zilongwang/ReadingBank huggingface dataset:
Activity Remove the tire from the rim (or simply work with a loose tire). Intentionally pierce the tire tread using pliers and a typical foreign object (screw, nail, etc.). Mark the foreign object location with tire chalk on the inside of the tire. Remove the foreign object with pliers. Drill a 3/16" hole through both the inside and outside of the tire where it was punctured. Buff the inside of the tire around the puncture wound using a buffing wheel and drill. The buffed area should be slightly larger than the tire patch. Apply contact cement to the buffed area. Apply contact cement to the inside area of the puncture wound. This can be done by applying cement to the tire awl and then inserting the awl into the puncture wound. Let the area dry 3–5 minutes. Remove the protective film from the patch/plug repair component and insert the plug from the inside of the tire. From outside of the tire, pull the patch/plug repair component through as far as you can. From inside the tire, use the tire stitching tool to firmly stitch the tire patch/plug to the inside of the tire by rolling it over the patch for 1–2 minutes in multiple directions. Remove the protective plastic film from the tire patch/plug. Remount the tire and inflate it to the proper specification. Cut the protruding plug from the outside of the tire to approximately 1/8" above the tire surface. Reassemble the tire and wheel. Check to make sure the tire patch/plug is not leaking. Evaluation Guidelines Tire Repair Rubric (see next page)
TURKU INTERNATIONAL SCHOOL SCHOOL YEAR 2018-2019 PUPIL/STUDENT APPLICATION SCHOOL FORMS 1 – 9 AND UPPER SECONDARY EDUCATION (IB) Enrolment / (mm/yy) APPLICANT / CHILD Surname Given names (please underline name normally used) Personal Identity Code (dd.mm.yy-xxx) Gender Address Telephone number Nationality Native language FATHER Name (surname, given names) Nationality Address Telephone number (home / work) Profession E-mail address MOTHER Name (surname, names) Nationality Address Telephone number (home / work) Profession E-mail address WHO IS THE GUARDIAN OF THE APPLICANT? Father and mother together __ Father __ Mother alone __ Someone else __ If you answered Someone else, please give detailed information in Additional information. LANGUAGE(S) USED AT HOME: / / HAS YOUR FAMILY LIVED ABROAD? Yes ___ No ___ If yes, in which country / countries? for how many years / months? years / months HAS THE APPLICANT ATTENDED A SCHOOL, PRE-SCHOOL Yes, a __ school __ pre-school __ kindergarten OR KINDERGARTEN IN ANOTHER COUNTRY? No __ If yes, in which country / countries? for how many / months? years / months PARENTS’ ESTIMATION OF APPLICANT’S PROFICIENCY IN ENGLISH Understanding of spoken English Excellent __ Good __ Moderate __ Weak __ Speech Excellent __ Good __ Moderate __ Weak __ Understanding of written English Excellent __ Good __ Moderate __ Weak __ Writing skills Excellent __ Good __ Moderate __ Weak __
LORD Exod. 7:8 Exod. 7:10 Exod. 7:13 Exod. 7:14 Exod. 7:16 Exod. 7:17 Exod. 7:19 Exod. 7:20 Exod. 7:22 Exod. 7:25 Exod. 8:1 Exod. 8:5 Exod. 8:8 Exod. 8:10 Exod. 8:12 Exod. 8:13 Exod. 8:15 Ps. 46:7 Ps. 46:8 Ps. 46:11 Joel 3:8 Joel 3:11 Joel 3:16 Acts 15:26 speak, spoke Exod. 7:9 Exod. 7:13 Exod. 7:22 Exod. 8:15 Joel 3:8 Mk. 5:35 Mk. 5:36 Lk. 8:49 saying Exod. 7:8 Exod. 7:9 Exod. 7:14 Exod. 7:16 Exod. 7:17 Exod. 7:19 Exod. 8:1 Exod. 8:5 Exod. 8:8 Exod. 8:9 Exod. 8:10 Joel 3:10 Mk. 5:35 Mk. 5:36 Mk. 5:39 Mk. 5:41 Mk. 5:43 Lk. 8:49 Lk. 8:52 Lk. 8:54 Lk. 8:56 matter, word Mk. 5:36 Acts 15:24 Acts 15:27 mother Mk. 5:40 Lk. 8:51 only Mk. 5:36 Lk. 8:50 houses Exo 8:9 Exo 8:11 Exo 8:13 Lk. 8:51 house Exo 7:23 Exo 8:3 Mk. 5:38 / / who, which, what Exod. 8:12 Ps. 46:8 Joel 3:5 Joel 3:7 Mk. 5:41 Acts 15:24 Acts 15:29 all, whole, entire, every Exod. 7:19 Exod. 7:20 Exod. 7:21 Exod. 7:24 Exod. 8:2 Exod. 8:4 Joel 3:4 Joel 3:9 Joel 3:11 Mk. 5:40 Lk. 8:52 father Mk. 5:40 Lk. 8:51 believe Mk. 5:36 Lk. 8:50
Includes 5 vocabulary terms with definition and references in the book (side 3). 15pts Includes a one paragraph advertisement “selling” the story to classmates (side 4). 15pts Daily reading (as demonstrated by reading log). 20pts Total Points (out of 100) Due Date: Friday, September 26th Date Number of pages read Current Page Signature (verifying 30 minutes read) Date Number of pages read Current Page Signature (verifying 30 minutes read) Daily Reading Log
OTA J. [1] This is an appeal against the judgment of the Manzini Magistrates Court per His Worship J.M. Gumedze, Senior Magistrate, dismissing a rescission application against the judgment of His Worship, Mr D.V. Khumalo, Principal Magistrate. [2] I will not concern myself with the points in limine raised and argued by the parties in their respective heads of argument as same are in my view of no consequence. There is no court a quo and these legal points [3] PARTIES The parties herein are described in the following terms:- The Applicant is Tisuka Takangwane a body corporate established and or incorporated by Royal Prerogative and with power to sue and be sued and having its Principal place of business at Lozitha in the Manzini District. The Respondent is the Municipal Council of Manzini, a statutory body capable of suing and being sued and having its Principal place of business in Manzini, Swaziland.
