zilongwang/ReadingBank huggingface dataset:
partnering with each other would enable them to afford a new vehicle or additional driver that might be too expensive for either town acting alone. may also worry about policy or regulatory barriers to coordinating, but exiting coordination efforts have been able to overcome any such challenges. With technical assistance from MassDOT and support through the Baker-Polito Administration’s Community Compact program, CrossTown Connect was able to sign an MOU with two RTAs to allow vehicle sharing across service areas. If the coordination plan calls for local vans to travel outside of town for the first time, towns should ensure they have a plan for what to do in case of an accident happening outside of town lines. CONCLUSION: MOVING FORWARD WITH COORDINATION COA Directors and Town Administrators must weigh the benefits and challenges of coordination carefully, and ultimately make the best decision for their town and their seniors. While this brief has focused on coordination among COAs, COAs can also partner with other types of agencies locally or regionally to address shared transportation challenges. Keep in mind that there are many different ways that organizations can coordinate together. Work with partners to try to find an approach that meets all agencies’ needs. If a town decides to change its transportation program structure – either a shift into a coordinated partnership, or away from one – making the change gradually can help seniors adjust and fully understand the new system. In addition to public meetings and private conversations with seniors, COAs should also communicate clearly with COA staff, drivers, and any other stakeholders about the changes. CONTACT INFORMATION Please contact rachel.fichtenbaum@state.ma.us for additional information about transportation coordination in Massachusetts, or to request technical assistance. ACKNOWLEDGMENTS The following individuals contributed to this report: Bernstein, Carolyn Brennan, Pamela Campbell, Carl Damigella, Jennifer Goewey, Linda Marshall, Connie Mellis, Sharon Mercurio, Franny Osman, Steve Salwak, Dawn Valinaggi, and Scott Zadakis. Jon E. Burkhardt, Charles A. Nelson, Gail Murry, and David Koffman. (2004) Toolkit for Rural Community Coordinated Transportation Services. Transit Cooperative Research Program Report 101, Transportation Research Board, Washington, D.C. Online at TranSystems Corporation, Center for Urban Transportation Research, Institute for Transportation Research and Education, and Planners Collaborative. (2004) Strategies to Increase Coordination of Transportation Services for the Transportation Disadvantaged. Transit
2002 – ACTF Merit award for direction of Candide. COPA/Point Park College 1999 -- Awarded vice-chancellor’s merit. UWSP 1998 – Recommended for vice-chancellor’s recognition. UWSP 1997 – Graduate Dean’s List of University Scholars and Artists. C.S.U.L.B. COMMITTEES 2010/09 – University Assessment Committee (Middle States Standard 12) Point Park University 2010 – Student Enrollment Committee, Point Park University 2009 – APPC Committee Point Park University 2008 – 2010 – Leadership council Point Park University 2005 - 2007 – Curriculum Committee Point Park University 2003 - Present Graduate Council Point Park University 2006 – Search Committee Chair for Assoc. Prof. Voice/Speech Unit Head, COPA PPU 2005 -- Search Committee Chair for Asst. Prof. Musical Theatre/Movement, COPA PPU 2004 – University Celebration Committee Point Park University 2004 – Search Committee Chair for Asst. Prof. Technical Theatre, COPA PPU 2003 – Search Committee for Director of Film and Electronic Arts, COPA/Point Park College. 2003 – Performance Evaluation/Merit Pay for Theatre Department, COPA/PPC. 2004/03/02/01 – Chair/Artistic Committee, Theatre Department, COPA/PPC. 2002/01/00 – Honors Program Committee – PPC. 2001 – Student Development Committee, PPC. 2001 – Advisory Committee for restructuring the acting curriculum at Cal State University, Sacramento. 2001/Spring – Chair/Curriculum Committee, Theatre Department, COPA/PPC. 2000/Fall – Curriculum Committee, Theatre Department, COPA/PPC. 1999 – Search for Assistant to the Head -- University of Illinois, Urbana Champaign. 1998 -- Search for Asst. Prof. Theatre History, -- University of Wisconsin, Stevens Point. 1996-97 – Cal Rep company Representative to faculty– Cal. State University, Long Beach. 1996-97 – Fund raising committee for Cal Rep space in downtown Long Beach. C.S.U.L.B. 1995-96 -- Odyssey. Campus wide theme year committee. – C.S.U.L.B. .
