zilongwang/ReadingBank huggingface dataset:
ALL SPORT COACHES Doug Schreiber, Baseball Matt Painter, Basketball – Men’s Sharon Versyp, Basketball – Women’s Adam Soldati, Diving – Danny Hope, Football Devon Brouse, Golf – Men’s & Women’s Rob Klatte, Soccer Kim Maher, Softball Dan Ross, Swimming – Men’s John Klinge, Swimming – Pawel Gajdzik, Tennis – Men’s Laura Glitz, Tennis – Women’s Jack Warner, Track/Field and Cross Country – Men’s & Women’s Dave Shondell, Volleyball Scott Hinkel, Wrestling SPORT SUPPORT STAFF LISTING Mary Moore, Administrative Assistant for Athletics Director Angela Pickett, Baseball Deb Hayworth, Basketball – Men Dee Phelps, Basketball – Women Kristy Brewer, Football
Foxy LaFon, Football Vacant, Football Pam Bales, Golf – Men’s and Women’s Angela Pickett, Soccer Angela Pickett, Softball Darlene Renie, Swimming/Diving – Men’s & Women’s Lisa Braden, Tennis – Men’s & Women’s Toyinda Wilson-Long, Track/Field and Cross Country – Men’s & Women’s DeEtta Hawks, Volleyball Viki Taylor, Wrestling Debbie Cole, ATO Carolyn Galema, ATO Susan Hall, ATO Nancy Calahan, John Purdue Club Kim Harris, John Purdue Club Stasia Harris, John Purdue Club Lisa Perry, John Purdue Club Athletic Affairs Committee Roster – please contact Mary Moore for the most recent roster
TEAM BENNETT April 2014 Tuesday 1st 4 X LAKE Wed 2nd Spencers Dash Thur 3rd club run Sat 5th PARKRUN Sun 6th long run Tue 8th Club Run Thur 10th Fartlek Sat 12th PARKRUN Sun 12th long run Mon 15th Trunce Tue 14th 4 X Wood Thur 17th Track 5k Sat 19th PARKRUN Sun 20th long run Tue 22nd Police Station 5 x 1200m Wed 23rd SY Road League LODGE MOOR Thur 24th club run Sat 26th Parkrun Sun 27th long run Tue 29th Short Hills 2X5. 5 mins Recovery. Wed 30th SY Road League LOW BRADFIELD MAY Thur 1st Tempo Run 20 Mins or club run Sat 3rd PARKRUN Sun 4th Northern T&F League or long run Tue 6th Wombwell 10k or club run Wed 7th Spencers Dash Thur 8th 5 X Lake Sat 10th SY T&F League/PARKRUN Sun 11th long run Mon 12th Trunce 3 Tue 13th Fartlek 14x30 secs 90 secs recovery Wed 14th SY ROAD League Worsbrough Thur 15th club run Sat 17th Yorkshire T&F Champs Cudworth/PARKRUN Sun 16th Yorkshire T&F Champs /PARKRUN Tue 20th 4 X Wood or club run Wed 21st Askern 10k Thur 22th club run Sat 24th PARKRUN Sun 25th long run Tue 27th Locke Park Speed Thur 29th TEMPO RUN 20mins Sat 31st PARKRUN JUNE Sun 1st Barnsley Boundary Mon 2nd Trunce 4 Tue 3rd Fartlek 16X30 secs 90 secs recovery Wed 4th Spencers dash Thur 5th Club Run Sat 7thth PARKRUN Sun 8th South Yorkshire T&F Champs /PARKRUN Tue 10th 6X Lake Wed 11th Sandall Beat Thur 12th club run Sat 14 Silkstone Shuffle/PARKRUN Sun 15th Long Run Tue 17th 3 X Wood and Lake Thur 19th 2X5 Short Hill 5 Mins Recovery between Sets. Sat 21st PARKRUN Sun 22nd long run Mon 23rd Trunce 5 Tue 24th Damflask Road Relay. Thur 26th Track 800m Sat 28th PARKRUN Sun 29th Penistone 10k or long run Fartlek/short Hills fast Lake Wood Locke Park 5k Pace Tempo run H.R 80/85% max slower than 10k pace
TEAM BENNETT JANUARY Thur 2nd club run Sat 4th YORKSHIRE C.C CHAMPS/PARKRUN Sun 5th long run Tue 7th TIME TRIAL X 2 Thur 9th HILLY RUN Sat 11th PARKRUN Sun 12th long run Tue 14th TANK ROW X 6 Wed 15th CUDWORTH 3K TRACK Thur 16th TEMPO RUN 20/30 MINS Sat 18th PARKRUN Sun19th long run Tue 21st LAMPROOM 4 X 1.1 MILES 2 MINS REC Thur 23rd club run Sat 25th NORTHERN C.C.CHAMPS/PARKRUN Sun 26th long run Tue 28th TOWN CENTRE PARLOFF 15 MINS Wed 29th CUDWORTH 2 MILES TRACK Thur 30th club run FEBUARY Sat 1st PARKRUN Sun 2nd long run Tue 4th TIME TRIAL X 2 Thur 6th HILLY RUN Sat 8th PARKRUN Sun 9th long run Tue 11th POLICE STATION 4 X 1200M 2 MINS REC or club run Wed 12th CUDWORTH 10K TRACK Thur 13th club run Sat 15th PARKRUN Sun 16th WOMBWELL 5 or long run Tue 18th TANK ROW X 6 or club run Wed 19th CUDWORTH 5K TRACK Thur 20th club run Sat 22nd NATIONAL C.C.CHAMPS/PARKRUN Sun 23rd long run Tue 25th TOWN CENTRE PARLOFF 20 MINS Wed 26th CUDWORTH 5K HANDICAP TRACK Thur 27th TEMPO RUN 20/30 MINS or club run MARCH 2014 Sat 1st PARKRUN Sun 2nd NORTON 9 /long run Tue 4th TIME TRIAL X 2 Thur 6th HILLY RUN Sat 8th PARKRUN Sun 9th long run Tue 11th LAMPROOM 4 X 1.1 MILES 2 MINS REC Thur 13th club run Sat 15th NORTHERN 12/6 STAGE RELAY MANCHESTER/PARKRUN Sun 16th SOUTH YORKSHIRE HALF MARATHON/long run Tue 18th POLICE STATION 4 X 1200M 2 MINS REC Thur 20th TEMPO RUN 20/35 MINS Sat 22nd PARKRUN Sun 23rd long run Tue 25th PARLOFF TOWN CENTRE 20 MINS Thur 27th HILLY RUN Sat 29th SILKSTONE SHUFFLE/PARKRUN Sun 30th long run Parloff 5k pace HR 90/95% max Hilly run and Tank Row work on the hills Lamproom/police station reps 10k pace 2 mins rec HR 85/90%max Tempo run H.R 80/85% max slower than 10k pace Dave 01226 291403
Expression of Interest Team Challenge Birmingham Form completed by Date Community Organisation Name Address (main communication address) Website Address of project site (if different from above) Main Contact Job Title Direct Line Mobile No. Email Address Availability Second Contact Job Direct Line Mobile No. Email Address Availability Organisation Description When were you established? Who do you work with? What are your aims, mission and values? Are you a registered charity? Impact Data (No. of site users per year) Do you have any tools/materials on site that we may be able to use? Do you require volunteers to have a CRB Do you have disabled access? Do you have Public Liability Insurance? Is there a secure space for volunteers to leave their belongings? Are there toilets on site suitable for volunteers?
