zilongwang/ReadingBank huggingface dataset:
I (insert name of authorised person) certify that the information contained in this report is a true and accurate reflection of the Project, and that I am authorised to make this declaration on behalf of the (insert name of grant recipient as listed in the Grant Funding Agreement). Name & Position Title: Signature: Date:
REPORTING AGAINST THE EVALUATION FRAMEWORK This is where you can report against the evaluation framework in your original evaluation plan. You can copy across the project components, evaluation questions and performance indicators from the plan. Add as many rows as you need. If you ended up needing to change something about how you evaluated your project—for example, amending a performance indicator due to the availability of data—be sure to reflect that in this report. Provide a brief summary of the results based on the information you collected to measure each performance indicator. For outputs, you will report how much you did and how well you did it. For outcomes, you will report what changed as a result of the work that you did. Project component Evaluation questions Performance indicators Results Specify the output or outcome you assessed as part of the evaluation What questions did you ask to determine whether these outputs and outcomes have been delivered? What did you measure to assess how much and how well you have done (output indicators) and what has changed as a result (outcome indicators)? Brief summary of results based on information you collected to measure each performance indicator. Potential offenders are deterred and the incidence of and disorder in the area is reduced (outcome) What impact has the project had on property crime within the target area? Number of recorded property offences in the target area and comparison area in an equivalent period before and after the project has been implemented The number of property offences decreased by 40 percent in the target area, falling from 50 to 30 recorded offences. This decrease was larger than in the comparison area, where crime fell by 22 percent. The number of recorded offences in surrounding areas also fell by 29 percent, indicating some diffusion of benefit. Taken together, there were 11 fewer recorded property offences following the project.
Individual tasks related to the duty. Assist with administration of Natural Rivers administrative rules and management plans Coordinate and monitor the administration of the Natural Rivers standards by local units of government, including annual reporting requirements Review and comment on permit applications or other management activities that affect Natural Rivers in Southern Lower Michigan and other areas as needed by conducting desk and field reviews Monitor zoning permit compliance, gather evidence when violations occur, and work with senior-level staff to take appropriate enforcement actions Coordinate review of applications with other affected federal, state and local agencies Serve as the staff person for local Zoning Review Boards by training and assisting board members, conducting public hearings regarding variance requests, and preparing staff reports and minutes Ensure state and federal agency and public utility compliance with provisions of the Rules for Utilities and Publicly Provided Facilities Provide assistance to DNR and Fisheries Division regarding Natural Rivers Program policies and procedures through advice and training Maintain and update the Natural Rivers Program database Duty 3 General Summary of Duty 3 % of Time 20 Aquatic Resource Protection Individual tasks related to the duty. Review and comment on projects that may adversely affect aquatic resources in Michigan’s Peninsula, including hydropower dams regulated by the Federal Energy Regulatory Commission (FERC), facilities with cooling water intake regulated under Section 316(b) of the Clean Water Act, water use activities, and other development projects as warranted. Participate in permit and licensing discussions and negotiations, develop permit and license provisions that protect or minimize effects to aquatic resources, and coordinate recommendations with other resource agencies and Michigan Department of Natural Resources staff Monitor compliance with licenses, permitting terms, and agreements when warranted Duty 4 General Summary of Duty 4 % of Time 5 Other Individual tasks related to the duty. Complete assignments as directed that contribute to the efforts of Fisheries Division’s Habitat Management Unit Oversee and manage projects as assigned 16. Describe the types of decisions made independently in this position and tell who or what is affected by those decisions. Determine whether environmental assessments or permit applications are satisfactory, including: data needed to evaluate effects of anthropogenic disturbances and development projects on aquatic habitat; validity of proposed studies including evaluation of field methods and statistical analysis conducted; accuracy of study conclusions; and needed measures to protect or enhance aquatic public trust resources. Determine when projects are not in compliance with license articles or permit conditions and recommend needed mitigation or corrective actions. Independent decisions will affect Fisheries Division, the Department of Natural Resources, and the public. These decisions will also affect aquatic public trust resources including fish, amphibians, reptiles, and aquatic insects, often for decades.
Quality Practice - Standards for the Teaching Profession Standard Elaborations of the standard What quality practices do you use in your setting that connect with this standard? What evidence do you use that demonstrates these quality practices? Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand. Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. Practice and develop the use of te reo and tikanga Māori.
Identifying a for Inquiry Initial planning questions Have goals for children’s learning from the previous year's strategic and annual plans been achieved? Were there any standards from the previous appraisal period that needed more attention? Has the children’s learning indicated any professional development for you or the team in the last year? Are there any new external elements that must be addressed (requirements of standards, new legislation, new initiatives)? Has there been an ERO Accountability Review that makes recommendations for improvements? Have staff or community members raised any concerns about the progress or well-being of any children? Are there pedagogical issues that you are struggling with that you believe could improve outcomes for the children? These questions may provide possibilities for areas in which to situate a leadership inquiry. NB: The key thing to remember when deciding on an inquiry is to consider what is it that needs to happen to provide better outcomes for the children. As a professional leader, this will mean working with and through teachers to affect the desired outcomes. In addition to the Notice, Recognise, Respond, Revisit model on the next page, other versions of the inquiry cycle can be found here: Ruia: http://appraisal.ruia.educationalleaders.govt.nz/Inquiry-cycle Timperley, H., Kaser, L. & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Victoria, Australia: Centre for Strategic Education.
