zilongwang/ReadingBank huggingface dataset:
Family Resource Centers Fire Department Foster parents Foster Parents Association Gay and Lesbian Alliance (GALA) of the Central Coast Grizzly Youth Academy High Schools Homeless Shelters (ECHO, Maxine Independent Living Program (ILP) Juvenile Law Enforcement Mental Health Middle Schools Nurses and Doctors Parent Connections Parent’s Resource for Information Development and Education (PRIDE) Training Parents, Family, and Friends of Lesbians and Gays (PFLAG) Parents/Guardian Parks and Recreation Probation Public Health Restorative Partners RISE San Luis Obispo County Child Abuse Prevention Council (SLO-CAP) Sexual Abuse Response Team (SART) Sober Schools Teachers The Boys and Girls Club Therapists Trans Central Coast Tri-Counties Regional Center United Cerebral Palsy Women’s Shelter Program Work Investment Act (WIA) YMCA Treatment Program (YTP) Identifying Commercial Sexually Exploited and At-Risk Youth Identification In order to understand the scope and nature of the problem in San Luis Obispo County and provide appropriate services, professionals will screen youth and assess their related needs on an ongoing basis. Risk Factors The following risk factors have been identified by Community Partners as the most prevalent for youth in San Luis Obispo County: /
South County SAFE System of Care Arroyo Grande Family Resource Center Nipomo Family Resource Center Oceano Family Resource Center 1086 Ave. Arroyo Grande, CA 93420 (805) 474-2105 920 W. Tefft St. Nipomo, CA 93444 (805) 474-3799 1511 19th St. Oceano, CA 93445 (805) 474-3690 Basic needs and preventive services: any resident Intensive Services: Lucia Mar Unified School District students Additional services include: First 5 Health Navigator Parenting classes Homeless services Transitions-Mental Health Association 784 High Street San Luis Obispo, CA 93401 (805) 540-6500 Individuals with mental health issues and their families and caregivers Women’s Shelter Program of San Luis Obispo County P.O. Box 125 San Luis Obispo, CA 93406 (805) 781-6401 Women and children needing shelter, counseling, and referral services due to domestic violence. Additional Family Strengthening Organizations Community Counseling Center Child Development Resource Center of the Central (805) 543-7969 (805) 544-0801
STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901). Classroom Context 1a. Name 1b. School 1c. District 1d. Class/ Course Title 1e. Level 1f. Total # of Students 1g. Typical Class Size 1h. Class Frequency 1i. Typical Class Duration SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale Performance Indicators (PI) 3a. PI Targets: All Student Group PI Target #1 PI Target #2 3b. PI Targets: Focused Student Group PI Target #1a PI Target #2a 3c. PI Linked (optional) 3d. PI Weighting (optional) Performance Measures (PM) 4a. Name PM #1 PM #2 4b. Type ____District-designed Measures and Examinations ____Nationally Recognized Standardized Tests ____Industry Certification Examinations ____Student Projects ____Student Portfolios ____ Other:______________________________
4c. Purpose PM #1 PM #2 4d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery 4e. Administration Frequency PM #1 PM #2 4f. Adaptations/ Accommodations IEP ELL Gifted IEP Other 4g. Resources/ Equipment PM #1 PM #2 4h. Scoring Tools PM #1 PM #2 4i. Administration & Scoring Personnel PM #1 PM #2 4j. Performance Reporting PM #1 PM #2 Summary Teacher Expectations 5a. Level Failing 0% to ___ % of students will meet the PI targets. Needs Improvement ___% to ___% of students will meet the PI targets. Proficient ___% to ___% of students will meet the PI targets. Distinguished ___% to 100% of students will meet the PI targets. . Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______ 5b. Elective Rating Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0) Notes/Explanation Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
assignment under Section18.3 of the Franchise Agreement. System Modifications Not more than $25,000 during the initial term of the franchise As required If we make changes to our System, you must adapt your business to conform to the changes. Some examples of changes include new equipment, fixtures, software or new Marks. Relocation Assistance $750 - $1,500 Time of assistance If you need our assistance to relocate, you must reimburse our costs to assist you. Paying Additional Fees (continued) TYPE OF FEE AMOUNT DUE DATE REMARKS Customer Service5 All costs incurred in assisting your customers, $3,500 - $7,000 Upon demand You must reimburse us if we determine it is necessary for us to provide service directly to your customers. Substitute or New Manager Training/ Additional Training6 Currently, $500 per day, plus your expenses in attending Time of training We provide an initial training program before you begin operations and ongoing training programs during the term of the franchise. If you have to repeat our training programs, we may charge you a fee. Additional Operations Assistance Currently, $600 per day plus our expenses Time of assistance We provide assistance around the beginning of operations and during the term of the franchise. If you request additional assistance beyond what we provide, you may be charged a fee, plus our expenses if we need to travel to accommodate your request.