Team Discussion Summary: Positive Transition to Life Outcomes for Youth who are Deaf-Blind School and Family Transition Assessment Tool Student: Date 1: Review Date: Team Members: Transition Assessment Prior to Age 14 INDICATORS Achieved Nearly Achieved Making Progress Emerging Comments A vision for the future All key players are involved Key student information is documented Assessment includes non-school areas Assessment includes assistive technology Student is actively involved Connection to general education Ages 14-17 A vision for the future Student is the primary participant Transportation Advocating for needs
Scoresheet. (Team #7 competing vs. Team #6 in Match #4 - a 6 board Match) TEAM SCORESHEET Match # ______ Vs. Team _______ Team # ______ Match # ____ Vs. Team ____ Team # ______ Bd Contract By Plus Minus IMPS + - Bd Contract By Plus Minus IMPS + - Match # ____ Vs. Team ____ Team # ______ EXAMPLE # _4__ Vs. Team __6_ Team # __7 N___ Bd Contract By Plus Minus IMPS + - Bd Contract By Plus Minus IMPS + - 13 3 NT W 600 14 2 S N 140 15 5 D* W 300 16 4 S S 100 17 2 NT E 180 18 3 H N 170 North (or South’s) Team #7 private scoresheet. INTERNATIONAL MATCHPOINTS Diff. in Pts. IMPS Diff. in Pts. IMPS Diff. in Pts. IMPS Diff. in Pts. IMPS 20 - 40 1 270 - 310 7 750 - 890 13 2000 – 2240 19 50 - 80 2 320 - 360 8 900 - 1090 14 2250 – 2490 20 90 - 120 3 370 - 420 9 1100 - 1290 15 2500 – 2990 21 130 - 160 4 430 - 490 10 1300 - 1490 16 3000 – 3490 22 170 - 210 5 500 - 590 11 1500 - 1740 17 3500 – 3990 23 220 - 260 6 600 - 740 12 1750 - 1990 18 4000 + up 24 20 POINT VICTORY POINT SCALE IMP’s VP’s IMP’s VP’s IMP’s VP’s 0 10 - 10 8 - 10 14 - 6 20 - 23 18 - 2 1 – 2 11 - 9 11 - 13 15 - 5 24 – 27 19 - 1 3 – 4 12 - 8 14 – 16 16 - 4 28+ 20 - 0 5 – 7 13 - 7 17 – 19 17 - 3
described in 11.3.2.3, allow assistive technologies to modify values and text of user interface elements using the input methods of the platform, where a user can modify these items without the use of assistive technology. 11.4.1 User control of accessibility features Where software is a platform it shall provide sufficient modes of operation for user control over those platform accessibility features documented as intended for users. Not Applicable 11.4.2 No disruption of accessibility features Where software provides a user interface it shall not disrupt those documented accessibility features that are defined in platform documentation except when requested to do so by the user during the operation of the software. Supported We don't consistently support high contrast mode and text resizing. 11.5 User preferences Where software provides a user interface it shall provide sufficient modes of operation that use user preferences for platform settings for colour, contrast, font type, font size, and focus cursor except for software that is designed to be isolated from its underlying platforms. Supported We don't consistently support high contrast mode and text resizing. 11.6.2 Accessible content creation Authoring tools shall enable and guide the production of content that conforms to clauses 9 (Web content) or 10 (Non-Web content) as applicable. Not Applicable 11.6.3 Preservation of accessibility information in transformations If the authoring tool provides restructuring transformations or re-coding transformations, then accessibility information shall be preserved in the output if equivalent mechanisms exist in the content technology of the output. Not Applicable 11.6.4 Repair assistance If the accessibility checking functionality of an authoring tool can detect that content does not meet a requirement of clauses 9 (Web content) or 10 (Documents) as applicable, then the authoring tool shall provide repair suggestion(s). Not Applicable 11.6.5 Templates When an authoring tool provides templates, at least one template that supports the creation of content that conforms to the requirements of clauses 9 (Web content) Not Applicable
Criteria Supporting Feature Remarks and Explanations 1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. Supported With Exceptions The TFS Admin, Team Rooms, DevTestLabs manager, Test Manager, and Create/Edit release definition experiences are not accessible. 1.3.2 Meaningful Sequence: When the sequence in which content is presented affects its meaning, a correct reading sequence can be programmatically determined. Supported 1.3.3 Sensory Characteristics: Instructions provided for understanding and operating content do not rely solely on sensory characteristics of components such as shape, size, visual location, orientation, or sound. Supported Guideline 1.4 Distinguishable Make it easier for users to see and hear content including separating foreground from background. Criteria Supporting Feature Remarks and Explanations 1.4.1 Use of Color: Color is not used as the visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. Supported With Exceptions Invalid field values and status information are often conveyed via color alone. 1.4.2 Audio Control: If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level. Not Applicable 1.4.3 Contrast (Minimum): The visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for the following: • Large Text: Large-scale text and images of large-scale text have a contrast ratio of at least 3:1; • Incidental: Text or images of text that are part of an inactive user interface component, that are pure Supported With Exceptions
