zilongwang/ReadingBank huggingface dataset:
Tantramar Regional High School Clothing Price List Type Item Size Colour Price Performance Tee “Home of the Titans” S M L XL Red Blue Grey $15.00 Long Sleeve Tee “Home of the Titans” S M L XL Red Blue $20.00 Pull Over Hoodie “Home of the Titans” S M L XL 2XL Red Blue Grey $40.00 Clothing Crew Neck Sweaters “Home of the Titans” S M L XL Red Blue Grey $40.00 Zip Up Hoodie “TRHS” (embroidered) S M L XL Red Blue Grey $45.00 “Future Titans” Youth T-shirts S M L Red Blue Grey $15.00 Under Armour Performance Tee “Home of the Titans” Mens: S M Womens: S M L XL Blue $30.00 PomPom Toques “TRHS/TITANS” One Size Only One Colour $25.00 Hats Striped Toques (Embroidered logo) One Size Only One Colour $25.00 Snapbacks “TRHS” (embroidered) One Size Only Blue with red lettering $25.00 Baseball Hats “1972 TRHS” Various Red $10.00 Fleece “TT” Mittens One Size Only One Colour $10.00 Fleece Blankets “TRHS Titans” One Size Only Blue with red lettering $30.00 Gift Certificates $20.00
Add Persons Maintenance of Individuals Modify Household Contact Information Change or Add a Household Address Remove or Add Persons to Existing Households Modify Contact Info for a Person Edit Relationships/Rights Correct an Address Add Schools to an Address Ending and Adding a New Enrollment Viewing Census and Student Information Reports Proper way to do name changes Legal Name vs. Preferred Name fields Allows for searching on both identities(names) Helps with State Reporting (not duplicating students who have legal name changes) 1.5 ATTENDANCE Edit individual student attendance Monitor teacher attendance process compliance Input an absent teacher’s attendance View contact Info for teachers Send teacher an email Print Incomplete Teacher Attendance View Primary Teacher Only option Displays student attendance events for a day. Process individual student attendance events following district policy. View student Contact Info Print Caller Report (shows all “unknown” absences/tardies) Summary Report Daily: Marks selected students with an attendance code for the entire day. Example: Student was marked absent by teacher, the parent calls; use this mode to mark them Absent Excused/Unexcused for the whole day. Period: Marks selected students with an attendance code for a selected period.
HES Renovations User Fees Contract Negotiations To conduct successful contract negotiations between the School Committee and the HTA that result in an agreement that aligns with the Strategic Vision for the district. By February 1st a new Teacher's Contract has been ratified by the School Committee and the HTA. Teacher’s are balanced with the financial goals of the town. Contract conditions support optimal student learning and achievement. School Committee HTA School Business Manager Board of Selectman Finance Committee HES Renovations To design and implement modifications to HES making it a safe, attractive, environmentally efficient building that is consistent with the district Vision and within the financial capacity of the town. By Town Meeting of 2018 a schematic plan and funding for modifying HES have been approved by the town and a timeline has been established for construction Must meet MSBA requirements. Building must address student learning needs and possible future expansions. Community involvement at all stages. School Building & Visioning Committee School Committee Administration School Community Capital Committee/Finance Committee
School Consultant Expression of Interest Form Name: School: If not with a school what is current in school work? Email Address: Telephone Number: Are there particular areas of LLS work you are interested in delivering? Pupil Premium reviews SEN Leaders Support aspirant and new headteachers Bespoke school support Are you prepared to work outside of London? Please indicate if you are any of the following: NLE LLE SLE Teaching School If you have one, please let us know your or your school’s twitter handle:
The newspaper Link Crew Drum line Library Volunteers Outdoor club Science club Computer club Robotics Dance Team Intramurals Doers not dreamers Beyond the hurt team Peace by piece Fitness room club Student Ambassadors WOW – we welcome the world Forest of reading Strategy & simulations Team unbreakable Music council Investment club Mock trials Guitar Club Heritage month Black History month Breakfast club Math contests French contests Terry Fox Fundraiser Prom Semi-formal …. And more as the year goes on. Cricket Archery Volleyball Basketball Soccer Ball hockey Math contests French contests Business contests Writing contests Reminder - Late Start Days We will be having 4 late start days this year instead of the 10 that we had last year. These sessions are used for teacher professional development and planning around our school success planning goals for Literacy, Numeracy, Community /Culture / Caring and Pathways. We are also focused on developing 21st century skills and the use of technology by both staff and students to support learning. September 23 November 25 Feb 24 April 13
We have a full PD day on May 13 with a on - Numeracy Tutorial Days We host a tutorial day just before mid term and final mark reporting. The purpose is to promote the completion of missed assignments and tests. Stuents who are identified by their teacher will be given the opportunity to complete missed assignments/tests under the supervision of teachers. Staying connected We continue to connect with parents/guardians /students through our school website Website– I encourage all parents/guardians to click on the subscribe button on left and enter an email address for automatic updates. Will be Encouraging parents to sign up when they come to Parent’s night on October 29th for web updates and online attendance Opportunity to get click subscribe button on left and enter email for automatic updates. . School Twitter account at Harold M. Brathwaite@HMBSSBlizzards Reporting Cycles: There are 3 formal reporting cycles per semester. Progress Reports – October 16th and March 11 (Learning skills and a comment if at risk) Mid Term – November 13 and april 19 (Mark, LS and a comment with Strength & next step for improvement ) Report – February 8th and June 29 In addition to these, teachers keep students up to date on progress through assessments completed and conversations on a daily basis. School Council meeting minutes - September 24, 2015 Introduction by Sherry - welcome & introductions by sherry - role of the school council - SHSM explanations of each program - package of registration including calendar Staffing update & explanation
