zilongwang/ReadingBank huggingface dataset:
The levels of engagement in the table below (inform, consult, involve, collaborate and empower) are based on the International Association for Public Participation (IAP2) Public Participation Spectrum. More information on the spectrum and other community engagement planning tools can be found on the South Australian Government’s Better Together website Level of engagement (lowest to highest) INFORM CONSULT INVOLVE COLLABORATE EMPOWER Who? Who? Who? Who? Who? How? How? How? How? How? Question 16 – Risk management It is important that risks to your project are identified and considered early. Risks may relate to internal issues (e.g. staff turnover) or external factors (e.g. seasonal conditions). List the major risks associated with your project and identify their likely consequences, risk rating (use risk matrix table below) and the strategies you will put in place to manage them. Risks Likely consequences Likelihood of risk occurring (see matrix below) Level of consequence of risk occurring (see matrix below) Risk rating (see matrix below) Management strategy Likelihood of risk occurring Rare Unlikely Possible Likely Almost Certain
Please to table below on the ‘boundaries’ of the different core functions. Table 1: Core function, overview and boundaries No. Core function Overview Boundaries 1 Health Assessment and Surveillance Understanding the health status, health determinants and distribution of disease Statutory roles are placed under Health Protection 2 Public Health Capacity Development Building a capable workforce and developing effective programmes. Training of own staff and other staff in wider public health sector (under human resources) Networking and partnerships Evaluations 3 Health Promotion Enabling people to increase control over and improve their health Training of community members/leaders (under community action) “Training”, for example, social marketing workshops for "target groups" (under develop personal skills) Training of health professionals in "non-public health" services (under reorient health services) 4 Health Protection Protecting communities against public health hazards Statutory roles are placed under Health Protection 5 Preventive Interventions Population programmes delivered to individuals Covers four main areas: immunisation, screening, stop smoking services, family violence prevention services. SECTION 2 2 Improving population health and equity and alignment with Ministry of Health strategies and policies Improving population health and equity remains the overarching aim for PHUs. This requires you to be responsive to changing population health needs while operating within a constrained funding environment. We encourage you to continue to support your DHB(s) to adapt and transition to a system where: people are at the centre of everything we do and where individuals, whānau and communities have greater ownership of their health and wellbeing health responses are rebalanced toward keeping people well through early intervention and prevention at individual and population levels, and primary and community care are strengthened
C. Voluntary Disability Insurance Monthly premium is calculated on a percentage of your basic monthly salary. A late enrollment penalty will apply if you choose to enroll in coverage at a later date or allow coverage to lapse. Voluntary Term Disability Enroll For Coverage Decline Coverage Short Term Disability plans pay weekly benefits with coverage dates ending after 60 or 90 days depending upon plan enrollment. Voluntary Long Term Disability Enroll For Coverage Decline Coverage Long Term Disability plans pay monthly benefits with benefits starting after 60 or 90 day waiting periods depending upon plan enrollment. D. Voluntary Long Term Care Insurance Employee Long Term Care enrollment as a newly eligible employee has guarantee issue* amounts of up to $6,000 in monthly benefit, professional home care option for 3 or 6 year duration without having to submit medical history for enrollment approval. Enrollment requests for unlimited duration, amount over $6,000, home care, and 5% simple inflation options, enrollment after first eligible or a future date, and Spouse/Domestic Partner Long Term Care will require the UNUM medical history statement to be filled out and submitted to UNUM. You can find a link to UNUM forms on the OEBB website: * You are required to submit a medical history statement on any coverage amount that is not guarantee issue or if you are requesting a change in enrollment coverage. Employee Long Term Care* Request Coverage Change Coverage Decline Coverage Plan Option Coverage Amount Duration Professional Home Care Total Home Care Professional Home Care – 5% Inflation Total Home Care $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 3 6 Years Unlimited Spouse/Domestic Partner Long Term Care* Request Coverage Change Coverage Decline Coverage Plan Option Coverage Amount Duration Professional Home Care Total Home Care Professional Home Care – 5% Inflation Total Home Care $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 3 6 Unlimited 7. Beneficiary Designation I The Standard Order of Survivorship (If you have a Domestic Partner, an Affidavit* must be on file for distribution.) To designate the following as beneficiary (Attach additional sheets if necessary.) Total of primary percentages must = 100% Total of contingent percentages must = 100% Name Address City State Zip Relationship Primary or Contingent OR Whole % Name Address City State Zip Relationship Primary or Contingent OR % Name Address City State Zip Relationship Primary or Contingent OR Whole %
Everyone associated with Spirit Cheers Academy (SCA) (i.e., coaches, athletes, family members, etc.) is expected to uphold a high level of sportsmanship and character. Positive attitudes, words, and actions are expected at all times. Squad members and Parents must fully understand their roles as SCA representatives. They are highly visible symbols of the Spirit Cheers Academy program, and therefore must conduct themselves appropriately at all times. They should do nothing which will bring embarrassment to SCA, to themselves and/or their families. Sportsmanship and team unity are very important to our organization. Please be courteous and considerate to all teams and athletes. This includes other All-Star programs and other SCA teams. Please do not speak negatively about any person, decision, or result. This includes social media (Facebook, Twitter, Instagram, Snapchat) and message boards! We strive to teach our athletes respect and sportsmanship. We have a zero tolerance anti-bullying program. If a parent or athlete is found bullying, we have the right to immediately remove them from the program with no refund of fees and subject to the quitter’s fee as stated in the financial contract. Foul or abusive language by athletes or parents during competitions or practice will not be tolerated and is grounds for dismissal. All parents & visitors are not allowed in the gym’s practice area during practices. The parent viewing area is a privilege. Parents or visitors of athletes that are excessively distracting, negative, rude, or persist in gossiping about team members, coaches, or the gym will be banned from the viewing area and may be asked to leave the program. We want a positive team environment for our athletes and a positive teaching environment for our coaches. Spirit Cheers Academy Etiquette and Conduct Policy