Level E DRA 6 Lexile BR-100 RIT 162-187 Readers use long and short vowel sounds to aid in solving unknown words Readers use know word parts to help solve unknown words Readers take apart compound words to solve them Readers reread in order to sound like they are talking when they read Readers recognize attributes of recurring characters Readers talk about schema (what they know about books) prior to reading Readers infer causes and effects as implied in the text Readers identify fiction versus nonfiction Readers discuss how layout and features reflect meaning Readers express opinions about characters and events Level F DRA 8 Lexile BR-100 RIT 162-187 Readers remove the endings from base words to solve new words Readers use onsets and rimes (word parts) to solve words Readers reread and self-correct close to the point of error Readers reread to search for info or confirm meaning Readers use text features such as titles, headings, and of contents to grow their understanding Readers scan text to search for specific acts in informational text Readers reflect meaning in the way they read a text Readers can differentiate true and make believe events G DRA 10 Lexile 200 RIT 187-193 Readers use letter clusters to unknown words Readers use labels for pictures to support their understanding Readers understand who is speaking in texts with split dialogue Readers demonstrate appropriate stress on words or phrases to reflect meaning Readers support predictions with evidence Readers identify what the writer has done to make the text surprising, or interesting Readers identify the point in a story when the problem is resolved Readers can differentiate between realistic fiction and fantasy Readers discuss whether they agree or disagree with the ideas in a text. Level H DRA 12 300 Lexile RIT 194-198 Readers demonstrate flexible ways to solve unknown words, using multiple strategies at once Readers read fast by not following along with their finger Readers use context to figure out word meaning Readers break longer words into syllables to decode Readers realize when more info is needed to understand a text Readers use graphics, table of contents, and pictures to gain meaning Readers summarize narratives Readers demonstrate awareness of the function of all punctuation
4.a Have an awareness of the importance of correct personal equipment Learners should show an awareness of the importance of correct personal equipment The following assessment methods can be used in the assessment of this standard: Written and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b Have an awareness of the importance of the safety of others in group activities Learners should show an awareness of the importance of the safety of others in group activities 5 The learner will review own performance The learner must know: Assessment Requirements Evidence Location
Team handball is an exciting sport to watch and exhilarating to play. Sometimes described as soccer with your hands, it offers fast and continuous play involving running, throwing, catching and jumping. Team handball (also sometimes called handball, Borden Ball, European handball, or Olympic handball) is a team sport, where the teams attempt to pass a ball to each other and to throw it into the opposition's goal. The two teams consist of seven players (including one goalkeeper) on each team. The goal that is used is similar to a soccer goal, and the court slightly larger than a basketball court. As the name suggests, the ball is always transferred with the player's hands rather than with their feet, so kicking the ball is an illegal move. The ball is a little smaller than a soccer ball which allows players to hold and pass while only using one hand (though using both hands is allowed). Origins of Team Handball Although it has only been played internationally since the 1920s, the origins of team handball go back a long way. In fact, it is thought to have developed from some of the oldest games the human race has ever enjoyed. Most sports have their origins in popular games that were played for fun throughout history, and there can be nothing that has been more universally played than various types of ball games. Even now in our digital age, kids and adults alike cannot replace the enjoyment they get from games and sports involving simply kicking or throwing a ball. Variations on the game of handball have been played all over the world for thousands of years. Historians argue that handball or games from which it developed are more likely to have been played than soccer would have been among early peoples, as human beings have always been better at manipulating objects with their hands rather than with their feet. and Egyptian ties to Handball? The origins of the game are in fact likely to date from ancient and Roman times. The ancient Greeks played a similar game called urania, from which handball may have been eventually derived. Noted in Homer's Odyssey, urania involved the use of a ball made of purple wool. In Rome, they played Harpaston, a game involving throwing a ball over a line. Historical evidence indicates that games not unlike handball were also played by the Inuit on Greenland and as far afield as Ancient Africa, mostly in Egypt.
