zilongwang/ReadingBank huggingface dataset:
PK – 4 15 75 PK – 5 5 15 75 K 56 23 21 1 21 22 21 37 2 4 9 19 28 40 3 4 4 4 25 20 42 4 7 5 5 8 2 2 27 5 2 6 5 2 8 22 20 35 6 17 17 17 4 4 6 6 3 26 7 6 3 3 3 3 4 6 8 50 14 8 4 8 8 4 8 0 2 6 1 4 55 4.6.2Analyze and comment on the implications of the stability of the student population. Strong relationships are maintained in a school whereby a steady population follows throughout the life of the school’s We show a consistent enrollment of students from pre-school through grade 8 with some transient experiences. 4.7Achievement of Student Name of achievement assessment levels administered Areas assessed Frequency of assessment Grades 2-7 ELA/Math Once a year
Occupational Background of Parents/Guardian Occupational Background of Parent/Guardian Father/Male Guardian Mother/Female Guardian Clerical 5% 10% Educational 10% 15% Managerial 10% 5% Medical/Healthcare 10% 25% Military 1% 0% Professional 20% 15% Self-Employed 15% 5% Service Occupations 10% 5% Technology-Related 15% 10% Stay-at-home Parent 2% 5% Unemployed 2% 5% 100% 100% Residence Situations of Students Resident Situations of Students Percentage
8.12.4 What, if any, intervention is indicated by the income projections? NA School Projected Income Chart Sources 2013-14 2014-15 2015-16 2016-17 2017-18 Tuition/ Fees 5 4 3 2 1 1,524,585 1,555,075 1,695,025 1,762,825 1,850,965 School Operating Receipts 1,985,151 2,024,853 2,085,597 2,073,937 2,177.932 Fundraising 90,777 108,777 123,400 148,500 165,000 Total Other Income 144,405 157,295 162,565 179,065 188,015 Subsidies 243,965 258,843 275,111 300,000 323,000 Total Income 2,028,325 2,068,891 2,130,955 2,216,191 2,326,996 School Expenditure Chart 2007-08 2008-09 2009-10 2010-11 2011-12 This Year 2012-13 5 4 3 2 1 Year Salaries Teachers 1,112,727 1,158,382 1,069,104 1,103,542 1,244,717 1,125,265 109,150 116,842 111,722 115,964 119,904 123,000
Describe the resources (time, finances, staff, facilities, equipment, materials, etc.) that must be acquired or developed in order to attain this goal. The statements relate to this item. Monitoring Describe how and when progress toward this strategic goal is monitored. As referred to above, progress toward this strategic goal will be monitored by the principal with assistance from the technology committee. State specifically by title or positions who is responsible for the monitoring. The principal will assume the ultimate responsibility for the monitoring of this strategic goal. Indicate the criteria the school will use to evaluate the attainment of the goal. The principal will properly evaluate the feasibility of a prospective technology provider organization’s Internet access services in relation to the school’s needs and the particular annual budgeted amount for such an operating expense.
(Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure above for each student learning outcome.) The program expects 80% of M.Ed. candidates to receive ratings of ‘2’ (Acceptable) or better ‘3’ (Target) on rubric using a 3 point scale. ( Leadership Project) 2011 Assessment Data (Results can be shown by year or by semester) 2012 Assessment Data (Results can be shown by year or by semester) Program CHFD MEd CHFD MEd Semester Spring/Fall 2011 Spring/Fall 2012 9 8 Leadership Project 1. Statement of Goal 100% 100% Leadership Project 5. Self Evaluation of Leadership 100% 100% Leadership Project 6. Mentor Evaluation of Leadership 100% 100% Plans for 2013-2014: Based upon the assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome? Based on review of the previous semester data all performance outcomes were met. Candidates in the M.Ed. Special Education Program achieved above 80% on all performance criteria. It was determined that no changes are needed at this time. Assessment Lead’s Comments on Student Learning Outcome: Student Learning Outcome 5 (knowledge, skill or ability to be assessed) Advanced teacher candidates demonstrate a thorough understanding of assessment through analysis of student, classroom, and school performance data and subsequent data-driven decisions about strategies for teaching and learning so that all students learn. Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
STAR 2012 E5d Integrates technology with instruction 100% (n=10; includes AC and GC) STAR 2012 E5e Varies the instructional role 100% (n=10; includes AC and GC) STAR 2012 E2a Teachers connect content 100% (n=10; includes AC and GC) STAR 2012 K2b Implements interdisciplinary approaches and multiple perspectives for teaching content 90% (n=10; includes AC and GC) STAR: 1C Content Relevant to Learners 100% (n=7) 100% 100% STAR: 4A Selects Multiple Teaching Strategies 100% (n=7) 100% 100% STAR: 6A Demonstrates Effective Oral & Written Language 100% (n=7) 100% 100% STAR: 6D Utilizes Media & Technology 100% (n=7) 100% 100% Plans for 2013-14: Based upon the 2012 assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome? Based on data reported for SLO#2 from the Instructional Unit Plan (IUP), ISL Project, and STAR, no changes are need for program improvement. Assessment Lead’s Comments on Student Learning Outcome 2: This will be completed summer of 2013 by the Assessment Coordinator. Student Learning Outcome 3 (knowledge, skill or ability to be assessed) Initial teacher licensure candidates their knowledge of how students learn to facilitate meaningful and accessible learning for all students, while considering family, community, and real-world issues, reflecting on their practice, and making necessary adjustments to enhance student learning. Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes. Two assessment instruments have been revised. The Student Teaching Assessment Rubric (STAR) and the Dispositions Assessment Rubric (DAR). The STAR became the STAR 2012. The other new Rubric is the Assessment of Professional Dispositions 2012 (APD 2012) which replaces the DAR 2005. These elements resulted in changes in element numbering and, in some cases, different wording of elements. When necessary, Methodology and Performance Outcomes have been updated to reflect these changes.
strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education. Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive. The program expects 80% of MAT students to receive course grades of ‘A’ (Target scores of 75-68 or ‘B’ (Acceptable/Proficient scores of 67-61 based on course instructor checklist ratings and presentation rubric. The program expects 80% of its candidates to score ‘2’ or better (proficient/accomplished) on the EE1 (Data-based Decision (DBD) Project rubric). 2011Assessment Data 2012 Assessment Data ON CAMPUS CANDIDATES Program SPED MAT SPED MAT SPED MAT SPED MAT SPED MAT SPED MAT Semester Spring 2011 Summer 2011 Fall 2011 Spring 2012 Summer 2012 Fall 2012 Count 16 0 8 5 7 1 SPED 7113 Single Subject Research Proposal Presentation 98% 100% 100% 90% 100% Count 5 SPED 6691: DBD Element 1: Teacher Leadership 100% ONLINE CANDIDATES Program SPED MAT SPED MAT SPED MAT SPED MAT SPED MAT SPED MAT Semester Spring 2011 Summer 2011 Fall 2011 Spring 2012 Summer 2012 Fall 2012 Count 0 3 0 17 0 SPED 7113 Single Subject Research Proposal Presentation Online course Fall & Spring Data not 90% 100% Count 0 4 SPED 6691: DBD Element 1: Teacher Leadership Will begin in Fall 2012 100% Plans for 2013-14: Based upon the 2012 assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome? Based on program review of the 2011-2012 data all performance outcomes have been met for SLO 4. Candidates in the MAT in Special Education achieved above 80% on all performance criteria. No changes are needed to the program measures at this time. Assessment Lead’s Comments on Student Learning Outcome 3:
Annual Gifts Received ($M) -32.7% 10.9 8.0 9.0 10.0 Endowment ($M) -12.8% 77.4 77.0 80.0 90.0 SUBTOTAL OF IMPROVING METRICS 5 4 7 6 TOTAL OF IMPROVING METRICS 9 11 16 15 Notes: (1) SAT trends are based on 3 year average, (2) Professional licensure pass rates are based on the 2010-11 Annual Accountability Report with data that spans multiple time periods, (3) Percent of graduates employed and continuing their education is based on 2009-10 data from FETPIP. KEY PERFORMANCE INDICATORS Goals Specific to Research Universities 5 YEAR TREND (2005-06 to 2010-11) 2010-11 ACTUAL 2011-12 ESTIMATES 2012-13 GOALS 3 YEAR GOALS (2014-15) Academic Quality Faculty Awards %∆ x1 x x x National Academy Members %∆ x x x x Number of Post-Doctoral Appointees %∆ xx xx xx xx Number of Science & Engineering Disciplines Nationally Ranked in Top 100 for Research Expenditures (based on 8 broad discipline areas, and includes private universities) n/a x x x x SUBTOTAL OF IMPROVING METRICS x x x x Operational Efficiency To Be Determined The Board of Governors will work with Universities to develop metrics associated with Operational Efficiencies. Return on Investment Research Expenditures ($M) (includes non-Science & Engineering disciplines) %∆ $ xx.x $ xx.x $ xx.x $ xx.x Science & Engineering Research Expenditures ($M) %∆ $ xx.x $ xx.x $ xx.x $ xx.x Percent of Research Expenditures funded from External Sources %∆ X% X% X% X% Patents Issued %∆ x x x x Licenses/Options Executed %∆ x x x x Licensing Income Received ($M) %∆ $ x.x $ x.x $ x.x $ x.x Number of Start-up Companies %∆ x x x x Science & Engineering R&D Expenditures in Non-Medical/Health Sciences %∆ xx xx xx xx National Rank is Higher than Predicted by the Financial Resources Ranking (based on U.S. News & World Report) n/a NR-FR n/a n/a n/a Research Doctoral Degrees Awarded %∆ xx xx xx xx
Social Work 44.0701 FAMU, FAU, FGCU, FIU, FSU, UCF, USF T, UWF No 54 FTE Oct. 2012 MASTER'S, SPECIALIST AND OTHER ADVANCED MASTER’S PROGRAMS ASL/English Interpreting 16.1603 None 41.8 FTE Jan. 2013 DOCTORAL PROGRAMS Clinical Nutrition 51.3102 None TBD Jan. 2013 New Programs To Be Considered by University in 2013-15 for Implementation PROGRAM TITLES CIP CODE 6-digit AREA OF STRATEGIC EMPHASIS OTHER UNIVERSITIES WITH SAME PROGRAM OFFERED VIA DISTANCE LEARNING IN SYSTEM PROJECTED ENROLLMENT in 5th year PROPOSED DATE OF SUBMISSION TO UBOT BACHELOR'S PROGRAMS MASTER'S, SPECIALIST AND OTHER ADVANCED MASTER’S PROGRAMS Environmental Management 03.0103 FGCU, FIU No TBD TBD International Affairs 45.0901 FIU, FSU, UF No TBD TBD Social Work 44.0701 FAMU, FAU, FGCU, FIU, FSU, UCF, USF T, UWF Yes (FSU) TBD TBD DOCTORAL PROGRAMS KEY PERFORMANCE INDICATOR DEFINITIONS Goals Common to All Universities Academic Quality National Ranking for University and Program(s) Describe for increasing national preeminence of University and select programs.
