zilongwang/ReadingBank huggingface dataset:
Quality of reflection Reflection is not based on observations or discussions OR reflections do not demonstrate learning Reflections are sketchy or not useful for learning about academic language development among urban youth Reflection is based upon observations and discussion; Reflections demonstrate learning about academic language development among urban youth Reflections are exceptionally relevant OR supportive of learning academic language development among urban youth Total Rubric Score _____
Targeted Observation Protocol: Academic Literacy (AL) Development Conduct and record careful observation(s) of academic literacy development. Your goal is to observe as many of the activities below as you can, so you will have to observe more than one class period, or in more than one teacher’s classroom. Collaborate with the master teacher(s) and let them know what you are doing—they can help. The text is green is tips and prompts for you and can be replaced. Academic Literacy Activity (What are the students doing to build their AL?) Teaching Strategy (How is the teacher getting them to do the activity?) Assessment (How does the teacher know whether students are “getting it”?) Your Observations and Thoughts (What is working? What isn’t? Why?) 1. Reading in the content area (This could be in the textbook, an article, a worksheet, etc.) (e.g., Are they reading silently, or aloud? Taking turns? Teacher reads?) (e.g., Does the teacher ask questions? What specific task(s) are students asked to complete? How will their work be evaluated?) 2. Writing in the content area (Are students asked to use special or technical words? Are students being asked to follow a particular genre? This could be a lab report, a geometric proof, a hypothesis, etc.) (e.g., Do students have a template? Are they responding to prompts? What are the guidelines?) (e.g., Is a rubric? Are students receiving feedback from the teacher or their peers? What specific task(s) are students asked to complete? How will their work be evaluated?) 3. Vocabulary Development (Are students seeing new words for the first time? Are they practicing words they’ve already learned? Which words?) (e.g., Does the teacher use a word wall? Does s/he point to specific uses in the text?) (Do students use the in any way? Do they collect them? What specific task(s) are students asked to complete? How will their work be evaluated?) 4. Academic Speech (Are students being asked to use special or technical words? Are students being (How does the teacher get students to engage in the desired activity?) (What specific task(s) are students asked to complete? How will their work be evaluated?)
Provision to meet outcomes Monday Am Pm Tuesday Am Pm Wednesday Am Pm Thursday Am Pm Friday Am Pm TOTAL Listen with Lucy 10 mins 9.30 -9.40 10 mins 10 mins 10 mins 40 mins SALT Intervention 10 mins 10 mins 10 mins 10 mins 50 mins time pre learning 10 mins 10 mins 10 mins 30 mins forest school support 40 mins 40 mins Planned Back chaining Circle time 10 mins Circle time 10 mins Circle time 10 mins Circle time 10 mins Circle time 10 mins 50 Mins Incidental opportunities to support ? Total time 3.5 hrs One off costs / purchases specific to child Cost Story sack £39.99 Printing photos/laminating (for visual aids) £20.00 Remember to look at when you are planning pre story learning to do the week before if possible Back chaining – ask for support to do this and plan ahead time joining in should increase over the term but time to support should be the same Add time or minutes up to you
Do Act COMPONENT #4: COORDINATION AND TRANSITIONS PROCEDURES TO SUPPORT TRANSITION BETWEEN EARLY CHILDHOOD AND GRADES Plan Do Study Act COMPONENT #5: PARENT & FAMILY ENGAGEMENT PROCEDURES TO SUPPORT PROFESSIONAL DEVELOPMENT OPPORTUNITIES Plan Do Study Act COMPONENT #6: PROFESSIONAL DEVELOPMENT PROCEDURES TO SUPPORT YOUR COORDINATION AND INTEGRATION OF SERVICES Plan Do Study
TARGETED ASSISTANCE PLAN | DO | STUDY | ADJUST Plan: Begin with the “Plan Step” to identify the purpose, desired outcomes, and success criteria of the Targeted Assistance program; Do: Then move onto the “Do Step” by identifying how the Targeted Assistance plan will be implemented and how the data regarding the plan will be collected over the course of the year; Study: Next, use the “Study Step” to outline how the Targeted Assistance program will be studied for strengths and challenges using the data collected and other feedback, and; Adjust: Describe how this information will then be acted upon in the “Adjust Step” to ensure the Targeted Assistance program sees continual improvement in the future. Plan: Identify purpose, desired outcomes, and success criteria Identify purpose, desired outcomes and success criteria of targeted assistance program in support of core instruction. What our data shows and the objectives to be developed to respond to instructional needs of the identified targeted student. Engage key stakeholders in support of the targeted assistance program planning process. (e.g. teachers who lead core-instructional Title l, Part A staff, Special Education teachers, English Language development teachers, key professional staff, parents representing diversity of student body, principal, administrator from “feeder pattern” school, district administrator). Collect and review academic and non-academic data (e.g. achievement data, demographic data, perceptual data, and contextual data). Collect and review best practices. Refer to the . Analyze and evaluate: Core instruction; targeted assistance/supplemental accelerated instruction; tiered MTSS academic and non-academic support model; data-based decision making for both core and supplemental instruction; support school climate and systems support; implementation of best practices and strategies. Increase the percentage of targeted-served students meeting and exceeding standards Increase the percentage of students served in meeting standards on the Smarter Balanced Assessment.