Team picture goes here. It’s helpful if you’re wearing what you’ll be wearing to the competition. Team Number your team number here Team Name Enter your team name here School or Affiliation and Location Enter your school or affiliation & location Robot Name Enter your robot’s name Coaches and Mentors your Coach’s & Mentor’s names Team Members OUR TEAM MEMBERS, COACHES, AND MENTORS Here is Information about our team that we would like to share Team Members, Coaches and Mentors (400 words max): OUR STRENGTHS Our team feels like we are strong in the following areas: Strategy & innovation Research Inspiration Mechanical design Innovative solution Teamwork Programming Sharing Gracious Professionalism®
- Automata Theory - Software Engineering - Principles of Languages CS430 - Computer Graphics CS480 - Operating Systems CS499 - Contemporary Developments: Computer Security In Progress: CS413 - Virtual Worlds CS460 - Computer Networks CS470 - Artificial Intelligence CS486C - Capstone Experience: Actual work experience is limited, only a bit of database management and data entry over the summer. This is not the first time I worked in a group like this however. When I was in Software Engineering a year ago we worked in a group doing, in essence, a mini-capstone with a full project, client and all. We learned what the responsibilities of our team members were, how to develop a large project like this effectively, along with how to create various models of software. In addition, I worked with Ryan Simmons on that project and we developed an efficient working relationship, which will be unlikely to create any problems. Special Skills: When I attended Web Programming last semester I created ten separate web pages that fulfilled a wide variety of requirements. I learned how to create a web page using HTML, PHP, and My SQL, and then make it stylish through CSS. Java – Four years experience. - 3 - I am able to work efficiently with a group, and have a lot of experience in both a leading role and other duties. I’m also able to effectively communicate my thoughts and ideas in as simple a way possible, without losing any of the underlying complexity. I learned these skills through tutoring at along with when I was in the Robotics Club at Chandler High. My leadership skills mostly stemmed from my experience as a Boy Scout of America, where I had to organize a large community service project in order to reach the rank of Eagle, the highest achievable.
Ability to conduct information giving and feedback meetings with stakeholder groups. Capacity to speak fluently with individuals/ groups and adopt a persuasive and constructive style at all times, using empathy to understand the stakeholders’ differing needs. Demonstrate adequate preparation so that presentations are focused, accurate and meet the needs of the meeting. Resource Management Contribute to projects to set objectives, allocate staff time, monitor progress against and re-prioritise according to the changing needs of the Team and work-stream. Keen eye for detail with ability to understand how operational delivery links to the wider policy frameworks and identify the impact for resources and future planning. Application, interview and references Service Delivery Evidence of a commitment to the continuous enhancement of the quality standards of the Team’s outputs and development of a service ethic that adds value to the students’ experience of learning. Pro-active approach to the setting of standards for to follow and the collection of feedback; engagement in finding appropriate tools and methods. A capacity for patience and tolerance with large numbers of students/staff, always maintaining sensitivity to their needs, particularly at times of peak working under pressure. Respect for cultural differences and awareness of how institutional ways of working need to adapt to suit the increasing diversity of student and staff groups. Application, interview and references
Service Delivery Has knowledge and understanding of services available to users of this and related areas of work and ensures that the experience of each customer is positive and satisfactory. Application/Interview Planning and Organisation Can demonstrate the ability to ensure that the work is carried out effectively and that resources are available to meet demand. Identifies the need for further action and resources by monitoring progress. Application/Interview Initiative and Problem Solving Can demonstrate the ability to solve standard, predictable problems in accordance with procedures and precedent. Application/Interview Analysis/Reporting Can demonstrate the ability to use appropriate sources of data to answer questions, gather data systematically and out basic analysis accurately and methodically. Application/Interview
Team Manitoba Water Polo 14U and 12U Domestic Program Summer 2018 Assistant Coach Expression of Interest Information Pack & Form The Manitoba Water Polo Association is seeking expressions of interest for Assistant Coaches for the Team Manitoba Water Polo 14U and 12U Domestic Summer Program. Team Manitoba Water Polo has a mission to developing high performance water polo in Manitoba for athletes ages 20 and under. Our goals are to: Have fun, Identify and support talent, Offer a comprehensive training program, Provide high performance competition experience, and Develop team spirit that extends beyond home clubs. Coaching Staff: The 14U & 12U Team Manitoba Summer 2018 Program Coaching Staff are as followings. Kelsey Johansen Head Coach Team Manitoba Brenden Pizey-Allen Julian Del Campo 14U Age Group 12U Age Group Lead Coach Lead Coach Team Manitoba Team Manitoba Working in conjunction with Bruce Rose, Kelsey will facilitate the planning side of the program. Brenden will be responsible for the 14U Program, while Julian will be responsible for the 12U Program. Assistant Coaches will be hired on an as needed basis (based on total interest). Assistant Coaches will be hired based on total program enrollment numbers, and no set number of positions are currently