School Council Meeting Agenda Wednesday, November 8th, 2017 @ 6:30 pm to 7:30 pm Location: Thorn Lodge P.S. Library MISSION VISION VALUES COLLECTIVE COMMITMENTS Our mission is to an inclusive learning community that inspires a love of learning and promotes respect for all. This will allow our students to achieve their personal potential and become responsible global citizens. Our school will be a where we: Celebrate individual differences and student success Differentiate instruction to meet the needs of all learners Provide students with a variety of authentic experiences Encourage a strong partnership between school and community Teamwork Initiative Growth Effort Respect We will model and provide: opportunities to work collaboratively (Teamwork) a variety of leadership opportunities that encourage risk taking (Initiative) a commitment to learning through goal setting and reflection (Growth) a supportive environment that celebrates and promotes one's personal best (Effort) an environment that promotes caring, kindness and respect for all (Respect) ITEM Facilitator Time (min.) Introductions & Welcome Gursh Budwal 5 Please sign in. Thank-you. (print clearly) Review Last Month’s Minutes TBA 2 (handout) Review of Agenda TBA 2 Additions @ End Main Gursh 20 Mission/Vision/Values/Commitments (handout) Staffing & Re-Organization Bussing and Time? EQAO (visual) Open Night feedback Principal Consult Principal’s Report Gursh 20 Self Regulation – Stuart Shankar (PD) Treasurer’s Report TBA 5 School Success Report Teacher Rep. TBA 5 Focus for Term 1 Understanding EQAO questions Work Team Reports TBA As needed Future Meeting Dates Chair Mar. 7th /18; May 9th/18 Additions to Agenda Chair Adjournment Chair Notes:
satisfaction survey The Department is committed to ensuring that the SCFA program is efficient, effective, remains current and provides value to schools. Schools will be given the opportunity to complete an audit satisfaction survey upon the completion of the audit and are encouraged to provide open and honest feedback on the performance of the SCFA program. The audit satisfaction survey, which is administered by the Department independently of its auditors, allows schools to give formal feedback on all elements of the audit including audit planning, audit execution and audit closing. In the event that a school wishes to raise a matter relating to the SCFA process which cannot be addressed through the audit satisfaction survey or via contact with the auditor(s), the school may contact the following Departmental contact: Senior Project Officer - Audit and Risk Branch Governance and Executive Services Division Department of Education and Early Childhood Development GPO Box 4367 MELBOURNE, Victoria 3001 E: Attachment 1 - Sample audit information request The list set out below is an example of the reports auditors will request as part of the audit. This list is comprehensive but should not be regarded as exhaustive. Refer to Section 8: End of Period of the CASES21 Finance Business Process Guide for a comprehensive list of management reports that should be printed for audit. CASES21 Report Code Report Name GL21150 Operating Statement - Detail GL21160 Balance Sheet GL21103 General Ledger Balance Summary of Financial Commitments AR21107 Assets – Stocktake List By Location AR21122 Assets – YTD Additions Accounting
School Council – Oct 30th In Attendance: Sending Regrets: Agenda Notes Opening/Welcome Welcome to Ross. – Meeting commenced at ______. Reading Previous Minutes and Adopting of Minutes Read by Lisa Miller-Wood Matters arising from previous minutes None Principal Report- EQAO result Reviewed EQAO results of Gr. 3 & 6 Saw on improvement on how students answered multiple choice questions as this was an issue last yr. Gr. 3 & 6 – higher than overall board and province rating Challenges from his year: Measurements Thinking questions – content knowledge for staff Math vocabulary Planning on creating questions and having kids do them, than evaluate they need to improve. Allocation of Community Pro Grant Funds -Healthy Community Initiative (5210) -Speaker Diabetic Educator Received the $1000 thanks to our Principal Discussed on what the money should be used for: Teach community of the initiative of 5210 Guest speakers New families to Canada Numeracy/Literacy speaker Progress and achievement of Country and other Physical Activities in school Gr. 4-8 – 40/50 – Heartlake Cross Country run 8 students came 1st Fund raiser through fun activities -
Calendar Development To create a calendar that incorporates the mission/vision/goals of the counseling/guidance program and incorporates the student competencies and requirements of the NYS Comprehensive Developmental School Counseling/Guidance Program Annual Indicates activities of a comprehensive school counseling/guidance program Reflects program and activities of school counseling/guidance curriculum, small group & closing the gap action plans Are published and distributed to appropriate persons Indicate fair share responsibilities Weekly (one per school counselor) 2nd Advisory Council Meeting Examine Summer Data Begin Writing Plan Appendix 9 – Sample Agenda Appendix 11 – Sample Plan Format Sample Plan Format includes: Introduction Foundation/Management Delivery/Accountability ASCA Annual Agreement (Not in NYS regulations) Provides rationale for school counselor’s use of time Lists school counselor’s specific responsibilities within the school counseling program, such as student caseload and program components or activities Reflects mission and goals Identifies areas for professional development Finalize Goals/Calendars/Student Competency Development Draft plan written with input from past Advisory Council meetings Include reference pages 3rd Advisory Council Meeting To analyze and approve the draft plan Appendix 10 – Sample Agenda Plan Includes: Program objectives describe expectations of what students will learn from the program Activities to accomplish the objectives Specification of staff members and other resources assigned to accomplish objectives Provisions for the annual assessment of program results An annual review process and revision as necessary Being filed in district offices and posted on the website and available for review by any individual DUE 2019/2020 School Year Board of Education presentation/approval/ recommendations DUE 2019/2020 School Year Revise Yearly