Reading/Language 0 1 2 0 1 2 0 1 2 AM Recess 0 1 2 0 1 2 0 1 2 Lunch 0 1 2 0 1 2 0 1 2 PM Recess 0 1 2 0 1 2 0 1 2 Theme, Social Studies, Science 0 1 2 0 1 2 0 1 2 Art/PE/Music 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 SUBTOTAL # ___________ points received # __________ points possible % __________ of points WOW ! Comments: Parent/Guardian Signature____________________________________________________ CICO monitor Initials_________ Examples of Daily Progress Reports (DPRs): P.A.W.S. PLAN Positive Assistance With Support Woodbury Bears are Responsible, Respectful & Safe Date______________________ Student______________________________ 0= Keep Trying 1= Almost There 2= You Did It! Responsible Follow Directions Be Prepared Respectful Use Kind Words & Actions Be Helpful Safe Keep Hands, Feet and Objects to Self Staff Initials Arrival & Morning Meeting 0 1 2 0 1 2 0 1 2
Annex 1: Research Team Information Table (Please fill out in English): Name of Res. Team Member in English Name of Res. Team Member in Arabic University / Institute In English Position / Title % of time spent on project No. of months Incentive per month (LE) National ID No. القومى) Number of other projects and their IDs Total % of time spent on other projects Signature
Annex 3 – Gantt chart* Title of the project: Project ID: PI: Affiliation: Actual start date of the project: Task No. Title of Task/Sub-task Start Date End Date Duration (Months) 1st Year 2nd Year Expected measurable outcomes of successful implementation of the task M 1 M 2 M 3 M 4 M 5 M 6 M 7 M 8 M 9 M 10 M 11 M 12 M 13 M 14 M 15 M 16 M 17 M 18 M 19 M 20 M 21 M 22 M 23 M 24 1 ………………..………….. 1.1 ……………………..…….. 1.2 ……………………………. 2 ……………………………. 2.1 ……………………………. 2.2 ……………………………. 2.3 ……………………………. 3 ……………………………. 3.1 ……………………………. 3.2 ……………………………. 4 ……………………………. 4.1 ……………………………. 4.2 ……………………………. * The above chart is given as an example. In this example, cells highlighted in yellow indicate main tasks, and cells highlighted in green indicate sub-tasks. highlighted in red indicate the last months of the reporting periods. A progress/final report should be submitted shortly after the end of each period. Please add more columns (for projects longer than 24 months) and/or rows (for tasks and sub-task) if needed.
Contents What are health targets? 1 Increased immunisation 3 Our target 3 Why this target is important 3 100 percent effort results in 100 percent coverage 4 Coverage rates boosted by in-home immunisations 5 Working with new mothers to boost immunisation rates 6 Detective work lifts immunisation rate 7 Better help for smokers to quit 9 Our target 9 Why this target is important 9 Walk-in clinic getting great results in helping smokers quit 11 Dianne proud to call herself a non-smoker 12 Hospital patients spread the word on quitting smoking 12 Smokefree initiatives beat the odds in Northland 13 Cessation advice breaks the habit of a lifetime 14 More heart and diabetes checks 15 Our target 15 Why this target is important 15 Pasifika focus the cornerstone for an Ōtara general practice 16 Leadership and innovation pay off for Western Bay of Plenty PHO 18 The Heart Foundation 19 Nurse-led patient care and teamwork are the key to a Wellington success 20 The last word 22
12:00 – 12:10: Dr. Harry Quicke (Bayer VM Stewardship and Development Team) Wrap-up and Summary. 12:10 – 12:30: 2nd Question & Answer session “Targeting the Triple Threat” Supporting Groups:
Target Concept: Density Remember to show all three steps and to include your units. Also, show your long division or multiplication with the problem. FORMULAS D=M/V M=DxV V=M/D 1. An object has a mass of 21g and occupies a volume of 4mL. What is the density of the object? Will this object or sink in water? (hint: the density of water is 1g/mL) 2. An object has a density of 4g/cm3 and occupies a volume of 1.7mL. What is the mass of the object? 3. An object has a density of 3g/mL and has a mass of 6.3g. What is the volume of the object? 4. In a density column, objects that are more dense ___________, and objects that are less dense _____________.
Wednesday Thursday My Progress MONDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ TUESDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ WEDNESDAY # of questions _____ # correct _____ I need more help with… ______________ _____________________ _____________________ THURSDAY # of questions # correct _____ I need more help with… ______________ _____________________ _____________________ Monday Tuesday Wednesday Thursday Find all factors of 16. 1, 2, 4, 8, 16 Find all factors of 12. 1, 2, 3, 4, 6, 12 Find all factors of 40. 1, 2, 4, 5, 8, 10, 20, 40 Find all factors of 10. 1, 2, 5, 10 Find the product. 8.43 x .06 .5058 Find the product. 34.8 x .007 .2436 Find the product. 77.22 x .8 61.776 Find the product. 100.7 x .009 .9063
What’s the Target? Chapter 10: Ancient China (4) Extends I can do this without ever making a mistake and I can go beyond what is expected. (3) I may have an occasional error, but most of the time I can do this with no problem. (2) Developing I partially met this learning target. I can do it with help. I have not met this learning target. Student Self- Assessment Target Skills Start Mid Finish Identify the characteristics of civilization. SS.6.W.2.3 Analyze the relationship of physical geography to the development of ancient valley civilizations. SS.6.G.2.3 Map and analyze the impact of the spread of various belief systems in the ancient world. SS.6.4.4 Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. SS.6.W.4.4 Describe the contributions of classical and post classical China. (Silk Road, Great Wall, silk-making, movable type, gunpowder, paper making, bronze casting, magnetic compass, horse collar, stirrup, the civil service exam). SS.6.W.4.8 Identify key figures from classical and post classical China. SS.6.W.4.9 Compare the economic, political, social, and religious institutions of ancient river civilizations. SS.6.W.2.4 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin. SS.6.W.4.10
13.2 Issuing additional smart cards and replacement of damaged ones RSD 3,500.00 13.3 Issuing additional card readers and replacement of damaged ones RSD 2,500.00 13.4 Additional intervening at site upon client’s request RSD 1,500.00 13.5 De-blocking smart card RSD 600.00 13.6 Renewal of existing digital certificates RSD 600.00 13.7 Fee for users who paid payment operations fee in the previous month less than RSD 2,000.00 RSD 600.00 per month (at 20th in current month for previous month) Tariff will be applied as of 22.10.2018. No. 4499/1 Date : 26.09.2018.
