zilongwang/ReadingBank huggingface dataset:
SPHS Business, Innovation, & Leadership Signature Program hosted the Entrepreneurial & Innovation Fair Oct. 26th, 2017 Tina Williams, President of TCecure LLC. Photo courtesy of dayofcyber.org This year’s entrepreneur fair was a big success thanks to our business partners who came to share their experience and insights into what it takes to be an entrepreneur! Special thanks go to: Keynote: Tina Williams of TCecure LLC. Carolina Seldes - ITNOVA Barbara J. Heinlein & Bruce Heinlein – AACC Ratcliffe Entrepreneurship & Incubator programs Joe Campbell – Learn to Drive Bill McGrath – Chick-fil-A Nolan Marks & Grady Kershaw – Celebrated Signature Students Tina Smith – Wise Care Urgent Care Edward Harding – Team 13 Systems Chuck Hall – Happy Lee Fitness Jon Goodwin – Vector Marketing Upcoming Signature Events: ICST Meeting January 16th, Mar. 20th, May 15th Leadership Applications due February 2nd Healthy Teen Wellness Fair February 8th Diamond Challenge Preliminary Pitches @AACC February 28th Financial Literacy Week March 19th – 23rd County Wide Community Stakeholders Meeting 22nd Financial Literacy Advisor, March 23rd Signature and CRASC Conference Feb. 27th
Insert the SIG timeline here. The timeline should describe how intervention activities will be implemented. Attachment C: Intervention Model Insert the list of interventions associated with the chosen model. Attachment D: Annual Insert annual here. A template is provided for your reference. At a minimum, mathematics and reading goals must be included. For example, if the present proficiency rate in mathematics is 18%, what will it be at the end of years one through five? Option 1 – Planning Year in 2016-2017 Current Proficiency Rate 2015-2016 Goal for 2016-2017 Planning Goal for 2017-2018 Year 1 Implementation Goal for 2018-2019 Year 2 Implementation Goal for 2019-20 Year 3 Implementation Goal for 2020-21 Sustainability Mathematics Reading Science Social Studies Writing Option 2 – Implementation Year in 2016-2017 Current Proficiency Rate 2015-2016 Goal for 2016-2017 Year 1 Implementation Goal for 2017-2018 Year 2 Implementation Goal for 2018-2019 Year 3 Implementation Goal for 2019-2020 Sustainability Goal for 2020-2021 Sustainability Mathematics Reading Science
Year 1: Planning (may not exceed $200,000) or Full Implementation (may not exceed $500,000) CODE FUNCTION TITLE SALARIES (010-099) BENEFITS (200-299) PURCHASED SERVICES (300-399) MATERIALS & SUPPLIES (400-499) CAPITAL OUTLAY (500-599) OTHER EXPENDITURES (600-699) TOTAL EXPENDITURES 1100 Instruction 2110 Attendance Services 2120 Guidance & Counseling 2140 Health Services 2150 Social Services 2180 Speech Pathology Services 2190 Other Student Support 2210 Instructional Improvement & Curriculum Development 2215 Instructional Staff Development 2290 Other Instructional Staff Services School Administrative Student Transportation
9130 Extended Day/ Dependent Care 9140 PreSchool SUBTOTAL Indirect _______ % Restricted Rate TOTAL Year 3: Full Implementation (may not exceed $500,000) CODE FUNCTION TITLE SALARIES (010-099) BENEFITS (200-299) PURCHASED SERVICES MATERIALS & SUPPLIES CAPITAL OUTLAY OTHER EXPENDITURES EXPENDITURES
CODE FUNCTION TITLE SALARIES (010-099) BENEFITS (200-299) PURCHASED SERVICES (300-399) MATERIALS & SUPPLIES (400-499) CAPITAL OUTLAY (500-599) EXPENDITURES (600-699) TOTAL EXPENDITURES 1100 Instruction 2110 Attendance Services 2120 Guidance & Counseling 2140 Health Services 2150 Social Services 2180 Speech Pathology Services 2190 Other Student Support 2210 Instructional Improvement & Curriculum Development 2215 Instructional Staff Development 2290 Instructional Staff Services School Administrative Student Transportation General Administrative
Part 3: Schools to be Served by LEA Schools to be Served by LEA Based on the “School Needs Assessment” tool, the LEA has determined this model for the school School Name Grade Span Priority School Y/N Selected Model No model will be implemented – Explain why the LEA believes they do not have the capacity to serve this Priority School Hope Elementary School K-6 Y
Part 4: Assessment and Goals Complete the table below for your overall student population, as well as available student groups (American Native, Asian, Black, Hispanic, White, Free/Reduced Lunch, Limited English Proficient and Special Education) that did not pass in English/language Arts and/or mathematics Student Groups - ELA % of this group not passing # of students in this group not passing How severe is this failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY Goal SY Goal SY Goal Example: LEP 75% 52 HIGH - No prior formal schooling; from non-Western culture. 40% passing 45% passing 50% passing Free/Reduced 41.2% 41 High-Increased % of students that are Free/Reduced in our school in the past 7 years. 75% Passing 78% Passing 81% Passing Sp. Ed. 56.7% 13.5 High-Increased % of students that are Free/Reduced in our school in the past 7 years. 60% Passing 64% Passing 68% Passing Student Groups - Math % of this group not passing # of students in this not passing How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY Goal SY Goal SY Goal Example: LEP 75% 52 HIGH - No prior formal schooling; from non-Western culture. 40% passing 45% passing 50% passing Free/Reduced 44.3% 42 High-Increased % of students that are Free/Reduced in our school in the past 7 years. 48% Passing 54% Passing 58% Passing Sp. Ed. 46.4% 13 High-Increased % of students that are Free/Reduced in our school in the past 7 years. 50% Passing 54% Passing 58% Passing
