zilongwang/ReadingBank huggingface dataset:
To ensure full access to the curriculum for all children. Thorough risk assessments for off site visits and in school learning activities. Employment of specialist advisory teachers; CPD for staff A range of support staff including trained teaching assistants and a medical teaching assistant Differentiated and adapted activities to support most curriculum areas Use of interactive ICT equipment Specific equipment sourced from occupational therapy or alternate providers Ongoing Teachers Inclusion Leader External agencies Advice taken and strategies evident in classroom practice. All children supported and accessing curriculum. To promote the involvement of disabled students in classroom discussions/activities To take account of variety of learning styles/needs when teaching Within the Curriculum, each school aims to provide full access to all aspects of the curriculum by providing (where appropriate) Wheelchair access Screen magnifier software for the visually impaired Rooms with acoustic alterations to enhance the listening environment for hearing impaired pupils. Features such as sticky keys and filter keys to aid disabled users in using a keyboard Speech and Language support for relevant staff Offer alternative methods of recording to enable disabled pupils participate successfully in lessons Creating positive images of disability within the school so that pupils grow into adults who have some understanding of the needs of disabled people. Ongoing school approach Variety of learning styles and multisensory activities evident in planning and in the classrooms. Ensuring that the needs of all disabled pupils, parents and staff are represented within the school.
to notice them. The true and living God is not like that. He is aware even of a sparrow when it falls. He knows His children in such detail that He notes the number of hairs on their heads. We do not inform God about our needs in prayer. He already knows them. He has anticipated our petitions before we utter them. Not only so, but God is already disposed to respond. He is not only aware of our needs, but also deeply concerned with them. God knows all about us, we are now free to devote our primary attention to the work of God instead of our immediate needs. Our lives need not be dominated by anxiety over daily necessities. God is willing and able to supply these things while His children devote themselves to the things that matter most. This confidence changes the way that we pray. While we certainly will wish to share our daily needs with our loving Father, our gaze should lift beyond our present little circumstances and our hearts should be quickened by His larger work in the world. Repetition need not be mindless or idolatrous. does not forbid some repetition. The Bible contains several examples of repetition in prayer. For example, in , every verse ends with the refrain, “for His mercy endureth forever.” This repeats twenty-six times. Jesus does not forbid the use of written prayers. Many of the psalms were written as prayers that are meant to be used and repeated by God’s people, whether individually or corporately. When we pray a psalm of David or Asaph, we are repeating someone else’s words, but the repetition is not empty. The opposite of vain repetition is not spontaneity (which may also be vain), but thoughtfulness. Jesus does not forbid the recitation of memorized prayers. We memorize portions of Scripture so that we can use them in our own prayer lives. We praise God using the words of the biblical authors (e.g., psalms of David, prophecy of Isaiah or Jeremiah, prayers of Paul). We may confess our sins using phrases drawn directly from the Bible (e.g., , ). Whether our prayer is one that we compose or one that we have learned, what matters is that it is spoken with understanding and offered from our heart. Sincere prayer is not mechanical, merely repeating words with no meaning. Sincere prayer is an expression of genuine devotion, submission, and expectation.
School resource History of Hampton Court Palace Chronology 1494 Giles Daubeney, later Lord Chamberlain, leases and modernises the medieval manor of Hampton Court. 1515 A year after leasing Hampton Court, Thomas Wolsey begins rebuilding on a grand scale, converting Hampton Court into a lavish palace. 1523 VIII’s former tutor John Skelton writes that, ‘The King’s court should hath the excellence. But Hampton Court hath the pre-eminence’. 1529 Henry VIII’s royal workmen taken over building works at Hampton Court Palace. 1530 Henry VIII and his councillors send the first letter threatening a break with the Papacy to Rome from the palace. 1537 Queen Jane Seymour, Henry VIII’s third wife, gives birth to Prince Edward. He is baptized with great ceremony in the Chapel Royal, but she dies soon after due to complications from childbirth. 1540 Henry VIII’s divorce from Anne of Cleves is signed at the palace. It is also where Henry VIII marries his fifth wife, Catherine Howard, and she is proclaimed queen. 1541 Catherine Howard’s earlier sexual liaisons are revealed to Hendy VIII at Hampton Court. She is interrogated and kept under house arrest in the palace. 1543 Henry VIII marries his sixth and final wife, Kateryn Parr, in the Chapel Royal. 1603 Shakespeare and his company the ‘King’s Men’ perform plays in the Great Hall for King James I. 1604 I calls the Hampton Court Conference which commissions the King James Bible. 1689 Sir Christopher Wren demolishes parts of the Tudor palace and begins building a new place for King William III and Queen Mary II. 1760 George III becomes king. He abandons Hampton Court as a royal residence and it begins to be divided up into grace-and-favour apartments. 1838 Queen Victoria opens the gardens and state apartments to the public free of charge. 1944 General, later President, Eisenhower plans the Normandy landings in Bushy Park. 1984 Prince Charles, speaking at Hampton Court, calls for ‘a new harmony between imagination and taste and in the relationship between the architects and the people of the country’.