A successful campaign involves making TV or newspaper ads and creating like posters, buttons, and flyers, and coming up with great slogans that people are going to remember. If you didn’t know, a slogan is a catchy phrase used to persuade people to vote for a particular candidate. These items are paid for by a candidate and his or her supporters, which can run in the millions of dollars. Directions: Your campaign team’s job is to come up with two winning slogans for your candidate. They must be school appropriate however still be creative! Political Slogan #1: Political Slogan #2: Political Slogan #3: Slogan: “Yes We Can!” a. John McCain b. Barack Obama c. Ralph Nader d. George W. Bush Slogan: “Country First” a. John McCain b. Barack Obama c. Ralph Nader d. George W. Bush Slogan: “Real plans for real people” a. John McCain b. Barack Obama c. Ralph Nader d. George W. Bush Slogan: “Building a bridge to the 21st century” a. Bill Clinton b. Barack Obama c. Al Gore d. George W. Bush Slogan: “Kinder, Gentler Nation” a. Hillary Clinton b. Ross Perot c. Bill Clinton d. George H.W. Bush Slogan: “The stakes are too high for you to stay at home” a. John McCain b. Lyndon B. Johnson
c. John F. Kennedy d. John Kerry Slogan: “A chicken in every pot and a car in every garage” a. John McCain b. Richard Nixon c. Herbert Hoover d. George W. Bush Slogan: “Let America be America Again” a. George Bush b. Barack c. Abraham Lincoln d. John Kerry Slogan: “Vote yourself a farm” a. John Quincy Adams b. Andrew Johnson c. Abraham Lincoln d. George W. Bush 10.Slogan: “Prosperity for America’s families” a. Al Gore b. Barack Obama c. Ralph Nader d. Richard Nixon
Yellow Be, Cw, Me, Rp, Th, Av, Cg, Gg, Gn, Mh, Sh Berks, Cruze, Mentor, Rossmoyne, Thrifton, Avonburg, Celina, Gilpin, Glenford, Miamian, Shelocta A-4, A-6, A-7-6 33 7 17 17.0 13.3 Brown Ca, Ge, Nn, Rd, Ro, Sw, Cp, Ka Cana, Gessie, Nineveh, Rodman, Rossburg, Stonelick, Clifty, Kendallville A-4, A-6, A-7-6, 30 9 19 16.3 12.6 Grey Pc, Kp, Cv, Wk Patton, Kokomo, Crosby, Westland A-4, A-6, A-7-5, A-7-6 43 16 20 15.8 13.9 Red Ee Eldean A-4 29 9 15 17.3 13.7 Fig. 1. Grain size distribution curve for Hopewell soils based on soil color. 3. Variability in strength parameters from various correlations Color Opt Moisture (%) Max Dry Unit Weight (kN/m^3) Moist Unit Weight (kN/m^3) L I (%) CBR Effective Friction Angle (degrees) Unconfined Compressive Strength (kPa) Undrained shear Strength (kPa) Undrained shear Strength (kPa) Undrained shear strength (kPa) Holko (2008) Holko (2008) Yilmaz (2000) Das (1999) Sukumaran (2000) Yellow 17 17.0 14.2 1.4 8 39.3 466.6 31.1 62.1 87 Brown 19 16.3 13.6 0.4 5 32.6 792.1 56.6 110.5 54 Grey 20 15.8 14.7 0.5 4 31.6 868.0 56.0 140.4 48 Red 15 17.3 14.7 0.6 9 34.9 363.7 51.4 49.8 100
x y -2 5 -1 3 0 1 1 -1 2 -3 slope (m) = _______ y-intercept: ________ x y -2 -7 -1 -7 0 -7 1 -7 2 -7 slope (m) = _______ y-intercept: ________
FINDING THE SLOPE Explore the slope screen for 5 minutes and write down 1–3 questions that you have. Create three lines with different slopes. Sketch your lines and complete the table below. 1 2 3 Sketch Coordinates of two points on line ( , ) and ( , ) ( , ) and ( , ) ( , )and ( , )
a.) ____________________ b.) _______________________ 5. 6. 7. a.) b.) 8. a.) b.) 9. 10.