have lack of support from the OAS (Organization of American States) or the United States I have never been able to find out at what time this part of the plan was changed or by whom: I presume it was changed sometime between February and March of 1961, and we were not notified until we arrived at Guatemala. During those weeks before departure we were able to meet and get acquainted with most of the members of the group. One of them was a of Antonio Maceo, the most brave and famous general of the Cuban Wars for Independence of 1868—78 and 1895—98. It was for me a moment of great emotional significance because of my admiration all my life of General Maceo and that group of gallant men who made a reality of our independence from Spain at the end of the last century. On Sunday, March 26, 1961, we went like every Sunday to the Church of St. Rose of Lima, had lunch after church with all of Maggie's family at the Howard Johnson of Miami Shores. In that afternoon, I notified Maggie of our departure to the training camps in Guatemala in three to four days. We joined a group assigned to meet in the Miami offices of the Consejo Revolucionario and from there we were taken to an army base in Opa—Locka, Florida. I will follow with a translation of a diary made by me during those days: March 26, 1961 11:30 p.m. From the headquarters in Miami of the Consejo Revolucionario we were taken in a semi—truck to an abandoned air force base one and a half hours from Miami. We concluded that this was part of the Opa—Locka Base. We rested for 45 minutes inside a hanger in the base. From the hanger we were taken again in the truck directly to the planes. The airplanes were C-53’s, C-54’s and C-47’s camouflaged with
Team Purpose Team Agreements Coordinate Implementation of Tier III Systems and Supports, Monitor Fidelity of Implementation and Overall Status of student progress towards goals. Inform facilitator of absence/tardy before meeting Avoid side talk Stay focused & active Start and end on time Team Members Facilitator Minute Taker Data Analyst Administrator Others Primary Meg Randy Carin Joyce Byrn Back Up Carin Derrick Jen Carin Cody Team Meeting Schedule When Where Start/End Time Meeting Minute Location 1st and 3rd Thursdays, monthly Randy’s class 2:45-3:45 Tier III Meeting Minute Folder on shared drive Question Data Collection & Data Entry Schedule What, Who & When Report Generation What, Who & When At what level are we implementing Tier III Systems and Supports with fidelity? Aim for 70% on TFI-Tier III TFI-Tier III Fall, Winter, Spring Team completes Data Analyst Before each meeting TFI Tier III Report What proportion of our students are receiving Tier III supports? Aim for no more than 5% of student population (at one time) requiring Tier III supports ISIS-SWIS Monthly Data Analyst ISIS-SWIS SW Report What are the trends of overall progress across students with Tier III supports? At least 70% of students receiving Tier III supports are starting or progressing Student Progress Data as defined by student support plans Data Analyst review every two weeks at coordination meetings Total # indiv. support plans Starting # % Progressing # % Not progressing # % Needs revision # % What percentage of students receiving Tier III support for 6 weeks are progressing and have met goals? Aim for 80% Data Analyst review every two weeks at coordination meetings ISIS-SWIS SW Report Total # Total # with 6 weeks progressing %
love caring creating nurture guidance instruction extending relating effort improve acknowledge addressing employing integrating updating executing devising solving promoting utilize insure identify permeates conveys fosters sustains involving modeling incorporating translating contributing demonstrating determining expanding stimulate challenge committing creating characterizing reinforcing use of reaching out correctly identifying wholeheartedly seeking for setting for promoting and developing actively supporting tireless efforts in for evidence of for translating providing an abundance tailoring the needs of encouraging the development contributing to the expanding the efforts for the varied application of staying abreast of further enhancing the putting into living practice the ongoing recognition of constant attempt to continually modeling acknowledging the need for addressing the role of comprehending the problem of successful execution of continued effort to promoting the exposure to its awareness of the importance of developing and fostering the spirit of RECOMMENDATION: WORDS AND PHRASES encourage review investigate explore provide pursue reconsider re-evaluate identify examine utilize formulate expand enable recognize intervene undertake assist implement reach impact enforce seek form adopt assess define target progress supplement acquire regards pace research stress coordinate generate share clarify incorporate continue designate catalogue erect demonstrate initiate facilitate enrich focus interact formalize promote strive
develop address allot insure update place attempt to strive to take steps to study ways to give consideration to make an effort to provide funds for study the need for give immediate consideration to study the possibilities for carefully evaluate move in the direction of direct efforts toward study the inconsistency make provisions for the team concurs with develop a procedure to attempt to establish undertake a study of intensify efforts to initiate a plan for take the necessary steps move in the direction of specifically designate update the purpose of pursue the idea of continue to update for continue to further develop target priorities for adjust necessary goals develop a strategy for address the issues of take advantage of incorporate the tools of recognize a need for encourage the development of the determination to take appropriate action for WRITING SAMPLES is a sample completed section of a Visiting Team Report. This sample is intended as a reference only for the amount and style of writing requested by MSA; however, we understand that each visit is unique and your report may require additional or fewer bullet points. SAMPLE #1 HEALTH AND SAFETY STANDARD FOR ACCREDITATION The Standard: A safe, orderly, and healthy environment for teaching and learning is provided. The school adheres to local, state, and federal government health and safety requirements. Health, safety, preventive/emergency procedures, and crisis management policies are clearly written, well documented, implemented, and updated regularly.
