zilongwang/ReadingBank huggingface dataset:
angry appreciative artistic book smart complicated cool curious dependable determined developed devoted disciplined respectful responsible scientific selfish serious shine at work shy person small steps enterprising enthusiastic family person fearful goal-setter habitual happy helpful hungry impatient intellectual kind social person street smart stressed talkative trustworthy truthful underachiever valiant warrior wishful worrier leader life of the mind motivated optimistic organized outgoing passionate patient persuasive pessimistic positive self esteem procrastinator realistic Now rank your 20 words from most important to least important in describing who you are right now. 1. 11. 2. 12.
Civic engagement 1 2 3 4 5 Advocacy, or “standing up” 1 2 3 4 5 for a cause Advocating with your 1 2 3 4 5 local school board The Local Control 1 2 3 4 5 Funding Formula How school districts plan & 1 2 3 4 5 budget for schools Project based learning 1 2 3 4 5 Video production 1 2 3 4 5 List any areas that you gained experience as a result of this project? What do you feel was accomplished by engaging your students in the Student Voices Campaign? Additional Technical Resources Copyright Video Production Video Editing
SECTION 3: Benefits of the Program Explain how your project will support development of wellbeing: the safety of self and others with a focus on road safety and safe personal health choices; and ensure a sustainable and continuous commitment to student wellbeing/PDHPE.
Definitions: Repudiate: deny, reject Edifice: building Moderation: within reasonable limits, not calling for extreme action Used with permission from www.picturehistory.com “Abolition” Text from Freedom: A History of US, Webisode 5: Scaffolded Version http://www.pbs.org/wnet/historyofus/web05/segment3.html Name: Date: Directions: As you read, take gist notes and reference the vocabulary to make meaning of the text. Then answer the text-dependent questions. Text Gist Notes and Vocabulary Abolition! Back in 1765 Americans had shouted the word. Before the Revolution it was the hated British stamp tax the colonists wanted to abolish. Then the word began to be used with a new meaning. It was the slave trade some wanted to abolish, and then slavery itself. In 1775 Benjamin Franklin helped found the American Abolition Society. The Constitution said the slave trade could be officially ended in 1808. When Thomas Jefferson becomes president, he reminds everyone of that, and a law is passed ending the slave trade. Now, no additional people can be enslaved—at least not legally. An elated Jefferson said this: “I congratulate you, fellow citizens, on the approach of the period at which you may your authority constitutionally to withdraw the citizens of the United States from all further participation in Abolition—banning of slavery Legally—by law Elated—very happy Interpose—to put yourself between two things Authority constitutionally—power one has because of the Constitution Unoffending inhabitants of Africa—Africans that do not cause problems
2017 Course Assessment Statement – Y13 ESS (ESS301) HOW WILL I BE ASSESSED IN THIS SUBJECT? Achievement Standard Curriculum Level Level and Credit Value Internal or External Assessment Brief Description My grades for Prelims My final grades for Internals 91410 AS 3.1 Carry out an independent practical Earth and Space Science investigation 8 Level 3 4 credits I Students plan and carry out a practical investigation which a fair test or/and pattern seeking in ESS context 91411 AS 3.2 Investigate a issue in Earth and Space context. 8 Level 3 4 credits I Students research on impact of climate change on food security on Earth. 91413 AS 3.4 Demonstrate understanding of processes in the ocean system 8 Level 3 4 credits E This standard requires students to demonstrate the understanding of processes in ocean system 91414 AS 3.5 Demonstrate understanding of processes in the atmosphere system 8 Level 3 4 credits E This standard requires students to demonstrate the understanding of processes in atmosphere system 91415 AS 3.6 Investigate an aspect of astronomy 8 Level 3 4 credits I Student write a report on astronomical event/ discovery after investigating the evidences. scientific
Field Kit ~ATC will stock Doctor's bag ~ATC will stock HOME Locker Room 1-10gal Water 1-10gal Gatorade Sideline 2-10gal Water 2-10gal Gatorade Cup Trays 1-Injury Ice Tx Table Kit Splint Bag VISITOR Locker Room 1-10gal Water 1-Injury Ice Sideline 4-10gal Water 1-Injury Ice Hallway 1-Tx Table
Candy Type: Pros (good things) Cons (not-so-good things) 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 7. 8.