Breakdown of students by disability and degree UCAS Categories (Code) UG PGT PGR Total SpLD (11) 1,610 359 150 2,119 Visual Impairment (2) 37 28 10 75 Hearing Impairment (3) 45 51 10 106 Mobility Impairment (4) 43 24 14 81 Autistic Spectrum Disorder (T) 113 25 13 151 Mental Health Problems (6) 737 261 95 1,093 Unseen Disability (7) 357 151 87 595 Multiple Disabilities (8) 93 43 24 160 A Disability not listed above (96) 196 131 43 370 All Disabilities 3,231 1,073 446 4,750 Breakdown of students by disability and degree as a percentage of total disabled student population Percentage of Disabled Student Population UCAS Categories (Code) UG PGT PGR Total SpLD (11) 34% 8% 3% 45% Visual Impairment (2) 1% 0.6% 0.2% 2% Hearing Impairment (3) 1% 1.1% 0.2% 2% Mobility Impairment (4) 1% 0.5% 0.3% 2% Autistic Spectrum Disorder (T) 2% 0.5% 0.3% 3% Mental Health Problems (6) 16% 5% 2% 23% Unseen Disability (7) 8% 3% 2% 13% Multiple Disabilities (8) 2% 1% 1% 3% A Disability not listed above (96) 4% 3% 1% 8% All Disabilities 68% 23% 9% 100%
Packet signature page with student's AND parent's signature and animal choices due – Aug. 23 Students practice how to find acceptable sources and write note cards in class – Aug. 31 Students begin research process – Sept. 5 Minimum of three sources (including scientific journal) and forty note cards due – Sept. 20 Additional two sources and forty more note cards due – Oct. 3 2nd Quarter All note cards (minimum 100) and typed first draft with typed cover page due – Oct. 26 Typed Works Cited page due – Nov. 7 Final draft of typed research paper with cover page and typed Works Cited due - November 16 3rd Quarter: 6-8 minute oral presentation and diorama will be due mid-February (to be determined later). Students will not begin work on these components until AFTER Winter Break. Sample Notecards Remember to also make a “key” note card for each of your sources with ALL of the needed information each of your sources. Using a certain number
for EACH source. This fact came from source # 1. The source number goes in the top right corner. The date is the date I found this information (not the date of the article or when the book was published). The date goes in the top left corner. In the bottom left corner is the page number I this fact on. Not source will have MAKE SURE TO PARAPHRASE (put in your own words) the fact a page number. You or two closely-related facts. Otherwise, you are plagiarizing. Also, obviously will NOT have a LIMIT EACH CARD to ONE fact or a couple of closely-related page number for a video or facts. Each card should have a NEW fact. Do not have four note an interview. cards from four different sources that all say the same facts! OR (sample page, attractive and centered horizontally and vertically)
Maxwell High School of Technology Student Calendar 2017-2018 August 7 1st Day of School 8 Construction/HVACR Parent/Student Meeting 6:30pm - Classroom 8-25 SPG Pre-Assessment Window – All Programs – Teacher administered online 17 Healthcare Program – Parent/Student Meeting 6:00pm – GSMST Commons 17 Academy Healthcare Program Meeting – 6:30pm - Maxwell Atrium 24 Open House Current Students – 5:30-7:00pm 28-31 SPG Makeup Administration Window – Teacher administered online September 1 Ambassador Applications DUE (follow application directions – NO EXCEPTIONS) 4 Labor Day Holiday 8 Progress Reports Issued - 4 weeks 11-15 Ambassador Interviews and Acceptance Notices 19 Student Ambassador Training – GSMST Upper Lecture Hall (7:30-10 & 11:10-1:35) 20-22 Work Ready Dress for Success 22 New Student Ambassador Maxwell Tour Training TBD FCCLA Fall Leadership Conference October 6 SkillsUSA Champions Rally 9 Teacher Planning/Student Holiday 11-13 Work Ready – Getting Along with Other People 13 Progress Reports Issued – 9 weeks 23-24 SkillsUSA Fall Leadership Conference TBD FCCLA – Fall Rally TBD HOSA Fall Leadership Perry, GA November 10 Progress Reports Issued – 13 weeks 20-24 Thanksgiving Holidays TBD Georgia Apply to College Event Provided by Maxwell Counselors – Seniors Only November 27 - December 8 Performance December 13-15 Maxwell Final Written Exam Administration Window 18-20 Maxwell Enrichment - Home School Release Winter Break December 21, 2017-January 2, 2018
9.7 Density Exit Ticket 1. A manufacturer selected a to use in producing a lightweight button for clothing. A metal that has a density of 2.71 g/cm3 was selected. Which of the metals was selected? Metal 1 B. Metal 2 C. Metal 3 D. Metal 4 The formula for density is below. A substance has a mass of 12 grams and a volume of 6.0 cubic centimeters. What is the density of the substance? 0.5 gram/cubic centimeter 2.0 grams/cubic centimeter 8 grams/cubic centimeter 72 grams/cubic centimeter For an investigation a student records data about four unknown substances.
A student was studying physical and chemical changes. The student performed a process and recorded the results of the steps in the chart. Based on the information in the chart, how should the student classify the actions of the steps? Step 1 and Step 2 were both chemical changes. Step 1 and Step 2 were both physical changes. Step 1 was a chemical change, and Step 2 was a physical change. Step 1 was a physical change, and Step 2 was a chemical change. Students in a science lab heated a liquid and then allowed the liquid to cool. They recorded their observations about how the liquid changed in the chart. Which of these best describes the changes that happened when the liquid was heated and then cooled? The changes were physical because the liquid remained the same substance. The changes were chemical because the of matter stayed the same. The changes were physical because the liquid remained colorless and clear. The changes were chemical because the temperature increased and decreased. 9.9 Periodic Exit Ticket Students were asked to identify the location of elements in the periodic table based on clues printed on game cards. Based on the data, which periodic table shows the correct location of the four elements? A. C.