Charge RN played by Faculty if required as confederate to assist student(s) Scenario Progression Outline Timing (approximate) Manikin Actions Expected Interventions May use the following Cues: 0-1 min 1-6 min 6-15 min BP 90/60 Vol.9 Gap Temp 38.4 P - 96 R – 34 O2 sats – 85% Auscultation Sounds Lungs: Wheezes Normal Bowel: Hyperactive O2 sats improve slightly (86) if HOB raised, O2 sats improve more if venturi mask applied (88) -raise HOB -Assess T, P, R, BP, O2 sat *recognize T high, P high, R high, BP low and O2 sat critically low -Assess current Level of dyspnea using a rating scale -Auscultate lungs -Auscultate the chest *recognize wheeze sound in lungs -assess O2 delivery system -may increase flow up to 5 L/min via nasal cannula -check Dr orders regarding oxygen -reassess O2 sat -change O2 delivery system to venturi mask with O2 flow rate 4-6 and 24 or 28% nozzle -Check Dr orders/MAR for medications to improve respiratory status -Administer Salbutamol . Imbedded cues: Patient will c/o SOB until nurse raises HOB. If HOB not raised within 1 min pt will ask to sit up Patient will refer nurse to family member if asked questions due to severe dyspnea Family member follows Family member script provided to answer patient Hx questions See Appendix E If no meds by 10 min patient will cue nurses, “can’t you give me something to help with my breathing”
Building Room No . Listed on Floor Plan If number has changed from floor plan list new # here Room No. Visible? On THECB List? Dim 1 (L) Dim 2 (W) Alcove 1 Dim 3 (L) Alcove 1 Dim 4 (W) Alcove 2 Dim 5 (L) Alcove 2 Dim 6 (W) Alcove 3 Dim 5 (L) Alcove 3 Dim 6 (W) Room Type Code Room Usage Code CIP Description
References Cruz, J., Brooks, D., & Marques, A. (2014). Home telemonitoring effectiveness in copd: a systematic review. The International Journal of Clinical Practice, 68(3), 369-378. Ding, H., Karunanithi, M., Kanagasingam, Y., Vignarajan, J., & Moodley, Y. (2014). A pilot study of a mobile-phone-based home monitoring system to assist in remote interventions in cases of acute exacerbation of copd. Journal of Telemedicine and Telecare, 20(3), 128-134. Spector, N. (2010). Evidence-based nursing regulation: a challenge for regulators. Journal of Nursing Regulation, 1(1), 30-36.
Copeland Creek Monitoring Plan: Copeland Creek Cobble Size Distribution Objectives: The objective of this lab is to collect quantitative data that will predict the stream characterization of Copeland Creek concerning cobble size distribution. To do so we will undertake a stream cobble count along 3 transects of the creek.
Is it realistic to try to keep Ms. Helwig in her own home? 3. Objective questions: Possible questions the No Wrong Door System, individuals with disabilities can find information and assistance by contacting Area Agencies on Agency. T, F A Long Term Care Ombudsman investigates issues related to the health and safety of all individuals receiving long term care services, whether in an institution or at home. T, F Lesson #2 Glossary Terms Adult Protective Services Aging and Disability Resource Centers (ADRCs) Area Agencies on Aging (AAAs) Center for Independent Living (CILs) Long-term Care Ombudsman Health Insurance Assistance Program State Units on Aging No Wrong Door System (NWD) Lesson #3: Making Use of Community and Local Resources Lesson #3 Description: This lesson stresses the wide variety of resources that are available at the level to meet basic needs such as food, clothing and shelter and more. Learners are introduced to a long list of needs that may be addressed locally and in the community by agencies, groups and individuals/professionals/practitioners. Lesson #3 Learner Objective: Identify LTSS needs that may be addressed by community and local resources. Lesson #3 Content Outline Many community and local resources exist that can provide services and supports that address a wide variety of needs. Learn about them and build personal relationships with people who work and/or volunteer there to make the most appropriate referrals and facilitate approval for services and/or admission to programs. Organizations and groups at the or community level may be a particularly good fit for basic needs, such as food, clothing and shelter - examples: food pantries or banks; clothing banks; housing authority and crisis housing or shelters.
ATTACHMENT 3: COORDINATION OF HIV SERVICES AND FUNDING STREAMS TABLE {INSERT AGENCY/PROGRAM NAME HERE} Funding Source 2018 Budget Anticipated 2019 Budget Core Medical-related Services Outpatient/Ambulatory Medical Care AIDS Drug Assistance Program AIDS Pharmaceutical Assist. Oral Health Care Early Intervention Services Health Insurance Premium/ Cost-Sharing Assistance Home Health Care Home & Community-based Health Services Hospice Services Mental Health Services Medical Nutrition Therapy Medical Case Management Substance Abuse Services – Outpatient Supportive Services Non-medical Case Management Child Care Services Emergency Financial Assistance Food Bank/Home-delivered Meals Health Education/Risk Reduction Housing Services Other Professional Services - Legal Linguistic Services Medical Transportation Services Outreach Services Psychosocial Support Services Referral for Health Care/ Supportive Services Rehabilitation Services Respite Care Substance Abuse Services – Residential Treatment Adherence Counseling HIV Testing Part A Part B Part C Part D Part F CDC SAMHSA HOPWA
AVAILABILITY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 7 – 8 am 8 – 9 am 9 – 10 am 11 – 12 noon 12 – 1 pm 1 – 2 pm 2 – 3 pm 3 – 4 pm 4 – 5 pm Please can you indicate when you would be available to work (please tick):
COPFS EXTERNAL APPLICATION FORM APPLICATION FOR THE POST OF: Fiscal Officer Please tick as applicable Full Time Part Time Please note the working pattern below if you have selected part time: This application form with the equal opportunities monitoring form must be completed and submitted before it can be considered. Completed applications must arrive no later than 9am on the closing date. Late applications will not normally be accepted. E-mailed applications are preferred in Microsoft Word format. If you are not able to email your application form, handwritten forms should be completed in black ink. You must ensure that you receive an acknowledgement from us (please note this may be an automated acknowledgement). If you do not receive acknowledgement within 48 hours please contact the HR Resource Team. If you have any difficulties in completing this application form, or if you require it in an alternative format (e.g. large print or audio tape), please contact us. A candidate found to have given false information or wilfully to have suppressed any material fact will be liable to either disqualification or, if appointed, to disciplinary proceedings and ultimately dismissal.