Continued dissemination of information within region. Dr Liat Sarner Thames (NE) Branch Branch Objectives Organise/coordinate the provision of regional educational activities relevant to clinical staff from GUM and HIV Medicine. Provide a link between local/regional members and central BASHH, linking with CGC etc. Significant activities Trent and West Midlands HIV Interest Group and Autumn Meeting October 2012. Trent and West Midlands HIV Interest Group Spring Meeting March 2013. Performance/Outputs in the year 2012/13 2 very successful well attended regional meetings with excellent speakers. Future plans Organisation of Trent and West Midlands Doctors-in-Training meeting 2013. Organisation of Trent and West Midlands Nurses and Health Advisers Meeting, East meets West 2013. Organisation of and West Midlands HIV Interest Group Meetings (Autumn 2014, Spring 2015) and GUM Autumn Meeting 2014. Dr Tana Green Chair, Trent Branch Wales Branch Objectives Continue to engage with Welsh members of BASHH and provide a forum to discuss key regional issues. To raise awareness of the differences between NHS Wales and NHS England and the impact this has on sexual health services in Wales. Significant activities A well attended scientific meeting held in Wrexham in July, including external speakers who discussed HIV and renal disease, erectile dysfunction and recreational drug use. Spring and autumn regional audit and business meetings held, where results of national HIV partner notification audit discussed, along with presentation of recent local audits. Meeting with the President of BASHH and Munro and Forster to discuss the Welsh region relationship with BASHH and funding for sexual health services in Wales. Performance/Outputs in the year 2012/13 Continued progress in implementing IT systems across Wales.
practices & provide formative feedback -Formative teaching consultations -Formative Assessment of Classroom Teaching (FACT) -E-FACT (online courses) -Scholarship of Teaching & Learning (SoTL) -Increased awareness of strengths & weaknesses -Faculty focused on student learning outcomes -Provide support to faculty toward achieving promotion & tenure -Portfolio training -Faculty writing groups -SoTL writing groups* -Workshops on writing -Summer writing institute* -Scholarly & Creative Works Reception -Mentoring faculty -Retain faculty -Increase success rate of faculty in P&T process -Faculty growth & fulfillment -Recognize and celebrate faculty achievements -Scholarly & Creative Works Annual Report -Scholarly & Creative Works Reception -Faculty Teaching Academy (FTA) Fellows Certificate -Promote scholarly & creative activity -Create and enhance of community among faculty -Provide support to department chairs, program directors, and university administrators -Creative Chairing Learning Communities -Leadership Learning Communities* -Develop leadership skills among administrators -Identify and develop faculty as future leaders *Indicates a program or activity that has not yet been implemented.
successful and thriving FLC program facilitators through training and mentoring Take USI team to FLC Institute in Pomona Increase number of participants Provide FLC experiences so that positive reputation of program spreads Aggressively market the center Design new center logo Create on campus Promote center’s services, especially the new FTA Fellows Certificate program Recruit two faculty to assist with special projects Need funding to Initiate a new SoTL Writing Group Identify and invite key faculty to participate Provide training on SoTL Enhance the quality of the Gather FWG leaders for
Faculty Writing Group (FWG) program session; assess needs Consolidate the meetings Offer group writing sessions in library Organize and implement a Summer Writing Institute for USI faculty in 2014 Draft and present budget to Provost Organize and offer a writing retreat for faculty in New Harmony Draft and present budget to Provost Staff Activity Dr. Chris Garrett Administrative Role: Director of Faculty Development Faculty Rank: Associate Professor of English Teaching: ENGL 105: Introduction to Literature (Spring 2013) Publications: “Other Pilgrims: Continuations and Adaptations.” Oxford Handbook of John Bunyan. Ed. Michael Davies. Oxford: Oxford University Press. (forthcoming) “Promoting Creativity and Engagement by Infusing Art Across the Curriculum: the Arts Integration Initiative at Oklahoma City University,” About Campus 18.2 (2013).
04 Education 128,876 99,507 05 Health 249,525 148,232 06 Social Security 7,522 5,985 07 Housing and Community Amenities 19,056 10,875 08 Recreation and Culture 34,116 44,807 09 Fuel and Energy 0 0 10 Agriculture, Forestry, Fishing and Hunting 0 0 11 Mining and Mineral Resources other than Fuels, Manufacturing and Construction 2,518 62,175 12 Transport and Communications 136,508 125,339 13 Other Economic Affairs 15,457 37,082 14 Other Purposes 0 0 Total Purchases of Non-Financial Assets 993,089 770,161
Photography PRIMARY 1st place Gracie Griffin – Dillard Drive Elementary 2nd place Camdyn Carr – Middle Creek Elementary 3rd place Alexander Chapman – Lead Mine Elementary INTERMEDIATE 1st place Brooke Sigmon – Salem Elementary 2nd place Christine Chan – Holly Springs Elementary 3rd place Eleanor Drebitko – Highcroft Elementary MIDDLE 1st place Leni Schenkel – Davis Drive Middle 2nd place Kyle Amyot – Mills Park Middle 3rd place Ashlynn Cook – Apex Middle SENIOR 1st place Selena Jallad – Middle Creek High 2nd place Anges Knutsson – Holly Springs High 3rd place Siddharth Vasisht – Holly Springs High Film Production PRIMARY 1st place Gavin Ng – Alston Ridge Elementary 2nd place Miles Clinton – Willow Springs Elementary 3rd place Caidan Orders – West Lake Elementary INTERMEDIATE 1st place Christopher Wollum – Dillard Drive Elementary 2nd place Jackson Robins – Middle Creek Elementary 3rd place Cameron Wofford – Millbrook Elementary