However, Fischer C, (2010) argued that in an interpretive research, the researcher seeks people’s accounts of how they make sense of the world, structures and processes within it. So the researcher used semi-structured interviews, questionnaires and secondary sources like company reports to understand people’s accounts on how they made sense and understood the impact of inventory management on customer service at AOTML 3.3 Research Strategy To have an in-depth understanding of the situation at hand, the researcher used a case study strategy. This strategy was appropriate as it enabled the researcher to give a holistic account of the study. Vanderstoep and Johnson (2009) described the case study as an understanding of characteristics that define a particular bounded system with an aim to describe an event or process that occurs within the system. According to Creswell (2009), a case study is a strategy of inquiry in which the researcher explores in depth a program, event, activity, process or one or more individuals. These above statements were also supported by Collis and Hussey (2003) who acknowledged that a case study is an extensive examination of a single instance of a phenomenon of interest. Yin (2003) cited in Fisher, C. (2010) that one of the characteristics of the case study is that it investigates a contemporary phenomenon within its real life context. Sekeran U, (2003) concurred and said that case study is a method of problem solving for understanding the phenomena of interest and generating further knowledge in that area. However, Collis and Hussey (2003) described a case study as an exploratory research where a few theories are used and there is a deficiency of knowledge. 3.4 Research Approach
Total 3050 6,071,280.00 (758.50) Summary: SKU Precount Value ($) Variance ($) %ntage (SKU) (Value) (+) Variance 74 866,900.69 8,935.24 2% 1.03% Nil Variance 2,903 3,820,623.77 - 95% 0.00% (-) Variance 73 1,383,755.54 (9,680.00) 2% -0.70% Total 3,050 6,071,280.00 (744.76) 100% Absolute Variance total 18,615.24 5% 0.31%
1. Detail your intended training program from the next 12 to 18 months This information should be included as a separate attachment, providing an annual plan tailored around your key competition periods. Please indicate the various of training (e.g. strength, speed, endurance) you will incorporate in your training program and approximate time periods for each of these, including any sports science testing that may be required. 2 a). Performance details List your five best performances over the last 18 months, plus your best ever performance. Please ensure the year and month of competition, your final placing, competition name or event and venue are listed, plus any relevant times, points, distances etc. Team sport athletes should indicate teams/squads with which they have been involved. Please note for sections 2, 3 and 4 applicants may submit additional information as a separate attachment following the specified format for each section. Year & Month Final Placing Competition Name & Event Venue Times, points, distances, category etc example Jan 2013 2nd Oceania Weightlifting Championships - 78kg event Wellington NZ Snatch - 100kg C&J - 120kg TOTAL - 220kg 1 2 3 4 2 b). Your best ever result Year & Month Final Placing Competition Name & Event Venue Times, points, distances etc 3. Have you ever represented Australia or have you recently been selected to do so? Yes No (please circle) If so, please provide details below. Year & Month Final Placing Competition Name & Event Venue Times, points, distances etc 1 2 3 4
Revision History Date Revision Author Reviewer Description Dec 2015 1.0 Seema Hegde Draft Basic Draft Version Jan 2016 1.1 Seema Hegde Draft Updated sections – Titan Safety Jan 2016 1.2 Seema Hegde Draft Sangram Patnaik. Updated sections – Pedometer, Titan Safety, Cloud Feb 2016 1.3 Hegde Naveen Mallikarjunaiah Updated sections - Fitness, Weather, Cloud, Watch Dials, Safety, Bring to see, Converter, Settings, Calendar, Link Loss, Watch Dials, User Profile, Titan App Mar 2016 1.4 Seema Hegde Naveen Mallikarjunaiah. Amit Goel. Cloud, Titan Safety, Power Saver Mode April 2016 1.5 Seema Hegde Self Naveen Mallikarjunaiah (Intel) Vidyashankar S (Titan) Badusha (Aricent) Anjan Nayak (McAfee) Revised final version. August 2016 1.6 Vedavathi I M Naveen Mallikarjunaiah Updated iOS sections §
Tithe collection campaign 2018 I share to announce Jesus Christ! Capitation (or tithing) is the traditional through which the Church raises the money it needs to sustain its essential pastoral and administrative services in the christian community. The tithe enables the parish to offer the following: Liturgical celebrations Baptisms Weddings Funerals Faith education Community prayer Accompanying the sick and the lonely Anointing of the sick Help couples in their vocation Family and pastoral Maintenance of churches Maintenance of cemeteries Church assemblies Secretarial work Your donation will first serve to proclaim Jesus Christ, make Him known, loved and served. Together, let us take the missionary turn in which we all commit ourselves for the mission that will make of our communities, living communities! Do not forget to ask for your charity receipt from your parish. Let’s donate generously to the tithe collection 2018!