First choice for clean, fresh well-vascularized wounds Indications: onset <24h, clean, viable tissue, approximation of skin edges is achievable Treated with: irrigation, débribement, margins approximated using simple methods Scar depends on: initial injury, amount of contamination, accuracy of closure Fastest healing & most cosmetically pleasing Healing by second intention - secondary wound healing Wound is left open & closed by epithelialization & myofibroblasts Wound heals without surgical intervention Indicated in infected or contaminated wound Presence of granulation tissue Complications: contracture & hypertrophic scarring Healing by third intention - tertiary wound healing For managing wounds that: bacterial contraindicates primary closure subsequent repair of a wound initially left open or not previously treated a crush component with tissue devitalized 4. Complete the following. Wound Exudate Type What is it? Consistency Serous (ex, fluid in blister or burn) or plasma clear or straw watery Purulent Pus. Filled with leuokocytes, dead tissue, bacteria (alive or dead) green or yellow Thicker than serous (seen in surgical incisions) serum and tends to be light red moderately thin Sanguineous (seen in open wounds) RBCs dark red moderately thick, may have clots (seen in new wound that is infected) Pus and blood thick 5. Describe the difference between an arterial and a venous wound Arterial (Insufficiency ulcers) Venous (stasis ulcers) MAINLY Wound Characteristics remember..good arterial blood flow! Pale base color when elevated BAD arterial blood flow Ruddy color base Shallow wound us
Description of Activity (Your description can be up to 100 words): Cost: Activity Venue: Postcode: Suitable for Ages From: To: Please provide details of how often this activity takes place (e.g. every Tuesday or on the first Wednesday of each month etc.): Policies Does your organisation have a volunteer policy? Yes No Would like help to develop Does your organisation have an equal opportunity / diversity policy? Yes No Would like help to develop Does your organisation have a health & safety policy? Yes No Would like help to develop Does your organisation have a safeguarding policy? Yes No Would like help to develop Does your organisation have public liability insurance? Yes No Would like help to develop Does your organisation have a business plan? Yes No like help to develop Has your organisation achieved any quality / accreditation standards? Yes No like help to develop Declaration By registering our organisation’s details we agree for the details provided to be held on the Slough Get Involved online community database and made publicly available. (Please be aware that this will include the address and contact details given.) Name: Position: Signature: Date: If submitting by email please click box to agree to the terms of use. Once completed, please email this form to info@sloughgetinvolved.org.uk
Statement Guidance 4.2.U1 Most ecosystems rely on a supply of energy from sunlight. 4.2.U2 Light energy is converted to chemical energy in carbon compounds by photosynthesis. 4.2.U3 Chemical energy in carbon compounds flows through food chains by means of feeding. Pyramids of number and biomass are not required. Students should be that biomass in terrestrial ecosystems diminishes with energy along food chains due to loss of carbon dioxide, water and other waste products, such as urea.] 4.2.U4 Energy released from carbon compounds by respiration is used in living organisms and converted to heat. 4.2.U5 Living organisms cannot convert heat to other forms of energy. 4.2.U6 Heat is lost from ecosystems. 4.2.U7 Energy losses between trophic levels restrict the length of food chains and the biomass of higher trophic levels. The distinction between energy flow in ecosystems and cycling of inorganic nutrients should be stressed. Students should understand that there is a continuous but variable supply of energy in the form of sunlight but that the supply of nutrients in an ecosystem is finite and limited. 4.2.S1 Quantitative representations of energy flow using pyramids of energy. Pyramids of energy should be drawn to scale and should be stepped, not triangular. The terms producer, first consumer and second consumer and so on should be used, rather than first trophic level, second trophic level and so on. 4.3 Essential idea: Continued availability of carbon in ecosystems depends on carbon cycling. Understandings, Applications and Skills (This is what you maybe assessed on) Statement Guidance 4.3.U1 Autotrophs convert carbon dioxide into carbohydrates and carbon compounds. 4.3.U2 In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions. 4.3.U3 Carbon dioxide diffuses from the atmosphere or water into autotrophs. 4.3.U4 Carbon dioxide is produced by respiration and diffuses out of organisms into or the atmosphere.
At least 90-100% of students met or exceeded expected target. At least 75-89% of students met or exceeded expected target. At least 60-74% of students met or exceeded expected target. Fewer than 60% of students met or exceeded expected target. Rating rubric for teachers with a class of 4 or fewer students. Highly Effective Effective Developing Ineffective Based on individual growth outcomes, all students met expected targets and some exceeded the targets. Based on individual growth outcomes, all students met expected targets. Based on individual growth outcomes, some students met or exceeded expected targets. Based on individual growth outcomes, no students met expected targets.
25 minutes Step 3 – What Are My Expectations for These Students? TSPs -Define -Exemplars -Practice Examples Stretch Time-Paired Activity Setting Individual Targets Growth Tracker Reflection Key Take-Aways 64-78 Notes and Reflection participant handout pages 5-6 Participant Manual Probing Question TSP Effective Descriptions Example TSP Practice What is the difference between the ISP and the TSP? Reflection 25 minutes Step 4 – How will I guide these students toward growth? Planning for Growth (Review of Forms and how SLO connects to TTESS scoring) BOY Conference Video Stretch Time -Paired Activity Reflection Key Take-Aways Three Phase Process Graphic Phase 2 Step 5 – Are students progressing toward targets? 79 - 96 Notes and Reflection participant handout pages 6-7 Participant Manual Forms BOY Video SLO Form Probing Question Video-BOY Conference Growth Tracker “How do the results of the SLO Process inform a teacher’s GSPD goals? Reflection 20 minutes Three Phase Process Graphic Phase 3 Step 6 - Did students grow and what did I from the process? -EOY Conference Reflection 97- 103 Notes and Reflection participant handout page 7 Participant Manual Forms Video- EOY Conference Reflection 10 min Closeout -SLO Form -website -wrap up Participant Manual Forms SLO Form Website
SLO Rating Scale Teacher should attach the record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics. Rating rubric for teachers with a class of 5 or more students. Highly Effective Effective Developing Ineffective At least 90-100% of students met or exceeded expected target. At least 75-89% of students met or exceeded expected target. At 60-74% of students met or exceeded expected target. than 60% of students met or exceeded expected target. Rating rubric for teachers with a class of 4 or fewer students. Highly Effective Effective Developing Ineffective Based on individual growth outcomes, all students met expected targets and some exceeded the targets. Based on individual growth outcomes, all students met expected targets. Based on individual growth outcomes, some students met or exceeded expected targets. on individual growth outcomes, no students met expected targets.
