zilongwang/ReadingBank huggingface dataset:
broadcasters offer some financial support for the production of websites and other digital media formats. Financial Feasibility: While the terms of reference did not set out details about the services and activities that would be delivered under this option, it did estimate that its implementation would require an annual allocation of approximately $2.6 million, likely from government. Corporate Capacity: The Corporation would have to undertake significant restructuring, staff recruitment and IT investments to establish a service. Rating: Success Demand Supply Financial Capacity Total Web Products 0 0 3 0 1 4 Given the absence of strong demand or interest from its intended clientele, this initiative does not appear feasible. It could prove costly to establish and maintain through inevitable technological advances. There is the question of how such a service would be financed: if on a ‘fee for service’ basis, would cash-strapped documentary filmmakers be able to afford it; or if not, could ongoing sponsorship be found. Our assessment is that, given the direct relationship between producers and their websites, the digital media initiatives being embraced by filmmakers, and the policies of public and private funds, there is very limited potential for this concept to gain traction and financing. Outreach Strategies The of reference described this option as one that would: provide a service to filmmakers by booking their films in communities across Canada and elsewhere; provide financial assistance to organizations such as Open Cinema and Cinema Politica to bring films to audiences in non-theatrical environments ; and enable community engagement and collaboration through the creation of film companion guides and through the training of facilitators for public screenings, discussions and workshops. Demonstrated Success: There are a many examples of local, regional and national initiatives that seek to increase audiences for documentary films and/or promote their use in support of social change. However, the team was unable to identify any published information that would indicate that those outcomes have been achieved beyond those associated with festivals such as Hot Docs and its side-bar initiatives that track box office and audiences.
Propane blending system control description. The following describes how a propane blending system operates. Refer to the PID in Appendix 4. The system labels SVI, PRV1 etc refer to items on the diagram. Table : List of devices to measure and control Device Description Type Range Comments T1 Measures the temperature of the bulk propane to understand how much heat is required PT100 30 T2 Measures the temperature of the propane gas, this is controlled to maintain gas density PT100 0 +20 T3 Measures the temperature of the blended biomethane and propane to ensure it is within specification PT100 0 +20 PS1 Propane vapour pressure, detects whether supply pressure is adequate switch 4 to 20 Bar PS2 Propane gas pressure, detects whether supply pressure is as required sensor 1 to 3 Bar SV1 Valve opens to allow propane liquid to pass to the vaporiser solenoid 12V DC SV2 opens to allow heating water to pass to the propane tank solenoid 12V DC FC1, input A control signal telling the control valve to move to a position allowing a given amount of propane gas to pass Woodward L series 0.5 to 4.5V 10 – 32V DC power feed FC1, output (position) A position signal to confirm that the control has moved to the position as instructed Woodward L series 0.75 to 4.25V M1 Propane flow meter, measures the propane gas flow FCI ST75 series 4 – 20mA P1 Pump to deliver heating water to the propane vaporiser pump 230V 0.25kW max
Policy A Policy B 7. Continued Home care Respite care Adult day care Homemaker/chore services Hospice care Alternate care Other benefits Are benefits restored a period of not receiving benefits? Yes No Yes No How long is the benefit period if different from the maximum? When does a new period of confinement # days after discharge New condition? Y N # days after discharge New condition? Y N How Do You Qualify for Benefits? 8. What level of need is required? Who can certify your condition? Medical necessity due to illness or injury Yes No Yes No Functional incapacity — need help with ADLs Yes No Yes No How many? How many? Cognitive impairment Yes No Yes No Is Alzheimer’s covered? Yes No Yes No Prior hospital stay Yes No Yes No Prior skilled nursing home care before other levels are covered Yes No Yes No Prior nursing home stay before home care is covered Yes No Yes No
Policy A Policy B 9. What is a qualified place? List the of facilities that are NOT covered by the policy. 10. Who is a qualified person to give care? Can a family member be paid? Who is a qualified family member? Does the policy pay for training? 11. How long is the elimination period or deductible before benefits (see page 16) Nursing home care Assisted living Home care Respite care Adult day care Homemaker/chore services Hospice care Alternate care benefits How is it satisfied? Required only once Yes No Yes No New one for repeat stay Yes No Yes No Days for different services added together Yes No Yes No 12. Does the policy use case management? Yes No Yes No Is your agreement to the plan of care required? Yes No Yes No
Fall Semester Year 3 Courses Date Enrolled Date Completed Grade NURS717 Advanced Principles of Pathophysiology (3) NURS750 Advanced Health Assessment (3) Total Credits (6) Spring Semester Year 3 Courses Date Enrolled Date Completed NURS 744 Leadership Development and Care Management (1) NURS747 Care Management in a Health Care (2) 60 hours of practicum/credit hour Total Credits (3) Fall Semester Year 2 Courses Date Enrolled Date Completed Grade NURS 759 Planning Strategies for Care of Specialized Populations (2) NURS 760 Care of Specialized Populations (4) 60 hours of practicum/credit hour Credits (6) Advisor Signature_______________________________________ Date__________________ Student Signature_______________________________________ Date__________________