Street lighting Number of street lighting & kWh of energy used Community Swimming Number of attendance Population Subsidised Stores Number of items held Value of stock Number of orders Economic (fully charge out) Town Planning Number of properties Population Community Traffic Number of registered vehicles Population Subsidised Valuations Number of properties Value of municipal valuations Community Water Number of units sold Cost per unit supplied Length of mains Kilolitres purified Cost per kiloliter purified Trading BY-LAWS The principle contained in this policy will be reflected in the various service by-laws as promulgated and adjusted by Council from time to time.
2.7 The duties set forth under this Agreement are duties of the parties to this Agreement to one another only, solely for their mutual benefit, and it is the express intention of the parties that these duties are not enforceable by any third party or alleged third party beneficiary. 2.8 The Department will supply a monthly water usage to the Corporation for the sole purpose of assisting Corporation in accounting for Corporation’s Water Supply. 2.9 The Department will not utilize provided under this agreement for any purpose other than for suppressing fires. Prohibited uses of “free” water include, but are not limited to, filling swimming pools, car wash fundraisers, and potable use in a structure used to house fire trucks and personnel. COMPENSATION 3.1 Department will not be charged for use of Corporation’s supply for pump and fill for fire suppression purposes. Department will be charged for water used for any other purpose. TERMINATION OF AGREEMENT 4.1 Either party to this Agreement may terminate this Agreement at any time, with or without case. 4.2 Termination be by written notice a minimum of thirty (30) days in advance of the date of termination. 4.3 Termination is the sole remedy for breach of any and all obligations under this Agreement, whether any such obligation is express or implied. MISCELLANEOUS 5.1 This Agreement is the sole agreement between the parties. No modifications of this Agreement will be of any force or effect whatsoever unless such modification shall be in writing signed by both parties. 5.2 Any notice required or permitted to be given under this Agreement by one party to the other shall be in writing and shall be deemed to have been served and delivered if (a) delivered in person to the address set forth below, or (b) placed in the United States mail, first class postage paid, addressed to the address set forth below. The address for the Department for all purposes under this Agreement shall be: The address for the Corporation for all purposes under this Agreement shall be: 5.3 This Agreement may not be assigned without the express written consent of the party. 5.4 This Agreement shall be effective upon the later of the two dates of execution below and shall continue in full force and effect until amended or terminated by the parties.
Sundays and Public Holidays R 924.54 (7) Testing of Electricity Meters (Excluding VAT) Should the consumer doubt the correctness of the electricity meter, it may be officially tested by the Independent Lab at a fixed charge. If under test, such meter is found to be in error against the consumer, by more than the amount allowed for in the Electricity Supply Bylaws, the charge shall be refunded, including fixed charged of: 2017/2018 R 3 642.25 Special charge for long service mains In addition to the charges in the tariffs, the Council may recover other charges from any consumer or group of consumer whose supply requires special mains or special capital expenditure. Differentiations Supply of electricity outside the Municipal area be by agreement, subject to NATIONAL ELECTRICITY REGULATOR approval. Temporary connections (Excluding VAT) No temporary supply will be made for customers; full connection fee will be applicable Removal and re-installation (Excluding VAT) The removal of the be the minimum applicable charge 2017/2018 R 1 949.48 The re-installation of the meter be double the minimum applicable charge 2017/2018 R 3 898.95 Lights: (Excluding VAT) 2017/2018 Lambert Park Rugby Field (per hour) R 84.60 Lambert Park - Bottom Cricket Field R 84.60 Lambert Park - Top Cricket Field R 166.05 Wembezi Soccer Field R 84.60 Lambert Park - Sport Court Lights R 28.46 The cost of the electricity consumed shall be at the normal charges as laid down in Section 2
The Independent Competition and Regulatory Commission is a Territory Authority established under the Independent Competition and Regulatory Commission Act 1997 (the ICRC Act). The Commission is constituted under the ICRC Act by one or more standing commissioners and any associated commissioners appointed for particular purposes. Commissioners are statutory appointments and the current Commissioners are Senior Commissioner Malcolm Gray and Commissioner Mike Buckley. We, the Commissioners who constitute the Commission, take direct responsibility for delivery of the outcomes of the Commission. We have responsibilities for a broad range of regulatory and utility administrative matters. We have responsibility under the ICRC Act for regulating and advising government about pricing and other matters for monopoly, near-monopoly and ministerially declared regulated industries, and providing advice on competitive neutrality complaints and government-regulated activities. We also have responsibility for arbitrating infrastructure access disputes under the ICRC Act. In discharging our objectives and functions, we provide independent robust analysis and advice. Our objectives are set out in section 7 of the ICRC Act and section 3 of the Utilities Act 2000. Correspondence or other inquiries may be directed to the Commission at the following addresses: Independent Competition and Regulatory Commission PO Box 161 Civic Square ACT 2608 Level 8 221 London Circuit Canberra ACT 2601 We may be contacted at the above addresses, by telephone on (02) 6205 0799, or by fax on (02) 6207 5887. Our website is at and our email address is .