Section One - Goal record (to be updated throughout the year) Goals/ Inquiries Linked to strategic plan, annual plan, and learning focus Indicators Actions that will occur throughout the year which demonstrate progress towards objectives Evidence What evidence occurs throughout the year to show progress and achievement Outcomes What will this look like when achieved? What will be the impact? What do you anticipate and update with actual outcomes? Links to: Standards for the Teaching Profession Goal/Inquiry One Goal/Inquiry Two Goal/Inquiry Three (could be well-being focused) Section Two - Summary Report (to be completed collaboratively at the end of the appraisal cycle)
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. Foster respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. Demonstrate high expectations for the learning outcomes of all learners, including for learners with disabilities or learning support needs. Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. Create an environment learners can be confident in their identities, languages, cultures and abilities. Develop an environment where the diversity and uniqueness of all learners is accepted and valued. Meet relevant regulatory, statutory and professional requirements. Inclusive environment Diversity Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. Select teaching approaches, resources, and learning and assessment activities on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Harness the rich capital that learners by providing culturally responsive and engaging contexts for learners. Design learning that is informed by national policies and priorities. Learning programme How ākonga Diversity Bicultural practice Assessment Critical inquiry Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all. Professional learning
Activity 1: (Title) Duration of Session 00 hours Objectives of the teaching demonstration 1. Discuss 2. Analyse 3. Phases of the Session Time Method Materials Used Session Overview 10 minutes “Balitaan” (for the succeeding sessions) Presentation Learning Competency Learning Objectives Lesson Content Demonstration Teacher Distribution of Lesson Plans and Form 178 (PO) Lesson Plan (All) Form 178/TLOC (All except the DT) Demonstration Teaching Proper 60 minutes Demonstration Teaching Lesson Plan Form 178/TLOC Post-Demo Conference 10 minutes Interview Interview Guide Questions (see sample below for Process Observers) Post-Critiquing Conference 10 minutes Interview Peer Critiquing Guide to ample below for Process Observer) Writing 20 minutes Reflective Writing Journal Writing Guide Questions (see sample below) Concluding Activity 5 minutes Wrapping Up Interview Guide Questions for Post-Demo Conference How do you feel about the conduct of your demonstration teaching? What do you perceive to be your strengths that contributed to the success of your demonstration? Did you encounter any difficulties in the delivery of the lesson? How did you address these difficulties?
Attachment 2: Monitoring and Evaluation Tools for Resource Development M&E for the T&D Resource Development System M&E tools are provided to support the resource development process. The following tools are available: T&D-M&E Form 1: Individual Profile Template RD-M&E Form 1: End of Resource Package Development Evaluation RD-M&E Form 2: Program Resource Package Review/ Quality Assurance Tool The matrix describes the M&E processes and tools. What will be monitored How it will be monitored M&E tool to be used Who will be responsible for the monitoring When will the monitoring take place How will the results be used The membership of the teams responsible for the development of Program Resource Package in relation to the level of experiences which individuals bring to the team All members of the Resource Development team are asked to provide a personal profile outlining their work experiences and qualifications. T&D-Form 1: Individual Profile Template PDRD-WG During the formation of the team PDRD-WG analyzes the profiles to ensure that teams have members with relevant experiences. Recommendations based on the analysis are made to improve future team membership and are included in the Program Completion Report
knowing how much this waste costs your business to produce and manage that is the ‘true cost of waste’; identifying how to improve efficiency and reduce waste; developing and implementing systems to improve and monitor resource efficiency; ensuring that the maximum amount of product (and value) is obtained from the materials used in production; and Table 3 below provides some typical examples of the types of material inputs and outputs for a selection of business sectors. Organisations that better understand how materials affect costs and productivity are able to identify: the inputs that cause production losses and reject product and the frequency and costs; opportunities to modify product supply specifications and/or work with suppliers to reduce material losses and costs; best practices to reduce waste and improve materials efficiency; and environmental benefits and responsibility that may be used to better promote products and services. It is a common experience