Anthony Woodville, Earl Rivers Born around 1440, died 1483 Earl Rivers was Elizabeth Woodville’s brother. At the time of Edward IV’s death he was in Wales with young Edward and immediately set off to bring the new king to London. His actions were interpreted as treason by Richard, Duke of Gloucester, who feared Rivers wanted to take the important job of Lord Protector of the king for himself. Rivers was accused of treason, sent to prison in Pontefract in Yorkshire, and executed. William Hastings, Baron (or Lord) Hastings Born around 1431, died 1483 William Hastings was a close friend and advisor of Edward IV. After Edward’s death his position as a rich an influential man was in danger if he chose the wrong side. Hastings tried to stop the Woodville’s gaining too much power and helped Richard, Duke of York. But things changed for the worse when Richard accused Hastings of plotting with the Woodvilles to kill him. During a council meeting at the Tower of London, Richard accused Hastings of treason and had him executed immediately and without trial. Perkin Warbeck Born around 1474, died 1499 The problem with the disappearance of the Princes in the Tower, was that no one ever saw the boys’ dead bodies, and rumours went about that they were still alive. In 1490 a young man showed up at a court in Europe claiming to be one of the princes: Richard, Duke of York. Edward IV’s sister Margaret of York recognised him and so proved his identity. When he landed in England in 1497 the new Tudor king Henry VII was worried that ‘Richard’ would try and take the throne. After some time in the Tower, Perkin confessed to being an imposter and was released. But Henry VII kept a close eye on him, and when he tried to run away, Perkin was imprisoned again and then hanged.
Duke William II of Normandy (William I of England) (c. 1028-1087) Reigned 1066-1087 Also known as William the Conqueror, William the Bastard. William I was the first Norman King of England. William was a very experienced and ruthless military commander, ruler and administrator who had unified Normandy and inspired fear and respect amongst his contemporaries. In 1066 he defeated and killed the English king Harold Godwinson at the Battle of Hastings and was crowned king on Christmas Day at Westminster Abbey. Even after he secured victory, William faced much opposition. His first task was to ‘pacify’ the land and control what William referred to as ‘the fickleness of the vast and furious population’. To make certain that his new subjects did not forget who controlled their country William began a programme of castle-building that would last for the rest of his life. William knew that the key to controlling England was to control London and so he commissioned Bishop Gundulf to supervise works on a great new fortress that would dominate the town and be large enough to serve several functions: as a royal palace, a military garrison for his troops and an administrative centre for the kingdom. The White Tower itself was probably not started until ten years after the Battle of Hastings. It took around 25 years to complete and William died long before it was finished. Bishop Gundulf (d. 1108) Gundulf was a Norman monk who came to England following the conquest. Gundulf was a clerk with a reputation for architectural genius on the continent, having already designed numerous churches and military fortifications. William I was aware of Gundulf’s architectural prowess and requested that he oversee the construction of his new fortress in London. At first Gundulf refused, saying that he wanted to see out his days building churches, not fortresses. Undeterred, William offered Gundulf an incentive – if he agreed to build this new castle, the king would give royal approval to the building of a new cathedral in Rochester, after which Gundulf would be made bishop of the same. In 1077 Gundulf was appointed Bishop of Rochester and commissioned by William I to supervise ‘the kings great works on the great tower of London’.
at Hampton Court Palace. The other children can take it in turns to ask questions to ascertain who the person is. For example, to Henry VIII – “Why did you have Anne Boleyn’s head chopped off?”; “What was your favourite thing about living at Hampton Court Palace?” Pupils can apply a mixture of historical knowledge and imagination here. Drama Adopt, create and sustain a range or roles, responding appropriately to others in role. Opportunities to improvise and devise English Participate in discussions, presentations, performances, role play, improvisations and debates. Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. Pre Title Activity Resources National Curriculum Links
Once they have decided on their invention it is time to prepare a pitch. YouTube has several videos of the Dragons’ Den for Children, special episodes that were made for Children in Need. Encourage children to work in pairs/small groups to develop their pitch. Once they have written and practiced their pitch, it is time for the children to sell their idea to the Dragons (these can be made up of other pupils or the teacher and TA). Speak audibly and fluently with an increasing command of Standard English. Participate in discussions, presentations, performances, role play, improvisations and debates. Gain, maintain and monitor the interest of the listener(s). Select and use appropriate registers for effective communication.
Particularly when working as individuals this exercise should give the children confidence in how much knowledge they have gained from the trip to the Palace. Extension: Discuss what was the favourite fact the children learnt? What surprised them the most? etc. Pre or Post Visit Title Activity Resources National Curriculum Links Post Visit Key events in Hampton Court’s history Learning objective: To recount and depict the stories and characters at Hampton Court through the ages Working in small groups of 5 or 6, pupils will come up with tableaux depicting some of the key stories and characters they have heard or learnt about on their visit to Hampton Court. They should be encouraged to think about their use of space and levels to illustrate status, as well as how the relationships between characters and the events shown can be conveyed with very little movement. Each group should have some rehearsal time, and then show their work to the class. The audience should be encouraged to say who they think everyone is, and what is happening. Moments which work well, depending on the teacher’s focus, include: Link to chronologies and Peter the Palace Cat resources available on hrp.org.uk English Participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Adopt, create and sustain a range of roles, responding appropriate to others in role. Opportunities to improvise and devise drama. History Address and devise historically valid questions about change, cause, similarity and difference, and significance.
