zilongwang/ReadingBank huggingface dataset:
Date Learning Objectives Important Dates Preschool Toddler Infant Theme, Letters, Shape, Number, Color 10/13 Halloween Party Planning Veggies, D E F, Triangle, 2, Black 10/17 Halloween Activity Prep B C A Pumpkins, D E F, Triangle, 2, Black 10/23 Halloween Activity Prep C A B Jack-O-Lanterns, D E F, Triangle, 2, Black 10/25 HALLOWEEN Party! HALLOWEEN Party! 10/27 TRICK or TREATING C A B Trick or Treating & Halloween Assembly 11/1 Childcare Programs A B C Leaves, G H I, Rectangle, 3, Orange 11/3 Childcare Programs A B C Pinecones, G H I, Rectangle, 3, Orange 11/7 First Aid & Sanitation B C A Kitchen, G H I, Rectangle, 3, Orange 11/9 Aid & Sanitation Library Day! B C A Bathroom, G H I, Rectangle, 3, Orange 11/13 Science Activities First Aid Foldable Due C A B Turkeys, G H I, Rectangle, 3, Orange 11/15 Science Activities C A B Indians, G H I, Rectangle, 3, Orange 11/17 File Folder Game A B C Pumpkin Pie, G H I, Rectangle, 3, Orange 11/21 File Folder Game A B C Thankful, G H I, Rectangle, 3, Orange 11/28 File Folder Game File Folder Due Trains, G H I, Rectangle, 3, Orange 11/30 Music & Movement B C A Boats, G H I, Rectangle, 3, Orange 12/4 Music & Movement B C A Singing, J K L, Star 4, Red 12/6 Sensory Day Song Project Due C A B Instruments, J K L, Star 4, Red 12/8 Sensory Day C A B Christmas Songs, J K L, Star 4, Red
CT Early Childhood Cabinet Meeting Minutes October 18, 2018 •2 – 4 p.m. Legislative Office Building, Room 1C, Hartford, CT ATTENDANCE Member Statutory Designation Member Member Type Nancy Wyman Lieutenant Governor Elizabeth Ritter Director, Connecticut Head Start Collaboration Office State Director of Head Start Collaboration X David Wilkinson Commissioner, Office of Early Childhood Co-Chair X Cathy Battista Family Resource Alliance Representative from Family Resource Centers Bill Halsey Department of Social Services Commissioner of Social Services, or designee X Patricia Bryant –Beausoleil Director, Putnam Family Resource Center and Early Childhood Coordinator Representative from a public elementary school with a prekindergarten program Ellen Cohn Deputy Commissioner, State Department of Education Responsible for administering the provisions of Title 1 of the Elementary and Secondary Act Marisol Estrada-Soto Parent Parent of a child attending or attended a school in an education reform district Kimberly Karanda Director, Statewide Services Division, Department of Mental Health and Addiction Services Commissioner of Mental Health and Addiction Services, or designee X Vacant Representative of the CT State Employees Association Harriet Feldlaufer Director, Care & Education, Office of Early Childhood Administrator of the Child Care and Development Fund (CCDF) X Linda Fransicovich Executive Director, Grossman Family Foundation Representative from the Philanthropic Community X Leah Grenier Budget Analyst, Office of Policy & Management Secretary, Office of Policy & Management, or designee X Vacant Representative from the Business Community Kimberly Nilson Program Manager, Department of Children & Families Commissioner of Children & Families, or designee Karen Rainville, Executive Director, Bridge to Success Community Partnership and Member, CT Association for the Education of Children Representative of an association of early education and child care providers X Evonne Commissioner, Department of Housing Commissioner of Department of Housing Edie Reichard Director, Sleeping Giant Day Care Representative of a Child Care Center X Rosa Biaggi, Public Health Section Chief, Department of Public Health Commissioner of Public Health, or designee Roberto Burgos Director, Early Childhood Learning Center Representative from the Head Start Association Raul Pino Commissioner, Department of Public Health Commissioner of Developmental Services, or designee X Eileen Ward Director, Children’s Community Development Center Representative of Local Providers of Early Childhood Education X Joan Parris Designee for President of Board of Regents X Steven Hernandez Executive Director of the Commission on Women, X