Learner name: Date: Answer: all areas marked in red Unit 301: Manage team performance Learning Outcome Assessment Criteria Guidelines and The candidate provides evidence that they understand: 1. Understand the management of team performance 1.1 Explain the use of benchmarks in managing performance Benchmarking is the process of taking performance metrics from the team and comparing the results with of other teams or with industry best practice. ‘Gaps’ or problems with performance can be identified and performance improvements achieved through investigating causes and identifying the best solutions. Targets for performance improvement can be set and plans implemented to achieve those targets. In this criterion the learner is required to explain the use of benchmarking in managing performance. The explanation should include examples of performance measures that can used as part of this process. Answer: 1.2 Explain a range of quality management techniques to manage team performance There are three basic principles that form the basis of a total quality management system Focus on the customer Understanding the process All employees committed to quality and excellence. Techniques designed to manage quality are based on these three principles; Focus on the customer. Customers’ (internal and external) needs and expectations are identified Performance standards are set that reflect those needs and expectations Understand the process The process of producing the product or service the customer requires is understood and there is a commitment to continuously improve that process All employees are committed to excellence and quality Employees are involved and committed to a culture of quality
ROLE RESPONSIBILITIES In-School Jodie Hunt Work with District Coach/Coordinator Attend additional District, Regional, State, and /or National training Become the team’s PBIS Expert Facilitate School-Level PBIS Staff Development Chairperson/Facilitator Michelle Lowry Develop agenda Facilitate meeting Follow-up on assigned tasks Seek input from staff and other committees Recorder/Secretary Kim McNeill Keep minutes Distribute minutes to team members Notify/remind team members of meeting time and location Data-base Manager Wendy Maynor Boyce Maynor Summarize data from previous month Present update on standard data (e.g. office referrals, etc.) Summarize data necessary for any pending decisions (e.g. effectiveness of new cafeteria routes.) Communication Coordinators Danyelle Hagans Samantha Oxendine Report progress and data-based feedback to staff Create/Maintain newsletters, bulletins, teacher lounge bulletin board Maintain systems of communication with staff Post expectations Time Keeper/Task Master Eustacia Lowry-Jones Monitor agenda times and topics Keep the group focused and moving Monitor and end times Table the subject or make a decision Subcommittees Incentive Coordinators Rebecca Nolley Beth Locklear Can be long or short tem Generally formed around specific topic or purpose Opportunity for more people to get involved in PBIS implementation
- Base and Mattress 90% Water Heater Components 70% and telecom cables 100% RE-ORIENTATION OF B-BBEE Good Governance Economic Growth and Development Operational Excellence Competitiveness Inclusive Growth Productivity & Industrialisation AMENDED B-BBEE RECOGNITION LEVELS The following table represents the B-BBEE recognition level for each level of contribution towards the B-BBEE scorecard. Should businesses fail to meet requirements they will be discounted by 1 level as a penalty. This now pushes Big businesses to drive Enterprise and Supplier development or else face being discounted. B-BBEE Status Current Qualification New Qualification B-BBEE recognition level Level One Contributor ≥100 points on the Generic Scorecard ≥100 points on the Generic Scorecard 135% Level Two Contributor ≥85 but <100 points on the Generic Scorecard ≥95 but <100 points on the Generic Scorecard 125% Level Three Contributor ≥75 but <85 on the Generic Scorecard ≥90 but <95 on the Generic Scorecard 110% Four Contributor ≥65 but <75 on the Generic Scorecard ≥80 but <90 on the Generic Scorecard 100% Five Contributor ≥55 but <65 on the Generic Scorecard ≥75 but <80 on the Generic Scorecard 80% Level Six Contributor ≥45 but <55 on the Generic Scorecard ≥70 but <75 on the Generic Scorecard 60% Level Seven Contributor ≥40 but <45 on the Generic Scorecard ≥55 but <70 on the Generic Scorecard 50% Level Eight Contributor ≥30 but <40 on the Generic Scorecard ≥40 but <55 on the Generic Scorecard 10% Non-Compliant Contributor <30 on the Generic Scorecard <40 on the Generic Scorecard 0% ONS POSED BY SENIOR COLLEAGUES: a) What is your understanding and what do you of the topic? b) How do you think it will contribute to industry/retail sector? c) How do you think it will promote economic growth?
Team Accountability Project: ________________________ Team Accountability = TA Individual Accountability = IA Team Leader (Name) Team Member (Name) Team Member (Name) Team Member (Name) Team Member (Name) Team Member (Name) Team Member (Name) Team Member (Name) Team Member (Name) Team Outcome: Deliverable: Deliverable: Deliverable: Deliverable: Deliverable: Deliverable: Deliverable: Deliverable:
a. TAC meeting date b. What is our specific goal/outcome? c. What actions or support are required to achieve the outcome? d. Who will do this? e. Date this will be reviewed? f. Date action completed? g. Date of our next Team Around the Child (TAC) meeting? (please include the time and venue)