Core Subjects Irish English Mathematics PE Life Skills Ethical Studies Language Option: French German Spanish Modular Subjects Event Management Music/Drama DIY Technology Pet Care Horticulture Art Food Studies Science Humanities Tourism Film Studies Strong by Zumba Self-defense Health & Safety/ First Aid Photography Chinese Studies Year-long Modules YSI Mini Company Information Technology Communications Extra-Curricular Activities Gaisce – The President’s Award Musical Fundraising Events Community Links School Bank/Credit Union Participation in events linked to Mental Health, Fashion, Fitness, Green Schools etc.
Section 3 - High School Yearly Course Requirements FRESHMEN REQUIRED Integrated Math I or Business Math American History II English 9 General Science Information Technology (sem) Speech (sem) FRESHMAN ELECTIVES AgEd 9 Art I Band Chorus Drama Family and Consumer Science I P.E. I P.E. III Spanish I SOPHOMORE REQUIRED Applied Math or English 10 Informal Geometry or Biology I Integrated Math 2 or World History Business Math SOPHOMORE ELECTIVES Band Spanish I Chorus Spanish II Art I / Art II Ag. Ed. 9 Information Technology Aps 1 Ag. Ed. 10 Information Technology Aps 2 Creative Writing Accounting I Drama FCS Housing/Home Interiors Parenting Independent Living Family Living PST (shop) Health/PE I PE III (weight training) Digital Communications JUNIOR REQUIRED Integrated Math I or Anatomy and Physiology or Integrated Math II or Science of Earth Systems or Integrated Math III or Chemistry or Applied Math or Chemistry II or Informal Geometry or Physics or Business Math Standard-based Science English 11 Government and Economics JUNIOR ELECTIVES - may also take certain college courses as electives. Check with the counselor. Ag Ed 9 College Course Ag Ed 10 Creative Writing Ag Ed 11 & 12 Drama PST (shop) Chorus Leadership Band Ag Sales Art I/II/III Heath/PE Photography/Journalism Forensics Athletic Training PE III Digital Communications Information Technology Aps I/II Accounting I/II FCS Spanish I Parenting Spanish II Housing & Home Interiors Spanish III Independent Living Career Academies Computer Programming I/II
Unit 3: Polynomial Functions (Chapter 6) Classroom Website: Students will be able to perform arithmetic operations on polynomials, understand the relationship between zeros and factors of polynomials, use polynomial identities to solve problems, represent and solve equations graphically. Date Core Homework Videos and Problems In Class Assignment Fri Oct 20 #1 6.1-2 Polynomials, Adding Subtracting HW 1 Problems: p. 410+ (19-39) EOO In Class 3.1 Tue Oct 24 #2 Instructions for EDpuzzle Videos: Go to edpuzzle.com and create a student account (no email address needed!) Click on "Join Class" and enter the class code: Block 4: utrudko Block 6: gikcago HW 2: Watch the two assigned videos on EDpuzzle: (Due Wed, Oct 25, 7:00 am) Multiply a Binomial and Trinomial Multiply a Binomial and a Trinomial using an area model **Watch the videos in entirety for credit** UNIT 2 TEST Complete reflection survey for extra credit http://bit.ly/2xZfIVV Create an account on Edpuzzle if you do not have one Wed Oct 25 #3 6.2 Multiplying Binomials HW 3: Watch the two assigned videos on EDpuzzle: (Due Thu, Oct 26, 7:00 am) Binomial Expansion Using Pascal's Triangle Divide a Polynomial by a Binomial Using Long Division In Class 3.2a Thu Oct 26 #4 6.2-6.3 Multiplying Polynomials (Binomial Expansion), Long Division of Polynomials HW 4 Problems: p. 418+ (19-25) ODD, (27-47) EOO p. 426+ (13,15,39,43) HW 4 Videos: Watch assigned videos on EDpuzzle: (Due Tue, Oct 31, 7:00 am) Factoring quadratics by grouping U-Substitution to solve Polynomials In Class 3.2b Date Core Homework Problems In Class Assignment
Table of Contents Mission Statement Facility General Admission Requirements Programs of & Occupations Available Program Descriptions Scheduled Hours Open Cost of Attendance Graduation Requirements General School Information Institutional Refund Policy Satisfactory Academic Policy State Board Requirements Job & Physical Demands of the Profession School Rules & Regulations 5 5 6 8 9 13 14 15 16 20 21 24 25 27
Active Scotland Outcomes Framework Leadership Corporate Review 2019 sportscotland’s contribution to the outcomes What contribution have we made to the Active Scotland outcomes? GIA reports 2015-19 sportscotland’s delivery against Programme for Government and strategic guidance Have we delivered on the Programme for Government and our strategic guidance? How are we contributing to the Active Scotland outcomes? Corporate plan Leadership Corporate Review 2019 sportscotland’s contribution to the outcomes, enablers and resources Have we delivered on our impact measures? Have we maximised and aligned our resources? Leadership Group Annual out-turn report 2015-19 sportscotland’s contribution to the outcomes, enablers and resources What progress have we made against our impact measures? What contribution to the system have we made through our resources? Business plan Portfolio leads Quarterly reports Progress of programmes, projects and actions Are we doing what we said we would do? Project leads Project groups Project progress Are we doing what we said we would do? Annual work plans Line managers Performance and Personal Are we doing what we said we would do?