APPLICATION SHEET SCHOOL IMPROVEMENT GRANTS Legal Name of Applicant: Samuel Brown Academy (SBA) Applicant’s Mailing Address: PO Box 100 Gervais, OR 97026 District Contact for the School Improvement Name: Sylvia Valentine-Garcia Position and Office: Director of Special Programs District Office Administration Gervais Elementary School Principal Contact’s Mailing Address: PO Box 100 Gervais OR Telephone: 503.792.3803 ext. 1010 Cellular: 971.209.9497 Fax: 503.792.3809 Email address: Sylvia_garcia@gervais.k12.or.us District Superintendent (Printed Name): Matt Henry Telephone: 503.792.3803 ext. 5010 Signature of the District Superintendent: X See attached documentation Date: The district agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State and/or District receives through this application. District School Board Chairperson (Printed Name): Steve Rush Telephone: Signature of the District School Chairperson: X See attached documentation Date:
Describe the implementation of evidence-based strategies. Prescott and the Parkrose School District had started their improvement efforts prior to this grant request. The Parkrose School District started a process with a district-wide school improvement team focusing on the implementation of Response to Intervention across all of our elementary schools. Our goal with this grant is to accelerate the implementation for Prescott to build a strong assessment and core instructional system to support Prescott students. Job Embedded Professional Learning and Coaching in Response to Instruction Systems In the fall of 2014 Prescott and all Parkrose elementary schools began the use of DIBELS to universally screen all students to determine individual skill needs and provide a picture of the integrity of core reading instruction. A significant part of professional learning over the past two years has been focused on learning the Parkrose Standards of Practice (I have included those standards attached to the grant). Learning of standards of practice through monthly professional development (Every team 4 hours a month) Using DIBELS data to conduct 100% school-wide meetings and determine instructional and assessment outcomes based on their student data. This will include adding math universal screens in the 2015-16 school year. Monthly professional learning focused on lesson and assessment planning for 120 minute core reading block, including intervention. Introducing the use of Words Their Way as a vehicle for improving gaps in phonemic awareness. Monthly professional learning goals monitored by principal and supported by district-wide coach. Professional learning implementation was measured through classroom mini-observations. Goals are based on summative and formative data from each classroom. Data teams will meet at a minimum of every two weeks to discuss analysis and adjustment to classroom practices to promote student growth. Teams will formally share their progress to school-wide team. District-wide literacy team further developed standards of practice for 100% and 20% meetings district wide. Reviewed professional learning data, and this included mid-point perception data from teachers about their level of implementation of core reading practices. School wide reading and math interventions to support students identified through benchmarking as needing strategic and intensive support District-wide team developed priorities in the selection of process of purchasing new core materials to meet current needs. District leadership team analyzes DIBELS data every trimester to inform district-wide planning for professional learning and material needs.
2015-2016 Year 1 Planning/Implementation 2016-2017 Year 2 Implementation 2017-2018 Year 3 Implementation 2018-2019 Year 4 Sustaining (reduced funds) 2019-2020 Year 5 Sustaining (reduced funds) A new timeline and budget will need to be developed based on current data and feedback from the work with the Strategy Developer and the other external consultants including ODE, EdNorthwest, Educational Excellence, (Data Teams) and Teachers Development Group (TDG).
Note: A District may fill out both charts if it is applying for a planning year for some, but not all, of the schools it proposes to serve. Planning Year Budget for One or More Schools Budget for One or More Schools Implementing a Model on the First Day of the Upcoming School Year: D. ASSURANCES: A district must include the following assurances in its application for a School Improvement Grant. By submitting this application, the district assures that it will do the following (check each box): X Use its School Improvement to implement fully and effectively an intervention in each Priority and Focus school, that the LEA commits to serve consistent with the final requirements; X Establish annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics and measure progress on the leading indicators in section III of the final requirements
Jofish Kaye and Paul Dourish. 2014. Special issue on science fiction and ubiquitous computing. Personal Ubiquitous Comput. 18, 4 (April 2014), 765-766. Scott R. Klemmer, Michael Thomsen, Ethan Robert Lee, and James A. Landay. 2002. Where do web sites come from?: capturing and interacting with design history. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '02), 1-8. Nintendo R&D1 and Intelligent Systems. 1994. Metroid. Game [SNES]. (18 April 1994). Nintendo, Kyoto, Japan. Played August 2011. Psy. 2012. Gangnam Style. Video. (15 July 2012.). Retrieved August 22, 2014 from Marilyn Schwartz. 1995. Guidelines for Bias-Free Writing. Indiana University Ivan E. Sutherland. 1963. Sketchpad, a Man-Machine Graphical Communication System. Ph.D. Dissertation. Massachusetts Institute of Technology, Cambridge, MA. Langdon Winner. 1999. Do artifacts have politics? In The Social Shaping of Technology (2nd. ed.), Donald MacKenzie and Judy Wajcman (eds.). Open University Press, Buckingham, UK, 28-40. Columns on the last page should be of approximately equal length. Remove this line before submission.