Component Failing Needs Improvement Proficient Distinguished 2e: Organizing Physical Space Makes poor use of the physical environment, resulting in unsafe or inaccessible conditions, or a serious mismatch between the physical space and counseling activities. Ensures the physical environment is safe and essential learning is accessible to all, but the physical space only partially supports activities. Ensures the physical environment is safe and contributes to ensuring that the physical environment supports the counseling activities. Ensures the physical environment is safe and learning is accessible to all; uses physical resources well and ensures that the physical space supports the counseling activities. Domain 3: Service Delivery/Delivery System Component Failing Needs Improvement Proficient Distinguished 3a: Communicating Clearly and Accurately Demonstrates oral and written communication that contains errors or is unclear or inappropriate. Demonstrates oral and written communication that does not contain errors, but may not be completely appropriate or may require further explanations to avoid confusion. Communicates clearly and accurately to students both orally and in writing. Uses varied and innovative methods to communicate with students. Oral and written communication is clear and expressive, anticipating possible misconceptions. Demonstrates effective oral and written communication skills, resulting in community-building, enhancement, and trust in school counseling services. 3b: Using Questioning and Discussion Techniques Does not utilize evidence-based and best practice strategies for individual and group counseling or classroom guidance activities. Asks questions that are of poor and lack accuracy, clarity, and/or substantive content. Does not give students time to think before responding. Inconsistently utilizes and best practice strategies for individual and group counseling as well as classroom guidance activities. Asks questions that are of adequate and invite inconsistent response patterns. Allows time for students to think before responding. Uses some discussion techniques. Uses evidence-based and best practice strategies for individual and group counseling as well as classroom guidance activities. Asks questions that are high quality and characterized by accuracy, clarity, and substantive content. Provides adequate time for students to think before responding. Uses varied evidence-based and best practice strategies for individual and group counseling as well as classroom guidance activities to best meet the needs of the individual or group receiving the intervention. Asks questions and uses discussion techniques that are of uniformly high quality. Provides adequate time for students to think before responding. Ensures that students are actively engaged, and when appropriate, formulates questions related to the content.
School Day and Organisation Our school is divided into 7 year groups. There are usually a maximum of 30 pupils in each year group. In exceptional circumstances the class size in Key Stage 2 may go above 30. We have 212 children in total. Class Name Key Stage Age in years Number in class Teacher Teaching Assistant Kittens Foundation - EYFS 4-5 30 Helen Killen Julie Redfern Zoe Ellwood Amy Holmes Leopards Year 1 – KS1 5-6 30 Tom Drew Kara Waghorn Tigers Year 2 – KS1 6-7 30 Cathy Smith Wendy Syalon Georgie Parker Becky Blakey Cougars Year 3 – Lower KS2 7-8 29 Nicole David Amy Holmes Ocelots Year 4 – Lower KS2 8-9 30 Doug Macgregor Sue Phythian Nicky Searcy Lynx Year 5 – Upper KS2 9-10 33 Lindsey Jamson Jayne Barlow Lions Year 6 – Upper KS2 10-11 30 Luke Marshall Jayne Barlow School Session Times Doors open 8.50 am Morning school begins 9.00 am Registration 9.00 – 9.10 am Morning break 10.45 to 11.00 am Lunch 12.15 – 1.15 pm Afternoon break 2.15 – 2.30 pm School ends 3.30pm
School district wealth Very wealthy, suburban area with growing school population Very poor, urban area Middle income, working class, older exurban area with declining school population School district description Very little crime Most people live in expensive, homes. There is a lot of crime and gang-related incidents are a problem. Many people live in apartment buildings. There is a growing amount of crime. Mixed single-family homes and apartments, with diminishing property values. Number of students in the district’s schools 1000 5,000 1500 Amount collected from property taxes $20 million $30 million $15 million Amount the district contributed to the public school system $15 million $20 million $10 million Amount contributed to the police force $2 million $7 million $3 million Amount contributed to services such as the parks and libraries, etc. $3 million $3 million $2 million What is the per pupil expenditure for School Districts A, B and C? Explain why School District A is able to collect more money from their property taxes. Explain why School Districts B and C cannot contribute all revenue to their public school system. How could the differences in funding affect the education of the students? Do you think that this is a problem? EXPLAIN! Handout 5: School Funding in New Jersey Historical Background
Schools Direct INTERVIEWS & ADMISSIONS 2014/15 Subject Knowledge Audit – Art & Design Please self-grade and identify the source/s of your knowledge for each of the topics listed below. Source of Knowledge / Skills (write one or two codes): N None (or below GCSE) G GCSE (or O Level) A Advanced Level (including AVCE, HNC) D Degree Level (including HND) P Post-graduate W Work-related training Current Level of Knowledge / Skill (write one grade only): 4 Little or No Secure Knowledge. 3 Basic Personal Knowledge up to GCSE level, however you are not fully aware of possible misconceptions and how to address them and you may inadvertently reinforce misconceptions. 2 Secure knowledge / skill up to GCSE that would enable you to teach this to pupils. You would be aware of the common misconceptions in this skill area and you would be able to address these in a lesson. 1 Secure knowledge / skill up to A Level standard. Name: Date: Area Skill / Knowledge Source N/G/A/D/P/W Level 0/1/2 Drawing Life drawing Still life Analytical Drawing for different purposes – to design, to record, to communicate ideas/information Drawing media and techniques – ink, chalk, charcoal, graphite, oil pastel, Other Painting Oil Watercolour Gouache Acrylic Other? Printmaking Screen printing Etching Lino printing media Paper making Embossing etc. Dyeing-using natural/man made products Resist techniques
