Current Service Start Date Plan IEP Meeting *Call parents and team members to set up meeting *Send out Notice of Team Meeting) New Meeting date Within 1 year of previous IEP meeting IEP written date Date PWN sent to parents New Service Start Date Name (Last Name, First Name) From service grid Best to begin planning 6 weeks prior to IEP meeting date Within 10 school days of meeting 14 days AFTER PWN date is received by parent Sample Student, 5th 11/10/15 10/29/14 11/25/15 9/29/16 10/14/16 10/28/16 10/28/16 11/14/16
I-9 – Supplementary Aids and Services (These are examples only!) COMMENTS!!!! Supplemental Aids and Services ** What does the student need to be successful? Amount Frequency Conditions *** BE SPECIFIC – AMOUNTS, FREQUENCY, QUALIFICATIONS – NO ‘AS NEEDED!’ Location Duration Access / Copy of teacher notes and overheads DO NOT NEED TO PUT ON THE I-9.3 PAGE For all classes Access to a calculator For all Math Calculations Access to a computer for typed projects For assignments longer than a page Accommodations in depth and breadth of general education assessments - Modifications in and breadth of general education assignments - Additional Time for assignments Up to 2 days past due date Additional Time for Tests Two times the time allotted assignment notebook/report Daily/ Weekly assignment notebook or guidance report Early class dismissal pass for safety Given to student by IEP teacher Note taker / Scribe (must have approval of LEA) - Reader - Use of an escort (must have approval of LEA) To be walked with during transition time. Use of graphic organizers and study guides For all papers over three paragraphs in length Use of Study Notes To use on all cumulative tests HCA – ONE-ON-ONE And many more