with companies undertaking materials efficiency assessments that by taking a fresh and comprehensive look at how their products are made or their services delivered, innovative thinking also emerges around product design, supply specification and service delivery. Table 3 Typical sector specific inputs and outputs Manufacturing and Food Processing Industries Material inputs and resources Raw materials / feed stocks Chemical additives Plant, equipment and appliances Outputs and waste materials By-products of manufacturing processes including: Scraps, trimmings and off cuts Spoilage Lubricants, solvents, resins, thinners, thickening agents and chemicals Cleaning products plant equipment and parts Rags, gloves, hair/beard nets, ear plugs Sludge Sewerage effluent Transport, Warehousing and Retail Industries Material inputs and resources Stock shelving Plant, equipment and appliances Transportation fuel Outputs and waste materials Retail shop fit-out waste Grease, used oil and air filters Tyres Batteries Vehicle and scrap metal Healthcare and Social Assistance and Accommodation and Food Services Industries Material inputs and resources Medical stock Food stock Furniture Stock shelving Outputs and waste materials Medical Clinical and anatomical waste body tissue and fluids disposable protective wear
2651 Saulino Ct. Dearborn, MI Phone: 313.842.7010 Latino Family Services: Food Pantry Clothes Closet Utility Assistance Disease Prevention and Health Promotion Programs Substance Abuse Assistance After School Youth Programs and Summer Programs Programs for individuals with developmental disabilities and Family Programs 3815 W. Fort Street Detroit, MI 48216 Phone: 313.841.7380 Latin American for Social and Economic Development (LASED) Youth and Senior Programs Citizenship classes Summer Youth Programs 7150 W Vernor Detroit, MI 313-841-1430 Jewish Family Services Focuses on the needs of the Jewish community, but serves all people in the community 6555 West Maple Rd West Bloomfield, MI 48322-4926 248-592-2313 Catholic Social Services of Wayne County – locations & phone number listed below or go to website: 9851 Hamilton Ave. Detroit, MI 48202 313.883.2100 Dearborn Heights Office Garrison Place Office Bldg 19855 W. Outer Dr. Suite 207 E. Dearborn 313.792.9286
Spirit of Hope 1519 Martin Luther King Blvd. Detroit, MI 48208 Hours: Su m 9-10 Email: trinitye1519@aol.com Phone: (313)964-3113 St. Gregory Christian Service 15031 Dexter Detroit, MI 48238 Hours: Weds 1:30pm-3pm; Emergencies Mon-Fri Phone: (313)861-0363 Community Services CDC 1693 Waverly Detroit, MI 48238 Hours: Every Saturday 12 noon Phone: (313)865-6770 Metropolitan Baptist Church 13110 14th Street Detroit, MI 48238 Hours: 3RD Sat 10:12 or call for appt Email: mbcdetroit@aol.com Phone: (313)869-6676 Twelfth St Missionary Baptist 1840 Midland Detroit, MI 48238 Hours: Every other Friday 9 - 5 Phone: (313)868-2659 Catholic Church of the Madonna 1125 Oakman Blvd Detroit, MI 48238 Hours: Tuesday & Thursday 2pm to 4pm Email: nanacamille48238@yahoo.com Phone: (313)868-4308 Linwood Church of Christ 14001 Linwood Detroit, MI 48238 Hours: 4th 10 -12 Phone: (313) 868-7795 Greater Northwest COGIC 15811 Rosa Parks Blvd Detroit, MI 48238 Hours: 2nd Thurs of the month 1pm - 2:15 pm Email: gnwc@sbcglobal.net Phone: (313) 345-9111 Dexter Avenue Baptist Church 13350 Dexter Ave. Detroit, MI 48238 Hours: 3rd Thursday 9am-11:30am or until all food bags are gone Phone: (313) 869-4878 Ste. Anne's Pantry 1000 Ste Anne Detroit, MI 48216 Hours: Wednesdays 1pm to 3pm for 48216 zip code only Phone: 313-496-1701
Is this module recognised by a PSRB? No / Yes and the PSRB is …. Does this module require any specific regulations? No / Yes which are … Module Leader name: How many students are enrolled on this module in: This year: Last year: Are you changing the learning outcomes? No / Yes by … Are you changing the Unistats information? No / Yes by … Are you changing the assessment of this module? No / Yes by … Details of module change if not covered above: (Indicate what the change is and whether the change is to front page/ /syllabus outline/teaching and learning methods/reading strategy/indicative sources/web sites) Rationale for the change: (include details of student/ external examiner and other feedback that may have prompted this change) Indicate how this change will enhance the student experience Additional resources required: (For example, staffing, student numbers, timetabling, library, IT, capital equipment, recurrent costs, fee income, other) Summarise the Employability Mapping Database ratings without the amendment Summarise the Employability Mapping Database ratings with the amendment. Comment on the implications of the amendment. Section 4: Development of a new module This section only has to be completed for new modules that are not being developed as part of a new programme. Proposed module type: Standard Professional Practice Project Proposed module credit size: 15 / 30 / 45 / 60 Proposed module level 3 / 4 / 5 / 6 / 7 Contributes to which named award(s): ISIS Award Code Award Name Compulsory/Optional Is this module proposed to be recognised by a PSRB? No / Yes and the PSRB is ….
