zilongwang/ReadingBank huggingface dataset:
Annotated Document Group Collaboration Other: ______________________ Critique the successes and failures of the Jefferson administration. Graphic Organizer Test Presentation Debate Socratic Seminar Writing (SA, LE, or DBQ) Annotated Document Group Collaboration Other: ______________________ Explain how judicial review shaped the role of the federal courts. Graphic Organizer Test Presentation Debate Socratic Seminar Writing (SA, LE, or DBQ) Annotated Document Group Collaboration Other: ______________________ Investigate the different ways in which Native American leaders reacted to U.S. expansion. Graphic Organizer Test Presentation Debate Socratic Seminar Writing (SA, LE, or DBQ) Annotated Document Group Collaboration Other: ______________________ Analyze the causes and effects of the War of 1812. Graphic Organizer Test Presentation Debate Socratic Seminar Writing (SA, LE, or DBQ) Annotated Document Group Collaboration Other: ______________________ Analyze key people that played an integral role in the War of 1812. Graphic Organizer Test Presentation
Personal Goal Action Plan (How goal will be achieved) Measure (How will you know goal has been achieved) Target Date Has goal been achieved? If not, proposed action plan for future 1) Be able to implement appropriate manual handling techniques (state which) safely and effectively when transferring patients with a neurological deficit. - Review UWE manual handling information. - Attend manual handling in-service training or discuss with PE. - Practice techniques with peers. - Observe PE in practice. - Work with patients with neurological deficits and get feedback from PE, patients and other staff. - Self-reflection. - PE to observe at least 3 transfers with patients with a neurological deficit and provide feedback End of week 4 Yes
PRACTICE PROFILE Area Location Contact Number Osborne Ward, Sevenacres St. Mary’s Hospital, Newport, Isle of Wight PO30 5TG 01983 534040 Directorate Community and Mental Health Annual Review of Profile due November 2016 Professional Lead Karen Webb Department Manager Karen Webb Education Lead Louise Wall Education Lead Contact Details Louise.wall@iow.nhs.uk HEI Representative Moira Sugden HEI’s using this Learning Environment UOS Learning Environment Mission Statement Osborne Ward is committed to the recovery of individuals with acute mental health needs, working in partnership with individuals towards their recovery in a safe and therapeutic environment. LEARNING ENVIRONMENT PROFILE General Information Description of Service and Client Group Osborne Ward is an 18 mixed sex bed unit with an additional alcohol detoxification bed, we offer admission to patients who are acutely unwell or whose current mental health state means that they cannot be safely managed within a community setting. We also work in partnership with the Island Drug & Alcohol Service to provide planned detoxifications for alcohol dependants. The ward has a multi disciplinary team consisting of Registered Mental Health Nurses, Occupational Therapists, Consultants Psychiatrists, Support Time Recovery Workers and Medical Doctors. On Osborne Ward we use the Recovery Model of care which provides a holistic view for mental illness that focuses on the person, not just their symptoms. A new development in the way that beds are managed is the introduction of assessment beds – a proportion of Osborne beds are now assessment beds managed by a team within CRHT – depending on need patients can then ‘transfer’ to a treatment bed. Description of related services & Client group Crisis Resolution Home Treatment (CRHT) Self Harm Liaison Team LEARNER INFORMATION Work Pattern (Start, finish times) Shifts – Early: 6.45am – 14.45pm Middle: 9am – 5pm Late: 13.00pm – 21.00pm / Night Shift 20.30pm – 07.30am Dress Code Full uniform as supplied by University – students need to be aware of bare below the elbow policy. Induction/Orientation programme Organisational induction by CET followed by local induction within clinical area Staff / rest room facilities Staff room/Staff shower room Expectations during placement We expect all students to explore their learning needs with their identified mentor. To work within the limitations of their role as student whilst working under supervision to increase their knowledge and experience. Students are expected to actively participate in the therapeutic programme, building good relationships with patients. Familiarise
3 College details (matriculated students) College College contact 4 Department/faculty details Programme title Department/faculty Depart/faculty contact Year of course Communication with the student 5 What is the student’s preferred method of communication: During pregnancy? During maternity-related absence? On return to study? 6 Who would the student like to be their primary contact person at the collegiate University (e.g. Senior Tutor/supervisor/DGS) Name Title College/dept/faculty Telephone Email Informing other staff and students 7 Who will need to be informed about the student’s pregnancy and when would the student like them to be informed (e.g. college/department/faculty, supervisor, funding body)? Name and title Date to be informed
Lecture 3 (20 April): The EU and Fundamental Rights Assigned topics Name The EU and the protection of fundamental rights: development of the general principles of law Leonie Ritscher The (planned) accession of the EU to the ECHR – what implications for the CJEU? (cf. also the ECJ Opinion 2/13) Ivan Gunjic The Dublin system and fundamental rights (s., e.g., ECtHR M.S.S. v Belgium and Greece; ECJ joined cases C-411/10 and C-493/10) Jan Březina The EU, financial crises, structural reforms (e.g., in Cyprus) and fundamental rights – is there an obligation for the EU institutions to respect and promote human rights when acting outside the treaty framework? (s., e.g., ECJ joined cases C-8/15 and C-10/15; ECJ joined cases C-105/15 and C-109/15) Sophie von Wartburg Lecture 4 (27 April): The EU and the People Assigned topics Name The “selling” of citizenships by EU member states to third country nationals Laurence Keppeli The European citizen’s initiative – an effective tool of participatory democracy or good marketing? Kristina Winter The influence of the people on EU international agreements – the cases of CETA and TTIP Lily-Ann Barraud The role of national parliaments in EU decision-making: the early warning mechanism Viktoria Martianova Free topics The CJEU and EU citizenship judicial activism or necessary involvement? The role of national parliaments in EU decision-making: the early warning mechanism Lecture 5 (11 May): Common Commercial Policy and Common Foreign and Security Policy Assigned topics Name Role of the European Parliament in negotiating and concluding international trade agreements – evolution and state of play Andreia de Oliveira Role of the European Parliament in the Common Commercial Policy and the Common Foreign and Security Policy – a comparative analysis Krzysztof Adam Gorski Free topics