EcoSchools Toolkit • 2015/16 School: Learning Network: Date: Areas of focus: Evidence of need (What information indicates the need for improvement?): Targets What do we need to improve? Actions How will we try to achieve the targets? Indicators of progress How will we know we’re headed in the right direction? Resources How much will it cost? Budget Responsibility who will hold the budget? Timeline Start/end dates Results To what degree have we met the targets? Human Material/$
Advice for unwell children There is very useful and accurate guidance on how to judge when your child is unwell and required the attention of a doctor, you can use this to assess your own child in much the same way as your doctor will assess young children in the surgery. This is available for free at http://www.whenshouldiworry.com The NHS Child Health App is available here for iPhone and Android Minor Head Injury Advice is available at NHS Choices Head Injury Advice Fever advice from http://www.kevinmd.com/ Time off School or Nursery for Infections Exclusion for five days: •from rash - chickenpox* (NOTE: You can use ibuprofen for children with chicken pox if paracetamol alone is not effective), measles •from starting antibiotics - whooping (pertussis) •from onset of swollen glands - mumps German measles (rubella): •six days from onset of rash Scarlet fever: •child can return 24 hours after commencing appropriate antibiotic treatment•antibiotic treatment recommended for the affected child Exclusion condition has settled for 24 hours •giardiasis; salmonella; shigella (Diarrhoeal illnesses) Exclusion until lesions crusted or healed lesions are crusted and healed, or 48 hours after commencing antibiotic treatment Shingles •exclude only if rash is weeping and cannot be covered Exclusion from school until treated •scabies With respect to hepatitis A: •there is no justification for exclusion of well older children with good hygiene who will have been much more infectious prior to the diagnosis. Exclusion is justified for five days from the onset of jaundice or stools going pale for the under fives or where hygiene is poor (2)
Category Method (e.g., Informal, or Formal) Contract Type (e.g. IFB, RFP, or quotes) Pricing (e.g. fixed or variable) Frequency (e.g. annually, every two years, as needed, ect) Extension (e.g. are there renewals? If so how many?)
Iris Jimson Weed Lady’s-slippers Nettles Parsnips Poinsettia Poison Hemlock Poison Ivy Poison Oak Poison Rock Poppy Plants That Harm When Amaryllis Autumn Crocus Azalea Baneberry Belladonna Bittersweet Black Locust Bleeding Heart Bloodroot Boxwood Burning Bush (Euonymus) Buttercup Caladium Castor Bean Celastrus Cherry, Jerusalem Cherry, Wild Black Chokecherry Crocus, Autumn Daffodil Daphne Datura Delphinium Dieffenbachia (Dumb Cane) Digitalis (Foxglove) English Ivy Euonymus False Hellebore Glory Lily Golden Chain Tree Holly Hyacinth Jack-in-the-pulpit Jequirity Pea Jerusalem Cherry Jimson Weed Laburnum Lantana Larkspur Lily-of-the-valley Lupine Marijuana Marsh Marigold Mayapple Mistletoe Monkshood Morning Glory Mountain Laurel Mushrooms, Death Angel (Amanita) Narcissus Nightshade Oleander Peyote Philodendron Poinsettia Poison Hemlock Pokeberry Potato Vines, Sprouts from Tubers, Green Tubers Privet Rhododendron Rhubarb Leaves Skunk Cabbage Taxus (hemlock, yew) Water Hemlock Wisteria Source: California Department of Education
Background information: Co-educational school Non-denominational Stages taught: P1-P7 Current Roll: 142 Capacity: 275 School staff Head Teacher Mrs Liz Hendry Depute Head Teacher Ms Diane Mitchell ClassTeachers Primary 1 Mrs McCann Primary 1/2 Miss Emer O’Keeffe Primary 2 Mrs Susan Cameron Primary 3 Mrs Rowan Patterson Primary 4/5 Mrs Lisa McGloughlin Primary 5/6 Miss Juliet Tyson Primary 6/7 Ms Anna Cain Nurture Class Mrs Colette Lockwood EAL Teacher Mrs Fiona Chalmers NCT Miss Elizabeth Tierney
Programs & School Leadership Martin Flowers Director of Secondary 630-3318 Programs & School Leadership Lauren McGhee Director of Fiscal Services 630-2236 and Purchasing Juanita Fahnestock Director of Food Services 624-1112 Matt Sanchez Director of Transportation 624-9106 ROCKLIN ELEMENTARY SCHOOL STAFF 2016-2017 Principal: Amanda Makis Office Staff: Darlene Davis –Principal’s Secretary Debbie Foster – Registrar Grade Josh Powers Janie Johnson Beth Carr Room 19 Room 22 Room 18 Transitional Kindergarten Laurie Adams Room 15 Sixth Grade Josh VanDerKamp Gloria Chesbro Sam Meteer Room 27 Room 26 Room 20 Kindergarten Rebecca Orsini Mari Oxenham Room 28 Room 29 First Grade Sharilyn Smith Samantha Lees Room 6 Room 10 P.E. : Vicki Brown Gym Second Grade Jennifer Powers Heather Janis Laurie Vaillancourt Room 9 Room 8 Room 17 VAPA: Tiffany McCabe Music/Band: Robin Richie Library: Tammy Zianno Computer Tech: Maria Dominguez Science Aide: Renae Robertson Room 14 Gym Library Room 2 Room 13 Third Grade Lisa Phillips Lauren Schardin Geraldine Nelsen Room 7 Room 5 Room 12 Nurse: Melissa Locketz LVN: Barbara Dingfelder Nurse’s Aide: Jody Fariss District Office Office Fourth Grade Megan Anderson Monica Holmes Jeremy Miller Room 24 Room 25 Room 23 Special Services Psychologist: Jacky Santos Speech: Miller Resource: Heather Conn OT: Jolene Campbell APE: Danielle Sellers EL: Mark Alfaro Math Factory: Rita Boyle Room 11 Room 11 Room 4 Room 11 Room 11 Room 31 Room 21
P1 Mrs Kirsty Sommerville P2/1 Miss Ashley Dailly P3/2 Miss Robyn Tweedie P4/3 Miss Devenney and Mrs Margaret McPherson P5/4 Mrs Pauline Graham P5 Ms Lesley Maxwell P6 Mrs Ann Keegan P7a Miss Susan Sweeney P7b Miss Kayleigh Anderson NCCT Miss Kirsty Brown Woodwind Tutor Alison Carberry Total number of teaching staff – 11.5 FTE Clerical Staff – Ms R. Crum Support for Learning Workers – Mrs E. Friel, Mrs K. Kane, Mrs D. Lundie, Miss C. McKinnon, Mrs E. Nelson The school has an active Parent Group, fund-raising sub-committee and Pupil Committees. More details on this and our community facilities can be found on page 22.