Pre Visit Title Activity Resources National Curriculum Links Pre and Post Visit What Do We Know About Hampton Court Palace? Learning objective: To share thoughts and ideas about Hampton Court Palace and the monarchs who have lived there Pre Visit Before your visit, the children can show how much they already know about Hampton Court and the stories in its history. To work as a class: have the children sit in a circle on the carpet. The teacher acts as scribe. Write ‘Hampton Court Palace’ in the centre of the sugar paper, and mind map all suggestions given by pupils about the Palace. To work as individuals: at tables, give all the pupils a plain piece of paper and one coloured pen, and have them mind map what they already know about Hampton Court Palace. They can draw if they would prefer! It doesn’t matter how much the class know, or if some facts aren’t quite true! Post Visit On the same piece of paper, whether as a class or as individuals, use a different coloured pen to add in all the things you know about Hampton Court! Particularly when working as individuals this exercise should give the children confidence in how much knowledge they have gained from the trip to the Palace. Extension: Discuss what was the favourite fact the children learnt? What surprised them the most? etc. A2 plain sugar paper and a coloured felt tip if working as a class; plain A4 and coloured pens if working as individuals. History Construct informed responses that involve thoughtful selection and organisation of relevant historical information. English Participate in discussions, presentations, performances, role play, improvisations and debates
(including professional qualifications and in-service courses leading to recognised qualifications (e.g. HPQH ETC)) Dates (MM/YYYY) School / College / University Qualifications obtained, with classification dates From To Previous Employment (sections 4a, to 4d will be used in the assessment of your salary, if appointed) Previous Employment Please start with the most recent employment date Name of Employer Name and type of School/College NOR Post Identify any additional responsibilities Dates (MM/YYYY) From To
Other Relevant Experience (Paid or unpaid employment and voluntary experience. Please give as full an account as possible, including details of career breaks, etc.) Name of Employer, Voluntary Organisation, or nature of work undertaken Details of Post or Voluntary Experience (Full or Part Time) Dates (MM/YYYY) From To Personal Interests Continual Professional Development (CPD) Please your CPD record to the last five years CPD ACTIVITY (Please indicate duration if over one day) Organising Body Role (e.g. Participant, course leader, etc.)
SKILLS/ ABILITIES Confident communicator with excellent verbal and written communication skills - ability to communicate effectively with staff, students and parents Able to at any course level within the team Able to self-review/reflect on own practice Good motivational, organisational and planning skills Ability to create a happy, challenging and effective learning environment Able to act appropriately on own initiative as well as take direction The ability to offer a second subject would be an advantage Application Interview Lesson Observation References ATTRIBUTES Flexibility, approachability, empathy High expectations of students in terms of behaviour and achievement Supportive team player who enjoys effective collaboration with colleagues Ability to remain calm and effective under pressure Willing to play a part in the wider life of the College community Interview References
Animal adaptations You will explore bird adaptations. In particular you will observe their beaks and feet. Use the Flora and Fauna Field Guide to fill in the table for the following birds to explore different beaks and feet; Sulphur-crested Cockatoo, the Australian Shelduck and Ibis. BIRD BEAK FEET Draw the beak Type and description of the shape of the beak Diet of the bird Why is the beak this Draw the feet Type and description of the feet Habitat of the bird Why are the feet this Long-billed Corella Cracker: Heavy Thick Curved Omnivore: Mainly grass seeds. Also feeds on bulbs, roots and insects. This thick and tough beak cracks seeds and bulbs. Two toes forward and two toes backward enable parrots to grasp objects. Grassy woodland grasslands, pastures, crop areas and urban parks. This arrangement of toes enable the Corella to branches. Pacific Black Duck Strainer: Broad Flat Omnivore: Mainly seeds of aquatic plants, and some small invertebrates (molluscs and aquatic insects). Ducks strain small plants and animals from the water or mud. Swimming: Flat Webbed All types of water. Found in urban areas. Webbed feet enable the duck to move through water. Ibis Spear: Long Down-curved Carnivore: Terrestrial invertebrates frogs, small reptiles and mammals. Ibis use their long curved beak to find organisms in water, the ground and substrate. Scratching: Long toes Nail-like toes Grassland (wet or dry), shallow wetlands and cultivated and irrigated pasture. Long legs and long toes help to walk through water and muddy substrate.