A greater need for accounts for much of the increase in transport budgets for people who are vision impaired. Both of the groups consulted for this research project identified greater additional transport costs than those for sight impaired adults of working age. For both severely sight impaired working age people and sight impaired pensioners, taking public transport can be difficult, for example at night and on unfamiliar routes, and so more frequent taxi travel is identified as a minimum need. Both groups also identified an additional need for taxi journeys relating specifically to sight loss, such as attending hospital appointments or support groups. Social activities Sight impaired working age adult (previous research): £8.98 Severely impaired working age adult: £19.28 Sight impaired pension age adult: £5.91 Groups in both the current and previous studies stressed the danger of isolation for people who are vision impaired, and emphasised the importance of social interaction. Associated with the importance placed on social interaction were additional costs such as showing reciprocity to someone who accompanies them on trips for social purposes, such as buying them a meal. The budget for someone with severe sight impairment was further increased to allow for more and specialist activities. The budget for a holiday was also increased for both the sight impaired and severely sight impaired working age groups to allow for an alternative to the self catering model which is considered a minimum for sighted people of working age. Technology Sight impaired working age adult (previous research): £12.82
Sight words (Let’s be buddies in holidays) Jr.kg Spell and Read aloud the following sight words. Day #1 DATE HAVE THIS THAT HIS Spell and Read aloud the following sight words. Day #2 DATE HAVE THIS THAT HIS HER COME YOU
If there is a 'marker' available, this person provides a really valuable service by being at the 'head' and calling back the position of each bowl as it comes to rest using the 'clock' system. (See 'Markers Guide' on the VIBE website: ) A helper (often called a director) may accompany a VI player on the green and may give the player information and advice on what shot to play. The director may also visit the head (with or without the player) as any sighted player can. The VI player may use a monocular (off the mat and not in line with the string) to see woods are in the head. It will not always be the case that all VI bowlers require all the aids above – but they are entitled to use them, if desired. For VI people new to the game, a Club - with experience of coaching VI players - should ideally take the novice through the basics of the game. Some VI bowlers might benefit from 'front coaching' and Visually Impaired Bowls England will be pleased to provide 'Coaching for Coaches' on request and subject to being able to make mutually convenient arrangements. If your club is looking to get VI players involved in the game - and assuming you have a Bowls Development Alliance-registered Coach - there may be funding available through the BDA to run introductory or 'taster' sessions for VI (or players with other disabilities). For more information, contact the BDA via their website (www.playbowls.org). Again, if you require coaching support for such an event, please contact Visually Impaired Bowls England and we will do our best to help. If your VI bowler is looking to enter a tournament (be it VI-only or Open), they might well benefit from having a dedicated 'director'. Ideally this person will be well-known to the player and will have worked with them over time to develop joint understanding and trust. At National and International level, most bowlers have their own dedicated Directors - some of whom are highly experienced in coaching the visually impaired.
Plagiarism is considered a breach of academic conduct regulations. It is considered a serious offence and is dealt with according to the University’s Student disciplinary regulations and Academic conduct: Code of practice for staff and students. Good referencing practice is the best way to avoid unintentional plagiarism and you will find help and resources about this on the Be Wise, Don’t Plagiarise website. Your School Academic Conduct Officer (ACO) is responsible for investigating allegations of breach of Academic Conduct Regulations. Academic conduct officer [name] [room] [phone number] [email] 5.5 Fit to Sit / Extenuating Circumstances If you submit a piece of assessment or undertake an examination you are declaring yourself as " fit to sit" and in doing so are confirming that you are able to undertake the assessment to the best of your abilities. As part of submission/sitting assessments, you will be asked to confirm that you are fit to sit as part of the declaration. You will not be able to submit your assessment until you tick a checkbox that includes that you are fit to sit. The options available to you if you feel unable to submit assessment are to apply for an extension, deferral or extenuating circumstances. You should note that extenuating circumstances will not increase your individual marks’. If you pass an assessment that you have submitted an EC1 form for, that mark will stand. More details are available from . Please speak to your programme leader/ personal development tutor to get help completing the EC1 form. It is your responsibility to ensure that your Extenuating Circumstances form is submitted by the required deadline. 6. When will I get my feedback and marks? 6.1 How and when do I get feedback on my assignments? The University currently undertakes in our student charter to ensure that students will get feedback on their work within three working weeks of the assessment being submitted. Details of the exact date and form of this feedback can be found by referring to the assessment matrix contained in appendix A of this handbook and should also be in the assessment brief and module handbook. Very occasionally there may be an issue associated with getting feedback back to students within the three week time limit e.g. due to staff illness. Should there be a delay, students will be informed by the Module Leader. Details of the revised feedback date may be given during class, via email,
