zilongwang/ReadingBank huggingface dataset:
Government climate change targets Overall, support for Victoria's emissions and renewable energy targets is high. The Chart below compares the results for the Great South Coast with the state average; awareness of the targets was slightly higher in the Great South Coast region compared to the state average and support for the net zero emissions target was lower than average (59% compared to 78% average). Support for the renewable energy targets, however, was the same as the state average. FIGURE 16: AWARENESS OF AND SUPPORT FOR VICTORIAN GOVERNMENT TARGETS › Approximately one-quarter, 24%, of Victorians were aware of the net zero greenhouse gas emissions by 2050 target, and 13% were vaguely aware that a target has been set. › 78% of Victorians support this target. › Support for the target is stronger among younger Victorians; 88% of those aged 25-39 years. › Support in the Great South Coast was lower than state average, 59%. A total of 16% opposed the target (compared to 13% average) and 12% didn't know (compared to 3% average). › Approximately one-quarter, 24% of Victorians were of the renewable energy targets, and a further 19% were vaguely aware that targets were set. › 84% of Victorians support these targets › Support for the targets was stronger 25-39 year age group, 93%. › Support for the targets in the South Coast was the same as the state average. Source: C4a/C4b/C5a/C6a | Base: Module 2 Reasons for supporting the targets: › “I strongly believe that humans are having an absolute catastrophic effect on the environment and I believe that anything we can do to reduce that is worthwhile" › "I'm fearful of the consequences of climate change and this can tackle that. That's why I drive an electric car and use solar panels." › "Climate change contributes to many disasters and the Government should do things to help." › "It should be more and it's because the Government has the power and resources to do more than us as individuals."
Further information For more information contact Sustainability Victoria Sustainability Victoria Level 28, Urban Workshop, 50 Lonsdale Street, Melbourne VIC 3000 Phone (03) 8626 8700 sustainability.vic.gov.au Published by Sustainability Victoria. Summary of key findings – Climate Change Social Research © Sustainability Victoria, September 2017 ENG075 Victorian Perceptions of Climate Change (excluding all trade marks and logos) is licensed under a Creative Commons Attribution 4.0 Australia licence. In essence, you are free to copy, distribute and adapt the work, as long as you attribute the work and abide by the other licence terms. Go to to view a copy of this licence.
Causation of climate change The clear majority of Victorians (91%) accept some level of human causality for climate change: › 3% think climate change is ‘entirely caused by natural processes’, and › 4% of Victorians hold the opinion that ‘there is no such thing as climate change’. Figure 3 compares the results for Mallee with Victoria overall, Greater Melbourne and Regional Victoria. While the Mallee region had higher percentages of respondents saying they don't think climate change is happening (8% compared to 4% state average) or that climate change is entirely due to natural processes (7% compared to 3% state average) these differences were not statistically significant. FIGURE 3: OPINIONS ABOUT CLIMATE CHANGE CAUSALITY NET: Scepticism NET: Some human causation 91% 12 34 38 7 3 4 2 7% 92% 13 36 36 7 3 4 2 6% 90% 9 29 43 9 4 4 2 8% 84% 7 23 40 13 7 8 1 15% Source: A2 Base: Total sample (VIC: n=3,333 | GM: n=1,424 | Reg VIC n=1,909 | Mallee n=211)
Engagement Engagement with the topic of climate change is reasonably high across Victoria, with three-quarters of respondents (74%) stating some level of interest in news items, documentaries or other types of information about climate change. The Figure below shows that 65% of people in the Mallee region are engaged on the topic of climate change - this is lower than the state average but is still a positive finding in that two-thirds are interested in the subject. FIGURE 7: INTEREST IN INFORMATION ABOUT CLIMATE CHANGE Source: B1 | Base: Total sample
Key findings in Ovens Murray at a glance Climate change is happening and requires action 95% say climate change exists and humans are contributing to it; 74% agree that climate change is an issue that requires urgent action now 85% believe their actions can help reduce the impact of climate change Residents are willing to take action 84% 58% are willing to take action on climate change prefer to buy from businesses that show they are acting on climate change
Further information For more information contact Sustainability Victoria Sustainability Victoria Level 28, Urban Workshop, 50 Lonsdale Street, Melbourne VIC 3000 Phone (03) 8626 8700 sustainability.vic.gov.au Published by Sustainability Victoria. Summary of key findings – Climate Change Social Research © Sustainability Victoria, November 2017 ENG075 Victorian Perceptions of Climate Change (excluding all trade marks and logos) is licensed under a Creative Commons Attribution 4.0 Australia licence. In essence, you are free to copy, distribute and adapt the work, as long as you attribute the work and abide by the other licence terms. Go to to view a copy of this licence.
