zilongwang/ReadingBank huggingface dataset:
Session = number of instances the presentation was held. * Presentation/performance length (in minutes): Number of presentation/performances administered: Total number in attendance, all sessions: Instruction-Consultation Activity: In 90-160 describe each Instruction-Consultation offered (include number of consultations). * What geographic community was targeted for this Instruction-Consultation activity? Select all that apply. * Urban (50,000 or more) Suburban (2,500 to 49,999) Rural (fewer than 2,500) Instruction - Consultation: Target Audience* Is the project for the general population? Yes / No Is the project directed at families? Yes / No Is the project directed at intergenerational groups? Yes / No Is the project targeted at immigrants/refugees? Yes / No Is the project directed at those with disabilities? Yes / No Is the project directed at those with limited functional literacy? Yes / No What age groups were targeted with this Instruction-Presentation activity? Select all that apply. * All 0-5 years 6-12 years 13-17 years 18-25 years 26-49 years 50-59 years 60-69 years 70+ years Planning Activity: In 90-160 words, describe Planning Activities (include number of evaluations and/or plans funded). If target audience was library staff*, attach Excel document of required Survey Results for Planning activity here. *Patrons are the likely beneficiary of Planning activities, but if staff were the end beneficiary, include survey results. What geographic community was targeted for this Planning activity? Select all that apply. * Urban (50,000 or more) Suburban (2,500 to 49,999) Rural (fewer than 2,500) Planning: Target Audience* Is the project for the general population? Yes / No Is the project directed at families? Yes / No Is the project directed at intergenerational groups? Yes / No Is the project targeted at immigrants/refugees? Yes / No Is the project directed at those with disabilities? Yes / No
Household Determination: Foster Student(s):________________________________________________ Food Stamp/TAFI/FDPIR Income: Total Income $____________ Frequency___________ # in Household______ Convert to Annual if Multiple Frequencies: Weekly x52, Every 2 Weeks x26, Twice Monthly x24, Monthly x12 Signature of Confirming Official: *Must be a different individual than the Determining Official Date 1st Notification Sent: Date 2nd Notification Sent: Approved: Free Meals Reduced-Price Meals Withdrawal Date:__________ Denied: Income over Allowed Incomplete/Missing Other _________________ Date Notice Sent: Results: No Change Free to Reduced Reduced to Free Ineligible – Reason: __________________________________________ Signature of Determining Official: *Must be a different individual than the Confirming Official Date Determined: Signature of Verifying Official: *Can be same as Determining Official Date:
Mrs. Michelle Stephens, President Mrs. Kim Ingram, Vice-President Mr. Bryan Bayless, Member Mr. Dennis Green , Member Mr. Scott Selsor, Member Administrators & Office Staff Principal Doug Gunselman Vice Principal Reggy Yount Counselor Brenda Krieger Secretaries Anita Mast & Pat Pope Weatherford Middle School Staff Tom Bergman, Social Studies Kelly Brack, Language Arts Emily Brewer, Language Arts Nathan Davenport, Science/Athletics Rebecca Dougherty, Spanish Kim Duerksen, Vocal Music Angela Dupree, Art Kaleb Fischer, Math/Athletics Bryan Flaming, Geography Suzanne Franz, Science Todd Gaunt, Science/Athletics Chrisalyne Hagood, Band Dana Hickman, Social Studies/Athletics Cheryl Kidd, Special Education Bud Band Leonard, Science Daily Schedule Pat Lightfoot, Reading Audrey Loney, Language Arts Phillip Major, Agriculture Lindsey Mickley, Special Ed./Athletics Amber Morlan, Math Deb Morris, Math Blain Perkins, Science/Athletics Shelly Pond, Computers/Athletics Powell, Wellness/Athletics Toni Ray, Language Arts Debora Reynolds, Social Studies Rocky Shepherd, Technology Taylor Sossaman, Weights Sheena Walker, Librarian/Language Arts Misti Watson, Math Laurie Wood, Title 1 Reading 8th Grade 7th 6th Grade 1st 8:10 – 8:58 2nd 9:02 – 9:50 Advisory 9:54 – 10:24 3rd 10:28 - 11:16 4th 11:20 – 12:08 12:08 – 12:44 (Lunch) 5th 12:48 – 1:36 1st 8:10 – 8:58 2nd 9:02 – 9:50 Advisory 9:54 – 10:24 3rd 10:28 - 11:16 4th 11:20 – 12:08 5th 12:12 – 1:00 1:00 – 1:36 (Lunch) 1st 8:10 – 8:58 2nd 9:02 – 9:50 Advisory 9:54 – 10:24 3rd 10:28 - 11:16 11:16 – 11:52 (Lunch) 4th 11:56 – 12:44 5th 12:48 – 1:36
LOCAL UNANTICIPATED SERIOUS ADVERSE EVENTS (SAEs) UNANTICIPATED SERIOUS PROBLEMS SIGNIFICANT SAFETY REPORTS / DATA MONITORING COMMITTEE (DMC) REPORTS Date event Occurred Date Learned of Event Subject ID Event Date reported to IRB Reported to IRB within required time period Y/N/NA Reviewed & categorized within required time period Y/N/NA CATEGORIZED BY IRB* Reported to ORO Y/N/NA U Y/N R Y/N S Y/N * U – Unanticipated R – Related to study participation S – Serious