further include provisions for assisting such students to achieve the 2.0 cumulative grade point average required for graduation pursuant to Section 1003.43. Grades K-12 will offer instruction for English Language Learners (ELL) which complies with the 1990 LULAC/META Consent Decree and with the District ELL Plan which is both approved by the District School Board and the Florida State Department of Education. No student will be denied appropriate use of his/her primary language. (FS 233.058, SBR 6A.6A 0908(3) FAC). Each student must participate in the statewide assessment program as required by FS 1008.25(4). The Student Progression Plan is designed to support the philosophy and goals of the FSUS School Board. The Pembroke Pines-Florida State University Charter Elementary School follows Broward County Public School’s Policy 6000.1 Student Progression Plan when possible. If an assessment is unavailable, the school will align with the pupil progression plan of FSUS. Note: As policy changes midyear, or updates are needed, the following chart regarding Substantive Changes will be modified accordingly. SUBSTANTIVE CHANGES Section Change Board Approved Section 1: General K-12 Requirements Added Immunization requirements Section 2: Elementary Promotion in Grade K-2- Promotion based on Level 2 Discovery Education in reading and math, rather than Level 3. August 2016 Section 2: Elementary K-5 will be graded using the same ABCDF scale. August 2016 Section 3: Secondary Removed remediation requirements for Level 1 and 2 students with the exception of students that received a level 1 on the grade 10 FSA and Algebra I EOC. August 2016 Section 3: Secondary Added Eligibility Requirements for athletics per F.S. 1006.195 Section 3: Secondary Added language for Incomplete Grades as it applies to End of Course (EOC) exam results. August 2016
written and spoken English. Good general knowledge of CRM systems and high degree of computer literacy including Microsoft Office, including Word and Excel. Experience of working in a customer related environment and experience in working in high volume, multi-functional service environment. Experience of providing information to customers through various channels including phone, email and in person. Higher Education sector. Planning and organising Must be able to prioritise daily tasks to ensure targets are met. Ability to work on a day to day basis with limited supervision. Application/ interview Problem solving and initiative Must be able to exercise personal judgement to identify customer requirements and respond appropriately. Demonstrate a capacity to contribute to solutions that continuously improve the service delivered. Ability to confidently understand and resolve initial complaints and escalate where appropriate. Application/ interview Management and teamwork Ability to work effectively in a team environment. Good people skills with a helpful and supportive attitude. Application/ interview Communicating and influencing Ability to communicate effectively through a variety of channels internally with people of all levels and externally with people from different nationalities and cultures. Proven written and verbal communication skills, comfortable using a variety of Application/ interview
Cooperative PEDs may be used outside the classroom as long as these devices do not distract from school activities As a result of bandwidth limitations, downloading or streaming of video content for non-educational purposes is not permitted. Posting photographs and/or images on the Internet (including social network sites) without teacher and/or parent permission violates the Code of Conduct. With respect to Board technology, never download or install any software without the permission of your teacher. Respectful PEDs may be used in the classroom only with permission of a teacher or other staff member. PEDs may only be used to make and/or receive phone calls or texts outside the building unless a teacher or staff member provides permission to do so elsewhere. PEDs may not be used for any communication or for taking photographs/video unless permission is granted by a teacher or other staff member. Do not use Board technology resources to store materials not relevant to educational purposes. Caring Use good judgment in accessing material on the Internet, and report suspicious concerns to a teacher immediately Create, display, use and store messages, images and videos appropriately while demonstrating respect, e.g. no cyber-bullying or using others’ passwords. Responsible Students need to be diligent about safely storing their PEDs. Harold M Brathwaite SS is not responsible for lost, stolen and/or damaged PEDs. Keep personal information private (e.g. age, address, phone numbers, usernames, passwords) unless approved by a teacher and/or a parent. Users should not expect privacy with respect to any of their activities when using the Board’s technology resources. We have clear expectations around the appropriate, respectful use of technology. Inappropriate use of Board technology and/or PEDs may result in discipline or having the use of these services suspended or removed. COMPUTER USE POLICY E-mail guidelines
Elgin Community College Resource Guide for Student Success For detailed information on the many student services available throughout the college, refer to specific brochures, most of which are available outside the entrance to the Student Services Center. Refer Students To: For Matters Concerning: Tutoring Center SRC 108 847-214-7256 Free drop-in tutoring Private tutoring available Online tutoring The Write Place SRC 371 847-214-7198 Free one-to-one writing help for any project in any class Computers, printers, and writing handbooks available Just drop in when you need help! Counseling & Transfer Center SRC 107 847-214-7390 Academic advising Educational plans Transfer assistance Personal and career counseling Student advocacy Student Assistance Program Hotline (24/7) (847) 742-4033 Ongoing personal problems Crisis intervention Initial assessment is free College-wide Retention SRC 121A 847-214-7263 Student outreach, support, and resources for success College and community referrals Student success workshops Financial Aid/ Scholarships SRC 143 847-214-7751 Applying for Financial Aid and scholarships Work Study Emergency Loans Services SRC 108 847-214-7220 Accommodations for documented disabilities Personally designed study skills strategies/tutoring Student advocacy SRC 107 847-214-7399 Career assessment and counseling Career decision making/choosing majors Job search Cooperative Work Study Program SRC 171 847-214-7370 Leadership development Community service opportunities Clubs and organizations/student government Student Insurance Legal Clinics