Friday morning school supersedes any school-sponsored activities that might take place on Friday that may interfere with Friday school. Students assigned Friday morning school must be there for the entire three-hour period unless otherwise stated by Principal. Parents will always be notified when the student is assigned Friday morning school or is in violation of Friday school guidelines. When assigned Friday school, students will serve on next available Friday. The only exceptions must be approved by the principal. Other disciplinary actions may be used in conjunction with Friday school. Friday morning school will be assigned for the following reasons, but are not limited to these specific situations. The discretion of the principal will apply to these situations. Making up schoolwork, tests, projects, and papers after extended absences, illnesses, or other extenuating circumstances. Repeatedly not having class work completed. For excessive unexcused absence from school. Excessive tardiness. Other disciplinary infractions. Friday morning school specifies: Students will be required to study and work on school assignments, papers, projects, or read an appropriate textbook or book. Magazines/newspapers will not be read in Friday school unless they are required for an assignment. Students will not be allowed to eat candy or food, drink pop or juice, talk (unless to teacher), sleep, lay head down, listen to radio or listen to personal music device, leave the Friday school room unless there is an emergency, play cards or games, watch TV, videotapes, or movies unless assigned as class work. The use of school computers and the internet will be allowed if the student has work to complete that requires the use of technology. Water is allowed. A restroom break of 5 minutes will be allowed from 10:00-10:05 a.m. Failure to comply with these rules will result in dismissal from Friday school and will result in other disciplinary action. Skipping an assigned Friday morning school: The student and his/her parents will be required to meet with the principal to discuss non-compliance. Friday school will be re-assigned and other disciplinary action may be taken. After the third skip, academic credit may be withheld from the student and other disciplinary action may be taken. Disciplinary Action Guidelines – Definitions
4/5 Split Grade Angie Nichalson 5th Grade Amber Grills Shelby Dunville L. FRANCES SMITH ELEMENTARY STAFF ROSTER 2016-2017 6th Grade Cyndi Larson Davida Harden Todd Wetherald LRC Beth Snively Alicia Johnson Cindy Loveless (TA) Jenny Davis (TA) Rikka Booth (TA) Multi-Grade (ED) Amber Payne (Primary) Beth Barnes (TA) Jane Karriger (TA) Ashley Goddard (Intermediate) Jade Smith (TA) Mikayla Weekley (TA) Danielle Phillips(Case Mgr.) Emily Spagnuolo (Pyschologist) Breanna Fields (Transitional) Special Area Teachers Mallory Diener (Music) Pam Smith (Phys.Ed.) Betsy Larson (Art) Title One Carmella Musillami Kristen Foust (TA) Technician Marlene Dow Katie Carlile Custodians Rueann Cave Diane Farano Diane Farano Library Jayne Dornquast (TA) Speech Therapist Missy Butiste Band Tim Brookshire Cafeteria Dawn Boyer (Manager) Crystal Crane Carolyn Huber Michelle Lawson Kelsey Pumphrey Megan Purtlebaugh Crystal Wilson Book Buddy Coor. Mildred Montgomery Prime Time TA’s Tonja Greer Lynette Hall Melissa Klineyoung Bethany Sedziol Office Jay Payne (Principal) Leanne Loutner (Elem. Counselor) Sharon Gohn (Nurse) Jennifer Cooper (Admin. Asst.) Sarah Kushman (Secretary) Courtney Rushton (ICT) Suzanna Gonzalez (ESL) iCARE Program Kim Perez (Coordinator) PERMISSION FORM FOR 2016-2017 Within our curriculum we give our students as many opportunities as possible for “being there experiences.” These experiences help the children connect ideas and relationships for a better understanding of the world around them. This permission form allows your child to participate in these activities. This form will serve as a permission slip for trips within . The teachers will send notes prior to the trip giving the specific dates, times, and cost of trips. All trips outside of will require an additional permission form. We also want to recognize the accomplishments of our children when they receive awards, create projects, participate in school events, etc. This is done in ways such as including the names of students in the Smith Newsletter, using pictures on bulletin boards, and displaying student work. Sometimes the newspaper will come into school to do a story and pictures on events at Smith. This form also includes permission for this recognition.
04-JUL-16 42 VACATION / SUMMER RESIT: ASSESSMENT PREP VACATION / SUMMER RESIT: ASSESSMENT PREP TEACHING 11-JUL-16 43 SUMMER RESIT: ASSESSMENT & EXAMS (INCLUDING SAT)SUMMER RESIT: MARKING SUMMER RESIT: ASSESSMENT & EXAMS (INCLUDING SAT)SUMMER RESIT: MARKING TEACHING UEL SUMMER SCHOOL - SESSION 1 18-JUL-16 44 SUMMER RESIT: ASSESSMENT & EXAMS (INCLUDING SAT)SUMMER RESIT: MARKING SUMMER RESIT: ASSESSMENT & EXAMS (INCLUDING SAT)SUMMER RESIT: MARKING SUMMER RESIT: ASSESSMENT & EXAMS (INCLUDING SAT)SUMMER RESIT: MARKING TEACHING UEL SUMMER SCHOOL - SESSION 1 25-JUL-16 45 SUMMER RESIT: MARKING TEACHING UEL SUMMER SCHOOL - SESSION 2 01-AUG-16 46 PRE BOARD & CONSIDERATION OF EXTENUATING CIRCUMSTANCES TEACHING UEL SUMMER SCHOOL - SESSION 2 08-AUG-16 47 TEACHING UEL SUMMER SCHOOL - SESSION 2 15-AUG-16 48 ASSESSMENT PREP 22-AUG-16 49 ASSESSMENT & EXAMS (INCLUDING SAT) / MARKING 29-AUG-16 50 ASSESSMENT & EXAMS (INCLUDING SAT) / MARKING 05-SEP-16 51 MARKING 12-SEP-16 MARKING 19-SEP-16 2015/16 CONSIDERATION
Attrition Variable Year of First Enrollment N % N % N % N % N % N % N % N % N % N % Students for whom this is the year of first enrollment (i.e. new students) 3 - 5 - 4 - 5 - 5 - 3 - 5 - 4 - 4 - 3 - Students whose doctoral degrees were conferred on their transcripts 3 100 5 100 3 75 5 100 4 80 1 33 1 20 0 0 0 0 0 0 Students still enrolled in program 0 0 0 0 0 0 0 0 0 0 2 67 3 60 3 75 4 100 3 100 Students no longer enrolled for any reason other than conferral of doctoral degree 0 0 0 0 1 25 0 0 1 20 0 0 1 20 1 25 0 0 0 0
WEEK or more, please request Short Term Independent Study to cover the time the student will be out. The absence will not count against the student IF the work is completed and returned the day they come back. Please give the school at least 48 hours’ notice to prepare materials. Remember students need to be in school to learn and achieve success. Our goal is 98% or higher student attendance.