8. Summary of need (to be completed by the practitioner and submitted with this Early Help Assessment when the assessment has been completed and when the assessment is at closure. Presenting Needs (from the Early Help Assessment carried out): Please tick all presenting identified through this assessment (S) - Please tick box C if the need remains unmet at closure. S C S C S C S C Not registered with a GP Not registered with a Dentist Missed health appointments Missed immunisations referred with obesity or malnutrition Concerns for the physical health / development Concerns for the adult’s physical health Child has mental / emotional health issues Adult has mental / emotional health issues Person has a disability or additional needs Adult has a disability or learning need Self-harm Child has Substance / Alcohol misuse Adult has Substance / Alcohol Misuse Child Sexual Exploitation (CSE) concerns Teenage Pregnancy (under 18) Child in Pupil Referral Unit or alternative education provision The young person is not in Education, Employment or Training (NEET) Pupil is not on a school roll Elective Home Educated Not taking up Early Years Entitlement School/Early Years attendance Issues Adult frequently out of work Debt / Money Management Housing / Rent issues Homelessness concern Economic disadvantage At risk of social isolation Prevent/Radicalisation concerns for child/adult Adults or children committing anti-social behaviour or crime A parent recently released from prison A parent in prison Gang member Victim of Bullying Domestic Abuse Young Carer Child demonstrates sexualised behaviour Child’s challenging behaviour Difficulty parenting Child neglect Please tick as appropriate below: (This must be completed) Is Child Sexual Exploitation (CSE) a concern? Yes No If yes, has the been completed? (please attach) Yes No
Severn Postgraduate Medical Education Example MSF Sheet - Team assessment of behaviour (TAB) Assessor’s position: Trainee Junior or Senior doctor Consultant/GP or equivalent Senior (Band 5+) or equivalent Allied Health Professional (please specify) team member (please specify) Name of doctor: GMC Number (if applicable): Training period from: From: To: Specialty Please use the comments box to commend good behaviour and to describe any behaviour which is causing you concern. Give specific examples. This form will be sent to the doctor’s supervisor, who may ask you privately to enlarge on any concern about behaviour you report. At least seven other forms will also be considered. The doctor will receive private feedback and you will not be identified in person without an advanced discussion with you. Attitude and/or behaviour No concern Some concern concern COMMENTS: anything especially good? If you cannot give an opinion due to lack of knowledge of the doctor say so here. You must specifically comment on any concern about behaviour and this should reflect the trainee’s behaviour over time – not usually just a single incident. Maintaining trust/professional relationship with patients Listens Is polite and caring Shows respect for patients’ opinions, privacy, dignity and is unprejudiced Verbal communication skills understandable information Speaks good English, at the appropriate level for the patient
Overall Assessment (Please put total responses in each column) No Concerns Some Concerns Major Concerns Important/relevant comments Team-working/working with colleagues Respects others’ roles and works constructively in the team Hands over effectively and communicates well Is unprejudiced, supportive and fair Accessibility Accessible Takes proper responsibility. Only delegates appropriately Does not shirk duty Responds when called. Arranges cover for absence Signature: Date assessment was completed: Name of signature: Hospital Stamp It is essential that this form is stamped with an official hospital stamp Professional Status: Hospital Address: Address: This form should be used to summarise the MSF feedback collected and should be included within the portfolio of evidence
TEAM # 3A & 3B CHARLES STREET MEN’S HOSTEL NIGHT TEAM CONTENTS: 1 Team Lead Package with four surveys 3 Survey Packages each with four surveys If need more surveys – get from shelter 4 Clipboards 4 Pens 1 bag Gift (get from shelter) Please Bring All Materials Back to Registry Headquarters Following Shift
ACTIVITIES AND PROGRAMMES AVAILABLE Activity Description Duration # People MEETING/CATERING FACILITIES MEETING ROOM NAME: Theatre capacity Boardroom capacity Classroom capacity Banquet capacity Cocktail capacity Interpreting equipment Natural daylight Blackout facilities Air Con Wheelchair access MEETING ROOM NAME: Theatre capacity Boardroom capacity Classroom capacity Banquet capacity Cocktail capacity Interpreting equipment Natural daylight Blackout facilities Air Con Wheelchair access MEETING ROOM NAME: Theatre capacity Boardroom capacity Classroom capacity Banquet capacity Cocktail capacity Interpreting equipment Natural daylight Blackout facilities Air Con Wheelchair access
Team Camp Schedule Monday, June 13th 3:00pm-5:00pm Check-in 5:15 pm COACHES MEETING – Abel-Sandoz Hall Lounge 6:15 pm Meet with counselors in lounge to walk to Bob Devaney Sports Center 6:30 pm Organize on bleachers – Rules and Expectations at Camp 6:45 – 9:00 pm Session I: Break into teaching groups with counselors 5 minute warm-up/Stance Motion/Position/Level Change/Penetration/Singles/Double/HighCrotch/ Finishes/etc. 10:30 pm Room Check 11:00 pm LIGHTS OUT!!! Tuesday, June 14th 6:30 – 7:30 am Breakfast 8:15 am Meet with counselors in lounge to walk to Bob Devaney Sports Center 8:30 – 10:30 am Session II: Instruction Warm-up with Stance/Level Change/Penetration Review Double/High Crotch 1) Singles -- low and high 2) Duck 3) Firemen 4) Set-ups 5) Defense/Re-shot, Score off Front Headlock 10:30 – 11:00 am Jordan Burroughs – Motivational talk 11:30 – 12:30 pm Lunch 12:45 pm Walk to Devaney Center 1:00 pm Session III: 2 Duals 3:00 pm HUSKER Workout 5:00 – 6:00 pm Dinner 6:15 pm Walk to Devaney Center 6:30 pm Session IV: 2 Duals 10:30 pm Room Check 11:00 pm LIGHTS OUT!!! Wednesday, June 15th 6:30 – 7:30 am Breakfast 8:15 am Meet with counselors in lounge to walk to Bob Devaney Sports Center 8:30 – 10:15 am Session V: Instruction – Bottom change-over/rolls/ stand-ups/get out of legs 9:30 – 10:30 am Coaches round table 10:15 – 11:00 am Robbie Trent- FCA 11:30 – 12:30 pm Lunch 12:45 pm Walk to Devaney Center 1:00 pm Session VI:
TEAM COMPOSTION FOR LIKELIHOOD SURVEY Day 1 Team Supervisor Surveyors Health centre Villages 1 (example) Freddy Nitu Alice Selemani Julien Ciza Kirotshe Bubana 2 3 4 5 6 7 8 9 Day 2 Team Supervisor Surveyors Health centre Villages 1 (example) Freddy Nitu Alice Selemani Julien Ciza Kirotshe Bubana 2 3 4 5 6 7 8 9 Day 3 Team Supervisor Surveyors Health centre Villages 1 (example) Freddy Nitu Selemani Julien Ciza Kirotshe Bubana 2 3 4 5 6 7 8 9
Who will do what and when? How can this be managed equitably? e.g. expectations for full time /part time positions Who does the kgtn shopping and when? Personal use of telephone and Computer Use of personal cell phones – what are the expectations? Work computers for personal use? Use of facebook/ social