STUDENT ROSTER Teacher’s Name: ___________________________________ (List each student that is receiving services from this teacher) Student’s Name (Legal Name as registered in school) MSIS/SSN (List the MSIS or Social Security Number) Date of Birth Grade Level (List the student’s current grade level) Mississippi Resident Verification (Enter the code from the chart below) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Residency Verification Legend Code Residency Verification A Filed Homestead Exemption B Mortgage Documents/Property Deed C Apartment or home lease D Utility Bills E Valid Driver’s License F Automobile registration G Voter precinct identification H Affidavit of designated school district official I Certified copy of guardianship petition Note: 504 Teacher Units are allocated for educational services to children who are eligible for services under Section 504 and who are NOT Eligible for special education as defined under Part B of the Individuals with Disabilities Education Act and in State regulations.
Course Objectives Student’s Reflections Provide a brief clinical example of how you are meeting this objective. Comment on approximately half by midterm and the remaining by end of term. Becoming competent: 1) Apply foundational knowledge from nursing and related disciplines to assess, diagnose, and treat common conditions. (Essential I) 2) Utilize selected caring and developmental theories and concepts from biological, behavioral, health promotion, and nursing sciences to enhance the health and well-being of persons across the lifespan. (Essential I, VIII) 3) Demonstrate patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions related to the primary care of persons. (Essential VIII) 4) Begin to apply research findings, identify clinical guidelines from national organizations, and apply evidence-based practice to improve the health and well-being of persons in the primary care setting. (Essential IV) 5) Begin to utilize informatics and health technologies to evaluate, integrate, coordinate, and improve healthcare for persons. (Essential V) 6) Demonstrate a beginning understanding of the advanced practice nursing profession based on reflective practices and continue to develop their own plans for lifelong learning and professional development. (Essential IX)
Name/Position Location Administrative Assistant/Contact Karen Shmukler Assistant Superintendent for Student Services Education Center, Room 320 Joanne Guild 617-559-6025 Paula Black Assistant Director for Student Services Education Center, Room 320 Joanne Guild 617-559-6025 Maura Tynes Director for Elementary Special Education Education Center, Room 316 Ann Picariello 617-559-6035 Sanchita Banerjee Assistant Director for Elementary Special Education Education Center, Room 316 Ann Picariello Katelyn McAdams 617-559-6035 Tracey Hatch Assistant Director for Elementary Special Education Education Center, Room 316 Ann Picariello Katelyn McAdams 617-559-6035 Shannon Robichaud Director of Out-of-District Education Center, Room 318 Lynn Vincent 617-559-9042 Amy Geer Assistant Principal for Student Services Oak Hill Middle School Oak Hill Middle School Cheryl Goldstein 617-559-9210 Courtney Rau Rogers Assistant Principal for Student Services Bigelow Middle School Bigelow Middle School Robin Scott 617-559-6816 Jana daSilva Assistant Principal for Student Services Brown Middle School Brown Middle School Dianne O’Sullivan Gard 617-559-6907
Specific group guidance sessions employed by the counselor can assist students in their total school adjustment and thus reduce classroom problems. Special small-group counseling sessions are scheduled on a need basis for assisting students who exhibit more aggressive behavior. Some examples of counselor intervention strategies that focus on school adjustment and discipline are listed below. Orientation sessions are conducted at all grade levels to acquaint students with the discipline policy. The positive aspects and rewards of acceptable practices in attendance, classroom behavior, and social relationships both inside and outside the school environment are emphasized. Group guidance sessions are held which stress responsible behavior and coping skills. Individual sessions are scheduled on the basis of a referral or request from parents, teachers, or administrators. Minor first-time behavior problems may be referred to the counselor for assistance and follow-up. Follow-up activities with a student returning from a suspension are conducted when requested by the school administrators. Teachers are in-serviced on appropriate referral procedures and provided with necessary forms. Outside referrals are initiated through the principal when appropriate. Conferences with parents, teachers, and administrators are scheduled when appropriate. [5] COUNSELOR’S ROLE IN PARENTING EDUCATION Children do not come equipped with instruction manuals. Most parenting skills are learned through trial and error. Elementary schools effectively help children through developmental stages and learning processes when they support and seek involvement through facilitating school problems that offer assistance to parents and guardians. Because children today face increasingly difficult challenges and pressures, parenting has become an uncertain and complex adventure. Programs to assist and support parents in the parenting process are important parts of school counseling services. In addition to PTA/PTO presentations and sending communications home, schools can take an active role in this process by offering parent education opportunities. One of the ways to aid parents in developing more effective parenting skills is a series of programs about physical and emotional development essential for learning. Communication and behavior management strategies are usually included as part of the area of parent education. Community professionals (pediatricians, counselors/psychologists who work with children, and human resources workers) can be utilized as facilitators on panel discussions.