Solution 2: 6. Further Comments Please state any further comments in support of this renewal. This may include further collaborations envisaged beyond staff/student exchange. 7. Signatures Dean (on behalf of the School Executive Committee) I confirm that the above information is correct and that the School approves the proposal. Name: Signature: Date: Deputy President Name: David Bolton Signature: Date: Vice-President (International) Name: Stanton Newman
MEDICATION Medication will be administered only in accordance with the instructions on the original medication container, and the original container must be accompanied by a completed “Permission to Dispense Medication” form. All medications must be kept in the school clinic. The school is not allowed to administer aspirin or any internal drug without parent permission. If medicine must be given at school, we must have the correct dosage in the original bottle labeled with child's name and the time to give the medication. Medication to be given 3 times per day should be given before the child leaves home, when he or she returns home and then at bedtime. If possible, medicine should be given at home. Medicine sent to school not meeting the conditions above WILL NOT be administered to the child. IMMUNIZATIONS State law requires certain immunizations: diphtheria, tetanus, whooping cough, polio, mumps, measles, chicken pox, and hepatitis B. In order for a student to attend school, medically validated records of such immunizations must be on file. TITLE IX GRIEVANCE PROCEDURE Bedford County Public Schools does not discriminate on the basis of race, color, national origin, sex, age, or disability in its programs, activities, or employment practices, as required by Title VI, Title IX and Section 504. The person responsible for the coordination of the school division efforts to meet its obligations under Section 504 and Title IX and their implementing regulations is: Dr. Douglas Schuch, Division Superintendent; P.O. Box 748; Bedford, VA 24523 (586-1045, Ext. 257). WHO TO ASK Accelerated Reader – Anna Jenkins Media Center – Sylvia Vrobel Assemblies – Beth Williams Music – Katie Lum
Student Application for volunteering (Under 18) ALL APPLICANTS MUST PROVIDE A STUDENT ID. Name: Date: Prefix: (Mr., Mrs., Ms.) First Middle Initial Last Date of Birth: Gender: Male Female Mailing Address: City: State: Zip Code: Phone: Home: Mobile: Work: E-mail: Current School Name: Year of Graduation: Personal Reference: (Please submit the name of one person, not related to you, who can give a person reference) Name Phone Relationship Years Known Parent(s) Name(s): (if separate addresses, please list parents separately) #1 First Name Middle Initial Last Name #2 First Name Middle Initial Last Name Parent(s) Mailing Address: #1 Street City State Zip Code #2 Street City State Zip Code Parent(s) E-mail Address: #1 #2 Parent(s) Phone: Home: Home: Cell: Cell: Work: Work: Emergency Contact Name: Phone: Volunteer Demographics: American Indian or Alaska Native Asian
STUDENT ARRANGED PLACEMENT FORM STUDENT DETAILS (BLOCK CAPITALS PLEASE) School Name: Student Name: Form: Student Signature: COMPANY DETAILS (BLOCK CAPITALS PLEASE OR ATTACH BUSINESS CARD/COMPLIMENTS SLIP) Company Name: Address: Postcode: Telephone: Fax: WWW: Email: COMPANY CONTACT DETAILS (BLOCK CAPITALS PLEASE) Contact Name: Contact Name: Telephone: Telephone: Email: JOB DETAILS (BLOCK CAPITALS PLEASE) Job Title: Dates: FROM: TO: Working Days: Working Hours: Tasks/Duties: As a representitive of the company, I agree to this student undertaking Work Experience placement with us in accordance wit hthe details above. I confirm that the company: (Please circle as appropriate) Is already involved in the B&E Together Work Experience programme YES NO Offers this place in addition to our existing/normal commitment YES NO (Students may already be allocated existing places, please don’t let them down.) Is not currently involved in the Work Experience programme, but is willing to provide placements in the future YES NO Has Employer Liability insurance (please give details below) YES NO Insurance company: ________________________ Policy number: ____________________ Expiry date: ______________________ Has a written Health and Safety policy (if 5 or more employees) YES NO Signature: __________________________________ Date: ___________________ Thank you for agreeing to take part in this Work Experience placement. B&E Together will send you confirmation of the allocated student in advance of the placement start date. Please could you tell us, how did the student find this placement? To ensure that we have the correct details of you and your company, please could you attach a compliments slip or business card to this form, thank you.