Games Available for Checkout Social Studies Folder Games K-1 Helping Hands Science File Folder Games Grades 2-3 Animal Adaptations “ Symbol Scrapbook “ Simple Machines “ Let’s Celebrate “ Life Cycles “ Follow the Map “ Rocks, Minerals and Soil “ I’m A Good Citizen “ Plants “ Then and Now Towers “ Heat, Light & Sound “ Road Trip “ Force & Motion “ Shopping List “ Classifying Animals “ What a Legend “ Water Cycle “ Hero Portraits “ Solar System Social Studies Folder Games 2-3 A Sense of Community Science File Folder Games Grades 4-5 Electricity “ Time Traveler “ Human Body “ American Heroes “ Forms of Energy “ Mapping My Community “ Food Web “ Cross-Country Tour “ Changes in Matter “ Level Up! “ Photosynthesis “ The First Americans “ Types of Rock “ Around the Globe “ Earth Changes “ Service of Business “ Space “ From the Farm to You “ Natural Resources Social Studies Folder Games 4-5 Navigating the World Ready to Play Reading Games Grade 1 Circus Fun Phonics “ Exploring the Past “ Campout (Word Families) “ American Shelters “ Construct a Sentence “ Hardworking Colonists Reading Games Grade 2 Space Fun Phonics Bingo “ Let Freedom Ring “ Hidden Treasures “ Founding A Nation “ Tree House “ Read All About It! Reading Games Grade 3 Deep Sea “ Name That State! “ Blast Off to Reading “ A Growing Nation “ Find the Rainbow “ A Capital Idea Reading Games Grade 4 Around the World Science File Folder Games Library K-1 Distinguishing Between Living and Non-Living “ Be A Star “ Identifying Forces “ An Empire “ Identifying Physical Properties Puzzle Landforms Match Up (age) 7+ “ Identifying Solids, Liquids, and Gases Game Landforms and Mapping 8+ “ Identifying Pars of a Plant Game Native Americans 8+ “ Understanding Weather Game The World 8+ “ Identifying Similarities and Differences in Animals Game Explorers 8+ “ Understanding How Living Things Change Game United States 8+ “ Distinguishing Between Day and Night Puzzle U.S. Symbols 7+ “ Understanding Recycling Puzzle U.S. Capitals 7+
A disability in the “other disabilities” category must be verified by an appropriate licensed professional or through documentation from a referring agency that obtains its verification from an appropriate licensed professional. A DSPS staff member can verify this disability only if that person is an appropriately licensed professional. Documentation Files should contain verification of disability which identifies the particular disability, the educational limitation(s) resulting from the disability, and how the student’s educational performance is impeded. The verification must be signed by the appropriate professional. 56046 – Regulation DSPS Program Plan (a) Each district receiving funding pursuant to this subchapter shall submit to the Chancellor, at such times as the Chancellor shall designate a DSPS program plan for each college within the district. Upon approval by the Chancellor, the plan shall be a contract between the district and the Chancellor. Expenditures of funds appropriated pursuant to this subchapter must conform to the approved plan.
Title I Data - CEP SY18-19 School GADOE Code Schools Oct. 2017 for FTE '18 Total Student count of (TANF/SNAP/DC) Oct. 2017 for FTE '18 Pre-K count of (TANF/SNAP/DC) SNP Official Signature: Date: This is the only form SNP provides Title I. It will be updated annually of the four year cycle. Georgia Department of Education Richard Woods, State School Superintendent Revised January 2017 • Page 1 of 1 This institution is an equal opportunity provider.
Tips for applying for jobs with York Mind Have a look on our website to get a feel for who we are and what we do; Read the job description and person specification carefully; Use the person specification as a check list to identify how your experiences match with the skills that we are looking for; Read through the job application form and carefully follow any instructions given under each section of the application form. WRITE - If you have any accessibility needs, then let us know as soon as possible; Wherever possible try to word process your application as it will be easier for you to make any changes if necessary; remember CV’s are not accepted. If you do chose to produce a hand written application this should be clearly written using black ink; Produce multiple drafts of your application form until you are completely happy with your response to each section; Check your application for spelling and grammatical errors; Keep a copy of your completed application form. INCLUDE - Our application form is broken down into a number of sections so ensure you have completed each section. The ‘relevant experience’ section the bulk of the form, carefully re- read the person specification when completing this section as this will provide you with information about what York Mind is looking for in terms of essential and desirable skills, knowledge and experience; Be concise in your answers, you have a limited amount of space on the application form. SEND - If sending a hand written application ensure your handwriting is legible, this includes the envelope; If posting your application form, remember to address and package your application according to instructions and make sure you use sufficient postage; If you are emailing your form to us, it is a good idea to submit it shortly before the deadline just in case there are computer issues which may leave you in a position where you are unable to submit your application. Good luck with your application!
