zilongwang/ReadingBank huggingface dataset:
Primary purposes of collecting information about students and their families Our school collects information about students and their families when necessary to: educate students support students’ social and emotional wellbeing, and health fulfil legal requirements, including to: take reasonable steps to reduce the risk of reasonably foreseeable harm to students, staff and visitors (duty of care) make reasonable adjustments for students with disabilities (antidiscrimination law) provide a safe and secure workplace (occupational health and safety law) enable our school to: communicate with parents about students’ schooling matters and celebrate the efforts and achievements of students maintain the good order and management of our school enable the Department to: ensure the effective management, resourcing and administration of our school fulfil statutory functions and duties plan, fund, monitor, regulate and evaluate the Department’s policies, services and functions comply with reporting requirements investigate incidents in schools and/or respond to any legal claims against the Department, including any of its schools. Primary purposes of collecting information about others Our school collects information about staff, volunteers and job applicants: to assess applicants’ suitability for employment or volunteering to administer employment or volunteer placement for insurance purposes, including public liability and WorkCover to fulfil various legal obligations, including employment and contractual obligations, occupational health and safety law and to investigate incidents to respond to legal claims against our school/the Department. Our school uses or discloses information consistent with Victorian privacy law, as follows: for a primary purpose – as defined above for a related secondary purpose that is reasonably to be expected – for example, to enable the school council to fulfil its objectives, functions and powers with notice and/or consent – including consent provided on enrolment and other forms when necessary to lessen or prevent a serious threat to: a person’s life, health, safety or welfare the public’s health, safety or welfare when required or authorised by law – including as a result of our duty of care, anti-discrimination law, occupational health and safety law, reporting obligations to agencies such as Department of Health and Human Services and complying with tribunal or court orders, subpoenas or Victoria Police warrants to investigate or report unlawful activity, or when reasonably necessary for a specified law enforcement purpose, including the prevention or investigation of a criminal offence or seriously improper conduct, by or on behalf of a law enforcement agency for Department research or school statistics purposes
School term and holiday dates calendar 2017/18 Governing bodies are responsible for setting the school term and holiday dates for each school. This calendar provides a framework for governing bodies to set their dates. Individual school dates will vary, so please check the for the dates at specific schools. SCHOOL TERMS PUPIL HOLIDAYS Autumn Monday 4 September 2017 to Friday 20 October 2017 Religious festivals Eid-ul-Adha Thursday 31 August to Sunday 3 September 2017 Diwali Thursday 19 October 2017 Half Term Monday 23 October 2017 to Friday 27 October 2017 Autumn Monday 30 October 2017 to Wednesday 20 December 2017 Religious festivals Guru Birthday Saturday 4 November 2017 Christmas Break Thursday 21 December 2017 to Tuesday 2 January 2018 Christmas Day and New Year’s Day fall within the Christmas Break Spring Wednesday 3 January 2018 to Friday 9 February 2018 Half Term Monday 12 February 2018 to Friday 16 February 2018 Spring Monday 19 February 2018 to Thursday 29 2018 Spring Friday 30 March 2018 to Friday 13 April 2018 The Easter religious festival falls within the spring break Summer Monday 16 2018 to Friday 25 May 2018 Half Term Monday 28 May 2018 to Friday 1 June 2018 May Day Monday 7 May 2018 Summer Monday 4 June 2018 to Wednesday 25 July 2018 Religious festivals Eid-ul-Fitr Thursday 14 to Saturday 16 June 2018 Summer Break Thursday 26 July 2018 to Friday 31 August 2018 In-service training days: This calendar includes 5 days which should be allocated for in-service training on dates chosen by each school.
Facility Name: __________________________________________________ Phone #: ___________________ Staff on Vehicle: _________________________ Pick-up Location Delivery Location AM Route PM Route Vehicle Tag Number _____________ _____________________________ School Transportation Plan (use one form per school) Mark for each child: √= Load/Unload A= Absent COMMENTS MON TUES WED THURS FRI Child’s First & Last Name AM PM AM PM AM PM AM PM AM PM L U L U L U L U L U L U L U L U L U L U Depart Time: (from facility) Time: (at school) Return Time: (to facility) FIRST CHECK Signature of - no child left: SECOND CHECK Signature of staff - no child left: If applicable, signature of staff who reported by phone that vehicle checked: If applicable, name of person reported to: MON AM PM TUE AM PM WED AM PM THU AM PM FRI AM PM
-Arrange bus schedules and use methods to serve breakfasts that encourage participation -Utilizes electronic identification and payment system -Strives to provide students adequate time to eat meals and schedule meals at appropriate times -Provides access to drinking water -Provides access to handwashing or hand sanitizing before eating -Provides continuing professional development for nutrition professionals -Discourages sharing of foods and beverages -Healthy snacks are available for purchase from school food service program -Foods/beverages are not withheld as means of punishment -Foods sold outside of the reimbursable meal program during the school day meets state and federal requirements -Students are not permitted in the teacher’s workroom or have access to or beverages that are available for staff -Encourages concessions to offer nutritious options -Share information about nutritional content of meals with parents and students -Discourage bringing in convenience/fast foods that are not consistent with USDA’s nutrition standards for school meals -Encourage parents to provide a healthy breakfast for their children -Encourage snacks brought from home to be commercially prepared foods or fresh, uncut fruits and vegetables -Foods from home must have ingredient label -Encourage use of non-food items as rewards -Encourage to act as a healthy role model participation -Offers grab ‘n go and second chance breakfast -Utilizes electronic identification and payment system -Strives to provide students adequate time to eat meals and schedule meals at appropriate times -Provides access to drinking water -Provides access to handwashing or hand sanitizing before eating -Provides continuing professional development for nutrition professionals -Discourages sharing of foods and beverages -Foods/beverages are not withheld as means of punishment -Students are not permitted in the teacher’s workroom or have access to foods or beverages that are available for staff -Encourages concessions to offer nutritious options Needs: -Expand grab ‘n go for students -Share information about nutritional content of meals with parents and students -Discourage bringing in convenience/fast foods that are not consistent with USDA’s nutrition standards for school meals -Encourage parents to provide a healthy breakfast for their children -Encourage snacks brought from home to be commercially prepared foods or fresh, uncut fruits and vegetables -Foods from home must have ingredient label -Encourage use of non-food items as rewards -Encourage staff to act as a healthy role model Plan for Measuring Strengths: Strengths:
SCHOOLWIDE EXPECTATIONS TEACHING MATRIX ALL AREAS CLASSROOM PLAYGROUND STAIRWELL & WALKWAYS TOILETS BUS LINES/BIKE RACKS/DROP OFF ZONE SAFETY Be aware of other people’s personal space and property Use equipment appropriately Clean up after yourself Keep hands, feet and objects to yourself SPEAK UP when feeling unsafe Walk Use chairs appropriately and exit room in an orderly manner Care for the environment Be aware of the environment – inform of potential harm (sticks, glass, snakes) Participate in school approved Wear and socks at all times Be sun safe; wear a broad brimmed hat are for hands Walk one step at a time on and pathways Carry items Keep passage ways clear at all times Wash Walk Use water wisely – keep floor dry Use own bike/scooter only Walk bike/scooter to the gate Wait inside the gate until the bus stops Be road safe – look for vehicles INTEGRITY Ask permission to leave the classroom Be on time Be in the right place at the right time Follow instructions when asked Be honest Be prepared Complete set tasks Take an active role in classroom activities Keep work tidy Be a problem solver Return equipment to appropriate place at the sports bell Move in a responsible manner around the school Use toilets during breaks Inform teacher on duty if you are not catching the bus Have your name marked on the bus roll Leave school promptly RESPECT Share and look after equipment Wait your turn Always use appropriate language Use manners Be considerate of others’ feelings Pride in yourself Raise your hand to speak Respect others’ to learn Talk in turns Be a good listener Keep classroom and personal belongings tidy Play fairly – take invite others to join in and follow rules Return to class promptly following breaks Keep school grounds tidy Walk in a quiet and considerate manner so others are not disturbed Respect privacy of others Wait your turn Keep your belongings nearby Be considerate to teachers and other families POSITIVITY Have an open mind Approach school life with enthusiasm Focus on the positive Celebrate achievements Be a part of the solution, not a part of the problem Be aware of others’ feelings and help where you can Support fellow class members in learning Have a go Be a problem solver Laugh out loud and have fun Have a go Lend a helping hand Lend a helping hand others with a smile
counselor will be scheduled as needed. To further the coordination of services, Title I teachers will participate in the Student Assistance Program and eligibility meetings with other school personnel to plan the individualized educational program of students. Classroom teachers collaborate with surrounding universities through mentoring future teachers and managing Virginia Tech Literacy Corps tutors. Clinical Faculty, the teacher mentoring program, provides opportunities for interns to observe, interact, student teach, and receive feedback in real class settings and connects teacher preparation programs at Virginia Tech, Radford University, Hollins College, and Roanoke College. CES occasionally has student teachers enrolled in education programs at and . The VT Literacy Corps tutors assist classroom teachers in reading and mathematics interventions throughout the school year in tutoring one-on-one and in small groups. Collaboration between CES and local universities provide additional tutors for CES students in reading, writing, and mathematics. CES participates in the Big Brother/Big Sister program, offering mentoring opportunities for those students recommended by classroom teachers and the guidance counselor. Participants in the program meet on a regular basis. Families and other community members offer their time and services to enhance the educational opportunities of our students. specialists will consult with the PTA Executive Board and the CES Literacy Committee to share information and resources, coordinate school-wide programs, and to coordinate parent volunteers. The CES Literacy Committee consists of the reading specialists, the librarian, the gifted teacher, the principal, and one teacher from each grade level. Participants from Christiansburg Primary’s Literacy Committee will be invited to join the meeting of the CEs Literacy Committee. This committee works to coordinate and sponsor literacy enrichment activities. School-wide participation is encouraged. Activities have included One Book: One School, Pep Rally for Reading, Reading Challenge, guest authors and readers, and others. A school-based counselor from the New River Valley Community Services Board is assigned to CES. She provides the home-school connection for a caseload of about eleven students. Counseling is provided at school so that students are able to consistently keep their appointments. She provides individual and small group counseling which work towards school success. She is a resource that reaches
APPENDIX 2 – ACTION PLAN TEMPLATE ACTION PLAN Name of employee: ………………………………….. Areas of performance for review Level of improvement required (NB must be specified as SMARTER* objective/target) Support to be provided (nature of support, who should make arrangements etc) Timescale for improvement/review date(s) *SMARTER: specific, measurable, achievable, realistic, time-related, evaluated and reviewed Signed: …………………………………………………… Date: ……………………… (Employee) Signed: ………………………………………………… Date: …………………… (Manager)
SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) (SWP 2, 7, 9, 10) Georgia School Performance Standard Student Group (All or Subgroup, Parents, Teachers) Action /Strategies Include description of SWP 2, 7, 9, 10) Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources (SWP 9) Artifacts Evidence
School Leaders Demonstrate: Teachers Demonstrate: Students Demonstrate: Parents Demonstrate: Professional Learning Plan to Support School Improvement Plan (SWP 4) Professional Learning Strategy to Support Achievement of SMART Goals Professional Learning Timeline Estimated Cost, Funding Source, and/or Resources Person(s)/ Position Responsible Monitoring Teacher Implementation of Professional Learning Artifacts/Evidence of Impact on Student Learning
SMART GOAL #1 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) Georgia School Performance Standard Student group (All or subgroup) Action /Strategies Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources Artifacts Evidence
SMART GOAL #2 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) Georgia School Performance Standard Student group (All or subgroup) Action /Strategies Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources Artifacts Evidence School Leaders Demonstrate: Teachers Demonstrate: Students Demonstrate: .