3. End of the Year Party 22 H. School Advisory Council 22 XI. Safety 22 A. Earthquake and Fire Drills 22 B. School Grounds 23 C. School Closure 23 D. Drop Off/Pickup of Students 23 School Visitors 23 Weapons Policy 24 No Bullying Policy and reporting procedure 26 Social Media Safety Policy XII. Student Activities 27 A. Altar Servers 27 B. CYO Sports 27 C. Student Council 27 D. Field Trips 27 E. Mass 27 F. Sacrament of Reconciliation 27 G. School Programs 27 H. Service Projects 27 I. Recess Guidelines 28-29 XIII. Student Services 29 A. Lunch Service 29 B. School Library/AR Library 29 C. Student Telephone Use 29 D. Ipad Use & Acceptance Form 30-33 XIII. Student Information Disclosure 34 A. Emergency Disclosure of Information 34 XV. Volunteers 34 A. Volunteers 34 1. Volunteer Background Checks 34 2. Volunteer Code 34 3. Volunteer Hours 34 XVI. Confidentiality Policy 35 XVII Acknowledgement of Handbook 36 A. Signature Sheet 36 B. Ipad Policy Signature Form 37 Appendix A Electronic Communication 38-39
SCHOOLWIDE LEARNING EXPECTATIONS As a St. Francis of Assisi Student: A. Christian________________________________________ I pray to and learn about God: Father, Son, and Holy Spirit. I read the Bible and actively participate in the Mass. I show love for God by caring for others. B. Responsible Citizen__________________________________________ I know about my community, country, and world. I accept responsibility for my own actions and work well with others. I take care of God’s creation. C. Effective Communicator_____________________________________ I am able to organize my thoughts. I listen attentively and communicate effectively. I write clearly with good understanding. D. Self-Aware Individual_______________________________________ I take care of my body. I use my talents to benefit others. I play fairly using self-control and good manners. E. Life-Long Learner__________________________________________ I do my best in all subjects with enthusiasm and curiosity. I use critical thinking and problem solving in my daily life. I demonstrate responsible use of technology. C. Educational Goals
proactive service strategies employed by the organisation, such as outreach or program start-ups arrangements for assisting clients to access other support if their needs cannot be met details demonstrating performance against current NDAP and/or state government grants, including but not limited to: deliverables met under identified grant programs any quality systems in place to support monitoring and reporting any quality frameworks in which the organisation participates. Strong applications clearly demonstrated how the organisation will deliver advocacy support consistent with the NDAP Operational Guidelines, including how they will address existing, potential or perceived conflicts of interest. The responses clearly described: an understanding of key NDAP requirements such as relating to discrimination, availability, accessibility etc. how advocacy service delivery will be consistent with those requirements, for example staff training etc. an understanding of how conflicts of interest can impact on the effectiveness of advocacy practice measures in place to avoid conflicts of interest and the proposed mechanisms to transparently address any real or perceived conflict that arises in the course of service delivery, including but not limited to: any relevant governance documented in policy and procedures, codes of conduct etc. what the service would do in the case of a real or perceived conflict. Strong applications clearly demonstrated any experience the organisation has had delivering services in larger regional areas, from multiple sites or via visiting services. The responses clearly described: if applicable, how the service has addressed a need across large areas over time including the nature and regularity of advocacy service and outcomes an understanding of the issues and challenges of service delivery in this context information on multiple sites and areas served by outreach/visits where applicable.
Integrated English Literacy and Civics Education 2017 – 2019 Grant Application Workforce Innovation and Opportunity Act (WIOA) Title II – Adult Education and Family Literacy Act (AEFLA) Section 243 Official Name of Applicant: Contact Information: Please enter the contact information of the individual that the Talent Investment Agency (TIA), Office of Adult Education may contact if there are questions regarding the content of this Plan. Name E-Mail Phone (xxx-xxx-xxxx) Extension Do Not Complete – For TIA, Office of Adult Education Only Date Received: Assigned Staff: Reviewers: Award Status: Do Not Complete – For TIA, Office of Adult Education Only
Do Not Complete – For TIA, Office of Adult Education Only Yes No Does the applicant meet the definition of eligible provider? Do Not Complete – For TIA, Office of Adult Education Only Scoring Rubric Section Topics Total Points Breakdown By Topics 1 Program Design Do you have the infrastructure to operate a program? 70 · Scope of Work 15 · Program Design and Implementation Strategies 15 · Instructional Practices 15 · Transition Strategies 15 · Professional Development and Staffing Strategies 10
Progress/Accomplishments 1. 2. 3. (If you responded ‘NO’ to question 5, then respond to 5b) 5b. Provide a detailed narrative about your current corrections education program that demonstrates your capacity to provide adult education services to criminal offenders in correctional institutions or for other institutionalized individuals. Insert your organization’s 2015-2016 performance data and outcome measures as applicable that quantifies past effectiveness in improving literacy of eligible individuals to meet the state adjusted levels of performance. Educational by Educational Functioning Levels Entering Educational Functioning Level Total Number Enrolled Average Attendance Hours Number Completed Number Separated Before Completed % Completing Level MI 2015 Target Target Met? % Difference ABE 1 (Grade 0-1.9) 44% ABE Level 2 (Grade 2-3.9) 42% ABE Level 3 (Grade 4-5.9) 37% ABE Level 4 (Grade 6-8.9) 31% ABE 5 (Grade 9-10.9) 34% ABE Level 6 (Grade 11-12) ESL Level 1 57% ESL Level 2 65% ESL Level 3 60% ESL Level 4 47% ESL 5 44% ESL Level 6 20% Total Educational Gains by Educational Functioning Levels (Annual Trends) Entering Educational Functioning Level 2013 % Completing Level 2014 % Completing 2015 % Completing Level ABE Level 1 (Grade 0 - 1.9)