AUDIT PREPARATION TOOL Document – Investigator Regulatory Files Present and Reviewed Y/N/NA Comments Document – Investigator Regulatory Files Present and Reviewed Y/N/NA Comments Protocol & Amendments R&D Correspondence Approved Case Report Forms IRB Approved Consent -Information Provided to Subjects -HIPAA Forms -Advertisements -Record of Approved Consent Form Versions Site-Sponsor Correspondence, if app. -Conference call minutes -E-mails -Newsletters -Conference -Letters, memos, faxes Subject Log (current/accurate) Site Personnel Signatures, Qualifications, Training, Scope of Practice, CVs, Delegation IRB Correspondence Signed Attestation or Investigator’s Agreement (Sponsor, Institution, FDA) IRB Submissions, Notifications, Approvals Official Documents Letters, Memos, etc. Serious Adverse Events/Safety Reports Signed PI Conflict of Interest/Disclosure Statement Investigator Brochure/VA Form Investigational Products, if applicable Accountability, Handling, Pharmacy, Elsewhere Are there local IRB requirements for record keeping? Yes No NA Comments:
2017-2018 Northwoods Youth Ministry Event List October 1st: Parent’s Study Begins (9:30am in the Scout Hut) October 29th: Golf Tournament Fundraiser November 12th: PYCC Rally December 20th: Youth Christmas Party December 31st: College Sunday January 5th-7th: Northwoods Winter Retreat at Camp Cho Yeh January 21st: Confirmation Begins January 28th: All-Church Cook-Off Fundraiser February 4th: Souper Bowl of Caring March 2nd-4th: Conclaves Retreat at Camp Cho Yeh 11th: Shamrock the Block April 1st: Easter April 8th: Youth Sunday May 20th: Confirmation Sunday June 25th-29th: Mission Trip to Osage Nation (completed 8th-12th) July 8th-14th: Synod Youth Workshop (completed 8th-12th) July 8th-12th: Junior High Jubilee at Mo Ranch (completed 6th-8th) July 16th-20th: VBS (Vacation School)
THE CONSTITUTION OF THE PRE-PHYSICAL THERAPY AND OCCUPATIONAL THERAPY SOCIETY PREAMBLE For the purposes deemed wise and good, hereinafter set forth, this organization is hereby established submitting itself to be by, and dedicating itself to uphold the following constitution. ARTICLE I – NAME Section 1 – The name of this organization shall be the Pre-Physical Therapy and Occupational Therapy Society at the University of Houston ARTICLE II – PURPOSE Section 1 – It shall be the primary purpose(s) of this organization to: Provide resources and useful information to members about physical therapy and occupational therapy Prepare members for the professional programs by hosting a series of workshops covering admission processes, resume building and GRE preparation Allocate guest speakers to inform and provide guidance to members Plan group trips to various graduate programs Section 2 – Additional purposes shall include but are not limited to: Provide volunteer opportunities Serve the community Provide social functions ARTICLE III – MEMBERSHIP Section 1 – As a Registered Student Organization at the University of Houston we adhere to the University of Houston’s Non-Discrimination Policy. The University of Houston is an Affirmative Action/Equal Opportunity institution. The university provides equal treatment and opportunity to all persons without regard to race, color, religion, national origin, sex, age, genetic information, disability, or veteran status except where such distinction is required by law. Additionally, the System prohibits discrimination on the basis of sexual orientation, gender identity or gender expression. Section 2 – Regular membership shall consist of those students of the University of Houston who have agreed to uphold this Constitution and to participate fully in the activities of this organization. Regular members shall have the right to vote. Section 3 – Special membership shall consist of those persons who have not fulfilled the requirements of Article III, Section 1 or 2 (Note: Special members might consist of alumni or members of the community). Special members shall not have the right to vote. ARTICLE IV – OFFICERS Section 1 – The officers of this organization shall consist of a President, Vice President, Secretary, and Treasurer, and shall collectively be referred to as the Executive Board. (Note: A treasurer is only needed if the organization collects money/dues).
Pre Season SEPT 7th Information Session @ 2:30pm Room 301 Main campus MSHS 3rd Parent Info Session at MSHS Auditorium @ 6 pm MSHS 17th – 19th Mandatory Practice Round Robin MSHS In Season 20th – 21st Bear Creek High School Redmond 27th – 28th Puyallup High School @ PLU Auburn 3rd - 4th Gig Harbor High School Gig Harbor 10th – 11th Central Valley High School 2/3 Spokane 17th – 18th Tahoma High School Maple Valley 1st -2nd University of Washington Seattle 8th – 9th Auburn Riverside High School Auburn 5th – 6th University of Puget Sound2 or Gonzaga University (Policy debaters) Tacoma Spokane 12th – 13th Federal Way High School Federal Way TBA University of Nevada Las Vegas2/3 Las Vegas, NV Post Season 1st - 3rd Sound National Qualifier3 Glacier Peak HS 10th IE State Tournament @ UPS3 Tacoma 16th – 17th WA State Debate Tournament @ UPS3 Tacoma APRIL 28th – 30th Tournament of Champions3 Lexington, KY 17th – 22nd NSDA National Tournament3 Fort Lauderdale, FL 1Returning Members only. 2TOC Bid Tournament 3Requires Qualification Parent Judge Training @ Angela Thompson’s: 9416 Frontier Ave SE, Snoqualmie Monday Oct 9th or Thurs Oct 12th 7:00 – 8:00 pm (Please contact Angela on if you cannot attend either and would like to schedule some training)