VISION SCREENING Date Grade Annual Grade 1 Grade 1 or 2 Corrective Lenses worn during screening Referral Signature (Screener) Near Visual Acuity Far Visual Acuity Convex (Plus) Lens Vision Perception Date referred Date referral completed R L R L pass fail pass fail pass fail Yes No Page 3 of 4 DIAGNOSTIC TESTING i.e. TB Tests, Blood Tests, X-Ray etc. Test Date Result Test Date Result Test Date Result SCOLIOSIS SCREENING Date Grade pass fail Previously diagnosed Signature (Screener) Date rescreened pass fail Date referred Date referral completed Signature (Re-screener) 6 Screened 6th grade physical (6th grade physical may be used in place of 6th grade screen) 7
SATURDAY SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 25 JUNE 26 JUNE 27 JUNE 28 JUNE 29 JUNE 30 JUNE 1 JULY From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool 1pm Kite Making Near Pool 9am Face Painting Tripcony BBQ area 11am Treasure Hunt At jumping pillow 11am Pool Games Colouring-in Competition – judging at reception 4pm 11.00am Sand Art Tripcony BBQ area 9am Face Painting Tripcony BBQ area From 4.30pm Woodfire Pizza 11.00am Sand Art Tripcony BBQ area 2pm Dr Joe Science Show Marquee Near Pool 1pm Sand Art Tripcony BBQ area From 4.30pm Woodfire Pizza 1.00pm Geckoes Wildlife Show Marquee Near Pool 2pm Dr Joe Science Show Marquee Near Pool 5.30pm Movie At the roundabout near Reception From 4.30pm Live Music – Oskar TBC Near Pool 5.30pm Movie At the roundabout near Reception SATURDAY SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY 2 JULY 3 JULY 4 JULY 5 JULY 6 JULY 7 JULY 8 JULY 9 JULY 10 JULY From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool From 7am Mobile Café Near Pool 11am Sand Art Tripcony BBQ area 9am Face Painting 11am Kite Making Marquee Near Pool 11am Treasure Hunt At jumping pillow 11am Sand Art Tripcony BBQ area 9am Face Painting 11am Pool Games 11am Treasure Hunt At jumping pillow 9am Face Painting
Meet at Tripcony BBQ area Meet at Tripcony BBQ area Meet at Tripcony BBQ area Colouring-in Competition – judging at reception 4pm From 4.30pm Woodfire Pizza 1pm Geckoes Wildlife Show Marquee Near Pool Colouring-in Competition – judging at reception 4pm From 4.30pm Woodfire 1pm Fun & Games with Robert Marquee near pool 1pm Sand Art Tripcony BBQ area From 4.30pm Woodfire Pizza From 4.30pm Live – Oskar TBC Near Pool 5.30pm Movie TBC At the roundabout near Reception 5.30pm Movie At the roundabout near Reception From 4.30pm Live Music – Johanna & Jayden Near Pool 5.30pm At the roundabout near Reception
Academic achievement will be goal #1 on SIP Teachers will continue to engage students to individually select, read and comprehend a variety of texts. Common grade and subject language will be used K-8 Continue to use formative/summative assessments both of and for learning. Students will co-construct criteria Students will be taught to self- assess achievement SWS will use a school-wide collection of student work to establish next steps. Teachers will collect individual samples of student work Celebrate, display & publish student work in various ways. Student Classroom teacher Resource Teacher Teaching teams Admin. Subject Leads Teams to ensure consistent use of formative and summative assessments for and of learning Data binder kept at office Benchmark data will be recorded and monitored (Running Records, OCA, ACRA, key math.) Provincial assessments Report card data PowerSchool OurSchool Wellness Surveys Students ability to use technical language
Reciprocal teaching Book Grading, Reporting, and Professional Judgment Fundraising CARE committee Reading buddies Teachers & EA’s will participate and share professional development with staff Maker Space carts Volunteer Breakfast Care Coaching Co-teaching Observations Students hosting assemblies Students doing announcements Students volunteering for extra curricular PLC Fridays Students attending PSSC More K-2 opportunities All staff, students, and school community members Shared calendar of events/activities OurSchool data Wellness surveys Participation data Interest surveys Perception surveys Meeting notes
CCRPI: Targeted instruction of English Learners with a positive movement from one performance band to a higher performance band as measured by ACCESS for ELLs. RTI grade level teams meet regularly on students. Regular Ed/Inclusion Teachers work closely to provide specific interventions as outlined in IEP. Continue to work on RTI school wide process. Evaluate and monitor Intervention Program, Individualized Education Plans, and 504 modifications and implementations. Instructional Technology Initiative Monitor technology infrastructure support services to enhance teaching, learning, and operational needs to also include: Smart Board Training for both advanced and beginning users. Ensure grades K-5 have 4-5 updated computers in all classrooms. Plan and implement lessons using technology to teach standards. Ensure that computers are updated with software, wireless Materials, Text, classroom libraries, and technology as outlined in grant Title IID ↓ Fund: SRCL ↓ Administration, Media Specialist, All teachers, ↓ Administration Media Increased test scores in content areas; and proficient use of technology by teachers and students.