(SILC) 2017-2019 (SPIL) Prepared by: Ellis Planning Associates Inc. PO Box 901 Nevada City, CA 530-264-7217 Mission Analytics Inc. 601 Montgomery Street, Ste. 400 San Francisco, CA 94111 415-814-1557
2017-1st Semester registration guideline for current students not applied for students who are scheduled to graduate or to leave of absence 1. Registration Schedule A. Regular registration Registration Additional registration Note Period 2017. 2. 21.(Tue) 09:30~ 2. 27.(Mon) 17:00 2017. 3. 13.(Mon) 09:30~ 3. 15.(Wed) 17:00 Selecting Miscellaneous Fees 2017. 2. 6.(Mon) 09:30~ 2. 17.(Fri) 16:00 Print the bills 2017. 2. 21.(Tue) 09:30~ 2. 27.(Mon) 17:00 2017. 3. 13.(Mon) 09:30~ 3. 15.(Wed) 17:00 Extra semester Students can only print during additional period (except TIP applicant) S U B J E C T S Enrolled students Enrolled students (except students taking extra semester) All Enrolled students Students returning school 1st, 2nd applicants for returning school All applicants for returning school Students taking extra semester · Pay 1st installment in case of applying for TIP Students taking extra semester (except applicant for TIP) Applicants for Tuition Installment Plan(TIP) · Pay 1st installment · Fail to make 1st payment, TIP will be canceled without notice · Pay the full tuition if you fail to make 1st payment Refer to the additional notice at Yonsei homepage please note the date of printing bill and registration day depending on objects. B. Tuition installment plan registration 1) Application period : 2016. 12. 26.(Mon) 09:30 ~ 2017. 2. 17.(Fri) 17:00 2) Procedures: Yonsei portal system → Tuition and payment → Registration → Installment Payment Number of Installment Registration Period 4-time 1st 2017. 2. 21.(Tue) ~ 2. 27.(Mon) 17:00 2nd 2017. 3. 24.(Fri) ~ 3. 27.(Mon) 17:00 3rd 2017. 4. 14.(Fri) ~ 4. 17.(Mon) 17:00 4th 2017. 5. 8.(Mon) ~ 5. 10.(Wed) 17:00 2-time 1st 2017. 2. 21.(Tue) ~ 2. 27.(Mon) 17:00 2nd 2017. 4. 14.(Fri) ~ 4. 17.(Mon) 17:00
Elective Course Semester Teacher Packet Completed (Yes/No) Teacher Signature Date Received Student Referral and Information Form Student Name: ID: 0 Grade Level: Home Campus: Referring Administrator: Phone: Parent/Guardian Name: Street Address: Zip: 799XX Phone: This student is referred to KEYS Academy in accordance with the following Socorro ISD Student Code of Conduct discipline infraction (Please have parent/guardian initial on the corresponding blank lines). A: Level 3 Discretionary Placement P/G Initials _______. (9 school week placement depending on offense). B: Level 3 Mandatory Placement P/G Initials ______ (9 school week placement).
Monthly Events August Kindergarten Welcome Party & Bus Orientation Classroom Open House September First Day of School PTO Meeting: Meet the Principals Back to School Bash School Pictures PTO Annual Appeal Curriculum Night October PTO Meeting: Volunteer Orientation HEF Author of Raising Cain Grade 3 - Field Trip to Plymouth Plantation Bingo Night 5 - Museum of Science Animal Adaptations Presentation Family Halloween Party Grade 2 - Field Trip to Bog Hollow Farm Community Service: Candy for our Troops
Monthly Events PTO Meeting: School Committee Update November Scholastic Book Fair (again in March) Ice Cream Social - Wednesday Night of Book Fair (sponsored by Grade 5) Fruit Center Shopping Days PTO Meeting: MCAS Scores Explained All School Meeting: Veterans Day Celebration Grade 1 - Plymouth Plantation Visitor December Snowflake Sale Merchant Shopping Days; Downtown Hingham Community Service: Christmas in the City January Grade 5 - Boston Children’s Theater Workshop PTO Meeting: School Committee Grade 1 - Reading Dog Visit Community Service: Valentines for Seniors Get About Art (GSAA) begins Grade 1 & 3 – Buddy Field Trip to NE Wildlife Girls V.I.P. Dance February Grade 2 - Field Trip to New England Aquarium Nona’s/Peel Pizza Night
Monthly Events March 4 - Author Visit Night/Pizza for the Playground Grade 5 - Presentation: Meteorologist PTO Meeting: Guest Speaker: HMS Principal Scholastic Book Fair with Literacy/Math Night and 5th Grade Ice Cream Social Grade 3 - Field Trip to Isabella Stewart Gardner Museum 4- Presentation: Holly Hill Farm Spring Explorers Begins Grade 2 - Poet Visit: Bill Alberti Grade 1 - Presentation: Birds of Prey Grade 3 - Author Visit: Matt Tavares Hingham Education Foundation (HEF) Spring Fundraiser for Parents K - Presentation: Vernal Boys V.I.P Bowling Event May 2 - Author Presentation: Brian Lies Grade 5 - Presentation: Bay Colony Educators Screen Free Week 4 - Field Trip: Museum of Science 3 - Field Trip: Adams Birthplace Grade 1 - Presentation: New England Aquarium Tide Pools Walk/Bike to School Day June Kindergarten - Field Trip to Franklin Park Zoo Grade 1 - Field Trip: Weir River Farm Grade 4 - Physics Olympics Grade 1 - Liquid Olympics Grade 5 - Field Trip: Old Ordinary & Old Ship Church Get Smart About Art Show & East School Film Festival PTO Meeting: Annual Volunteer Appreciation Grade 5 - Field Trip: Boston Tea Party Museum & Class Picnic Grade 5 Culmination & Afternoon of Gratitude Field Day