Family Child Care Environment Rating Scale - Assessment Form Description: The FCCERS rating scale is designed to assess process quality in an early childhood program. This assessment is used in conjunction with the STARS (Step Ahead Recognition System) in determining how a program has been found to be of good, strong quality. Analysis/Reflection: Through the assessment of FCCERS, I was able to have my program rated by an impartial assessor. This assessor spent about 2.5 hours in my program observing 38 subject areas such as space and furnishings, personal care and routine, listening and talking, activities, interaction, program structure, and parents and provider. I had my program assessed in December of 2013 and received a score of 6.9 out of a possible score of 7. I was extremely proud of achieving such a high score for my program. The FCCERS is a very important evaluation and assessment model to follow because it covers so many areas, such as the physical environment, basic care, curriculum, interaction, schedule and program structure, and parent and staff education. The scales are suitable for use in evaluating inclusive and as well culturally diverse programs. I learned from my self assessment that there were areas of improvement to be made in my space and furnishings and program structure. In making a few minor adjustments and adding a few new learning materials to my program, I was able to achieve my goal of a high quality program. 3.1
Music Therapy in Early Childhood: Meaningful music from infancy to kindergarten Chapter 6 Hierarchical Preschool MT groups Listen to the audio segment with Ronna Kaplan for Chapter 6 Discussion Outline 1. Examples of hierarchical theories A. Piaget (1936) - Theory of Cognitive Development (intellectual growth) B. Erikson (1963) - Eight Ages of Man (psychosocial development)
2. Expressive Communication a. imitate vowels, then consonants b. imitate words c. expression/identification (name objects, possession, name object placement, name missing object) d. complete sentences e. correct pronoun use f. correct tense C. Dimmick & Humpal (1990) – Facilitating interaction for social play 1. Issue a directive. 2. Issue an indirect request. 3. Provide a specific cue within a song. 4. Issue a group cue for spontaneous selection or nondirective facilitation. 3. Kaplan (2006) - Hierarchical Approach to Group Music Therapy in Preschool Settings A. Level 1: New students 1. Presenting needs and skills for Level I a. Often first preschool experience b. Frequently out of seat/ area c. Possible low language d. Low interaction with peers e. May be self-centered or self-absorbed f. Inconsistent or low participation in group g. Difficulty with taking turns or waiting for turns h. May display attention-seeking behaviors
1. to peer(s) 2. Take successive turns reciprocally in conversation about designated topic d. Receptive Communication – Level III 1. Increase willingness and/or ability to follow multi-step directions 2. Repeat information they have other students or MT say e. Visual Attending – Level III 1. Increase or sustain eye contact with people or task 2. Play one-line song by matching colors/symbols from song sheet to instrument with pointing prompts only f. Cognitive and Vocabulary – Level III 1. Increase vocabulary related to classroom themes 2. Name primary colors or common shapes 3. Match and/or recognize letters or numerals 4. Recognize one’s printed name 5. Count objects or play correct number of beats requested 4. Examples of music experiences addressing some objectives for preschoolers A. Roving Reporter Song (to the tune of “Chiquita Banana”) B. Hello Song (K Guilmartin, http://store.musictogether.com/family-favorites-download info.php) C. Fine motor experience: Put Your Finger in the Air D. Books: From Head to Toe, Eric Carle or Spider on the Floor, Raffi E. Instrument experience
Smith, E., Hattery, A. J. 2006. Athletes, Role-Models and Criminals: What Do We Make of this Tripartite Mess? In Brian Lampman and Sandra Spickard Prettyman (Ed.), Changing the Game: Thinking Critically about Sport. (pp. 214-225). Latham, MD: Rowman & Littlefield. Smith, Earl. 2004. The African American Student Athlete. In Charles Ross (ed.), Race and Sport: The Struggle for Equality on and off the Field. (pp. 121-145). Jackson, Mississippi: University Press of Mississippi. Smith, Earl. 2000. Incivility and Basketball. In Kenneth Shropshire (ed.), Basketball Jones: America Above the Rim. (pp. 123-150). NY: NYU Press. GUEST EDITOR Journal for the Study of Sports and Athletes in Education Volume 4 Number 2 summer 2010 Also Contributor: “Violence in SportsWorld.” Pp. 5-11. Refereed Journal Articles Smith, Earl, Angela J. Hattery and Timothy McGettigan. 2014. “Racism: A Virulent but Curable Social Disease.” Theory in Action, Vol. 7, No. 3 - July 31, 2014 Earl and Angela J. Hattery. (2011). “Race Relations Theories: Implications for Sport Management” Journal of Sport Management, 25 107-117. Earl. (2010). “African American Men and the Prison Industrial Complex.” Western Journal of Black Studies, Vol. 34, No. 4, Pp. 387-398. Smith, Earl and Angela J. Hattery. (2010). “Race, Wrongful Conviction & Exoneration.” Journal of African American Studies, Vol. 15, No. 1, 74-94. Smith, Earl and Angela J. Hattery. (2010). “Cultural Contradictions in the South.” Mississippi Quarterly Vol 63 (2): 145-166. Smith, E. (2008). African American Men and Intimate Partner Violence. Journal of African American Studies, 12(2), 156-179.