forward for threshold assessment as soon as they become eligible, and their appraisers ensure, through professional dialogue (e.g. at the planning and review meeting), that the appraisal criteria will provide the basis to enable an assessment to be made as to whether the post-threshold standards have been met throughout the preceding two years. Guidance on threshold and professional standards The framework of standards is progressive, reflecting the progression expected of teachers as their professional attributes, knowledge and understanding and skills develop and they demonstrate increasing effectiveness in their roles. Post-threshold Teachers are able to act as role models for teaching and learning, make a distinctive contribution to raising standards across the school, continue to develop their expertise post-threshold and provide regular coaching and mentoring to less experienced teachers. The P10 Standard on coaching and mentoring needs particular attention as there will need to be a structure within the school to provide opportunities, and training where necessary, to reach this standard. For example a post threshold teacher may be identified to coach and / or mentor a less experienced teacher to help the latter achieve his or her appraisal objectives. The following examples of evidence for post-threshold standards may be helpful and are located in the document ‘Post-threshold standards: examples of evidence’ at the bottom of this page. Upper Pay Range progression from 1st September 2014 The model pay policy reflects the new criteria for the Upper Pay Range which apply to pay progression at and after 1st September 2014. Guidance on extra support for teachers when concerns arise The guidance is about using appraisal to support the management of underperformance and prevent capability issues. Some teachers may need more support in managing their performance than others. In some cases relevant outside influences are a factor and in others extra support is needed because a teacher appears to be having difficulty in meeting the Teachers’ Standards, achieving the agreed performance management objectives or underperforming in other areas. Identifying and tackling such difficulties at an early stage can help prevent underperformance. Schools should therefore have in place robust arrangements for monitoring and assessing the appraisal process. 1. When an issue is identified Use your professional judgement, collect evidence and give feedback to the teacher. If you identify the issue clearly and address it with the teacher it might well be that
completes subtraction correctly with: one digit numbers. two or more digit numbers. borrowing. completes multiplication correctly with: one digit numbers. two or more digit numbers. completes division correctly with: one numbers. two or more digit numbers. confuses operational signs. uses fingers for computation. uses manipulatives for computation. reverses numbers. keeps columns straight. copies problems with adequate spacing. finds page numbers correctly. uses place values correctly. completes problems involving more than one operation. completes problems very slowly. avoids the use of math.
9. follows two-or three-step directions. 10. demonstrates understanding (verbally or nonverbally) of the main idea of a verbal presentation. 11. comprehends who, what, when where, why, and how questions appropriate for age level. 12. demonstrates understanding of vocabulary appropriate for age level. 13. discriminates likenesses and differences in words (toad-told) and sounds (t-d). 14. demonstrates understanding of temporal (before/after), position (above/below), and quantitative (more/several) concepts. 15. understands subtleties in word or sentence meaning (idioms, figurative language). 16. interprets meaning from vocal intonation. 17. understands a variety of sentence structures (cause- effect passive voice – The ball was bounced by the girl.) and clauses (clause that modifies the subject: - The dog that chased the cat was hit.). Source: Ohio Department of Education (1991). Ohio handbook for the identification, evaluation and placement of children with language problems. Used with permission ED –4056 / Rev. 07.09 SLD Evaluation: Discrepancy & Processing Deficits Department of Education Assessment Resource Packet 1. ____ 2. ____ 3. ____
Augusta County Schools Teacher Documentation Log Cover Sheet (To be evaluated during years ofFull Review) Teacher: School Year: Standards Required Items Examples of Evidence Evidence Included 1. Professional Knowledge No evidence is required in the Documentation Log Can include (but not required): Transcripts of coursework Professional Development certificates Annotated list of instructional activities Lesson/intervention plan Journals/notes that represent reflective thinking and professional growth Samples of innovative approaches developed by teacher 2. Instructional Planning No evidence is required in the Documentation Log Can include (but not required): Differentiation in lesson planning and practice Analysis of classroom assessment Data driven curriculum revision work Examples: Sample lesson or unit plan Course syllabus Intervention plan Substitute lesson plan Annotated learning objectives 3. Instructional Delivery No evidence is required in the Documentation Log Can include (but not required): Annotated photographs of class activities Handouts or sample work Video/audio samples of instructional units
Advantages Disadvantages What are the advantages of one-way communication? What are the disadvantages? What are the advantages of two-way communication? What are the disadvantages? What responsibilities do we have if we are going to use one-way communication? Why do we use one-way communication when two-way communication is proven to be more effective? Remember that asking questions such as ‘Are we together?’ and ‘Do you understand?’ (with the whole class saying ‘Yes’) is not two-way communication. please find a rubric (example) for creating a Public Service Announcement on Bullying. Rubric for Public Service Announcement on Bullying Not Yet Acceptable 1 pt Can be Stronger 2 pts Expectations 3 pts Exceeds Expectations 4 pts Content Students showed no understanding of the content and included no factual information to persuade audience. Students showed a very basic understanding of the content and included some factual information to persuade audience. Students showed understanding and included mostly factual information to persuade audience. (2 facts) The message is evident and clear. Students showed full understanding of the content and included factual information to persuade audience. The message is evident, clear, and supported. Skill Students have not how to communicate their knowledge of the subject or teach. Students showed understanding of the subject, but need more specific info. to show others what to do. Students showed understanding of bullying and used some of their knowledge of the skill to persuade target audience. Students showed full understanding of bullying and used their knowledge of the skill to persuade target audience.