End of Half Term 1 Assessment End of Half Term 1 Assessment End of Half Term 1 Assessment End of Half Term 1 Assessment End of Half Term 1 Assessment End of Half Term 1 Assessment Expressions, Functions, Formulae Statistics Expressions, Functions, Formulae Expressions and Equations Equations, Functions, Formulae 2D Shapes and 3D Solids Graphs Expressions & Equations Decimals and Measures Real-life Graphs Fractions Real-life Graphs End of Half Term 2 Assessment End of Half Term 2 Assessment End of Half Term 2 Assessment End of Half Term 2 Assessment End of Half Term 2 Assessment End of Half Term 2 Assessment Factors and Multiples Decimal Calculations Fractions Decimals and Ratio Angles and Shapes Transformations Decimals and Measures Angles Probability Lines and Angles Decimals Fractions, Decimals, Percentages End of Half Term 3 Assessment End of Half Term 3 Assessment End of Half Term 3 Assessment End of Half Term 3 Assessment End of Half Term 3 Assessment End of Half Term 3 Assessment Angles and Number Properties Ratio and Proportion Calculations with Fractions Equations Constructions and Loci Measuring and Shapes Sequences and Angles Straight-line Graphs Multiplicative Reasoning Probability End of Half Term 4 Assessment End of Half Term 4 Assessment End of Half Term 4 Assessment End of Half Term 4 Assessment End of Half Term 4 Assessment End of Half Term 4 Assessment Fractions, Decimals, Percentages Fractions & Percentages Sequences and Graphs Percentages, Decimals, Fractions Perimeter, Area and Volume Scale Drawings and Measures Transformations Probability Transformations Statistics, Graphs and Charts Sequences and Graphs Graphs End of Half Term 5 Assessment End of Half Term 5 Assessment End of Half Term 5 Assessment End of Half Term 5 Assessment End of Half Term 5 Assessment End of Half Term 5 Assessment Recap and Reinforce Recap and Reinforce and Reinforce Recap and Reinforce Recap and Reinforce Recap and Reinforce . Brownhill Learning Community – 2 year KS3 Mathematics - Scheme Of Work – Emerging (Year 7) Half Term Unit GCSE (9-1) Spec Reference Steps From… Steps To… 1 Analysing and Displaying Data S2 S4 1st 4th 1 Calculating N1 N2 N3 N6 N14 N15 1st 3rd
1 Number Skills N1 N2 N3 N4 N6 N7 N14 N15 3rd 6th 1 End of Half Term 1 Assessment 2 Expressions, Functions, Formulae A1 A2 A3 A4 A5 A6 A7 3rd 6th 2 Fractions N1 N2 N3 N4 N6 N8 N10 N12 N15 R3 R9 4th 7th 2 End of Half Term 2 Assessment 3 Angles and Shapes G3 G4 G6 G11 4th 7th 3 Decimals N1 N2 N3 N4 N6 N10 N12 N14 N15 R9 4th 7th 3 End of Half Term 3 Assessment 4 Equations A1 A2 A4 A5 A7 4th 8th 4 Multiplicative Reasoning R4 R5 R6 R7 R8 R10 4th 6th 4 End of Half Term 4 Assessment 5 Perimeter, Area and Volume N13 R1 G1 G12 G13 G14 G15 G16 G17 4th 6th 5 Sequences and Graphs A8 A9 A10 A23 A24 A25 4th 6th 5 End of Half Term 5 Assessment 6 Recap and Reinforce Brownhill Learning Community – 2 year KS3 Mathematics SOW – Secure (Year 8) Half Term Unit GCSE (9-1) Spec Reference Steps From… To…
Allentown Learning Achievement School (ALAS) MAIN NUMBER: (610) 769-1165 FAX NUMBER: (610) 769-1164 STAFF POSITION EXTENSIONS e-mail Dr. Molly Flood Ms. Audrey Hammen School Supervisor Administrative Assistant 1401 1069 Mr. Lynn Koncz Mrs. Heather Stay Mrs. Joan Lang Teacher Emotional Support Interventionist Instructional Assistant 1402 Mrs. Courtney Follweiler Ms. Jonafer McDonald Ms. Barb Hope Teacher Emotional Support Interventionist Instructional Assistant 1403 Ms. Rosemary Lamparella Mr. Rob Edwards Ms. Nicole O’Donnell Teacher Emotional Support Interventionist Instructional Assistant 1412 Mr. Erik Tracy Mrs. Michelle McWhinney Ms. Megan Hess Teacher Emotional Support Interventionist Instructional Assistant 1404 Mrs. Tracy Poremba Mr. Jay Gray Ms. Lutz-Michael Teacher Emotional Support Interventionist Instructional Assistant 1413 TBA Dr. Matt Girton Mental Health Specialist Mental Health Worker 1404 1411 Dr. Mark Simon Mrs. Pia Houseal-Allport Director of Treatment Social Worker (610-769-4111) 1410 1663 Mr. Todd Breinich Safe Schools Healthy Students Project Manager (610-794-1300) 1409 Computer Room Front Entrance 1414 1415 Mrs. Melanie Miller Office 1420 TBD School Police Officer 1410
Application To Amend The Comprehensive Plan or Land Use Regulatory Code Application No.: #2017-18 – Date Received: Year of Amendment 2017-2018 Application Deadline Friday, 31, 2017, 5:00 p.m. Application Fee $1,400 Type of Amendment (Check all that apply) Comprehensive Plan Text Change Regulatory Code Text Change Land Use Designation Change Area-wide Rezone Interim Zoning or Moratorium Summary of Proposed Amendment (Limit to 100 words) Applicant Name Affiliation / Title Address City, State & Zip Code E-mail Phone / Fax Phone Fax Contact (if not Applicant) Name Affiliation / Address City, State & Zip Code E-mail / Fax Phone Fax Relationship to Applicant I hereby state that I am the applicant listed above and the foregoing statements and answers made, and all the information and evidence submitted are, in all respects and to the best of my knowledge and belief, true and complete. I understand that submitting this application does not result in automatic acceptance of this application or guarantee its final approval. Signature: Date:
Tips for Essays No first person All acronyms spelled out with first use No lone “ASP” (instead use “APhA-ASP”) Avoid “P1, etc.” (use “first year student pharmacist”) Avoid the use of “e-board” Free-text responses are concise, succinct, and engaging throughout CAR submission
RIDGE MIDDLE SCHOOL – Exercise Log Student’s Name______________________________ PE Teacher’s Name ____________________ Period __________ Start Date:______________________ **Student’s must complete 120 MINUTES of physical activity/exercise each week!** Day (Date) Week 1 Activities Time Spent in Minutes Day (Date) Week 2 Activities Time Spent in Minutes Monday ( ) Monday ( ) Tuesday ( ) Tuesday ( ) Wednesday ( ) Wednesday ( ) Thursday ( ) Thursday ( ) Friday ( ) Friday ( ) Saturday/Sunday ( ) Saturday/Sunday ( ) Total Time:__________ Total Time:__________ Week 1 Confirmation – Parent Signature _______________ Week 2 Confirmation – Parent Signature ______________