Tsunami Survivors Women of the Nile Shelterbox Volume 1 Issue 2 Rotary Stories: D'Lisa Simmons Teaching math and science Russian Orphans Children of Thailand: Golden Triangle Volume 1 Issue 3 West Africa's Food Crisis Children of the Chinandega Dump in Nicaragua Rotarians at work Volume 2 Issue 1 Farmers Feed the Children in Romania HIV/AIDS pandemic in Africa Volume 2 Issue 2 The Last Hurdle: Polio in India Rebuilding Mostar Bridge Iraqi girl's heart surgery in US Volume 2 Issue 3 Youth Exchange Student from Bosnia-Herzegovina Microcredit in Honduras RI Convention in Salk Lake City Utah 2007 Volume 4 Issue 1 Rotary in Brazil: training unemployed youth to become electricians Miracle League Field in Florida for children with disabilities Helping rebuild Cedar Rapids, Iowa Turning graduates of Rotary's youth programs into Rotarians Volume 3 Issue 1 Water harvesting in India Mission of aid to war-torn Liberia Whatever Happened to Polio? Brazil Bakery photo essay Volume 3 Issue 2 RI 3H Grant brings literacy to Brazil Mobile food pantry in Springfield, Missouri Provide adults with developmental disabilities work opportunities in Czech Republic Recovering from Southern California's wildfires Volume 3 Issue 3 Land Mine Survivors RI President Dong Kurn Lee 2008-2009 Hunger, Water, Literacy Volume 4 Issue 2 Vocational training program in Wisconsin, teaching youth to design and build a house Business networking to change the lives of youth in Chicago Life-saving heart surgery from matching RI grants in Korea and Mongolia Eradicating Polio: What it Takes Volume 4 Issue 3 Fighting desertification in Mongolia Women in Rotary RI President John 2009-10 Volume 5 Issue 1 Rebuilding post-Tsunami in Sri Lanka Student journalists sponsored to make documentaries Volume 5 Issue 2 Enriching the lives of underprivileged youth in Uganda PACT crime reduction program for at risk youth in Toronto, Canada Free medical clinic in rural India Volume 5 Issue 3 RYLA Rotaractors visit Pisco, Peru to help rebuild post-earthquake RI President Ray Klinginsmith 2010-11 Other DVDs “The Final Inch,” Polio documentary produced by Portland filmmaker Irene Taylor Brodsky “Foundation Giving,” PDG Denny Purkey’s presentation at 2009 Foundation Seminar RYLA presenter Bob Farrell, “Give ‘em the Pickle!”
Rotary Club of Fort Collins, “Four Way Test Ethics Program” Past RI VP Monty Audenart, “No Chipped Paint” RIDE John Blount, “The Wit & Wisdom of Dan Quayle” RID Ken Boyd, “Key Points on Membership Development” PRIP Cliff Dochterman, “If I Could Be President Again” (also available 2008 version) RI Secretary Ed Futa, “The Mission of Rotary International” RID Ken Grabeau, “Good, Better, Best—What Will Your Year Be?” Rotarian Marilyn Fitzgerald, “Bali Bank—A sustainable Rotary Program” PRIP Richard King, “The Uncommon Man” (also available 2005 version) Rotarian Kelli Matthews, “Using Social Media to Connect with & Recruit Members” RI Annual Giving Officer Steve Solomon, “Rotary Scholar Transformed” 2013 RI Convention Speeches - Lisboa Rotary
A Practical Intro to Mindfulness for SAMs Ted DesMaisons Resource List Mindfulness Articles and Poems “Mindfulness Momentum: 7 Reasons to Start (or Boost) Your Practice Now” “5 Easy Ways to Introduce Mindfulness into Your Classroom” “From Fad to Fact: Bringing Mindfulness to Wider Circles” “Pause” “Lighthouse” “Walking at Omega, 2014” Mindfulness-Related (and Other) Books Full Catastrophe Living, Jon Kabat-Zinn Brainstorm, Dan Siegel Way of Mindful Education, Daniel Rechtstaffen Finding Peace in a Frantic World, Mark Williams Mindset, Carol Dweck Improv Wisdom, Patricia Ryan Madson Second Circle, Patsy Rodenburg Don’t Shoot the Dog: The New Art of Teaching and Training, Karen Pryor Reaching the Animal Mind, Karen Pryor
Shaul, J. Our Brains Are Like Computers!: Exploring Social Skills and Social Cause and Effect with Children on the Autism Spectrum, Smith Myles, B. The Hidden Curriculum for Understanding Unstated Rules in Social Situations for Adolescents and Young Adults, Second Edition, 978-1937473747 Sensory and emotional regulation Kranowitz, C.S. (2005). The Out-of-sync Child. Skylight Press A framework to foster emotional awareness, emotional regulation and Kuyper, L (2011). The Zones of Regulation. Asperger's Syndrome and Sensory Issues: Practical Solutions for Making Sense of the World Brenda Smith Myles ISBN: 978-0967251486 Teaching social and emotional concepts, Kari Dunn Buron’s website: Mahler, K. (2015). Interoception: The Eighth Sensory System. Kansas: AAPC Publishing; Yack, E., Aquilla, P. and Sutton, S. (2003). Building Bridges through Sensory Integration. Tx: Future Horizons, Inc. * Rath, T., Reckmeyer, M. and Manning, M. (2009). How Full is Your Bucket? For Kids. Gallup Press *Online shop with resources and sensory supports: * Website with products and resources to foster relaxation: * Simran meditation for children * A project to help young people increase their social-emotional intelligence: * Website with sensory tools, run by people with autism: Information on helping a child with sensory issues: www.sensorysmarts.com What is Sensory Processing Disorder? YouTube video: *Thinking Toys: based online store that sell range of products that can bring specific benefit to children with special needs or learning
Attachment B – Section 26 of the PGPA Rule Attachment C - Template NOTICE UNDER SECTION 72 OF THE PUBLIC GOVERNANCE, PERFORMANCE AND ACCOUNTABILITY ACT 2013 I, [name of Minister or Ministers]: (a) give notice of an event as required under section 72 of the Public Governance, Performance and Accountability Act 2013; and (b) provide particulars of the and a short statement about the event as required under section 26 of the Public Governance, Performance and Accountability Rule 2014.