EHA Closure Tool Private & Confidential EHA Details Please note: This is an electronic form Family Surname(s): EHA Number: EHA Closure Date: Family Network Meeting Area: Details of Key Person Closing EHA Name: Role/Setting: Phone: Email: Closure Details Has it been agreed with the family that the EHA can close? If No, please provide information as to why you are closing the EHA without family input. e.g. single agency response, engagement issues, etc. Voice of the Family Any family member can include their own comments or feelings on the support they have experienced via the EHA below: Agreed Actions for Support
First Name Surname D.O.B. Ethnicity Family Overview 1 2 3 4 5 6 7 Details of other parent / carer if not living at this address Name Address Also include details of other significant people connected to this family who are important in providing a network of support: Name of Service Worker name / Job Title Contact Details Family member being supported?
Other Services working with you and your family Name of Service Name of family member service is working with Service Tel. No Service Email Address Has this service contributed to the completion of this assessment? Details of Lead Practitioner Name Job Title Service Area Contact Details Mobile Landline Email Reason(s) why we are completing this assessment Those who took part in this assessment (Please include the family/wider family and any others who were there)
Action Plan Goal Name of Child/Young Person/ Family Member Actions to be taken/ support to be provided Desired effect of actions/support By when Name and role of person carrying out action/ providing support 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Ensure consent is obtained from the family for a Request and for sensitive information to be shared with professionals in the EHH. Please note anybody over 13 years, who is deemed competent, can give their own consent. This may be with or without parental consent. By ticking this box, you are confirming that the following verbal consent has been given: “I agree to this Request and to my information being shared with agencies that are part of the EHH response”: Are Parent(s)/Carers consenting to this request? delete as appropriate Yes No Unknown Not Applicable Is the Child/Young Person consenting to the Request? delete as appropriate Yes No Unknown Not Applicable Name of person giving consent Date What are the Child/Young Person(s) views? What are the Parent(s)/Carer(s) views? Child/Young Person’s Current Family & Social Situations Parents/carers caring for child/young person Surname Forenames Gender Address and Tel No Date of Birth Relationship to Parental Responsibility Ethnicity* (Tab down to increase rows)
Section 2 – Information Gathering Continued Basic Details – Parents or Key Adults Name Relationship to the Child/Young Person Date of Birth Gender (F or M) Ethnic Origin Disability or Additional Further information about the Family Parent(s) first language: Parent’s Religion: Immigration Status: Refugee () Asylum Seeker () Is an interpreter or signer needed? Yes () No () Has this been arranged? Yes () No () Names of those with parental responsibility:
Early Help Plan – Review Document V.3 Section One – Getting Started Meeting Details Date of Meeting Time of Meeting Name of Chair Name of Minute Taker Section Two – Information Gathering Basic Details: Family Information Family Address: Post code: Basic Details: Children and Young People Name Date of Birth/ Expected Date of Delivery Gender (F or M) Ethnic Origin Disability or Additional Needs Early Help Number Team around the Family Details of Team around the Family members (include appropriate family/friends and practitioners) Name Role (such as GP or Mother) Team and Organisation (if applicable) Telephone number/ e-mail address Family Member(s) they are supporting (if applicable) Lead Attended (Y) or Apology (N)
Child’s/Young Person’s view of how well things are going view of how well things are going Practitioner’s view of how well things are going of Need for child/young person/family (Please refer to Threshold of Need document) Level 1 Level 2 Level 3 Level 4 REFER TO SOCIAL CARE Is the plan to close? If Yes, who has closed? Closure Date
