zilongwang/ReadingBank huggingface dataset:
I’m so bored! Ask the children if they have ever been really bored. What did it feel like? How long does it take to get bored? Can they pull a bored face? What does our body language look like when we are bored? Missing Out Talk about all the things that children would miss out on if they didn’t come to school. Look what I’ve Learnt! Use blocks to build 2 towers, one showing how much a child learns if they are in school every day and one representing a child with poor attendance. Two Different Tuesdays Talk through how different Charlie and Bella’s days were and ask the children who had a better day. Questions on storyline Should Bella have stayed at home for 3 days? Why is Bella not happy at home? What is Bella worried about? Why is it hard to get out of bed? Section Bella’s Back! Overview: is very excited to be back at school and Charlie is really happy to see her. He has missed his best friend. But Charlie can’t believe that Bella only had a sniffly nose, and that she forgot to bring a note to Miss Smith. Even Miss Smith has a sniffly nose and she didn’t stay at home! Charlie tells Bella about all the things they have been learning in school. Bella is sad, she has missed a lot. Bella decides that she will only stay off school to look after her baby brother or if her goldfish dies or if she is just too tired. Charlie shakes his head and explains when it is ok to miss school. Potential Activities:
: Sample Criterion-Referenced Target Percentage Calculation, Middle/High and K-12 Schools and Districts Indicator Non-High School Grades High School Grades All students Lowest Performing Students All Students Lowest Performing Students Points Earned Total Possible Points Weight Points Earned Possible Points Weight Points Earned Total Possible Points Weight Points Earned Total Possible Points Weight ELA achievement 3 4 - 2 4 - 3 4 - 2 4 - Math achievement 2 4 - 2 4 - 2 4 - 2 4 - Science achievement 2 4 - - - - 2 4 - 1 4 - Achievement total 7 12 60% 4 8 67.5% 7 12 40% 5 12 67.5% ELA growth 4 4 - 4 4 - 4 4 - 4 4 - Math growth 3 4 - 4 4 - 3 4 - 4 4 - Growth total 7 8 20% 8 8 22.5% 7 8 20% 8 8 22.5% 4-year cohort graduation rate - - - - - - 3 4 - - - - Extended engagement rate - - - - - - 4 4 - - - - Annual dropout rate - - - - - - 3 4 - - - - High school completion total - - - - - - 10 12 20% - - - EL progress 2 4 10% - - - 2 4 10% - - - Chronic absenteeism 3 4 - 4 4 - 3 4 - 4 4 - Advanced coursework completion - - - - - - 3 4 - - - - Additional indicators total 3 4 10% 4 4 10% 6 8 10% 4 4 10% Weighted total 6.1 9.6 - 4.9 7.6 - 7.0 10.0 - 5.6 10.3 - Percentage of possible points 63.5% - 64.5% - 70.0% - 54.1% -
all students in grade 10 statewide points of the target from previous year all students statewide all students statewide Legacy MCAS Achievement (ELA, Math, & Science) (Grade 10) Student Growth (ELA & Math) (Grade 10) Four-Year Cohort Graduation Rate Extended Engagement Rate Annual Dropout Rate Advanced Coursework Completion Rate (Grades 11-12) Chronic Absenteeism Rate (Grades 9-12) Progress Toward English Language Proficiency (Grades 9-12) Improved Below Target (2 Points) Improved from prior year up to 1.25 CPI points below the target Mean SGP of 40.0 to 49.9 (reported as Below Target) Improved from prior year up to 0.5 percentage points below the target Improved from prior year up to 0.5 percentage points below the target Dropout rate greater than 1%, & reduced rate by 5% or more (up to 10%) Improved from prior year up to 1.0 percentage points below the target Improved from prior year up to 0.5 percentage points below the target Met the year 25th percentile making progress rate within difficulty index quartile; or Improved from prior year up to 1.9 percentage points (schools) or 2 percentage points (districts) below the target No Change (1 Points) No change from prior year; or Up to 2.5 CPI decline from prior year Mean SGP of 30.0 to 39.9 (reported as Below Target) Up to 0.5 percentage points below prior rate Up to 0.5 percentage points below prior rate Dropout rate greater than 1%, & reduced rate by up to 5% from previous year; or Dropout rate greater than 1% & no more than 5% increase from previous year Up to 1.0 percentage points below prior year rate Up to 0.5 percentage points above prior rate Exceeded the prior year 10th percentile making progress rate within difficulty index quartile; or Decline of up to 1.9 percentage points (schools) or 2 percentage points (districts) from prior year
Job Description: Post: School Liaison Co-ordinator Salary Grade: £24070 Grade 4 Responsible to: School Liaison Manager Responsible for: N/A Key Purpose: 1 To maintain relationships with students and schools 2 To co-ordinate and attend activities with local schools and other stakeholders 3 To recruit students to HSDC in a creative and engaging style to increase market share and applications 4 To be the face of South Downs College and engage with students and other key stakeholders in a professional and approachable manner Key Responsibilities and Accountabilities: A Maintain relationships with schools and develop new ones that maximise potential student recruitment B Manage capture of key data on trends, demographics and competitors including identifying gaps in the FE/HE market which could benefit HSDC C Co-ordinate and provide a diary of student engagement activity – including roadshows and careers events, activities on site and any other relevant opportunities D Work with curriculum areas to offer specialist speakers / master classes and support with school visits and activities E Organise and run the on-site activity for potential students, including college experience days F Attend school events across the local region, ensuring other appropriate staff support this activity as appropriate G Create new and innovative activities that engage with potential students to provide a better understanding of college life and support services available