A lightweight portable design makes Amigo HD the perfect companion when you are at home or on the go. This item is available for demonstration at our Centre. Please call for an appointment. MyEye An Intuitive portable device with a smart camera mounted on the frames of your eyeglasses, OrCam harnesses the power of Artificial Vision to assist people who are visually impaired. OrCam recognizes text, products and faces, and speaks to you through a mini earpiece. This technology will be at our Saffron Walden and Braintree exhibitions for demonstration. Paul has tried this out at our Chelmsford exhibition and was amazed how accurate the MyEye was and how easy it was to use. Contact us If you have any concerns and want to to someone at Support 4 Sight, you can contact us at our Centre from 9.30am to 2.30pm on 01799 523700. You are welcome to drop into the Centre, without an appointment, for a chat and a coffee. It’s a good opportunity to meet the staff, our volunteers and other members. Here is the list of staff at Support 4 Sight: Madeleine Cassidy – Director Paul Atkins – Resource Centre and Volunteer Manager Linda Pollard & Michael Lovell – Paul’s Support Workers Vanessa Cowell – Community Support Worker Natalie Emuss – Administrator Gemma Golab – Essex Vision Coordinator Stephanie Emberson – Community Support Worker (Carers) Mary Martin – Income Generation Manager
Gemma Golab – Financial Controller Jane Myers – Volunteer Coordinator Amanda Jarvis – Assistant to the Chief Executive Alison Pilkington – Resource Centre Administrator Graham Hawkes – Services Coordinator Produced by Support 4 (Essex) 2 & 4 George Street, Saffron Walden, Essex CB10 1EQ Telephone 01799 523700 Registered Charity No. 1169324 With support from:
News from Support 4 Sight Chelmsford Coffee Afternoon Support 4 volunteer Graham Hawkes has worked very hard and been instrumental in helping to launch this very successful social event. Graham reports the following: “Our Chelmsford coffee afternoon started in November last year; we had an amazing launch event which saw around 30 to 35 people in attendance. The coffee afternoon was officially opened by councillor Sandra Pontin. We also had some other notable guests from the Chelmsford visually impired community such as Pat Wilson (Chelmsford Talking Newspaper) and Margaret Perrin (Secretary of the Day Centre for the Blind). We also had a photographer from the Essex Chronicle taking pictures. We had our Christmas party in December, when we had over 20 people who enjoyed the sandwiches and party nibbles, washed down with prosecco, bucks fizz or fruit juice. It was pleasing to see 18 people at our first regular event, which for a fairly cold January afternoon was still a very good attendance. We are looking forward to upcoming events with the anticipation that things carry on in the same positive manner that they have started, and hopefully raise even more interest in the months to come.” Claire’s half-marathon The amazing Claire Hopkins, daughter of volunteer Tony Treglown, completed the Cambridge Half Marathon on 28 February in 1 hour 39 minutes. We are very grateful to Claire who raised around £750 for Support 4 you, Claire!
Singers entertained us at the Saffron Walden Christmas coffee morning. Social Trips Why not join us for lunch? We currently have 2 social lunches planned. Please call Stephanie at the Centre to reserve your place. Monday 15th April Lunch at The Elder Street Café at Debden Antique Centre, 12.30pm Menu and travel costs to be confirmed. Maximum of 24 spaces. Tuesday 17th May Lunch at the Farmhouse Inn, Thaxted, 12.30pm Travel costs to be confirmed. Choose your menu on the day. Maximum of 24 spaces. What’s On Further Afield The Science Museum, London On Sunday the 10th April the Science Museum is holding a day of free family events for visually impaired visitors. The timing of events is as follows: 10:30 & 12:30– ‘Seas the Day’ Immersive storytelling Come on a nautical adventure through time in this interactive storytelling session. Explore what really makes a boat ship shape and hear the exciting story behind one of the Museum’s most impressive objects. (Recommended for families with children aged 7+. Approx.1 hour) 12:30 & 14:30 – Audio described ‘Destination Space’ Theatre show and touch tour 3, 2, 1 off! Join a journey through space in this fast-paced show! Help to explode some rocket fuelled bubbles, melt some
Self-Awareness Understanding of the Internal and External Environment Sense Making and Visioning Skills – constant focus on the change vision, inspiring others and keeping others aligned with the change goal Communication Skills That Advance the Conversation Interpersonal Competence – emotional resilience, tolerance for ethical conflicts and ambiguities, and politically savvy Implementation and Monitoring Skills – Closing the Knowing-Doing Gap Committed to improvement – seek opportunities to about improvement Openness to new Integrity and honesty Willing to learn from others Adaptability and flexibility Empowering others We cannot improve at scale what we cannot measure. Bryk et al -NOTES- Rules of Thumb for Change Agents