© Commonwealth of Australia 2014 ISBN: 978-1-922096-39-5 With the exception of the Commonwealth Coat of Arms and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia () licence. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3 AU licence. Use of the Coat of Arms The under which the Coat of Arms can be used are detailed on the following website: . Contact us Questions or comments this guide should be directed to: Public Management Reform Agenda Department of Finance John Gorton Building King Edward Terrace Parkes ACT 2600 Email: Internet: This guide contains material that has been prepared to assist Commonwealth entities and companies to apply the principles and requirements of the Public Governance, Performance and Accountability Act 2013 and associated rules, and any applicable policies. In this guide the: mandatory principles or requirements are set out as things entities and officials ‘must’ do; and actions, or practices, that entities and officials are expected to take into account to give effect to those principles and/or requirements are set out as things entities and officials ‘should consider’ doing.
An official is travelling from City C in Australia to City F overseas. quotes have been obtained from the TMC with different airlines for the same or equivalent fare class and fare type and similar total travel time. Airline B is selected because the fare is the most direct route to City F and the lowest fare that meets the practical business needs of the official. The official therefore uses Booking Code 2. Note: In this example, potential missed savings of $500 would be reported by the TMC to reflect the difference between the lowest fare available and the fare selected. Quote Airline City Pairing Total Travel Time Price Fare Selected Booking Code 1) Airline A City C – City D - City F 30 hours $9,500 2) Airline B City C – City F 25 hours $10,000 2 3) Airline C City C – City E – City F 29 hours $11,000 Example 3 – Value-adds An official is travelling from City H in Australia to City I overseas. Three quotes have been obtained with different airlines for the same or equivalent fare class and fare type and similar total travel time. Airline B includes a complimentary chauffeur drive service and is selected because the overall cost is the lowest. That is, taxi fares that would otherwise be required (home to airport and airport to hotel) have an estimated value of $250. When this value is taken into account with the airfare, the total cost is lower than the other quoted airfares that do not include a complimentary chauffeur drive service. The official therefore uses Booking Code 2. Airline City Pairing Total Travel Time Price Fare Selected Booking Code 1) Airline A City H – City I 19 hours $9,900 2) Airline B City H – City I 20 hours $10,000 (with free chauffeur drive) 2 3) Airline C City H – City I 21 hours $10,500 Example 4 – Fare Outside the IBF
General Program Information: (Copy from Program Design) Program Title : Program Description: Prerequisite Programs: Duration : Management of Program Delivery Mode Target Personnel: Budget Requirements: Rationale: Objectives: End of Program Outputs: Formal Face to Face (F3) Component Job –Embedded Learning ((JEL) Component Expected Final Outcomes/Success Indicators: The Program Delivery
Activity 1: (Title) Duration of Session 00 hours Objectives of the teaching demonstration 1. Discuss 2. Analyse 3. Apply… Phases of the Session Time Method Materials Used Session Overview 10 minutes “Balitaan” (for the succeeding sessions) Presentation Learning Competency Learning Objectives Lesson Content Demonstration Teacher Distribution of Lesson Plans and Form 178 PSSLC/PELC (PO) Lesson Plan (All) Form 178/TLOC (All except the DT) Demonstration Teaching Proper 60 minutes Demonstration Teaching Lesson Plan Form 178/TLOC Post-Demo Conference 10 minutes Interview Interview Guide Questions (see sample below for Process Observers) Post-Critiquing Conference 10 minutes Interview Peer Critiquing Guide (refer to ample below for Process Observer) Writing 20 minutes Reflective Writing Journal Writing Guide Questions (see sample below) Concluding Activity 5 minutes Wrapping Up Interview Guide Questions for Post-Demo Conference How do you feel about the conduct of your demonstration teaching? What do you perceive to be your strengths that contributed to the success of your demonstration? Did you encounter any difficulties in the delivery of the lesson? How did you address these difficulties?