Mobile number Email address Current residential address Street no. Street no. Street name Street name Suburb/town Suburb/town State Postcode State Postcode Postal address (write ‘as above’ if the same as residential address) Suburb/town Suburb/town State Postcode State Postcode Occupation Employer details Business name Business name Business residential address Business residential address Employer contact number Employer contact number SECTION 2 – DETAILS OF STUDENT(S) FOR WHOM BENEFITS ARE BEING SOUGHT STUDENT DETAILS (Tick boxes where appropriate) 1ST STUDENT 2ND STUDENT 3RD STUDENT 4TH STUDENT 5TH STUDENT Family name (as on birth certificate) Given name Sex of student Date of birth / / / / / / / / / / Year or grade enrolled this year E.g. year 1 Name and address of school/institution attending this year (if studying by correspondence give details of school supervising lessons) Level of study – pre-school, transition, primary, middle or senior. Is the student receiving Assistance for Isolated Children (AIC)? Please provide a copy of AIC – Distance Education statement
2017 Course Assessment Statement – Y13 Physics (PHY301) HOW WILL I BE ASSESSED IN THIS SUBJECT? Achievement Standard Curriculum Level Level and Credit Value Internal or External Assessment Brief Description My grades for Prelims My final grades for Internals 91521 AS 3.1 Carry out a practical investigation to test a physics theory relating two variables in a relationship. 8 Level 3 4 credits I Plan an investigation, collect and process data, determine a relationship, process uncertainties 91522 AS 3.2 Demonstrate understanding of the application of physics to a selected context 8 Level 3 3 Credits I Research a context which uses Physics principles and concepts. 91523 AS 3.3 Demonstrate understanding of wave systems 8 Level 3 4 credits E Wave interference, diffraction grating, Doppler effect, standing waves 91524 AS 3.4 Demonstrate understanding of mechanical systems 8 Level 3 6 credits E Centre of mass, 2-D momentum, circular motion two forces, Rotational motion, simple harmonic motion, reference circle and phasors 91526 AS 3.6 Demonstrate understanding of electrical systems 8 Level 3 6 credits E Internal resistance, Kirchhoff’s laws, capacitors, magnetic flux, induction, Faraday and Lenz’s laws, Inductors, Transformer, AC circuits and resonance circuits Note: Depending on class ability. Extra internal assessments might be added if required and if the challenge and time is warranted.
Recruiting and Undue Influence are defined as influence by any person connected directly or indirectly with a GHSA school to induce a student of any age to transfer from one school to another, or to enter the ninth grade at a member school for athletic or literary competition purposes, whether or not the school presently attended by the student is a member of the GHSA. 1. The use of undue influence to secure or retain a student for competitive purposes is prohibited, shall cause that student to forfeit eligibility for one year from the date of enrollment, and shall lead to other penalties being assessed against the school doing the recruiting as allowed by the GHSA Constitution. 2. Evidence of undue influence includes, but is not limited to, personal contact by coaches and sponsors in an attempt to persuade transfer, gifts of money, jobs, supplies, clothing, free transportation, admission to contests, invitation to attend practices and/or games, or free tuition. Complaints or reports of violations of this rule will be investigated and handled on a case-by-case basis. If coaches are found to be in violation of the recruiting rule, a copy of the investigation will be forwarded to the Professional Standards Commission of the Department of Education. ATHLETIC PARTICIPATION GUIDELINES/ REQUIREMENTS FOR HIGH SCHOOL STUDENTS A student may participate in athletic programs at Manchester High School provided the following requirements are met: A. Eligibility: A student must be listed as eligible to participate on the appropriate form that is completed by the Athletic Director and submitted to the GHSA (for high school) and the school level Athletic Director. Athletic Directors are responsible for overseeing the appropriate filing of reports in the home school. B. Physical Forms: All prospective athletes are required to successfully pass a physical examination by a registered physician and the copy of such examination must be on file in the athletic directors' office. One current physical examination per year is sufficient for all sports during that school year. C. Insurance Policy: Each student-athlete must be covered by either the school approved accident insurance policy or by a family insurance policy. A certification (waiver) signed by the parent and a copy of the insurance card stating that the student is adequately covered by accident insurance must be on file in the principal's office.