STUDENT SHADOWING TEMPLATE Student: ___________________________________________ Period: _______ What is the student doing in class? (Give examples) On a scale of 1-10 (1 = lowest, 10 = highest), how engaged is the student in the class? Explain your answer. What kind(s) of interactions does the student have with the teacher? (Give examples) What is the student’s opinion of the class? How does the student interact with his/her classmates? (Give examples) Other information:
2017-18 BELL AND CLASS SCHEDULES REGULAR DAILY BELL SCHEDULE 1ST PERIOD 8:20 – 9:50 2ND PERIOD 9:55 – 11:25 3RD PERIOD 1ST LUNCH 2ND LUNCH 3RD LUNCH 11:25 – 11:55 12:15 – 12:40 1:05 – 1:30 CLASS CLASS CLASS 12:00 – 1:30 11:30 – 12:15 11:30 – 1:00 12:45 – 1:30 Remediation 1:35 – 1:55 4TH PERIOD 2:00 – 3:30
STATE/ACCT January 12 - 19, 2018 NC Final Exams Middle and High Schools Students enrolled in appropriate NCFE course codes STATE/CTE January 12 - 19, 2018 CTE Post Assessments High Schools Students enrolled in appropriate CTE course codes ----------End of First Semester-------- STATE/ACCT various dates - WIDA Access Placement Test (W-APT) - WIDA Screener Initial assessment required within 14 calendar days if the student enrolls after the beginning of the school year. STATE/ACCT February 9, 2018 Access for ELLS Alternate ACCESS for ELLs All currently identified LEP students in grades K-12 STATE/ACCT February 2018 ACT® and (Paper/Pencil ONLY) Seniors who are CTE Concentrators STATE/ACCT February 14, 2018 Credit by Demonstrated Mastery (CDM) Phase 1 Assessments Qualifying Students STATE/ACCT February 27, 2018 Test Date (Paper/Pencil) All students currently enrolled in grade 11 STATE/ACCT February 13, 2018 Testing Window select students enrolled in grade 11 March
STATE/ACCT February 13, 2018 College and Career Readiness Alternate Assessment at Grade 11 All students currently enrolled in grade 11 with appropriate documentation in their IEP for CCRA STATE/ACCT February 13, 2018 NCEXTEND1 Alternate 11 All students currently enrolled in grade 11 with appropriate documentation in their IEP for X1 DISTRICT 6-9, 2018 High School Benchmark Assessment #1 Students in grades 9-12 DISTRICT April 23-26, 2018 High School Benchmark Assessment #2 Students in grades 9-12 STATE/ACCT FIELD TEST April 23–May 4, 2018 End-of-Course (EOC) NC Math 3 Field Test (online) All students enrolled in NC Math 3 at sampled schools - CLC @ Pinckney, North Moore, Union Pines STATE/ACCT May 25-June 8, 2018 NCEXTEND1 Alternate Language Arts/Reading, Mathematics Grades 3–8, Science Grades 5 and 8; Biology, English II, and Math I EOCs Students in grades 3-8, and 10 with appropriate documentation in their IEP for X1 STATE/ACCT May 25-June 8, 2018 Middle School EOC NC Math I Middle school students completing NC Math I STATE/ACCT May 25-June 8, 2018 High School EOC Assessments (yearlong courses) High school students enrolled in appropriate EOC course codes
Executive Summary This report provides an overview of student success activities in the College of Liberal Arts and Sciences during the 2008-2009 academic year. In addition to presenting data on enrollment, degree completion, and program growth, this document includes status reports on a number of recent CLAS initiatives, including: improvements to undergraduate advising; the identification of high-enrollment/high-failure courses and departmental efforts to improve student success in those courses; collaboration between CLAS and University Studies to connect Freshman Inquiry students with major departments; program-level assessment in both undergraduate and graduate degree programs; and the identification of students who have come within a few terms of graduating, only to leave the university without completing their degrees. Building on the success of these initiatives, the College will take the following steps to continue addressing Portland State University’s pressing concerns with student retention, learning, and graduation: Develop a large, multiyear dataset to evaluate undergraduate student retention and graduation rates by major. Continue to improve the CLAS Advising Center using the Center’s data and results from a 2009 assessment of the General Interdisciplinary Studies degree programs. Continue to improve departmental advising with input from professional advisors in the CLAS Advising Center. Complete the undergraduate advising website template and present it to departments for adoption.