Job-Embedded Learning (JEL) Contract Template (Use electronic version when filling the form.) Learner (Trainee) Name School/Division/Region Title of F3 Training Attended Date of F3 Training Trainee’s Present Position Gender My JEL Team Immediate Supervisor Trainer/Coach for JEL Priority Competencies Addressed/Goal and Objective for the JEL Specific Competency Areas to improve during the JEL
Tier 3 Intensive: Options for students who have a high likelihood of developing or who already exhibit a pattern of academic failure or high levels of social or emotional distress. Because of the intensive nature of such options, targeted interventions/acceleration are typically needed by very few students. Examples include individualized interventions or replacement instruction, individual behavior and wrap-around services provided by mental health professionals. Options: Progress Monitoring Options: Progress Monitoring Tools: Options: Progress Monitoring Tools: Options: Progress Monitoring Tools: Level Language/Literacy Mathematics Writing Social/Emotional/Behavior Community: Options at the community level might include tutoring, afterschool activities, services available to families Options: Progress Monitoring Tools: Options: Progress Monitoring Tools: Options: Progress Monitoring Tools: Options: Progress Monitoring Tools:
• I ask you for a little more information? STAGE 5 – Summarising • Focus and summarise key issues • Include the strengths / skills and motivators you have noticed • Play back what actions they and you have decided to take • ‘What next’ should include agreed timescales if appropriate • Leave the door open for them to come back if things don’t work out. Create an empowering summary for people – it will often give somebody the belief they can start to take control and make a difference – even if it’s a small step along a much longer journey. SECTION 03 PRESENTATION
Sample Artifact: Reteach Plan Name Tags Description Rationale WeeklyReport.docx III-B-1. Learning Expectations This is the template that I use for my weekly reports to parents. This artifact shows proficient practice in III-B-1. Learning Expectations. In order to provide parents with a consistent, user-friendly means for student learning and behavior I have designed a weekly report that is sent home every week with students (III-B-1). This weekly report is sent home with students to inform parents about students' work in class the past week. Parents sign and return the report and write comments if they wish. The report is sent home in a "Take Home Folder" which contains work students have done the past week and other school information for the week. The report is sent in English and Spanish. The signed reports are kept in a folder with the student’s name. This report shows how I consistently provide parents with clear, user-friendly expectations for student learning and behavior (III-B-1). Artifact: Weekly Report Student Name Date Excellent Satisfactory Needs to Improve Unsatisfactory
Sample Artifact for IV-C-1: Meeting Notes Name Tags Description Rationale Meetingnotes.docx IV-C-1. Professional Collaboration Monthly meeting notes with mainstream teachers These notes from monthly meetings with mainstream teachers demonstrate proficient practice in IV-C-1. I have been meeting with mainstream teachers who teach Spanish SEI students routinely since the beginning of the year to discuss these students' strengths and weaknesses and then what each of us can do to better support these students. In the notes, I included an explanation of how the Spanish SEI students are doing in the mainstream class and also a list of actions that the mainstream teacher and I will each take to support the students’ achievement. These notes from meetings with mainstream teachers are strong evidence of how I consistently and effectively collaborate with colleagues to analyze student performance and plan appropriate interventions (IV-C-1). Artifact: Notes: Meetings with Mainstream Teachers 11/29: Meeting with Mr. J, 10th grade ELA teacher • 3 of my students struggling in his class • 1 has trouble expressing herself orally and in writing: needs more grammar support -decided to see about changing her into another ESL class (multilingual ESL 3 class instead of one of Mr. J’s classes where she will get more individual attention and more grammar work) • 2 others get frustrated with the large class and bad behavior of the other students, don’t get enough attention from the teacher -give them recordings of the book to listen to at home with no distractions -get help after school or from Ms. P occasionally during E block -new seats in class to try to control behavior of other students 12/7: Meeting with Mr. N, history/civics teacher • Teaches many ESL students, wanted to check in on them to see how they are doing • He said that most of the students are doing very well, understanding and engaging with the material in and out of class • One student he is worried about: doesn’t seem to understand anything in class
The sequence of questions should build a gradual understanding of the key meanings. Questions should on a word/phrase, sentence or paragraph. different pieces of evidence Inferences must be grounded logically in the text Page After first paragraph, What is happening so far? Why did the author start with the words Crunch, Crunch, Crunch? We learn that there is a giant fish. The author wants us to sense the size of the fish After first Column, what is the problem in the story? Follow up: after reading the line: a giant sea creature was eating their island…what can we say about the genre? Why? A sea creature is eating the island It shows that it is definitely non fiction if not a myth or legend. Paragraph 4-What do the mean plan to do? They plan to use their strength to seize it. Varied answers
Who can use the word seize?seize in a sentence of their own? Turn and talk paragraph 5, why did the men’s plan not work. Tell the person across from you… They could not find the fish After second column, who does Nineto turn to next? The wisest woman. After 3rd column, how does Nineto feel? How can we infer that? Turn and Talk, how does she try and calm herself down? She is scared or frightened. Her heart is beating faster. Smelling the beautiful hair and singing. What is a kantan Chamorrita? Context Some sort of song It meant she had an idea
3 The should measure performance against standards for process and outcomes that are based on the best available evidence and is clearly referenced. Does the audit measure performance against standards for process and outcomes that are based on the best available evidence? Are the standards clearly referenced? 4 clinical audit should be carried out under the leadership of a named clinician. If the named lead is a junior doctor working on rotation, a more senior clinician should oversee the project to ensure that it is completed and that the quality improvement aims are met. Has a named clinician been identified to lead the clinical audit? If the named lead is a junior doctor working on rotation, has a more senior clinician been nominated to oversee the project and ensure that it is completed and that the quality improvement aims are met? 5 All clinical audits should be carried out in compliance with local governance arrangements, including local policy and protocols on proposing, registering, undertaking and reporting on clinical audits. Has the audit been undertaken in compliance with local governance arrangements? Has it been: Proposed and registered? Undertaken and reported? in accordance with local policy and protocols? 6 All aspects of the clinical audit must be carried out in full compliance with the law and best practice on information governance and data security. This includes sample identification, data collection and analysis. Has the clinical audit been carried out in full compliance with the law and best practice on information governance and data security with regard to: Sample identification?