UNIVERSITY OF BRADFORD SCHOOL OF ARCHAEOLOGICAL AND FORENSIC SCIENCES GUEST LECTURE SERIES 2017-2018 3rd Oct Professor Elizabeth Graham University College London “The Maya and the Sea: Maritime links, urban connections, and environmental impact” 17:00 J19 10th Oct Dr Margaret University College London “Repatriation: The good, the bad and the ugly” 17:15 J19 17th Oct Dr Angela Schlumbaum & Dr José Granado Universität Basel “Beyond sherds and coins - ancient DNA and animals in archaeology” 17:15 J19 24th Oct Dr Alastair Ruffell Queens University Belfast “Geological Murders, Suicides and Accidents” 17:15 J19 31st Oct Dr Penny Bickle University of York “Dealing with difference: investigating social diversity in the central European Neolithic” 17:15 J19 7th Nov Dr Alex Lang Independent Researcher “Across upland hills and dry valleys. Understanding banjo enclosures in the Iron Age of central southern Britain” 17:15 J19 14th Nov Dr Andrew Logan University of Bradford “A view on vision in prehistory” 17:15 J19 21st Nov Dr Shannon Fraser North York Moors Trust “Aesthetics, authenticity and a sense of place: conserving carved stone artworks in situ” 17:15 J19 28th Nov Dr Stefano Vanin *TBC* University of Huddersfield *TBC* 17:15 J19 5th Dec Mr Chris Atkinson & Mr Hywel Lewis Pennine Prospects & University of Bradford “Celebrating Our Woodland Heritage: Investigating woodlands of the South Pennines” 17:15 J19 Further info from Lindsey Büster (L.S.Buster1@bradford.ac.uk) or Ben Jennings (b.r.jennings@bradford.ac.uk)
Grove Middle School Activity Bus # 2 Two Bus Activity List Pickup @ 4:15 PM (4124) 1 – Crabbs Branch Way Apts 2 –Crabbs Branch Way & Haiwatha Ln 3 – Indianola Dr & Anamosa Dr 4 – Crabbs Branch Way & Indians Hills Dr 5 – Crabbs Branch Way Apts 6 – Derwood St & Yellowstone Way 7 – Needwood Rd & Fairborn Ct 8 – Needwood Rd & Quincewood Pl 9 – Needwood Rd & Carnegie Ave 10 – Needwood Rd & Deer Lake Rd 11 – Oak Meadow Dr & Wick Ln 12 – Kipling Rd & Killdeer Dr 13 – Wick Ln & Grande Vista Dr 14 – Founders Mill Dr & Flatwood Dr Page 2 of 2 15– Founders Mill Dr & Catalpa Ct
16 – Redland Rd & Garrett Rd 17 – Redland Rd & Vega Ct 18 – Redland Rd & Cashell Manor Rd 19 – Redland Rd & Roslyn Ave 20 – Lisa Dr & Horizon Terr 21 – Muncaster Mill Rd/Phelps Ln 22 – Tupelo Dr & Laburnum Ct 23 – Briardale Rd & Malabar St 24 – Briardale Rd & Baederwood La 25 – Briardale Rd & Bethayres Ct 26 – Briardale Rd & Frontenac Ter
INTRODUCTION This manual is intended as a supplement to the National Collegiate Athletic Association (NCAA) Division II Manual and other official NCAA bylaws and regulations. All areas are not covered here, but an effort has been made to touch on critical matters of compliance. This manual is meant to serve as a guide for coaches and staff and designed to: Assist athletics personnel in understanding and applying compliance policies and procedures required by Saint Michael’s College, the Northeast-10 Conference (NE-10) and the NCAA. Facilitate and help ensure compliance standards within the Department of Athletics. Provide members with samples & materials required for their use by the institution, the NE-10 and the NCAA. Assist with the institution's responsibility of monitoring the compliance standards within the Department of Athletics. Any questions regarding NCAA regulations or information related to this manual should be directed to the Associate Director of Athletics for Compliance.
development (MASSCue, Lesley Literacy Conference, PRWE, MA Down Syndrome Conference, Wilson Reading) 1.3 Continue improvement of students’ reading & writing skills through the implementation of Guided Reading, Daily 5, CAFÉ and Project READ/WRITE All teachers, literacy team, building administration 1.4 Increase the use of technology to engage students and support authentic learning (Student Google Ed Accounts, Discovery Learning, Raz Kids, Brain Pop, NewsELA, Ozbots, Envisions, ChromeBook Carts) District and Building Administration, Classroom Teachers 1.5 Train staff on Authentic Learning principles and practices District, Building Administration 1.6 Train staff on Mathematical Practices and Hield Yield Activities District, Building Administration SIP Goal # 2 (District FAs 3): Improve student achievement through data and ongoing assessments that will inform all aspects of decision-making: curriculum, instruction and assessment practices Action Steps Person(s) Responsible 2.1 Inform stakeholders on new state standards/frameworks and associated testing, new curricular programs and/or methodologies. District and Building Administration, Classroom Teachers 2.2 Complete curriculum mapping through the Atlas system Classroom Teachers, Building Administration 2.3 Response to Intervention (RtI) throughout the instructional day Classroom Teachers, Instructional Staff, Building Administration 2.4 Maintain the data (5DM) process as a means of identifying gaps in curriculum and/or instruction. Classroom Teachers, Instructional Staff, Building Administration 2.5 Utilize data to flexibly group students both within and among classrooms Classroom Teachers, Instructional Staff
Article 42 – Immigration………………………………………………25 Article 43 – Employer and Client Property………………………….27 Article 44 – Hours of Work……………………………………………27 Article 45 – Workplace Violence……………………………………..28 Article 46 – Dispute Resolution……………………………………....28 Article 47 – Holidays…………………………………………………..28 Article 48 – Insurance…………………………………………………29 Article 49 – Paid Time Off…………………………………………….30 Article 50 – Quality Care Fund…………………………………...…..31 Article 51 – Article 52 – Salary Reserve…………………………………………..31 Article 53 – Effective Date and Duration……………………………32 Dress Code………………………………………………………….…33 Work Place Violence Policy……………………………………….…33