Closing date for receipt of applications: Friday 6 January 2017 at 12.00 noon Job Title: School Liaison Officer – up to 37 hours per week until July 2017 – Job share/ Secondment would be considered Post No: RS16/17/211 Grade: Harmonised Pay Scale 15 – 19 (£18,093.00 - £20,349.00) Responsible to: Head of Marketing and School Liaison Supervisory Responsibility: None Objective of the Job: To support the Marketing and school liaison function with marketing and recruitment activities. To support school pupil progression and transition and to increase applications with an emphasis on 16 to 19 recruitment. Candidates for the post of School Liaison Officer must possess the following qualities: Essential Desirable Where identified Qualifications Safeguarding Level 1 (to be achieved within 6 weeks) Level 2 in Literacy (or willing to work towards within 2 years) Level 2 in Numeracy (or willing to work towards within 2 years) Degree or equivalent professional qualification IT qualification Level 2 Equality & Diversity Application form Certificates Experience Experience of presenting and engaging young people. Experience of working in school liaison. Application form Knowledge and Skills IT Skills Application form Personal Qualities Excellent communication Strong organisational capabilities Ability to travel to various locations Application form Section A • Primary Responsibilities College Strategy
Put a cross next to the ones you DISAGREE with I think the others we met understood me. I think the others we met didn’t understand me. I’ll need to meet them a few more times before I get relaxed. I will try hard to stay in touch with the people we met. I think I found I could trust someone who is different to me. I worked well in a team with the others we met. I didn’t want to work in a team with the others we met. I’ll still feel nervous about working in a team with new people. I was interested to find out what similarities we have. I understand more about myself from meeting others. I did learn interesting things about other people. I didn’t learn anything new. I would encourage other students to take part in a link like this.
Decide how much you now agree with each comment. Put a tick in each one you think you AGREE with Put a question mark in nay that you are not sure about Put a cross next to the ones you DISAGREE with I think the others we met understood me. I think the others we met didn’t understand me. I’ll need to meet them a few more times before I get relaxed. I think I am relaxed after meeting the others once. I think I found I could trust someone who is different to me. We did find that we didn’t get on with each other. I made a new friend today who I want to stay friends with. I thought it was a waste of time. I will try hard to stay in touch with the people we met. I hope I stay friends for a long time with the people we met. I worked well in a team with the others we met. I didn’t want to work in a team with the others we met. I’ll still feel nervous about working in a team with new people. I don’t like working as a team. I really enjoy teamwork. I did learn interesting things about other people. I didn’t learn anything new. I understand more about myself from meeting others. I’m not that interested in finding out about other people. I was interested to find out what similarities we have.
Corrie EYC Dalry Day Care Centre (P) First Steps Nursery (P) St Mary’s EYC Rainbow Childcare (P) Busy Bees Nursery ( P) Annick Nursery (P) Ardeer EYC Brisbane EYC Brodick Nursery (P) Playtime Nursery (P) Bright Beginnings (P) St. Peter’s EYC Whitehurst Park Private Nursery (P) Treetops Nursery (P) Treetops Too Nursery (P) Summerlea Nursery (P) Top Tots Nursery (P) St John Ogilvie’s EYC Ayrshire College Nursery (P) Burnside Nursery (P) Bradshaw Nursery (P) Douglas Park Nursery (P) Dalry Early Years centre St. Peter’s Children’s Centre (P) M
Contract between school and LA Contract between school and private company organised and run Average £ 2.01 2.13 2.00 Minimum £ 1.00 1.73 1.50 Maximum £ 2.37 3.00 2.50 Unweighted base 296 157 79
Kitchen – only enough room for one group at a time Lunches boxes deposited there are kept to the side of the room and not overspilling into the floorspace when not in use Hygiene for the next group using the kitchen Pupils and staff Schools asked to tidy up after themselves Cleaning brushes are provided as is slop bucket for any left over liquids Staff tidy up at the end of the day and between groups if possible C1 Make sure teachers are aware that other groups are coming in straight after them Teachers and Museum staff 6 months Using the toilet Pupils Toilets are located down the main staircase and so pupils must be accompanied by teaching staff if they need to go. C1 Museum staff 6 months Evacuation Procedures – Fire/Bomb threat All Evacuation procedures in place if alarm sounds, staff members will show school groups were to exit building and to the meeting point. A3 6 monthly fire evacuation practise Museum staff 6 months First aid All First aiders at museum which can be reached through reception or shop or education. First aid boxes regularly checked and updated. C2 More staff to go on emergency aid course. Museum first aiders 6 months Lecture theatre staircase Pupils If eating in the lecture theatre school groups are asked to remain seated at the back away from the stairs and not to run about. Mats are provided to sit on in the space at the top of the room C2 Reception to monitor lecture theatre use Museum staff 6 months Edges of the mats in the lecture theatre are curling up and could be a trip hazard Pupils and Mats placed out by museum staff and overlapped so edges aren’t sticking up. Stored flat to stop them getting worse C3 May need to order new mats if their condition worsens Museum staff 6 months
School Council April 2017 Present Mrs Hall, Miss Walker, Ben, Archie, Taylor, Kelsey, Jake, Ashley Agenda Minutes Actions School Development Plan See table below Review again September 2017 School clubs Today we discussed the issue of increased sports options for the children. The council discussed how more options have been put into place for the children to have access to different types of sporting activities. We also discussed how the children would like a chance to participate in PE lessons. Mrs Hall discussed how she has booked First Steps for an extra six weeks for the next year. This should allow more opportunities for the children to participate in sporting clubs. Reading opportunities Today the council proposed the suggestion of the Year 5/6 High Flyers listening to the younger children – such as the Year 1/2 Topcats – read in order to give the younger children more reading opportunities. This should also allow for the older children to take more responsibility for the schools overall actions towards improving reading opportunities. The council agreed that Ben would raise this issue with Miss Nixon, discussing with her his suggestion for the High Flyers listening to the younger children read. Next Meeting September 2017 Review progress towards the Development Plan in September.