with a system of meaningful feedback. Review of lesson plans by administration/coaches for relevance, rigor, and pacing. Professional Learning will be provided to work with teachers on TKES, standards based instruction, common assessments, CCGPS, PBIS, and specific areas related to ELA, reading, math, science, social studies, and technology. The State Longitudinal Data System (SLDS) will be used to track how students are performing on state mandated assessments as well as their attendance trends. Subgroup data is available. Teachers will make required hits as outlined by state on SLDS site. CCRPI: Attendance Rate Implement Professional Growth Plans for teachers who are in TKES strands/elements. Provide mentor program for new teachers to offer support, resources, and advice. Each new teacher is assigned an individual mentor who is a veteran teacher within the Ongoing 2014-2015 District Orientation July 2014 Fund: Title IIA Subs for ELA/Math SRCL Grant ↓ Mentors: $500 each (Title IIA) R. Farmer D. Smith B. Qualman ↓ ↓ Teachers Mentors Focused School Improvement Mtgs. ↓ Meeting Documentation Performance Standards (TAPS) ↓
2. Summary of our self-evaluation process. HMIe report 2015 questionnaire Sept 2016 & Feb 2017 Parent views – parents’ night Mar 2017 Strengths identified: There is clear evidence of a greater understanding amongst teaching staff of the principles of the strategies and methodologies of Glasgow Counts. All classes now have resources to support learning such as, counting stick, number lines, counters, cubes, place value grids, Deines, Ten Frames etc. Staff show a greater awareness of how these resource ‘enable’ learners to make progress in maths and numeracy. Evidence from the MaLT assessments has that many of the children in the core, target group have increased their Standardised Score. More pupils are now on track to achieve expected levels. MaLT assessments are demonstrating that cohorts of pupils are outperforming the national norms and that most of the “core” support group are progressing. Priorities for development: 1: Teaching & Learning - aifl 2: Literacy – Reading 3: Numeracy & Maths – 2nd year of Glasgow Counts training 4:Digital learning 3. Action Planning
No. Quality Indicator Priority 3 2.2, 3.2 Raising attainment in Numeracy & Maths Tasks to achieve priority Timescale and checkpoints Evidence of Impact > (data, observation, views) Training for Maths & Numeracy Leader of Learning Dates as attached MLOL team teaching with across the school Timetable as attached Staff evaluations, children’s views, MALT test data MLOL staff training Inservice Day 3, 4, 5 3x1 1/2hrs Staff evaluations, children’s views MLOL updates whole team Staff meetings Minutes of meetings Staff leading on this priority – including partners Resources and staff development Emily Walmsley Glasgow Counts 3 x 1 ½ hrs Inset Days
December Individual Problem Solving Team meetings have begun School-Level Agenda & Meeting Minutes Form Form O (Vision/Hearing/Speech Screening) Teacher Input Form Parent Invite to Individual Problem Solving Team Meeting Form Parent Notification Form Parent Input Form Parent Communication of Team Meeting Form Additional Resources: Parent Permission For Additional Screening Data Tools and Parent Permission Status Observation Tools Hypotheses to Explore During Problem Solving Information Gathering Matrix: Review, Interview, Observe and Test across Instruction, Curriculum, Environment, and Learner (RIOT across ICEL) January / February Conduct second round of Universal Screening Analysis IPST Teams will look at whole school data and use the School-Wide Data Process to identify students who are appropriate for intensive problem solving at a minimum of three times per year. School-Wide Universal Screening Analysis Individual Problem Solving Team meetings are on-going School-Level Agenda & Meeting Minutes Form Form O (Vision/Hearing/Speech Screening) Teacher Input Form Parent Invite to Individual Problem Solving Team Meeting Form Parent Notification Form Parent Input Form Parent Communication of Team Meeting Form Additional Resources: Parent Permission For Additional Screening March Individual Problem Solving Team meetings are on-going April Individual Problem Solving Team meetings are on-going May Individual Problem Solving Team meetings are on-going
Data Tools and Parent Permission Status Observation Tools Hypotheses to Explore During Problem Solving Information Gathering Matrix: Review, Interview, Observe and Test across Instruction, Curriculum, Environment, and Learner (RIOT across ICEL) June Conduct third round School-Wide Universal Screening Analysis to identify areas of concern and plan for following school year School-Wide Universal Screening Analysis School-Level Agenda & Meeting Minutes Form
-Nicole Brec will assist with breaking down Hughes attendance *School-Wide Committees Sunshine/Social Committee – cleaned and organized teachers’ lounge; collected to recognize/support staff; birthday board Committee – setting up 1 maker space – creating a list of things we need for a maker space…covers all types of medium – sewing, knitting, graphic arts, space for recording music, poetry, writing, video blog. Will be open and available to the public – have submitted several grants for items needed; looking for donations soon; waiting on grants for more specific information on timeline – will be looking at the space this week. *Enrichment Clusters – in week 3 – culminating activity at the end of the 7-8 weeks -- quarterly *Curriculum Night – helpful to have different times per grade-level; feedback on parking situation; some families were confused by when to come – clarity next year on how the schedule works *SteamBoat Challenge – grades 4 and 5 participated – testing engineering and design process – had 5 teams (12 students); one of the teams finished in 3rd place; November 11th – Build ‘em and Bust ‘em bridge competition