(e.g., is there an approval process to initiate? how is the change identified and who is responsible? etc.) change, provide a rationale, reassure stakeholders and clarify steps in the change process progress and to obtain feedback on attitudes and issues to challenge any misconceptions and clarify new organization roles, structure and systems the success, to celebrate the change and to prepare the organization for the next change Adapted from Klein, “A Management Communications Strategy for Change,” Journal of Organizational Change. Vol. 9, # 2, 1996 found on page 321 in Organizational Change: An Action Oriented Toolkit (2015) by T. Cawsey, G. Deszca and C. Ingols. Task #9: Using the chart below and based on the thinking shared on this topic, identify the communication and engagement strategies and/or plan (i.e., What will you communicate? Who will be responsible? When will this communication occur? With whom will the communication be shared? How will it occur? Why?) you will utilize to assist in leading the change you have identified. Strategic and Details Phases in the Change Process Initiation Phase Developing the Need for Change Phase Midstream Change Phase Confirming the Change Phase What? Who? When? How? To Whom? Why? Action/Implementation Tools (Adapted from Action Planning and Implementation, Chapter 9, pp 308 – 317 in Organizational Change, An Action Oriented Toolkit ) This summary briefly describes action planning that change leaders carefully consider and select from in supporting their efforts to facilitate change. The tools include: To Do Lists Leaders, engaging in action planning, often begin by detailing the sequence of steps they will take initially to achieve their goals. A “to do” checklist is an initial simple, common planning tool that will require replacement by another tool(s) as planning becomes more sophisticated. Responsibility Charting Responsibility Charting is a tool that is more sophisticated and may replace a “to do” checklist as planning into consideration who should do what, when and how. A sample responsibility chart follows and provides the opportunity to list decisions or actions, responsibility for actions and when these actions should occur. Responsibility Chart (Sample)
BEN MILAM ELEMENTARY SIGHT WORD CONTEST LIST LEVEL ONE 1A LEVEL ONE 1B LEVEL ONE 1C LEVEL ONE 1C LEVEL TWO 2A a blue I little red the to yellow am brown green purple for is me my we black have he like tan name cut glue pink orange white look one see two you four she they five with three go are do that from six eight nine ten come said where no there how when why was what who will help good saw circle then them underline draw many way want and away big can come down find here in it jump make not play run up all at ate be but came did eat get into must new now on our out please pretty ran ride say so soon this too of under well went yes again an any ask as by fly from give going had has her him how just know let live may of old once open over put round some stop take thank them then think walk were
SIGHT WORD CONTEST LIST LEVEL TWO 2B LEVEL TWO 2C LEVEL TWO 2D LEVEL TWO 2E LEVEL TWO 2F when along behind eyes forward door never loved pulling should wood another instead none against goes heavy kinds built science through answered carry different poor about enjoy gives surprise colors draw drew great show sign found mouth took wild laugh moon touch picture remember room stood thought across because dance only opened shoes told things become always stays nothing everything day enough ever own sure very school our friends car away afraid soon read house few done visit wait push right oh good-bye does won’t before people out work who now together inside down there under around food grow find also other new family said catch no good want many home into saw your small tree two like with for go here me where what up three she is he you to come this four five too eat look see way my have a one yellow was we the do that are I they green blue help little use be horse toward BEN MILAM ELEMENTARY
WORD CONTEST LIST LEVEL THREE 3A LEVEL THREE 3B THREE 3C LEVEL THREE 3D LEVEL FOUR 4A always around because been before best both buy call cold does don’t fast first five gave goes green its made many off or pull read sing sit sleep tell their those upon us use very wash which why wish work would write your gone learn often pieces though together very somewhere beautiful country friend front someone everywhere woman work live machines move world bear build couldn’t father love mother straight animals eyes full warm water break taught family heard listen once pull certainly either great laugh second you’re above ago enough toward whole word bought people pleasant probably scared shall sign behind brought door everybody minute promise sorry pretty science shoe village watch won answer company faraway parents picture school wash been believe caught finally tomorrow whatever alone buy daughters half many youngest clothes neighbor only question about warm better carry clean cut done draw eight fall far full got grow hold hot hurt if keep kind light long much myself never only own pick seven shall show six small ten today together try
Sight Words List #9 HUNDRED Words 801-825 supply corner electric insects crops tone hit sand doctor provide thus won’t cook bones tail board modern compound mine wasn’t fit addition belong safe soldiers Words 826-850 guess silent trade rather compare crowd poem enjoy elements indicate except expect flat interesting sense string blow famous value wings movement pole exciting branches 851-875 thick lie spot bell fun loud consider suggested thin position entered fruit tied rich dollars send sight chief Japanese stream planets rhythm eight science 876-900 major observe tube necessary weight meat lifted process army hat property particular swim current park sell shoulder industry wash block spread cattle wife sharp