Georgia School Performance Standard Student group (All or subgroup) Action /Strategies Evaluation of Implementation and Impact on Student Learning Monitoring Actions of Implementation Estimated Cost, Funding Source, and/or Resources Artifacts Evidence School Leaders Demonstrate: Teachers Demonstrate: Students Demonstrate: . SMART GOAL #3 (Specific, Measurable, Attainable, Results-Based, and Time-Bound) Professional Learning Plan to Support School Improvement Plan
Professional Learning Strategy to support achievement of SMART Goals Professional Learning Timeline Estimated Cost, Funding Source, and/or Resources Person(s) Responsible Monitoring Teacher Implementation of Professional Learning Artifacts/Evidence of Impact on Student Learning Parent Engagement and Communication Parent Engagement Activities Timeline Estimated Cost, Funding Source, and/or Resources Person(s) Responsible Evaluation Results Artifacts/Evidence of Impact on Student Learning
SCHOOLWIDE EXPECTATIONS TEACHING MATRIX ALL CLASSROOM PLAYGROUND STAIRWAYS TOILETS BUS /BIKE RACKS/PICK UP ZONES BE RESPECTFUL Respect others’ personal space and property Care for equipment Clean up after yourself Use polite language Wait your turn Raise your hand to speak Respect others’ right to learn Talk in turns Be a good listener Play fairly – take turns, invite others to join in and follow rules Care for the environment Walk on hard surfaces. Walk quietly and orderly so that others are not disturbed Respect privacy of others Quiet voices in and around toilets. Wait your turn Keep your belongings nearby in an orderly manner. BE RESPONSIBLE Ask permission to leave the classroom Be on time Be in the right place at the right time Follow instructions straight away Be prepared Complete set tasks Take an active role in classroom activities Keep work tidy Be honest Do your best Be a problem solver Return equipment to appropriate place at the sports bell Move peacefully in single file Use toilets during breaks Use the toilets in a responsible manner. Have your name marked on the bus roll Leave school promptly Have your bus pass ready Sit quietly Respect other travellers BE SAFE Use equipment appropriately Keep hands, feet and objects to yourself. others with respect. Walk Sit attentively. Enter and exit room in an orderly manner Participate in school approved games Wear shoes and socks at all times Be sun safe; wear your own broad brimmed hat Rails are for hands Walk one step at a time Carry items Keep passage ways clear at all times Keep left Wash hands Walk Use own bike/scooter only Walk bike/scooter in school grounds. Follow instructions of teacher/aide when waiting for bus/car. Wait for car to stop in safety zone
Superintendent or Designee Date Data Portfolio - (Title I Schoolwide Programs Component 1) Comprehensive Assessment Data The types of data in the table should make up the Data Portfolio housed at school. Stakeholder Data Types Cognitive Attitudinal Behavioral Archival Administrators Administrator Interview Attendance Rate Demographic Data Teachers Teacher Focus Group Classroom Observations Walkthroughs Attendance Rate Demographic Data Students LEAP End-of-Course (EOC) ACT DIBELS DRA Benchmark Assessments STAR SRI Successmaker Etc. Student Survey Student Focus Group Classroom Observations Walkthroughs Discipline Rates Attendance Rates School Report Card Demographic Data Subgroup Component Data
Data Type: 1. 2. 3. Findings 1. 2. 3. Contributing Factor: Domain: Sub domain: Instrument(s): Data Type: 1. 2. 3. Findings 1. 2. 3. Contributing Factor: Domain: Sub domain: Instrument(s): Data Type: 1. 2. 3. Findings 1. 2. 3. *Must list at least three findings to justify a Contributing Factor.
Student__________________________ Teacher__________________________ Grade_________ 1st Verbal Warning (N or U) 2nd Student Conference, (Call Parent) (N or U) 3rd Silent Action Plan 1 (Call Parent) (N or U) 4th Time Out Action Plan 2 (Call Parent) Parent Confer. 5th Refer to counselor Action Plan 3 (Call Parent) (N or U) 6th to an Administrator (N or U) Date Date Date Date Date Date * This page should be in the students red folder. Reporting Discipline Problems Any child being referred to an administrator or counselor should have the following items: Offense(s) clearly written out in detail on the online Discipline Referral Form. Completed class discipline consequence log. Completed Action Plan Please be specific. Whatever the problem, please explain clearly. Write exact statements, witnesses, if fighting how many hits passed, etc. Remember, we were not there; we will have to be clear and specific when communicating to parents.