The Logo’s purpose No information is provided. Information is inaccurate, vague, and/or confusing. Information is discussed in detail with few errors. Information given is discussed in detail with no errors. Creativity/ of the Logo No information is provided. Information is inaccurate, vague, and/or confusing. Information is discussed in detail with few errors. Information is discussed in detail with no errors. Presentation Presentation is poor. Not prepared, information is read, and many errors Presentation is inaccurate, and/or confusing. Presentation given is discussed in detail with few errors. Presentation given is discussed in detail with no errors. Punctuation, Capitalization, Grammar, and Neatness Errors so severe they detract from meaning Patterns of errors evident Few errors Very few, if any, errors Total Grade Total points*5 Notes:
Employment history gaps Please account for any gaps with dates, of three months or more, in your employment history including any travel abroad below: Education and Qualifications Enter details from the most recent to the earliest. Include any professional qualifications in this section Qualifications will be verified on appointment. of learning and institution type Subject Qualification level (e.g GCSE/A Level) Grade Date of attainment Please use continuation sheet(s) if necessary. Professional memberships Please give details of any professional memberships that are relevant to the post applied for, stating:
The equal opportunities information provided will be treated in confidence and used only for monitoring purposes. It is not used as part of the selection process and the recruiting panel do not have access to any of this information. Equal Opportunities Monitoring (confidential) The is committed to equality and aims to ensure that everyone who works or applies to work for us is treated fairly and is not subjected to unlawful discrimination on grounds of their sex, age, race, ethnic or national origins, marriage or civil partnership, pregnancy and maternity, gender reassignment, sexual orientation, religion or belief, family responsibility, disability or political beliefs. Applications are welcome from all sections of the community. Post applied for Ref Number Gender: Male Female Prefer not to say Do you identify yourself as trans? Yes No Prefer not to say Date of Birth: Age: Nationality: _______________________________________________________________________________
STANDARD 11: COMMUNICATION The school nurse communicates effectively in a variety of formats in all areas of nursing practice. Conveys information to health care consumers in formats that promote understanding; Discloses observations or concerns related to hazards, errors in care, or the practice environment to the appropriate of administration; Uses communication as a strategy to achieve nursing goals; Seeks continuous improvement of own communication and conflict resolution skills Nurse comments and reflections: Ineffective Developing Skilled Accomplished Deficient in skills in several areas and/or inconsistent implementation Skills are emerging with plans for development to strengthen skills Most attributes are consistently present with for improvement All attributes are effectively and consistently delivered at the highest level Self Evaluation Evaluator Rating STANDARD 12: LEADERSHIP The school demonstrates leadership in the professional practice setting and the profession. Incorporates the vision and goals of the school organization when planning care and implementing and measuring progress of the individual student; Participates in efforts to influence school health, public health, and general health care policy; Participates in appropriate professional organizations in a membership or leadership capacity; Participates in committees, councils, or administrative teams in the school or other setting; Provides direction to enhance the effectiveness of the school multidisciplinary team Nurse comments and reflections: Ineffective Developing Skilled Accomplished Deficient in skills in several areas and/or inconsistent implementation Skills are emerging with plans for development to strengthen skills Most attributes are consistently present with plans for improvement All attributes are effectively and consistently delivered at the highest level Self Evaluation Evaluator Rating