MIDDLE 1st place Emily Wollum – Dillard Drive Middle 2nd place Rusheel Gupta – Martin Middle 3rd place tie Will Smith – Daniels Middle 3rd place tie Adam Screws – Daniels Middle SENIOR 1st place Brienna Kane – Broughton High 2nd place Canyon Dell’Omo – Panther Creek High 3rd place Mariam Marand – Panther Creek High Choreography PRIMARY 1st place Elizabeth Harris – Lead Mine Elementary 2nd place Ella Jae Partel – Swift Creek Elementary 3rd place Molly Koonce – Swift Creek Elementary INTERMEDIATE 1st place Tillie Spoor – Underwood Elementary 2nd Tiffany Kwong – Conn Elementary 3rd place Ella Wishart – Adams Elementary MIDDLE 1st Athena Kuang – Martin Middle 2nd place Ethan Sichel – Ligon Middle 3rd place Morgan Arcoraci – Holly Ridge Middle SENIOR 1st place Katie Plitt – Green Hope High 2nd place Kathryn Mangum – Enloe High
Music Composition PRIMARY 1st Eric Chen – Fuller Elementary 2nd place Alexis Chan – Holly Springs Elementary 3rd Josephine Cherian – Middle Creek Elementary INTERMEDIATE 1st place Lindsay-Anne McCall – Root Elementary 2nd place Stephanie Wang – Mills Park Elementary 3rd place Ashleigh Nicoll – Holly Ridge Elementary MIDDLE 1st place Brennan Stride – Mills Park Middle 2nd place Victoria Chan – West Lake Middle 3rd place tie Rusheel Gupta – Martin Middle 3rd place tie Destinie Cleveland – Martin Middle SENIOR 1st place Chris Sefton – Panther Creek High 2nd place tie David Chappele – Middle Creek High 2nd tie Daniel Irving – Middle Creek High 3rd place Prashanth Iyer – Green Hope High Literature PRIMARY 1st place Vishal Ramasubramanian – Millbrook Elementary 2nd place Abigail Barlett – Salem Elementary 3rd place Sayanth Shajith – Baucom Elementary INTERMEDIATE 1st place Patrick Hannon – Highcroft Elementary 2nd place Gracie Hansen – Baucom Elementary 3rd place Kaia Patel – Green Hope Elementary
Chancellor’s Office California Community Colleges District: College: Grant Number: 12-109- 1. Project Summary (Continued) B. Institutional Support: Please identify the institutional support MESA has received and who have been involved and their respective contribution, i.e., CEO, CIO, CSSO, Faculty, business industry partners, etc. to the program. Professional Chapters and Organizations: Describe student participation in professional chapters and organizations, as well as highlights of student internships, and awards received. D. Student Recruitment: Describe the efforts undertaken to ensure participation by students from groups with the lowest eligibility to four year institutions in math, engineering and science majors.
Chancellor's Office District: California Community College College: Grant Number: 12-109- CONTACT NAME: _______________________________ ___________________________ PHONE: ______________________ FAX: ________________ Final Report Expenditure Budget Summary (Cumulative) Check One: Cumulative from July 1, 2012 - June 30, 2013 time period- please indicate ____ When entering dollar amounts, round off to nearest dollar. Object of Expenditure Classification Line Project Approved Budget Project Expended District Match Funds Expended (1) Other Source Expended (2) Other Source Expended (3) Other Source Expended (4) Total 1000 Instructional Salaries 1 2000 Non-instructional Salaries 2 3000 Employee Benefits 3 4000 Supplies and materials 4 5000 Other Operating Expenses & Services 5 6000 Capital Outlay 6 7000 Other Outgo 7 Total Direct Costs 8 Total Indirect Costs (4% of Line 8) See specific RFA 9 Program Costs 10 1 District General Fund (100% match percentage requirement). Line-item match not required. 2 Provide an Expenditure Detail Sheet for each funding source by category. Project Director Signature: Date: District Chief Business Officer Signature: Date: (or Authorized Designee) FOR CHANCELLOR’S OFFICE USE ONLY Grants and Contracts Unit Approval Signature: Project Monitor Approval Signature: Date: Date:
Chancellor’s Office California Community Colleges District: College: Grant Number: 12-109- 4. Expenditure Budget Detail Object of Expenditure Classification Project Funds Expended District Fund Expended Other Sources Expended Total Direct Cost Total Indirect Cost (4%) See specific RFA Total Program Cost
Chancellor’s Office California Community Colleges District: College: Number: 12-109- E. ASEM Transfer Information Total ASEM Students Transferred:_______ STUDENT NAME AND COLLEGE STUDENT ID TRANSFER INSTITUTION MESA CRITERIA NOT MET (Identify which criteria were not met – if you have it.) FINANCIAL EDUCATIONAL Ex: Mary Montana 970-00-1235 X Provide additional pagers as needed.
Appendix C Responsible Administrator’s (RA) Role 1.0 Description of Position 1.1 The Responsible Administrator’s (RA) is the campus academic representative who oversees the MESA Program, and ideally is the dean of mathematics/ science instruction; however, a instructional officer or senior faculty member may be appointed to this position, as long as the MESA program is housed under the Office of Instruction. The RA directly and personally supervises the MESA Director and is principle advocate and monitor for the MESA Program and its activities. 1.2 The RA is to maintain a working relationship with the Chancellor’s Office Project Monitor. 2.0 Planning/Communications 2.1 Accept written and/or oral reports on program’s status and progress from the MESA Director, and review/edit reports submitted to the CCCCO. 2.2 Review and advise on the MESA Director’s plans for the further implementation and improvement of the program, and supervise preparation of the annual MESA Grant renewal proposal. 2.3 Communicate directly with faculty, administrators, and key campus personnel to publicize and promote program, or assist the MESA Director in efforts to do so. 2.4 Communicate or consult with the CCCCO Project Monitor as necessary. 2.5 If the RA is not the Dean of Mathematics/Science Instruction, the RA keep the Dean of Mathematics/Science Instruction current and well informed on the status and progress of the program. 3.0 Administration 3.1 Assure that all program information and reports are submitted on schedule by the MESA Director or appropriate campus personnel. 3.2 Conduct periodic internal program reviews to monitor the MESA Director’s performance, the faithful implementation of the MESA model at the community college, and the program’s compliance with this agreement.