member category may continue to be a member of the Council until the next Council election. DET will indemnify Council members against liability when they act in good faith. The State of Victoria is not responsible for payment of a Council’s liabilities in the absence of a written agreement with the Council under section 2.3.2 (12) and (13) of the Education and Training Reform Act 2006. A Council is liable for its actions and decisions including payment of money under: service agreements for the day to day operations of the school any agreement that seeks to resolve actual or threatened litigation (i.e. settlement agreement) court orders against school councils (including judgments for damages or compensation or any other legally enforceable remedy including infringement notices and fines) contracts of employment, and statutory obligations to employees as an employer The DET will usually indemnify Councils in claims of common law negligence, and in relation to employment disputes, for the cost of settlement and legal representation. The DET will take into account the impact of payment upon the school’s operations and any insurance cover for the Council, and will likely indemnify Councils if the DET is satisfied that: the Council acted in good faith and according to its role and duties under applicable legislation, policies, guidelines and directions and the Council has insufficient funds to pay the claim The DET will not usually indemnify Councils or provide legal representation for Council liability for: GST and taxation breach of contract breach of copyright law, patents, trademarks, or designs land use objections defamation; and criminal charges These matters are generally considered to be within the Council’s control, and are matters over which Councils should adopt appropriate measures of supervision. Councils will usually be expected to meet any liability for these matters from their global budgets or locally raised funds. If a Council is unable to meet its liability in these matters, to request indemnification and/or representation it must contact the Legal Division with a full briefing on the matter. Individual Council members and/or former members of a Council are not liable for the debts and liabilities of a Council.
Guiding questions Evidence examples Does the keep thorough and accurate records? Does the communicate effectively? Does the nurse participate in building activities? Does the nurse pursue continuing education to remain current? Does the make appropriate referrals? Does the adhere to laws, mandates, policies and procedures? How does the nurse demonstrate integrity in professional practice? Student files, logs, medication records. Observation, newsletters, e-mail examples. Storage of records. Continuing education records, professional certifications, memberships, subscriptions. Referral records. Nurse practices confidentiality, appropriate role boundaries, honesty.
Holocaust Education Week – ideas for next year First week of November need to book now Workshop for classes Teachers will incorporate this into the school program – curriculum connections Edsby – Online program Official school launch May 29, 2018 School blog and communication system Mathematics EQAO testing last weeks of May 2018 (grade 3 and grade 6) Problem solving and critical thinking review – samples provided in math and writing Parent Engagement Projects and Events Upcoming committee meetings: May 7 Feb 26 Fundraiser – Professor Jamz – kick off February 8 Carnival: June 19 Family Bingo Night: April 18th – looking for price donations Graduation Date June 25th Paradise Banquet Hall Jerseys ($1000) and Junglesport ($4000), Scoreboard (up to 12K) Update from the Principal School Lice Reporting and Report Cards – Honest communication, specific evidence Confidentiality and FOIPOP (freedom of information protection of privacy) Hospital for Sick Children Fundraiser Leadership - junior and intermediate opportunities Clubs and Teams … and Music (French movie club) School Organization – tentative (JK/SK – 3 classes, 1 Grade class, tentative grade 1 class, 1/2 split, 2/3 split, 3 class, grade 4, grade 4/5, 5/6, 7 and 7/8 x 2) Seeds for Community Garden Winter Olympics Day of Pink is last Friday of the Month Trips and Transportation Placement Activity – gathering parent input Program in School -ideas from parents Playground Safety –ideas from parents Increased Field Trips – ideas from parents
2016. Violin Tatiana Kobets Semra Lee-Smith+ Viola Ben Tzvi Friedl Cello Double Bass Harp Guitar Jonathan Fitzgerald Jeremy Thomson Flute Mary-Anne Blades* Emily Clements Jan Holdsworth Diane Riddell Michael Waye** Oboe Elizabeth Chee* Tania Frazer Leanne Glover** Clarinet Catherine Cahill Allan Meyer** Bassoon Adam Miculicz Saxophone Erin Recorder Corall French Horn David Evans** Rob Gladstones* Trumpet Peter Miller* Trombone Liam O’Malley* Tuba Cameron Brook* Percussion Paul Tanner Piano Jana Pauline Belviso Raymond Yong Organ Stewart Smith Voice Katie How Sara Macliver + Assistant Concertmaster West Australian Symphony Orchestra * Member of the West Australian Symphony Orchestra ** Principal West Australian Symphony Orchestra PROFESSIONAL STAFF Brittenden School Manager Danielle Loiseau Administrative Officer Melissa Pestana Administrative Assistant Pip White Coordinator, Concerts & Outreach Julie Seaton Administrative Assistant, Concerts & Outreach (Tues - Fri) Jesse Stack Audio Technician (Mon, Wed & Thurs)