2.4. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Predicted Soil Erosion Average water, wind, irrigation, gully and ephemeral erosion estimates Field Predominant Soil Type Slope (%) Water (Sheet and Rill) (t/ac/yr) Wind (t/ac/yr) Irrigation Erosion Controlled (y/n) Gully Erosion Controlled (y/n) Ephemeral Erosion Controlled (y/n) T Factor (t/ac/yr) Crop period and rill erosion estimates Field Crop Year Primary Crop Starting Date (mm/dd/yyyy) Ending Date (mm/dd/yyyy) Crop Period Soil Loss (t/ac)
Source: 3.3. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment <ExportedDataMdb>Soil Test Result Data Field Test Year OM (%) P Test Used P K Mg Ca Soil pH Buffer pH CEC (meq/ 100g) 3.4. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Manure Nutrient Analyses Manure Source Dry Matter (%) Total N NH4-N Total P2O5 Total K2O Avail. P2O5 Avail. K2O Units Analysis Source and Date Alum Treatment Rate (lbs/1000 sq.ft.) (1) Entered analysis may be the average of several individual analyses. (2) Other footnotes as necessary. Field Nutrient Status Details (This is generated in Manure Management Planner (MMP) and can serve as an alternative for sections 3.5, 3.6 and 3.7.) Field Nutrient Status Details
3.7. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Field Nutrient Balance (Manure-spreadable Area) Year Size Crop Yield Goal Fertilizer Recs1 Nutrients Applied2 Balance After Recs3 Balance After Removal4 Acres /Acre N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac P2O5 lbs/ac K2O lbs/ac Field Nutrient Balance (Non-manure-spreadable Area) Year Field Size Crop Yield Goal Fertilizer Recs1 Nutrients Applied2 Balance After Recs3 Balance After Removal4 Acres /Acre N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac P2O5 lbs/ac K2O lbs/ac
Division Tier Minimum Ice NAI (in hours) Ice Provided CNN (in hours) Recommended Game Management Initiation N/A N/A 1.00 Run time, 3 minute shifts Novice Minor N/A N/A 1.50 4 on 4. 1.5 min shifts Novice N/A N/A 1.50 Two periods run time, one period stop time Atom 1 - 5 1.50 2.00 Three periods stop time, flood between two and three Peewee 1 - 5 2.00 2.00 Three periods stop time, flood between two and three Bantam 1 - 5 2.25 2.25 – 2.50 periods stop time with two floods Midget 1 - 5 2.25 2.50 periods stop time with two floods NAI insists that coaches, on-ice officials and off-ice officials discuss and agree on ice slot length, clock management and frequency of floods before every game. This can only be changed by the two coaches and the referee where the referee has the final say during the game. The league requires that the last three minutes (preferable five minutes) of each game is played as stop time. If during the regular season there is a goal differential of 3 goals or more, the total stop time may be adjusted. Off-ice officials (timekeepers) have no jurisdiction or input into the time management process. Ensure to let your rink attendant know if you plan to have any floods during your game. Playoffs: The playoff format and schedule will be determined by NAI and schedules released based on the season timeline. This schedule will indicate who you are playing and how many games to play. All games must be arranged by the Managers and follow the Game Change Notification process. The highest ranking team in the regular season standings will have venue which means they have first choice in the game slots provided. If you do have venue, it may to your advantage to play your second game at home and your choice should reflect this. Normally, two game slots are provided by each team. Contact the CNN Ice Allocator as soon as you know who you will be playing to try to get ice times. Remember all teams are trying to schedule games at the same time so you may
\ ROSTERS Date Preacher Worship Team Elder/H.S. Servant Stewards Morning Tea/Supper 6th August David P Rythym Lynelle Jessup Bruce and Vicki Kratzman Catherine Graham Joan Clark Evening Youth Service Harmony Margaret Pohlmann Sandie Mattern and Share 13h August Morning David P Rythym Margaret Pohlmann Gwenda Richardson Helen Brown Marilyn Irvine Jacqui Stock Evening Helen Cifuentes David and Marg P Margaret Pohlmann Lorraine Hudson Julia Stickley Brianne Falconieri
SENIOR ISSUES (B) TASK FORCE Conference Call – Friday, October 12, 2018 3:00 pm ET / 2:00 pm CT / 1:00 pm MT / 12:00 pm PT / 11:00 am AK time ROLL CALL Lori K. Wing-Heier, Chair Alaska David Altmaier, Vice Chair Florida Jim L. Ridling Alabama Elizabeth Perri American Samoa Allen W. Kerr Arkansas Dave California Michael Conway Colorado Katharine L. Wade Connecticut Trinidad Navarro Delaware Stephen C. Taylor District of Columbia Gordon I. Ito Hawaii Dean Cameron Idaho Jennifer Hammer Illinois Stephen W. Robertson Indiana Doug Ommen Iowa Ken Selzer Kansas Nancy G. Atkins Kentucky J. Donelon Louisiana Eric A. Cioppa Al Redmer Jr. Maryland Gary Anderson Massachusetts Patrick M. McPharlin Michigan Jessica Looman Minnesota Mike Chaney Mississippi Chlora-Lindley-Myers Missouri Bruce R. Ramge Nebraska Barbara D. Richardson Nevada John Elias New Hampshire Marlene Caride New Jersey John G. Franchini New Mexico Mike Causey North Carolina Jon Godfread North Dakota Jillian Froment Ohio John D. Doak Oklahoma Andrew Stolfi Oregon Jessica Altman Pennsylvania Deiter South Dakota Julie Mix McPeak Tennessee Kent Sullivan Texas Todd E. Kiser Utah Scott A. White Virginia Mike Kreidler Washington Allan L. McVey West Virginia Ted Nickel Wisconsin AGENDA Roll Call Review and Discussion of proposed 2019 Task Force Charges Adoption of proposed 2019 Task Force Charges Adjournment