Chancellor’s Office California Community Colleges District: College: RFA Specification Number: 12-109 Application Budget Summary Note: When entering dollar amounts, round off to nearest dollar. Submit an Application Budget Detail Sheet for each funding source reflected here in cash or in-kind. Also explain expenditures by budget category. Object of Expenditure Classification Line Grant Funds Requested (1) District Match Funds (2) Other Source (3a) Other Source (3b) Other Source (3c) Grand Total All Funding Sources 1000 Instructional Salaries 1 2000 Noninstructional Salaries 2 3000 Employee Benefits 3 4000 Supplies and materials 4 5000 Other Operating Expenses & Services 5 6000 Capital Outlay 6 7000 Outgo 7 Total Direct Costs 8 Total Indirect (4% of Line 8) 9 Total Program Costs 10 Note: General Fund, District For each grant dollar awarded, the recipient district shall provide one dollar in matching funds. Other Sources of Funds or In-kind Contributions. (Provide an Application Budget Detail Sheet for each funding source.) Indirect costs cannot exceed four percent (4%) of total direct costs (line 8). I authorize this total costs proposal as the maximum amount to be claimed for this project and assure that funds shall be spent in compliance with State and federal regulations. Project Director Signature: Date: District Chief Business Officer Signature: Date: (or Authorized Designee)
should not have a financial interest, direct or indirect, in the outcome of an issue with which he/she is involved. In addition, an ACFAS representative should not be employed by or accept gifts, favors, discounts, or anything else of substantial value from anyone with an interest or stake in the outcome of an issue with which he/she is involved. ACFAS members, staff, or related parties are subject to removal from elective or appointed office or termination of employment if they violate this policy. Please provide the information requested below (attach additional paper if necessary). “YOU” REFERS TO YOU OR A FAMILY MEMBER (spouse or domestic partner, parent, children or step-children): Are you receiving any compensation from a for-profit or non-profit organization for your participation in any ACFAS activity(ies)? Yes No If yes: Company(ies) name Amount(s) $ Do you serve in any official capacity, either elected or appointed, for any other medical or podiatric organization (non-profit or for-profit)? Yes No If yes, please identify position(s)and organizations(s) Are you conducting sponsored research activities? Yes No If yes, please disclose the sponsors: Are you a consultant or speaker for a commercial company whether on a formal or informal Yes No If yes, please disclose the company(ies): Do you have any investments which might reasonably be considered a conflict of interest? Yes No If yes, please disclose the investments: Are there any other relationships between you and a commercial company whether oral or written, that should be disclosed pursuant to the rules and examples outlined in the ACFAS Conflict of Interest policy? Yes No If yes, please disclose: I understand and to the attached conflict of interest policy and disclosure form. I hereby certify that the above is accurate. If these facts change during my period of service to ACFAS, I will immediately amend this statement and file the amended statement with ACFAS. Failure to disclose, recuse, or comply with these policies would be subject to review by the Conflicts of Interest Subcommittee and possible dismissal from the position. _______________ Signature Print name LEGIBLY Date
Orthopedic Handicap/Impairment (OH/OI) – a physical disability that limits the mobility of a child. Physical Therapy – therapy provided by a licensed specialist in the area of gross motor development including mobility and posture. Traumatic Injury (TBI) – an acquired injury to the brain caused by an external physical force, resulting in a partial or total disability on one or more of the following areas: cognition; language; judgment; sensory; perceptual and motor abilities; memory; attention; reasoning; physical function; and psychosocial behavior.
4. Employee evaluations: Examine current policy, rearticulate as necessary, and publish. Consider possibility of a fall and spring schedule (vs. an annual schedule). Make evaluation forms available on web. Establish policy for periodic review of employee job descriptions, and periodic review of completion rates by IEC. Working Group: Chris Chandler, Jesse Lytle, Cathy Fennell 5. Alumni as a College Resource: Facilitate conversations between Institutional Advancement, College Communications, the Provost’s Office, CDO, and IEC on how to use alumni to connect students to the outside world. Discuss strategies for alumni contact that will allow the College to nurture relationships with alumni and showcase alumni achievements for current students and institutional assessment. Working Group: Spencer Golden, Diane Wilder, Jesse Lytle, Maris Gillette Groundwork for future IEC efforts: Civic Engagement basic documentation. Cris Fuller, Gilda Koutsiouroumbas, Steve McGovern Course evaluation system background research. Cris Fuller, Maris Gillette Institutional Effectiveness Committee Membership for 2012-13: Maris Gillette, Chair (Provost’s Office and Faculty) Cathy Fennell, Vice Chair (Institutional Research) Steve McGovern (EPC and Faculty) Donna Mancini (Dean’s Office) Wilder (Institutional Advancement) Terry Snyder (Libraries) Jesse Lytle (President’s Office and Senior Staff) Spencer Golden (IITS) Chris Chandler (Human Resources) Cris Fuller, ex officio (Provost’s Research and Assessment Analyst) Affiliate: Jenn O’Donnell, to serve as IEC Web Reconnaissance Officer
Freedom of Information and Protection of Privacy Requests Received by Public Libraries April 1, 2012 to March 31, 2013 1. Request Received by General Information Personal Information Correction of Personal Information Total Requests Westlock Intermunicipal Library Board 8 1 24 33 Calgary Public Library 1 3 0 4 Berwyn Municipal Library 1 0 0 1 Edmonton Public Library 0 1 0 1 Total 10 5 24 39 2. Requests Received by Source Total Requests General Public 5 Elected Official 2 2 Academic/Researcher 1 Organization/Interest Group 0 Business/Commercial 0 Total 10 10.