THE ROLE OF VIA The Development of COPFS’ Victim Information and Advice Service 1. A central component of the COPFS strategy for victims and witnesses in Scotland has been the service delivered by the Victim Information and Advice service (VIA). 2. VIA was first launched in June 2002 with the aim of making the experience of a criminal prosecution less traumatic for victims, witnesses and next of kin. It was intended to increase their access to justice by facilitating provision of information and signposting of support. It was recognised that COPFS was uniquely placed to provide information about individual case progress and decisions. 3. The intention at the time of VIA’s creation was to offer any victim in a solemn case who was known to be (or likely to be) vulnerable: information about the criminal justice system generally; information about the case they were involved with; and referral to local support agencies which could offer support or counselling. 4. In 2008, the VIA service extended its remit to certain summary cases. Specific categories of crime in which VIA receives a referral have extended considerably over the past 12 years, sometimes in response to emerging research or awareness raising campaigns, but also as COPFS has developed its own understanding through experience of dealing with vulnerable people and seeing, first hand, the effects of crime on victims. For example, stalking cases and cases with witnesses aged over 60 years are now referred to reflect our priorities in prosecuting these particular types of crime. 5. An important aspect of the VIA service, from inception, has been that information is provided to victims, witnesses and next of kin pro-actively with information and updates being provided, regardless of whether or not the victim maintains contact with VIA. Procurators Fiscal refer victims to VIA in appropriate cases and, thereafter, the service is provided unless, or until, a victim “opts out”. The rationale behind this approach (which was promoted by groups supporting victims) was to ensure that the most vulnerable victims did not lose out on the service as a result of a failure to understand or appreciate the offer which was being made, or as a result of a lack of stability in their personal circumstances or a simply disinclination to engage with the process. This approach has remained unique to VIA.
Our policy on promoting compliance by contractors and sub-contractors with the Health and Safety at Work Act 1974 and any provision made under that Act Background/context: We regard it as important that those bidding for our contracts are able to demonstrate that they are responsible contractors who comply with their legal obligations, including obligations regarding health and safety. Our policy: It is a standard condition of our contracts that the contractor must comply with all applicable law, any applicable requirements of regulatory bodies and good industry practice. This includes any applicable health and safety law. Furthermore, whenever contractor personnel are on our premises, they are obliged under the terms of our standard contracts, to comply with our own health and safety requirements. Current EU procurement legislation does not explicitly address health and safety as part of the selection criteria which purchasers can use when determining which suppliers to invite to bid. In recognition of the importance of health and safety we ensured, when drafting guidance to accompany the European Single Procurement Document that we provided public purchasers with clear advice on how to take account of, and score, a supplier’s health and safety record in a manner compatible with the new legislation. Monitoring: Our standard contract management arrangements will be revised to ensure that we capture information regarding health and safety incidents relating to the delivery of our contracts and any remedial measures taken. That information will be collated centrally and will inform the annual report of performance against this strategy. Our policy on the procurement of fairly and ethically traded goods and services Background/context: Scotland achieved Fair Trade Nation status in 2013 and was one of the first countries in the world to sign up to the UN Sustainable Development Goals. There is a commitment in the Programme for Government 2016/17 to update the National Performance Framework to reflect this. In their current form the sustainable procurement tools can be used to identify opportunities to consider ethical issues. Our standard procurement procedures for regulated contracts involve an assessment of a bidder’s suitability to be awarded the contract. This process
Exercise: Stress affects physically as well as mentally. Strenuous exercise afterward is very useful, especially if you are already in good shape. Don’t overdo it, however, and cause more harm than good! If you have chest pain or difficulty breathing while working out, stop the activity and consult your physician. Getting back to work: If you take time off work to cope, get back to work when it is appropriate. Expect the apprehension of your duties to remain with reminders of the incident. These responses are perfectly normal and should diminish with time. Getting back to the routine of your job aids in healing. Decrease alcohol consumption: Drinking alcoholic beverages rarely helps in coping with stress and may compound thoughts and feelings surrounding the event. It hinders our ability to deal with stress, and blunts our responses. Try substituting juices and healthier drinks. Accept enjoyment and diversion: Although you may believe it will be a long time before you will laugh and feel better, it is OKAY to enjoy yourself and forget the incident. Getting involved in pleasant activities, such as going to the movies, playing sports, reading a good book, or exercising your mind, will be helpful in the days after a critical incident. Ask for professional help: Sometimes professional help is needed to work through traumatic stress—remember that the CISM teams are primarily peers helping peers, NOT professionals. Seeking the help of an employee assistance program is NOT a sign of weakness; it is a sign of strength. It takes courage to work with a professional and face your pains and fears. Be proud that you take this step. Don’t expect too much: Working through post-traumatic stress is not something that happens overnight, and the process may take some time, and may never return you to a pre-incident level of function. You will likely remember the event for a long time. Try to accept this element of yourself and put it in proper perspective. THE BOTTOM LINE: If traumatic stress can be faced squarely and dealt with in some positive fashion, you are winning half the challenge!
Reading #3: Political Culture by Ethel Wood (AP Guide p. 59) 1. Define political culture: 2. Explain the importance of political culture: 3. Define legitimacy: 4. Advantages/Disadvantages of Legitimacy: 5. Summarize how each of the following may contribute to the legitimacy of a government: Tradition: Ideology: Competitive elections and constitutions: Public Benefits: 6. How do authoritarian regimes approach participation? Democratic regimes? 7. When is it difficult to build a viable democracy? 8. Summarize how policymaking affects the political process. 9. Consensual political culture:
16 ___________________________________ ___________________________________ ___________________________________ ___________________________________ __________________ __________________ __________________ __________________ International  Seniors Juniors Age Group 11 - 18 Age Group 08 - 16 National B2  B1  C Women's Pair Women's Group Mixed Pair Men's Pair Men's Group
In The Norton Field Guide to Writing, see S-8. In The Little Seagull Handbook, see S-8. 7. In golf, a birdie is a score of one stroke under par. Par is the standard number of strokes for the hole. An eagle is a score of two strokes under par. a. In golf, a birdie is a score of one stroke under par (the standard number of strokes for the hole), and an eagle is a score of two strokes under par. b. In golf, a birdie is a score of one stroke under par, which is the standard number of strokes for the hole, so an eagle is a score of two strokes under par. c. In golf, a birdie is a score of one stroke under par (the standard number of strokes for the hole); however, an eagle is a score of two strokes under par. ANS: a REF: The correct answer is a. In The Norton Field Guide to Writing, see S-8. In The Little Seagull Handbook, see S-8.