BILOXI HIGH SCHOOL Teacher e-mail addresses follow this format firstname.lastname @biloxischools.net alicia.griffey allison.coon amanda.lemaster angela.mcphail ashley.hall ashley.lott austin.baker blake.thompson brantley.pierce brent.martin brian.Goodman brian.oneal brice.mcadams bruce.thornton cady.wolf calvin.dixon carole.deere carolyn.broussard cassie.killpack christopher.morgan coletha.colley collette.field daniel.wasilenko david.king deanna.roessling deborah.holliday devin.hill engrid.barnes eric.sanchez geary.howell geralyn.roberts Hayley.whitehead heather.plummer hollis.russell jacquelyn.barnett jaimie.tiblier james.maxcey janet.holmes jeanette.hurlbert jeff.campbell jill.necaise joan.landry joseph.stamant justin.moss katherine.myers katherine.odom katherine.pitts kathryn.britt katie.uselton katlan.french Kelly.renn kelsey.bush kenneth.melton kimberly.kennedy kimberly.robins latrice.richardson lauren.nelson leonard.fowler libby.brookshire lucy.thompson margaret.jackson martha.bradley-hall marydee.benton maryvirginia.clause melanie.mcleod melissa.faurie michael.burkett michael.collins michael.reese miesha.griffin nancy.gallup natalie.broussard neketia.holloway olivia.dunwoody paige.mcadams patricia.morgan patrick.mooneyham paul.geary rachel.herrmann randall.molsbee rebekah.reese rick.griffey Robin.malone Roy.goldsmith samantha.bosarge scott.landry seber.windham shannon.banashak shelley.silvas stevie.hinton susie.morgan tammy.vizzini tanya.bell tara.moore ted.milton teresa.fountain terri.strickland tiffany.hollisgines Tiffany.jourdan tina.mathers travis.coakley twyla.moore Tyler.james ynes.taylor
2014-15 October 21-22 December 12 February 25-27 Teacher Evaluation Committee Members Scott Brucker – Special Education Teacher Michele Sturdevant – Special Education Teacher Casey Weter – Teacher / Principal Peggy Bruno - Teacher Joy Shier – Teacher Anne Titus – Principal/ Parent Joan Jones - Teacher / Union Representative Heidi Wright – Teacher / Parent Terri Thurston – Teacher Johnson – Teacher/ Principal Laurie Beam – Supervisor of Federal Programs / Principal Patty White – Director of Assessment / Principal Andrea Cottrell – Director of Distance Education Beam – Director of Curriculum and Instruction Table of Contents Rationale………………………………….................….………………………….…..………………………… 4 The YKSD Card………………………………….…………………………..……………………………… 7 Stakeholder Participation…………….................………………………….……………………………… 7 Content Standards………………….................….………………………..………………………………… 8 Cultural Standards…………………………………….…………………………………..……….……………… 9
Darlington High School Administrative Team and Areas of Responsibility Dr. Gregory B. Harrison, Principal Instructional Leader School Leadership School Organization Public Relations Ms. Nicole Jones (Assistant Principal) Hours: 7:00am-3:30pm Evening Academy- Monday Curriculum & Instruction Curriculum Development School Website Substitutes Gear-Up Liaison Graduation Staff Development PTO Title I/ CT’s Report Card Data Maintenance, Custodians, & Facilities-Main Evaluations/ Classroom Observations Guidance, English, Math Departments 11th & 12th Students Ms. Jane Lloyd (Assistant Principal) Hours: 7:30am-4:00pm Freshman Academy Evening Academy- Wednesday Textbooks- 9th grade building Advisor/Advisee Testing School Improvement Council Certification Renewal School Calendars Staff Handbooks Drills/OSHA Maintenance, Custodians, & Facilities- 9th 504 Coordinator Evaluations/ Classroom Observations Science & Electives & Freshman Academy 9th grade students Ms. Cassandra Poole (Assistant Principal) Hours: 7:30am-4:00pm Evening Academy Coordinator Evening Academy- Tuesday Credit Recovery/ APEX New Teacher Mentor Program Student teachers Homebound Instruction Home base Instruction Falcon Coordinator Awards Night Testing DCIS Liaison Evaluation Coordinator Evaluations/ classroom Evaluations Special Education Department Special Education Students Mr. Robert Smith (Assistant Principal) Hours: 7:30am-4:00pm Evening Academy- Thursday Scheduling Early College Liaison Textbooks- Main Campus Attendance Teacher Duty Coordinator Adult Education Technology Transportation-Student Parking Student Organizations
DHS Clubs and Student Organization 2014-2015 Science Club – ? Key Club – Kimrey/Garrett Fellowship of Christian Athletes – Howell Pep Club – Paul/Stroman Songwriters Club – Jett Anchor Club – Flawless Falcons Step Team – Paul/Ketter L.O.L./Live Out Loud – Ketter Gospel Choir – Ham-Williams National Art Honor Society – M. Williams National Honor Society – Flowers
Bibliography DoD 5000 Defense Acquisition Guidebook. Government Accountability Office (GAO) Review of Technology Transition Practices, presented at the 4th Annual Acquisition Research Symposium, May 2007. GAO Report 99-162 – “Better Management of Technology Development Can Improve Weapon System Outcomes.” GAO Report 05-480 – “Management Process Can Be Strengthened for New Technology Transition Programs.” GAO Report 06-883 – “Stronger Practices Needed to Improve DoD Transition Processes.” GAO Report 07-336 – Construction Projects Need a Consistent Approach for Assessing Technology Readiness to Help Avoid Cost Increases and Delays.” Inspector General Report D-2003-132 – “Air Transition of Advanced Technology Programs to Military Applications.” Recommended Best Practice DAU [Defense Acquisition University] Technology Transition Center of Excellence, . DoD Advanced Systems & Concepts Technology Transition Report to Congress – August 2007. Project Management Journal Vol. 39, No. 1, 59-71, March 2008 FBI Report – “Best Project Management and Systems Engineering Practices in the Pre-acquisition Phase for Federal Intelligence and Defense Agencies.” Stage-Gate, Inc., The Official Web Site of the Stage-Gate Product Innovation Process, . OSD Transition Practical Operating Guidelines (TPOG). DUSD (AS&C) in accordance with Under Secretary of Defense (Acquisition, Technology, and Logistics) (USD [AT&L]) and Director, Defense Research and Engineering (DDR&E) Risk Identification: Integration & Ilities (RI3) Guidebook, Version 1.2, 15 December 2008. Available by request from SAF/AQRE: .