Important Notice -Transition to the National Disability Insurance Scheme (NDIS) HCWA and Better are in the process of transitioning to the NDIS. After 30 June 2019, program funding for HCWA and Better Start Early Days Workshops, Autism Advisors, Better Start Registration and Information Service, and PlayConnect Playgroups will have transferred to the NDIS. There is no guarantee that the same level of service will be available. Please note this does not include , or the and Medicare items. Joining the NDIS It is important that once the NDIS is available in your area that you do not delay in transitioning. Inaction may result in your child’s HCWA/Better Start funding ceasing. You can find information on the process for transitioning to the NDIS on page 5 and 6 of this newsletter. Information for parents of newly diagnosed children Early Intervention Plans
Directorate: Mental Health Student capacity (all disciplines combined): 2 Service manager: Samantha Kearns Contact number 0300 1240358 Option 4 Team Education Lead Samantha Kearns Contact number Team members Discipline Specialist interest/skills and expertise Particular learning opportunities: Education supervisor status: Names Psychologist, Nurse, OT, Secretary Sexual Abuse Specialist, Infection Control Champion, Dual Diagnosis link, medical correspondence… e.g. Assessments, Therapy, Engagement, diary management status i.e. practices teacher/ mentor/ signoff mentor, NVQ Assessor Samantha Kearns (Operational and Clinical Lead) Social Worker Early Intervention Service Development and Progression Service delivery/development Transition Dr Kate Fox Clinical Psychologist Cognitive Analytical Therapy CAT Therapy overview Psychological assessments Formulation Mark Senior CMHN Substance Use Assessments, engagement and interventions Sign off Mentor Paul O’Malley Senior CMHN Cognitive Behavioural Therapy/Medication Assessments, engagement and interventions Mentor Adele Serin-Flanagan CMHN Psychological Therapies, support for mothers with psychosis, EMDR Assessments, engagement and interventions Mentor Fiona Quayle Senior CMHN Nurse Prescribing (Currently training), Psychological interventions, Crisis management Assessments, engagement and interventions Mentor Jodie Martin OT Asperger’s / autism, learning difficulties, OT assessments Assessments, engagement and interventions
The Department of Health Policy Implementation National Service Framework – Mental Health (1999) Management of First Episode Psychosis (Birchwood, McGovern and Spencer 2001) NICE guidance – Psychosis and schizophrenia in adults: treatment and management (NICE clinical guidance 178) NICE guidance – Psychosis and schizophrenia in adults (NICE quality standards 80) NICE guidance – Psychosis and schizophrenia in children and young people (NICE clinical guidance 155) NICE guidance – Psychosis with coexisting substance misuse. Assessment and management in adults and people (NICE clinical guidance 120)
New Mexico Early PreK Rate Schedule Per-Child Funding Formula NM Early PreK (3’s) $8,000.00 – Per-Child Reimbursement Rate for a NM Early PreK Extended-Day Child (Maximum Class Size – 16) (Educator: Child Ratio – 1:8) (900 Classroom Hours – 990 Hours Total) $4,000.00 – Per-Child Reimbursement Rate for a NM Early PreK Basic Child (Maximum Class Size – 16) (Educator: Child Ratio – 1:8) (450 Classroom Hours – 540 Hours Total) $4,000.00 – Per-Child Reimbursement Rate for a NM Early PreK Basic – Double Session Child (Maximum Class Size – 14) (Educator: Child Ratio – 1:7) (450 Classroom Hours – 540 Hours Total)
[ ] TSH [ ] Free Need for diagnostic imaging guided by results of hormonal levels We strive to meet the triaging times (below), but please note that times may vary in particular for non-urgent or elective referrals. you Categories for Urgency: Emergent- contact staff endocrinologist on call (905) 521-5030 Urgent – within 7 days – contact staff endocrinologist on call before sending referral (905) 521-5030 Semi-urgent– 1 to 4 weeks Non-urgent – 4-16weeks Elective – Next available
How can I convince my manager? As well as providing an opportunity to gain free professional development, we will also cover your travel expenses and provide some compensation (£100) to your manager for time taken out to attend training. To make things easier for you, we’ve also included a letter to help to explain the programme and enable your manager to commit their support of your participation. How can I apply? 1) Please read the selection criteria 2) Share the letter for managers with your line manager 3) Complete an application form and get a signed copy of the letter to your manager and submit to enquiries@thecommunicationtrust.org.uk by 23rd October