WHERE CAN I GET MORE INFORMATION? For additional health information contact: Massachusetts Department of Public Health Bureau of Environmental Health Phone: 617-624-5757 | Fax: 617-624-5777 | TTY: 617-624-5286 CDC Agency for Toxic Substances and Disease Registry Public Health Statement on Copper For additional drinking water information contact: Massachusetts Department of Environmental Protection Drinking Water Program 617-292-5770 Program.Director-DWP@state.ma.us (and see sections on “Copper” and “Lead and Copper”) For a list of state-certified laboratories for drinking water testing: (click on Find MassDEP-Certified Laboratories) For information on certified filters and bottled water: NSF International Note for Public Water Suppliers: This FAQ does not fulfill the notification requirements of the Lead and Copper Rule 310 CMR 22.06B. Public Water Systems should contact MassDEP for specific Lead and Copper Rule requirements.
Easy things to do are: Obey signs identifying water outlets that are for handwashing only or shouldn’t be used at all. Let the water run for 1 minute before you drink from a fountain or faucet. Use cold water for drinking and cooking. If you want hot water, run cold water from the faucet and warm it in the microwave or on the stove. When mixing powdered baby formula with tap water, always use cold water and do not use hot water. Simply warm formula to serve. Bottled or filtered water should be used when mixing baby formula if copper levels are known to be elevated in tap water. Filters should be NSF-certified to remove copper. CAN I GET MORE INFORMATION? For additional health information contact: Massachusetts Department of Public Health Bureau of Environmental Health Phone: 617-624-5757 | Fax: 617-624-5777 | TTY: 617-624-5286 For additional drinking water information contact: Massachusetts Department of Environmental Protection Drinking Water Program 617-292-5770 Program.Director-DWP@state.ma.us (and see sections on “Copper” and “Lead and Copper”) Note for Public Water Suppliers: This FAQ does not fulfill the notification requirements of the Lead and Copper Rule 310 CMR 22.06B. Public Water Systems should contact MassDEP for specific Lead and Copper Rule requirements.
You must submit the following items to the Editorial Board through the web-site of “Copper 2016” <http://www.copper2016.jp/>. • no than February 29, 2016 PDF file of Draft Manuscript • no later than June 30, 2016 PDF file of Final Manuscript and completed Copyright Form If you have any questions about the submission of your manuscript, please contact:
3: Coppull United 2-2 Hindsford FC (Coppull win 5-3 on penalties) 1 Gavin King 2 Ike Williams 3 Tony Hartley 4 Peter Dunkley 5 David Taylor 6 Daniel Fishwick 7 Grimshaw 8 Nathan Fairhurst 9 Andrew Maitland 10 Chris Robinson 11 Mitchell Leece 12 Daniel Simm 14 Shaun Nightingale 15 Luke Massie
Meet with Evaluator to discuss January Formative Coordinator Evaluation Form by early January. If Ineffective in any category, collaboratively create Improvement Plan. Meet with Coordinator to discuss January Formative Coordinator Evaluation Form by early January. If Ineffective in any category, collaboratively create Improvement Plan. Provide coordinator with signed copy of the form(s). Submit a signed copy January Formative Coordinator Evaluation Form (and if created, Improvement Plan) to coordinator by January 15. WINTER/SPRING: Coordinator Evaluator District/School direct report Meet with Evaluator to discuss Annual Professional Growth Plan and Coordinator Summative Evaluation Form. Collaboratively create Annual Professional Growth Plan for upcoming school year, or if final rating of Ineffective, collaborative create Coordinator Improvement Plan. Meet with Coordinator to discuss Annual Professional Growth Plan and May Summative Coordinator Evaluation Form and by May 1. Collaboratively discuss Annual Professional Growth Plan for upcoming school year, or if rating of Ineffective, collaborative create Coordinator Improvement Plan. Complete May Summative Coordinator Evaluation Form. Provide coordinator with signed copy of the form(s). Submit a signed copy of the final May Summative Coordinator Evaluation (and, if created, Improvement Plan) to Personnel by May 30. Coordinator Name School Year Evaluator Name Date Created Date(s) Reviewed ☐ Self-Directed ☐ Collaborative As a result of the evaluation process, coordinators and evaluators should on accelerating and continuing coordinator growth. Professional goals should be individualized to the needs of the coordinator and specifically relate to areas of refinement/growth as identified in the coordinators’ evaluation. The evaluator and coordinator should have collaborative and ongoing discussions related to activities aligned to the goals. This plan may also be used as a guide for creating professional development goals aligned with licensure renewal as approved by LPDC.