Summer Staffing Collaboration Scheduling Reallocation of SIG II, Year 1 Funds II B. Chief Academic Officer Monitoring of SIG Restart Partner This table shows the dates and number of occurrences for each monitoring activity by the Chief Academic Officer of the Turnaround Director. Additionally, the Chief Academic Officer and Turnaround Director frequently discuss the status of the schools and implementation of deliverables. First Quarter Schools Quarterly Evaluation of test data by school Quarterly Evaluation of Participation Data (Attendance, suspension, etc.) Quarterly Meetings with Restart Partner Executive Leadership to discuss progress. Oxon Hill Middle November 9, 2011 November 9, 2011 November 9, 2011 Thomas Johnson November 9, 2011 November 9, 2011 November 9, 2011 Second Quarter Schools Quarterly Evaluation of test data by school Quarterly Evaluation of Participation Data (Attendance, suspension, etc.) Quarterly Meetings with Restart Partner Executive Leadership to discuss progress. Oxon Hill Middle January 26, 2012 January 26, 2012 January 26, 2012 Thomas Johnson January 26, 2012 January 26, 2012 January 26, 2012 Third Quarter Schools Quarterly Evaluation of test data by school Quarterly Evaluation of Participation Data (Attendance, suspension, etc.) Quarterly Meetings with Restart Partner Executive Leadership to discuss progress. Oxon Hill Middle FAST is not administered Third Quarter. April 10, 2012 March 8, 2012 and March 19, 2012 Thomas Johnson FAST is not administered Third Quarter April 10, 2012 March 8, 2012 and March 19, 2012 II C. SIG Restart Partner Implementation of Deliverables
Development and utilize common assessments that inform instruction and student learning Developing rich mathematical tasks that allow teachers to meet the needs of different learners at different times (open and parallel tasks) III B. Attendance This table shows the Overall Attendance Percentages from the 2009 School Year to Date for the 2011-2012 School Year. Source: and Data Warehouse School 2009 2010 2011 2011-2012 1st Quarter 2011-2012 2nd Quarter 2011-2012 3rd Quarter % % % % % % Oxon Hill Middle 94.5 94 93.7 95.68 94.26 94.41 Thomas Johnson Middle 95 95 95 96.74 96.07 96.42 III C. Suspensions This table shows the number of Suspensions by School for the current School Year 2010-11.
Source: PGCPS’ Data Warehouse School 2010-2011 1st Quarter 2011-2012 1st Quarter 2010-2011 2nd Quarter 2011-2012 2nd Quarter 2010-2011 3rd Quarter * 2011-2012 3rd Quarter Oxon Hill Middle 29 27 41 40 61 59 Thomas Johnson 3 33 32 32 19 46
Financial Corporation At A Glance Headquarters: Year Founded: 1983 by Jerry Rydell (Jerry owns 100% of Sigma Financial and is still active in the day to day operations.) Number of Back Office Employees: 108 Case Planning Dept. – 18 Commissions Dept. – 8 Compliance Dept. – 23 Technology Dept. – 10 Direct Business Dept. – 3 Firm Development Dept. – 6 Trading Dept. & Operations Dept. – 16 Licensing Dept. – 6 SPC Dept. – 12 Reception/Mail Dept. – 4 Administrative Dept. - 2 Number of Registered Representatives: ~554 Retail Brokerage Clearing Firm: National Financial Services 24,423 Retail accounts with $2.5 Billion AUM Advisory Clearing Firm: Fidelity Institutional Wealth Services 20,893 Advisory accounts with $3.25 Billion AUM Third party money managers and hourly planning available through SPC, Sigma’s affiliated Registered Investment Advisory firm. Errors and Omissions insurance: $10,000 deductible (most products) and coverage of $2 Million per representative through CalSurance. Client Website: www.Sigma4Clients.com and www.SPC4Clients.com Recruit Website: www.joinsigma.com Mandatory Monthly Fees: $274 for Standard Errors & Omissions coverage OR $344 for Alternative Investment Rep Errors & Omissions coverage $185 Affiliation Fee
CATEGORY: policy, legal framework and institutional set-up 1. The scope of public service is adequate, clearly defined and applied in practice. 1 2 3 4 5 2. Policy and legal frameworks for professional and coherent public service, based on administrative law principles, are established and implemented; the institutional enables consistent and effective human resource management practices across the public service. 1 2 3 4 5 CATEGORY: Professionalisation, recruitment and dismissal 3. The recruitment of public servants is based on merit and equal treatment in all its phases; the criteria for demotion and termination of public servants are explicit. 1 2 3 4 5 4. Direct or indirect political influence on senior managerial positions in the public service is prevented. 1 2 3 4 5 5. The system for remuneration of public servants is based on job classification; it is fair and transparent. 1 2 3 4 5 6. The professional development of public servants is ensured; this includes regular training, fair performance appraisal, and mobility and promotion based on objective and transparent criteria and merit. 1 2 3 4 5 7. Measures for promoting integrity, and preventing corruption and ensuring discipline in the public service are in 1 2 3 4 5 ACCOUNTABILITY
General objective Create citizen-centric public administration Impact-level indicator: Percentage of citizens who trust in public administration institutions (%) Specific objective 1 Improve the quality and delivery of services Outcome-level indicator: Percentage of citizens who are satisfied with service delivery (%) Outcome-level indicator: Percentage of services meeting service delivery standards (%) Action 1 Review and re-engineer the service delivery process for the following priority services: ID documents, driving licenses, certificates indicator: Percentage/number of re-engineered public services (%/#) indicator: Financial/time savings for service users (euros/hours) Action 2 Consolidate public services and establish a public service catalogue at local and central levels Output-level indicator: Number of (consolidated) public services delivered by local and central public administration (#) – Activity 1 Develop a roadmap for public service consolidation and set the consolidation criteria – Activity 2 Implement the public service consolidation roadmap – Activity 3 Establish a catalogue of the consolidated services at local and central level Action 3 Based on interational good practice, develop and adopt a framework methodology for measuring citizen satisfaction with services, to be further adopted by institutions Output-level indicator: Percentage of institutions that have adopted the methodology for measuring citizen satisfaction (%) Action 4 Develop and adopt framework citizen charters for municipalities Output-level indicator: Percentage of municipalities that have adopted citizen charters (%) Performance indicator passport template The template performance indicator passport below is an example which is based on SIGMA work in various countries. The template is indicative and countries are free to include additional information or exclude information provided for in the template. However, experience shows that all the information covered by this template is needed for ensuring that all who are to provide the data for the developed indicators, and those who want to understand what is measured through a given indicator, and how, are given all the details necessary for their purposes. Developing these details for each indicator helps drafters and those who are in charge of data collection or calculation to identify potential gaps and challenges, which in turn helps to ensure the sustainable and regular provision of information through the envisaged indicators. The realisation that such data-related challenges exist often leads to the
Action plan monitoring report template Action Responsible institution Timeframe Progress Problems and next steps Risk analysis Budget 1 2 3 4 5 6 7 OBJECTIVE 1: as in the strategy 1. (as in the Action Plan) (as in the Action Plan) (as in the Action Plan) Description of progress in implementing the action and its activities. Should clearly indicate the following: Status of activity implementation, possibly using traffic light system: Full Partial No implementation. Brief description of progress made or lack of progress. Actions behind schedule or not implemented according to the plan. Solutions and key targets for the next period. Key risks to implementation of the action and its corresponding activities. Budget utilised as compared to the plan. Total for Objective 1: Total for strategy: Completion instructions: Column 1 Actions and their corresponding activities are replicated here from the Action Plan. Column 2 The institutions responsible for the implementation of each action and its corresponding activities are indicated here as per the Action Plan. Column 3 This shows the Action Plan deadline for completion of the action (and its activities). Column 4 This column is to be completed by the respective institution. The realisation status of actions (and activities) is provided here. The status can be “fully implemented”, “partially implemented” or “not implemented”. A fully implemented activity is one which has been implemented in full according to the scope defined in the Action Plan. A partially implemented activity is one which is between 50 and 99 percent implemented. A not implemented activity is one which is between 0 and 49 percent implemented. The realisation status is defined by experts within the institution itself. However, the status can change following review by the institution responsible for central planning and monitoring co-ordination and discussion with the institution in charge of the activity. The status is shown both in words and by colour code. The first column is highlighted in green for a fully implemented activity; in yellow for a partially implemented activity and in red for a not implemented activity.
3. Click ‘New Payment Form’ 4. You will immediately be taken to the template page where your Sigma Chi templates are listed first. Make your selection and click the green ‘Use this template’ button Campaigns In order to access your email campaign templates, please use the following steps: 1. Log into memberplanet as an Admin 2. Select ‘Emails’ in your navigation menu 3. Click on ‘New Campaign’
Troubleshooting gps Often you will find yourself outside of GPS range and get a pop up error when clicking on “Add New” that says: This is acceptable, just select “Yes” and insert the new assembly manually. You may also receive this same error when you are sure you are in GPS range but the GPS did not start up properly. In this case click on the GPS icon in the upper left hand part of the screen to attempt to re-activate the GPS functionality.
METRO Associates Sign Up Form First Name: Surname: Email Address: Organisation: Job title: What three skills do you think you can most offer as a METRO Associate volunteer? Please tick three most appropriate from the list below: Legal PR Creative solutions Training HR Events planning Marketing Business analysis Public Policy Campaigning Social care policy & practice Graphic design Research IT Finance Statistical reporting Time management People management Business management Influencing Health policy & practice Education/Youth policy & practice Other (please list)
Derives its name from diagram shape Resembles eye shaped pattern Gives quick view Into system performance and issues leading to errors Generating the Eye Diagram Eye diagram generated by overlaying Sweeps of different segments of long data stream Triggering edge not important Displayed pulse transitions may go either way Positive and negative going pulses superimposed on each other Yields open eye shaped pattern Properly constructed diagram Should contain every possible bit sequence Patterns of alternating 0’s and 1’s Isolated 1’s long run of 0’s and vice versa Other patterns that might signal design weaknesses Objective of generating eye diagram Gain insight into nature of signaling imperfections That can lead to errors in interpreting data bit at receiver In working with scope and scope probe Important to determine where to place probe To generate useful eye diagram To aide in identifying source of problems Must recognize probe placement and grounding Can affect signals being measured Can get differing display based upon placement In ideal signaling world Eye diagram looks like rectangular box In real-world Signaling imperfect Transmissions and communication imperfect Transitions do not align perfectly Shape of diagram depends upon Triggering Clock based Divided clock Pattern trigger Signal timing and amplitude