Research Reports, Environmental Economics Research Hub, Crawford School of Public Policy, The Australian National University. Grafton, RQ, Kompas, T and Ward, M 2011. "Estimates of Price Elasticities of Demand for Water in the ACT." Canberra: Sustainable Environment Group. Graham, D and Scott, S 1997. "Price Elasticity and Sustainable Water Prices: Policy directions." Canberra: ACTEW Corporation. Greene, WH 2012. Econometric analysis, New York, Prentice Hall. Hansen, CB 2006. "Generalized Least Squares Inference in Panel and Multilevel Models with Serial Correlation and Fixed Effects." Journal of Econometrics. 140, 670-694. Hausman, JA 1978. "Specification Tests in Econometrics." Econometrica. 46, Hausman, JA 1983. Stochastic Problems in the Simulation of Labor Supply. In: Feldstein, M (ed.) Behavioral Simulation Methods in Tax Policy Analysis. University of Chicago Press. Howe, CW and Linaweaver, FJ 1967. "The impact of on residential water demand and its relation to system design and price structure." Water Resources Research. 3, 13-32. Hyndman, RJ 2010. "Forecasting with long seasonal periods." . ICRC 2004. "Final Report and Price Direction: Investigation into prices for water and wastewater services in the ACT." Canberra: Independent Competition and Regulatory Commission ICRC 2008. Water and Wastewater Price Review: Final Report and Price Determination. Report 1 of 2008, Independent Competition and Regulatory Commission, Canberra ACT. ICRC 2015a. "Issues Paper: Tariff Review 2016 Regulated Water and Sewerage Services." Canberra: ICRC. ICRC "Water Demand Forecasting Final Technical Paper." Canberra: Independent Competition and Regulatory Commision. Ito, K 2014. "How Do Consumers Respond to Marginal or Average Evidence from Nonlinear Electricity Pricing " American Economic Review. 104, 537-63. Lipsey, RG 1989. Positive Economics, London, George Weidenfield and Nicolson Ltd. McNair, BJ 2006. "Managing Urban Water Supply Shortages." Canberra: Australian National University.
engage with the public realm and provide a transition between public and private spaces. AO3.2 Development includes balconies, living areas, entries and windows that overlook the public realm. PO4 Development fronting the Moggill Road/Morrow Street corridor identified in Figure b: includes a building transition that steps back from the street boundary to provide a lower scale interface with the street and pedestrian spaces; provides a concentration and variety of active uses that contribute to the creation of a vibrant mixed use environment and safe streetscape; creates an interactive edge to the street. AO4.1 Development of the first 3 storeys fronting the Moggill Road/Morrow Street corridor identified in Figure b: contains active uses on the ground storey; includes a mix of residential, employment, retail, commercial and community uses; provides a facade that includes: a high level of articulation; modulation of form; variation of materials. AO4.2 Development of a foyer fronting the Moggill Road/Morrow Street corridor identified in Figure b occupies a maximum of 25% of the site frontage, is open to the public realm and contains activities and spaces that attract people such as seating areas, cafes, shopfront galleries and display spaces. PO5 Development on a landmark site identified in Figure b enhances the character of the precinct and reinforces the sense of arrival to Taringa Village. AO5 Development provides a landmark site, where shown in Figure b, at: the corner of Beatrice Street and Moggill Road; the corner of Swann and Moggill Roads, with a corner land dedication. Note—Development on landmark sites is designed in accordance with the landmark site requirements of the Centre or mixed use code. PO6 Development on the ground storey fronting the Moggill Road/Walker Street corridor identified in Figure b, may include active and/or non-active uses. AO6 No acceptable outcome is prescribed. If in the Taringa gateway precinct (Taringa neighbourhood plan/NPP-002) PO7 Development improves pedestrian safety and visual amenity for users of the Taringa AO7 Development: provides direct public access through the site to the Taringa Railway Station;
Criteria Rating Descriptor Author 4 Written by a well-known reputable organization. Many professionals contributed to creating this source. 3 Author is highly professional in this of study. Author is from or backed by a well-trusted organization. 2 Author is knowledgeable/reputable, bases the source on his/her own experiences as well as others’. 1 Author is stated but is unreliable. Source is eliminated. 0 Does not meet any of the above. Source is immediately eliminated. Origin 3 Published in professional/well-known/reputable media 2 Published in trustworthy media 1 Posted in a well-known or editable media where anybody can post. Source is almost always eliminated. 0 Does not meet any of the above. Source is immediately eliminated. C. Objectivity 3 Non-biased with appropriate reasoning and opinions for both pros and cons. 2 Mostly biased but basing the opinion on a wide variety of reasons. 1 Completely biased with a narrow scope of points. 0 Confusing/unclear objectivity. Source is immediately eliminated. Quality 3 Highly professional, convincing source. 2 Convincing details with understandable reasoning. 1 Somewhat relevant to the subject. Not reasonable enough to qualify as a convincing source. 0 Irrelevant information presented. Source is eliminated. E. Quantity 2 Appropriate amount of information to clearly state the opinion and facts with detailed reasoning. 1 Too much or too little. Total 13-15 Excellent source 11-12 Good source 8-10 Acceptable source 5-7 Average source on the internet, usually eliminated Below 5 Source is immediately eliminated Although students may include their prior knowledge as a source, prior knowledge alone does not provide sufficient depth or breadth of inquiry for the project. Record all of the sources you read, view, interview or listen to, your Process Journal. This will be very useful later on in the project process.