Considering allotment of about 2 hours/month for each team. How do we educate core teams and provide guidance on how the whole process influences strategic planning, EVPs, decision making? 9:50 – 10:15 CoP Strategy Updates: PAPBS Network – PA SS-HS Partnership – SRO/JJ Survey Tina Barry/Tim Jim Barry: Moving forward with doing a survey- trainers of juvenile justice staff and school police officers. See what the training content is and where we can embed elements of PBIS in the training. Meeting on May 3rd with the leadership team. Going to work with multiple systems partners to push out surveys to gather relevant information to inform training. PDE single largest funder for SROs, get Mike Kozup at the table for this to integrate school climate questions. Tina: May 5th and 6th - Forum Registration is over 1200 already Letters are going out right now for posters. 16 will be showcased. Film festival going on Seated lunch for the 5th to recognize all schools meeting fidelity as well as the advanced tier schools. Guaranteed the Hershey Kiss will be giving out posters LEAs bringing in to do a dramatic presentation of what PBIS means to them. 10:15 – 10:45 CoP Committee Updates Committee Chairs to present any relevant action plan updates Committee Chairs / Presentation of Action Plans Funding: Jim (chair) Political Support: Sallie/Connell (chairs) Visibility: Tina (chair) Policy: Anne/Tim (chairs) 10:45 – 11:00 Agency Rounders DHS: Systems of Care - Learning Institute: June 20-22, 2016 - Mental Health Awareness Day: May 5, 2016 PDE: Office for Safe Schools School Climate Regional Coordinators Community provider school based services work group Other –just -in-time reports All / Updates & Information Sharing Learning Institute at the Penn Stater June 20-22 Mental Health Awareness Day event at Strawberry Square May 13th but will be recognized by Jim May 5th. Negative PR in the news recently targeting a specific district being flagged for discipline related issues. That district is not registered within the network and has no official network facilitator even though they claim to be using PBIS. They went to a 1-day training on PBIS and that’s the “approach they use.” There is a network facilitator there, but she is
2016-2017 CoP on SBBH / PaPBS SLT Meeting Participants: PBIS Leadership Team GoTo Meeting Option, if not attending live: URL: Phone: +1 (571) 317-3122 Access Code: 284-959-013 Time Approximate Lead(s) / Activity Notes 9:30– 9:40 Greetings & Introductions Jim Introduction: Carol Kuntz - Advisor to the Deputy Secretary & Andrea Ellis – PaTTAN Educational Consultant 9:40 – 11:00 Updates: Strategy #2: Safe Schools – Healthy Students SAP/PBIS Integration: Guidance Document Youth Serving Systems Partners Training Plans: Common Themes and Recommended Action Steps Jim/Shaye Donna Salkin 11:00 – 11:15 Updates: Strategy #1: PBIS Update & Request for CoP Facilitators & Banner Recipient Reception RENEW – ; Jim Remember: Facebook Page PAPBS Network Keynotes: B. Simonsen – Classroom Systems Secretary Rivera- Communities in Schools Outstanding Business: SBBH Logo 11:15 – 11:30 Updates: Strategy #3: YMHFA - (target date: May 31, 2017) Andrea 11:15 – 11:45 Agency Rounders McDowell and BU COE approaching PDE about establishing an Endorsement in Wellness PK-12 All 11:45 - 12:30 LUNCH on your own 12:30 – 1:00 PBIS / Restorative Practices General Guidance Draft Policy Subcommittee 1:00 – 2:30 CoP Committee Meetings Funding Policy Political Support Visibility All 2:30 – 3:00 CoP Committee Report All Behavioral
11:00 – 11:10 BREAK 11:10 – 11:30 Subcommittee Structure: 2018-19 Policy and Systems Alignment: Executive Guidance Documents (2018-19 targeted priorities: starting with PBIS & SEL) Visability & Dissemination: Executive Guidance Documents All 11:30 – 12:00 Agency Rounders: APBS: State PBIS Leaders Meeting Act 44 School Safety & Security Grants (Perri: plus attachment) McDowell Institute Speakers’ Series (Laura Riffel) PA System of Care All 12:00 – 1:00 LUNCH ON YOUR OWN 1:00 – 2:15 Sub Committee break-out Meetings All 2:15 – 2:35 Sub Committee report-out All 2:35 – 2:45 For the Good of the Order All 2:45 – 3:00 Meeting Adjournment Future CoP on SBBH Meeting Dates (18-19) September 19, 2018: 9:30 to 3:30 – Face to Face, PaTTAN Harrisburg – Dauphin Room October 12, 2018: 1:30 to 3:30 - Zoom Meeting November 28, 2018: 9:30 to 3:30 – Face to Face, PaTTAN Harrisburg – Cambria Room January 18, 2019: 1:30 to 3:30 - Zoom Meeting April 16, 2019: 9:30 to 3:30 – Face to Face, PaTTAN Harrisburg - Cambria Room June 5, 2019: 1:30 to 3:30 – Zoom Meeting