Throwing/catching/bowling – [beanbags] Tummy-time activities – not always sitting at a table to paint [rolls of wallpaper on floor] Weaving baskets/tweezers Bubble wrap Glitter writing in tray Teabag painting/string painting Wheelbarrow races Finger painting Using large bubble wands Swimming up buttons/zips Stretching with loom bands/elastic bands Building & crawling through tunnels Mud Kitchen
Project proposals – things to consider Local authorities will be set a limit on the number of projects they can submit. Please see the Early Years Capital Fund: Information for Applicants for further information. We are emphasising that local authorities should consider selecting high quality bids that clearly address a local sufficiency need for 30 hours places and require capital funding. There will be initial pass/fail qualifying tests applied to all projects bids. Pass/Fail Qualifying Tests: bids will initially be assessed for: track record with Ofsted/ Independent Schools Inspectorate clear evidence that the project will be completed by the end of August 2017 total cost of project is below £1 million (including alternative sources of funding) a minimum of 25% of the total project cost is obtained through alternative sources of funding In addition to sufficiency need, individual project bids will be scored on outcomes and for money. Details on these criteria are set out in the Early Years Capital Fund: Information for Applicants. Please submit your application by the 31 August 2016 using the . Please follow the instructions in the Early Years Capital Fund: Information for Applicants and the EFA Enquiry Form webpage to attach the completed application. When prompted to input what the query is about please choose LA Funding - Early Years from the drop down list and enter Early Years Application – submission X of X when asked to provide more details about the query.
Early Years Programme: Key Issues/ Questions for Discussion Key Issues/Questions Thoughts Possible Resources Overarching Principles i. What are the underlying philosophies/ research/themes/ principles upon which we are working? ii. What do each of the hubs currently use? Can we synthesise/collaborate? Different approaches or synthesised? EYFS govt documentation, Reggio Emilia, Montessori The place/perceptions of the child – our view of the child as a learner affects how we plan the programme – which research/philosophy are we in line with? The role/perceptions of the adult – as above The role of play and child-initiated activity – as above The role of school – children being ‘school ready’ or the school being ‘child ready’. Beliefs on child development & brain development? (Gender/Culture) How children What are the key features of high quality EY settings? Central role of communication? Julie Fisher: Starting from the Child 2013 Line of research from PiagetVygotsky Bruner Donaldson/Anne Meade Mercer Wood etc Reggio Emilia – Malaguzzi The Hundred Languages of Children Montessori Foundation Rudolf Steiner foundation Froebel Institute Te Whariki – NZ Early Learning Framework Belonging, being & becoming – Australia EY Framework NFER – EY special interest group BERA – Literary review (2003 – is there an update as this is comprehensive? – Janet Georgeson Plymouth is convenor of EYSIG) Brain development Donald Hebb, John Geake (Gopnik- babies thinking) What is the best way for these to be worked through, agreed and understood? statements drawn from reading as to what key research/principles are to focus discussion and agreement. Need for this clarity as it affects all elements of the programme and why it is done this way. In planning documents the key themes/principles to be outlined at the beginning so that explicit connections are always being made. Possible Thinkpieces: Kathy Sylva The role of families and pre-school in educational disadvantage (Oxford Review of Education , 1024 Vol. 40. No. 6). – Executive self regulation and future imaginings Ingrid Samuelson The Playing Learning Child: Towards a pedagogy of Early Childhood (Scandinavian Journal of Educational Research 208