provide greater stability to the curriculum, enhance advising, and provide opportunities for intrusive programming. 2) Re-evaluate the Quick Entry policy that allows non-admitted students to enroll for up to 8 credits each term without being admitted Potential QE revenue loss Fall 2010 Total Known Costs Phase I $840,000 Phase II Costs & Timelines Advising & Academic Support Costs Timeline 3) Invest in pre-admission assessment of student preparedness for the university experience. $100,000-$150,000 (submitted as OUS policy package, see FSSR report) Fall 2010 4) Design and implement a curriculum/program. $200,000 (submitted as OUS policy package, see FSSR report) Summer 2010, possibly by 2009 5) Academic departments should re-assess course pre-requisites and adhere to both prerequisites and class standing. None assumed. Fall 2010 for full implementation Communication Costs Timeline 2) Invest in university-wide efforts to assist departments in creating web sites that provide access to information that supports students’ success. TBD Fall 2010 Enrollment & Other Initiatives Costs Timeline 3) Identify and review the courses with a preponderance of D, W, F, I grades to determine if these courses would benefit from course redesign. TBD Data available now and regularly scheduled by OIRP. Spring 2009 for initial review and recommendations. 4) Identify a space or building on campus that could be designated for student services that would benefit by centralization and collaboration TBD Total Known Costs Phase II $300,000 - $350,000
Abu Dhabi LIB.2019 Sunday All other times by appointment via GradesFirst 1:00pm - 3:00pm (women) 1:30 – 2:30 Student Success Workshops (women) Wednesday All other times by appointment via GradesFirst 10:00am - 3:00pm (men) 1:30 – 2:30 Student Success Workshops (men) Dubai R-L2-131 & R-L2-129 Monday 10:00am - 12:00pm (women) 11:00 – 12:00 Student Success Workshops (women) All other times by appointment via GradesFirst 1:00pm - 3:00pm (men) 1:30 – 2:30 Student Success Workshops (men) Thursday 10:00am - 12:00pm (women) 11:00 – 12:00 Student Success Workshops (women) All other times by appointment via GradesFirst 1:30 – 2:30 Student Success Workshops (men) 1:00pm - 3:00pm (men) TUESDAY RESEARCH DAY - RESERVED FOR FACULTY TRAINING BY REQUEST
Carroll County Public Schools 2017-2018 School Calendar September: 04-Schools/Offices Closed-Labor Day 05-Schools Open – First Day for Students 21-School/Offices Closed-Rosh Hashanah 22-Schools Closed for Students-Professional Development Day for Teachers and Instructional Assistants October 06-Two Hour and Forty-Five Minutes Early Dismissal System-wide; No School for Pre-Kindergarten 20-Schools Closed for Students and 10-Month Staff – Professional Meeting Day November 10-Marking Period Ends. Two Hours and Forty-Five Minutes Early Dismissal System-wide; Teachers work on End of Marking Period Items; Schools Closed for Pre-Kindergarten Students 22-Schools/Offices Two Hours and Forty-Five Minutes Early Dismissal –Last Day before Thanksgiving Holiday; Schools Closed for Pre-Kindergarten 23-24 Schools/Offices Closed – Thanksgiving Holiday 27-Schools/Offices Reopen December 25-29-Schools/Offices Closed – Christmas/Winter Holiday January 01-Schools/Offices Closed 02-Schools/Offices Open 15-Schools/Offices Closed – Martin Luther King, Jr. Holiday 29-Schools Closed for Students – Teachers Work on End of Marking Period Items; Non-Work Day for Instructional Assistants February 19-Schools/Offices Closed – Presidents’ Day March 09-Two Hours and Forty-Five Minutes Early Dismissal System-wide; Professional Development Time available for Instructional Staff; Schools Closed for Pre-Kindergarten Students 30-Schools/Offices Closed-Good Friday April 02-Schools/Offices Closed-Easter Monday 03-Schools/Offices Reopen 10-Marking Period Ends – Two Hours and Forty-Five Minutes Early Dismissal System-wide; Teachers work on End of Marking Period Items---;Schools Closed for Pre-Kindergarten Students May 28- Schools/Offices Closed – Memorial Day June 13- Last Day for Pre-Kindergarten Students 14- Last Day for Students, Two Hours and Forty-Five Minutes Early Dismissal System-wide professional Time for Teachers 15-Professional Time for Teacher-Last Duty Day for Teachers; Non-work Day for Instructional Assts.