2017-2018 CoP on SBBH / PaPBS SLT Meeting Participants: PBIS State Leadership Team URL: https://global.gotomeeting.com/join/718447869 Dial: +1 (646) 749-3131 Meeting ID: 718-447-869 Time Approximate Lead(s) / Activity Notes Greetings & Introductions Jim Jim Palmiero, Judy Baker, Tim Knoster, Danielle,Mark, Deanna, Joe Loca, Sue Zeiders, Mac, Barb Saunders, Winnie Richards, Lisa Thomas, Kelly Perales, Stacie Molnar Main, Barry McCurdy, Anne Katona Linn 9:30 – 10:15 Updates: Strategy #1: PBIS Strategy #2: Safe Schools – Healthy Students Updates: Strategy #3: YMHFA Jim Tina Ann/Deanna Strategy 1: 2018 PBIS Implementers’ Forum Updates (May 22-23, 2018); SEAP Inquiry; Future of the PBIS Forum*; Incentivizing work at that advanced tiers; provisional facilitator training ; FORUM /Mega conference2019 Shannon Fagan--OMSHA Sherri Peters Looking to create a mega conference Office of Safe Schools Conversations around this idea occurred. Geof Corchin—add to this conversation Jim to hold official conversations with other agencies to populate the planning group for this Mega Conference We highlighted the facebook page: papbsnetwork—Jim thanked the Visibility committee SEAP Special Education Advisory Panel 1261 schools/programs Strategy#2: Year 5Activities (completing Objectives & Activities), Codifying lessons learned Strategies #3: YMHFA – ACT Should we consider strategies for a continuum of
12:00 – 1:15 LUNCH on your own 1:15 – 2:15 CoP Sub-committee Meetings Funding Policy Political Support Visibility All 2:15 – 2:40 CoP Sub-committee report out All 2:40 – 3:00 For the Good of the Order North Penn-Mansfield HS, Southern Tioga School District Future CoP on SBBH Meeting Dates (17-18) January 12, 2018: 1:30 to 3:30 – GoTo Meeting February 7, 2018: 9:30 to 3:30 - Face to Face: PaTTAN Harrisburg March 9, 2018, 1:30 to 3:30 – GoTo Meeting April 25, 2018: 9:30 to 3:30 - Face to Face: PaTTAN Harrisburg June 8, 2018; 1:30 to 3:30 – GoTo Meeting Dates of Note: 2018 PaPBS Implementers Forum: May 22 and 23, 2018, Hershey Lodge and Convention Center
Name:____________________________________________________ Grade:____________ Summer Reading “Read and Reflect” Journal 2018 Title of Book: _______________________________________________________________ Journal Entries (electronic or print) Date: Date: Date: Name:____________________________________________________ Grade:____________ MMS Reading Log Summer 2018 Date Minutes
Reminders/Announcements to Know: Nov.21st PTA Skate Zone Night in Crofton Nov. 22nd - 24th No School (Thanksgiving Holiday) Nov. 28th Classic Photo Retakes in Morning Nov. 28th PTA meeting 6:30 pm Please your child’s lunch balance. Math Skills *Extend understanding of fraction equivalence and ordering. (4.NF.A.1-2) *Understand decimal notation for fractions and compare decimal fractions. (4.NF.C.5-7) Practice math facts on a daily basis. Contact Information Office Phone: 301-218-1520 Science Skills Earth Changing Processes Social Studies People and the Land Student will evaluate how and where people live. Students will analyze how people will adapt to the environment Students will provide examples of how people have altered the environment Students will analyze the way technology has harmed and improved the environment Reading/Language Arts Skills Reading: Students will describe the overall structure of events, ideas, concept, or information in a text. They will be able to refer to details and examples when explaining a text. Writing: Write informative/explanatory text to explain a specific topic *Pearson Realize is an additional website students will use to increase reading comprehension.
Hannah Puckett Walt Disney Junior Group Documentary Flight A --Room JGDA1 Estrella Mercado & Abby Van Orden From Discrimination…. JGDA2 Abbie Youngberg, Kaylee Kress and Morgan Huls Joan of Arc JGDA3 Kaleb Belknap & Connor JGDA4 Maggie Jo Rushton & Hansen Sacagawea JGDA5 Hayden E. Smith & Dylan Abratowski Joan of Arc JGDA6 Carson Johnson & Nathan Burton Hellcat King Senior Documentary Flight A -- Room 217 SGDA1 Cody Peck, Oscar Velasquez & Bridger Nicholls Universal Studios KassaDee Lott, Camille Despain, MiKayla Leiseth The Mouse in the Man Sam Nielsen, Hansen, Hallie Preece & Chynna Johns Steve Jobs Senior Flight A SIDA1 Dillon Johnson Napoleon
Your Command's Letterhead 5355 Ser (yours) Date From: Commanding Officer, (your command's name and City) To: Commanding Officer, Navy Drug Screening Laboratory, Jacksonville Subj: REQUEST FOR COPY OF DD FORM 2624 1. Please provide a copy of DD Form 2624 for the following batch(s) for (your UIC or your RUC): Batch/Specimen No. SSN/DOD ID NO. LAN (Lab Accession Number) (This information is taken from the results you received from us.) *** Social Security Numbers (SSNs) will be redacted in accordance with Personal Identifiable Information (PII) guidelines. To receive an unredacted copy, you must specifically request that SSNs not be redacted. 2. If your mailing address is different from your letterhead, please include it. 3. Point of contact is (POC's name) at (DSN number) or (commercial number, including extension number, if applicable) and (e-mail address). SIGNATURE (Must be signed by the Commanding Officer or someone with "By direction" authority.)