ARTICLE ‘n - SALARIES Section 1. The salary scales for all bargaining unit positions are attached hereto and made a part hereof as Appendices A & B of the Agreement, excluding any approved salary reserve. Salary scale increases are subject to contract re-opener negotiations in FY 2019 and 2020 (see Section 2 below). Section 2. When the Executive Office of Elder Affairs (EOEA) promulgates its salary and benefits policies for each Fiscal Year of this contract, the Employer and the Union shall begin negotiations for appropriate benefit changes mid-August for changes effective October 1 of said year. On October 1 of each fiscal year the Employer and the Union shall begin negotiations for appropriate changes in salary policies effective November 1 of said year. If the Employer and the Union fail to reach agreement, neither party shall be forced to arbitrate the dispute and the employees shall have the right to strike in support of their final position. When the Commonwealth of Massachusetts promulgates a Quality Care Salary Reserve for the life of this contract, the parties agree to re-open the Agreement for the purpose of bargaining the impact of the said fund. Section 3. New employees shall, in general, be placed at the START level of their respective classification. The Employer does, however, have the discretion to place a new employee anywhere on the salary scale. In placing employees on the salary scale, the employer may consider the following factors among others: previous relevant experience, educational background and bilingual skills provided such factors are related to the job. Section 4. When the Employer determines that it has a need for a Care Manager with bilingual skills to service a caseload with non-English speaking clients, it will designate a current Care Manager to become a Bilingual Care Manager or it will hire a Bilingual Care Manager from outside the Agency. The Bilingual Care Manager will perform the duties outlined in the Care Manager job description with the following additions and/or exceptions: A. Bilingual Care Managers must accept clients in any community served by the Agency, regardless of the Bilingual Care Manager's primary neighborhood assignment. 11
1:10 Residential; canvas 1:15 Study: residential 1:8 Pool training 1:4 Diving, 2 buddy systems NOTE: 2 qualified staff 1:3 Beginners 1:5 Novice; intermediate; advanced 2 Experienced sailors Shooting 1:1 New or inexperienced 1:5 On the track or mound 1:15 Observers or waiting - 1:8 Enclosed Waters 1:6 Open Waters 1:4 Open Waters, Adverse Snorkelling 1:8 Closed water: pool 1:4 Open water NOTE: 2 qualified staff 1:5 Overnight 1:10 Day Snow Activities 1:8 Alpine, Nordic – overnight 1:10 Alpine, Nordic – day 1:10 Non-skiing 1:6 2 Staff members Surf Activities 1:10 Beach 1:8 Surf NOTE: 1 teacher/instructor in water and NOTE 1 teacher/ instructor on beach 1:10 Swimming 1:20 Enclosed pools 1:10 Open water 1:1 Basics 1:5 Beginners 1:8 Semi-experienced Riding School: 1 Experienced teacher with instructor 2 Experienced teachers if no instructor or exceeds 10 Water Skiing 1:20 Shore 1 Student on two at any one time; if highly experienced two may be taken together 2 People in boat – driver and observer; one must be member 1:10 Bush
Art (2) 144 Art (2) 144 Technology (2) 144 Technology (2) 144 TOTAL 1440 TOTAL 1440 Year 9 Year 10 Domain Minutes per week Domain Minutes per week English 216 English (core) 216 Mathematics 216 Mathematics (Core) 216 Science 144 Science (Core) 216 Humanities 144 Humanities (Core) 216 Integrated Studies 144 PE/ Health (Core – 1 semester) OR Semester Elective (1 Semester) 216 PE/ Health 144 Semester Elective (includes optional accelerated VCE Subject) 216 Semester Electives – Technology, Visual Arts, Performing Arts, Languages – 3 per semester 3 X 144 = 432 2 periods per week – 10th lesson for each subject 144 1440 TOTAL 1440
15 day timetable- Weekly subject allocations noted. Hampton Park Secondary College – 2018 English Maths Science Humanities Technology The Arts PE & Health Other (one semester) (one semester) Year 7 English Maths 8 Science 8 Humanities 8 Textiles 8 Art 8 PE 8 French 6 Literacy 4 max =170 EAL ? Multi Materials 8 Music 8 Health/Alive 8 8 classes Year 8 English 7 8 Science 8 Humanities 8 Food Studies 8 Visual Communication 8 PE 8 French 5 Literacy 4 = 183 EAL 2 Technology 8 Performing Arts 8 Health/Alive 8 8 classes Year 9 English 6 Maths 8 Science 8 Humanities 8 Ceramics 2 PE/Health 8 French 2 Applied STEM 1 = 168 EAL 3 Integrated Studies 8 Electrical Systems 1 Dance 2 Engineering 2 Digital Photography 2 2 Fibre and Fabrics 2 2 8 classes Foods 5 Media 2 Games Programming 2 Futures 2 Sciences 1 IT Visual Programming 1 Visual Art 2 Football 2
Wood Technology 2 Visual Communication 2 Forensic Science 3 Literacy Support 10 Sports 1 Total Units (one semester) (one semester) (one semester) (one semester) Year 10 English 8 10 Science Geography 3 Electronics 1 PE/Health = 205 EAL 4 History 6 Engineering 2 Dance 1 EAL-Lit 2 EAL 2 Exploring Careers Food and Food Services 5 IT Programming with Python 1 2 Media Film 3 10 classes Fibre and Fabrics 1 Mixed Media &3D Art 1 Wood Technology 1 Futures 1 - Num 0 0