Professional development will be provided to all Title I staff on how to work with parents and families. Parents will have input in the development of these trainings. District and schools will collaborate with community-based or other organizations to improve parent and family engagement. District and schools will support programs that reach parents and family members at home, in the community and at school. The policy requires a Title I parent information timeline. September – Open House meetings October/November –School Back-to-School meetings November/January – Conferences hosted November, January, March, June – Report Cards sent home with conferences per request During November or December-District Parent-Representative meeting. End of November/End of January/ End of –Parent/Family Nights to include Annual Title I parent night information Parent discussion groups will be held periodically throughout the year March– Survey for feedback about the effectiveness of parent involvement program April – District Parent Representative Meeting-Surveys reviewed and used to assess needs for subsequent year Updated August 2017
TITLE I TIMESHEET Name: Employee #: Pay Period: MUNIS CODE: ORG: OBJ: PROJ: School: Location #: Day of the Week Date Time In Lunch End Lunch Planning Time Time Out MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY DUTIES PERFORMED IF OTHER THAN TEACHING: SIGNATURE: PRINCIPAL SIGNATURE: DATE: DATE:
“One of my goals this year is to better engage with the broader community. What do you see me do that build these relationships? What do you think I do that is less effective? How do you think I went at the information night last week?” “Thank you for agreeing to give me feedback on my classroom activities. If you think of my classroom activities and my desire to make them more engaging, what am I doing better now than last time we spoke? What do you think I could further improve? And if I change that, what would be the effect of that? Do you know of any other support I could draw on?” “Think about the activity we did in maths before lunch. What did you like it? What did you find hard? Were my instructions clear? What were the success criteria? Which activities were the most helpful and why?” “If you think about the ways I currently communicate your child’s learning progress, which ways work well for you? What are the things that I do differently? How can I/the school engage you more effectively? Do you have any other comments for me? The following conversation guide is designed to assist you in structuring and focusing your questions to obtain specific and meaningful feedback. Feedback conversation element and example questions Purpose 1. Opening - What are you going to talk about? “Thank you for agreeing to give me feedback on... [insert what you want feedback on]” or “Think about… [insert what you want feedback on]” or “How do you think I went… [insert a specific event or piece of work you want feedback on]?” Helps you to frame the conversation and to direct the conversation to specific feedback. This could be feedback on your progress on a goal, for example. 2. Strengths - What are you doing well? “What are the things you see me do that help achieve… [insert what you want feedback on]?” Gathers feedback on what you are currently doing well that could be continued to support goal progress and/or development. 3. Areas for growth - What could you do better? “What are the things I could do differently in order to… [insert what you want achieve] And if I implement some of those changes, how might it effect my practice?” Gathers feedback on opportunities for improvement and the impact of working on those opportunities, to increase effectiveness in goal progress and/or development.
Whether an individual qualifies for accommodation is something that is determined on a case-by-case basis. Any accommodation provided by the courts will be at no cost to qualified individuals with disabilities. Such accommodations include: Architecturally renovating facilities to make them readily accessible to and usable by an individual with disabilities. Relocating a service to enable a person with a disability to participate. Obtaining or modifying equipment or devices (including videophones or TDDs, assistive listening systems, videotext displays, or publishing materials in Braille and large print). Providing qualified readers and interpreters. Providing reserved parking for a person with a mobility impairment. Allowing a person with a disability to provide equipment or devices that the public entity is not required to provide. Title II Accommodation Requirements To provide access to qualified individuals with disabilities, the courts are required to: Make reasonable modifications to policies and practices, Remove architectural, communication or transportation barriers, and Provide auxiliary aids and services. A public entity should give “primary consideration” to the auxiliary aid or service requested by the individual with the disability. Modification to Policies and Practices Courts must examine existing policies and procedures for possible barriers to equal access and make any needed modifications. For example, although courts may have a policy barring people from bringing pets to court, the policy should contain an exception for service animals (A Model Service Animal Policy can be found on the Court Program Accessibility website). Architectural, Communication and Transportation Barriers With the understanding that it is sometimes impossible to make a courthouse completely accessible to individuals with disabilities, there are other methods that can be used to assure the courts’ compliance with ADA requirements. For example, in order to allow program access, the court may move the program to an accessible location rather than attempting to make all of the necessary architectural changes to the existing location. Communication is key to full participation in court services. To ensure effective communication, it may be necessary to provide various auxiliary devices upon request. The procedure for requesting an accommodation should be clear and made publicly