The student demonstrates an ability to convey a satisfactory interpretation and some understanding of form and style, but needs to work towards greater consistency. The student conveys the musical material with a developing level of personal engagement, demonstrating some control of tone production, dynamics, articulation/diction, phrasing/musical line and sense of time, but needs to work towards greater consistency. The student presents a performance demonstrating a satisfactory of aural skills in relation to pitch centre and rhythm. The student presents a program of reasonably challenging repertoire for this level of the course. The student presents a performance demonstrating an acceptable sense of stage deportment and dress appropriate to the performance context. Fail 1 (40-49%) The student needs to work towards achieving a performance that shows satisfactory development in technical fluency and capacity for musical expression. The student needs to work towards demonstrating a satisfactory interpretation and some understanding of form and style. The student needs to work towards conveying the musical material with a developing level of personal engagement, demonstrating more satisfactory control of tone production, dynamics, articulation/diction, phrasing/musical line and sense of time. The student to develop a satisfactory level of aural skills in relation to pitch centre and rhythm in performance The student needs to present repertoire of a higher standard of difficulty for this level of the course. The student presents a performance demonstrating a sense of stage deportment or dress that is inappropriate to the performance context. Fail 2 (0-39%) The work does not meet the criteria listed for Fail 1.
Dr Kathryn Hodgetts – Research Assistant - Research Fellow - Lecturer Antoinette Krackowizer - Project Officer - Senior Lecturer Dr – Lecturer - MHMRC Postdoctoral Researcher – Research Assistant – NHMRC Researcher - NHMRC Postdoctoral Researcher - Graduate Research Assistant Dr – Senior Lecturer - Senior Lecturer - NHMRC Graduate Research Assistant - Lecturer - Project Officer - NHMRC Postdoctoral Researcher - ARC Senior Research Associate - Postdoctoral Fellow Adelaide Health Technology Assessment (AHTA) and Data Management and Analysis Centre (DMAC) - Managing Director AHTA – Senior Research Officer - NHMRC Postdoctoral Research Fellow - Research Officer - Senior Research Officer - Senior Research Officer - Research Officer - Senior Research Officer - Research Officer
Regular meetings as required SENDCO Team available at all parent’s evenings Referrals to outside agencies including those mentioned above Agency Description of support Children’s Support Service Educational Psychology Service Our attached Educational Psychologist is: Barton Specialist Teacher team Planning Meeting, Assessment, Parent Liaison, Observations and Advice Parent Liaison, Observation and Advice Individual meetings as appropriate and advice To review progress and advise on strategies Provide specialist training regarding need. Support transition periods. School Nurse Specialist Advice and support to the school with any individual requirements Training Meetings, Reviews and planning. Supporting EHCP process. Transitions to colleges and destinations in higher education. Supporting EHCP in 9 and 11. Occupational/Physiotherapy Child and Adolescent Mental Health Services EMTAS (Ethnic Minority, Traveller Achievement Service) IAG (Information Advice Guidance) Children and young people with disabilities service Andrea Marsh Parent Partnership Services They offer impartial, confidential information advice and support for parents/carers of children. They offer independent, impartial, confidential advice for all parents/carers with the move from pre-school to primary school and from primary to secondary school. Educational Professional responsible for children who are looked after Cathryn Adams Cathryn.adams@essex.gov.uk They oversee and monitor provision for children who are in the care of the Local Authority. Lead Commissioner – Children in Care and Safeguarding Voluntary agencies Are identified and accessed through the Early Advice Hub and the stepped process, e.g. Counselling services. Transition How will the school help my child move to a new group/year group or to a different School? Children and young people may need extra support during times of transition. We seek to support successful transition by: When moving onto college or another school: We will liaise with professionals and share information about special arrangements and support that has been made to help your child achieve their learning goals. We will ensure that all records are passed on as soon as possible When moving in school: Information shared with new teacher In year 6 - 7 transition: The school will attend the primary/Secondary Transition day meeting to discuss specific need of your and the nature and level of support which has had the most impact. SEND Team attend the Annual Review meeting for Year 6 students receiving Wave 3 interventions (EHCP).