Signal Words Cause and Effect Problem/Solution Because Since Therefore Consequently In that As a consequence As a result If…then Thus Due to Description or List To illustrate For instance In addition And Again Moreover Also Too Furthermore Another of all Compare As well as Also Too Like Much as similarly Similar too Contrast However But On the other hand Although Different from Less than Though Yet Whereas Sequence or Order First Second Third In the first place First of all Then Before After Last Meanwhile Now Finally For one thing Next
Signatories to the Local Government Declaration on Tobacco Control Local Authority Date signed Local Authority Date signed Newcastle City Council 01 May 2013 Salford City Council 09 July 2013 Manchester City Council 10 July 2013 Warwickshire County Council 15 July 2013 Hartlepool Borough Council 05 August 2013 St Helens Metropolitan Borough Council 21 August 2013 Liverpool City Council 09 September 2013 Swindon Borough Council 11 September 2013 Bath and East Somerset Council 12 September 2013 Bristol City Council 03 October 2013 Coventry City Council 21 October 2013 Redcar and Cleveland Council 24 October 2013 London Borough of Southwark 28 October 2013 Royal Borough of Greenwich 30 October 2013 Rochdale Metropolitan Borough Council 31 October 2013 London Borough of Brent 01 November 2013 Southampton City Council 04 November 2013 Cumbria County Council 06 November 2013 Gateshead Council 07 November 2013 Somerset County Council 21 November 2013 Hyndburn Borough Council November 2013 Thurrock Council 27 November 2013 City of York Council 02 December 2013 Portsmouth City Council 02 December 2013 North Tyneside Council 02 December 2013 Warrington Borough Council 02 December 2013 Dudley Metropolitan Borough Council 03 December 2013 Calderdale Metropolitan Borough Council 03 December 2013 London Borough of Lewisham 04 December 2013 London Borough of Merton 05 December 2013 Birmingham City Council 11 December 2013 Taunton Deane Borough Council 12 December 2013 Lancashire County Council 12 December 2013 Wirral Borough Council 16 December 2013 Mendip District Council 16 December 2013 Cheshire East Council 21 December 2013 Bolton Council December 2013 City of Stoke Council December 2013 Brighton & Hove City Council December 2013 District Council 13 January 2014 Halton Borough Council 15 January 2014 Devon County Council 16 January 2014 Somerset District Council 16 January 2014 Durham County Council 17 January 2014 Trafford Council 21 January 2014 Sheffield City Council 28 January 2014 South Hams District Council 30 January 2014 West Devon District Council 30 January 2014 Hambleton District Council February 2014 Oldham Council 05 February 2014
(b) it provides its international students (or the parents or guardians of international students under 18 years) with sufficient information to understand their rights and obligations under those refund policies. (2) A refund policy must include refund conditions for the following situations: (a) failure by a student to obtain a visa: (b) voluntary withdrawal by a student: (c) the signatory ceasing to provide a course of educational instruction as contracted with a student, whether it stops of its own accord or as required by an education quality assurance agency: (d) the signatory ceasing to be a signatory: (e) the signatory ceasing to be a provider. Response 30(1)(a) & 30(2) What do you have in place to ensure that refund policies are reasonable and in accordance with legal requirements? Reference Response 30(1)(b) What do you have in place to ensure that sufficient information is available for students or their parents or legal guardians to understand their rights and obligations under the relevant refund policies? Reference Outcome 9 and 10: Dealing with grievances and compliance with International Student Contract Dispute Resolution Scheme (DRS) Clause 31 Signatories must ensure that all international students have access to proper and fair procedures for dealing with grievances. Clause 33 Signatories must comply with the DRS rules. The intent of these outcomes is to ensure a robust, transparent and accessible process is in place to resolve any grievances students may have. Please provide your grievance procedure Please outline in the space provided below how you will meet the outcomes in clauses 31 and 33. Response
Name of Signatory Applicant: Applicant Organisation: Applicant Signature: Technical Expert Name: Technical Expert Signature: Date: Scope Category Type of System Standard Installation and Commissioning Inspection In-service Inspection Technical Expert Review Sig Appln Initial / Reassess I / R TE Review Agree / Disagree Y / N Sig Appln Initial / Reassess I / R TE Review Agree / Disagree Y / N Witness / Interview W / I Comments Inspection of Simple fire sprinkler systems (wet pipe up to ordinary hazard 3 including systems with pumps and tanks) Wet pipe systems up to OH3 Residential 4515 Commercial/offices 4541 Apartments 4541 Industrial 4541 With: Pumps and tanks Air cooled diesel pump 4541 cooled diesel pump 4541 Electric pump 4541 Storage tank 4541 Infill tank 4541 Inspection of Fire sprinkler systems with the following features and characteristics: OH4 and EH hazard OH4 - Storage 4541 EHH - Warehousing – in racks 4541 EHH - Ceiling only EHH - Process Inspection of Fire sprinkler systems for special applications: Special applications Pre-action systems 4541 Deluge installations 4541 Water mist systems 4541 Dry pipe systems 4541 Other complex systems: Antifreeze Installations 4541 (specify)
Company Name: ________________________________________________________ Training Subject: ____________________________________________ Training Vendor: __________________ Assigned Trainer: _________________ Total # Participants: ______________ Total # Classes: ________________________ STUDENT PRINT NAME STUDENT SIGNATURE TIME IN TIME OUT TRAINER INITIALS Supervisor (Print Name): _____________________________ Supervisor (Signature): _______________________________ Date: ___________