Budget Calculations: Please note, the following: There must be an in-kind match of 25%. Personnel costs: Only new hire salaries will be approved. Existing salaries will NOT be approved. will not be approved for the following: Equipment Rent Building Cost Travel Staff Training Food Exceptions can be made with proper justification/approval from Jennifer Withrow () prior to submission which demonstrates to the need for funds in these areas regarding the viability of the program. Budget Summary: Be specific
Title II Reporting Higher education institutions which prepare teachers are required by Congress to submit a report summarizing the performance of program completers on specified assessments to the Kansas State Department of Education by April 7 of each year beginning in 2001. This same information must be made available to the public in catalogs and other materials provided to prospective students, guidance counselors, and employers of our graduates. The information presented below summarizes pass rates on the Pre Professional Skills Tests (PPST) in Reading, Writing, and Mathematics as well as the Principles of Learning Test (PLT). Single-Assessment Institution-Level Pass-Rate Data: Regular Teacher Preparation Program - 2016-2017 Institution Name: Emporia State University Academic year: 2016-2017 Number of program completers: 190 Type of Assessment † Assessment Code Number # taking assessment # passing assessment Institution pass-rate Statewide pass-rate Professional Knowledge PLT PLT EC 5621 2 2 100% 95% PLT K-6 5622 124 124 100% 98% PLT 5-9 5623 7 7 100% 93% PLT 7-12 5624 57 57 100% 97% Aggregate and Summary Institution-Level Pass-Rate Data: Regular Teacher Preparation Program - 2016-2017 Institution Name: Emporia University Academic year: 2016-2017 Total number of program completers: 190 Type of Assessment † # taking assessment # passing assessment Institution pass-rate Statewide pass-rate Aggregate: Professional Knowledge* 190 190 100% 96% Aggregate: Academic Content Areas (math, English, biology etc.)* 172 172 100% 95% Aggregate: Other Content Areas (career/technical 18 18 100% 94%
School Improvement Goal/Strategic Action Indicator (example 2.1) Activities Target Staff Responsible Person(s) Required Resources (list amount of Title II Money for each activity if applicable) Timeline Outcomes Progress Monitoring Aligned Standards Learning Designs Implementation Learning Communities Leadership Resources Implementation Outcomes Data Example: 2.1 – Effective Use of Instructional Technology in Classroom Through after school department meetings, staff will learn how to effectively implement Discovery Education resources. Staff in Math, Science, Social Studies Department Chairs Kelly Hammond – Facilitator Title II Resources: $27.30 x 2 hours x 50 Staff = $2730.00 Fall of 2015 Increased effective, meaningful usage of Discovery Education. Data Data from Instructional Technology Dept on usage.
PHY 121 General Physics I 4 Completion of MAT 152 (recommended) or concurrent registration in MAT 152, or equivalent experience. PHY 114 Introductory Physics Laboratory I 1 Co-requisite: PHY 121 PHY 123 General Physics II 4 PHY 121 or equivalent and one semester of calculus PHY 116 Introductory Physics Laboratory II 1 Co-requisite: PHY 112 or PHY 123 MAJOR ELECTIVES: 4-6 CREDITS Biology majors are required to take either two additional biology lecture courses or one biology lecture/laboratory course, with prefix numbers of 200 or above. CAPSTONE: 3 CREDITS Students must fulfill the University Core curriculum requirements, including a Capstone course in the biology major (course varies by term). MAJOR COURSES OVERLAPPING IN THE CORE: CORE AREA COURSE NUMBER COURSE NAME REQUIRED BY MAJOR? SE BIO 107 Biological Principles II: Evolution, Biodiversity, Ecology Yes CAP BIO 417 Issues in Evolution Yes, as an option CAP BIO 421 Seminar Yes, as an option CAP BIO 499 Topics in Biology Yes, as an option QR MAT 152 Calculus A Yes SE PHY 121 General Physics I Must select either PHY 121 or PHY 111 SE PHY 111 Elements of Physics Must select either PHY 121 or PHY 111 SE PHY 114 Introductory Physics Laboratory I Yes (co-requisite with PHY 121 or PHY 111) SE CHY 113 CHY 114 Principles of Chemistry I Laboratory Techniques I Yes CAP BIO ___ Varies Yes (see biology department) Cluster - These three courses will satisfy the Thematic Cluster and are required for the degree (9 credits): COURSE NUMBER COURSE NAME CREDITS PREREQUISITES EDU 305 Foundations of Cultural and Linguistic Diversity 3 HRD 200 SED 335 Students with Exceptionalities in General Education 3 None SED 520 Multi-tiered Systems of Educational Support 3 SED 335 or instructor permission PROFESSIONAL EDUCATION PRE-INTERNSHIP REQUIREMENTS (12 credits):