To discuss and plan activities with the head coach prior to all recruit visitations. The coach should be available for suggestions. To call the head coach immediately if a problem arises with a prospect. For example: The prospect insists on going off campus with friends not associated with your team; or an emergency arises with the prospect or with the student host. The issue of liability is a major concern. Please note, you may be personally liable for the welfare of any recruit brought onto the campus. SPORTSMANSHIP The athletics program at Springfield College is committed to good sportsmanship and developing healthy environments for competition. We believe the opportunity to represent Springfield College is a privilege, which is accompanied by the responsibility to behave with dignity and class on and off the field. Student-athletes representing Springfield College are expected to conduct themselves in such a manner to represent the highest level of honor and observe the tenets of good sportsmanship, honesty, fairness, dignity, civility, and respect. Springfield College does not condone unsportsmanlike conduct on the part of a student-athlete, coach, administrator, or any individual associated with the College. Good Sportsmanship: Observing and supporting the rules of sport Promoting the spirit, as well as the letter of the rules Placing fairness as a goal in all competition Taking personal responsibility for high standards of play Showing civility toward competitors, coaches, officials and spectators Commending good effort by teammates, opponents, and officials Playing cleanly while playing hard Showing maturity and integrity in conduct on and off the field of play Being a gracious winner and accepting defeat gracefully Unsportsmanlike Behavior: Fighting Ejection Spitting Use of obscene gestures, profanity, or provocative language (Including racist, sexual, or homophobic and bigoted remarks) Taunting and/or baiting opponents or spectators
Fill out a campus inventory to the best of your knowledge. People (ex: faculty champions, bookstore manager, etc) Resources (ex: dedicated student fees, previously collected data, etc) Initiatives (OER steering committee, faculty grant program, etc)
Footwear For safety purposes students must only wear shoes that are closed toe and heel. Students are not allowed to wear flip flops, sandals, backless clogs or house/bedroom slippers. Heels will be addressed on an individual basis for safety and performance by the administration.
Student Consent Form Student/Adult Photo/Video Consent Form I, __________________________________________________, (Name of Parent /Guardian if Student is a minor-Under 18 Years of Age/Adult hereby consent to my child/myself ________________________________________ (Name of Student) being filmed, audiotaped, videotaped, and/or photographed by the media (print and broadcast), and employees, agents, or servants of <insert school name> on <insert date> and <insert date> at the NFPA Fluid Power Action Challenge being held at <insert school name>. ________________________________________________________________________________________________________________________________ __________________________________________________________ (Signature of Parent/Guardian/Adult) (Date)
Sample Title I Student Selection Criteria Sheet – English Language Arts (Grades 4-5) Classroom Teacher_____________________________________ Grade______ School Year _____________________ Student Name IEP / ELL (Please write IEP or ELL if it applies to this student) Title I Tutor (Initials) Benchmark Assessment System Recommendations ELA MCAS SRI Total Points Score Tier 2: 20 pts. Tier 3: 30 pts Classroom Teacher 10 pts Title I Teacher 10 pts NI=20 pts W=30 pts Tier 2: 10 pts. Tier 3: 20 pts. Max: 100
Complete a form available at the reception of each campus Submit the completed form to any of the following team members: Michael Kane: Base Manager, Bankstown Campus Rafael Aufranc: Base Manager, Archerfield Campus At the time of writing, we are recruiting a new Base Manager for Hunter Valley Aviation. In the meantime, please contact any of the other staff listed here Tessa Beyersdorff: Base Manager, Sydney Aviators 10.0 Basair Aviation College’s Essential Rules As you will appreciate, rules and policies underpin all that we do. They tell you what we expect from you or how to do things. They play a key role in your experience. They are a key part of our professionalism. Please make sure you read Basair Aviation College’s Essential Rules, Basair Aviation College’s Charter, Student Code of Conduct, and our Student Policies, all of which follow in this and subsequent sections. If you are not unsure about something, please ask reception or contact us. Uniform All students enrolled on a full-time certificate or diploma course at Basair Aviation College are required to wear a uniform. This is part of the Student Charter and it is a necessity for professionalism. The standard uniform is navy blue trousers or navy blue knee-length skirt; white shirt; and blue tie or scarf and epaulettes (epaulettes are supplied by Basair Aviation College). 10.2 Student attendance Your attendance is exceptionally important to your progress and career success and there is a correlation between attending and exam marks and flight progress. We cannot overstate its importance. To this end, we take your attendance very seriously, and your attendance will be recorded at every briefing, flight, sim session, lecture and assessment that you are scheduled to attend. If you are applying for or receiving AUSTUDY, your eligibility will also be determined by your attendance record. All students must achieve high levels of attendance. Basair Aviation College has its own strict internal attendance policy which requires that all students, both domestic and international, attend at least 90% of everything that they are scheduled to attend. If you are ill, you must contact reception of the campus at which you are based at 8am. You will be expected to provide a medical certificate within 48 hours. Should you be absent without
Supporting Documentation Include copies of all relevant documents to support your complaint (for example, emails, meetings, reports etc.) Ref Document Declaration I would like the company to consider my complaint and declare that the facts stated in this application are true. Name Signature Date Please send your completed form along with supporting documentation to
Example of a Research Question: How have changes in the amount of dissolved inorganic carbon (or carbon dioxide) in the seawater affected the growth of phytoplankton as measured in the amount of chlorophyll in the seawater at Palmer Station LTER in Antarctica? Form a hypothesis based on your question. Analyze your appropriate data sets to determine if your hypothesis can be supported or refuted. Compile and analyze your data through annotated figures (tables and/or graphs). Use statistical methods to analyze your data, as appropriate. You will present your research to your classmates on a scientific poster using the poster design outline on the next page.