Teacher Notes: Geography Geography Focus Suggested information Suggested Activities Suggested Language Chinese Characters Chinese Pinyin COMMENTS Geography Highlight five key facts about China e.g. cities, languages, ethnic minorities, mountains, rivers, food, festivals, the countries which border with China How do these compare and contrast with Scotland? Identify the surrounding countries. Consider how each of these will have influenced China and compare to the UK: how many countries border the UK? Link to e-book 1- The Happy Emperor China Scotland Mountain Zhōngguó Sūgélán shān Interesting facts about Russia Interesting facts about Russia e.g. it is geographically the biggest country in the world, it has always had very Explore the Siberian Train Route Link to e-book 3 Train Aeroplane Bus huǒchē fēijī gōngjiāo chē Wǒ lǚxíng
be a greater being or a god. Discuss how the numbers progress from ten in Chinese and identify patterns Yangtze What rivers are famous in China (Yellow River)? What Scottish rivers do you know? The Three Gorges dam is on the Yangtze River. It is the biggest hydroelectric dam in the world. This caused a lot of controversy as many old buildings were lost and people had to move during to village submersion. Discuss where it begins and ends. Compare the length of the river to other rivers in the world. Find out and discuss the impact these two main rivers have had in the lives of people? For example, floods, sustainability (food, wildlife, famine, rice fields). Water River Lake Mountain Power shuǐ hé hú shān lìliàng Terracotta Warriors Terracotta Warriors: Who commissioned them, why, are they, who built them, what did they look like, how long Link to e-book, the Emperor's Army. What is Terracotta, what does it mean? The class could make their own Big Small Horse Face dà xiǎo mǎ liǎn
did it take, how were they found and when. What happened to the Terracotta Warriors throughout history? warriors from clay or paper. Explore the meaning of Terracotta (Terra from earth and Cotta from the word to bake or to cook) Head Eyes Nose Mouth Arms Legs tóu yǎnjīng bízi zuǐ gēbó tuǐ The Bund in Shanghai The Bund in Shanghai: Where in Shanghai is it? What is it? How long is it? What is it famous for? Who built it? Research the name of the which flows along the Bund (The River) Find out the other famous buildings on the opposite side to the Bund Person To follow Crowd rén cóng Giant Pandas Giant Pandas: Find out which area they are from in China? Find out about other endangered species in China and in other countries. Link to e-book, the Happy Emperor. Research the giant panda, discuss the pandas in Edinburgh zoo. Black White I am called He is called She is called I like hēisè báisè Wǒ jiào Tā jiào Tā jiào Wǒ xǐhuan Tā xǐhuan
Slide 11 Continue Explore: Sun Sensors, Too Slide 12 Explain/Evaluate for Explore: Sun Sensors, Too Slide 13 Explore/Explain/Evaluate: Time to Talk Extension: Read the book Gilberto and the Wind. Ask students what they are wondering now. Slide 14 Engage: Read the poem with students. Ask students to identify different of weather mentioned in the poem. Click on Weather is changing ( Log into Pearson Successnet Gr. 2 Earth Science Games: Weather Changes) Explore: on the WEATHER link to explore the different things that make up weather. Explain: Then Read Gr. 2 SF Lesson 1: What are some kind of weather? P. 175-177. Slide 15 Explore: You can go back to the WEATHER (BBC site for more exploring. Evaluate: Ask students What is Weather? And have them draw and write their ideas in their notebooks. Then compare their ideas to the bullets.
Slide 26 Engage: log into Pearson Successnet Gr. 2 Science Games: Seasons. Explain/ Evaluate: Time to Talk Read and discuss SF Gr. 2 Lessons 3 – 6. pp. 180 – 187. CORE: Math in Science SF Gr. 2 pp. 196-197 Charting Favorite Seasons Slide 27 Pacing Guide Topic XVI: Severe Weather For the Teacher: Wind originates in the trees. Reality: Wind is a result of the sun warming the Earth’s atmosphere unevenly. The seasons are the same everywhere. Reality: Differing climates lead to different weather during the same season in other parts of the world. Weather, seasons, and climate are the same thing. Reality: Weather is the of the atmosphere, while a season is one of the four periods of the year that begin at an equinox. Climate is the prevailing weather conditions of an area. Common Weather Misconceptions Slide 28 Engage: SF Lesson 7 TE p. 188. Time to Talk Ask students which comes first thunder or lightning. Then say let’s Sing the Thunder and Lightning song (sung to “Pop Goes the Weasel”) and see if we can find clues to learn which comes first. (lightning is first) Ask what they now know about thunder and lightning. Explore Slide 29 Explore and Explain: Ahead of click on the links and decide which ones you want to use with your students and how many days you want to use to cover the types of severe weather and how you will correlate the online links with the content from textbook pages. Explain: SF Lesson 7 pp. 188-193. Slide 30 Explore: Click on the hyperlink to find several different Owlie Skywarn's Weather Book resources for severe weather.