Lit Support 10 7 Visual Communication 1 Electives Coaching and Umpiring 1 French Personal training and fitness 1 Year 11 EAL 2 Biology 2 Accounting 1 Food 1 Health and Human Dev 3 French VET External Total = 193 English 5 General Maths 5 Chemistry 1 Business Management 3 Computing 1 Drama 1 Physical Ed 2 VCAL VET External General Specialist 0.5 Physics 1 Geography 1 Media 1 VCAL Personal Dev 2 EAL 3 Maths Methods 2 Psychology 2 History 1 Wood 1 Music Performance VCAL 2 Legal Studies 2 Studio Arts 1 VCAL 2 Visual Communication 1 SSC - Lit SSC - 0.5 SSC - WRS SSC - Per Dev 7 0 0 0 0 0 0 0 0 Year 12 English 5 Further Maths 4 Biology 2 Accounting 1 Food 1 Health and Human Dev 2 French 1 VET External
Complete one of the two writing assignments below for your selected secondary text. Your final product should include references to specific character actions, narrative events, and textual passages. Choose a character from your secondary book whom you like or dislike. Explain why. Your response should be a minimum of 400 words and contain at least two paragraphs. Write a letter to the author in which you express your opinion of their work and ask them to answer at least two questions you have about the text. Your letter should be a minimum of 400 words and contain at least two paragraphs. English 12: AP Literature Students entering AP Literature are required to read Jane Eyre and Wide Sargasso Sea. In addition, they are required to choose one of the poets below and read the five listed poems by that poet. Over the summer, students will complete several written assignments. Further details can be found below. Required: Jane Eyre by Charlotte Bronte Wide Sargasso Sea by Jean Rhys Poetry Reading Requirement: Choose a poet from the list below and read the five listed poems by him or her. William Wordsworth “I Wandered Lonely as a Cloud” “On Westminster Bridge” “On Seeing a Tuft of Snowdrops in a Storm” “The World Is Too Much with Us” “LinesComposed a Few Miles Above Tintern Abbey” Samuel Taylor Coleridge “Kubla Kahn” “This Limetree Bower My Prison” “Frost at Midnight” The Rime of the Ancient Mariner” John Keats “Ode on a Grecian Urn” “Bright Star” “Ode on a Nightingale” “To Autumn” “La Belle Dame Sans Merci” Walt Whitman “Crossing Brooklyn “When Lilacs Last in the Dooryard Bloomed” “Out of the Cradle Endlessly Rocking” “A Noiseless Patient Spider” “When I Heard the Learn’d Astronomer” Emily Dickinson “Hope Is the Thing with Feathers” “There’s a Certain Slant of Light” “I Never Saw a Moor” “Safe in Their Alabaster Chambers” “Wild Nights! Wild Nights” Robert Frost “Death of a Hired Hand” “After Apple Picking” “The Tuft od Flowers” “Directive” “The Oven Bird” Langston Hughes “The Negro Speaks of Rivers” “The Weary Blues” “Harlem Sweeties” “Theme for English B” “Dust Bowl” Billy Collins
Hampton Park Secondary College Student Engagement and Inclusion Policy “The College values Respect, Learning and Working together. We foster an inclusiveness that celebrates diversity, honesty and equity.” Minor Review of the Student Engagment Policy will occur yearley and minor changes ratified by the HPSC Council Ratified by HPSC Council – September 2017 Next Review - 2020
strive to achieve my personal best; and take pride in the achievements of myself and others. complete all of my work; try my best to achieve my ask questions if I don’t understand; and will be in class at all times Follow the learning sequences on Compass (add your own) Work with individual students to provide extra support and assistance. Seating Plan Moving around the room to check tasks is essential for group work (add your own) College Values Expected Classroom Responsibilities Suggested Strategies to Manage Your Classroom WORKING TOGETHER I, as a student: share ideas, resources and skills; am helpful and approachable; and contribute positively to class, group activities and the school community. I, as a student: others to learn; share school equipment with others; work together cooperatively; and complete my fair share of group tasks Use instructional groups Have group work protocols Give feedback Seating arrangements to break up students who don’t work well together (add your own)
15 family members on disability policy and practice in Tennessee. 1.2 Yearly, provide youth leadership development training or other activities to 15 youth with disabilities. 1.3 Yearly, provide funds for three sessions of the People Planning Together leadership development training, provided by certified trainers who have developmental disabilities to people with Youth Readiness Training People Planning Together (Began 2010 – ongoing. Leadership training by self-advocates) Discipline-specific training for state employees who provide services to people with disabilities and their family members. Tennessee Allies in Self Advocacy Our Communities Standing Strong
being promulgated in order to take advantage of opportunities to educate policymakers about the impact of specific policies. 2.2 Each year, disseminate monthly public policy information to Council members and the Tennessee public in order to educate and inform. 2.3 Annually, collaborate with at 3 policy groups to improve policies and practices that impact the analysis and development) Public policy e-newsletter Staff participation on public policy groups such as the Employment Roundtable; Technical Advisory Workgroup on Employment for ECF CHOICES Program; Disability Coalition on Education; and Disability Policy Alliance.