Report Cards 41 School Organizations 47 Social Activities and School Dances 47 Student Council 47 Student Insurance 48 Textbook Rental 40 Logan USD 326 Device Acceptable Use Agreement Appendix A 51-60 Emergency Safety Interventions Appendix B 61-66 LOGAN USD 326 Student Meal Policy Appendix C 67 PURPOSE This handbook has been published for you, the parents/guardians and students of the Logan Unified School District #326 (hereafter called “USD #326”). It has been compiled so that you may understand some of the policies of your school district. It is only through a clear understanding of these purposes that we make the years most profitable and enjoyable for your student(s). The school and the home are both working for the welfare of your child(ren) and the better we understand one another, the better the educational opportunity we can present for them. Through the cooperation of parents and teachers the programs provided by USD #326 can be interesting, your child(ren) will be happier, and the experiences your child receives will be worthwhile. We hope that the students will take part in the many offered activities, support our campaigns, and do well in their scholastic work. USD #326 OBJECTIVES The goals and objectives of USD #326 are on file with the clerk of the board of education (hereafter called “the clerk”) in the board offices in the elementary building, and are open for public inspection. ENROLLMENT—NON-RESIDENT STUDENTS
Self-Management Knowing own strengths and weaknesses – self awareness Adapting and being flexible Receiving feedback and acting on this Time management and the ability to work to deadlines Being reflective Career Management Continuous development Professionalism Productivity and effective work habits Communication Initiative Confidence Positive attitude Personal presentation Preparation Personal integrity, ethics and morality Resilience The event attracted approximately 50 delegates, which should be regarded as a success considering BGU has a student population of just over 2000, with many students on teaching placements. This is compared with just under 40 delegates in the previous year, therefore, it would appear that taking a strategic approach to provide a student-led conference aimed specifically at students has helped attract more numbers. Immediately after the conference, optional ‘comments cards‘ were handed out for delegates to complete before leaving; 21 completed cards were received. The feedback submitted can be viewed in the tables below. Immediate Feedback from Delegates ‘Very enjoyable, engaging, great energy and buzz. Hugely proud of the student speakers.’ ‘Amazing. The workshops were amazing, the presentations were so good especially Stephanie Foster. Really well thought out and very enjoyable.’ ‘So many inspirational people. I loved it! Please do more conferences like this!’ ‘The creative activity let me engage in a light hearted way with the fact that I feel like I fail at art. Great conference.’
expect that they will be able to teach in an orderly and cooperative environment be informed, within Privacy requirements, about matters relating to students that will affect the teaching and learning program for that student fairly, reasonably and consistently, implement the engagement policy. Know how students learn and how to teach them effectively. Know the content they teach. Know their students. Plan and assess for effective learning. Create and maintain safe and challenging learning environments. use a range of teaching strategies and resources to engage students in effective learning. Our school encourages all staff and students to report actions or behaviours that contravene our values, policies and Code of Conduct, and take appropriate bystander action to intervene safely and respectfully when they see or hear about sexist language, sex discrimination, sexual harassment or a potentially violent situation in the school community. Equal Opportunity The Equal Opportunity Act 1995 sets out the types or grounds of discrimination that are unlawful and aims to promote community recognition and acceptance of the equality of men and women, and the equality of people of all races, regardless of their religious or political convictions, their impairments or their age. Under the act it is unlawful to discriminate against a person on the basis of the following attributes: age breastfeeding gender identity impairment industrial activity lawful sexual activity marital status parental status or status as carer physical features political belief or activity pregnancy race religious belief or activity sex sexual orientation personal association (with a person who is identified by reference to any of the above attributes). Anti-Harassment Policy All students have the right to a safe and caring environment which promotes learning, personal growth and self-esteem. The school is committed to providing this and each student has the responsibility to make this happen. The school will provide a positive culture where bullying is not accepted. All members of the school community have the right to be respected by others, the right to learn, participate and teach; and the right to be safe and secure. What is Harassment and Bullying?
Whole School RIGHTS: To be free of harassment To receive support in difficult situations from the school community To be valued and treated with respect Whole School RESPONSIBILITIES: To ensure others are not harassed To provide support to each other To build positive relationships with the school community Students have the RIGHT to: Respect, courtesy and honesty Learn in a purposeful and supportive environment Work and play in a safe, secure, caring, friendly and clean environment Students have the RESPONSIBILITY to: Be respectful, courteous and honest Behave in a way that is not disruptive to the learning of others Help keep the school environment neat, tidy and secure Be punctual, polite and friendly Work and play safely with others Staff have the RIGHT to: Respect, courtesy and honesty Teach in a safe, secure, caring, friendly and clean environment Co-operation and support from parents and other staff members Staff have the RESPONSIBILITY to: Be respectful, courteous and honest Model respectful, courteous and honest behaviour Help to keep the school environment neat, tidy and secure Establish positive relationships with students, staff and members of the school community Involve parents in their child’s education Parents have the RIGHT to: Respect, courtesy and honesty Be informed of course and curriculum material, behaviour management, procedures and decisions affecting the health and wellbeing of their child Be informed of their child’s progress Be heard in an appropriate forum on matters relating to the rights of their child to an appropriate education Parents have the RESPONSIBILITY to: Be respectful, courteous and honest Ensure that their child attends school Ensure that the physical and emotional condition of their child is at an optimum level for effective learning Ensure that their child is provided with appropriate materials to make effective use of the learning environment Support the school in providing a meaningful and adequate education for their child Section 4: Shared Expectations Jeparit Primary School has developed shared expectations to ensure that the learning, safety and rights of all are respected. The expectations are intended to be positive in that they set out what are excepted and appropriate behaviours for our school community. Our shared expectations are intended to support individual students and families that come to our community from a diversity of backgrounds, communities and experiences. Staff Engagement The staff will: develop flexible teaching styles to engage different learners deliver curriculum and assessment that challenges and extends students’ learning develop positive relationships with students that promote engagement, wellbeing and learning provide opportunities for student voice developing a positive school culture uphold the right of every child to receive a quality education
I believe ____ because ____. I agree with ______ because ______. I disagree with ______ because_______. I respectfully agree/disagree with what _____ said because________. On page ____, it says _______, so I think _______. I understood that you said _____. May I point out _____? I would like to add _____.