___The educator is not making satisfactory progress toward achieving this goal. Comments The signatures below verify that the teacher has received written and oral explanations of the preliminary performance review. Teacher Date: Supervisor: Date: Final performance review (to be completed by the supervisor on the basis of the evidence) ___ The educator has met the above goal.
Discharge letter Leave room here for letterhead stationary Date Dear Mr. or Ms.: Enclosed is a copy the treatment report for client’s name from this past semester. We have enjoyed working with client’s name at the Auburn University Speech & Hearing clinic and hope that he/she continues to do well in the future. If you have any questions regarding this report, please do not hesitate to contact us. Sincerely, Your Supervisor’s Name and credentials Your name, B.S., B.A. etc… Undergraduate/Graduate Clinician
CV: write vertically in your notes to make it easier to take notes on performance Step 5/6: Air-writing with or without a chain Teacher says syllable (encoding) or letters (decoding/reading) Student writes letters or decodes or decodes then writes Stimulation from simple to complex syllables Begin with whole and move to parts (words to letters) with teacher saying word and imaging letters Miscalling-find mistake of teacher student spells “mit” teacher says if I said “mat” what was my mistake? *In summary, air-writing involves having the student read and spell from an auditory stimulus. Spell: whole apart-you say dog and they say d-o-g Read: parts to whole-you say d-o-g and they say dog they must repeat the letters back to you at this point, you are not using visual stimuli or visual cue (syllable board) Lesson Plan for early session (5 minutes for #2-5) Set climate Letter imagery-always do it at the beginning of therapy-sound/symbol check *Syllable (CV/VC); Box 1, 1 or introduce rules (10 min if so) *Syllable board (CV, VC) says word-student writes Air-writing (CV/VC) will spell some words (you give word and then say letters) -student reads words (you say p-l-i-p) and then say “plip” General Guidelines for Structuring Sessions: -80% of time with 2-5; -Imaging and decoding (2-5 sounds) CV-CCVCC -wait a little for words -steps 6-11 is application Decoding Decode word lists Student may touch, underline with pencil, and say vowel sound first, then decode the Give the student a plus for touching, saying, and decoding. Have them verbalize what are doing. Miscall a few to explicitly develop monitoring/self-correction. Do symbol imagery exercises (no backwards) with some especially missed or words with orthographic patterns that have been difficult for the student to remember. ---Have them air-write the error words, last letter, first letter, spell *can use decoding workbooks as guide but do not make copies or write in original book Error handling with Decoding
The University of – Audiology & Speech Center The Polsky Building ~ Room 181, First Floor 225 South Main Street ~ Akron, OH 44325-3001 Directions (website): Campus map: https://maps.uakron.edu/ The Polsky Building is located on the western edge of campus, in downtown Akron. The building comprises the block between High Street - Main Street and University Avenue - E. State Street. Driving Directions: I-77 South: Take I-77 South to the Main/Broadway/Downtown Exit (exit 22A). Turn left on Broadway and follow for approximately 1.5 miles to the University of Akron West Parking Deck, which will be on your left. From Cleveland-Hopkins International Airport - Take I-71 South from Cleveland to I-80 (Ohio Turnpike) East to I-77 South – proceed as noted above. From the Northwest (Toledo, Bowling Sandusky) - Follow I-80 (Ohio Turnpike) East to I-77 South – proceed as noted above. From the West (Barberton, Wadsworth) - taking I-76 - Take I-76/224 East to I-76 South – proceed as noted above. I-77 North: Take I-77 North to the Main/Broadway/Downtown Exit (exit 22A). Merge onto Broadway and follow for approximately 1.5 miles to the University of Akron West Parking Deck, which will be on your left. From the South (Akron-Canton Regional Airport, Canton, New Philadelphia) - taking - Take I-77 North to the Central Interchange, and follow I-77 North – proceed as noted above. From the East (Kent, Youngstown) - taking I-76 - Follow I-76 West through the Central Interchange, to I-76 West/I-77 – proceed as noted above.