4 Where possible, share the learning from the audit project with colleagues, both within the organisation and across partner organisations, including commissioners, clinical networks and other professional groups. Learning points could include: Audit methodology How change was implemented Impact on patient care / clinical outcomes Impact on service efficiency Challenges and how they were overcome Has learning from the audit project been shared with colleagues, both within the organisation and across partner organisations, including commissioners, clinical networks and other professional groups?
Toolkit Guide Key elements Activity Suggested Timetable and Responsibilities Description Reference Documents Identify lead officers Lead officers Identify services within scope and identify lead officer(s) to manage the project, ideally one representative from RS and one from ED. Senior manager / organisational endorsement Senior manager / lead officer Obtain senior management support from both RS and ED. This is essential as it underpins the importance of the project and adds context. Support can be formal or informal as long as there is a clear senior leadership. Introduction and planning meeting Lead officers and key leads from services Within one week of senior manager endorsement Lead officers meet the RS leads in scope and ED leads to brief and support. Facilitators for group work are identified and the brief is discussed. Planning includes preparing a brief presentation of the key service objectives for businesses. It is stressed that the workshop is not about presentations describing services: it must be interactive to create the relationships needed to progress. Invite participants Within 5-10 working days Lead officers invite identified officers to the workshop. It is recommended that the mix includes customer services and administrative support as well as RS and ED officers Send pre questionnaire Regulators are sent a pre-questionnaire to provide baseline data on perceptions, knowledge and understanding of respective services. Workshop 1: Within 10-15 working days This is a facilitated workshop for all RS and ED staff (including customer services / business admin). Officers who have never met have an opportunity to share
LIFE IN CHRIST An Altar in the World, Barbara Brown Taylor, 2009, Harpers One. From simple practices such as walking, working and getting lost to deep meditations on topics like prayer and pronouncing blessings, Taylor reveals concrete ways to discover the sacred in the small things we do and see. 3 copies. Becoming More Like Michael M. Smith, 1999, Navpress. Helps for evaluating your life using Jesus’ teachings. 1 copy. 50 Ways to Pray, Teresa A. Blythe, 2006, Abingdon Practices from many traditions and times offer a least 50 ways you may take steps in a lifelong walk with God. 1 copy. Gathered In the Word, Norvene Vest, 1996, Upper Room Books. Divine reading scripture in a fresh way. Those who thirst may drink deeply and find their relationship with God and others renewed.
HARE, DOUGLAS R. A. Matthew, Interpretation Bible Commentary, 1993. BiS HARGIS, JOHN Old Testament Survey, Bible Studies, 2006. BiS HARLEY, WILLARD F., JR. His Needs Her Needs, 2011. CI HARMON, NOLAN B. Understanding the United Methodist Church, 1983. UM HARNISH, A. All I Want for Christmas, 2003 SA Come Home for Christmas, 1999. SA A Disciple’s Path, 2012. UM Journey to the Center of the Faith., 2001. ESG Living With the Mind of Christ, 2005. SL Men at Mid-Life: Steering Through the Detours, 1993. ESG Passion, Power & Praise, 2000. ESG Rejoicing In Hope, 2007. SA When God Comes Down, 2012. SA HARRELSON, BRADY Gen.-Rev. Series, Genesis, 1997 BiS HARPER, STEVE Devotional Life In the Wesleyan Tradition, ESG Prayer and Devotional Life of United Methodists, 1999. UM Praying Through the Lord’s Prayer, 1992. SG HAWKINS, JAMES 20/30 Series, Family: Finding Who We Are and How We Belong, 2004 BiS HAWKINS, PAMELA C. Awkward Season, The, 2009. SL Behold:, 2011. SA Simply Wait, 2007. SA HAWKINS, THOMAS R. The Christian Leader, 2004. L JOHN H. & KEITH SCHOVILLE of the Bible, 1998 BiS HAYES, RICHARD H. First Corinthians, Interpretation Bible Commentary, 1997. BiS HENDERSON, TRACEY L. 20/30 Series: Balance: Living With Life’s Demands, 2001 BiS HEPLER, KATHIE Great Themes Series: Covenant: God’s Project: Effective Christians, 2005. SS
Gitlin, L., Winter, L., Burke, J., Chernett, N., Dennis, M. P., & Hauck, W. W. (March 2008). Tailored activities to manage neuropsychiatric behaviors in persons with dementia and reduce caregiver burden: a randomized pilot study. American Journal of Geriatric Psychiatry, 16(3), 229-239. doi: Gitlin, L., Winter, L., Dennis, M. P. et al. (September 2010). A biobehavioral intervention and the well-being of patients with dementia and their caregivers. Journal of the American Medical Association, 304(9), 983-991. doi: 10.1001/jama.2010.1253 Gitlin, L, Kales, H. C., & Lyketsos, C. G. (September 2012). Nonpharmacologic management of behavioral symptoms in dementia. Journal of the American Medical Association, 308(19), 2020-2055. doi: 10.1001/jama.2012.36918.