Impact Nonprofit membership, fundraising plan, evaluate plan, Giving Hearts day ED- 10% FTE PC/Web- 10% FTE $1,080- 2 year membership $1,500 marketing costs $6,000–Giving Hearts Day $2,000 Sponsorships $2,000 Organizational Donations In-kind time $4,000 DMF match giving hearts day 2014-2015 Budget Summary Annual Estimated Personnel Expenses Annual Estimated Operating Expenses Total Program Expenses Estimated Revenue Net Program Cost $17,447.90 $1,500 $18,947.90 $9,500 $9,447.90 2014-2015 Draft Workplan: Group Meetings in August, October, December, March Year/Annual Goal Activities Month Responsible Person(s) Activity Completion Status Continue Implementation of charitable strategy. Determine need for sponsorships for NDCN events and develop plan for obtaining sponsors. August-September Workgroup/Patricia 25% 50% 75% 100% Review status of implementation of charitable strategy for internal operations (telling your story and attracting donors) August-September Workgroup/Patricia 25% 50% 75% 100% Develop implementation plans for external operations (sustaining donors, raising major gifts and planned giving as needed). Start to implement targeted strategies. October-June Workgroup/Patricia 25% 50% 75% 100% Meet with Funding Logic to gather feedback/assistance. August-June chair 25% 50% 75% 100% Apply to participate in Giving Hearts Day. Complete application and attendee required training session. October-November Patricia/Kyle 25% 50% 75% 100% Create implementation plan for Giving Hearts Day which is February 12th. Develop plan for board involvement and the leadership team. October January Patricia, Kyle and workgroup 25% 50% 75% 100% High promotion of the event. Aim for the video award and the greatest number of donor cities. January- February 12th Kyle 25% 50% 75% 100% Send out thank you cards, seek feedback from event. Engage board and leadership team in writing thank you notes. February-May Patricia 25% 50% 75% 100% List donations on website. Develop recognition item/awards for those that donate TBD. February-May 25% 50% 75% 100% 2015-2016 Impact Nonprofit membership, charitable strategy, evaluate plan, Giving Hearts day
Enrollment status Student identification numbers or identifiers that cannot be used alone to gain access to electronic education records Social media sites used by the district Parent: Please circle one of the choices below: I, parent of ______________________________ (student’s name), (do give) (do not give) the district permission to release the information in this list in response to a request. Parent signature Date Please note that if this form is not returned within the specified timeframe above, the district will assume that permission has been granted for the release of this information. Parent’s Objection to the Release of Student Information to Military Recruiters and Institutions of Higher Education Federal law requires that the district release to military recruiters and institutions of higher education, upon request, the name, address, and phone number of secondary school students enrolled in the district, unless the parent or eligible student directs the district not to release information to these types of requestors without prior written consent. [See Release of Student Information to Military Recruiters and Institutions of Higher Education on page 14 for more information.] Parent: Please complete the following only if you do not want your child’s information released to a military recruiter or an institution of higher education without your prior consent. I, parent of ______________________________ (student’s name), request that the district not release my child’s name, address, and telephone number to a military recruiter or institution of higher education without my prior written consent. Parent signature Date Please note that if this form is not returned with the other materials identifying what the district considers directory information, the district will assume that permission has been granted for the release of this information. Consent/Opt-Out Form Dear Parent: The district is required by federal law to notify you and obtain your consent for or denial of (opt-out) your child’s participation in certain school activities. The activities include any student survey, analysis, or evaluation, known as a “protected information survey” that concerns one or more of the following eight areas:
Vision: All Hennepin County families will have access to and a voice in promoting a high quality children’s mental health system. Mission: To empower Hennepin County families to become valued advocates and decision-makers at all levels of the children’s mental health system through education, outreach, and support. Primary Target Audience: Families of children with mental health concerns in Hennepin County. Guiding Principles: Mission-driven Parent-led Inclusive  AccessibleCollaborative Confidential Responsive Empowering Equal Opportunity Sustainable 2014-2015 STRATEGIC ISSUES STRATEGIES INPUTS OUTPUTS GOALS More parents feel empowered as system navigators and problem solvers. Connect families to advocacy, participatory opportunities and children’s mental health trainings. Explore different points of navigation, and transition challenges for families. Explore what families need to become their own best “case manager/general contractor” for their child. Increase recruitment and information sharing through events, focus groups and other opportunities. Continue to promote the participation of parent representatives on and regional MH policy committees. Meet with families to determine barriers and challenges. Follow-up meeting with Front Door on realignment and mental health services. Partner with Hennepin County