Grading Codes (Grades 1-8) Knowledge Scholarship Skills Initiative Skills Individual Improvement Attitudes General Attitudes Cooperation “A” 90-100 Student exhibited an excellent understanding of the academic material. Student showed tremendous amount of and initiative to complete the task required. Student was able to exhibit a marked and significant improvement from the last grading. Student exhibited a positive disposition and showed a high level of positive attitude in the face of challenging work. Student exhibited a high degree of positive influence towards the group and showed excellent leadership and character. “B” 80-89 Student exhibited good or above average understanding of the lesson objectives. Student showed a high average amount of skill and showed above average ability to complete the assigned task. Student was able to show a somewhat significant improvement from the last grading. Student exhibited a good disposition and good attitude in the face of challenging work. Student showed a positive influence towards the group and showed good leadership. “C” 75-79 Student showed an average understanding of the lesson objectives. Student exhibited an average amount of skill and completed the assignment satisfactorily. Student showed some improvement as compared to the last grading. Student’s attitude is fair and satisfactory but needs improvement. Student was somewhat able to satisfactorily contribute positively to the group. “D” 70-74 Student barely met the minimum understanding to pass the lesson objectives. Student showed very minimal or average ability to complete the task. Student showed minimal improvement as compared to last grading. Student’s attitude meets minimum standards and needs tremendous amount of improvement. Student’s ability to contribute to the group’s overall performance was poor. “F” 69 or less Student did not meet the minimum to pass the lesson objectives. Student did not show satisfactory skill or ability to complete the task. Student was not able to show any improvement from the last grading. Student does not show a productive or positive attitude. Student’s attitude is not wholesome for the group. Promotion and Retention Standards The Diocese of Austin and The Texas Catholic Conference Education Department prescribe the following standards: Early Childhood – (Pre-K3, Pre-K4, Kindergarten) To be promoted from one grade level to the next, a student shall attain for the year an overall average of satisfactory or above. Grades 1 and 2
You’ll notice that you may think differently about the United States. You’ll spend time reflecting on the differences between the U.S. and your former host country, just as you did when you left. Friends and family may be interested in stories or photos for a while, but “really don’t understand.” It may be difficult to express your feelings in words, or accept the fact that some of your friends and family don’t understand your perspective or excitement. Remember that many people may have difficulty relating to what you are saying because it hasn’t been part of their experience. Avoid experiencing anxiety about getting a job when your return home. Your study abroad experience can open employment doors for you, so be creative while abroad, ask for interviews by e-mail and promote the self-reliance and maturity you have gained through your experience. The University of Florida’s Education Abroad Office’s website has important links to different resources that may be utilized in coping with culture shock:
Title I Parent Involvement Policy School Walter G. Byers I. Parental Involvement Policy A. List names and roles Anthony Calloway- Principal Joline Adams- Assistant Principal Shanda Brock-Perry- Instructional Coach Kaitlin Brick- Elective Teacher Anthony Wright- Counselor Kerrie Seberg- Teacher Genesis Long- Parent Jameela Pate- Parent Melody Coleman- Parent Annie Alexander-Parent Advocate B. Briefly describe the process your school used to: 1. School Improvement Team developed the Policy 2. develop policy (1-2 max) (policy should reflect Components II through XII taken from Parental Involvement Section 1118 of No Child Left Behind Act (NCLB) 3. implement policy C. Copy of Policy- see attached II. Annual Information Meeting A. Describe your plan to conduct an annual meeting to inform parents of their school’s participation in Title I Part A. Include strategies to inform LEP parents. Title I annual meeting, documents translated into Spanish and translators available for LEP parents. III. Flexible meeting times A. Describe your strategies to flexible times for parental involvement opportunities and meetings. Parent University, Parent Meetings are offered based on survey results and input from parents. IV. Title I Part A Planning A. What timeline and strategies will you use to involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of the Title I Part A Program. Monthly school leadership team meetings. Monthly Parent forums with the Parent Advocate and Parent University. V. Parent Information and Opportunities A. Describe how you will provide parents with the following: 1. Timely information about Title I Part A Programs Title I annual meeting
Year 11 Subject: Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Performing: solos Composition 2 Listening Performing: ensembles Composition 1 revision Listening Listening and exam technique Past papers and revision Revision for written exam Summary of Content Composition 2 (20%) - to be completed by half term Performing solos (20%) - to be recorded at half term Listening Music for voices: i. Types of voices ii Madrigals iii. Lieder iv. Folk v. and operetta Chamber Music Sonata i. Sonata and symphonies ii. Sonata Form Role of the Circle of Fifths in classical compositions Composition 1 revision (20%) - to be completed by end of term Performing ensembles (20%) - to be recorded in December Listening: Strand 2: Popular Music i. - structure / features / development ii. - The Swinging Sixties and Beatlemania iii. Rock iv. R’n’B v. HipHop Musical Theatre: i. Solos songs ii. Ensembles iii. Large chorus numbers Film Music: iv. Programme and the leitmotif v. Music and the narrative vi. Compositional devices for horror films vii. Compositional devices for thrillers and spy films Strand 3: World Music i. Caribbean Music: Steel bands, salsa / fusion, Calypso, Reggae ii. African Polyrhythms and syncopation, instruments, iii. Indian Tala and Tintal, Raga 1, Raga 2, instruments As title Past papers and feedback Exam in May Assessment Real GCSE recordings for solo and Composition 2 at Oct half term (40% completed) Listening Real GCSE recordings for ensemble and Composition 1 in Dec (another 40% completed) Listening mock paper Listening tests Past papers GCSE paper (20%) in May