Chinhoyi University of Technology University/School Wide Courses CREATIVE ART AND DESIGN: AUGUST TO DECEMBER 2013 Time Monday Tuesday Wednesday Thursday Friday Course Venue Course Course Venue Course Venue Course Venue 0800-1000 CUCAD 103 CUCAD 209 DILMITIS CLOTHING BLCK CUCAD 205 15 CUMT 105 CUCAD 110 CUCAD 107 CUCAD 212 CUFA 112 GYM DILMITIS ART LAB DILMITIS DILMITIS CUFA 201 CUMT 105 DILMITIS L.T CUCAD 206 CUCAD 212 CUFA 112 CERAMICS DILMITIS B R E A K 1015-1215 CUCAD 103 CUCAD 110 CUCAD 209 DILMITIS DILMITS CLOTHING BLOCK 205 CUCAD 210 103 15 DILMITS DILMITS 110 DILMITS CUFA 201 CUFA 206 DILMITS DILMITS CUCAD 206 CUFA 108 212 CUFA 112 CERAMICS DILMITIS DILMITIS DILMITIS L U N C H 1230-1430 CUCAD 109 CLOTHING BLOCK CUCAD 107 CUCAD 210 W/B LAB CUFA 206 401 DILMITIS ART LAB CUFA 402 CUFA 108 CUCAD 208 CUCAD 401 DILMITS DILMITS DILMITS DILMITS 1445-1645 CUCAD 109 CLOTHING BLOCK CUCAD 107 CUCAD 219 W/B DILMITIS CUCAD 401 CUFA 106 ART LAB CUFA 402 CUCAD 208 CUCAD 401 DILMITIS DILMITIS ART LAB 1700-1900 CUCAD 219 DILMITIS CUFA 106 DILMITIS
ALL STUDENTS WILL RECEIVE THE 52 AREA SUPPLY ISSUES REGARDLESS OF PREVIOUS COMMAND CIF SSUE. STUDENTS MUST REPORT WITH THE FOLLOWING GEAR/EQUIPMENT. A. STUDENTS WILL BE ISSUED A COMPLETE 782 GEAR AT COMBAT INSTRUCTOR SCHOOL (CIS). ALL STUDENTS SHOULD TURN-IN ALL GEAR FROM OLD COMMAND, BUT MAY RETAIN CURRENT CIF ISSUE AT STUDENTS DISCRETION (TO INCLUDE ALL ITEMS ON HIKE PACKING LIST, PARAGRAPH D.) B. COMMON GEAR LIST (1) SERVICE “A” UNIFORM W/GARRISON COVER (APPROPRIATE RIBBONS) (1) SUMMER SERVICE “C” UNIFORM (1) WINTER SERVICE “B” UNIFORM (2) MARPAT, WOODLAND UTILITIES WITH NAME AND SERVICE TAPES (2) MARPAT, DESERT UTILITES WITH NAME AND SERVICE TAPES (4) SOFT COVERS, (2) WOODLAND, (2) DESERT (1) APPROPRIATE COLOR MARTIAL ARTS BELT (6) BROWN OR GREEN SOCKS (2) PAIRS OF BOOTS (6) SKIVY SHORTS (6) GREEN T-SHIRTS (NO LOGOS) (2) GREEN PT SHORTS (4) PAIRS OF WHITE ATHLETIC SOCKS (1) GREEN SWEAT SHIRT (1) PAIR OF RUNNING (2) SETS OF RANK INSIGNIA (2) SET HEARING PROTECTION (1) SHOWER SHOES (1) SET OF ID TAGS (1) ID CARD (1) USMC RUNNING SUIT TOP/BOTTOM C. ADDITIONAL REQUIRED ITEM (1) REFLECTIVE BELT (1) HYGIENE GEAR TO INCLUDE SUN BLOCK (1) (2) COMBO LOCKS (2) BLACK INK PENS (2) HIGHLIGHTERS (1) SET OF MAP PENS (PERMANENT) (2) ALCOHOL PENS (2) MECHANICAL PENCILS (1) 8X10 NOTEBOOK (1) SET 3X5 CARDS (1) SMALL FLASH LIGHT W/RED LENS D. CONDITIONING HIKE PACKING LIST
“Early and Middle Colleges” Harper Middle College 11*, 12* Countywide – CATS transit 635 X X – additional application required; please visit the CMS Magnet Programs website and click on “Early and Middle Colleges” Levine Middle College 11*, 12* Countywide – CATS transit 634 X X – additional application required; please the CMS Magnet Programs website and click on “Early and Middle Colleges” Cosmetology Meck 9, 10 Hough, Hopewell, Mallard Creek & North Meck HS attendance areas 642 Horticulture North Meck 9, 10 Hough, Hopewell, Mallard Creek & North Meck HS attendance areas 644 International Baccalaureate (I.B.) Huntingtowne Farms Elem. K, 1, 2, 3, 4, 5 Blue zone 111 Albemarle Road Middle 6, 7, 8 Green zone 124 X JM Alexander 6,7,8 Violet Zone 113 X
First Ward Creative Arts K Blue & Green zones 240 Northwest School of the Arts 6, 7, 8, 9, 10, 11, 12 Countywide (shuttle 243 X – must complete a successful audition or portfolio assessment X – please contact the school to schedule an audition or portfolio assessment at
The findings and conclusions made within the report have been arrived at following our assessment of the entire site, and observations during the school PM peak period which places the greatest strain on the surrounding network with respect to on-street parking demands. This is because the AM peak see’s parents who drive to school stop momentarily to let children alight their vehicles, whilst the PM peak experiences greater demand for on-street parking and parents park and wait for short periods to meet their children. 1.3.5 States that the surveyor attended the site on 30/6/16 between 14:00 – 16:00. Residents have stated the surveyor was seen on Holbrook road but left before the traffic build up started. Our surveyor was not only considering the impacts of the proposed development on Holbrook Road, but also the streets surrounding the site. This requires them continually review the accumulation and dispersal of traffic in the area by touring the site over a period of time and making observations at regular intervals. Our surveyor notes that during his visit he was approached by a local resident who discussed the traffic impacts of the site. It was reported that vehicles ‘regularly speed in excess of 70mph’, ‘there has been a number of crashes’ and that once the pick-up peak traffic had cleared, that ‘that’s about as bad as it gets’. 2.2.1 Existing Site. This shows the school has current capacity for 476 pupils but currently accommodates 454. The school is not yet at capacity, so such a large extension to 630 pupils will clearly bring in more pupils from outside Long Lawford via vehicle. The number of existing and consented pupils is correct. 2.2.3 The surveyor states is a single point of access on Holbrook Road. This is correct for vehicle access, however there is access to the school via a gate on the school boundary inside King Geroge 5th Field. It is this entrance that those parents that park on pavements obstructing Townsend Lane use. 2.2.6 The surveyor severely under estimates congestion on Holbrook Road by writing the words “occasionally congested during school pick up and drop off times, however this is short term in nature and clears quickly” Interestingly his photograph named Figure 2.4 shows a vehicle parked illegally being parked on a junction. Our assessment is correct and based on our observations, discussions with local residents and key staff members at the school. We have significant experience of