Teacher Observation Questionnaire for Dyslexia Student Name:______________________________ Check the term indicating the degree of your concern for the student regarding each skill area. Return to the School Counselor. Area Rarely Phonological Awareness Difficulty recognizing or reproducing rhyming words Difficulty isolating sounds in the beginning, final, and/or medial position Difficulty segmenting individual sounds in words Alphabet Difficulty learning or recalling names of letters Difficulty learning or recalling sounds of letters Decoding and Word Recognition Difficulty sounding out unfamiliar Difficulty reading words in isolation Fluency Difficulty reading accurately in context Difficulty reading grade level material at expected rate Spelling Difficulty memorizing words for spelling tests Difficulty spelling in context Comprehension Difficulty with reading comprehension Written Expression Difficulty constructing sentences
Ability to set appropriate expectations and targets Ability to effectively differentiate to meet student needs. Ability to engage students & to keep students on task Good behaviour management skills Have good presentation skills ARI ARI ARI ARI Attributes Flexibility Clarity Determination Commitment to student progress Enthusiasm Self-improvement Empathy Sense of humour ARI AI ARI ARI AI ARI ARI ARI Other Factors Personal goals Positive outlook Objectivity Responsiveness Perceptiveness AI ARI ARI AI AI Special Requirements Ability to meet deadlines. An excellent attendance and punctuality record. ARI AR A = Application R = Reference I = Interview
Teacher Playlist: Use Context Clues and Word Analysis to Support Struggling Readers Making use of context clues helps all readers, and especially those who struggle, to identify the meaning of words in text. One of the six types of context clues is being able to recognize a root word and an attached prefix and/or suffix. By knowing the meaning of the affix, readers are better able to unlock the meaning of a word. Overview Quick View: Captioning Instructional Strategies Teach with Tech from PowerUp ELA Instructional Strategy Guides Context Clues: Word Analysis: Classroom Examples Lessons in Action from PowerUp ELA Instructional Strategy Guides Context Clues: Vocabulary Building Word Analysis: Finding Clues in Words More Tech to Explore Tech Matters Blog Word Analysis Context Clues Tech Tip: Using Embedded Supports to Differentiate Instruction Tech Research Briefs: Captioning to Support Literacy More to Explore Blogs on PowerUp Use Captions for Literacy!
National Conferences / Symposia etc : Name of Author/s Year of Paper Name of symposia / conference Sponsoring agency Kulkarni G. D.;Hend G. M. and Udachan I.S. 2002 Characterization of sorghum starch. XXXVI ANNUAL CONVENTION of Agricultural Engineers-2002 Indian Society of Agricultural Engineers (ISAE) and I.I.T., Kharagpur Shinde Milind Y, ,Udachan I.S., Bhingarde Girija and Somvanshi P.R. 2005 Studies of preparation of prophylactic jam and jelly from aloevera 17th Indian Convention of Food Technologist – 2005 AFST (I) Mysore, Mysore and DFRL Mysore Shraddha Pardeshi, Neha Dipti Navale, Shehal Rane and Iranna Udachan, 2006 Protien rich instant dhokla mix. 18th Indian Convention of Food Technologist – 2006 AFST (I) Mysore and Acharya N. G. Agri. University, Hyderabad Aasawari Sawant, Pradyna and Iranna Udachan, 2006 Preparation of new chawanprash.., 18th Indian Convention of Food Technologist – 2006 AFST (I) Mysore and Acharya N. G. Ranga Agri. University, Hyderabad Siddiqui FYJ, Kharamale R.V. and Udachan I. S., 2007 Utilisation of carrot pomace in preparation of high cookies & cakes. 19th Indian Convention of Food Technologist – 2007 AFST (I) Mysore, CFTRI Mysore, DFRL Mysore and IIT Kharagpur Iranna S. Udachan, Prakash Jagtap, Siddharth Lokhande 2010 Sustainable manufacturing in food industry National conference on Green Tech 2010 in continuation of international Conference on ‘Green- Tech 2010’ at Bangkok during 24-30 Jan,2010. Dnyandeep Education and Research foundation, Sangali
Iranna S. Udachan, A.K. Sahoo,S.N. Panmand and S.A. Patil 2011 Utilization of Oat (Avena Sativa) for the preparation of fiber enriched cookies. A national conference “Processed foods- A trend beyond boundaries” M.O.P. Vaishnav College for Women, Chennai Abhinandan Toraskar, Satish Patil, Iranna Udachan and A. K. Sahoo 2012 Development of medicinal tea by utilization of bitter guard ( Momordica charantia) powder “National Conference on Emerging Technologies for Sustainable Development” (NCET-2012) Department of Technology, Shivaji University, Kolhapur J P Koli, S.V. Kamble, S.B. Shetty, I.S. Udachan and A.K.Sahoo 2013 Production and Characterisation of green matured banana flour National Conference on “ Recent Trends in Food Technology and Management Department of Food Technology and Management College of Vocational Courses for Women, SIBERKolhapur G V Mote, S M Lokhande, I.S.Udachan and A K Sahoo 2013 Development of Flavored Coconut Milk. National Seminar on Resent Advances in Food and Fermentation technology Department of Food Technology, University Institute of Chemical Technology North Maharashtra University, Jalgaon
NAME: DATE: THINK How have similar problems been solved? What materials/tools/ideas/scientific concepts are important for understanding and solving the problem? Design your new idea – sketch it out Can you make a small adjustment to improve on an existing design? MAKE Build a basic prototype using household materials Come up with a way to implement your idea in the classroom Can you adjust things in your classroom to complement your idea? TRY Put your idea into action Does it do what you wanted it to do? Does it do something different? Something better? REFINE Evaluate your idea – how do you it went? How do your classmates feel it went? How could you improve on your idea? A different material/colour/size?