Fugard, Athol. “Master Harold”…and the boys Poetry Shakespeare, William. “Sonnet 73.” Donne, John. “Song.” Shelley, Percy Bysshe. “Ozymandias.” Poe, Edgar Allan. “The Raven.” Dickinson, Emily. “We Grow Accustomed to the Dark.” Houseman, A. E. “Loveliest of Trees Johnson, James Weldon. “Lift Every Voice and Sing.” Cullen, Countee. “Yet Do I Marvel.” Auden, Wystan Hugh. ”Musee des Beaux Arts.” Walker, Alice. “Women.” Baca, Jimmy Santiago. “I Am Offering This Poem to You.” Informational Texts: English Language Arts Henry, Patrick. “Speech to the Second Virginia Convention.” Washington, George. “Farewell Address.” Lincoln, Abraham. “Gettysburg Address.” Lincoln, Abraham. “Second Inaugural Address.” Roosevelt, Franklin Delano. “State of the Union Address.” Hand, Learned. “I Am an American Day Address.” Smith, Margaret Chase. “Remarks to the Senate in Support of a Declaration of Conscience.” King, Jr., Martin Luther. “Letter from Birmingham Jail.” King, Jr., Martin Luther. “I Have a Dream: Address Delivered at the March on Washington, D.C., for Civil Rights on August 28, 1963.” Angelou, Maya. I Know Why the Caged Bird Sings Wiesel, Elie. “Hope, Despair and Memory.” Reagan, Ronald. “Address to Students at Moscow State University.” Quindlen, Anna. “A of a Country.”
Li Po. “A Poem of Changgan Donne, John. “A Valediction Forbidding Mourning.” Wheatley, Phyllis. “On Being Brought From Africa to America.” Keats, John. “Ode on a Grecian Urn.” Whitman, Walt. “Song of Myself.” Dickinson, Emily. “Because I Could Not Stop for Death.” Tagore, Rabindranath. “Song VII.” Eliot, T. S. “The Love Song of J. Alfred Prufrock.” Pound, Ezra. “The River Merchant’s Wife: A Letter.” Robert. “Mending Wall Neruda, Pablo. “Ode to My Suit.” Bishop, Elizabeth. “Sestina Cofer, Judith. “The Latin Deli: An Ars Poetica.” Dove, Rita. “Demeter’s Prayer to Hades.” Collins, Billy. “Man Listening to Disc.” Informational Texts: English Language Arts Paine, Thomas. Common Sense Jefferson, Thomas. The Declaration of Independence United States. The Bill of Rights (Amendments One through Ten of the United States Constitution) Thoreau, Henry David. Walden Emerson, Ralph Waldo. “Society and Solitude.” Porter, Horace. “Lee Surrenders to Grant, April 9th, 1865.” Chesterton, G. K. “The Fallacy of Success.” Mencken, H. L. The American Language, 4th Edition Wright, Richard. Black Boy Orwell, George. “Politics and the English Language.” Hofstadter, Richard. “Abraham Lincoln and the Self-Made Myth.” Tan, Amy. “Mother Tongue.” Anaya, Rudolfo. “Take the Tortillas Out of Your Poetry
Corn & Oats – Appendix: Alignment Ratings The rating system used in the following charts is as follows: 3 EXCELLENT ALIGNMENT: The content/performance of the task is clearly consistent with the content/performance of the Common Core State Standard. 2 GOOD ALIGNMENT: The task is consistent with important elements of the content/performance of the CCSS statement, but part of the CCSS is not addressed. WEAK ALIGNMENT: There is a partial alignment between the task and the CCSS, however important elements of the CCSS are not addressed in the task. N/A: For Mathematical Practices a content rating does not apply. In the charts C = Content Rating and P = Performance Rating Task-to-Mathematical Practice Alignment Recording Sheet Task Name Aligned CCSS Mathematical Practice Standards C P Alignment Comments (Standards selection, partial alignments, reasons for rating, etc) Task Comments (Strengths, weaknesses, possible improvements, effectiveness, etc) CORN & OATS MP.1 Make sense of problems and persevere in solving them. N/A 3 This task requires multi-step problem solving, sense making, and understanding of relationships.
analyze soil samples, possibly through an extension. AGPB01.03.03 Handle crops using methods that apply fundamentals of plant management. 3 2 The performance rating does not include harvesting component aspects of the problem, but does provide the fundamental planning experiences for plant management in the context of crop production. AGPE01.01.02 Apply cartographic skills to natural resources activities. 2 2 The task requires application of land survey and coordinate systems through mapping exercise, but does not extend to integrate the topographic, photo, image, or other geospatial data aspects AGPE01.01.03 Obtain planting data by monitoring natural resource status. 2 1 The task provides an opportunity to use planning data provided and could be enhanced by requiring students to identify and collect data from sources and resources and indicating the long term impacts of production management.