research base about arts education outcomes, and an analysis of the challenges and opportunities in the field that have emerged over the past decade. The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation: A Literature Review and Gap-Analysis (2000-2015) () synthesized findings from 18 recent reports in psychology and education research journals. These studies focused on the social and emotional outcomes of young children who participated in art forms such as music, dance, theater, drawing, and painting. Available from the National Endowment for the Arts Interagency Task Force on the Arts and Human Development. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and () presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. National Assessment of Educational Progress (NAEP) in the Arts (2008) () measured students' knowledge and skills in the arts by asking them to observe, describe, analyze, and evaluate existing works of music and visual art and to create original works of visual art. The results of a 2016 NAEP Arts Assessment of eighth graders’ arts knowledge and skills will be released in April 2017 (). Foreign Languages What the Research produced by the American Council on the Teaching of Foreign Languages (ACTFL) (), provides links to studies that show some of the benefits associated with learning foreign languages. Need Indicators for Foreign Language. A tool from ACTFL to help districts assess their foreign language needs. () Science, Technology, Engineering and Mathematics, Including Computer Science (STEM) Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. A report from the National Research Council Committee on Highly Successful Science Programs for K-12 Science Education, which offers a framework for understanding “success” in STEM education and discusses approaches for formal K-12 STEM education including recommendations regarding inclusive STEM skills. STEM Learning Is Everywhere: Summary of a Convocation on Building Learning Systems. A 2014 publication of the Teacher Advisory Council of the National Research Council, which highlights the multiple settings in which students learn, and the importance of both in- and out-of-school time in fostering a more seamless learning of STEM subjects. The report also discusses the new expectations of the Next Generation Science Standards and the Common Core Standards for Mathematics and Language Arts. 2010
Reporting Policies and Protocols - Prohibition of Retaliation Reporting Policies and Protocols - Good Samaritan Protocols Investigation Procedures and Protocols Identify Title IX coordinator and role and responsibilities Identify who conducts investigation and what it may entail Specify reasonable timeframe for conducting investigation resolving the complaint as well as process for extending timeframe Explain the processes for preserving evidence Provide respondent and complainant equitable rights during investigation Set forth parameters and clarify what information may and may not be shared during a parallel investigation with law enforcement Explain where necessary, school will take appropriate steps to protect complainant pending final outcome of an investigation, including academic accommodations and other interim measures.
Title V Training Project Participants Name/Office E-mail Address 1 Jim Braun - CDAQ 2 Christina Wieg – SEDO 3 Mike Ahern – CO 4 Mike Mansour – CO 5 Jenny Avellana – CO 6 Tim Fischer – NEDO 7 Carlos – RAPCA 8 Olen Ackman - CDO 9 Craig Osborne - SWDO 10 Mike Kramer - HAMCO E-mail string: jbraun@city.cleveland.oh.us; ; ; ; ; ; ; ; ;
(If further space is need, attach to this form) I understand that this statement of complaint will be submitted to the Handi-Wheels Director. The complaint may be the basis for review and/or investigation. Further, I sincerely and truly declare and affirm that the facts contained herein are complete, accurate, and true to the best of my knowledge and belief. Further, I declare and affirm that my statement has been made by me voluntarily without persuasion, coercion, or promise of any kind. ________________________________________________ ________________________ Signature of Complainant Date ________________________________________________ ________________________ Signature of Handi-Wheels Executive Director Date Any person who believes himself/herself or any specific class of person to be subjected to discrimination prohibited by Title VI may by himself/herself or by a representative file a written complaint either with Transportation, Inc. or the Regional Civil Rights Officer, Federal Transit Administration, 12300 W. Dakota Ave, Suite 310, Lakewood, CO 80228-2583. A complaint must be filed no later than 180 calendar days after the date of the alleged discrimination, unless the time for filing is extended by FTA.
Appendix D – Johnson County of County Commissioners Approval The Johnson County Board of County Commissioners approved the Title VI Plan on ___________________________________.
U.S. Department of Justice, Civil Rights Division. . The Civil Rights Division of the Department of Justice, established in 1957, is the program institution within the Federal government responsible for coordinating the implementation and enforcement of Federal statutes prohibiting discrimination on the basis of race, color, national origin, and other protected classes. FHWA’s Civil Rights Website This website provides an additional checklist and guidelines to assist when creating a VI plan. ODOT’s Division of Opportunity, Diversity and Inclusion website. This website will provide ODOT’s most recent Title VI plan to also use as guidance. Technical Assistance Resources “How to Engage Low-Literacy and Limited English Proficient Populations in Transportation Decision-Making.” This report documents “best practices” in identifying and engaging low-literacy and LEP populations in transportation decision-making. These “best practices” were collected during telephone interviews with individuals in 30 states.