Believing that all students will succeed when educated in a positive, safe, and challenging learning environment, the staff and parents of Hampton Elementary School strive to meet the diverse needs of students in its community. We remain dedicated to teaching children to become successful learners who are caring, concerned citizens. Hampton will promote the skills necessary for lifelong learning through the implementation of effective teaching strategies, current technology, and parent involvement. (para. #1) Library Content Relationship Between School Media Program Vision and Mission Statements The library media program aligns its instructional goals to the school’s vision and mission statement. The school librarian works to meet the diverse needs of students in the school through collection development. Because the librarian sees all students, the best way to do this is to make sure the collection reflects the cultures, abilities, needs and interests of the school population. The school librarian addresses the school’s dedication to teaching students to be caring and concerned students. The recent bookfair allowed each student in grade 4 to receive a copy of Wonder, an enriching book about new student Auggie trying to feel normal with an extraordinary face. The librarian supports instruction with effective teaching strategies and current technology. September library classes included content on databases, online etiquette, and ethical use. Finally the librarian encourages parent involvement. Using the school newsletter, the school librarian reminds parents to use the BCPS One website to check student grades and communicate with teachers. The school librarian also works with the P.T.A. to create literacy experiences like the family reading night.
Cleaning & Servicing fan convectors, valves & controls Annual Inspection of air handling units & equipment Annual Inspection of fume cupboards Annual Inspection of sewage & sump pumps Annual HEALTH & SAFETY CHECKS Monitoring 3 Yearly or 10 Yearly (following initial sampling) Tree Inspections Yearly Catering Equipment Yearly
School Board Development and Training Completed by Board Members Rollie Copeland School Board Leadership Training Open Meetings Act Pre-net FORUM History School Safety and Security/Emergency Plans & Training/Role of Law Enforcement/Rural Crisis Prevention & Response - IASB 7/25/13 2/16/14 8/12/16 11/17 & 11/18, 2016 James Gibson School Board Leadership Training Open Meetings Act PERA Training Pre-net FORUM History 7/25/13 8/13/11 5/9/15 8/12/16 Rhiannon Baker School Board Leadership Training Open Meetings Act PERA Training 6/2/2017 6/2/2017 6/2/2017 Laurie Glenn School Board Leadership Training Open Meetings Act PERA Training Pre-net FORUM History 7/25/13 8/13/11 5/9/15 8/12/16 Owen Mallery School Board Leadership Training Open Meetings Act PERA Training 7/7/2017 6/2/2017 7/7/2017 6/2/2017
DAILY TIMETABLE Regular Start – Grade 8-12 8:25 WARNING BELL 8:30 - 9:50 1st 9:55 - 11:15 2nd 11:15 - 11:25 BREAK 11:30 - 12:50 3rd 12:50 – 1:20 LUNCH 1:25 – 2:45 4th Wednesday Late Start Early Dismissal Day 9:10 WARNING BELL 9:15 – 10:20 1st 10:25 – 11:30 2nd 11:30 - 11:40 BREAK 11:45 - 12:55 3rd 12:55 – 1:25 LUNCH 1:30 – 2:45 4th 8:25 WARNING BELL 8:30 - 9:25 1st 9:30 - 10:25 2nd 10:30 – 10:40 BREAK 10:45 – 11:40 3rd 11:45 – 12:40 4th Mass Day 8:25 WARNING BELL 8:30 - 9:35 1st 9:35 – 9:45 9:50 – 10:50 2nd 10:50 – 12:00 Mass 12:00 – 12:45 LUNCH 12:50 – 1:45 3rd 1:50 – 2:45 4th
2 SMART CLASS 485 3 COMPUTER FEE 725 4 EXAMINATION FEE 285 5 JULIA GABRIEL 600 6 DEVELOPMENT FUND ( IX ONLY) 1575 Teacher Details Annexure-III ST.ANGEL'S SCHOOL (RECOGNISED) SECTOR-45,GURGAON COPY OF TEACHING STAFF(PRIMARY & ELEMENTARY)-2013-14 S.NO. TEACHER'S NAME DESIGNATION DATE OF BIRTH DATE OF TRAINED/UNTRAINED TIME 1 MRS. NEERA SIROHI H.M 6/3/1954 1/4/2007 TRAINED CONFIRM NA 2 MRS. SUSHMA RAJAT T.G.T/SCIENCE 3/12/1965 1/8/2008 TRAINED CONFIRM NA 3 ANSHU RANA T.G.T/MATHS 29.12.1983 01.04.2013 TRAINED PROBATION NA 4 MRS. ASHA VASHISHT T.G.T/ENG. 18/3/1979 1/4/2012 TRAINED CONFIRM NA 5 MRS. REENA RANA T.G.T/HINDI 18/10/2012 TRAINED PROBATION NA 6 MUDESSIR MAHFOOZ T.G.T/FRENCH 26.07.1987 01.04.2013 TRAINED PROBATION NA 7 MRS. GARIMA RAGHAV A.T 14.10.1987 01.08.2013 TRAINED PROBATION NA 8 MRS.RASHMI ROHILLA A.T 11.07.1984 01.04.2013 TRAINED PROBATION NA 9 MRS.NIDHI KIRAN A.T 20.03.1976 01.04.2013 TRAINED PROBATION NA 10 MRS.HARITHA WOODALI A.T 03.05.1975 01.04.2013 TRAINED PROBATION NA 11 MRS. SEEMA BAJAJ A.T 4/7/1985 1/7/2012 TRAINED PROBATION NA 12 MRS. PRERNA BABBAR A.T 4/10/1986 1/7/2012 TRAINED PROBATION NA 13 MRS. PREETI SAXENA A.T 6/10/1969 1/8/2012 TRAINED PROBATION NA 14 MRS. MAMTA A.T 1/4/2012 TRAINED PROBATION NA 15 MRS.SONIKA RANI A.T 1/4/2013 TRAINED PROBATION NA 16 MRS. PREETI KAPOOR A.T 1/4/2012 TRAINED CONFIRM NA 17 MRS.PUJA KAPOOR A.T 28.10.1978 01.04.2013 TRAINED PROBATION NA 18 MS.SARITA A.T 24.01.1985 01.04.2013 TRAINED PROBATION NA
(ASD) ______________________ ______________________ (SS) ____________________________ CC: SS (GCR) _________________ NOTE: CC: $ _________________ #: _________________________ NOTE: C.O.C. ____________________________________________________ ______________________________________________ ADMINISTRATOR SIGNATURE: ________________________________________ DATE: ________________________________ PARENT SIGNATURE: ________________________________________________ DATE:_________________________________