Seascale Primary School Croft Head Road, Seascale, Cumbria, CA20 ILZ TEL: 01946 728403 Website: www.seascaleschool.co.uk E-MAIL: admin@seascale.cumbria.sch.uk HEADTEACHER: Mrs A Spencer SEASCALE PRIMARY SCHOOL – CROSSING PATROL VACANCY The school currently has one person who works the following shifts: Monday afternoon — 3.00 — 3.30 pm Tuesday morning — 08.30 — 9.10 am Wednesday morning — 08.30 — 9.10 am Thursday afternoon — 3.00 — 3.30 pm Friday afternoon — 3.00 — 3.30 pm We seek another to work the opposite shifts. If you are interested, please contact the school for further information.
Dresses inappropriately to hide bruising or injuries Runs away from home or is afraid to go home May regress (e.g. bedwetting) May indicate general sadness Could have vision or hearing delay Is violent to other children or animals Caregiver Indicators: Inconsistent or vague explanations regarding injuries May appear unconcerned about child's wellbeing May state the child is prone to injuries or lies about how they occur Delays in seeking medical attention May take the child to multiple medical appointments and seek medical treatment without an obvious need Sexual Abuse Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities (penetrative and non-penetrative, for example, rape, kissing, touching, masturbation) as well as acts such as involving children in the looking at or production of sexual images, sexual activities and sexual behaviours. Physical Indicators: Unusual or excessive itching or pain in the genital or anal area Torn, stained or bloody underclothing Bruises, lacerations, redness, swelling or bleeding in genital, vaginal or anal area Blood in urine or stools Sexually transmitted infections Pregnancy Urinary tract infections Discomfort in sitting or fidgeting as unable to sit comfortably Behavioural Indicators: Age-inappropriate sexual play or language Bizarre, sophisticated or unusual sexual knowledge Refuses to go home, or to a specific person's home, for no apparent reason Fear of a certain person Depression, anxiety, withdrawal or aggression Self-destructive behaviour. This can include self-harm, suicide, alcohol and drug abuse Overly compliant Extreme attention seeking behaviours or extreme inhibition Dresses inappropriately to hide bruising or injuries Eating disorders Compulsive behaviours
131 E. Southern Avenue, Telephone: (480) 964-4602 Fax: (480) 964-6566 School Uniform Polo Order Form Student Name: ____________________________________________________________ Grade: __________________ Teacher Name: _______________________________________ Quantity Size Color Price Per Shirt Total Red $ $ White $ $ Navy Blue $ $ Total:$ Available Sizes: $10.00 Each Youth Small Youth Medium Youth Large X-Large $11.00 Each Adult Small Adult Medium Adult Large Adult X-Large
substantial in its impact on society. It might for example contribute to a loss of personal autonomy or dignity or exacerbate fears of excessive surveillance. The outcome of a PIA should be a minimisation of privacy risk. 6. The Benefits of a PIA The Information Commissioner’s Office (ICO) promotes PIAs as a tool which will help organisations to comply with their DPA obligations, as well as bringing further benefits. Whilst a PIA is not a legal requirement (except ‘high risk processing i.e. safeguarding data), the ICO may often ask an organisation whether they have carried out a PIA. It is often the most effective way to demonstrate to the ICO how personal data processing complies with the DPA. More generally, consistent use of PIAs will increase the awareness of privacy and data protection issues within the School and ensure that all relevant staff involved in designing projects think about privacy at its earliest stages. Examples of a PIA would be appropriate A new IT system for storing and accessing personal data. A data sharing initiative where two or more schools seek to pool or link sets of personal data. A proposal to identify people in a particular group or demographic and initiate a course of action. Using existing data for a new and unexpected or more intrusive purpose. A new database which consolidates information held by separate parts of the school. Legislation, policy or strategies which will impact on privacy through the collection or use of information, or through surveillance or other monitoring. Cloud hosted applications. The collection of new data on an existing system. PIA Procedure The format for an initial PIA is at Annex A. This review form is on the eight Data Protection Principles described in Schedule 1 of the Data Protection Act. In the event that a full PIA is deemed appropriate the format for this is at Annex B The links between the PIA and DPA are set out in Annex C
senior project is comprised of four main components including: a paper, product, portfolio, and presentation. Edgewood Jr./Sr. High School is a nationally certified senior project school. Test Scores AP Testing History AP Scholars National Merit Scholars 2009 2010 2011 2012 2013 2014 2015 2016 Commended 4 2 4 9 1 4 3 2 Semifinalists 1 0 0 0 0 4 3 2 Finalists 2 2 1 2 3 4 3 2 Scholars 1 2 1 1 2 0 3 2 Achievement Semifinalist 0 0 0 0 0 0 1 ? Special Scholarship 0 0 0 0 0 0 1 2 College Matriculation (2010-2016) Art Institute of Fort Lauderdale Auburn University Ballwin-Wallace College Bates College Berry College Brigham Young University Clemson University Cornell University Davidson College
Daytona University Delft University (the Netherlands) Duke University Earlham College Embry-Riddle Aeronautical University Embry-Riddle University Emory University Flagler College Florida Atlantic University Florida Gulf Coast University Florida Institute of Technology Florida International University Florida Polytechnic University Florida School of the Arts Florida Southern College Florida State University Grinnell College Hollins University Indiana University Jacksonville University Johnson & Wales University Kansas State University Keiser University Kent State University Massachusetts Institute of Technology Moorehead State University New College of Florida New York University Norwich University Notre Dame University Oberlin College Ohio University Parsons Institute Purdue University Rice University Ringling College of Art and Design Roanoke College Rollins College Saint Leo University College Savannah College of Art and Design School of Art Institute of Chicago School of Visual Arts (N.Y.) Southeastern University Stetson University Syracuse University The King’s College, NY The University of Kansas The University of Tennessee Thomas University United States Guard Academy United States Merchant Marine Academy University of Arkansas University of Central Florida University of Florida University of Miami University of Nebraska University of North Florida University of South Carolina University of South Florida University of West Florida Vanderbilt University Virginia Tech University Webber International University Williams College Yale University