Student Name (Please print): School: School Year: Beginning date of plan: State Assessment Results SBAC: Student’s Score: WPLT II Student’s Score: Other Assessments: Results: Reading: Writing: Mathematics: Science: Indicate Intervention subject area(s) addressed by this Student Learning Plan: Reading Writing Mathematics Science Absences Credits School Interventions: Subject: Specific Needs Intervention/Strategies Monitoring Date Monitoring Status Insufficient Progress Some Progress Mastery Intervention Status Student is not progressing in a timely manner. Intervention/Strategies need to be revised Date: ________ Student is making some progress. Continue with plan as is Date: ________ Student has mastered and completed Student Learning Plan Date: ________
PROCESS Objective 1, Strategy 1 & 2: Objective 2, Strategy 3: OUTCOME Outcome 1: Initiative #5: Ensure that our Physical Environment is both Safe and Satisfying Objectives Strategies Responsible Parties Reduce ligature Replace shower valves, and non-ligature resistant grab bars FMDC Chief Operating Officer Chief Financial Officer Develop ligature resistant solutions for interior doors in client bedrooms, bedroom doors, and bathroom stalls FMDC Chief Operating Officer Chief Financial Officer Modify policies specific to client stabilization and transfer for clients who present a risk of suicide as determined by the Suicide Assessment Chief Operating Officer Clinical Director Develop a biometric solution for our Client Check-In process Implement a check in system for client, which is similar to our rounds but uses fingerprints or handprint architecture. Operating Officer Director of Purchasing OA-ITSD Enhance our cottage environments Replace aging roofs, metal flashing, and patio doors FMDC Chief Operating Officer Chief Financial Officer Enhance parking lots and sidewalks Repaint lines, fill in holes, add additional lights, and trim/remove trees. FMDC Operating Officer Chief Financial Officer Objectives Strategies Responsible Parties Reduce over-stimulation and associated incidents secondary to elevated levels with new flooring Develop sound mitigation solutions for our rubber flooring Hospital Management Assistant Environment of Care Council Develop more effective transportation options Ensure availability of transportation solutions – including exploration of options for use of contracts for taxis – after 3 pm for outside medical visits after 3 pm and for sitters at outside hospitals Motor Vehicle Staff Director of Purchasing
Type of Report (Original, Supplemental, Follow-up) INCIDENT DATE/TIME OF INCIDENT: - DATE/TIME OF REPORT: - INCIDENT ADDRESS NAME OF SCHOOL/BUILDING: AREA: REPORTING OFFICER/ BADGE # - TYPE OF INCIDENT (OFFENSE): WEAPON USED BY SECURITY Yes No TYPE: Gun -Asp/Baton –Mace –Taser - Other WEAPON USED BY OTHERS Yes No TYPE: Gun –Mace – Taser - Other Assault 1st - Assault 2nd- Assault 3rd Burglary - Drugs/Alcohol – UUW Gun UUW Knife - Sex Offense – Stealing Robbery 1st – Robbery 2nd – Missing Peace Disturbance - Trespassing INCIDENT LOCATION: Stairwell – Hallway – Class Room – Cafeteria – School Yard – Rest Room - School Bus – Other INJURIES: Yes No Surface (Tile, concrete, asphalt, carpeting), Conditions (moisture, holes in surface, etc.), If applicable Weather If applicable VICTIM 1: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: Phone #2 Student 2: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: Phone #2 Student Staff 3: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: Phone #2 Student Staff WITNESS Witness 1: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: Phone #2 Student Witness 2: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: Phone #2 Student Witness 3: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: #2 Student Staff MEDICAL TREATMENT –Attach Medical –Clinical Log, if treated by School Nurse Treatment at scene by School nurse Treatment at scene by EMS Treated by Personal Physician Transported to Hospital Refused Medical Attention Hospital Name: SUSPECT/OFFENDER Suspect 1: D.O.B. Race: Sex: Address: Phone #1 SSN# SN# Parent/Contact: Phone #2 Student Staff Suspect 2: D.O.B. Race: Sex: Address: #1 SSN# SN# Parent/Contact: Phone #2 Student Staff
Development and Drainage Mr. Kotz suggested we explore education about low impact developments which could be voluntary or incorporated into Town ordinances. Mr. Chitwood suggested KIGR consider building porous structures and parking lots, especially as they are undertaking a large group of construction projects that will feature many new or redeveloped parking lots. Ms. Mezzanotte noted the ARB could recommend green roofs or other green ideas. She has not seen anything about porous parking lots. Mr. Elliott noted The Timbers-Kiawah plans to build a pool in the dune field at the ocean side of their property. He continued, noting that putting pools in the dune field is not a great idea, since it reduces the dunes ability to protect the island in storm surges. And they result in significant expense. Mr. Connors noted that the Kiawah Partners position as master builder allows them to build and use existing drainage according to KP’s engineer’s advice and without input from KICA. DHEC permits are required for storm water management. Mr. Hill noted the Ocean Park ponds drain into Willett Pond. Mr. Connor noted that as of 1/1/17 KICA may decline any infrastructure KP might want to deed to KICA. Mr. Chitwood said KIGR, KP and KICA must be included in the planning. For example, the ARB has landscaping requirements, and certainly KP is interested in what the islands look and feel like. Berms and Drains Ms. Mezanotte wondered if sections of the island could be protected from flood water by surrounding them with berms. Mr. Ellott concurred noting it may be appropriate for specific groups of houses, or individual homes to build berms. Mr. Connor noted that berms must be built in a 4:1 ratio, thus a 4 foot tall berm must be 20 feet wide. In some cases, houses are so close to the marsh that a properly constructed berm would end up filling in marshland. Mr. Jordan noted that current laws prevent building in or filling salt water marshes. Mr. Chitwood suggested we be selective about adding berms, and that we consider raising certain areas of a road. Subcommittee members discussed using assessments, perhaps $200, or providing property tax relief to help pay for the process. Ms. Mezzanotte suggested we consider implementing rules about impeding water flow with consequences for those who create problems and financial subsidies for those who solve them.