Agreement Trailing Please circle the session time/date you wish to attend 26th April 3.45-5.45 2nd May 3.45-5.45 11th May 3.45-5.45 16th May 3.45-5.45 Group Moderation Session: This session is for those schools not having an individual visit. Please circle the session time/date you wish to attend. 7th June am or pm 13th June am or pm EY New Programme We are taking expressions of interest for the next cohort of practitioners that are new to role. Anticipated start date: September 2017 4 half day sessions, 2 per half term EYFS Schools Leaders Network: (Incorporating We Love To Read Celebration Event 4-5pm) 15/5/17 1-5pm FUTURE PLANS…watch this space! The Secret Life of 3 & 4 Year Olds Muddle Puddles – St Johns Primary Teaching School Aspiring Leaders Programme
Version 5 | October 2017 Purpose: To ensure that schools are aware of their responsibilities and obligations for school-funded facilities and works. To outline the entitlement implications of school-funded facilities. This policy aligns with the following school asset lifecycle stage policy statement Schools may choose to fund (either in whole or in part) the development of facilities using school and/or locally raised funds. However, as these facilities are constructed on land owned by the State of Victoria, these buildings are legally held by the Minister of Education. School councils have delegated authority to enter into contracts to carry out self-funded building works or improvements up to $50,000 (including GST), subject to the availability of funds and compliance with Departmental policies and legislative requirements. Where building works exceed $50,000 in value, school councils must seek approval from the appropriate officers within the VSBA. Schools must not proceed to obtain tenders, quotations for works, or commence works estimated to exceed $50,000 without having first received written approval from the responsible Manager in the VSBA’s Project Delivery Branch. Schools wishing to fund a new facility must submit a business case to the Victorian School Building Authority (VSBA) at the planning stage, verifying that the school is able to fund and maintain the facility over its life. This business case must be endorsed by the Department of Education and Training’s regional Planning and Provision Manager and approved by the VSBA. Occasionally a school may wish to assume responsibility for an over-entitled facility as part of a five-year Asset Management Plan. This also requires a business case to be endorsed by the regional Planning and Provision Manager and approved by VSBA. rationale The VSBA provides safe and modern learning environments for Victorian government students. School principals are responsible for
Fall Programs – August 2019 – October 2019 Based on a 25 person minimum Alaska Coastal Ecology Day Trip ☐ Peterson Bay 1st Choice Date: 2nd Choice Date: $120 pp Alaska Coastal Ecology 1 Night (24-hour program) ☐ Peterson Bay ☐ Kasitsna Bay 1st Choice Date: 2nd Choice Date: $135 pp $155 pp Alaska Coastal Ecology 2 Night (48-hour program) ☐ Peterson Bay ☐ Kasitsna Bay 1st Choice Date: 2nd Choice Date: $160 pp $193 pp OnBoard Oceanography 5 Hour Program ☐ Kachemak Bay 1st Choice Date: 2nd Choice Date: $120 pp or $78 when booked with a 2-night ACE Wynn Fall Nature Explorations Preference: ☐ 2 hour ☐ 4 hour 1st Choice Date: 2nd Choice Date: 2 hr- $75 4 hr-$150 Winter Programs – February 2019 – March 2019 Winter Ecology Program 1 Night 24-hour program Camp ☐ Lodge only ☐ Yurt Stay 1st Choice Date 2nd Choice Date: Lodge- $90pp* $ 105 pp Winter Ecology Program 2 Night 48-hour program Ageya Camp ☐ Lodge Only ☐ Yurt Stay 1st Choice Date 2nd Choice Date: Lodge-$120pp* Yurts- $155pp Wynn Winter Explorations Preference: ☐ 2 hour ☐ 4 hour 1st Choice Date 2nd Choice Date: 2 hr- $75 4 hr- $150 *Based on a 20 person minimum Spring Programs – 1, 2019- June, 2019 Based on a 25 person minimum Alaska Coastal Ecology Day Trip ☐ Peterson Bay 1st Choice Date: 2nd Choice Date: $120 pp Alaska Coastal Ecology 1 Night (24-hour program) ☐ Peterson Bay ☐ Kasitsna Bay 1st Choice Date: 2nd Choice Date: $135 pp $155 pp Alaska Coastal Ecology 2 Night (48-hour program) ☐ Peterson Bay ☐ Kasitsna Bay 1st Choice Date: 2nd Choice Date: $160 pp $193 pp Kachemak Bay Onboard Oceanography 5 hours Preference: ☐ OBO only ☐ OBO w/ACE 1st Choice Date 2nd Choice Date: $120 pp $75 pp Beluga Wetlands 2 hours ☐ Beluga Lake 1st Choice Date: 2nd Choice Date: $75 per class Creatures of the Dock 1 hour ☐ Homer Harbor 1st Choice Date: 2nd Choice Date: $5 pp Booking and Reservation Information