All staff are expected to: Positively support equality of opportunity and equity of treatment to colleagues and students in accordance with the . Help maintain a safe working environment by: Attending training in Health and Safety requirements as necessary, both on appointment and as changes in duties and techniques demand. Following local codes of safe working practices and the and Safety Policy. Excellent environmental performance is a strategic objective for the . All staff are encouraged to work to achieve the aims of our Environmental Policy and promote awareness to colleagues and students. Undertake such other duties within the scope of the post as may be requested by your Manager. Key Responsibilities This document is not designed to be a list of all tasks undertaken but an outline record of the main responsibilities (5 to 8 maximum) and should be read in conjunction with the accompanying Job Purpose. Deal with enquiries from students and offer IAG, within the limitations of your training, on housing, money and visa matters Represent the University to relevant internal/external groups, as a member of relevant professional organisations. To contribute to the production and update of communications and development of business processes and provide usage reports when required. Undertake casework for existing Surrey students applying relevant knowledge and expertise to resolve student life challenges around money, housing and visas, processing applications for relevant financial award funds. Play a full part in the provision of welcome and annual events (open / applicant days) for students and staff Undertake such other duties across Student Support Services, given the level of the role, as may be requested by your Team Leader, Manager or Head of Student Support Work in close collaboration with other services within the Student Services Centre to enhance the student experience for both prospective and current students To take part in Student Information Desk rotas as required. N.B. The above list is not exhaustive.
about banking during Orientation. Banking Hours Most banks are open Monday through Friday from 9:00 a.m. to 5:00 p.m. Each bank is different, however, so please visit specific bank branches for their information. Foreign Currency Exchange Only the main offices of the major banks in Center City Philadelphia can exchange foreign currencies. Students may also use the Travelex Currency Services to exchange currency, located at 1800 John F. Kennedy Blvd. Post Office The main office of the US Post Office is located near campus at 31st & Chestnut Streets. A small branch post office is at 40th & Locust Streets, but it is only open from Monday through Friday, 8:30 am to 5:00 p.m. There is also a branch inside of 30th Street Station. Packages can be sent through businesses other than the US Post Office. Options include Mail Boxes (3741 Walnut Street) and the UPS Store (3720 Spruce Street).
Student Teaching Appraisal Form School of Education Concordia University Wisconsin Revised: July 2017 Student: School: Cooperating Teacher: Grade/Subject: City: State: University Supervisor: Start Date: End Date: Placement: 1st 2nd 3rd Evaluation: Midterm Final Evaluator’s Name: Today's Date: DIRECTIONS: Please check the box to show the level of performance which in your judgment best describes the student teacher. Refer to the behavioral descriptions, suggested as representative evidence for each rating level. PERFORMANCE CATEGORIES PERFORMANCE LEVELS Adapted from the Wisconsin Department of Public Instruction’s Standards for Teacher Development and Licensure Minimal Emerging Proficient Advanced 1. Subject Matter Competency 2. Student Growth and Development 3. Knowledge of Diverse Learners 4. Instructional Strategies 5. Classroom Management 6. Communication Techniques 7. Instructional Planning 8. Assessment Strategies 9. Reflective Practitioner 10. Positive Relationships 11. Character/Faith Development for all Candidates
Overall Rating Category Exemplary (Minimum of 12 Points) Superior (Minimum of 8 Points) Satisfactory (Minimum of 4 Points) Unsatisfactory (0 Points) Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance. The candidate usually and extensively demonstrates indicators of performance. The candidate sometimes and adequately demonstrates indicators of performance. The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance. Rating (Indicate number) Note: This assessment instrument must be used a minimum of two times. A satisfactory rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment. Justification for Overall Rating: Student Teacher/Candidate’s Last Name First Middle Social Security Number District/IU School Interview/Conference Date School Year: Term: Required Signatures: Supervisor/Evaluator: Date: Student/Teacher Candidate: Date: (Confidential Document) KU 10/10/03
Student Teacher: Date Submitted: School: District: Cooperating Teacher: Grade/Subject(s): Quarter (check one): Fall Winter Spring Year: Check one: Mid-Term Attributes Final Attributes 1. Attendance (Student Teacher is present and prepared on a daily basis.) Absent more than two times Present most of the time Always present and prepared 2. Presence (is poised and professional with students, staff, and parents.) Lacks confidence Somewhat confident Always exhibits confidence 3. Meets deadlines (completes tasks on time and to expected professional levels.) a. Rarely on time Mostly on time Always on time b. Rarely at expected level Mostly at expected level Always at expected level 4. Initiative (a self-starter who accepts responsibility.) Rarely shows initiative Adequate initiative Outstanding initiative 5. Flexibility (can quickly adjust/make changes to plans and in implementation.) Inflexible Somewhat flexible Consistently flexible 6. Sensitivity (open-minded, accepts differences and diverse learners.) Insensitive to others’ needs Occasional sensitivity Consistent sensitivity 7. Learns from others (observes and listens to others, accepts constructive criticism, and responds with appropriate professionalism to feedback.) Unreceptive Occasional receptivity Consistent receptivity