(College Prep Literature Honors level preferred Social Studies 3 Credits World History, US History, American Government, Economics 2 Credits American History and one other 3 Credits Honors levels preferred Science 3 Credits 3 Lab Credits (any Earth Science, Biology, Chemistry, Physics) 4 Credits Honors level preferred Math 4 Credits Alg. I, Geo., Alg. II, and any other math course which contains significant math skills 4 Credits Alg. I, Geo., Alg II, any another course which Alg. II is a prerequisite 4 Credits Honors level preferred, Calculus preferred World Language 2 Credits 2 HS or 8 hours of college credit 2 Credits of the same language 3-4 Credits Recommended Honors level preferred CTE/Fine Arts Credit Any combination of Fine Art and CTE 1 Credit of Fine Arts (2 semesters in same program area) Consecutive courses (2 semesters in same program area) Electives 8.0 Graduation Credit Graduation Requirement 23 credits 16 Core Classes (plus additional credits to satisfy graduation requirements) 18-19 Core Classes (plus additional credits to satisfy graduation requirements) Student Athletes NCAA Initial Academic Clearinghouse for Prospective Student Athletes Interested in Division I and II Colleges and Universities Students who are considering the possibility of participating in college or university athletics, or have the potential to receive an athletic scholarship during their first year of college, must be
CLASS OF 2015 COLLEGE ACCEPTANCES BUTLER HIGH SCHOOL American International College AMDA- The American Musical and Dramatic Academy Bergen Community College Bloomfield College Boston University California Polytech State University California State University University of Connecticut County College of Morris University of Delaware Drew University East Stroudsburg University of Pennsylvania Fairleigh Dickinson University Felician College Fortis Institute The Geore Washington University Goucher College Hilbert College Hood College Kean University LIM College (Laboratory Institute of Merchandising) University of Maine Manhattan College Maryland Institute College of Art University of Maryland Massachusetts College of Pharmacy & Health Sciences McDaniel College Montclair State University Moravian College University of New Haven New Jersey Institute of Technology The College of New Jersey Passaic County Community College Pennsylvania State University University of Pittsburgh Quinnipiac University Ramapo College of New Jersey Regents College Rensselaer Polytechnic Institute Island School of Design University of Island Rider University Roger Williams University Rowan University Rutgers University Sacred Heart University Joseph’s University The College of Saint Rose Salisbury University San Francisco State University San Jose State University School of Visual Arts University of the Sciences in Philadelphia The University of Scranton Seton Hall University Shippensburg University of Pennsylvania St. John’s University Stockton University SUNY College of Technology at Canton Towson University Villanova University Virginia Tech Washington College Wilkes University William Paterson University of New Jersey York College of Pennsylvania
Tender Debrief Worksheet Details Procurement Title [Title of the procurement for which the debrief is being conducted] Tenderer Name: [Name of organisation being debriefed] Tenderer’s Representative [name of person representing the Tenderer] Debrief conducted by: [name of person conducting the debrief] Debrief time/date [time/date of debrief] Debrief format [In writing [e.g. outcome letter] OR [By telephone: [tenderer’s telephone number] OR [In person: [location]] Debrief Contents Introduction The purpose of this debrief is to provide you with: an overview of how your tender performed against the evaluation criteria and in comparison to other tenders pointers for improving both your offering and how to best present it in future tenders an opportunity for you to ask questions an opportunity for you to give us feedback on the process The debrief: will not include other tenderers’ commercially sensitive information is not an opportunity to re-contest the evaluation Preferred tenderer [Name of preferred tenderer] [Contract award price band (as per GETS award notice)] Reasons the tender was not successful Identify the main areas that led to the tender not being selected as preferred and for each, state/outline: whether the tender was evaluated as unacceptable or acceptable but less preferred the reasons why the tender was evaluated as unacceptable or less preferred to what degree (how much) was the tender evaluated as unacceptable or less preferred what could the Tenderer do to improve in future Note: Include all areas where the tender was evaluated as unacceptable (scored less than 5). Strengths of the tender (relative to other tenders) Identify the main areas where the tender was evaluated favourably in comparison to other tenders. For each area identified, outline why the tender was evaluated favourably. Weaknesses of the tender (relative to other tenders) Identify the main areas where the tender was evaluated as less favourable in comparison to other tenders. For each area identified, outline: why the tender was evaluated as less favourable
2430 E Larkspur Drive Phoenix, AZ 85032 School Council Minutes Thursday, Sept. 8, 2016 Present: Jamie Roberson, Principal Gail Fanning, ESP Elizabeth Harris Lisa Lynch, ESP Denise Piccirillo, Teacher Alicia Rourke, Teacher Rosie Wilson, ESP School Council Training. The role of School Council was discussed, and members viewed a School Council Presentation. Members were reminded to keep the best interests of students in thought processes at all times when making decisions. As people who are affected by decisions must be kept informed, members should seek feedback from their respective groups regarding School Council matters. Stakeholders' input will be sought for decisions. Members should work as a team, as the goal for decision making is consensus. All stakeholders should have the opportunity to give opinions and understand the implications of School Council decisions. Roles of the principal include sharing ownership of the school, developing a vision, facilitating decision making, involving those affected by decisions, being a resource, and enforcing decisions. Members should understand the school's vision and mission, understand the role of the principal, participate actively, and work to get support for decisions made by School Council.