(a) a statement of financial performance of the Victorian general government sector for the quarter; Refer Appendix A, Operating statement, Table A.1 pages 6768 (b) a statement of the financial position of the Victorian general government sector at the end of the quarter; Refer Appendix A, Balance sheet, Table A.2 page 69 (c) a statement of cash flows of the Victorian general government sector for the quarter; and Refer Appendix A, Statement of cash flows, Table A.3 page 70 (d) a statement of the accounting policies on which the statements required by paragraphs (a), (b) and (c) are based. Refer Chapter 2, Note 1, pages 1923 Section 26(2A) A quarterly financial report must be prepared in the manner and form determined by the Minister, having regard to appropriate financial reporting frameworks. Manner is a financial report for the general government sector. Form is Operating Statement, Balance Sheet, Statement of Cash Flows. to Appendix A Section 26(2B) The quarterly financial report for the quarter ending on 31 December in a financial year must include, in addition to the statements referred to in subsection (2)(a) to (d) for that quarter, those statements for the period of six months ending on that 31 December. Refer to Chapter 2, Comprehensive Operating Statement, pages 1112, Balance Sheet, page 13 and Statement of Cash Flows, pages 1415
Automotive Technology Industry and Technology 2013 Y Chemistry Natural Sciences 2013 Communication Studies Fine Arts 2013 Computer Science Mathematical Sciences 2013 Y Dance Fine Arts 2013 Earth Sciences (Geology, Geography, Oceanography) Natural Sciences 2013 Economics Behavioral and Social Sciences 2013 English as a Second Language Humanities 2013 Fashion Industry and Technology 2013 Y Foreign Language Humanities 2013 Human Development Behavioral and Social Sciences 2013 Journalism Humanities 2013 Y Learning Resources Unit Program Review) Student & Community Advancement 2013 Physics Natural Sciences 2013 Pre-Engineering Mathematical Sciences 2013 Psychology Behavioral and Social Sciences 2013 Special Resource Center (SRC)/Adaptive Physical Education (APE) Health Sciences and Athletics 2013 Theatre Fine Arts 2013 Administration of Justice Industry and Technology 2013 Y Architecture Industry and Technology 2013 Y Auto Collision Repair/Painting Industry and Technology 2013 Y Computer Information Systems Business 2013 Y Electronics & Computer Hardware Technology Industry and Technology 2013 Y Film/Video Fine Arts 2013 Y Fire and Emergency Technology Industry and Technology 2013 Y Air Conditioning and Refrigeration Industry and Technology 2014 Y
Health Sciences (Anatomy, Physiology, and Microbiology) Natural Sciences 2015 History/Ethnic Studies Behavioral and Social Sciences 2015 Mathematics (for Engineering, Science & Math students) CM1 Mathematical Sciences 2015 Philosophy Behavioral and Social Sciences 2015 Automation, Robotics, and Manufacturing (Engineering Technology, Machine Tool Technology, and Manufacturing Technology) Industry and Technology 2015 Y Automotive Technology Industry and Technology 2015 Y Computer Science Mathematical Sciences 2015 Y Fashion Industry and Technology 2015 Y Journalism Humanities 2015 Y Anthropology Behavioral and Social Sciences 2016 Art Fine Arts 2016 Y Business (Accounting, Business Management, Marketing, and Office Administration) Business 2016 Y CADD Industry and Technology 2016 Y Cosmetology Industry and Technology 2016 Y English (Literature, Creative Writing, Composition, Transfer-level Composition) Humanities 2016 Environmental Horticulture Natural Sciences 2016 Y Kinesiology (Athletics, Kinesiology Theory, Recreation, Wellness/Fitness) Health Sciences and Athletics 2016 Mathematics - Developmental Mathematical Sciences 2016 Photography Fine Arts 2016 Y Political Science Behavioral and Social Sciences 2016 Sign Language/Interpreter Training Health Sciences and Athletics 2016 Y Sociology Behavioral and Social Sciences 2016 Welding Industry and Technology 2016 Y
Air Conditioning and Refrigeration Industry and Technology 2016 Y Construction Technology Industry and Technology 2016 Y Nursing Health Sciences and Athletics 2016 Y Radiological Technology Health Sciences and Athletics 2016 Y Real Estate Business 2016 Y Respiratory Care Health Sciences and Athletics 2016 Y Grey – CTE Review Only
School Teacher Attrition Rate 44.0% FACILITIES INFORMATION School Square footage for entire classroom space 3399 School Square footage for entire building 9696 School Cafeteria Yes School Theater/Performing Arts Space No School Art Room No School Library Yes School Music Room No School Playground Yes School Gym No EDUCATION OFFERINGS School Advanced Placement No School Alternative No School Arts Integration/Infused No School Career/Technical No School Classical Education School No School College Prep No School Expeditionary Learning No School Evening No School Extended Academic Time No School GED No School International Baccalaureate No School Language Immersion No School Math, Science, Technology No School Montessori No School Online/Blended No School Public Policy/Law No School Reggio Emilia No School Residential Program No School Special Education No School Stand-Alone Preschool Yes School World Cultures No School Please feel free to provide a written explanation to some or all of your answers to the multiple choice questions in the below text box. NA AELPCS – Source Data GENERAL INFORMATION School LEA Name AppleTree Early Learning PCS School Campus Name AppleTree Early Learning Amidon Campus School Ages served – adult schools only NA PCSB Audited Enrollment 44 PCSB PK3 Audited Enrollment 44 STUDENT DATA POINTS School Total number of instructional days 181