TARGET AREA 2015-16 2016-17 2017-18 2018-19 Add value to the levels of achievement of all students measured by Attainment 8 points (A8) and Progress 8 value added scores (P8) A8 All students 50.78 P8 all = -0.13 A8 = 55.03 A8 = 49.19 P8 positive P8 = +0.14 P8 positive +0.2 A8 = 51 P8 Significantly Positive +0.25 A8 = 52 Reduce variances in outcomes between disadvantaged and other students Disadvantaged A8 38.42 P8 = -0.65 All others A8 53.75 P8 = -0.03 Disadvantaged A8 = 50.76 A8 = 39.91 P8 rapid reduction in variance Dis P8 -0.25 Variance reduced by +0.17 Others A8 = 55.99 Others A8 = 51.72 P8 Positive +0.27 P8 broadly in line with other students nationally P8 for disadvantaged = closer to neutral P8 in line with other students nationally P8 for disadvantaged = neutral Reduce variations in outcomes between SEN and other students of similar ability SEN A8 29.69 P8 = -0.59 All Others A8: 53.79 SEN A8 = 38.24 SEN A8 = 31.24 P8 rapid reduction in variance SEN P8 gap P8 broadly in line with students of similar ability P8 in line with students of similar ability
school is 95% (2016 target takes into account the new definition of PA) PA Disadvantaged 22% Gap equivalent to 25 students 17 students gap = 31 students Improve the performance of underachieving subjects (this target is new from 2017-18) Underachieving subjects in 2017 will significantly close the gap between present progress levels and the national expectations. All subjects will be performing at or above national expectations The actions we shall take to achieve our targets are set out below.
Attending police officers will check cars in the parking lot and patrol the outside area around the building. VAUGHAN ATHLETIC COUNCIL The VSS Athletic Council is a group of spirited physical and health education students who organize various events throughout the year. Activities include fundraising, intramural sports, dances and the Athletic Awards Banquet. Volunteers from all grades are welcome to join. Athletics In order to participate on a school team, students must have a student I.D. card. The athletic fee is $30.00 for the first team, and $5.00 for each additional team. All athletes are invited to celebrate the year’s achievements at the June Athletic Banquet. A CODE OF BEHAVIOUR FOR SPECTATORS Athletic events are tests of skill, fitness, teamwork and training. They provide challenging encounters for athletes and exciting entertainment for fans. Being a spectator at school events is a privilege, not a right, which may be withdrawn because of inappropriate behaviour. Spectators are expected to do the following: Treat the premises, students, staff, players, and the officials with courtesy and respect. by the decisions of the officials whether or not they are in favour of your team. Respond politely to the requests of officials. Remain seated in designated spectator areas and leave the playing surface clear at all times. Be polite and courteous in action and language. Refrain from behaviour that may distract athletes or interfere with the game’s progress. Applaud good plays; never make derogatory remarks about any officials, players or coaches. Good athletes compete fiercely to the best of their ability and limits of their training. Good spectators respect the commitment of the athletes enough to cheer every good play and appreciate the effort, time and dedication contributed by the members of all competitors. HAVE A GOOD TIME CHEERING FOR YOUR TEAM, AND ENJOY THE GAME NO MATTER WHO WINS OR LOSES! Athletic Points
Schools should inform parents of pupils at the school that the report of the short inspection has been published. How much notice do you give to a school before you inspect? Most schools receive notice of their inspection on the afternoon of the working day before the inspection begins. However, Ofsted can inspect any school without notice where this is judged to be appropriate. What happens during an inspection? Inspectors look at the school’s self-evaluation and analyse the pupils’ progress and attainment. They talk to the headteacher, governors, staff, and pupils, and consider your views as a parent. They spend most of their time observing a wide range of lessons and looking at the quality of teaching in the school, and its impact on learning and progress. They also look at the personal development, behaviour and welfare of pupils at the school, the promotion of spiritual, moral, social and cultural development; and how well the school is led and managed. For information about the inspection of boarding or residential provision in schools, please refer to the leaflet Inspections of boarding and residential provision in schools: . How can I make my views known? If you are the registered parent of a child at the school, the school will send you a letter notifying you of the dates of the inspection. This letter provides you with details and options for providing your views. Our survey site, Parent View, is the main source we use to gather parents’ views about a school. Inspectors will use the views expressed on Parent View when inspecting your child’s school. Can I speak to the inspectors? You may have the chance to speak to the inspectors during the inspection, for example at the start of the school day. The inspection administrators will be happy to pass on messages to the inspectors and may be able to arrange telephone conversations if you are unable to speak to them in person. Their contact details will be in the letter that tells you about the inspection. Please remember that inspectors cannot deal with complaints concerning individual pupils or settle disputes between you and the school. What happens after the inspection? The lead inspector reports her or his judgement to the headteacher and governors. The inspectors’ findings are published in a report for the school, parents and the wider community. Inspection reports provide information about the effectiveness of the school’s work and contain recommendations about what the school should do to improve further. Reports are published on our website:
Table 1: Qualifications of School Leavers (LCCC) (2012/13 - 2014/15) 2012/13 2013/14 2014/15 Number School Leavers % Number School Leavers % Number School Leavers % Achieved 2+ A-levels (or equivalent) 1,009 60.9 1,064 64.2 1,049 65.1 Achieved at least 5 GCSE's grades A*-C (or equivalent) 1,355 81.8 1,396 84.2 1,383 85.8 Achieved At Least 5 GCSE's grades A*-C (or equivalent) including GCSE English and GCSE Maths 1,151 69.5 1,239 74.8 1,187 73.6 Table 2: Qualifications of School Leavers by DEA (LCCC) (2014/15) Achieved 2+ A-levels (or equivalent) Achieved at least 5 GCSE's grades A*-C (or equivalent) Achieved at Least 5 GCSE's grades A*-C (or equivalent) Inc. GCSE English and GCSE Maths DEA School Leavers Number (%) Number (%) Number (%)
indicates that this will continue for the foreseeable future. Option 2 follows this future pricing model. Option 3 This option restores prices to 2009 policy prices, with proposed amendments and removal of free lets as outlined above, but then increases prices at 10% (current Council default price increase) to 22/23. Parity between school and leisure centre pricing would be lost, with HC prices steadily getting comparatively more expensive. Option 4 This option introduces the amendments to the pricing schedule and removes free lets as proposed above, then applies a one-off price increase (39%) on 1 April 2018 with the aim of achieving the savings target (based on current lets volumes). Thereafter to 22/23 prices increase at 10% per year (current Council default price increase). 6.2 Increase Let Volumes The current focus of the lets project is to organise the mechanics of lets management - the booking process, facilities available and the price schedule. Underpinning each of the options, particularly Options 2 and 3, is the potential to grow the lets business and increase the volume of lets and income. For example there is scope to apply these tools to the wider Council estate and take a more commercial approach to the generation of income from other Council facilities such as meeting rooms, playing fields and car parks used for events. Promoting and marketing the facilities available can help grow the business. High Life Highland demonstrates how managing customer relationships to promote activities can create new demand. 6.3 Indicative Prices To give an indication of the impact of each option on actual prices the table and graphs below show the impact on three different booking scenarios: All weather for 1hr semi-commercial rate (Band B) Meeting room hire for 2 hours (community rate (Band A) Uniformed Group using a small hall for 1hr (Band A 50% discount.) 17/18 18/19 22/23 Increase 16/17- 22/23 Increase over policy price (22/23) All weather pitch (1hr) semi commercial Options 1&2 (policy plus 5%) £35.95 £35.20 £42.85 19% 0% Option 3 (policy plus 10%) £35.95 £36.85 £54.10 50% 26% Option 4 (savings plus 10%) £23.20 £46.60 £68.35 195% 60%
Associate Superintendent, High Priority Laura Cavender 612.668.0140 Fax: 612.668.0145 Schools Assigned: Anishinabe, Bethune, Green, Hall, Jenny Lind, Lucy Laney Chief of Schools Office 1250 West Broadway 55411 668-0140; Fax 668-0145 Michael Thomas, Chief of Schools Stephen Flisk, Deputy Chief of Schools Jennifer Fair, Project Manager Bailey, Account Clerk Supervisor Chief Academic Office 1250 West Broadway 668-0128; Fax 668-0145 Susanne Griffin, Chief Academic Officer Ellenne Executive Assistant Please send any corrections to this list to:
School of Learning, Teaching and Quality Enhancement Action Plan for 2018/19 Please identify key priorities for action at School level to be instigated over the forthcoming academic year. The plan should identify shared strategic and/or key operational priorities, drawing on the evaluation undertaken as part of the quality evaluation process, assessment of key metrics and other evidence and institutional development priorities. School development priorities Issue or objective to be addressed Action/s to be taken Dates for achievement of action/s Person responsible Criteria for success/impact Progress Indicate the issue you are intending to address (eg improve retention on PG courses, enhance student engagement with personal academic tutoring) and/or University or School strategic objective (eg increase the proportion of courses/modules using e-submission) Set out the key action/s that will be taken at School level Give indicative dates for achievement of actions/milestones Identify who will be responsible for leading/managing/ monitoring the actions Specify how the success or impact of the actions will be measured Progress updates should be reviewed by relevant College Committee in Semester 2 and at the start of the following academic year, so that progress can feed into the next planning cycle *Please also append last year’s action plan with a progress update.