exceptions under California law and probably in other states, so I recommend changing this to “most of the laws and regulations.” Page 13: “Also, many life insurance policies and annuity contracts offer benefits beyond acceleration of the death benefit.” For accuracy and clarity, “or the annuity payment” should be added after “death benefit.” Page 19: “licensed health care practitioner” – Lay readers may not understand this term. I recommend adding a definition in the glossary so people know it includes doctors. Page 21: It’s not clear what the difference is between the indemnity method and the disability method, as both pay a set amount. Also, drop “not” in the disability method description. Page 28: The first time “ADL” is used, it would be helpful to spell it out and note the acronym in parentheses. Page 32: “Policies that increase benefits for inflation automatically ‘compound’ rates.” I don’t think this is accurate. Policies can offer simple inflation options, as noted by the LTC Policy Checklist in the appendix. Page 38: “Inflation protection can add 25% to 40% to the premium. . . . In fact, either of options could easily double your premium.” This math sounds contradictory – wouldn’t it take a 100% addition to premium to double your premium?
NHS Dumfries and Galloway 338,607 7 NHS Fife 4,679,011 34 NHS Forth Valley 3,866,789 15 NHS Grampian 1,794,157 28 NHS Greater Glasgow and Clyde 10,814,335 97 NHS Highland 1,091,621 10 NHS Lanarkshire 3,889,967 39 NHS Lothian 5,004,108 74 NHS Orkney 2,386 <5 NHS Shetland 201,564 <5 NHS Tayside 4,927,780 59 NHS Western Isles 661,796 <5 NHS24 661,120 <5 NHS National Services Scotland 91,294 <5 NHS National Waiting Times Centre 383,467 10 Scottish Ambulance Service 237,474 6 The State Hospital 162,230 <5 The breakdown of the number and value of claim payments made during 2016-17 is detailed in Table 1 below. Of these payments, 31 related to high value cases (where settlement was over £1 million) and of these, 8 payments, all of which related to clinical claims, were in excess of £1 million. Table 1: Number & Value of 2016-17 Payments
Eligibility Data must not be viewable in electronic school records programs/database to any district staff because the purpose of Free/Reduced benefits is to provide meals to eligible students. IV. USDA Confidentiality Disclosure Reference Recipient of Information What May Be Disclosed Requirements Programs under the National School Lunch Act or Child Nutrition Act (SFSP, CACFP) All eligibility information Prior notice and consent not required Federal/State or local means tested nutrition programs with eligibility standards comparable to the NSLP Eligibility status only Prior notice and consent not required Federal education programs Eligibility status only Prior notice and consent not required State education programs administered by a State agency or local education agency Eligibility status only notice and consent not required Local education programs NO eligibility information, unless parental consent is obtained Must obtain written parental/guardian consent Medicaid or the State children’s health insurance programs (SCHIP), administered by a State or local agency authorized under titles XIX or XXI of the Social Security Act to identify and enroll eligible children All eligibility information, unless parents elect not to have information disclosed Must give prior notice to parents and opportunity for parents to decline to have their information disclosed State health programs other than Medicaid/SCHIP, administered by a State agency or local education agency Eligibility status only consent not required Federal health programs other than Medicaid/SCHIP NO eligibility information, unless parental consent is obtained Must obtain written parental/guardian consent Local health program NO eligibility information, unless parental consent is obtained Must obtain written parental/guardian consent Comptroller General of the United States for purposes of audit and examination All eligibility information Prior notice and consent not required Federal, State or local law enforcement officials investigating alleged violations of any of the programs under the NSLA and CNA or investigating violations of any of the programs that are authorized to have access to names and eligibility status All eligibility information Prior notice and consent not required
compare up to 3 vehicles’ or the ‘Advanced vehicle search’ sections. The activity data required is the kilometres travelled. Once all three inputs have been entered, the calculator will calculate the emissions amount. Private (method 3) Km travelled Vehicle class (by size or market segment) The Department for Business, Energy and Industrial Strategy methodology can be used if the data is not available for the litres of fuel consumed and if the make and model of the vehicles are not known. The methodology can be applied using the kilometres travelled and vehicle class (either by size or market segment). The reference document is available for download in a spreadsheet format. The methodology description and the relevant emissions factors can be found under the 'Passenger vehicles' tab in the spreadsheet. Travel (domestic) Number of nights stayed Hotel star rating Location of stays (by State or Territory) Emissions factors for hotel stays in Australia can be calculated by using 2012 energy intensity data from the reference document ( in conjunction with the latest occupancy rates of Hotels, Motels and Serviced Apartments, provided by the Australian Bureau of Statistics (Australian Bureau of Statistics, 2013–14). There are three main steps in this methodology. These are calculating the energy intensity per square metre, the energy intensity per hotel room, and the final conversion from energy consumed to emissions. Continued... (travel domestic) This methodology for calculating emissions for hotel stay accommodation has three steps. The steps are described under each of the subheadings below. Energy intensity The reference document () provides the average intensity (megajoules per square metre, per annum) of accommodation in Table 6.4, broken down by State and Territory. In order to convert the intensity from per annum to per night’s stay, the ABS national room occupancy rate can be used (Australian Bureau of Statistics, 2013–14). For example: The occupancy rate for the June Quarter of 2014 is 64.2%. The energy intensity of 1m2 of hotel accommodation in NSW (Capital City) is