CELEBRATIONS……………………………………………………………………………..28 CLASS SCHEDULES…………………………………….…………………………………..32
Safety drills are mandated each month. Severe weather and shelter in place drills will be held at least once a year. Stealing Stealing, extortion, or coercion of any individual through the use of threat or force is not allowed. A discipline referral may occur; these are considered a serious offense according to the K.I.S.D. Student Code of Conduct. Tardies As stated in our district Student Code of Conduct upon the fourth tardy an office referral will be made. Lunch detention will be assigned for students who are late after 8:00 a.m. in all grades on the fourth and fifth tardy during a nine-week’s period. Saturday detention will be assigned for the sixth and subsequent tardies for grades 3rd, 4th, and 5th in a nine-week period. For students in pre-k through 1st, the counselor will work with parents to implement a plan to assist students in arriving on time. The school counselor will call parents of all students who have excessive tardies. The sixth and subsequent tardies result in a Saturday detention for grades 3, 4, and 5. For grades K, 1, and 2 the sixth and subsequent tardies result in lunch detention. Telephone Use Classroom phones are available for student use with teacher permission in the teacher’s classroom. Unauthorized Items Items not allowed at school: weapons of any kind, toy knives & guns, toys to include electronic games, radios, CD/cassette tape players, skateboards, scooters, fidget spinners, skip-its, hard balls, water guns, yo-yos, trading cards or any other items that could be harmful to students and take away from learning. If brought to school, these items will be confiscated and a parent will be required to pick them up. Volunteers There are many ways that you can be helpful in your child’s school. Listening to children read, tutoring children, recording books, making manipulatives, helping with bulletin boards, shelving books in the library, or helping monitor the cafeteria are just a few of the areas in which volunteer help is needed. Your interest and involvement are always appreciated. If
STUDENT TEACHER/INTERN INTERVENTION PLAN (STIP) Student Teacher/Intern Name: _________________________ Date: ______________ Supervising Practitioner OR Administrator (Intern only) Name: ________________________________________ Program Supervisor Name: __________________________ Post Bacc. OR Intern (circle one) Area(s) of Improvement Action to be Taken Student/Intern Responsibility Supervising Practitioner Responsibility Program Supervisor Responsibility Timeline for Implementation Next Steps ___________________________ ___________________________ ___________________________ Student Teacher Signature Supervising Practitioner Signature Program Supervisor Signature
FOREST HILLS SCHOOL 15 GLENGARRY DRIVE, SAINT JOHN, NB E2J 2X9 Telephone 658-5338; Fax 658-2210 http://web1.nbed.nb.ca/sites/district8/schools/fhs/Pages/default.aspx Mrs. Melissa Savoie, Principal Mrs. Erika Brown, Vice-Principal Mr. Paul Hickey, Vice-Principal We Build Inclusion, Capacity, and Learning Communities Re: Student Threat/Risk Assessment Anglophone South School District is committed to creating and maintaining an environment in schools where students, parents and others feel safe. In order to enhance safety and security the district has been involved in intensive training for school administrators, guidance counsellors, school psychologists, and district staff. A policy and protocol for responding to student threats in a multidisciplinary manner has been established, as part of a comprehensive school safety program. This multidisciplinary approach involves the participation of multiple community partners, when necessary, including but not limited to: Social Development, Mental Health, Saint John City Police and RCMP. Together, we are committed to keeping our schools safe. The new policy and protocol requires trained school staff to complete a “threat assessment” in all cases of students making significant threats to harm themselves or others. The purpose of the threat assessment process is to use the best knowledge, skill and experience available to assess high-risk threatening behaviours so that appropriate interventions can be identified to protect individuals from harm and ensure a climate of safety in schools and the community. Please be assured that the principal will be taking measures to deal with all known threats / high risk behaviours in a positive and proactive manner. If the principal invites you to a meeting to discuss safety concerns about your own child, please be assured that policy is being followed and that the goal is safety, not punishment. Anglophone South School District will not accept “no response” to a serious threat. To keep school communities safe and caring; staff, parents, students and community members having knowledge of a threat or having grounds to believe there is a potential for high risk behaviour should report the information to the principal. Our goal is to respond to all threats in a professional manner that provides for a healthy and caring learning environment. We are proud to be able to provide this level of support to our school communities. To learn more about the Student Threat Assessment policy, please feel free to contact the school.