Objectives Projects/activities 3.1 Yearly, implement communication activities through at least 5 platforms to increase recipients’ knowledge of Tennessee specific disability topics. 3.2 Yearly, facilitate government partnership to oversee, evaluate and sustain a Tennessee disability information and referral service in order to increase knowledge of and access to services. Facebook General Council News e-newsletter Web site Breaking Ground Print products Direct release TN CDD Annual Report TN Plan DD Network Team Pathfinder and Camino Seguro
their qualifications; their skills; and their experience, including relevant experience working with the identified participants in the proposed location; describing the reporting required by the organisation’s governance structure exampling factors impacting the project, e.g. the use of experienced volunteers as mentors, or administrators shared with other projects. Strong applications clearly demonstrated experience in successfully delivering projects, and explained how this experience support the delivery of the project and achieve grant objectives, including general measurable outcomes in two years or less. Strong responses clearly described: experience in successfully delivering projects by listing e.g. participant outcomes or other measures of success or acknowledgement achieved, e.g. national awards or industry recognition. how this experience would support delivery of the project and achieve grant objectives, including general measurable outcomes in two years or less, by describing, e.g. project management systems used in terms of what outcomes were measured and timeframes required on past projects.
Does the successful applicant have to report information through the Data Exchange? Yes. The successful applicant must use the Data Exchange to report data about calls through to FRAL. As noted in section 12.4 of the Grant Opportunity Guidelines, the successful applicant must enter a grant agreement that requires participation in the partnership approach in relation to the telephone and online dispute resolution services provided through FRAL. This will ensure that a rich set of information is available about client outcomes to help inform both the service provider and government. The successful applicant will not be required to participate in the partnership approach in relation to the other services it provides (information, advice, referrals and legal advice) because these calls will generally be one off, anonymous calls. The reporting of the basic client information for these calls will help provide a useful data set of the numbers and demographics of callers. What is the Social and Community Services (SACS) supplementation? On 1 February 2012, Fair Work Australia (now the Fair Work Commission) made a decision to increase for the social and community services sector from 1 December 2012. That decision affected workers employed under the Social, Community, Home Care and Disability Services Industry Award 2010. The Australian Government made a commitment to pay a supplement to organisations that deliver certain programs to enable those organisations to provide their workers with the increased pay. The commitment was to provide this supplementation through to 30 June 2021. Further information is available on the website. Will our organisation be eligible to receive the SACS supplementation? The successful applicant may be eligible to receive SACS supplementation for FRAL workers employed under the Social, Community, Home Care and Disability Services Industry Award 2010. This would include those who are employed as social workers and family dispute resolution practitioners for the FRAL. The SACS supplementation will be paid in addition to the Grant amount available in section 2 of the Grant Opportunity Guidelines, but will cease on 30 June 2021. What type of legal advice does FRAL provide? The FRAL provides telephone-based legal advice services to callers who need one-off assistance to help with their family law related issues. These services are expected to focus primarily on non-adversarial approaches to resolving family law issues. Callers may be persons affected by separation, including grandparents and other extended family members,
Co-investments – source, nature, and level funding per contributing organisation. This needs to include information on level of certainty (eg likely, certain, in early discussion stage) of each component of coinvestment expected. Please refer to the . Staffing details (both NCRIS and co-invested) Please outline any items in your Budget which are exposed to exchange rate fluctuations, and any exchange rate assumptions you have made when determine the amount included in the Budget If this is a ‘Growth’ proposal, please provide a succinct summary of what has been assumed to be available via the related ‘Focused Continuation’ proposal
Please below for: Return to top Expressions of Interest for GP Role in Community Headache Pathway: Oxfordshire CCG has worked with Oxford University Hospitals Foundation Trust on a new pathway for patients with primary headache that are referred into secondary care. As part of this pathway, a role for an upskilled GP is required to be able to see patients triaged by a headache consultant as appropriate to be seen in the community (usually, the diagnosis and management of primary headache disorders such as migraine). There will be one weekly clinic (one session per week) initially, with additional clinics due to open in other localities in line with demand. The headache consultant will provide ongoing support for the community clinic, and will be available for telephone debrief/discussion after each clinic as well as sharing a clinic periodically. A small budget is available to support on-going training and professional development needs for the role. The role will be available for application via NHS jobs in the coming weeks. Please register your interest and forward any questions to Paul Kettle Return to top Diabetes Structured Education Data Recording Guidance: The National Diabetes Audit team, Diabetes UK, NHS England’s Diabetes Team and Clinical Networks have come together to coordinate a national project to improve data coding and recording of attendance at diabetes structured education. They have developed the attached standard approach to data coding and recording of diabetes structured education to be implemented across the country and Oxfordshire CCG supports this move to standardised coding and recording. Improving the data capture of attendance at diabetes structured education will mean more accurate and robust data, which can be used to: measure programme effectiveness support planning and improvement activity monitor how many patients are meeting NICE clinical guideline standards identify localities where attendance is particularly low/high link to long term outcomes support the commissioning of adequate capacity For further queries about the material please email . For queries about local issues contact