analysis, and calculation and requires students to show work to support results. N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.* 2 3 There is no requirement in this task for students to choose or interpret the scale and origin in graphs and data displays. N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.* 3 3 This task requires appropriate levels of precision throughout in calculations involving money and measurements. 6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? 3 3 Unit rates are used and required throughout the task, for example, cubic yards per truckload, cubic feet per stall, cubic feet per cubic yard, cost per mile, cost per truckload, and cubic yards per truckload. 6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. 3 3 This task requires unit analysis throughout. 7.G.6 real world and mathematical problems involving area, volume and surface area of two and three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 2 3 This task involves measures of area and volume for quadrilaterals (a polygon) and right prisms. * Modeling standards appear throughout the CCSS high school standards and are indicated by a star symbol (*). Task-to-National Career Cluster Knowledge & Skills Statements Alignment Recording Sheet Task Name Aligned National Career Cluster Knowledge & Skills Statements C P Alignment Comments Task Comments AGPG01.02 Practice good record keeping strategies and techniques to accomplish AFNR business objectives. 2 2 The task applies a portion of record keeping strategies and techniques to determine the financial implications of
the scenario balancing proper animal husbandry considerations. determine cost effectiveness. AGPG01.03 Manage budget, credit, and optimal application of AFNR business assets using generally accepted accounting principles to promote business financial well-being. 2 2 The task does not address the credit applications in AFNR business assets, but does provide an opportunity to determine optimal choice to support the scenario. AGPG01.04 Assess and manage inventory using AFNR industry concepts and inventory control practices to ensure adequate inventory for business demand. 1 2 The basics of inventory control are applied in the context of this task, but the deeper application of managing inventory is typically in the context of business demand.
ACC03.01.01 Plan, organize, schedule and manage a project/job to optimize workflow and outcome. 3 3 Market research will help drive the planning of the project, and will be part of the student’s marketing plan. ACC03.01.02 Manage the schedule of a project/lab. 3 3 This may be part of the student’s marketing plan. ACC03.01.03 Estimate resources/material required for a specific project or problem. 3 3 ACC03.01.04 Use available resources/material effectively while completing a project or resolving a problem with a project plan. 3 3 ACC03.01.05 Determine alternative solutions for a specific project/problem. 3 3 The use of survey data will help drive potential solutions to the student’s challenge of raising money and building the most demanded sheds. ACC05.03.02 Evaluate workplace/jobsite activities for compliance with governmental and other applicable safety regulations such as EPA and OSHA. 3 2 Students must understand every component and purpose of project. ACC07.01.01 Establish project goals that assist in meeting project specifications and deadlines. 3 3 ACC10.01.04 Use architect’s plan manufacturer’s illustrations and other materials to communicate specific data and visualize proposed work. 3 3 ACC10.02.01 Select tools, machinery, equipment, and resources that match requirements of the job. 3 3
Task-to-National Career Cluster Knowledge & Skills Statements Alignment Recording Sheet Task Name Aligned Cluster/Pathway Knowledge/Skill C P Alignment Comments (Standards selection, partial alignments, reasons for rating, etc) FENCES ACC 01.01.01 Use basic math functions to complete jobsite/workplace tasks. 3 3 ACC01.01.02 Use geometric formulas to determine areas and volumes of various structures. 3 3 Task requires geometric calculations that comply with statement. ACC 01.01.05 Use appropriate formulas to determine measurements of dimensions, spaces and structures. 2 3 ACC 03.01.03 Estimate resources/materials required for a specific project or problem. 3 3 The task requires students to describe how to get the least expensive solution. ACPA06.01.01 Identify client requirements. 3 3 The task requires the proposal to include client specifications and compliance with city regulations. ACPA 06.01.03 Draw and sketch by hand to communicate ideas effectively. 3 3 Students must draw a sketch by hand.
Task-to-National Career Cluster Knowledge & Skills Statements Alignment Recording Sheet Task Name Aligned National Career Cluster Knowledge & Skills Statements C P Alignment Comments MINIATURE GOLF ACC01.01.03 Use appropriate formulas to determine percentages /decimals. 3 3 Task requires use of percentages and decimals. Plan, organize, schedule and manage a project/job to optimize workflow and outcome. 1 1 Task requires design concepts not project management. ACC03.01.03 Estimate resources/materials required for a specific project or problem. 1 1 Task does not require pricing calculation. ACC03.01.05 Determine alternative solutions for a specific project/problem. 3 3 Task requires several solutions to determine best outcome for the design of the project. Understand the context of the projects. 3 3 Task requires research for scale design. ACC10.01.01 Interpret drawings used in project planning. 1 3 Task requires contest applicants to produce original designs for the contest. ACPA02.01.01 Deliver a presentation that explains a concept of design or preconstruction. 3 2 Task requires a written report that fully explains the design project. ACPA06.01.01 Identify client requirements. 2 1 Task provides basic client requirements but requires students to act as contest applicants not contractors. ACPA06.02.02 Build models using referenced drawings and sketches. 3 2 Task requires drawings to scale. Models are not built. ACPA06.02.03 Utilize computer technology when communicating concepts and designs. 2 1 Task does not identify use of specific computer technology to be competitive in the competition.