Student’s Name: NAU ID: Signatures By signing below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Advisor: Date: Coordinator/Director: Date: Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
School Council Minutes November 6, 2015 Sope Creek Leadership Lodge Call to Doug made trumpet sound Appointment of officers Secretary - Karen Carstens Vice Chairperson – Dr. Sondra Briggs Special reports and updates Learning Commons – Megin Robinson The Learning commons have become a beautiful space – invitation – still awaiting some additional seating. Genius Hour is happening in some 4th and 5th classes. Spiros, Glogsters, MakiMakis so that kids can publish their research. The final step would be to bring some bursts to the walls. The plain walls are researched based but we still need to add a little bit of color. Student-drive, the teacher is just there to facilitate. Students decide what they are studying. Tracy Fleck – proposal for more communication that the project is complete – Megin requests that we wait until all the furniture has arrived. Dr. D – we can put it in the foundation blast – Kristy Flowers says the plan is to add it to the newsletter in January Jill Hans proposes a digital version to show the space in action. Megin – It’s great to communicate because a lot of parents may not fully visualize how a learning commons looks in action. SPLOST construction update – Henry Gomez, Program Manager, SPLOST Projects with the design process all the way to beginning of construction. The construction has been delayed for a year due to cash flow and timing with the Splost revenue. Four projects were also delayed. Schedule as of
classes are designed for the advanced understanding in math and science. We want to support the school goals of growth for our higher level students. These packets will come out before Thanksgiving. Registration will be early December. Tracy Fleck - Recognition to the Foundation for growing the FAST clubs into a program we can be so proud of. We appreciate all of their work. c. Teacher - Sondra Briggs – Informal Survey on Milestones – Positive- computer driven – may not be the best measure for more marginzliaed students (esol sped) Teachers worry about constantly changing the measurement – Teachers worry about the impact into their day. Changing criterias and hidden formulas. Postive – if we really can focus on College and Career readiness than it is an important part of the growth of our students. Social issues should be also part of the conversation. The same people who create the Milestone also created the new ACCESS (English proficiency for ESOL Students) which will be online next year. d. Counselor – Karen Carstens – Our counselors are currently in Savannah at the state conference. Holiday Bears Project will be starting in December. e. Legislative - Kristy Flowers, Face it Cobb 6. Open agenda During CardioSharp or Gym – are the students learning the rules of the game? We will reach out to coach to see how rules are addressed. 7. Adjournment Next Council meeting: January 8, 7:30 am, Reference Room
READING READINESS- PREPARING CHILDREN TO READ SEC. Parameter Activities Resources ENABLING THE ENVIRONMENT FOR READING Developing desirable interest and aptitude Showing pictures of people reading Reading Aloud a story Story making Big books of NBT Illustrated books Picture cards Print rich environment Reading corner with display of illustrated picture/ story books Flannel/display board displayed with characters from the story being read aloud / being made up Preparing an early literacy album- name, list of toys, food, wishes, dreams, family, friends drawn by the child him/herself Food packets ( liked by children) labels WELL ILLUSTRATED STORY BOOKS FLANNEL BOARD/DISPLAY BOARD Labels of food, food packets Developing vocabulary Playing recorded stories, simple chain games such as, children seated in a circle with the teacher and begin - I went shopping and bought biscuits..the CDs, /video filesfiles of stories Simple class room articles for shop play, bits of paper for currency Toy telephone ,Feely Box
SEQUENTIAL THINKING- ability to arrange things meaningfully by oneself Story card sequence integrating numbers/quantities, Talking about daily routine in relation to time Rhymes based on sequence Pattern Making- follow the pattern, complete the pattern Story sequence cards Daily routine charts with clock face Pattern cards- Activity sheets cut outs of shapes PROBLEM SOLVING- Ability to solve simple day-to-day problems Complex on activity sheets or floors Adaptation- Mazes can be drawn on large plastic sheets and spread in open areas Puzzles Activity sheets Mazes Jigsaw Puzzles ( Guidelines in TLM Guide) COUNTING UP TO NINE- Ordering of vocabulary words ( numbers in sequence) Start by counting aloud real concrete objects such as beads, seeds etc, move on to pictures and then counting silently Counting Sounds- How many bell rings in a set time- ask a child to be a clapper- go out of Real objects Picture cards bell