Children’s Mental Health Collaborative and Wilder to continue to identify gaps and share resource information informational or networking opportunities for An expanded cadre of skilled, knowledgeable parent advocates will assume leadership roles in driving change. Develop flow-chart to understand points of entry and potential barriers and how they relate to systems and funding sources. Develop an information clearinghouse for families and providers. More parents actively participate in improving the children’s mental health system. More parents of children with mental illness are connected to knowledgeable and professionals in the MH community Comprehensive information about services and supports in the community is available to all system navigators: parents as well as case managers, social workers and care coordinators. More parents understand their rights and how best to communicate with professionals to advocate
1321 Coal 1322 Gas 1323 Gasoline 1324 Oil 1325 Steam 1326 Wood Fuels 1431 Categorical Aid to Governments and Constitutional Officers (Not Technology) 1432 Payments in Lieu of Taxes 1433 General Revenue Sharing 1434 Disaster Aid to Local Governments 1435 Special Payments to Localities 1436 Categorical Aid to Local Governments and Constitutional Officers for Technology 1441 Payments to Substate Entities 1442 Payments to Individuals 1451 Grants to Intergovernmental Organizations 1452 Grants Nongovernmental Organizations 1453 Out-of-State Political Entities 1455 Disaster Cost Reimbursements to Other State Agencies 1456 Disaster Aid to Nongovernmental Organizations 1511 Aircraft Insurance 1512 Automobile Liability 1513 Flood Insurance 1514 Inland Marine Insurance 1515 Marine Insurance 1516 Property Insurance 1517 Boiler and Machinery Insurance 1521 Computer Capital Leases 1522 Central Processor Capital Leases 1523 Computer Software Capital Leases 1524 Equipment Capital Leases 1525 Building Capital Leases 1526 Land Capital Leases 1527 Land and Building Capital Leases 1531 Computer Rentals (not mainframe) 1533 Computer Software Rentals 1534 Equipment Rentals 1535 Building Rentals 1536 Land Rentals 1537 Land and Building Rentals 1538 Building Rentals – State Owned Facilities 1539 Building Rentals – Non-State Owned Facilities (Payment administered by DGS) 1542 Electrical Service Charges 1543 Refuse Service Charges 1544 Water and Sewer Service Charges 1547 Private Vendor Service Charges 1551 General Liability Insurance 1552 Money and Securities Insurance 1553 Medical Malpractice 1554 Surety Bonds 1555 Workers' Compensation 1561 Computer Peripheral Installment Purchases 1562 Computer Processor Installment Purchases 1563 Computer Software Installment Purchases 2211 Desktop Client Computers (microcomputers) 2212 Mobile Client Computers (microcomputers) 2214 Mainframe Computers and Components 2215 Network Servers 2216 Network Components 2217 Other Computer Equipment 2218 Computer Software Purchases 2219 Development Purchases 3111 Bond Issuance Expenses 3112 Bond Issuance Fees 3113 General Obligation Bond Financing 3114 General Obligation Bond Interest Retirement 3115 Revenue Bond Financing 3116 Revenue Bond Interest Retirement 3117 Revenue Bond Principal Retirement 3121 Anticipation Loan Interest Retirement – Not drawdown or mortgage loans 3131 Anticipation Loan Interest Retirement – Drawdown and Mortgage Loans 3132 Mortgage Loan Interest Retirement 3196 Indirect Cost Recoveries from Auxiliary Programs for Obligations 3198 Recoveries for Obligations 3199 Intra-Agency Recoveries for Obligations
Introduction ……………………………………………………………...page 3 SHCSD Mission Statement. …………………………………………...page 4 Belief Statement. …………………………………………………….… page 4 Vision Statement. …………………………………………………..…..page 5 Goals ………………………………………………………………….….pages 6-7 National Educational Technology Standards NETS for Students pages 8 NETS for Teachers pages 8 NETS for Administrators 8 Professional Development • Professional Development. pages 9-10 Infrastructure, Hardware, Technical Support and Software Technology Needs Assessment. ……………………………………..page 11 Technology Inventory ……………………………………………….…page 12 Funding and Budget • Budget ……………………………………………………………………page 13 Monitoring and Evaluation • Evaluation pages 13-14 Appendix…………………………………………………… pages14-23
Northern Montana Hospital supports the Consortium through in-kind donations such as meeting rooms, copies, and web-site postings. Financial support was provided to the Consortium for the CHNA/CHIP. The activities identified in Initiative 1-3 have been incorporated by existing programs and providers, no additional resources or programs were required. Northern Montana Hospital is dedicated to keeping the population healthy through chronic disease management and health promotion. The implementation of Initiative 4 required the hiring of a Care Manager who is responsible for the implementation of the PCMH. The PCMH is a team based health care delivery model that provides comprehensive and continuous medical care to patients with the goal of maximizing the health of the community. Over the long run, these efforts are expected to positively impact the overall health status, lifestyle, risk behavior and mental health of the residents of the catchment. Northern Montana Hospital cannot possibly meet all of the identified actions in the Community Health Needs Assessment. As the County’s Health Improvement process evolves, Northern Montana Hospital will address the unmet needs within the context of our overall approach as those need align with our Mission, Vision and Core Values. This is a living document, which will be modified and changed according to the needs of the population and the strategic direction of Northern Montana Hospital.