Evaluation of the ACL Title VI Programs Title VI Program Staff Focus Group Moderator Guide Questions Probes Time Guidelines Introduction of Moderator/Guests and Purpose of Group/ Logistics 5 minutes Read Consent Form/Confirm Verbal Consent/ Confirm Permission to Audio Record 5 minutes Opening Question Please tell us your first name and let us know how long you have been working for the Title VI program. What is your title? How long have you been in this role? 5 minutes Introductory Question Can you talk a little bit about your Title VI program? What kinds of services are offered? Nutrition: education, meals, home delivery, etc. Supportive Services: transportation, home care, legal assistance, information/referral, etc. Caregiving: respite care, palliative care, grandparents program, information/referral, counseling, support groups, etc. 10 minutes Transition Question What kinds of services do you most often refer people to? What are the greatest needs for your Elders? What are the greatest needs for your Caregivers? Intergenerational activities Providing activities that reflect specific Tribal traditions or practices? Chore services Transportation Which services are the most used among Elders? Caregivers? 10 minutes Key Questions We also want to understand how VI programs make ends meet for their programs in terms of staff, money, and other resources. Are there other sources of money that you use to supplement the Title VI funding? If so, where does the money come from? If not, do you feel like you are often trying to stretch the Title VI funding to go further each year? Which parts of the program do you have to supplement with money from another source? What other resources? Volunteer time? Volunteered resources from other programs? 15 minutes Which aspects of your program do you think What does your program do best for Elders? 15 minutes
have the most impact on people and why? How does the program affect their physical, emotional, mental and/or spiritual wellbeing? What does your program do best for Caregivers? How does the program affect their physical, emotional, mental and/or spiritual wellbeing? How do you incorporate the culture into your programs or services? How does the program benefit or strengthen the community/Tribe in general? What are some of the challenges that you face with running this program? How do you manage all of the components of your program? 15 minutes If you had unlimited funds, what else would you like to do with you Title VI program? What would you change about your current program? What other kinds of programming would you like to have? 10 minutes What would happen if the Title VI program went away? What would the impact on the Elders? What would be the impact on caregivers? What impact on the Tribe/community? 15 minutes Are there areas in which you could use more training? Such as for— Implementation of best practices? Maintaining food safety standards? Grant management? Partnership development? 10 minutes Ending Question Is there anything else that you want to share with us? Anything that we haven’t asked that we should have? 5 minutes Total Time 120 minutes
5. Training Update as needed Depicting the Membership of Non-Elected Committees and Councils Update as needed Description of Subrecipient Monitoring and Schedule of Subrecipient Title VI Program Submissions Update as needed Title VI Equity Analysis Update, as appropriate of Directors Approval of Needles’s Title VI Program Present updated Program to Board on____. Additional Information for Transit Providers that operate 50 or more route vehicles in peak service and are located in an Urbanized Area (UZA) of 200,000: Policies and Service Standards Review Standards and Policies with Title VI Administrator for any concerns, issues, changes to fleet or service area. Effective Practices to Fulfill the Service Standard Requirement Revise as needed Update Service Availability Standards based on updated census data Effective Practices to Fulfill the Service Policy Requirement Revise as needed
Evaluation of the ACL Title VI Programs VI Tribal Caregiver Focus Group Moderator Guide Questions Probes Time Guidelines Introduction of Moderator/Guests and Purpose of Focus Group/ Logistics 5 minutes Read Consent Form/Confirm Verbal Consent/ Confirm Permission to Audio Record 5 minutes Opening Question Please tell us your first name and let us know how long you have been using Title VI services. 5 minutes Introductory Question Can you tell me a little bit about the services you get through the program? Provide examples of services specifically provided by the program: Information Counselling Education Support group Respite care Grandparent support 10 minutes Transition Questions What do you like best about the services you receive through the program? Which service is the most helpful to you? 10 minutes Key Questions Which service is the most helpful to you? Why is it the most helpful to you? 10 minutes What else do you wish that the program had? What other types of information might be valuable to you as a caregiver? What other types of services might you want to receive? 10 minutes If you could change something about the program, what would that be? 10 minutes What would happen if you didn’t have this program? Components to talk about: Employment Stress Difficulty with providing care Chances to socialize/visit with others 15 minutes
1AC – Solvency Funding is the major determinant of adequate outcomes – criticisms don’t account for the improved targeting in the plan’s formula Black, 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN) Third, the ESSA’s willingness to largely ignore input equality and adequacy assumes that inputs are of limited relevance to student outcomes. The precise connection between inputs and outcomes is surely complex and subject to disagreement, but courts and scholars consistently agree that spending money wisely matters to education outcomes. 294 A 1996 review of all relevant school funding studies found that per-pupil expenditures “show strong and consistent relations with achievement. . . . In addition, resource variables that attempt to describe the quality of teachers (teacher ability, teacher education, and teacher experience) show very strong relations with student achievement.”295 The precise effect of funding may differ based on how funds are allocated, but “a broad range of resources [are] positively related to student outcomes, with effect sizes large enough to suggest that moderate increases in spending may be associated with significant increases in achievement.”296 Recent studies have confirmed these findings.297 Most notably, based on three decades of data, a 2016 study found that a 20 percent increase in per-pupil funding, if maintained over time, results in low-income students completing almost a full additional year of education.298 That additional learning eliminates two-thirds of the gap in outcomes between and middle-income students.299