Check to be sure that BT has had first formal observation and post conference completed by October 26, 2017 Explain the difference between observations and “walkthroughs” Discuss any specific policies related to religious and seasonal special days, including allowable and approved topics to be included in classroom instruction Review referral process for the Exceptional Children’s Program Discuss the importance of documenting each student’s progress Discuss BOE Policy Book and its location online Review expenditure reimbursement form and procedures SEA System and expenditure forms Explain the procedures for parent conferences. to assist the BT in any difficult conferences. Review timeline from August/September and clarify any areas of confusion Assure that an established time is set for meetings with BT Provide BT with copy of signed mentor timeline prior to placing in BT notebook Remind first and second year BTs to attend monthly meetings Explain policies and procedures for delayed openings and weather closure Use space to provide any additional information that was discussed, to elaborate on any situations that have arisen, or to request special assistance from Brenda Nordin. _______________________________ _______________________________ School School _______________________________ ______________________________ Beginning Teacher’s Legal Name Mentor’s Legal Name ________________________________ ______________________________ Beginning Teacher’s Signature Date Mentor’s Signature Date (Signature indicates activities checked have been conducted
4 Independence Day 4 1st Day for 230 Day Employees 18 1st Day for 220 Day Employees 1-2 Winter Holiday 3 Work day for 240/245 Day Employees 3-5 No School – Snow Days 8 Students Return 15 Martin Luther King, Jr. Holiday 24 End of 2nd Grading Period 22 Make-up Day 30 Report Cards 16 -22 In-Service/Professional Development Day 17 Opening Convocation 21 District-Wide Open House 23 First Day For Students 23 First Day of School 1 1st Day for 210 Day Employees 7 1st Day for 200 Day Employees 16 Dismissal/ Professional Development Day 23 Make-up Day 27-28 Interim Reports/ Parent Conferences 4 Labor Day Holiday 11 No School – Hurricane Irma 22 Early Dismissal/Professional Development Day 26-28 Interim Reports/ Parent Conferences 1 Interim Reports/Parent Conferences 16 Make-up Day 28 End of 3rd Grading Period 30 Spring Break 9 In-Service/Comp/Flex Day 20 Early Dismissal/ Professional Development Day 26 End of 1st Grading Period 1 Easter 2-6 Spring Break 9 Students Return 12 Report Cards 1 Report Cards 10 Early Dismissal Day 20- 24 Thanksgiving Holidays 8-10 Interim Reports/ Parent Conferences 28 Memorial Day 5-7 Interim Reports/ Parent Conferences 19 Half Day/ Professional Development Day 20-29 Winter Holiday 7-8 Half Day/ Professional Development Day 8 Graduation 8 End of 4th Grading Period 11 Staff Development Day 12-13 Teacher Workday/Comp Flex 18 Last day 200 Day Employees 26 Last day 210 Day Employees 26 Last day 220 Day Employees 26 Last day 230 Day Employees
Digital Citizenship Living and working in the 21st Century requires online responsibility that has not existed for previous generations. The online world contains a wealth of information accessible immediately. Having access to such a wealth of information requires responsibility to use that information as it was intended. Corsicana ISD teaches internet safety and digital citizenship as part of the curriculum for students. Students must learn how to be good citizens in the online world, just like they must learn to be good citizens in the real world. Parents are encouraged to sign digital contracts with their students and to define expectations for how they want their children to behave online. Digital Citizenship for Students I will respect myself o I will post and view information that is appropriate o I will not sites that are inappropriate o I will use the device for learning I will protect myself o I will never publish personal details of my life online o I will never publish personal details of others online o I will always lock or shut down and secure the device o I will never share my passwords with others I will not attempt to bypass school filters to access content that is blocked by the district I will respect others at all times. I will not bully or harass other people online I will protect others o I will be a good digital citizen and report cyberbullying to an adult o I will talk to an adult anytime something online makes me uncomfortable I will respect the intellectual property of others o I will not plagiarize or copy information I will cite all websites, books, media, etc., that I use in projects and presentations o I will not illegally download music, videos, or other items Digital Citizenship Responsibilities for Teachers Teachers will discuss school district policies with students each year so students understand expectations Teachers will monitor students’ online behavior at all Teachers will provide guidance and instruction for students actively involved in the global community Teachers will model and hold high expectations for students while sharing and gathering information online
Table of Contents OUR MISSION, VISION AND VALUES 3 CODE OF CONDUCT 4-7 POLICIES AND PROCEDURES 8-21 8 11 11 (BYOD) 11 12 13 13 15 15 16 16 16 16 16 16 16 17 17 17 18 19 AND DRESS AND AND ATTENDANCE SCHOOL PERSONAL IDENTIFICATION SCHOOL PROPERTY BRING YOUR OWN DEVICE COMPUTER INTERNET ACADEMIC HONESTY DEADLINES MISSED PERSONAL BELONGINGS STUDENT ACTIVITY FEE ADDRESS, MEDICAL INFORMATION EMERGENCY EMERGENCY TRESPASSERS VISITORS SMOKING NO GAMBLING SCENTS GUIDANCE CAREER EDUCATION LIBRARY RESOURCE CENTRE FIELD TRIPS/EXCURSIONS CO-CURRICULAR ACTIVITIES THE LETTER SYSTEM
Our Mission: Learning in a safe and dynamic environment Our Vision: Brampton Centennial is a community school with high standards, a strongly committed staff, wide opportunities to learn, extensive extra-curricular program and a positive climate for learning. Our Values: Respect, Integrity, Commitment, Caring Each member of the B.C.S.S. community is a learner who: S hows respect for self and others. T akes responsibility for personal actions. R espects the school building, its contents and grounds. I s making a positive difference within the school community. V alues integrity, compassion and determination. E ndeavours to develop intellectually, physically, emotionally and socially. S trives to be a healthy, principled, and productive member of society.