insurance coverage until such time as the spouse remarries. (Note: the Town accepted MGL c. 32B, §9G at the annual town election on April 12, 1993.) If legally permissible, dispatchers would be covered under this Agreement if that employee were injured or killed in the performance of his/her duties. 7.3 In the event the Town enters into an agreement to change the Town's proportion of cost or coverage of health, dental, or life insurance, the eligible employees of the department shall be included in such revised conditions. 7.4 The Town offer Life Insurance for active members in the minimum amount of $5,000. Retirees will continue receive the $1,000 life insurance benefit. ARTICLE 8 VACATION 8.1 Employees shall be paid their regular pay as vacation pay in accordance with the following: After 6 months full-time continuous service 5 days After 1 year full-time 10 days After 5 years full-time continuous service 15 days After 10 years full-time continuous service 20 days 15 years and thereafter 25 days 8.2 Vacation benefits accrue after six months continuous full-time service based on the employee’s anniversary date. Any vacation time accrued must be taken within the employee’s ensuing anniversary year, except that the Chief of Police may allow an employee additional time to utilize the accrued vacation, should circumstances dictate, not to exceed five (5) days. At no time, will an employee have more than twenty-five (25) total accumulated days. If an employee chooses not to utilize this earned vacation time, the employee will be paid in lieu of taking earned vacation for those vacation days. 8.3 Days off shall be requested in writing to the Chief of Police or his designee at least fourteen days prior to the work week in which the requested day(s) off are in. The Chief shall use seniority and his discretion in considering the approval of time off. 8.4 The Chief of Police may grant time off at any time after the fourteen day time period as long as (a) there are sufficient officers in the Chief's judgment already scheduled to work such shift and (b) the granting of the request shall not incur any overtime or cost to the Town. These approvals shall ordinarily be given to the officer whose request is received first, provided that the Chief may change the order if in his judgment necessary to maintain departmental operations. ARTICLE 9
Bridge Inspection 0.0 7,050.0 7,050.0 7,050.0 21,150.0 BICYCLE, PEDESTRIAN AND OTHER IMPROVEMENTS 11,018.7 4,047.1 525.0 1,250.0 15,715.8 ENGINEERING & CONTINGENCY 26,845.4 26,845.4 26,845.4 26,845.4 107,381.6 ENVIRONMENTAL IMPROVEMENTS 1,437.7 522.5 522.5 722.5 3,205.2 INTERSECTION IMPROVEMENTS 3,068.0 2,268.0 3,068.0 3,068.0 11,472.0 RECREATIONAL TRAILS 1,106.0 1,350.0 1,350.0 1,350.0 5,156.0 MATERIALS & CONTRACTS 6,430.0 6,065.0 6,050.0 6,250.0 24,795.0 CORRIDOR CAPACITY PRESERVATION 0.0 0.0 0.0 0.0 0.0 PAVING & REHABILITATION 89,308.0 77,500.0 52,950.0 55,500.0 275,258.0 SAFE ROUTES TO SCHOOL 959.9 891.0 926.0 526.8 3,303.7 SCENIC BYWAYS 545.8 65.9 0.0 0.0 611.7 RAIL CROSSING SAFETY 2,800.0 1,500.0 1,500.0 1,500.0 7,300.0 RIDE ABILITY 750.0 100.0 100.0 100.0 1,050.0 HAZARD ELIMINATION PROGRAM 2,444.4 2,444.4 2,444.4 2,444.4 9,777.6 HIGH RISK RURAL ROADS PROGRAM 577.8 277.8 277.8 277.8 1,411.2 SIGNAGE & PAVEMENT MARKINGS 2,972.0 2,972.0 2,972.0 2,772.0 11,688.0 TRAFFIC CALMING 150.0 150.0 200.0 150.0 650.0 TRANSPORTATION ENHANCEMENTS 3,540.4 3,490.5 3,490.5 3,912.4 14,433.8 SUPPORT ADVANCED ACQUISITIONS 0.0 0.0 0.0 0.0 0.0
TRANSPORTATION FACILITIES 7,700.0 6,000.0 6,000.0 6,350.0 26,050.0 TRANSPORTATION MANAGEMENT IMPROVEMENTS 4,077.0 6,480.0 10,480.0 11,480.0 31,517.0 MUTCD Compliance 0.0 1,000.0 5,000.0 6,000.0 12,000.0 Traffic Signal Relamping 0.0 0.0 0.0 0.0 0.0 Traffic Signal Revolving Fund 125.0 0.0 0.0 0.0 125.0 Rideshare Trip Mitigation 480.0 480.0 480.0 480.0 1,920.0 Transportation Management Improvements 0.0 0.0 0.0 0.0 0.0 Transportation Management Improvements (SoGR) 3,472.0 5,000.0 5,000.0 5,000.0 18,472.0 TRANSIT TRANSIT FACILITIES 3,912.8 1,050.0 100.0 100.0 5,162.8 RAIL 910.0 300.0 300.0 300.0 1,810.0 TRANSIT VEHICLES 5,426.0 3,902.9 2,730.2 2,690.1 14,749.2 GRANTS AND ALLOCATIONS MUNICIPAL STREET 5,000.0 4,000.0 4,000.0 4,000.0 17,000.0 MSA Regular 4,000.0 4,000.0 4,000.0 4,000.0 16,000.0 MSA Restricted 1,000.0 0.0 0.0 0.0 1,000.0 COMMUNITY TRANSPORTATION 50,150.0 41,750.0 31,750.0 31,750.0 155,400.0 TOTALS 265,281.0 240,179.7 209,029.2 217,014.7 931,504.6
WAUCONDA C.U.S.D. #118 FLEXIBLE BENEFITS ELECTION FORM [INSERT] SAMPLE FORM REQUEST FOR APPROVAL OF GRADUATE COURSEWORK [INSERT] SAMPLE FORM CREDIT COURSE REIMBURSEMENT [INSERT] SAMPLE FORM #118 PERSONAL BUSINESS LEAVE [INSERT] SAMPLE FORM #118