pathway. They must check the reasonableness of their solution, continually asking themselves, “Does this make sense?” considerations. Students must identify measurements and lengths for the design project. They use both abstract reasoning and quantitative calculations. MP.2 Reason abstractly and quantitatively 3 This task involves quantitative relationships. It requires that students make sense of quantities and their relationships in the problem situation. They must attend to the meaning of the quantities and pay attention to units as they represent the quantities and measures in a table and then translate in a report to the client. MP.3 Construct viable arguments and critique the reasoning of others 2 Students are required to justify conclusions. There is no requirement to critique the reasoning of others MP.4 Model with mathematics 3 This task is an application from everyday life requiring that the student create a geometric representation that can replace the situation described in the prompt. Students must identify important quantities in the practical situation and use them to answer the questions posed. Students are required to explain their decisions and assumptions. MP.5 Use appropriate tools strategically 3 Students must use the appropriate tools for measurement, design, and the creation of the physical model. MP.6 Attend to precision 3 This task requires that students communicate precisely, organizing their information, as they show their mathematical thinking. Task-to-Common Core State Standards Alignment Recording Sheet
YOGURT PACKAGING AGPA.01.03.01 Prepare products for distribution an analysis of available product preparation options. 2 1 The task provides the majority of the information associated with preparing products for distribution, but does reinforce the application of different considerations of the process. The instructional task integrates planning and reinforces the importance of calculations in delivering products that meet economic thresholds and customer expectations. AGPA01.02.01 Execute key processes related to food product development and enhancement. 1 1 The task tangentially connects to the enhancement of food product development, but focuses on the base understanding of planning and packaging.
Referral Date _ _ _/_ _ _/_ _ _ Referring GP details Name Phone number Email Practice name Practice address Source of referral General Practice Community controlled health service Program Eligibility This Practice is participating in the No Practice Incentive Program- Indigenous Health Incentive (PIP-IHI) The client has a care plan Yes - Please attach with referral both 721 & 723 The client’s chronic disease/type Diabetes Cardiovascular disease (tick one or more as appropriate) Chronic respiratory disease Cancer Chronic Renal disease Other_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Client details ATSI YES NO Surname name Date of birth _ _ _/_ _ _/_ _ _ Preferred name Gender  Female Male Medicare number (if available) Residential address (inc post code) Phone number The reason my client Is at significant risk of experiencing otherwise avoidable (lengthy requires care and/or frequent) hospital admissions co-ordination services Is at risk of inappropriate use of services, such as hospital (tick 1 or more as emergency presentations appropriate) Is not using community based services appropriately or at all  Needs help to overcome barriers to access services Requires more intensive care co-ordination than is currently able to be provided by general practice/Indigenous health service staff Is unable to manage a mix of multiple community based services Other _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Referral authorised by GP name, signature and stamp Date _ _ _/_ _ _/_ _ _ the and
finally as (x + y)/y3. Anybody would agree that this is a simplification. The point is that simplification, least common denominators, and putting into lowest terms shouldn’t become little tin gods that mock the fundamental mathematical ideas involved in generating equivalent fractions and generating equivalent expressions.
HOMESCHOOL ATTENDANCE CALENDAR Student Name: ___________________________ Grade: _______ Academic Year: __________________ 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 29 30 31 Month total July Aug Sept Oct Nov Dec Jan Feb Mar April May Jun X = 3+ of educational activity as per lesson plan on file. 1st Quarter days: Teacher/Parent: H = National Holiday, No School 2nd Quarter days: Signature: S = Student was sick/unable to do school work 3rd Quarter days: Administrator: Jamie De Silvia B = Scheduled day off or break 4th Quarter days: Signature: [] = End of quarter Total (175 req’d): Date Submitted:
Roseburg Public School Elementary School Mathematics First Grade Pacing Guide First Day of School- Beginning October Beginning October- Mid-November Mid- November- Mid-December Beginning January - Mid- February Mid-February – Mid-April- Last Day of School First-Semester Report Card Standards Second Semester Report Card Standards MCC1.NBT.1 MCC1.MD.4 MCC1.NBT.1 MCC1.MD.4 MCC1.G.1 MCC1.G.2 MCC1.G.3 MCC1.MD.4 MCC1.OA.1 MCC1.OA.2 MCC1.OA.3 MCC1.OA.4 MCC1.OA.5 MCC1.OA.6 MCC1.OA.7 MCC1.OA.8 MCC1.MD.4 MCC1.NBT.2 MCC1.NBT.3 MCC1.NBT.4 MCC1.NBT.5 MCC1.NBT.6 MCC1.MD.4 MCC1.MD.1 MCC1.MD.2 MCC1.MD.3 MCC1.MD.4 NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics. Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking. *Updated May 2018 *From Achieve the Core 2018 First Grade Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning.