i).Brass – year 5 v).Guitar – year 3 and above ii).Clarinet – year 5 vi). Keyboard – year 3 and above iii). Band (brass and clarinet) – year 5 vii). Ukulele – year 3 and above iv).Strings – year 3 and above Indicate which days and times will not be available for First Access next year. Indicate the number of sessions you require, e.g. if you have two year three classes, you will need two sessions. If you would like to discuss alternate options, please speak to your Area Manager or contact us at: music.service@oxfordshire.gov.uk Indicate the anticipated number of pupils in each class next year. Access sessions scheduled in the afternoon will be for 45 minutes as this is considered a “premium” time slot. Please complete the “end a programme” box if you are planning not to have First Access next year. Use this section if you are on a two-year cycle and due to be missing next year. Play On (Brochure Page 5) Please insert number of pupils in appropriate box below Instrument 1 hour per weeka 40 minutes per weekb 30 minutes per weekc Play On is normally a continuation from First Access so will be on the same instrument. For groups of more than 15 pupils, 1 hour per week costs £1,760 per annum For groups of 9 – 15 pupils, 40 minutes per week costs £1,175 per annum For groups of up to 8 pupils, 30 minutes per week costs £880 per annum Instruments: OCMS provides instruments for pupil in the group If you are continuing your current Play On instruments and already have enough please tick this box If you are requesting new, different or more instruments, please tick this box Curriculum (Brochure Page 5) Type of provision No. of weeks per year Hours/ minutes per week Year Group No. of pupils
Please note that the above equation only needs to be calculated one time for the entire program year. The NCR limit from above will be compared to the NCR total calculated below. If the net cash resources in any month exceed the NCR Limit (above), please send a copy of the completed form to Child Nutrition Programs for further review. NET CASH RESOURCES SPONSOR: _________________________________ as of ______________, 20____________ Month/Date To fill in the table below use the annual totals of the most recently closed-out year. This information should be available on the Statement of Revenues and Expenses, the General Ledger or other similar documents. Revenue Meal Sales $ State Match $ Federal Reimbursement $ Interest $ $ Step 1: Total Revenue $ Expenses Labor $ Food $ Supplies $ Transportation $ Indirect Cost $ Due to Other Funds $ Step 2: Expenses $ Net Cash Resources Subtract Total Expenses (Step 2) from Total Revenue (Step 1) Step 3: Net Cash Resources $ **Definitions are found in the Definitions Section at the end of this document. Section 2: REVENUE FOR NON-PROGRAM FOODS SOLD IN SCHOOLS
CHUM INTERNATIONAL SCHOOL Plot 5182/83 Kalungi Road, Muyenga P.O. Box 3858, Kampala: Tel: 0776-423402/0782-612783 Email: , , Website: chum.ac.ug SCHOOL MENU 2018 DAYS BREAKFAST LUNCH EVENING SNACK CHILDREN TEACHERS MONDAY Milk &Black tea, Buttered Bread White Steamed rice, beans, vegetable sauce, cabbage White Steamed rice, beans, vegetable sauce, cabbage Black tea and richly maziwa TUESDAY Millet Porridge and Black tea, Doughnuts Macaroni/ Spaghetti, Vegetable sauce Macaroni/ Spaghetti, Vegetable deep fried sweet potatoes Fruit Salad WEDNESDAY Milk and Black tea, Samosas Vegetable rice and beef, salad Vegetable rice and beef, salad Black tea and Biscuits THURSDAY Millet Porridge tea, Buttered Bans chapatti, beans, vegetable sauce, greens Posho, chapatti, beans, vegetable sauce, greens slices FRIDAY Milk Tea and Black tea, Queen cakes and Chicken or Sausage, Vegetable sauce Fried or Buttered Irish and Chicken tea and Gorillos
Dairy factory visit and drawing competition Jamaica Milk information day held Luxembourg Information day Myanmar Distribution of dairy products and an exhibition New Zealand School-based activities Thank you letter to Fonterra Farmers Peru Web promotion of the event Poland Information day and election of the Milk Queen UK Nutritional promotions More info Russian Fed. Quiz and dance contest in schools
FY19 Operating Budget Work Session*** January 23 2018 New NE Elementary School Boundary Public Hearing**** February 21 2018 FY2020 Capital Budget Public Hearing May 23 2018 *Snow Date – December 7, 2017 **Snow Date – January 17, 2018 ***Snow Date – January 24, 2018 ****Snow Date – February 22, 2018
Ms. Otterbein Room 17 is continuing to work hard! In reading, we are still working through the unit on nature. We have been focusing on non-fiction texts and the skills that go with it such as main idea, finding facts, and what is helpful vs harmful in nature. In math, we are working on addition facts as well as addition within word problems. We have been using different strategies to get to our sum and students are starting to notice which strategy works best for them. Continue to read and practice math facts at home and in real world settings! Also, as the holidays approach remind your child of their 3 R’s! Library News Does your child like to play video/computer games? Did you know that your child can learn the basics of building a game by coding? The Hour of Code is a one-hour introduction to computer science designed to demystify "code", to show that anybody can learn the basics. Coding is an important 21st century skill that helps students develop logic and problem solving skills while encouraging creativity. The Hour of Code takes place each year during Computer Science Education Week. The 2017 Computer Science Education Week will be December 4-10. During this week, we will look at coding websites for all ages. Check out some of them with your kids at home: Lightbot: Classic Maze: https://studio.code.org/hoc/1 Minecraft: Tynker: https://hourofcode.com/tynkercq Foos: http://thefoos.com/webgl/ Frozen: Once your child has finished One Hour of Coding, complete the certificate and print it out! I would love to display these around the library! Happy Coding!!! Music News Attention all 5th grade parents: Our Winter Concert for orchestra, band, and chorus will be Thursday, December 7th at 6:30 pm. All 5th grade students should be at the school at 6:15 pm in dress clothes for warm ups and tuning. A parent or guardian must be there to sign in each student and remain through the program. If you have any questions or concerns, please contact Laura Allison, vocal music teacher, at or Andrew Mueller, instrumental music teacher, at . Thank you for your support!
Post applied for Ref number Gender: Male Female Prefer not to say Do you identify yourself as trans? Yes No Prefer not to say of Birth: Age: Nationality: _____________________________________________________________________ Ethnic Origin: Prefer to not say White: British Irish Other White background Mixed Race: White and Black Caribbean White and Black African White and Asian Other Mixed background Asian or Asian British: Indian Pakistani Bangladeshi Other Mixed background Black or Black British: Caribbean African Other Mixed background Other Ethnic Groups: Any other background Chinese or other ethnic group Chinese ___________________________________________________________________ Disability Information: The Disability Discrimination Act 2010 states that someone is disabled if they have a 'physical or mental impairment, which has a sustainable and long term adverse effect on their ability to carry out normal day to day activities'. Please see 'How to apply' guidance for further information. Do you consider yourself to be disabled? Yes No Prefer to not say