Closure: Students should conclude their web visit of the scroll by writing an analysis of how the scroll reflects daily life in the Song dynasty. How accurate is the portrayal produced in the Qingming scroll? What might the government have chosen to include/leave out when approving the finished painting? Use the following rubric to score their responses: 4 points 3 points 2 points 1 point Main Idea Correctly identifies the main idea in a and accurate manner. Correctly identifies most of main idea in a complete sentence. Identifies an important idea but not the main idea in a complete sentence. Identifies a detail but not the main idea. Supporting Details Clearly states 2 or more important details using own words or statements. States at least 2 important details with some paraphrasing of information. States at least 1 important detail. Demonstrates little if any paraphrasing. Includes unnecessary details. Does not demonstrate any paraphrasing. Conclusion Writes a clear and specific concluding statement. Writes an adequate concluding statement. Writes a weak concluding statement. Does not include a concluding statement. Lesson 3 Targeted Grade Level: 10-12th Subject Area: East Asian History/Art History/World History Essential Question: How does the current Chinese government employ art to send a message? Objectives: Students will identify and examine propaganda posters from the Hangzhou local government. Procedures: Activator: What kind of messages does the US government send using art? Think about posters, billboards, video messages, etc.
Gap? (please circle) Speed Environment Design Speed (km/hr) – Non Built Up Only Avg Flow Speed (km/hr) – Built Up Surfaced Only (Off Peak) Avg Flow (Peak) (km/hr) – Built Up Surfaced Only Dimensions Lane Width (no. lanes x width (m)) Yes No Shoulder Width (m) – (overall (m) / sealed section (m)) Yes No Overall Carriageway Width (m) Yes No Carriageway Width (Bridges/Culverts) (m) Yes No Minimum Height Clearance (m) Yes No Minimum Clear Zone (fill (m) / cut (m)) Yes No Geometry Minimum Horizontal Curve Radius (m) Yes No Maximum Vertical Grade (%) Yes No Minimum Intersection Turning Radius (m) Yes No Minimum Roundabout Radius (m) – if applicable Yes No Strength/ Durability Subgrade CBR Pavement Thickness (mm) Yes No Bridge/Culvert Mass Limit (tonnes) Yes No Influencing factors (Refer to Section 5 of Guidelines) 5(a) influencing factors – Does the road offer one or more regionally significant secondary purposes in addition to the primary purpose? (Refer Question 3(a) – Provide justification by reference to latest approved Regional Transport Plan / Strategy).
Provide a higher standard alternative route Yes No Complement the existing arterial road network Yes No Provide improved access to key population centres Yes No Ensure communities are not isolated by flooding Yes No Act as collector road for local traffic and heavy traffic Yes No Provide all weather access Yes No 9a. Provide access to other types of transport - Bus Yes No 9b. Provide access to other types of transport – Rail Yes No 9c. Provide access to other types of transport – Air Yes No 5(e) Influencing factors – Safety (Please circle Yes or No) (Note – All Yes answers are to be justified with appropriately referenced supporting information) Reduce conflicts between tourist freight and commuter traffic Yes No Contribute to safer travel and reduce accidents Yes No Provide safe overtaking opportunities and reduce frustration and fatigue Yes No Reduce exposure to travel risk Yes No Provide access for school buses Yes No Provide access for emergency services Yes No Remove traffic from city/town areas Yes No Reduce road roughness and potential dust hazards Yes No Reduce the impact of roadside hazards Yes No 5(f) Influencing factors – Environmental (Please circle Yes or No) (Note – All Yes answers are to be justified with appropriately referenced supporting information) 1a. Reduce environmental pollution – air Yes No
Complete the form below in its entirety and submit to the Rick Davila prior to the close of the announcement along with a copy of your current loan statement reflecting the lending institution name, address and the balance of all outstanding student loans. Name: Occupation: Full-Time Part-Time Care Line: Department: Current Performance Rating: Outstanding Excellent Fully Successful Less than Fully Successful Have you previously received SLRP Funding: Yes No If yes, what is the total amount you were awarded? _____________ Are you currently serving a service agreement? Yes No If yes, when is the service agreement’s expiration date? ____/____/____ Are you a current participant in the Educational Debt Reduction Program (EDRP)? Yes No Current Outstanding Loan Balance: $______________ I have attached a copy of my current loan statement reflecting the following: Name of Lending Institution Address of Lender Current Loan Balance I understand that if approved for the Student Loan Repayment Program: 1) I am obligated to 3 years of service to the Department of Veterans Affairs, 2) I must maintain a minimum performance level of fully successful or better; and 3) I must have no adverse performance or conduct action pending. If I fail to fulfill this obligation, repayment of all funds received will be required. Signature Date Supervisor Recommendation Supervisors are required to recommend their employee for participation in the Student Loan Repayment Program. These recommendations will be used to make the final selection of recipients and should be individually tailored to the employee applying. Recommendations must include the following information: Justification for need of SLRP to retain this highly qualified employee. Verification that this organization would experience difficulty filling this position should this highly qualified employee leave. Supervisor’s Recommendation:
Total Points Possible 1,075 WEEKLY COURSE CALENDAR: Week/Dates Themes/Topics Assignments Due Week 1: 8/28-9/1 ORIENTATION TO COLLEGE Intros/Syllabus Expectations Characteristics of successful students Overview Co-curriculars Purchase course materials Due 9/1: Introductory Discussion Board Initial Post and 2 Replies to Classmates Week 2: 9/4-9/8 College Closed: 9/4 (Labor Day) ORIENTATION TO COLLEGE College Culture Time Management Due 9/8: Time Management Discussion Board Initial Post and 2 Replies to Classmates Week 3: 9/11-9/15 COLLEGE SUCCESS SKILLS Mindsets SMART Goals Intro Goals Paper Due 9/15: PLACE Co-Curricular Reflection Week 4: 9/18-9/22 COLLEGE SUCCESS SKILLS Critical Thinking Motivation Week 5: 9/25-9/29 COLLEGE SUCCESS SKILLS Motivation Due 9/29: Motivation Discussion Board Initial Post and 2 Replies to Classmates Read chapters 1-3 in Strengths Quest. Week 6: 10/2-10/6 LIBRARY INSTRUCTION (10/2: 6/220) SELF-EXPLORATION Strengths (SQ) SQ Team Project Intro Due 10/2 at start of class: SQ Assessment Results Due 10/6: Goals Paper
WEEKLY COURSE CALENDAR: Week/Dates Themes/Topics Assignments Due Week 1: 8/28-9/1 ORIENTATION TO COLLEGE Intros/Syllabus Expectations Characteristics of successful students Overview Co-curriculars Purchase course materials Week 2: 9/4-9/8 College Closed: 9/4 (Labor Day) ORIENTATION TO COLLEGE Mindsets Time Management Week 3: 9/11-9/15 COLLEGE SUCCESS SKILLS College Culture Notes SMART Goals Goals Paper Due 9/14: Victim/Creator Reflection Week 4: 9/18-9/22 COLLEGE SUCCESS SKILLS Critical Thinking Motivation Due 9/21: Time Management Reflection Week 5: 9/25-9/29 COLLEGE SUCCESS SKILLS Motivation Due 9/28: PLACE Co-Curricular Reflection Read chapters 1-3 in Strengths Quest. Week 6: 10/2-10/6 LIBRARY INSTRUCTION (10/3: 6-220) SELF-EXPLORATION Strengths Quest (SQ) SQ Team Project Due 10/3 at start of class: SQ Assessment Results Due 10/5: Goals Paper Week 7: 10/9-10/13 SELF-EXPLORATION SQ Team Project Due 10/12: SQ Reflection Week 8: 10-16-10/20 SELF-EXPLORATION SQ Team Project SQ Team Project Presentations Week 9: 10/23-10/27 Midterm 1:1 Meetings as Scheduled Week 10: 10/30-11/3 CAREER EXPLORATION (11/2: 1-253) Intro Career Interview Intro Academic Blueprint Due 11/2: PURPOSE Co-Curricular Reflection
Complaints Procedure If anyone in the school community feels that this policy is not being followed then they should raise the matter first with the Headteacher and, if concerns persists, with the Chair of Governors who will facilitate the appropriate action, which may include an investigation. If there is a formal complaint then the school’s complaints procedure will be followed. Copies of this policy will be available in the staff handbook, from the school office and on the school website. This policy has been agreed by the Headteacher and the Governing Body. Headteacher signature: Print name: Date: Chair of Governors’ signature: Print name: Date: ATTENDANCE AND PUNCTUALITY POLICY secure foundations excellent practice faith, hope and love WHY WE HAVE AN ATTENDANCE POLICY AT ST LUKE’S SCHOOL We want to ensure that all pupils receive a full-time education to maximise opportunities for everybody to realise their potential. Experience and research both locally and nationally demonstrates a clear link between good attainment and good attendance. The school believes that setting a clear
By applying positive strategies to create a caring, family atmosphere in which teaching and learning can take place in a safe and happy environment; To teach values and attitudes as well as knowledge and skills through the school curriculum, extended provision and Collective Worship; To develop children’s strategies and skills will help them respond appropriately to challenging situations; To promote actively responsible behaviour, encourage self-discipline and encourage in children a respect for themselves, for other people, for property and for the school as a whole; To encourage good behaviour by providing a range of rewards for children of all ages and abilities, at the same time as helping children to understand that good behaviour can sometimes be its own reward; To make clear to children the distinction between minor and more serious misbehaviour and the range of sanctions that will follow. Complaints Procedure If anyone in the school community feels that this policy is not being followed then they should raise the matter first with the Headteacher and, if concerns persists, with the Chair of Governors who will facilitate the appropriate action, which may include an investigation. If there is a formal complaint then the school’s complaints procedure will be followed. Copies of this policy will be available in the staff handbook, from the school office and on the school website. This policy has been agreed by the Headteacher and the Governing Body. Headteacher signature: name: Date: Chair of Governors signature: Print name: Date: Code of Conduct and shared values The Golden Rules Jesus’ teaching “to treat others as you want them to treat you is” is the starting point for our Golden Rules: We care for each other We try our best We listen to each other We are honest We look after our school This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning. In March 2017 the school introduced a “quiet walking” rule, for children moving around the school main corridor and hall to ensure that children working at the tables outside Summer Class are not disturbed. Our Garden Rules