Lessons 1-5 Additional Resource(s) None needed Formative Assessment(s) that relate to CCSS District-wide Progress Monitoring Assessments Curriculum In-Program Assessments Pre/Post Assessments Summative Assessment(s) that relate to CCSS District-Wide Benchmark Assessments SMARTER Balanced Assessment
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If the organization has other facilities off-site, please complete the following table: No. of facility off-sites: Site location Type of work performed No. of staff (FT/PT/SE) Shift time/staff no. during shift INVOICING INFORMATION Contact person: Contact no.: Email: Address (if different from above): The need/rationale for retaining poliovirus materials post-eradication: Cease work and storage Expected date of completion: Actions taken for retained poliovirus samples before CP expiry or ICC/CC issuance: Destroyed Expected date of destruction: Means of destruction: Transferred to containment within an alternative PEF: Transfer to: Transfer date: Manipulated or stored as part of an ongoing programme of work Actions taken for retained poliovirus samples before CP expiry or ICC/CC issuance: Applied for ICC/CC Expected date of ICC/CC achievement: Submission of time-bound action plan: YES NO Held in secure storage Location: Storage conditions: Used for other activities Specify activities:
Department C&CS Responsible Officer Trevor Coxon e-mail address Trevor.coxon@wrexham.co.uk Full job title Head of C&CS Rationale: Why is this proposal being considered? What need is being addressed? Budget savings proposals 2015/16. Request from Head of Finance Aim: What is the intended outcome of the proposal? To Assess any equality implications of the above proposals How: How will the policy be delivered, by whom and by when? Dept Budget delivery overseen by Head of Dept. and Dept Management Team. Who: Who are the people likely to be affected by this proposal? How have you consulted with the people who are likely to be affected? Client Depts., staff, Members of the Council and in some cases the public. Started Measures: How will you know you have achieved your aims? What are your measures / indicators of success? I will have made the identified savings Budget monitoring. Identify any other policy or decision [internal or external] that may affect your proposal e.g Welfare Reforms N/A
Where you have identified a positive impact (+) above, please describe this: Where you have identified no impact (n/a) above, please describe this: If you have indicated a possible negative effect on any Protected Characteristic then please complete the relevant sections of the Matrix You need to consider: What is the likely scale of the impact and how this can be reduced? Who are the people who are likely to be affected by this proposal?
1630 - 1700 Summary and review Wednesday 0900 - 1030 Personnel and Competency Transport Procedures 1030 - 1200 Healthcare Security Lunch 1300 - 1430 Equipment and Maintenance Human Factors 1430 - 1600 Facility Physical Requirements General Safety 1630 - 1700 Summary and review Thursday 0900 - 1200 Facility visits Facility visits 1300 - 1600 Facility visits Facility visits Friday 0900 - 1200 Verifications / presentation preparation Lunch 1300 - 1400 Close-out Presentation Management and All Involved
Parents/guardians who are assessed as eligible CCR and have provided the service with their Customer Reference Numbers (CRN) may choose to be paid directly by Centrelink. Child Care Benefit (CCB) and Child Care Rebate (CCR) - Conditions Parents/guardians must accurately record time and sign their child’s daily attendance record to verify attendance. Service attendance records may be audited by the Department of Social Services, at their discretion, to confirm children’s attendances claimed. Parents/guardians must sign daily attendance record to verify absences. Service attendance records may be audited by the Department of Social Services, at their discretion to verify absences claimed. It is the parents/guardians responsibility to be informed and familiar with the terms and conditions for applying and receiving CCB and CCR. Any breaches of the terms and conditions for receiving CCB or CCR will result in full fees being due and payable for that time and may result in parents/guardians requiring to ‘pay back’ benefits previously received as CCB or CCR . Child Care Benefit - Absences All parents/guardians are eligible for 42 days absences per child per financial year to which Child Care Benefit will be applicable. Once the 42 absences have been used, CCB is payable for additional absences only if the absence is for an additional absence reason such as: Illness with a medical certificate Non-Immunisation Rostered day off Rotating shift work Temporary closure of school Periods of local emergency Court ordered shared custody Attendance at pre-school Exceptional circumstances NB: Supporting documentation for all additional absences must be supplied by the parents/guardians and maintained by the service. Child Care Benefit Limitations Holding Fees: When families are on extended and want to hold their child/ren’s position CCB/CCR may be affected. If this holiday/leave exceeds 6 weeks, the Team Leader will need to seek approval from the Coordinator on a case by case basis to see if the position can be held. The parent may be liable
Agency Name: CCS STAFF LISTING – Chapter DHS 36 Name (Last, MI) Position Description Credentials/ License Number Functions and Qualifications FTE % Caregiver Misconduct Background Checks – Dates Conducted Functions 1 – MH Professional 2 – Administrator 3 – Serv Director 4 – Serv Facilitator 5 – Services Array Minimum Qualifications Per DHS 36.10 (c) 1-8 1-14 1-21 Any E = Employed (full or part time) C = Contracted BID (Mon/Yr) DOJ (Mon/Yr) DHS IBIS (Mon/Yr) Review within last 4 yrs/ E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N Name (Last, First, MI) Position Description Credentials/ License Number Functions and Qualifications FTE % Caregiver Misconduct Background Checks – Dates Conducted Functions Minimum Qualifications E = Employed BID (Mon/Yr) DOJ (Mon/Yr) DHS IBIS (Mon/Yr) Review within