Debbie Crawford Sayed Daher Paola Francis Patti Gibb Katie Hunter Shannon Luelo Sue McKee Cindy McPhedran Cindy Robinet Heather Shanahan Clementine Matassa Alexandria Fischer SSAH Wendy Gosselin Lucy Baillargeon Lorraine Diesbourg Jalil Farah Carol Lutz Linda Rinaldi Leah Hess Stephanie Burd Weekend with Friends, Spago Home, and Our Time Programs Maureen Stiers Rosanne Boutette Chelsea Garaway Agnew Stacey Anderson Lyndsay Battersby Dylan Bechard Holly Edwards Chalen Fecteau Claudia Alberelli Natalie Azzopardi Lauren Hamilton Brenda Jonsson Noah Katzman Briana Lansue
Jocelyn Garrod Nicole Girard Lindsay Jones Heather Krantz Vanessa Manery Sharon McIntyre Miller Rachel Morris Sheldon Muise Rae-lynn Neill Sheree Sherman Meghan Stewart Patty Struhar Kelly Thornton Emily Waghorn Christine McPhedran Lori Parnell Robert Power Ashley Beaudry Lori Berro Kari Blake Alesha Buston Adrienne Donkers Keeley Dunlop Brianne Fecteau Rachel Lariviere Brandon Ruxton Jade Stonehouse Bethany Tiegs Katie Westfall Ken Kilmury
TECHNOLOGY DEPARTMENT to the 2012-13 MCPS High School Course Bulletin at for course descriptions. Each equals 10 minutes of daily homework. Each equals 5 minutes. COURSE TITLE SEM. CODE PREREQUISITE #Foundations of Technology A 9-12 1 5161 #Foundations of Technology B #Design Technology Solutions A #Design Technology Solutions B +Advanced Design Appls. A +Advanced Design Appls. B +Advanced Tech. A +Advanced Tech. Appls. B 9-12 9-12 9-12 10-12 10-12 10-12 10-12 2 1 2 1 2 1 2 5162 2812 2813 2808 2809 2810 2811 One basic tech. ed. credit One basic tech. ed. credit One basic tech. ed. credit One tech. ed. credit #Satisfies 1.0 regular technology credit graduation requirement. +Satisfies advanced technology requirements for program completer. THEATRE AND TELEVISION PRODUCTIONS Refer to the 2012-13 MCPS High School Course Bulletin at for course descriptions. These courses satisfy the fine arts requirement, except for TV Production. Each equals 10 minutes of daily homework. Each equals 5 minutes. COURSE TITLE GRADES SEM CODE PREREQUISITE Theatre 1A 9-12 1 6926 Theatre 1B 9-12 2 6927 Theatre 1A Theatre 2A 10-12 1 6928 Theatre 1 Theatre 2B Filmmaking concentration, Advanced Studio A Filmmaking concentration, Advanced Studio B Advanced Acting Play Directing 10-12 10-12 10-12 11-12 11-12 2 1 2 1 2 6929 631340 631440 6912 6914 Theatre 2A TV Production 1* 9-12 1 7860 TV Production 2* 9-12 2 7862 TV Production 1 * This course does not give fine art credit. LANGUAGES to the 2012-13 MCPS High School Course Bulletin at for course descriptions. Each equals 10 minutes of daily homework. Each equals 5 minutes. COURSE TITLE GRADE SEM. CODE PREREQUISITE Amer. Sign Language 1A Amer. Sign Language 1B Amer. Sign Language 2A Amer. Sign Language 2B 9-12 9-12 9-12 9-12 1 2 1 2 1596 1597 1593 1594 ASL 1A American Sign Language 1B American Sign Language 2A
Students who enroll in Honors/AP English should love to read! Students who eventually take the AP Literature exam must be able to draw from a rich literary experience while writing essays. It is imperative that students have read an extensive list of books, and these texts often appear on AP exams. There are no excuses for not doing the summer reading. If you enroll in the course, it is simply a requirement. If you do not complete the summer reading, you may be removed from the course. Texts in high school, especially at the 10th grade level, begin to deal with more adult themes. Parents, you may wish to read the books along with your children to open a dialogue on some of the emerging themes and more importantly, the purpose they serve in the text. Of course, all novels are chosen for their appropriateness at each grade level, often integrated with eras in history. All are on the approved reading list issued by FCUSD. Thank you! Enjoy the read! Vocabulary: Word Within a Word is a cumulative 4-year vocabulary program for all students enrolled in high school in the Folsom-Cordova School District. In 9th grade students learn 250 stems and definitions; in 10th grade the students learn another 250 stems and definitions; in 11th grade students learn 250 SAT-type words and definitions, and in 12th grade students learn another 250 words and definitions. This program has proved effective in preparing CHS students for high-stakes tests like the SAT and the AP exams. Honors/AP students are expected to know the stems and words by heart and will be tested on them throughout their high school career. The following website is a helpful resource for our vocabulary program: quizlet.com/EMuse For more information contact Lynn Backes at lbackes@fcusd.org or call 916 276 3941.
Softball: Topanga Skiles, Gr. 12: Topanga has always been an excellent softball player both in the fields and at the plate. This year, however, she has become much more of a leader for us. Her unselfishness has been a model for the other girls.
SAMPLE Name: Jame Smith Semester: Fall Spring Summer 20 12 Site: The Counseling Agency Supervisor Name: Dr. Connie Psychologist SEMESTER LOG: YEARLY LOG: Add totals from EACH timesheet pages to find this Input semester totals to determine semester’s total. progress towards completion. 7 3 3 2 15 Semester Totals: Client Hours: Sup. Hours: Other Learning Hours : Fall 58 12 101 Spring 69 15 112 Summer Totals: 127 27 213 Supervisor 33 11 15 10 69 Hours Towards Completion: Totals: Direct Client 27 Supervision 127 Other Learning Hours: 213 Total: 367 Client 40 22 30 20 112 Other Learning Hours: Signed (Student): Jane Smith Date: April 12, 2012 Signed (Supervisor): Dr. Connie Psychologist Date: April 12, 2012 Signed (DCT): ________Kim Lampson, Ph.D. ____ Date: April 12, 2012