All staff and participants at the project location require sign-in on CAPF 11. Credential Verification Procedures – All attendees will be checked at sign-in for CAP membership card. FACILITIES Classrooms Two classrooms will be in use, one for each course. Treat the facilities with the utmost respect. We expect the facilities to be returned in the same condition as it was made available, or a better condition. Items brought with you will leave with you in addition to items issued to you for the course. Internet access will be available. The attendees along with the project staff will clean the facility before departure. Telephone access There are telephones available at the facility and many people will have cell phones. Please have cell phones set to vibrate or turned off during the course presentations. LOGISTICS Dining Meals on both days will be at your own expense. There are numerous restaurants located nearby. Medical Emergency number is 911 Transportation Parking: Parking is available at the facility. Overflow parking is available in a parking lot approximately ½ block east and across the street from the training facility. Lodging
. Roles and Responsibilities Additional and Sporting Opportunities Additional Year Group Opportunities All year groups School Council Christmas Concerts - Rec/KS1 Nativity, KS2 Christmas Carols SLS Sports Afternoon Class outings Visits from police, charities etc Reception Rec/KS1 Road Safety Day Year 1 School gardeners Peripatetic lessons - piano KS1 inter-school Sports Day (with Christchurch School) Rec/KS1 Road Safety Day Year 2 Assembly candle monitors Peripatetic music lessons - piano Recorders (all children) KS1 inter-school Sports Day (with Christchurch School) Computing day - City Learning Centre - Coding Rec/KS1 Road Safety Day Year 3 Whole school - fruit & milk monitors Peripatetic music lessons School choir KS2 Musical Recital Royal Albert Hall - Prom Praise/Camden Music Swimming lessons Camden (CSSA) Y3/4 Sports Competitions Computing - City Learning Centre: e-safety BBQ & Late night movie at SLS Year 4 Eco-monitors Peripatetic music lessons School choir KS2 Musical Recital Camden (CSSA) Y3/4 Sports Competitions Computing - City Learning Centre – e-safety Adventurous Activity Day Year 5 school - lunchtime monitors (Young Enterprise Playmakers Award) KS2 garden/playtime squad Peripatetic music lessons School choir KS2 Musical Recital Camden (CSSA) Y5/6 Sports Competitions Young Enterprise/Playmakers Award Short residential - leadership/resilience focus After school club – secondary transfer exam prep (Autumn, Spring, Summer term) Links/activities with secondary schools Year 6 House Captains Accompanying HT on school tours House point monitors Aiders Peripatetic music lessons School choir & musical ensemble KS2 Musical Recital Leavers’ Play and Leavers’ Church Service Camden (CSSA) Y5/6 Sports Competitions Cycling proficiency (Ensure all children can swim competently over at least 25 metres) Young Enterprise Programme STEM for Gifted and Talented 4 night residential activity holiday (eg PGL’s Facing Challenge with Confidence – preparing for primary/secondary transfer) After school club – secondary transfer exam prep (Autumn term only) Links/activities with secondary schools This overview builds on the secure foundations laid during the first four years at St Luke’s and gives us a picture of the school at full capacity in September 2017. Whilst we cannot guarantee all these activities will be delivered exactly as shown above, every effort will be made by the school to provide these (or similar) opportunities for the children.
Course Title: Strategies for Success in College, Career, and Life SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) X A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis X Qualitative Skills X Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Describe a work ethic for success in college and career Course Graded essays, in-class activities, group exercises, graded homework assignments, self-assessment instruments, graded examinations Identify Personal and Professional Growth Resources Course Graded homework assignments, graded examinations, in-class activities, instruments SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT
IFS Work Group: State and Local Service Delivery Meeting Minutes March 22, 2016 9:30-11:30 Chairs: Belinda Bessette and Cheryle Bilodeau Agenda Item Discussion Points Action Steps Group’s purpose/goals from the work plan and progress to date: A core set of high-quality, outcome-based services provided in every IFS region is identified. Transitions for children, youth and families within and among the health care, human services and education system are smooth and streamlined Local and state community partners (e.g. school, health agencies, Designated Agencies, probation and parole, housing, Parent Child Centers) are integrated into the service delivery structure. These seem to be where we keep getting stuck. Group suggested we delve deeper into this as a team next month. Want to land on “which tools are required and by whom” as well as “which are useful and we’d like to keep.” Team asked if Cheryle could send out the list of tools that she’s been capturing so each entity could give feedback at next group. Debrief Stakeholder Meeting Brief discussion about usefulness of the day and how hearing from IFS communities was helpful. Prioritizing our next two months of work as a Decide the menu of assessments that are required and those that are able to choose. Recommendations from this team to ongoing workgroups and State Leadership. Discuss “how we share acquired information” about shared clients with other entities (ex: DCF, hospitals, etc.) on training of staff on best practice models and if another workgroup should be focusing on this. Cheryle’s list as well as other funders understanding “required” and indicating where. Need to make sure Early Childhood is in attendance. Universal Release? Continued workgroup? Transitions What is working well? Where are there gaps? Are any of these gaps mitigated by being an IFS region? Notes from beginning discussion at the April meeting: DCF/DAIL checklist; Addison’s “effective transitions” document; decision tree for >18 Need to look at accuracy of eligibility requirements; Housing is a concern; workforce development & support needed “train, teach, supervise” Cheryl, Laurel to send documents to Cheryle to send out with next month’s agenda