Indicative Budget tabled for review Action: Approved Moved: Jen Dyt Seconded: Duanne Corbett Reinvestment of School Council Investment Account for 3 month Action: Approved Moved: Kelly Polyhronidis Seconded: Lynne Brenner Viatek Photocopier offer to be accepted for a new lease. Action: Approved Moved: Kelly Polyhronidis Seconded: Brenner Moved: Bree Potter Seconded: Kelly Polyhronidis MAC (Management and Accountability) Medication Policy Action: Approved Moved: Seconded: Student Welfare Policy Action: Approved Moved: Bree Potter Seconded: Felicia Brown Graduation Policy Action: Approved Moved: Bree Potter Seconded: Kelly Polyhronidis Critical Incident Policy Action: Approved Moved: Duanne Corbett Seconded: Kelly Polyhronidis Arts Action: Approved Bree Potter
School Council September 2017 Present Mrs Preston, Tiya, Chloe, Seth, Harrison, Olivia, Chloe, Emmie, Bodei, Oakley Agenda Minutes Actions Welcome Mrs Preston welcomed the children to the school council and discussed their roles for the year. All agreed that the work of the school council would focus on Safeguarding and the pupil development plan. Meet Mrs Hall to draft Pupil development plan. Gain class views for development areas. Safeguarding Children all planned their worship together. Planning documents are all shared on the school council notice board. Deliver Safeguarding updates and post on Twitter for parents. Next Meeting 29th September 2.30pm
recordings are in use or in periodic use to prevent liability issues arising from their presence? Applicable Are surveillance cameras permanently affixed or mobile? YES NO Not Applicable Are the controls and DVRs housed in secured YES NO Not Applicable Is access to such limited to authorized personnel? YES NO Not Applicable Are DVRs password protected so only authorized personnel can record footage? YES NO Not Applicable are the surveillance cameras located? Classrooms Main Entrance Hallways/ Stairwells Parking Lot/ Bus Cafeteria/ Play area Athletic Library Suggestions for Improvement(s) 6. Is there a security alarm system? YES NO Not Applicable Is the security alarm system monitored? YES NO Not Applicable Does the system have a power failure back-up? YES NO Not Applicable Are security alarms tested at least once every six months? YES NO Not Applicable Suggestions for Improvement(s) 7. LANDSCAPING Are all shrubs trimmed to a maximum height of feet? YES NO Not Applicable Are all trees trimmed up to eight feet to the lowest branch? YES NO Not Applicable Are all trees at least ten feet from any buildings? YES NO Not Applicable Are prickly or thorn shrubs used to discourage pedestrian traffic in unsafe locations? YES NO Not Applicable Suggestions for Improvement(s) 8. Is there signage designating the primary public access point? YES NO Not Applicable
Is there signage instructing all visitors that they must report to the office? YES NO Not Applicable Are “Drug Free School Zone” signs posted? YES NO Not Applicable Are “Gang Free School Zone” posted? YES NO Not Applicable Suggestions for Improvement(s) 9. Do all exit doors provide direct and unobstructed access to a sidewalk? YES NO Not Applicable Do all exterior doors “self close” and lock properly? YES NO Not Applicable Are doors constructed of steel, aluminum alloy, or solid core hardwood? YES NO Not Applicable Are glass doors framed and made of tempered glass? YES NO Not Applicable Are double secured with multiple point flush bolts? YES NO Not Applicable Are exposed door hinges equipped with non-removable hinges? YES NO Not Applicable Are door frames made of metal? YES NO Not Applicable Are all doors numbered with signs at least six inches in height for aid of first responders? YES NO Not Applicable Suggestions for Improvement(s) 10. Is Lexan™, polycarbonate, or other scratch proof, break-resistant coating used for windows? YES NO Not Applicable Are all ground window locks functional? YES NO Not Applicable Are all windows intact? YES NO Not Applicable Are all basement windows secured with grating or well covers? YES NO Not Applicable Are all windows numbered for aid of first responders? YES NO Not Applicable Suggestions for Improvement(s) 11. Does the school have a key control policy in place? YES NO Not Applicable Does the school conduct an annual inventory of keys? YES NO Not
Bomb Threat Information Form Exact words of caller when you answered the phone: Questions for Caller When is the bomb going to explode? Where is the bomb going to explode? What does the bomb look like? What kind of bomb is it? What will cause the bomb to explode? Did you or someone else place the bomb? Why are you bombing our school? What is your name? What is your address? What do you believe the caller’s Sex is? Age is? What best describes the caller’s voice: □ Calm □ Nasal □ Soft □ Angry □ Stutter □ Loud □ Excited □ Lisp □ Slow □ Rasp □ Crying □ Laughter □ Rapid □ Deep □ Accent □ Slurred □ Disguised □ Clearing throat □ Deep breathing Check if you heard any background sounds: □ Street noises □ Factory/machine □ Voices □ Animals □ PA system □ □ Long distance □ Office machinery □ Children □ Other – explain: Did the caller sound like it was a taped message? □ YES □ NO Or the caller was reading the message? □ YES □ NO Did the caller use foul language? □ YES □ NO Call received on: ( ) - Call received from: ( ) - Time of call: □ AM □ PM Date of call: / /2015-16 Your name: Date: / /2015-16