17.a What is the largest item to be shipped to the site? What are the dimensions and weight of this item? 17.b How are components shipped? Describe the contents of typical shipping sections, e.g., transformer tanks, radiators, conservator, converter power block, cooling system components, filters, etc. 17.c Will the converter blocks be pre-assembled, tested, and installed in a final containment prior to shipping to the site, or will the power blocks be assembled, installed, and tested inside the SFC rooms after arriving at site? 18. Assembly 18.a Who will be required to assemble the equipment at the Wayne Junction site? Will the assembly of equipment require special supervision by the SFC manufacturer? 18.b Is special training required to assemble the equipment? 18.c What is the estimated division of labor while assembling the converter system at the Wayne Junction site, e.g., 20% by the SFC vendor and 80% by others? 19. Maintenance and Support 19.a What is the normal maintenance schedule for your provided equipment? 19.b are the converter maintenance facilities located? 19.c Where is "customer support" located? 19.d Where are replacement parts built? 19.e Are the maintenance and support personnel part of the same company that designed and installed the equipment? 20. Training
Drop Out Rate – Measure Details (OPTIONAL) Drop Out Rate - annual dropout rate of students aged 14 to 18 Authority Province 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Drop Out Rate 0.0 0.0 * * 0.0 3.6 3.3 3.5 3.2 3.0 Returning Rate n/a n/a n/a n/a n/a 22.8 20.7 20.9 18.2 18.9 Graph of Authority Results (optional) Graph of Authority Results (optional) Notes: Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). Citizenship – Measure Details (OPTIONAL) Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Authority Province 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Overall 92.3 96.6 95.4 90.9 91.8 83.4 83.4 83.5 83.9 83.7 Teacher 97.8 n/a 100.0 100.0 100.0 93.6 93.8 94.2 94.5 94.0 Parent 100.0 96.6 98.9 97.6 96.8 80.3 81.9 82.1 82.9 82.7 Student 79.2 n/a 87.2 75.1 78.4 76.2 74.5 74.2 74.5 74.4 Graph of Overall Authority Results (optional) of Detailed Authority Results (optional) Notes: Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*). Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014. Work Preparation – Measure Details (OPTIONAL)
A bribe happens before a behavior is complete: Here are a few examples: If you are good we’ll go on the playground later. If you behave you can go on the computer! If you all complete your work we’ll have pizza! If you don’t get any more detentions you can go on the field trip! Bribes will: Change behavior quickly (Better than chaos). Almost get lasting change. Not motivate students to be “more like peers.” Create animosity between students. Notes: Values vs. Rules: Values are: Broad and subjective.
3M-ACRS Diamond Road Safety Entry Form This award calls for any road safety practitioner from the public or private sector, (which typically includes, but is not limited to individuals or teams of Road Engineers, Contractors, Road Safety Officers, Road Safety Equipment Manufacturers, Asset Managers, Town Planners etc.) to submit highly innovative, cost-effective road safety initiatives/ programs which they have recently developed that stand out from the standard, everyday practice and deliver significant improvements in road safety for the community. The award winner or team leader will RECEIVE a trip to the USA to attend the 48th ATSSA Annual Convention & Traffic Expo 2017 in the USA and also visit 3M Global Headquarters in Minnesota. This individual will also present their winning entry and USA trip at the next Australasian Road Safety Conference and may also be eligible to present at the ATSSA Convention.
Adjournment 2:09 PM Dr. Leal made a motion to adjourn, seconded by Ross, motion carried. Next meeting – 7/10/17 Courthouse Community Room, 1:15 Notes by: Timber Dempewolf BOH Chair Signature Date
Bouncy Balls Diamond Cut Bouncy Balls Emoji Bouncy Balls GID Bouncy Mixed Bouncy Balls Smiley Face/Frosty Ball Mix Novelty Goo Balls Diamond Gems Fish Eggs Flipping Tops Glow-in-the-Dark Grow Squishy Balls Jelly Flingers Mustaches Owl Stacking Crayons Pearlized Squishy Sea Creatures Stick On Gems Sticky Eyeballs Sticky Lizards Sticky Stuff Stretchy Pests Suction Cup Pets Wiggle Eye Pencil Critters
represent solutions to an inequality on a number line use mathematical modeling to represent a problem situation and to propose a solution identify dependent variables identify independent variables analyze the relationships between variables by using tables write equations to represent the relationships between variables analyze the relationship between dependent and independent variables using tables, graphs, and equations Focus Standards Addressed in this Unit: CC.2.2.6.B.1 – Apply and extend previous understandings of arithmetic to algebraic expressions CC.2.2.6.B.2 – Understand the process of solving a one-variable equation or inequality and apply the real-world and mathematical problems CC.2.2.6.B.3 – Represent and analyze quantitative relationships between dependent and independent variables Important Standards Addressed in this Unit: N/A Misconceptions: The exponent tells you the number of times the base is a factor, not the number of times it is multiplied When completing an order of operations problem, multiplication and division are done together from left to right. of an algebraic expression are not always written in the same order. You can create equivalent expressions with Commutative, Associative, and Distributive properties. Concepts/Content: Algebraic Expressions Algebraic Equations Competencies/Skills: identify and evaluate numerical expressions involving exponents Write, read and evaluate algebraic expressions Apply the properties of operations to generate equivalent expressions Represent and analyze quantitative relationships between independent and dependent variables Solve and interpret one variable equations or inequalities in real world mathematical problems Description of Activities: Solve and Discuss It/Explain It Teacher Modeled examples Guided practice Individual practice Assessments:
2018 VILLAGE CAMP PARTICIPANT APPLICATION FORM DEADLINE FOR APPLICATIONS: December 8, 2017 or until filled 1. PERSONAL INFORMATION (Please print clearly) Given Name Surname Street Address City Postal Code Home Phone Cell Phone Applicant e-mail Parent/Guardian Name Phone 1 Parent/Guardian Name Phone 2 Parent e-mail 1 Parent e-mail 2 Gender Date of Birth dd / mm / yy Applicant holds passport VALID for travel dates? Y N NA 2. PROGRAMME OPPORTUNITIES (Select all that are of interest) Mark “X” Programme Age* (years) Programme Reference Number Program Start Date Program End Date Village 11 (only) V-2018-039 Agder, Norway 29 Jun 2018 28 July 2018 Village (2) 11 (only) V-2018-009 Toronto, Canada 06 Jul 2018 02 Aug 2018 Participant must be the specified age for at least one day between 01-Jun-2018 and 31-Aug-2018. 3. CISV EXPERIENCE (If needed, please attach additional sheet with your name and your responses) Do you attend monthly Village meetings? If no, please indicate why you were unable to participate. Do you have any leadership experience outside of CISV? If yes, please specify. Why do you want to participate in a Village camp? 4. TRAVEL AND PROGRAM FEES POLICIES I/WE HAVE READ AND UNDERSTAND THE FOLLOWING DOCUMENTS (to be initialed by parent/guardian): Policy documents may be reviewed at www.cisvvictoria.ca/resources. CISV TRAVEL POLICY CISV PROGRAM FEES POLICY R-07 Behaviour & Cultural Sensitivity Guidelines (attached)
Location: Badger Room Time: 1:55pm Attendees: Cynthia Berens, Rogelio Lara, Tamara Larson, Eric Thomas, Martha Reed, Jeremiah Dean, Angelica Chavira-Ruiz, Nancy Gutierrez, Marianne Schombert, Alex Callahan, Shawna Rodriguez, Tamela Thomas, Carlos Armendariz, Carolyn Jones Agenda: Housekeeping (40mins) Lupita Hall passes – even needed if student needs to re-enter building to see teacher during lunch Carlos Armendariz copiers One belongs to Ex Ed for training – school to work pipeline Will report next week on the number of cases of copy paper left Traffic – should we re-route bikes to a different entrance than the cars. Continued Business Tamela Thomas Grading window open from 9/1-9/6. Closes 9/7 TTLs available to assist new teachers Will have TTLs do open lab for teachers GSRR is in – students will be receiving copies Bright yellow book No changes from last year New Policy: MTSS & PBIS In-service coming soon to cover new policy PLC facilitators and Integrated Action Plan – focus on data PLC tomorrow
LITERACY MARKING CRITERIA Descriptors 0 0.25 0.5 0.75 1 Vocabulary Uses technical vocabulary to explain concepts and/or range of precise and appropriate words for effect - Symbols or drawings - Only simple and nontechnical words are used. - Some precise and technical words are used. - Sustained use of precise and technical words. -Sustained, consistent and fluent use of precise and technical words. Punctuation Use of correct and appropriate punctuation for effect and to aid in reading of the text - No or minimal evidence of correct sentence punctuation (less than 25%) - Limited evidence of correct sentence punctuation (at least 25%) - Some correct sentence level punctuation (at least 50%). - Mostly correct sentence level punctuation (80%) and at least two examples of other punctuation. -Writing contains accurate use of all applicable punctuation. Sentences Intentionally constructs a variety of sentences to match purpose and audience - No evidence of sentences - Drawings, symbols, a list of words OR text fragments - At least one sentence is used correctly. - Some correct formation of sentences. (at least 50%) - Most sentences (80%) are correct but are largely unsophisticated. - All sentences are correct including sophisticated sentences. Paragraphs Paragraphs are used to effectively structure information and partition events and ideas - No correct use of paragraphing - may be a of text or random breaks - Ideas are separated, provides at least ONE correct break between ideas - Paragraphs may contain some unrelated ideas - At least ONE paragraph is well structured and develops an idea - All paragraphs are focused on one idea or a set of like ideas but may not be linked effectively. - Paragraphing creates flow, connectivity and supports argument. Text Structure Uses features of the appropriate text type - No evidence of structural components of the appropriate text type - Minimal evidence of the structural components of the appropriate text type. - Some evidence of the structural components of the appropriate text type. - Substantial evidence of the structural components of the appropriate text type. - Coherent and controlled use of the appropriate structural components of the text type.
to retain the Broadband for Seniors network and its volunteers. Strong applications clearly demonstrated how allocated funding will be used to deliver the proposal and how it represents value for money. The response clearly: detailed how the funding will be used to deliver the five required services described under the Statement of Requirement and take the project to its full potential; and described how those allocations will represent value for money. Criterion 3 Demonstrate your experience in effectively developing, delivering, managing and monitoring Activities to achieve Activity objectives for all stakeholders. The response must demonstrate an understanding of all of the following: previous experience in developing, delivering and managing similar/relevant services: and experience in working collaboratively with other government and non-government agencies to ensure quality service delivery. Strength Example Strong applications clearly demonstrated previous experience in developing, delivering and managing similar/relevant services The response clearly described the applicant’s experience in: delivering training/support services to older people; producing tools and resources to support organisations to deliver training to older people; responding to issues related to the employment and management of volunteers; managing and supporting a large network of community organisations/members which deliver digital training and support to older people; establishing and maintaining a national helpline; and collecting information and data of member organisations. Strong applications clearly demonstrated experience in working collaboratively with other government and non-government agencies to ensure quality service delivery. The response clearly described the applicant’s experience in: working with other government agencies in delivering training/other support services; and working with non-government agencies in delivering training/other support services.