Year Group: 7 Subject: Music Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Elements of Music Recorder Players Polyrhythms / STOMP! Introduction to Sibelius Ukulele Starters Ukulele Performers Summary of Content Building blocks of music: Pitch, Pulse, Melody, Rhythm, Harmony, Tonality, Structure, Dynamics, Tempo, Articulation, Texture Introduction to Music Theory Keyboard Skills Singing Instruments of the Orchestra How to hold a recorder and where the notes are Simple 3 note melodies reading stave notation leading to 5 note and octave melodies in unison and then in two part harmony Using two hands and learning Bb and F# Group and solo performing and appraising Introduction to rhythmic layering Revision of note lengths from semiquavers up to semibreves and using dots Group and class improvising using ‘junk’ instruments and scat singing African drumming listening Graphic scores group compositions using percussion and junk instruments Sibelius skills workbook in pairs on the iMacs Applying stave notation knowledge to transcribe a well known piece of music Paired composition using Sibelius How to hold a ukulele, names of strings and strumming technique How to read chord symbols Chords C Am F G Perform a well known 4 chord song as a class Chords Dm, G7, Bb, D, E7 Perform a harder song as a class and then in small groups Research and choose a song of own choice to perform in a small group Assessment Continuous informal assessment Listening baseline test Singing and keyboard performances with solo opportunities Theory prep Group composition Continuous informal assessment Theory prep Group and solo performances at end of term Continuous informal assessment Theory prep African listening test Group composition and performance Continuous informal assessment Theory prep Joint composition Continuous informal assessment Theory prep Continuous informal assessment Theory prep Group performance Theory written paper in trials
Year Group: 9 Subject: Music Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Skills Unit Film Music Jazz and Blues Jazz and Blues continued Minimalism Group Projects Summary of Content Elements of Music revision Keyboard Skills Theory revision (This is a catch up unit to enable the new year 9 intake from other schools access to our curriculum. Progression onto Film Music may occur before half term depending on progress. Leitmotifs (Jaws and James Bond performing) Themes (Goldfinger singing, James Bond developed) Action / Thriller soundtracks (Moby listening) Western themes (The Good, the Bad and The Ugly) Horror Music Concords and dischords Psycho listening Storyboards and group compositions Film music listening 12 bar blues / the Three Chord Trick Walking bass lines Boogie-woogie improvisation 7th chords and Honky Tonk Blues performing In the Mood performance project Ragtime listening The Entertainer performing project All That Jazz listening and singing All That Jazz - keyboard performing Jazz improvisations in groups Clapping Music / Motifs Tubular Bells performing Minimalist techniques: phase shifting, polyrhythms, repetition and looping Minimalist composition in pairs using minimalist techniques using Logic or Sibelius Students will be guided into choosing an appropriate option for them based on the following: Group performance Research project on own musical interests Music Tech project Future GCSE students or those working on an ABRSM exam will have coaching on repertoire / aural skills. Assessment Continuous informal assessment Theory prep Continuous informal assessment Theory prep James Bond performing (solo) Horror music composing Film music listening assessment Continuous informal assessment Theory prep In the Mood performing 4. Ragtime listening test 5. The Entertainer performing 6. All That Jazz performing 7. Jazz improvisation Continuous informal assessment Theory prep Tubular Bells performance Music Tech minimalist composition Theory written paper Individual evaluation
Choose General Settings Press [OK] Use the up and down arrows in the middle circle to Choose Recording Press [OK] Use the up and down arrows in the middle circle to Choose Dubbing Mode Press [OK] Use the up and down arrows in the middle circle to Choose VCR->DVD Press [OK] Press the [SETUP] button The screen will be blank Press the [DVD] button Press the [REC MODE] button Pressing the [REC MODE] button repeatedly will let you choose the desired recording mode. The recording mode will show briefly in the lower right corner of the monitor. SP will give the highest quality recording (the DVD will hold 2 hours). LP = 3 hours, EP= 4 hours, SLP = 6 hours). When the recording mode you wish to use shows, you can go on to the next step Press the [VCR] button Press the red [D.DUBBING] button Now you are recording
Day 1 1/3 Day 2 Mon 1/4 Day 3 1/5 Start with defining System in a Circle Map move to part to whole relationships on a Brace Map, Sequence the order of the planets from closest to furthest from the sun in a Flow Map (quiz) Day 4 1/8 Day 5 1/9 Day 6 1/10 Day 7 1/11 Day 8 1/12 Shadow lab (grade) Shadow Trackers sequence the location of the sun in the sky at different points of the day. Flow Map. Then show the event (sun location) and the effect (length and location of shadow) partial Multi-Flow Map Reflective Frame of Reference: so what? So why? (make a generalization about how the sun’s position in the sky affects shadows (grade) Follow up read with why shadows change throughout the day partial Multi-Flow Map HOLIDAY 1/15 Day 9 1/16 Day 10 1/17 Day 11 1/18 Day 12 1/19 Close read about earth’s rotation (24 hours=day, 365 days=year) Partial Multi-Flow Map: event (day/night) what are the causes? (earth’s rotation on its axis) Use what you’ve learned about earth’s rotation on its axis to explain what causes day and night (writing to a younger student) Work day 1/22 Day 13 1/23 Day 14 1/24 Day 15 1/25 Day 16 1/26 DAY 17 1/29 Day 18 1/30 Day 19 1/31 Day 20 2/1 Day 21 2/2 DAY 22 2/5 Day 23 2/6 Day 24 2/7 Day 25 2/8 Day 26 2/9
LESSON TITLE: Congruent Polygons: Copying Stretchy Shapes ASSESSMENT WORKSHEET Disciplines DANCE AND MATH MATH Total Concept CONGRUENT SHAPES: Polygons 2 Congruent Partner Polygon CONGRUENT SHAPES: Polygons Congruent Partner Polygon Worksheet Students Selects a shape with a partner (a parallelogram, rectangle, square, or a triangle); uses a stretchy band to make the polygon the same size, number and length of and types of angles as the partner’s shape Sketches the polygon shape, labels it, describes it, and sketches a shape that has the same size, number and length of sides and types of angles 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Total Percentage