Your internship/study abroad program position title and a brief description of your duties: Budget Information Is this internship/study abroad program paid or unpaid? PAID UNPAID If paid, please indicate the monthly or hourly salary and other monetary benefits (e.g., free housing): List any additional funding sources (e.g., awards or scholarships) you have received for this program. Please include dollar amounts. Estimated housing expenses for duration of program: Estimated airfare or mileage to destination: Other expenses (e.g., subway, parking, etc.): Total Estimated Budget*: *Please attach any further information about your budget (e.g., of airfare).
Main language spoken at home: Preferred language of notices: Are you interested in being involved in school group participation activities? (eg. School Council, excursions) (tick) Adult A Adult B Both Neither A Business Hours: Can we contact Adult A at work? (tick) Yes No Is Adult A usually home during business hours? (tick) Yes No Work Telephone No: Other Work Contact information: After Hours: Is Adult A usually home AFTER business hours? (tick) Yes No Home Telephone No: Other After Hours Contact Information: Mobile No: SMS Notifications: Yes No Adult A’s preferred method of contact: (tick one) (If Phone is selected, Email shall be used for communication that cannot be sent via phone.) Mail Email Phone Facsimile Email address: Email Notifications: Yes No Fax Number: B Business Hours: Can we contact Adult B at work? (tick) Yes No Is Adult B usually home during business hours? (tick) Yes No Work Telephone No: Other Work Contact information: After Hours: Is Adult B usually home AFTER business hours? (tick) Yes No Home Telephone No: Other After Hours Contact Information: Mobile No: SMS Notifications: Yes No Adult B’s preferred method of contact: (tick one) (If Phone is selected, Email shall be used for communication that cannot be sent via phone.) Mail Email Phone Facsimile Email address: Email Notifications: Yes No Fax Number: Write “As Above” if the same as Family Home Address No. & Street or PO Box Suburb: State: Postcode:
Doctor’s Practice: Individual or Group Practice: (tick) Individual Group No. & Street or PO Box No.: Suburb: State: Postcode: Telephone Number: Fax Number: Current Ambulance Subscription: (tick) Yes No Medicare Number: Name Relationship Telephone Contact Language Spoken (Neighbour, Relative, Friend or Other) (If English Write “E”) 1 2 3 4 Write “As Above” if the same as Family Home Address No. & Street or PO Box Suburb: State: Postcode: Billing Email Adult A Adult B Other (Please Specify) Relationship of Adult A to Student: (tick one) Parent Step-Parent Adoptive Parent Foster Parent Host Family Relative Friend Self Other Relationship of Adult B to Student: (tick one) Parent Step-Parent Adoptive Parent Foster Parent Host Family Relative Friend Self Other The student lives with the Primary Family: (tick one) Always Mostly Balanced Occasionally Never Send Correspondence addressed to: (tick one) Adult A Adult B Both Adults Neither
This thesis has been completed under our supervision in accordance with the regulations of the Department of Social Work, California State University, Bakersfield, and reflects original work by the author. Chair:___________________________ Signature: ________________________ Member: ________________________ Signature: ________________________ Member: ________________________ Signature: ________________________ Department Director: _________________________ Signature: _______________________________ California State University, Bakersfield Department of Social Work MSW Full-Time Program of Study For students admitted Fall 2014 Student: ____________________________ Date first enrolled: _________________
I have read and agreed to complete the following program of study. Student: _____________________________ Date _____________________________ Advanced Courses (35 units required) Units Date will take Date completed Grade 610: Advanced Social Policy and Services 5 W 2015 630: Advanced Research Methods for Social Work Practice 5 S 2015 646: Advanced Practice I 5 F 2015 650: Advanced Field Practicum I 3 F 2015 647: Advanced Practice II 5 W 2016 651: Advanced Field Practicum II 3 W 2016 648: Advanced Practice III 5 S 2016 652: Advanced Field Practicum III (includes Culminating Experience Portfolio) 4 S 2016 Electives (10 units are required) Units Date will take Date completed Grade 1. Elective 5 F 2014 2. Elective 5 S 2015 Verification of completion of program requirements: Total units required: 45 Total units obtained: _____ Student/Advisor_____________________________ Date_________________________ Advisor____________________________________ Date_________________________ Program Director ____________________________ Date ________________________
INVITATION TO QUOTE FOR THE CO-ORDINATION OF THE STUDENT PROGRAMME 2018/2019 Submission Guidelines 1. Introduction Encouraging and promoting an enterprise culture is an important area of activity for the network of Local Enterprise Offices. The Local Enterprise Offices continually foster and promote entrepreneurship in the education system as a critical element in the future development of small business in Ireland. The Local Enterprise Office Tipperary is currently inviting submissions to quote for the delivery and co-ordination of the Student Enterprise Programme (hereafter referred to as SEP) in second level schools within County Tipperary