Measuring Success Objective Measures Maximising Outcomes - Community Gateway will be recognised as a provider of choice due to its client focussed business model and the quality outcomes achieved Regular effective client interaction activities undertaken and outcomes reported and actioned. Person centred centre of excellence is operating effectively throughout all aspects of the organisation. Effectively working with community organisations to develop inclusive capabilities and activities. Research projects being conducted with findings disseminated publicly. Community Gateway staff regularly presenting at sector forums and conferences Relevant client outcome measures developed and reported against Staff regularly attend in-house or external development programs Diversify - Community Gateway will be a leader in the provision of innovative client driven services that meet client’s needs especially where service gaps exist Viable services created with good attendance and client feedback. Effective partnerships in place providing ‘seamless’ provision of coordinated services to clients across providers IT Infrastructure available and technology programs operating Documented cases of innovation reported Programs provided for people outside of disability, frail aged and carers Evidence of Community Gateway’s community network benefiting clients Strengthen the Organisation - Community Gateway will remain a strong, sustainable organisation and be viewed as an employer of choice IT&C infrastructure in place and systems effectively supporting business needs Highly skilled Board members regularly attending meetings and undertaking self assessments Staff survey results, satisfactory HR KPI’s such as staff retention rate and staff absence levels Successful recruitment programs conducted Regular training and development activities are attended Community Gateway is market competitive Zero report of with quality and legislative requirements
Section 1: Applicant Details 1.1 ORGANISATION What is your organisation’s legal status? (eg company limited by guarantee, incorporated association etc)  Go to 1.2 1.2 CONTACT DETAILS CEO/Manager Mr Ms Other (please specify): Given names: Family name: Telephone: Work ( ) Home: ( ) Fax: ( ) : Chairperson Mr Ms Other (please specify): Given names: Family name: Telephone: Work ( ) Home: ( ) Fax: ( ) :  Go to 1.3 1.3 ORGANISATION’S ADDRESS DETAILS Street address: Suburb/town: State: Postcode: Postal address: (If the same as your street address, write ‘as above’.) Suburb/Town: State: Postcode: Website address:  Go to 1.4 1.4 ABN DETAILS What is your organisation’s trading name or professional name (if relevant)? Is your organisation registered for GST? Yes No Applicant’s ABN: In what legal name is the ABN registered?  Go to 1.5 Section 2: Applicant Details 2.1 ORGANISATIONAL OVERVIEW Email
program. Scott has designed and developed dozens of elearning courses for Intel, Kaiser Permanente, Barco, and others. Scott received a Certificate of Instructional Design in 2004 and is a national speaker on elearning and instructional design. Scott participated in the design and development of the eLearning Instructional Design Certification Program at the College of Continuing Education, CSUS and currently teaches courses in the program. Scott has a B.S. in Management, and an MBA with a concentration in Computer Information Systems. Scott is currently working on his CPLP certification. Scott has won numerous awards for his work in elearning including Corporate Honorable Mention for Excellence in Learning Award from Intel Corporation and participation in an interactive multimedia training module that won a Stevie Award. Alona Jennings, Special Events Associate Joseph Clement-Lopez, Communications Associate
2014-2015 Health 9 Course Outline – G. Stack of Study Personal Safety and Injury Prevention – Students will identify strategies to minimize potentially dangerous situations, identify factors which contribute to positive relationships, and work through decision making and conflict resolution scenarios. This unit will use role-plays, multi-media presentations and discussion (as well as other assessments). Healthy Growth and Sexuality – More discussions on positive relationships (various kinds of relationships), as well as consequences of sexual decisions, personal health, and social skills will be focused on throughout this unit of study. Our Health Nurse will be attending classes 4-5 times throughout this unit, to help with questions and knowledge based around relationships. Some time will be spent critiquing the media’s role in gender bias, and research on topics covered will be required, and informational videos will be viewed (as well as other forms of assessment). Substance Use and Abuse – Students will use inquiry to explore how society influences teens and young adults with regards to use and abuse of alcohol, tobacco, and other drugs. Discussion and group work ( as well as other assessment) will be done throughout the class. Outcomes Understanding Skills and Confidences Decision Making Action Planning USC9.1 Develop informed conclusions the importance of leadership skills and health promotion in healthy decision making. USC9.2 Analyze how the well-being of self, family, community, and the environment is enhanced by a comprehensive, community approach to safety. DM9.10 Assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health. AP9.12 Design, implement, and evaluate three eight-day action plans that demonstrate responsible health promotion related to comprehensive approaches to safety, non-curable infections/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health.
STUDENT SCHOOL DAY ANALYSIS (sample) Time/ period Activity What the student can do independently What the student needs assistance with Accommodations the student needs to complete the activity independently Assistance the student needs to complete the activity – intensity, duration, frequency Identify existing paraprofessional supports STUDENT NEED ANALYSIS (sample) Health / Personal Care Student requires non-medical specialized health care support (i.e., feeding, assistance with braces or prosthesis).