1 – MH Professional 2 – Administrator 3 – Serv Director 4 – Serv Facilitator 5 – Services Array Per DHS 36.10 (c) 1-8 1-14 1-21 Any (full or part time) C = Contracted last 4 yrs/ E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N E C Y N
Colorado Choice Transitions Frequently Asked Questions CCT Participant Information What are the eligibility requirements for CCT? Persons aged 18 or older are eligible to participate in CCT if they: meet the eligibility requirements for Long-Term Care (LTC) Medicaid and have been Medicaid eligible for a minimum of one day; have resided in a long-term care facility for 90 consecutive days or more (rehabilitation days do not count toward the 90 day minimum); and are willing to move into qualified housing. What does “qualified housing” mean? The Centers for Medicare and Medicaid Services (CMS) has determined qualified housing as a home owned or leased by the CCT participant or family member; a community-based residence with no more than four unrelated individuals living together (a group or host home), or an apartment with an individual lease in a unit where services are not a condition of tenancy. What kinds of services are available while enrolled in CCT? CCT participants will be enrolled in both a Home and Community Based (HCBS) waiver program and the CCT program. CCT participants will have access to traditional HCBS services that are currently available, such as personal care, homemaker services and transportation. They will also have access to CCT services, such as independent living skills training, and peer mentorship. The purpose of providing additional services is to support participants as they transition to community living, help with creating stability in the community and help foster independence for clients in their new homes. What are the types of LTC facilities that a CCT Participant can move from? CCT participants can transition out of nursing facilities and Intermediate Care Facilities for individuals with intellectual disabilities. How long is the program? A participant can participate in CCT for up to 365 days.
To use, you will be required to: Say or enter your “customer Id #” Say or enter your “phone number” Say or enter Trip Date (mm/dd) The IVR will confirm the trip information and fare of each trip. The IVR will ask you if you want to cancel the trip. Where’s My Ride You will be connected to an agent who can assist you with same day inquiries. Customer Service Menu Options Comments Vocal Option Touch-Tone “Comments” 1 This option allows you to speak directly with an agent to file a commendation or a complaint. Lost and Found Vocal Option “Lost and Found” 2 This option allows you to report lost articles. Paratransit Program Information Vocal Option Touch-Tone “Paratransit Program Information” 3 This option allows you to speak directly with an agent to obtain information on CCT Connect ADA and SRP Programs. Application Status or New Application Option Touch-Tone “Application” 4 This option allows you to leave your name, telephone number, customer ID#, address and the reason for your call (press # key when done). Accessible Services Menu Options Elevator Hotline Vocal Option Touch-Tone “Elevator Hotline” 1 This option will connect you with the Elevator Information Hotline providing a list and location of inoperable elevators. Reduced Fare Card Program and Fixed Route Services Vocal Option Touch-Tone “Fixed Route” 2 This option will connect you with Septa’s Customer Service Department for assistance Free Bus Stop Assistance or Bus Route Identifier Kits Vocal Option Touch-Tone “Travel Helpers” 3 This option will connect you with a CCT Customer Service agent for assistance. IVR Outbound Calls The night before your scheduled random trip (standing orders excluded), the IVR will call the primary telephone number on file to confirm your trip. The IVR will confirm your name, day/date of trip, the number of trips scheduled, pick-up address, time range of pick-up (10 mins before to 20 mins after your confirmed time), destination address and fare for each trip. At the end of each trip, the IVR will ask, “Do you wish to keep this reservation?” (Say “Yes” or press “1” to keep it. Say “No” or press “2” to cancel it.) Please note the IVR cannot recognize sentences. The IVR will only recognize “Yes” or “No”.
Agency Name: CCS STAFF LISTING – Chapter DHS 36 Name (Last, MI) Position Description Credentials/ License Number Functions and Qualifications FTE % Caregiver Misconduct Background Checks – Dates Conducted Functions 1 – MH Professional 2 – Administrator 3 – Serv Director 4 – Serv Facilitator 5 – Services Array Minimum Qualifications Per DHS 36.10 (c) 1-8 1-14 1-21 Any E = Employed (full or part time) C = Contracted BID (Mon/Yr) DOJ (Mon/Yr) DHS IBIS (Mon/Yr) Review within last 4 yrs/ ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N
Name (Last, First, MI) Position Description Credentials/ License Number Functions and Qualifications FTE % Caregiver Misconduct Background Checks – Dates Conducted Functions 1 – MH Professional 2 – Administrator 3 – Serv Director 4 – Serv Facilitator 5 – Services Array Minimum Qualifications Per DHS 36.10 (c) 1-8 1-14 1-21 Any E = Employed (full or part time) C = Contracted BID (Mon/Yr) DOJ (Mon/Yr) DHS IBIS (Mon/Yr) Review within last 4 yrs/ ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N ☐E ☐C ☐Y ☐N
Note – A Centre need and impact assessment may be required to demonstrate compliance with this performance outcome. Setbacks PO5 Buildings and structures are set back to: (a) maintain the residential character and amenity of the area; (b) achieve separation from neighbouring buildings and frontages. AO5.1 No acceptable outcomes are provided Site constraints PO6 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO6.1 No acceptable outcomes are provided. Amenity PO7 Development does not adversely affect the residential character and amenity of the area in of traffic, noise, dust, odour, lighting or other physical or environmental impacts. AO7.1 No acceptable outcomes are provided.