Observation Form School Counselor: Date: School: Subject: Academic Year: Part of the Lesson: Beginning Middle End Time of Day: Strategies and Delivery Methods Select those that apply Student Engagement High (75-100%) Moderate (50-75%) Low (25-50%) Disengaged (0-25%) Depth of Knowledge Not Observed (0) Recall (1) Skill Concept (2) Strategic Thinking (3) Extended Thinking (4) Classroom Structure Evidence of Student Work Displayed in Classroom Yes No Room Organized Yes No Curriculum/Instruction/Observed Taught curriculum matches written curriculum Objectives & DOK Accessible Materials Clear Learning Targets Technology Integrated Knowledgeable about the content Learning Assessments Observed Provides Specific and Timely Feedback Question/Answer Quiz or Test Group Response Individual Response Conferencing Observation None Learning Environment Conducive to Learning Somewhat Conducive Not Conducive Disruptive Behavior Off Task Behavior Lack of Organization Advanced/Graphic Organizers Classroom Discussion Cooperative Learning Group Work Guided Practice Hands On/Active Learning Independent Student Work Inquiry Based Learning Learning Centers Lecture Nonlinguistic Representations Peer Evaluation Project Based Learning Question/Answer Similarities/Differences Student Presentations Summarizing/Note Taking Observations Feedback School Counselor's Signature/Date Observer’s Signature/Date Signatures indicate the document has been reviewed and discussed.
Unit #1 Title: That’s How You Do It! Grade Level: 3 Number of Lessons in Unit: 2 Time Required for each lesson: 30-35 minutes each Lesson Titles: Lesson # 1: Help Is On The Way! Materials/Special Preparations Required: Study/Test Taking Habits Inventory Study/Test Taking BINGO sheet Lesson # 2: BINGO! Materials/Special Preparations Required: Study/Test Taking Habits Inventor Study/Test Taking BINGO sheet from previous lesson Study/Test Taking BINGO cards (for drawing) Pencils/Markers for each student Optional: Small reward for students Missouri Comprehensive School Counseling Big Idea: AD.4: Applying Skills Needed for Educational Achievement Grade Level Expectations (GLEs): AD.4.A.03: Identify and practice study skills and test taking strategies. (DOK Level - 2) AD.4.B.03: Recognize and practice basic time management and organizational skills for assignments and/or task completion. (DOK Level - 2) American School Counselor Association (ASCA) Mindsets and Behaviors: Academic Development Show Me Standards: Performance Goals (check one or more that apply and identify relevant process standards) X Goal 1: Gather, analyze and apply information and ideas 1. Develop questions and ideas to refine research. 10. Apply acquired information, ideas, and skills to different contexts as students, workers, citizens, and consumers. X Goal 2: Communicate effectively within and beyond the classroom 3. Exchange information, questions, and ideas while recognizing the perspectives of others. X Goal 3: Recognize and solve problems 6. Examine problems and proposed solutions from multiple perspectives. 7. Evaluate the extent to a strategy addresses the problem. X Goal 4: Make decisions and act as responsible members of society 8. Explain reasoning and identify information used to support decisions. 4. Recognize and practice honesty and integrity in academic work and in the workplace.
X Social Studies 7. The use of tools of social science inquiry. Science Health/Physical Education Fine Arts Enduring Life Skill(s) X Perseverance X Integrity X Problem Solving Courage Compassion Tolerance Respect X Goal Setting Lesson Measurable Learning Objectives: The student will self-assess ability to demonstrate 24 different study skills. Lesson Formative Assessment (acceptable evidence): Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc. The student will complete an inventory that self-assesses proficiency with study skills, test taking strategies, and basic time management and organizational skills. Lesson Preparation Essential Questions: Why do are skills important Engagement (Hook): Counselor goes into obviously unprepared (mismatched clothing, messy hair, forgotten materials, eating). Counselor asks students, “Do I look prepared for class today?” Procedures Instructor Procedures/Instructional Strategies: 1. Today we are going to discuss study and test taking habits and learn about out habits. Counselor distributes the Study/Test Taking Habits Inventory. 2. Counselor reads the Study/Test Taking Habits Inventory as students follows along and responds to each item. 3. Counselor distributes Study/Test Taking Habits BINGO sheet. Counselor explains that, as each skill is discussed, the students should write the key word, which is in bold Student Involvement/Instructional Activities: 1. Students get out a pencil, write their name on their sheets and read over the inventory while waiting. 2. Students put an X in the that best describes their knowledge/use of the skill. Students also join in the discussion. 3. Students write key words on the BINGO sheet in any spot that they wish.