Aaro-nui Consideration Maioha, Matawhāiti Tact Rangimārie, Hūmārie Peacefulness Ngariri Love Manaaki, Tiaki-pai Caring Tino Pai-rawa Excellence Āwhina, Manaaki Helpfulness Matatika-nga Trustworthiness Tolerance Harikoa, Hakoakoa Joyfulness Ngākau Atawhai Kindness Ū-ki-te-tiki Justice Hautoa Courage Ngákau Tapatahi Integrity Ū-tonu-tanga Perseverance Hiri-nga Determination Hūmārika Gentleness Waihanga-tanga Creativity Kai-ngākau Enthusiasm Ngāwari-wari Flexibility Whaka-hoahoa Friendliness Kotahi-tanga Unity Nohomā, Nohotika Cleanliness Whakaata-pono Truthfulness Mahi Tahi Cooperation Puku-mahi Diligence Whakatara-nga Purposefulness
Mahi-pono-tia Reliability Pūmau, Ngākau Pōno Loyalty Kaha Strength Mahi rōpō Teamwork Iwi whānau Community Whānau Family Mahi pai Quality of work Rerekātonga, mahi hou Innovation Whaka-tikatika Orderliness Painga rawa atu Perfection Whaka ae tiki Trust Oritetanga Equality Neke atu Progress Wehenga Privacy Pononga pono Honesty Pukumahi Hard work Mōhio, mātauranga Knowledge Matatika Fairness Noho a tahi, whakaaro tahi Harmony Whakaute, Whakakōwhā Respect Whakaute, Whakakōwhā Respect Manawa-roa, Patience
School: School: Please complete your team list in the numbered spaces on the Declaration Please note the number of athletes required for each event. Boys' Declaration Sheet TRACK EVENTS FIELD EVENTS 1 x 1 lap Relay 2 x 2 Lap Relay 6 Lap Paarlauf 4 x 1 Lap Relay Soft Javelin Seated Chest Push Standing Long Jump Speed Bounce NUMBER OF ATHLETES NEEDED FOR EACH EVENT 2 2 2 4 3 3 3 3 1 2 3 4 5 6 1. Please tick the appropriate box for each athlete's events. 2. An athlete is limited to two track events and two field events. PLEASE ENSURE YOU KEEP A COPY OF THE DECLARATION SHEETS FOR YOUR OWN REFERENCE
6 Education School, Colleges attended since age 14 (Excluding degree and teacher training courses) School Dates Qualifications achieved With grades and dates From To University/Polytechnic Main Subject(s) Subsidiary Subject(s) Degree Pass/ Hons. & Div From/ To Date of award 7 Professional Studies College of Education From To or University Polytechnic Training Department From To Date qualified, teacher status granted Any other full-time or part-time studies leading to a qualification – with dates and award(s) 8 Membership of, or registration with, professional bodies Name of professional body Level/type of membership Reg. Number Renewal date 9 relevant training e.g. short courses, personal development, special projects Date Organising body Brief description of course content
Ethnic Origin (The following categories are recommended by the Commission for Racial Equality. If you feel the choices do not provide a suitable option, please how you would describe your ethnic origin) (a) White British Irish Any other White background (c) Asian or Asian British Indian Pakistani Bangladeshi Any other Asian background (e) Chinese or other ethnic group Chinese Any other (b) Mixed White and Black Caribbean White and Black African White and Asian Any mixed background (d) or Black British Caribbean African Any other Black background If you have ticked one of the ‘Any other’ boxes, please describe your ethnic origin below. ………………………………………………..… Disability Do you have a disability? Yes: No: Definition of Disability The Disability Discrimination Act 1995 defines disability as follows: A person has a disability if he/she has a physical or mental impairment which has a substantial and long term effect on his/her ability to carry out normal day to day activities. According to the Act, a disabled person is currently someone who: Has a physical or mental impairment and; The impairment has an adverse and substantial effect on his or her ability to carry out normal day to day activities and; The effect of the impairment is long term. Examples of conditions covered include: Physical impairments: diabetes; epilepsy; multiple sclerosis; cancer, cerebral palsy; heart disease. Mental impairments: schizophrenia; dyslexia; disorder; learning difficulties. Progressive conditions: cancer, multiple sclerosis, muscular dystrophy, HIV infection. Sensory impairments, such as blindness, having partial sight or hearing loss are also included within “physical and mental impairments”. Signature: Date: For office use only. Shortlisted Appointed
Focus on Tier 2 Students (missing more than 10% of the school year) Minimal early outreach (e.g. letters or phone calls) efforts to families when students are absent. Personal early outreach (e.g., home visits) to families over the summer for students with a history of chronic absence in the previous year and throughout the year using the 10% measure. Common barriers to attendance are identified and systemic solutions are put in Monitors students who are on the cusp of Tier 2 and coordinates strategies with district and community partners. Students with a history of chronic absence in the previous year receive interventions at the start of a new school year. Particular attention is paid in the transition grades (K, 1, 6, 9) to students who have a history of chronic absence. Chronic absence is discussed in Parent-Teacher conferences. Chronic absence is incorporated into 504 plans and IEPs. Students receive a caring call on the same day as an absence. The team has protocols for connecting with students and families to better understand their attendance challenges and barriers. Students who are chronically absent are connected to a caring mentor. (Can be a targeted intervention.) Focus on Tier 3 Students (missing more than 20% of the school year) Phone calls are made to parents and parent meetings with families of students once the absence rate reaches 20%. Targeted, personal outreach to families of students with an absence rate of 20% and connects families to community providers and services. The team at emerging patterns for all Tier 3 students to understand common causes or barriers. Monitors students who are on the cusp of Tier 3. Students with a history of severe chronic absence receive interventions at the of a new school year. Wrap around services are provided as needed. Targeted, personal outreach to families of students with an absence rate of 20% and connects families to community providers and services.