Note – The role and function of the hierarchy of centres is described 3.3.2 Element – Centres and centre activities within Part 3 Strategic framework. Note – A Centre need and impact assessment may be required to demonstrate compliance with this performance outcome. AO5.4 Department stores and supermarkets are not established within the Mixed use zone. Site constraints PO6 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO6.1 No acceptable outcomes are provided. Additional requirements for Mixed use precinct 1 – Commercial PO7 Development is consistent with the purpose and overall outcomes sought for the zone and the outcomes sought for Mixed use precinct 1 – Commercial. AO7.1 No acceptable outcomes are provided. Additional requirements for Mixed use precinct 2 – Trades and services PO8 Development is consistent with the purpose and overall outcomes sought for the zone and the outcomes sought for Mixed use precinct 2 – Trades and services. AO8.1 No acceptable outcomes are provided. Additional requirements for Mixed use precinct 3 – Residential PO9 Development is consistent with the purpose and overall outcomes sought for the zone and the outcomes sought for Mixed use precinct 3 – Residential. AO9.1 No acceptable outcomes are provided. PO10 AO10.1
with the character of the area and does not adversely affect the amenity of the area. Note – A visual impact assessment may be required where a proposed development exceeds the height stated in AO1.1. Planning scheme policy – Landscape values provides guidance on undertaking a visual impact assessment. Note – The site coverage stated within AO1.1 and the setbacks stated in AO2.1 of the Industry design code correspond with the height stated in AO1.1 of this code. Where a proposed development exceeds the height stated in AO1.1 of this code, the proposed development will also be assessed against PO1 and PO2 of the Industry design code. metres in height. Note – Height is inclusive of the roof height. PO2 Development does not adversely impact on visibility of the aids to navigation marking the shipping channel. AO2.1 No acceptable outcomes are provided. For assessable development Uses and other development PO3 Development is consistent with the purpose and overall outcomes sought for the zone. AO3.1 No acceptable outcomes are provided. PO4 Non-industry activities compatible with the Waterfront and marine industry zone include those that: (a) do not compromise the operations of medium impact industry uses; (b) do not compromise the hierarchy of centres in the region; (c) complement waterfront and marine industry activities; (d) require large land holdings and/or buildings; (e) adequately cater for the individual car parking needs; (f) provide a service to the nearby workforce. AO4.1 No acceptable outcomes are provided.
For assessable development Uses and other development PO3 Development is consistent with the purpose and overall outcomes sought for the zone. AO3.1 No acceptable outcomes are provided. Site coverage PO4 The site coverage of all buildings and structures and associated services does not have an adverse effect on the environmental or scenic values of the site. PO4.1 No acceptable outcomes are provided. Site constraints PO5 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO5.1 Buildings, structures and associated access, infrastructure and private open space are sited: (a) within areas of the site which are already cleared; or (b) within areas of the site which are environmentally degraded; (c) to minimise additional vegetation clearing. AO5.2 Buildings and structures and associated infrastructure are not located on slopes greater than 1 in 6 (16.6%) or on a ridgeline. PO6 Buildings and structures are responsive to steep slope through innovative construction techniques so as to: (a) maintain the geotechnical stability of slopes; (b) minimise cut and/or fill; (c) minimise visual impacts; (d) minimise the overall height of development. AO6.1 Where development on land steeper than 1 in 6 (16.6%) cannot be avoided, development follows the natural contours of the site. AO6.2 Access and vehicle manoeuvring and parking areas are constructed and maintained to: (a) minimise erosion; (b) minimise cut and fill;
Criteria for assessment Part A - Criteria for self-assessable and assessable development Table 6.2.6.3.a – High impact industry zone code– self-assessable and assessable development Performance outcomes Acceptable outcomes Applicant response For self-assessable and assessable development Height PO1 The height of buildings and structures is compatible with the character of the area and does not adversely affect the amenity of the area. Note – A visual impact assessment may be required where a proposed development exceeds the height stated in AO1.1. Planning scheme policy – Landscape values provides guidance on undertaking a visual impact assessment. Note – The site coverage stated within AO1.1 and the setbacks stated in AO2.1 of the Industry design code correspond with the height stated in AO1.1 of this code. Where a proposed development exceeds the height stated in AO1.1 of this code, the proposed development will also be assessed against PO1 and PO2 of the Industry design code. AO1.1 Buildings and structures are not more than 15 metres in height. Note – Height is inclusive of the roof height. For assessable development Uses and other development PO2 Development is consistent with the purpose and overall outcomes sought for the zone. AO2.1 No acceptable outcomes are provided. PO3 Non-industry activities compatible with the High impact industry zone include those that: (a) do not compromise the operations of high impact industry uses; (b) do not compromise the hierarchy of centres in the region; (c) avoid attracting a significant number of people into the zone; (d) are not sensitive to and are able to tolerate AO3.1 No acceptable outcomes are provided.
heavy industrial activity within the zone. Site constraints PO4 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO4.1 No acceptable outcomes are provided.