Teacher Follow-Up Activities Counselor/instructor posts the chart with the characteristics of the successful student in the classroom. The teacher will reinforce the qualities/characteristics of a successful student periodically throughout the year. The teacher/counselor/students will add at least quarterly other qualities/characteristics to the chart as the year progresses. Counselor reflection notes (completed after the lesson) Characteristics/Qualities of a Successful Student Your group will brainstorm qualities of a successful student. Write the qualities below and be ready to share with the class. 1: 2. 3: 4: 5: 6: 7:
system to promote academic success. AD.4.A.07: Demonstrate and refine study skills and strategies utilizing available academic resources. AD.4.B.07: Demonstrate and refine a self –management system to promote academic success. AD.4.A.08: Consistently apply a system of study skills and test-taking strategies to promote academic success. AD.4.B.08: Consistently apply a self-management system to promote academic success. DOK – 3 DOK - 4 DOK – 4 2. The student will write a paragraph describing his/her individual learning style and cite three ways his/her academic achievement can improve using learning style strategies. AD.4.A.06. AD.4.B.06 AD.4.A.07. AD.4.B.07 AD.4.A.08 AD.4.B.08 RI.6.1, 4 W.6.1, 2 SL.6.1 L.6.1-6 AD A DOK – 3 DOK – 4 DOK – 3 DOK – 3 DOK – 4 DOK - 4 3. The student will identify two or more skills in the categories of study skills, test-taking skills, and self-management skills. AD.4.A.06 AD.4.B.06 AD.4.A.07 AD.4.B.07 AD.4.A.08 AD.4.B.08 RI.7.1 RI.7.4 SL.7.1 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 AD A DOK – 3 DOK – 4 DOK – 3 DOK – 3 DOK – 4 DOK – 4
4. The student will develop two academic success goals and three action steps that can be utilized to accomplish each goal. AD.4.A.06 AD.4.B.06 AD.4.A.07 AD.4.B.07 AD.4.A.08 AD.4.B.08 RI.8.4 W.8.1 W.8.10 SL.8.1 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD A DOK – 3 DOK – 4 DOK – 3 DOK – 3 DOK – 4 DOK - 4 ASSESSMENT DESCRIPTIONS*: Getting Your Grades Together survey and performance activity. Summative Assessment will take place during the 8th grade lesson. Learners will assess their own study skills via the Getting Your Grades Together survey. After assessing their skills, students will write an essay describing their plans for applying what they have learned in middle school to high school work. Essays will include the following elements: Discussion of strengths and limitations in the areas of: Self-Management Skills; Study Skills, and Test-taking skills and the steps to personal success in each skill area. This will be a formal essay and follow the conventions of standard English. To add interest, essay may be written as a letter to self. Obj. # INSTRUCTIONAL STRATEGIES (Teacher Methods) __x___ Direct __x___ Indirect __x___ Experiential __x___ Independent study __x___ Interactive Instruction 1 2 3 4 See Lessons: Grade 6: Lesson 1 Picturing the Successful Student Lesson 2 What’s Your Style? Grade 7: Lesson 3 Let’s Review for Better Achievement Grade 8: Lesson 4 Just Checking Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 See Lessons: Grade 6: Lesson 1 Picturing the Successful Student Lesson 2 What’s Your Style? Grade 7:
Pass out student Personal Plans of Study and credit checks and go over the plans with the students. Have students list what they need to do in order to graduate and prepare themselves for their post-secondary goals. according to what their post-secondary plans are. Students list what they still need to do to graduate and prepare for future education or training. Teacher Follow-Up Activities Teachers may choose to have their students write a short paper that will outline their goals and describe the steps needed to attain them. Counselor reflection notes (completed after the lesson)
blocks are filled. (Ears for listening, hand for hands to self, etc.) Putting the poster on the floor, the counselor tosses a beanbag (or other soft item) on each block, randomly. Counselor asks several students to “show us” what that skill/behavior looks like, making sure that every student is included in modeling. 6. Counselor summarizes: “Now that you’ve practiced all of these great ways to stay on the daily plan, I hope that you will continue to do a great job using these skills to follow the plan. Give me a thumbs up if you will do your best to follow the plan!” (or similar response). 4. Students listen and watch. 5. Selected students model the behaviors/skills, while others watch. (Make sure that all students have a chance to model.) 6. Students respond. Teacher Follow-Up Activities Students could draw a picture of one way that they help their class stay on schedule. Counselor reflection notes (completed after the lesson)
1. What would happen if adults and children played all day? 2. Why is it important for people to have a daily plan? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify the daily plan for the classroom. AD.4.A.0K Identify and follow classroom and school routines. AD.4.B.0K: Identify work habits necessary for school success. SL.K.1 SL.K.2 SL.K.4 SL.K.5 SL.K.6 L.K.1 AD A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. DOK – Level 2 DOK – Level 2 2. The student will identify four work habits to be successful. AD.4.A.0K AD.4.B.0K SL.K.1 SL.K.2 SL.K.4 SL.K.5 SL.K.6 L.K.1 AD A DOK – Level 2 DOK – Level 2 ASSESSMENT DESCRIPTIONS*: Students will identify four work habits needed for accomplishing a daily plan. Students will identify three specific work habits needed for staying on a daily plan. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct __x__ Indirect __x__ Experiential Independent study __x__ Interactive Instruction See Lessons:
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1. What do people expect you to do? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will work with a team of two or more to create a skit exemplifying at least two additional strategies or skills expected of third grade students. AD.5.A.03: Revise and practice strategies to meet increased school activities. RL.3.6 RF.3.3 W.3.3 W.34 W.3.8 SL.3.1 SL.3.3 SL.3.4 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.4 L.3.5 L.3.6 AD A. Students will acquire the attitudes, knowledge, and skills contributing to effective learning in school and across the lifespan. Level 3 ASSESSMENT DESCRIPTIONS*: Skits written and performed by students will demonstrate the skills and behaviors used by 3rd graders to succeed. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct __x__ Indirect __x__ Experiential _____ Independent study __x__ Interactive Instruction 1 See Lessons: Lesson # 1: Acting Like a Third Grader (Part 1) Lesson # 2: Acting Like a Third Grader (Part 2) Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 See Lessons: Lesson # 1: Acting Like a Third Grader (Part 1)
Teacher Follow-Up Activities The teacher will reinforce the Expectation/Skills list with the students during classroom activities. Counselor reflection notes (completed after the lesson) ACTIVITY Prepare the directions that work for the combination locks you are using. Sample Directions to open the lock: Pretend Combination: 12 - 25 - 4 Steps to opening the lock: Clear the lock by moving the dial one complete circle in both directions. Start at 0 Turn the dial directly to the right to the number 12 and stop. Turn the dial left past 25 once and then go directly to 25 and stop. Turn the dial to the number 4 and stop.
This rubric is designed to be used by students as a self-assessment mechanism, and may also be utilized by counselors and classroom teachers throughout the year. Planner Usage Rubric Student’s Name: __________________________ Weeks Of: ________________________________ (School Counselor decides Of”) 4 3 2 1 Assignments with page numbers, titles of worksheets, questions to do, due date and materials needed Consistently has planner completed with all information Usually has information with 1 or 2 components missing Occasionally has the planner completed Rarely has assignment notebook completed Long-term assignments Consistently has long-term assignments listed each day until due Usually has assignments listed at least 2 days before due Has long-term assignments listed on 1 day before due or on due date Rarely has long-term assignments recorded Test Consistently has test dates listed each day until test Usually has test dates listed as least 2 days before test Has test dates listed 1 day before test or on test date Rarely has test dates recorded Extracurricular Activities (if applicable) Consistently has scheduled extracurricular activities recorded Usually has scheduled extracurricular activities recorded Occasionally has scheduled extracurricular activities recorded Rarely has scheduled extracurricular activities recorded Scheduled homework time Consistently has scheduled homework time in planner Usually has scheduled homework time in planner may be missing 1 or 2 days Occasionally has scheduled homework time in planner Rarely has scheduled homework time in planner Name(s) of those assessing student with Planner Usage Rubric: Name: _______________________________________ Date: _________________________ Name: ______________________________________ Date: _________________________
ESSENTIAL QUESTIONS: 1. How do you feel about new experiences? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify five skills necessary to transition to high school. AD.5.A.08: Identify the information and skills necessary to transition to high school. SL.8.1 SL.8.2 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. Level 2 2. The student will confirm their understanding of graduation requirements, credit, core classes, and electives, and GPA by completing the Moving On checklist. AD.5.A.08 SL.8.1 SL.8.2 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 RST.6-8.2 RST.6-8.4 AD A Level 2 3. The student will list five extracurricular activities they are interested in. AD.5.A.08 SL.8.1 SL.8.2 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD A Level 2
(Ls. 1) ______ ______ Demonstrations ______ Guided & Shared - , listening, viewing, thinking (Ls. 1, 2) __X___ (Ls. 2) ______ ______ ______ ______ ______ Field Observations ______ ______ Model Building ______ Surveys Packages ______ Correspondence Lessons ______ __X___ Homework (Ls. 1) ______ ______ ______ Learning Centers ______ Laboratory Groups __X___ (Ls. 1) ______ ______ ______ ______ ______ Tutorial Groups ______ Interviewing ______ Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from http://www.corestandards.org/
up if you went to daycare. Then instruct students to sit down. Stand up if you stayed at home with a parent. Then instruct students to sit down. Stand up if you went to a babysitter. Then instruct students to sit down. 3. Counselor will have students go back to their desks/tables. Counselor will pass out the student “The things I learned before Kindergarten at __________.” Activity Sheet. Students will draw a picture of two things they did or two expectations in their previous learning situation (home, 4. The counselor will collect and store student’s work until next session. Next session the students will be asked to identify expectations they have learned about in Kindergarten. 3. Students will draw pictures of two things they did or two expectations during their previous learning situation. 4. Students will complete their drawings and turn it in to the counselor. Teacher Follow-Up Activities The teacher may want to review the students’ drawings of differences in experiences. Counselor reflection notes (completed after the lesson) The things I learned before Kindergarten at ________________.