Resources: Department of Health and Human Services, Child Welfare Information Gateway North Carolina Child Abuse Reporting Training Resources on Child Sex Abuse Suitable for Use in Colleges and Universities North Carolina Laws on Reporting Child Abuse and Neglect and Certain Crimes Preventing Child Sexual Abuse Within Youth-serving Organizations American Camp Association, Child Health and Safety Issues: Nonprofit Volunteers—Minimizing Recognize the Patterns of Child Sex Abuse The Science House: Conference and Meeting Presentations http://www.science-house.org/index.php/conference-and-meeting-presentations Contact Information:
Counseling Services Counseling Services Associated Catholic Charities 281-282-6076 Counseling Services Bo’s Place Services: Bereavement counseling for families Fee: Free of charge 713-942-8339 10050 Buffalo Speedway, Houston 77054 Counseling Services Center for Pregnancy Services: Faith based counseling & educational services, pregnancy testing Fee: Free 281-482-5683 217C E. Parkwood, Friendswood 77546 Counseling Services Counseling Connections for Change, Inc. Bringing Clarity to the Puzzle of Life! Faith-based center 281-485-9280 2225 CR 90, 119 Pearland, TX 77584 Counseling Services DePelchin Child Guidance 281-282-6062 Counseling Services Downtown Counseling Services Services: counseling for children, teens, adults & seniors Fee: Accepts most insurance & employee assistance programs, medicaid 281-585-0000 105 N. Gordon St., 202, Alvin Counseling Services Eagle’s Nest Counseling 281-916-1536 416 S. Johnson, Alvin Counseling Services NAMI Gulf Coast Center 281-585-3100 Alvin Counseling Services Gulf Coast Center 866-729-3848 Counseling Services United Way Helpline 211 or 281-331-6101 ext. 1577 Counseling Services Women’s Center of Brazoria County Kathi Perkins Services: Counseling, Education in Sexual Abuse, Family Violence Issues Fee: Insurance & sliding scale 281-585-0904 Alvin 281-585-0902 (Crisis) 1-800-243-5788 Hotline 629 Sunset Ln., Alvin Counseling Services Youth and Family Counseling Services Services: Individual & Family Counseling, Screenings, Assessments (bilingual) Fee: Insurance, sliding scale 979-849-7751 281-585-0902 Alvin RESOURCES Community Outreach
Community Outreach Alvin Family Community Center Services: Free classes in English Language, Computer, GED, Citizenship, Fitness, Art, etc. Free babysitting. Call for more information. 281-968-7133 1031 West Sealy, Alvin Community Outreach Caring Hearts Ministry St. John’s Catholic Church Services: Provide partial assistance with pledges for bills in emergency situations. 281-331-3751 110 E. St., Alvin Community Outreach Crossover to Christ Ministries (Contact Ginger Saladino) Services: Free clothing to children (infants-high school) for low income families. Vouchers provided by AISD counselors. Call for an appointment. 281-536-2290 105 Blackstone, Alvin Community Outreach Food Pantry – First Christian Church of Alvin Services: Provide supplemental food products for needy families. Call for an appointment. 281-331-5825 1212 Durant, Alvin, TX 281-585-4999 RESOURCES Law Enforcement Law Enforcement Alvin IS Police Department 281-331-2320 Law Enforcement Alvin Police Department 911 or 281-388-4370 Law Enforcement Brazoria County Sheriff’s Department 281-331-9000 Law Enforcement Manvel Police Department 911 or 281-489-1212 Law Enforcement Pearland Police Department 281-652-1100 Law Enforcement Mental Health Deputy Pat Matocha 281-331-9000 979-849-2441 RESOURCES Hospitals
Download Free Catalog New Low Vision Chart (10ft.) (Numbers & LEA Symbols) Vision Associates Playing (LEA symbols) Vision Associates LEA Symbols Puzzle Vision Associates Contrast Sensitivity Charts Vision Associates Crowding Chart Vision Associates Berens Three Character Test – (Suppression, Diplopia, Fusion) Vision Associates Fixator Rods, Fixator Animals, etc. (Focusing, Convergence, Tracking) Vision Associates Penlights Vision Associates Color Vision Testing Made Easy Vision Associates Stereo Butterfly Test or Random Dot (Depth Perception) Vision Associates Cone Adaptation Kit Vision Associates Developmental Eye Movement Test (Tracking Horizontal and Vertical) Bernell 1-800-348-2225 Developmental Eye Movement Pad of 25 Bernell NYSOA K-D Test (Tracking Horizontal) Bernell NYSOA K-D Test Scoring Sheets Bernell Tactile Treasures Kit, Tactile-Color Edition Informal assessment and teaching tool for use with children from preschool through elementary. It helps develop an early understanding of basic concepts and vocabulary that are prerequisites for reading and math. American Printing House for the Blind **Quota Funds SAM Kit: Symbols and Meaning A kit for students with visual and multiple impairments and pre-school children with visual impairments who are just beginning to use symbols the late sensorimotor, preoperational stage of cognitive development. In order to determine needs and plan instruction, SAM provides four assessments: American Printing for the Blind
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