Thanks: Kevin TECH TIP Swifter Shifter Are you experiencing the sloppy shifter blues? If your 4-speeder feels more like a spoon in a bowl of Maypo than a taut control mechanism, we have the cure. On most shifters such as the Hurst Competition-Plus, the shift rods are located with a bushing and retained by a spring clip. Use a thin AN %-inch i.d. washer between the spring clip and the arm on both ends of the rod (photo 1, arrow) to reduce the play in the rod. Then carefully adjust the length of the rods with the alignment rod placed in the shifter (photo 2, arrow A). Finally, adjust the shifter stops (photo 2, arrow B) so that the stops limit travel to the engagement of the gears, and no further. With these modifications, you’ll now be able to bang gears with the best of 'em! Thanks to: Bob Bennion Do you have an interesting tech tip to share with the readers? We are always interested in any submissions. Vintage Racing Info for NW vintage events sponsored by SOVREN can be found at: www.sovren.org FOR SALE: 1967 - Sunbeam Alpine Soft top, original hard top and cover. 98% Original Are you buying, selling or trading? Email us at Tiger2@telus.net Price: $ 5,000.00 Mike Seek 236 W Second St. Tonasket, WA. 98855 Phone: (509) 486-1301 Email To: ___________________________________ 1965 Sunbeam Tiger for Sale, the real deal, $27,000.00 OBO, please call, 425-271-2459 for questions or pictures. Paul Mason ___________________________________ 1- forged Ford 347 stroker = 350 h.p. 1 - scatter shield for sale. 2 - Stainless steel exhaust pipes , 2.500"x4" .065 wall Premium Grade 304 Alloy#555-3910 1 - 6 ft. flex coil 2 1/2" diameter 1.0 541 015 ROI Vicki Komori - vkomori@gmail.com
S/N Name of Source Location Sampling Point Coordinates (UTM) Elevation (M) 1 Milala Dam Katavi (Mpanda) At outlet towards the treatment site 36 M 1059 E 0283931 N 9301622 2 Borehole Katavi (Mpanda) Bomani area near UWAS 36 M E 0286699 N 9298966 3 Manga River Katavi (Mpanda) At the intake of 36 M E 0289979 N 9307229 4 Mpanda river Katavi (Mpanda) Downstream at kampuni area 36 M E 0283769 N 9296658 5 Katuma Katavi at Stalike village At mpanda road brige stalike area(Kwenye viboko wengi) 36 M E 0294628 N 9267038 6 Borehole Nkasi At namanyere Borehole 36 M E 0283702 N 9170595 7 Mfwizi river Nkasi At Tatumbila village ( at Gauge station) 36 M E 0297890 N 9164400 8 Muze river Sumbawanga rural At muze village 36 M E 0340390 N 9151800 9 Luiche river Sumbawanga rural At Uzia village 36 M E 0345896 N 9145651 10 Luiche river Sumbawanga urban At Mpanda road bridge 36 M 1787 E 0345162 N 9122170 11 Kanantumbi Stream At Wipanga village At the intake of Sumbawanga uwas 36 L 2096 E 0349196 N 9129086 12 Borehole S’wanga Gvt Hospital At Borehole 36 L 1823 E 0347124 N 9119516 13 Momba river At S’wanga road bridge 36 L 1372 E 0420762 N 9022487 14 Borehole Tunduma At borehole Sogea area 36 L 1581 E 0475666 N 8971092 15 Borehole Tunduma At borehole Tazara area 36 L 1653 E 0474448 N 8970101
Organisations and Projects Funding the Community Support Levely Charitable Organisations Small Grants Program The Community Support Levy is derived from profits of gaming machines in hotels and clubs and is held in trust by the Department of Treasury and Finance. The Grants are administered through the Gambling Support Program within the Department of Health and Human Services. The 2012-2013 CSL Charitable Organisations Grants Round offered grants of up to $10 000 (including GST) for projects and activities to further the aims and objectives of the applicant organisation and maximise the well-being of vulnerable groups. The successful applicants are listed below. Organisation Name Project Amount Funded (inc GST) Advocacy Tasmania Consumer Engagement Training Project $9 920 The Alcorso Foundation Humanitarian Entrant Education Assist Program - West $6 600 Avoca Museum & Information Centre Avoca Museum & Information Centre $2 800 Bethlehem House Building Positive Father-Child Relationships $9 930 Bethlehem House Diversional Therapy for Homeless Men $9 900 Bridgewater Police & Citizens Club Basketball 4 Life $9 300 Child & Family Centre - East Devonport Eat, Meet and Connect $8 946 Child Health Association Photocopier $5 972 Clarence Police & Citizens Youth Club Defibrillator $3 400 2013
Phoenix Centre (Migrant Resource Centre Southern Tasmania) Mosaic $2 000 Ravenswood Neighbourhood House Sharing The Creative Beat $3 685 Risdon Vale Neighbourhood Centre Building Relationships Through Social Connections $4 925 Rokeby High School Association Confidence and Communication Program $8 340 Rosebery Community House Healthy Eating and Blackout Cooking $1 200 Rosebery Community House Managing The Bull $3 000 Rosebery Community House Resources for Entertainment, Creativity and Activity $800 Rosebery Community House Rowing Your Way To Health $1 495 Rosebery Community House School Holiday Arts Program $2 888 Life Saving Society CPR Education - Assisted Living Communities $7 900 Royal Life Saving Society Water Safety Skills - Culturally and Linguistically Diverse (CALD) Communities $9 760 Tasmania Safe Beds for Pets: a resource for people escaping family violence $10 000 SecondBite Launceston Emergency Food Relief Outreach Service (EFROS) Program $10 000 Self Help Workplace Production Portable Compressor $2 200 Six Rivers Aboriginal Corporation Deadly Bingo Hygiene $8 786 St Giles Society I Like To JOIN IT! $3 000 Sudanese Community of Launceston Community Engagement Project $8 636 Sustainable Living Tasmania Living Smart $9 978 Tascare Society for Children International Day of People with Disability Community Celebration $6 000
BALLOT Please vote for your selection of best quilt in each category Quilt #: Your allover personal favorite BEST OF SHOW Silver Star BEST Hand Quilting Gold Star BEST Machine Quilting 100’s Traditional – Solo – LARGE 200’s Traditional – Solo – MEDIUM 300’s Traditional – Solo – SMALL 400’s Traditional – All Others 500’s Contemporary/Art – LARGE 600’s Contemporary/Art – SMALL 700’s Mixed Technique – Solo – LARGE 800’s Mixed Technique – Solo – SMALL 900’s Mixed Technique – All Others 1000’s Applique 1100’s Juvenile Theme 1200’s Seasonal 1300’s Miniature 1400’s Challenge 1500’s Wearable's/Home Accessories