Site constraints PO4 Development is located, designed, operated and managed to respond to the characteristics, features and constraints of the site and its surrounds. Note – Planning scheme policy – Site assessments provides guidance on identifying the characteristics, features and constraints of a site and its surrounds. AO4.1 No acceptable outcomes are provided.
(a) has a main entrance facing the primary street frontage or the street corner; (b) has windows and balconies that overlook all street frontages and adjacent public / civic areas; (c) is broken into human scale by the use of awnings, verandahs, columns, changes in plan, and appropriately scaled doors and windows; (d) does not feature expanses of blank walls or visually impermeable security devices at the pedestrian level; (e) does not create opportunities for concealment. PO11 Development provides a mix of uses vertically within multi-storey buildings with active frontages on the ground floor. AO11.1 No acceptable outcomes are provided. Additional requirements for Precinct 2 – Edmonton centre frame PO12 Development in Precinct 2 – Edmonton centre frame is developed with a mix of uses to ensure: (a) convenient access to community facilities and diverse employment opportunities; (b) opportunity for social interaction; (c) urban vitality and street life; (d) increased opportunities for co-locating compatible land uses; (e) potential conflict between land uses is minimised; (f) the provision of mixed housing types. AO12.1 No acceptable outcomes are provided. PO13 The height of buildings or structures: (a) reinforce the function of the Precinct; (b) ensure is a transition of building form, from the Edmonton centre frame precinct AO13.1 Buildings or structures are not more than 17 metres and 4 storeys in height. or
(a) are subservient to neighbourhood character place; (b) are consistent with the neighbourhood character streetscape; (c) do not detract from the appearance of existing buildings and neighbourhood character elements. AO1.2 Garages and carports are located wholly under or within an existing building and any associated building works comply with AO3.1; or AO1.3 A carport may be located in area B on Figure 8.2.12.3.a where: (a) a single vehicle carport no greater than 3m in width and height; (b) it does not have a door to the street frontage. Note – Height is inclusive of the roof height. PO2 Fences and driveways complement the traditional building and enhance the overall appearance of the neighbourhood character streetscape. AO2.1 Fences to road frontages are not more than: (a) 1.2 metres in height if solid; or (b) 1.5 metres if partially transparent. AO2.2 Vehicle access crossovers are not more than 3 metres wide. Raising, relocating or repositioning of buildings within a site PO3 Development involving the enclosure of the under storey area of a building: (a) preserves the dominant visual form of the upper storey; (b) does not detract from the overall character of the place or the neighbourhood character streetscape. Note – Planning scheme policy - Neighbourhood character provides guidance on meeting the Performance outcome. AO3.1 Development of a lower storey is recessed behind the front façade of the upper storey by not less than 1 metre. PO4 Development involving the raising of buildings on a site: AO4.1 Development involving the raising of buildings on a site does not reduce the existing front or side boundary setback.
AO1.3 Development is designed to provide access via the lowest order road, where legal and practicable access can be provided to that road. Transport infrastructure provision PO2 Transport infrastructure is provided in an integrated and timely manner. Note – A Traffic impact assessment report prepared in accordance with Planning scheme policy - Parking and access is one way to demonstrate achievement of the Performance Outcomes. AO2.1 Development provides infrastructure (including improvements to existing infrastructure) in accordance with: (a) the Transport network overlay maps contained in Schedule 2; (b) a Local Plan. Note – The TransLink Public Transport Infrastructure Manual provides guidance on the design of public transport facilities. Major transport corridors PO3 Development involving sensitive land uses within a major transport corridor buffer area identified in the Transport network overlay maps contained in Schedule 2; is located, designed and maintained to avoid or mitigate adverse impacts on amenity for the sensitive land use. AO3.1 No acceptable outcomes are provided. Note - Part 4.4 of the Queensland Development Code provides requirements for residential building design in a designated transport noise corridor. Note - Department of Transport and Main Roads Policy Position Statement: Development on Land Affected by Environmental Emissions from Transport and Transport Infrastructure (Environmental Emissions Policy), Version 2.0 dated 10 May 2013 provides requirements for non-residential building design in a designated transport noise corridor. PO4 Development does not compromise intended role and function or safety and efficiency of major transport corridors. Note - A Traffic impact assessment report prepared in accordance with Planning scheme policy - Parking and access is one way to demonstrate achievement of the Performance Outcomes. AO4.1 Development is compatible with the role and function (including the future role and function) of major transport corridors. AO4.2 Direct access is not provided to a major transport corridor where legal and practical access from another road is available.