Evaluation of Placement Assessment Instruments: Evaluate current placement of students in courses at BCC and focus on more appropriate placement of entry-level students by fall semester 2015. Learning Community Counselors: Continue to employ learning community counselors and outreach specialists to support learning communities and the students they serve. CTE Counselor: Hire one CTE counselor and outreach specialist and two Associate’s Degree for Transfer (ADT) counselors and outreach specialists to launch the ADT Task Force to promote enrollment and support successful completion of degrees and certificates and transfer to four-year colleges by spring semester 2015. Faculty Advising: Launch faculty advising to provide students an opportunity to seek guidance from academic content specialists who can support students with career exploration, major selection, and the transfer process to pilot in spring semester 2015. Thematic Academic Pathways: Develop thematic pathways to support students as they navigate the degree and major selection process for fall semester 2015, which may require realignment of the course schedule. One pathway will focus on academic exploration for students with undecided majors. Peer Mentorship: Expand the role of student ambassadors (and other appropriate student group members) to support students with major selection, transfer, and program completion by providing current BCC students with the information they need to navigate these complicated decisions and make informed choices. Initiate this expansion of job duties in fall semester 2015. Math Acceleration: Encourage entry-level students to take math during their first semester and continue to take math each semester until they fulfill this essential degree, certificate, and transfer requirement. English Acceleration: Encourage entry-level students to take English and/or ESL during their first semester and continue to take English each semester until they fulfill this essential degree, certificate, and requirement. Strategic Program Development: Strategically develop new degree and certificate programs at BCC to support student demand for programs in such areas as chemistry, physics, biology, engineering, computer science, and economics, to support student transfer. Also, create more general degree options, such as social science, general science, and humanities.
NIU Ben,QI Sai.2016. Application of Park and Ride (P&R) System Theory in P&R System around Rail Transit Stations of Beijing. Urban Roads, Bridges & Flood Control.(in Chinese) [5] 游 婷，吴 丹，范桂莲.2012. 武汉市换乘票价优惠方案研究.公共交通. YOU Ting, WU Dan, FAN Gui-lian.2012. The Study of the Transfer Fares Discount Scheme in Wuhan. Traffic&Transportation. (in Chinese)
Ending student caseload expectation: _____ # of clients per week or day Ending student productivity expectation: _____ % per day (direct care) SUPERVISION What was the primary model of supervision used? (check one) one fieldwork educator : one student one fieldwork educator : group of students two fieldwork educators : one student one fieldwork educator : two students distant supervision (primarily off-site) three or more fieldwork educators : one student (count person as fieldwork educator if supervision occurred at least weekly) Frequency of meetings/types of meetings with fieldwork educator (value/frequency): __ General comments on supervision: SUMMARY of FIELDWORK EXPERIENCE 1 = Strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly agree Circle one Expectations of fieldwork experience were clearly defined 1 2 3 4 5 Expectations were challenging but not overwhelming 1 2 3 4 5 Experiences supported student’s professional development 1 2 3 4 5 What particular qualities or personal performance skills should a student have to function successfully on this fieldwork placement? What advice do you have for future students who wish to prepare for this placement? Study the following evaluations: Study the following intervention methods:
4.6 ANNUAL RE-REGISTRATION PROCESS The re-registration process is compulsory for all learners currently studying at Star Colleges. Towards the middle of the year students receive forms to be completed and returned by the given date. A security deposit payment is required by a predetermined date (usually the end of August). This process is necessary for the school to determine the number of new applicants we can accept, and to secure your child’s place for the following school year. The security deposit is an advance payment of your January fee for the next school year, and NOT an additional fee. This amount is, however, If your child/ward is not returning (re-registering), please indicate this on the form and return to school promptly. If we do not receive your re-registration form, we will assume that you will not be re-registering your child/ward and your child/ward will be de-registered from the following academic year’s enrolment list. Re-registration is only available to those learners whose school accounts are up to date at the time of re-registration. A term’s notice of your intention to withdraw your child from the school is required. Failure to notify the school of your intention to withdraw your child may result in your being held responsible for a term’s school fees. Please note that the school reserves the right NOT to re-register your child/ward.
_______________________________ _____________________________ ____/____/____ Student’s Printed Name Student’s Signature Date _____________________________________________________________ ____/____/____ Staff Witness Date