FEMINIST AND GENDER STUDIES 2017—2018 Course Schedule as of 3/4/2017 1 2 3 4 5 6 7 8 FG110 Introduction to Feminist and Gender Studies (FYE) FG212/RM200/ FM205 Critical Media Studies FG214 Intersectionality Studies in Berlin (Study & COI) FG316/RM316 Critical Race Feminism FG200 Feminist Theory FG405 Senior Seminar (w/ Guessous and Kumar) GUESSOUS FG308/ RM300 Transnational Feminist and Queer Politics FG311 Critical Feminist Methodologies (Guessous, Wood) FG206/ RM200 The Discourse of the Veil Gendered Controversies FG405 Senior Seminar (w/ and Kumar) FG320 Middle Eastern and Islamic Feminist Thought KUMAR FG206 Topics in Feminist & Gender Studies: Social Movements in the U.S. FG110 Introduction to Feminist and Gender Studies FG206 Topics in Feminist & Gender Studies: Introduction to Queer Studies FG206 Topics in Feminist & Gender Studies: Masculinities FG405 Senior Seminar (w/ Lewis and Guessous) FG308 Advanced Topics in Feminist & Gender Studies: Transnational Sexualities WATERS Women & Madness FIGUEROA FG206 Topics in Feminist & Gender Studies: Feminist Studies of Violence FG308 Advanced Topics in Feminist & Gender Studies: Trauma and Healing: Latin American Perspectives DEPT. FG405 Senior Project (one unit between Block 1-6, determined with the first reader of the senior project) Cross-listed Courses COLEMAN FG206/RE200 Women in Hinduism/Sita FG/RE352 Holy Men, Manly Men DOBSON Myth and Meaning (FYE) ERICSON Gender & Sexuality in Japanese Lit., Film, & Manga EVITT Bodies and Gender in Medieval Literature GRACE PS/FGS 226 Gender and Politics KEDHAR FG206/DA211 Historical Perspectives in Dance FG206/PA250/ Bollywood
LOVE FG259/ EN259 LGTBQ Literature MCENNERNEY FG243/PH243 Philosophy and Politics of Identity MUNOZ FG235/SO235 Sociology of Family FG206/SO290 Sociology of Body and Health NEEL Women, Children, and Men: Families in Historical Perspective PLATT FG206/TH/ DA329 Queer Performance ROBERTS FG201/PY178 Gazing: Gender, Bodies, Faces and Emotions (in Florence) (Application & COI) THAKUR FG206 (FYE) WOLFE FG206/PS221 Women, Government and Public Policy WOOD SP316/FG216 "Queer (taught in Spanish FG206/ PG216/ ES200 Topics in Brazilian Culture: Queering Brazilian Popular Culture (FYE) SABBATICAL
| | | FIRST NAME MIDDLE INITIAL LAST NAME PSU SID | STREET ADDRESS TELEPHONE | | | CITY Zip Code CELL PHONE | - - PRIMARY EMAIL ADDRESS BIRTH DATE | DATE OR TERM ADMITTED TO PSU IF ADMITTED WITH CONDITIONS PLEASE LIST THE CONDITIONS: | HIGH SCHOOL ATTENDED GRADUATION DATE | | COLLEGE(S) ATTENDED CREDITS DATES | | COLLEGE(S) ATTENDED CREDITS DATES | | COLLEGE(S) ATTENDED CREDITS DATES | COLLEGE CREDITS TOTAL INTENDED MAJOR(S) OR AREA OF STUDY Highest in school your father or guardian completed:  Master’s/Ph.D./M.D./J.D.  Bachelor’s degree from a U.S. College or University  Bachelor’s degree from country outside the U.S.  Some college/Associate’s degree  High school/GED  Did not graduate from high school  Unknown Highest in school your mother or guardian completed:  Master’s/Ph.D./M.D./J.D.  Bachelor’s degree from a U.S. College or University  Bachelor’s degree from country outside the U.S.  Some college/Associate’s degree  High school/GED  Did not graduate from high school  Unknown
E. Financial Information: ONLY COMPLETE THIS FORM IF YOU HAVE NOT BEEN AWARDED FINACIAL AID Are you currently employed? Yes  No  | If yes, who is your employer? What is the average number of your work per week? Does your employer provide tuition assistance? Yes  No  | If yes, what is the amount $ Please list your current financial status and the projected income/ expenses as specified below. Please list your total projected earnings from working in 2016. $ Please project your earnings through the 2017-2018 academic year. $ If you parent/spouse/other has supported you in the last year, what is the relationship and the amount? Relationship $ Please list current “outside sources” of additional funding for school and projected “outside sources” of additional funding for school for the 2017-2018 academic year. Academic Year 2017-2018 Personal Loans $ Scholarships $ Scholarships $ funds $ Other funds $ As of today, what is your (and spouse’s) total current balance of Cash Savings Checking Owing to: Amount owed Please list all present educational debts and amount owed: $ $ $ $ $ Please Estimate total educational cost to attend PSU for the 2017-2018 academic year: $ Please use the below or attach a separate sheet to describe and/or clarify any financial issues, expenses, or constraints that are not addressed in the section above and to explain any significant (>$1,000) changes to your financial need for the upcoming 2017-2018 academic year.