life-long learning. 4. The student will review and revise personal plan of study to determine career path/cluster and related coursework. AD.6.A.10 RI.9-10.4 SL.9-10.1 SL.9-10.2 SL.9-10.3 L.9-10.1 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6 AD B Level 3 5. The student will complete one or more sample application(s) for post-secondary programs. AD.6.A.11: Evaluate and revise a Personal Plan of Study for life-long learning. W.11-12.1 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.5 W.11-12.8 W.11-12.9 W.11-12.10 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 AD B Level3 6. The student will establish an individual calendar important dates related to personal plans of study. AD.6.A.11 RI.11-12.4 RI.11-12.7 L.11-12.1 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 AD B Level3 7. The student will complete “Personal Plan of Study Review for Seniors”. AD.6.A.12: information to revise and implement a Personal Plan of Study necessary for SL.11-12.1 SL.11-12.4 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 AD B Level 4
2. What does success look like? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will create a Learning Book depicting five skills for learning. AD.6.A.0K: Identify the skills needed to be a successful learner. RF.K.2 RF.K.3 AD A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. Level 1 2. The student will learn and sing The Learning Song. AD.6.A.0K. RF.K.2 RF.K.3 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 AD A Level 1 ASSESSMENT DESCRIPTIONS*: The student will create a Learning Book depicting five skills for learning. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct Indirect __x__ Experiential __x__ Independent study __x__ Interactive Instruction
Unit #1 Title: Work, Career Paths and Me! Lesson Title: Career Paths in My Community Lesson: 2 of 2 Grade Level: 1 Length of Lesson: 30 minutes Missouri Comprehensive School Counseling Big Idea: CD.7: Applying Career Exploration and Planning Skills in the Achievement of Life Career Grade Level Expectations (GLEs): CD.7.B.01: Identify workers in the local community related to the six (6) career paths. American School Counselor Association (ASCA) Mindsets and Behaviors: Career Development Materials (include activity sheets and/ or supporting resources) Career Paths mini poster Career Puppets (counselor’s choice) Paper, markers, pencils Set of Career Path posters Show Me Standards: Performance (check one or more that apply) X Goal 1: Gather, analyze and apply information and ideas 6. Discover and evaluate patterns and relationships in information, ideas and structures. X Goal 2: Communicate effectively within and beyond the classroom 3. Exchange information, questions and ideas while recognizing the perspectives of others. X Goal 3: Recognize and solve problems 5. Reason inductively from a set of specific facts and deductively from general premises. X Goal 4: Make decisions and act as responsible members of society 1. Explain reasoning and identify information used to support decisions. 3. Analyze the duties and responsibilities of individuals in societies. This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s) X Communication Arts 6. Participating in formal and informal presentations and discussions of issues and Mathematics X Social Studies 6. Relationships of the individual and groups to institutions and cultural traditions. Science Health/Physical Education
L.1.6 3. The student will demonstrate the importance of jobs by identifying one job within the family and the school. CD.7.A.01 CD.7.B.01 CD.7.C.01 RF.1.2 RF.1.3 W.1.8 SL.1 SL.2 SL.3 SL.4 SL.6 L.1.1 L.1.4 L.1.5 L.1.6 CD C DOK Level – 1 DOK Level – 2 DOK Level – 2 ASSESSMENT DESCRIPTIONS*: At the conclusion of the unit, the student will identify personal strengths and interests, and to articulate the importance of jobs within the family and the school setting. The student will also be able to match jobs in the community with each of the Career Paths. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) x Direct Indirect x Experiential Independent study x Interactive Instruction 1 2 3 See: Lesson #1: Jobs I Like At Home and School Lesson #2: Career Paths In My Community Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 See: Lesson #1: Jobs I Like At Home and School Lesson #2: Career Paths In My Community x (Ls. 1, 2) x (Ls 1) Indirect: Experiential: Conducting Experiments Independent Study Essays Interactive Instruction Panels x (Ls. 1,2 )
Demonstrations Guided & Shared - listening, viewing, thinking Games Storytelling Field Observations Model Building x Surveys (Ls.1,2 ) Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers x (Ls.1,2) Laboratory Groups x (Ls. 1,2 ) Tutorial Groups Interviewing Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from
Fixing/Building Path ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ Nature Path ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
UNIT DESCRIPTION: Making Connections Students will make the connection between activities and interests and future careers, connections between jobs and the academic skills necessary for those jobs, connections between/among all work and workers. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. What is the relationship between strengths, interests, and careers? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify at least two new activities and interests to explore. CD.7.A.02: Identify new activities and interests to explore. CD.7.B.02: Identify the academic skills necessary for workers in the six (6) career paths. CD.7.C.02: Explain the importance of jobs and workers in the community. RF.2.3 W.2.2 W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C. Students will understand the relationship between training and the world of work. DOK Level - 1 DOK Level - 2 DOK Level - 2 2. The student will be able to identify at least two academic skills necessary for workers in each of the six Career Paths. CD.7.A.02 CD.7.B.02 CD.7.C.02 RF.2.3 W.2.2 W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.2 L.2.3 CD A CD C DOK – 1 DOK Level – 2 DOK Level - 2