MIDDLE SCHOOLS – ELAR TEACHERS- YEAR 1 LAB A Consultant- Lynette Emmons 6TH 7TH 8TH I.F. BRENTWOOD Principal- Mary Inco J. Sweeney V. Campbell L. De Luna M. Peak S. Martinez Brian Hewgley GUS GARCIA- Principal- Pamela Reece Ricondo Home Stapley Lopes Carbajal Claudia Sanchez WRENN- Principal- Nicole Canon Vela Castillo Anna Salazar LAB B 6TH 7TH 8TH I.F. BRENTWOOD G. Isaac M. Olivarez R. Martinez Hewgley GUS GARCIA Machado Hopkins Claudia Sanchez WRENN L. Rios Priscilla Victoria Galyen Oldis Anna Salazar Middle Schools Lab Classrooms 9/5/2013
Comments Type here (required) I participate in clean-up. always sometimes not at all I need support Comments Type here (required) I sit down with my co-teacher to discuss all aspects of the session. always sometimes not at all I need support Comments Type here (required) I participate in recording statistics. always sometimes not at all I need support Comments Type here (required) I participate in writing the session record. always sometimes not at all I need support
I am able to choose stories that meet the of the Parent-Child Mother Goose Program. I need support Comments Type here (required) I have a repertoire of the following number of stories that I can use with confidence: 1-2 stories 3-4 stories 5 or more stories I need support Comments Type here (required) I am adding to my repertoire of stories. always sometimes not at all I need support Comments Type here (required) I am able to plan a well-balanced session using rhymes, songs and stories that meet the goals of the Parent-Child Mother Goose Program. always sometimes not at all I need support Comments Type here (required) Relating to participants
I understand the of the program. completely somewhat not at all I need support Comments Type here (required) I understand the needs of the participants. completely somewhat not at all I need support Comments Type here (required) My way of teaching and relating to group members reflects my understanding of the principles and goals of the Parent-Child Mother Goose Program. completely somewhat not at all I need support Comments Type here (required) Other I feel supported by my management and organisation to teach the program. completely somewhat not at all I need support Comments Type here (required) I am receiving the assistance I need from the Mother Goose Program. completely somewhat not at all I need support
Teacher Talk: Statements, Questions, and Prompts for Questioning What questions did you have you were reading this text? What questions do you have about the story after reading it? do you find answers to your questions? Before you start reading, ask two questions that you would like to find out about the text. How does asking questions help the reader? What questions do you hope this story will answer? While you are reading, try to find the answers to the questions you asked. What do you understand now because of your questions? What information do you hope will be in this text?
Teacher Talk: Statements, Questions, and Prompts for Summarizing What was the focus of the reading? What clues are within the text? What does the author say? What do you think is the main idea of this story? Complete the statement, The text is mainly about… Which details are the most important? Why? What words from the story jump out at you to help you understand the important parts? Which details are the least important? Why? Can you retell the story only using a few sentences?
Teacher Talk: Statements, Questions, and Prompts for Synthesizing Now what are you thinking? What new ideas or information do you have? What is the gist of the story? How else could you _____? What of this text can you use to create a new idea? What do you understand now that you did not understand before? Try to verbalize what is happening within the text. What did you about first? I didn’t understand it when the author said _____, but now I understand _____.
Worksheet Activity focus/worksheet content Name of clip (where relevant) INTRODUCTORY ACTIVITIES NB: teachers may wish to introduce the Shot types and Film language glossary sheets, in the Supplementary resources section of the disc, at the start of the unit of work. The Shot types sheet could, for example, be offered to groups with the shot names missing, as a matching activity; groups could be challenged to come up with tableaux or similar to describe key film language terms. INTRODUCTORY ACTIVITY SHEET 1 Discuss what makes a story; discuss function of films Consider text types; film as a multimodal text N/A INTRODUCTORY ACTIVITY SHEET 2 Chart examples of story elements in film and written fiction Argue the case for ‘key’ story elements N/A