Describe any partnerships with institutions of higher education or local businesses to facilitate postsecondary and workforce success for children and youth returning from local facilities. Describe the career and technical education programs and initiatives that support students success after they leave the program. Agency Response State Educational Agency Response Sufficient Documentation Yes No NA Guiding Question 2.2c Does the SA work with youth who are age 20 or younger and have received a regular high school diploma or its recognized equivalent to encourage participation into postsecondary education, or career and technical training programs, through strategies designed to expose the youth to, and prepare the youth for, postsecondary education or career and technical training programs? [§1418] Acceptable Evidence Postsecondary coursework descriptions Postsecondary coursework records/transcripts Description of job training programs Documentation of personal, academic, and career counseling, including how to obtain financial aid for postsecondary education once released from the facility or institution Interview Questions Do postsecondary youth have the opportunity to take college courses or participate in other postsecondary educational opportunities? Are youth provided with personal, academic, and career counseling? Are you provided with information and assistance obtaining student financial aid? State Agency Response
Title and Abstracts of Keynote Speakers Prof. Dr. Edward Farhi: Quantum Money from Knots Money, either in the form of bills or information on a computer, should be impossible to copy and also verifiable as good money when tendered to a merchant. Quantum mechanics may make this possible to achieve with far greater security than can be achieved without quantum mechanics. Ideally Quantum Money is a cryptographic protocol in which a mint can produce a quantum state, no one can copy the state, and anyone (with a quantum computer) can verify that the state came from the mint without sending the money back to the mint. I will discuss Quantum Money generally and present our scheme based on quantum superpositions of diagrams that encode knots. This scheme is hopefully secure against computationally bounded adversaries and has not yet been broken. Quantum Money may be the basis of E-commerce on a future quantum internet and would not require communication with a central server such as a credit card company. Dr. Hadzibabic: Effects of interactions on Bose-Einstein condensation of an atomic gas I will discuss a series of recent experiments in which we studied various effects of interactions on the condensation of a dilute trapped atomic gas. First, we experimentally scrutinised the concept of purely statistical saturation of the thermal component as the driving mechanism for condensation [1]. We show that under usual experimental conditions ultracold atomic gases actually show strong deviation from Einstein's saturation picture, but saturation is recovered in the limit of vanishing interactions. Second, we experimentally observed for the first time the long-sought beyond-mean-field interaction shift of the critical temperature of a trapped gas [2], and related our measurements to the universal results obtained by Monte-Carlo calculations for a uniform system [3]. Finally, I will present some very recent measurements of condensation dynamics following a quench of the interaction strength. [1] N. Tammuz et al., PRL 106, 230401 (2011). [2] R. P. Smith et al., PRL 106, 250403 (2011). [3] R. P. Smith et al., PRL in print (2011), arXiv:1106.6295.
Ask questions Open questions (best to begin with ‘what’ or ‘how’, or ‘give me an example’) Closed questions (require a one word or yes/no answer) – helps to clarify and control time (‘just so I understand, are you saying. . .?’) Reflect questions back – let the participants answer the questions (‘what do you think?’ or ‘does anyone have an answer to that?’) Guided questions (‘what do you like?’ ‘what do you dislike?’) Parking Lot – when the discussion seems to be side tracked by something that cannot be controlled by that group, put it on a separate sheet of paper (‘I’ll look into this and get back to you’).
content knowledge as well as in effective instructional delivery. A clear description of ongoing and embedded support that will ensure staff implementation of strategies is articulated. Support is described which will ensure fidelity of strategy implementation. (SWP – Professional Development) Indicator ID Indicator Description Key Points to be addressed Reviewer’s comments Yes No EE 2.4 Instructional teams use a variety of data to assess strengths and weaknesses of the curriculum and instructional strategies and make necessary changes. A description of the school’s current of implementation. (SWP - Instructional Programs/School Reform Strategies) EE 2.5 All instructional staff in the school use sound classroom management practices that encourage student engagement and effect student learning. A description of the school’s current level of implementation. (SWP - Instructional Programs/School Reform Strategies) EE 2.6 Educator evaluations and support systems incorporate the elements of Oregon's framework of educator effectiveness. A description of the school’s current level of implementation. (SWP - Instructional Programs/School Reform Strategies) Family and Community Involvement Compliant? Indicator ID Indicator Description Key Points to be addressed Reviewer’s comments Yes No FC 3.1 School create and maintain a welcoming environment for all families and community members. A description of the school’s current of implementation. (SWP – Family & Community Involvement) FC 3.2 School create and maintain connections between the school community and the broader community to support student learning. Description of the community collaboration and partnerships that support student achievement is included in the plan. (SWP – Family & Community Involvement) FC 3.3 The school’s key documents (minimally, the school's improvement plan, parent involvement plan, compact, and student/parent handbook) are annually reviewed for revision and disseminated to all families in the school and translated as needed. Parents are involved in decision-making and evaluation of the school’s plan. (SWP – Family & Community Involvement)
Part 6: IV, A Activities Title IV, A Activities Describe the Title IV, A-funded activities and programming used to support well-rounded education for all students, social and emotional supports, and/ or technology integration [Sec. 4106]: Describe the rationale tied to the Needs Assessment, Stakeholder Input, and/or Data: Describe the evidence-based for Title IV, Part A activities: Describe the program objectives and intended outcomes: Describe how and with what frequency your program will be evaluated for effectiveness and the individual(s) responsible for evaluation: If applicable, describe any partnerships with an institution of higher education, business, nonprofit organization, community-based organization, or other public or private entity: Instructions: You may reference the menu of interventions from Part 4 above; identify how the applicant will address providing all students with access to a education, social and emotional supports, and/or technology integration. You may add additional spaces for activities, if needed. Applicant Initiative: Focus Area(s): School(s): Budgeted Item(s): Amount: A B C 1. 1. A B C 2. 2. 2. A B C 3. 3. 3. 4. A B C 4. 4. 4. 5. A B C 5. 5. 5.