2 3 Lesson #2: Connecting the Dots: Linking Academic Skills to the Career Paths Lesson #3: Connecting the Dots: Workers and Their Importance Demonstrations x Guided & Shared - listening, viewing, thinking (Ls. 1,2,3) Indirect: Experiential: x (Ls. 1,2,3) Conducting Experiments Games Storytelling Field Observations Model Building Surveys Independent Essays Reports Learning Activity Packages Correspondence Lessons Homework Learning Centers Interactive Instruction Panels x (Ls. 1,2,3) (Ls. 1,2,3)j Laboratory Groups Tutorial Groups Interviewing Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from
UNIT DESCRIPTION: Targeting Careers In this unit, students will the steps of goal setting. They will engage in practical application of these steps by setting and evaluating their own personal and school goals. Students will learn to identify those academic subjects that assisted workers as they worked to achieve their career goals. They will also identify their academic subjects/skills they continue to use in their work contributions to their communities. SUGGESTED UNIT TIMELINE: 4 CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: What are goals? Why do people set goals? How is what you learn at school useful in a career? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will list the to setting short- term and long-term goals. CD.7.A.03: Identify and the steps to setting short-term and long- term, personal, and educational goals. CD.7.B.03: Compare and contrast the academic skills required of workers in the six career paths. CD.7.C.03: Recognize the contributions made by all workers to the school and RF.3.3 W.3.8 SL.3.1 SL.3.2 SL.3.6 L.3.4 L.3.5 L.3.6 CD C. Students will understand the relationship between training and the of work. DOK Level - 3 DOK Level - 3 DOK Level - 2
Job Picture Activity Sheet Farmer Astronaut Delivery Person Computer Programmer Bus Driver Optometrist Manicurist Photographer Camera Person Teacher Sanitation Worker Welder Chef Keeper Lawn Care Person Bricklayer Receptionist Pediatrician Physical Therapist Pet Groomer Construction Worker Veterinarian Carpenter Gas Station Attendant
Architect Singer Police Officer Banker Artist Meteorologist Clergy Zoo Keeper Forest Ranger Actor Counselor Taxi Driver Job Research Activity Sheet A Job I am Interested in Finding Out More About… Name of Job: _______________________________________ Job Description: _____________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Personal Skills needed: _________________________________ ____________________________________________________ School Skills needed: __________________________________ ____________________________________________________
_____ it was very hot _____ it was very cold _____ you had to work outside in the rain and snow _____ you had to work under pressure Number of “yes” answers: ________ Number of “no” answers: ________ Number of “maybe” answers: ________ If you have a lot of “yes” and “maybe” answers, you probably are open to many different types of careers. If you have many “no” answers, you are less flexible about what types of jobs you might like. Now that you have this information, look at the Career Path poster and figure out some careers and career that fit you best! (Adapted from Missouri Comprehensive Guidance Activities Box, Area I, Category A, Competency 4, EI-55)
Job List Mini Poster JOBS IN THE WORLD OF WORK Review the list of jobs below, and select at least 5 that match your preferences. Teacher Nurse Custodian Server Attorney Construction Worker Doctor Singer Secretary Computer Programmer Veterinarian Physical Therapist Mechanic Gas Station Attendant Psychologist Nursing Home Worker Banker Farmer Firefighter Chef Meteorologist Dancer Carpenter Hairstylist Television Announcer Artist Biologist Astronaut
3. When the activity sheet has been completed the counselor asks each group Reporter to report group’s thoughts about changes that have taken place in the world of work. 4. Assignment for next class session… Each student will be given an interview Activity Sheet How Times Change. The counselor will review the worksheet step-by-step, allowing time for questions. 5. Each student uses the form as a guide for interviewing a parent, adult friend or a school staff member. The information (data) gathered during the interview and brings the completed Activity Sheet back to school. If a student is not able to interview a parent or adult friend, the student will ask a school staff member for an interview. Follow-Up Session (Lesson 3): 6. During the follow-up lesson, the counselor will ask the students to share the information gathered during their interviews. 7. In groups, students will develop a graph representing group data (see Lesson Assessment). Positive changes will be recorded on chart paper/chalkboard. 8. Counselor relates that in their futures jobs will continue to go through many changes, and that it will be important for them to be open to change, understanding that change can lead to better things. 3. Reporters will the changes they think have taken place in the world of work. 4. Students will ask clarifying questions. 5. The students will take the “How Times Change” sheet and interview an adult before the next class period. They will bring the completed Activity Sheet back to class the next session. 6. Students will information that they gathered in their interviews. 7. Students will be encouraged to comment on those changes and their impact on the jobs. Students will organize and analyze data. 8. Students will write a paragraph relating future changes to their own future. Teacher Follow-Up Activities Teacher might discuss the many changes in teaching in recent years. Counselor reflection notes (completed after the lesson)