C U R R I C U L A R P R A C T I C A L T R A I N I N G (C P T ) A P P L I C A T I O N – F1 VISA International Students ONLY Student to complete this section and submit with materials, to Academic Advisor / DSO: Degree Level: Assoc. Bachelor Masters Academic Major: Signed Offer Letter on company letterhead OR CoHP Practicum Placement Notification OR DU Employer Internship Decision Form (for credit-bearing internships only) AND Copy of position description Note: Letter or Form must include Company name, address, position title, number of hours per week, and dates of experience. I request approval for curricular practical training (CPT) employment related to my program and agree to the following requirements: Work only at approved site/position during approved dates Maintain full-time enrollment status Complete course requirements during experience (for credit-bearing internships/practicums only) Notify International Office of any changes in approved CPT Student Name: ID Number: Student Signature: Date: Academic Advisor / DSO sends to the Department Chair (DC) of the student’s academic program to complete this section and returns to Academic Advisor: The position is integral to the student’s academic program and is approved for CPT** Yes The position needs to be revised to be relevant to the student’s academic program and returned to the DC for review and approval Yes DC Name: DC Signature: Initial Review Date: DC Final Approval Signature: Approval Date: DSO / PDSO to Confirm: Student has completed one full academic year in F1 status Student is enrolled full-time in course of study Student is wait listed in credit-bearing Internship or Practicum course (if applicable) Signed Offer Letter, CoHP Practicum Placement Notification, or Employer Decision Form (attached) PDSO approval Issue I-20 with CPT authorization Name: Signature: Date:
Parents and Students, Welcome to the 2018-2019 school year at St. John Elementary! I’m so very proud to be a part of such an awesome group of parents and students. TOGETHER we will strive to continually grow. We can accomplish anything we set our minds to!! We are ready to make the necessary changes required to be successful in student growth this year! WE are FAMILY and will show unity in our support, our words, and in our actions. This year, we are continuing to strive for GROWTH to MASTERY and ABOVE for our students. We will work to strengthen our GROWTH MINDSET!!! Continuing with our vision “Growth Mindset: Mindset is Everything at St. John Elementary, we will strive to grow in all aspects! We are excited to continue in promoting a growth mindset in all stakeholders, believing that we all can improve in our intelligence and in our talents. Our focus is a higher level of improved student achievement and I am determined to have our students reach their 2018-19 growth goals. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment,” writes Dweck. We will teach our students to embrace a growth belief that they can learn more or become smarter if they work hard and persevere—may learn more, learn it more quickly, and view challenges and failures as opportunities to improve their learning and skills. I believe that it is up to each of us to lead our students and our school to success. St. John has high expectations for all stakeholders. Our parents play a huge and important role in our success! With effective leadership, some curriculum changes, effective classroom instruction, parental support, there is no reason students won’t reach higher levels of achievement. Staying positive, supporting one another, learning together, and making instruction high quality ……we will successfully reach our growth goals! Parents, we need your involvement. Let’s all dig DEEP and be committed to growing all of our students!! Parents please encourage your student to do their very best! Attendance is crucial for student learning. Let’s make this year the year of much growth for SJE!!! Let’s SOAR High Together!!! GO EAGLES!!!!!! Blessings and Love, Sandy Matthews, Principal
*Please take some time to read through this handbook. Included in this handbook are important documents that you signed during Meet & Greets. School Contact Information Main Office 217-4870 Fax 217-4871 Principal- Sandy Matthews 217-4870 ext. 6651 Assistant Principal- Marlana Collins 217-4870 ext. 6654 Assistant Principal- Teresa Baldauf 217-4870 ext. 6655 Counselors- Jenna Chapman (3rd-5th) 217-4870 ext.6670 Counselor- Aimee Hamblen (Pre-K- 2nd) 217-4870 ext. 6670 Financial Secretary- Karen Walker 217-4870 ext. 6656 Cafeteria Manager- Trina Nixon 217-4870 ext. 6671 Extended Day Care Director- Patti Martin 217-4870 ext. 6678 School Secretary- Lauren Vincent 217-4870 ext. 6657 School Secretary- Lori Young 217-4870 ext. 6658 School Nurse- Patti Martin 217-4870 ext. 6677
2017 Course Assessment Statement – Y12 Biology (BIO201) HOW WILL I BE ASSESSED IN THIS SUBJECT? Achievement Standard Level and Credit Value Internal or External Assessment Brief Description My grade for prelims My final grade for internals BIO2.6 (91158) Investigate a pattern in an ecological community, with supervision Level 2 4 credits I Investigation involves analysing, and interpreting information about an ecosystem. BIO2.3 (91155) Demonstrate understanding of adaptation of plants or animals to their way of life. Level 2 4 Credits I Understanding of adaptation is demonstrated in relation to one life process over three taxonomic or functional groups of multi-cellular plants or animals, or across two related life processes within one taxonomic or functional group. BIO2.8 (91160) Investigate biological material at the microscopic level Level 2 3 Credits I Using a light microscope a specimen will be studied and drawn and its specialised features reported on. BIO2.4 (91156) Demonstrate understanding of life processes at the cellular level. Level 2 4 Credits E Understanding cells (both plant and animal) and the life processes and biological ideas they encompass. BIO2.5 (91157) Demonstrate understanding of genetic variation and change Level 2 4 Credits E Understanding genetic variation and change in organisms by studying sources of variation within gene pools and factors that change allele frequency. BIO2.7 (91159) Demonstrate understanding of gene expression Level 2 4 Credits E Understanding the genetic code / DNA. Structures and processes related to the code and how information is inherited. Note: Depending on class ability. Extra internal assessments might be added if required and if the challenge and time is warranted.
CHEMISTRY + BIOLOGY Tutor Schedule Mon. Tues. Wed. Thurs. Fri. Sat. 9:00-10:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 10:00-11:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 11:00-12:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 12:00-1:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 1:00-2:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 2:00-3:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 3:00-4:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Seun Niya 4:00-5:00 PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya PerryJuan Kelly Seun Niya 5:00-6:00 Kelly Kelly Kelly Kelly 6:00-7:00 Kelly Kelly Kelly Kelly