EARLSWOOD TOWN FOOTBALL CLUB HONOURS LIST TEAM WEST MIDLANDS METROPOLITAN LEAGUE R. C. Jennings Trophy Finalists 1970/71 MERCIAN LEAGUE Premier League Champions 1981/82 Runners Up 1979/80 Queens Hospital Cup Winners 1972/73 Finalists 1977/78 Aston Villa Shield Joint Winners 1979/78 Senior Cup Finalists 1980/81 Stratford on Avon R.A.F.A. Cup Finalists 1978/79 & 1979/80 Stratford on Avon Nursing Home Cup Winners 1981/82 MIDLAND COMBINATION Challenge Vase Winners 2002/03 & 2003/04 Division 1 Champions 2010/11 Division 1 Runners Up 2009/10 Endesleigh Les. Memorial Cup Finalists 2010/11 EARLSWOOD TOWN FOOTBALL CLUB – HONOURS LIST 2nd TEAM SOUTH BIRMINGHAM SATURDAY LEAGUE AND COMBINATION Cooke Memorial Trophy Winners 1968/69 &1971/72 Finalists 1969/70 SOLIHULL COMBINATION Sutcliffe Cup Finalists 1972/73 Presidents Cup Winners 1973/74 Finalists 1972/73 & 1974/75 Combination (Lge) Runners Up 1973/74 Spring League Runners Up 1973 STRATFORD ON AVON ALLIANCE Division 1 Winners (Champions) 2006/07 Division 1 Cup Finalists 2005/06 & 2006/07 R.M. Smith Cup Winners 2005/06 Finalists 2006/07 3rd TEAM SOUTH BIRMINGHAM SATURDAY LEAGUE AND CONBINATION Combination Division 1 Runners Up 1978/79 Billie Memorial Cup Winners 1977/78 Presidents Cup Finalists 1978/79 CENTRAL WARWICKSHIRE ( OVER 35s LEAGUE) League Champions 1981/82 Runners Up 1980/81 Con Richards Memorial Trophy Finalists 1983/84 ----ooo000ooo---- YOUTH TEAM BIRMINGHAM BOYS LEAGUE (UNDER 18s) League Runners Up 1990/91 Major Cup Winners 1990/91 COVENTRY MINOR YOUTH LEAGUE 18s Red Division Runners Up Season 2007-08 Birmingham City youth Tournament Winners 2011 MIDLAND FLOODLIT YOUTH LEAGUE Southern Division Runners Up season 2011-12
Making a Difference – How Early Years Pupil Premium Funding is helping children’s achievement. What we have to achieve? ( Eg; improve children’s speaking and listening) What barriers did we need to overcome? (Eg; parental engagement with the setting was limited, children’s on entry listening skills were poor, ) How did we remove these barriers? (Eg through staff training, resources purchased, additional staff hours to support children) How did this help children make progress? ( what progress have they made from their starting points? How do you know? What evaluations have you carried out?) What actions need to be taken next in order to make even more improvements?
Early Years SEN Targeted Support Additional Funding Review Notes on completion of this form: This additional funding review will provide the Early Years SEN Panel with information about a child’s individual needs/requirements. The information will be used to determine the level of additional funding provided for the childcare setting and / or the child as appropriate. It is therefore important for practitioners to work closely with the child’s parents / carers and other specialists as necessary in compiling this information. The Person centred review meeting is key to ensuring clarity and shared purpose; the setting should convene a person review meeting with parents/carers and other professionals / agencies working / involved with the child. This document should be prepared before the review meeting and completed in partnership with parents/carers and other professionals / agencies working / involved with the child at the review meeting. The Early Years Baseline Assessment, and outcomes and strategies for each cycle of ILDPs must also be discussed and agreed during the meeting. Once completed, the form should be returned to: Early Years Funding, Early Years Team 3 Knowsley Place, Duke Street BL9 0EJ. Email SECTION 1: Early Years SEN Targeted Support Additional Funding Review Date of the review: Current level of additional funding agreed: Childs name Date of Birth Male /Female (please circle) Address: Postcode: Contact telephone no: address: Please note the child must be attending a childcare provider located in the borough Bury and be eligible for 2, 3 or 4 year funding in order to access any additional funding, resources or equipment. Home language: Ethnicity Parent/carers name (person with parental responsibility): Children Centre Area: Setting Name & Address: Telephone no: Email address: Session Information Start date at the setting: Days and times attending:
WW = working within S = secure Personal, Social and Emotional 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S Making relationships Self-confidence and self-awareness Managing feelings and behaviour Additional comments: Communication and Language Below 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S Listening and attention Understanding Speaking Additional comments: Physical Development Below 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S Moving and handling Health and self-care Additional comments: Literacy Below 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S
Writing Additional comments: Mathematics Below 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S Numbers Shape, space and measure Additional comments: Understanding the world Below 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S People and communities The world Technology Additional comments: Expressive arts and design 22 – 36 months 22 – 36 months 30 – 50 months 40 – 60 months WW S WW S WW S Exploring and using media and materials Being imaginative Additional comments:
EARN Meeting Notes May 11th, 2016 Opening remarks- Benton Shirey Freshmen Retention Review- Dr. Palka Review of Freshmen retention for 2015 Cohort in progress with freshmen retention, official retention rates will not be available until Fall (October) Current snapshot: Fall 15 at 66.8% retention rate for Freshman Cohort. At this time last year we were at 65.5% CPE Rate is 70.9% College Breakdown of retention, Justice and Safety at lowest (66.1%) and Education at highest (77.3%) Academic Standing-Students on Academic Probation has been a historical problem, one that we are hoping to continue working on through Probation Recovery (currently 28.0%) Subpopulations Retention Rate, some groups are lower this year than in the past (Nova, Greeks, Student Athletes, Rodney Gross). Bridge students 49.7% Scholars 71.4% Nova 75.7% Student Athlete 79.2% Honors 95.2% What can we do? Continue calls, post cards, texts during the final week before students leave campus. Recruit Back Campaign and SSC Updates- Matt Schumacher This (April) has been the most as far as logins. Breakdown by College: Arts and Sciences, Health Sciences as well as Justice and Safety experienced an increase in logins. Recruit Back-After April 25th, emailed, sent text messaged and sent post cards. Sent text messages to all students not registered (holds and without holds). Encourage students suspended in Spring to utilize Summer Recovery so they can return in Fall. Non-returning student survey-can send updated link if you do not have it. Academic Readiness and Testing Updates- Heather Davis and Tremain Williams Bridge Update 111 are currently signed up and hoping to add 5 more students by end of week. 83 of the 11 students are Ed Ready and must come in the Summer. ENR 115 has been added and will be taught by English and Reading faculty.
4. Prisoners classified as Class IV shall earn good conduct allowance at a rate of no credit for each 30 days served. Class IV shall be reserved for persons who are in isolation or segregation status for disciplinary or security reasons and persons whose conduct and performance in their assignments are so unsatisfactory as to eliminate consideration for good conduct allowance. Persons may be reclassified for an increase or decrease in class according to rules and regulations established pursuant to law. D.1. The Secretary of Public Safety shall direct the Department of Corrections and the Department of Correctional Education to have a mandatory functional literacy program as defined in §§ , and for all mentally capable inmates who are not functionally literate in each state correctional institution by January 1, 2007. 2. Each mandatory functional literacy program shall include a requirement that each inmate participate in such program for a mandatory period sufficient to provide the inmate with an adequate opportunity to achieve functional literacy, and appropriate incentives that lead to successful completion of such programs shall be developed and implemented. 3. As used in this section, the term "functional literacy" has the same meaning as provided in § . 4. Non-English-speaking inmates be required to participate in an program, if available, until they function at the equivalence of the eighth grade on a nationally recognized educational achievement test. 5. The principal of each Department of Correctional Education adult school shall have the authority to grant an exemption for participation in the functional literacy program for good cause as determined by the Board of Correctional Education and documented on an individual basis. E. Upon receipt by the Department, persons who have been confined awaiting transfer to a state correctional facility shall be credited with such time as is certified to the Department in accordance with §§ and and as is otherwise provided by law. Certified good conduct allowance shall be applied to reduce the person's maximum term of confinement, and one-half of such credit shall be applied to reduce the period of time the person shall serve before being eligible for parole. After admission to a state correctional facility, a person shall be credited at the rate of 10 days for each 30 days of time served with satisfactory conduct. The person shall remain in this credit level until classified in accordance with the provisions herein. 060486756 SENATE BILL NO. 105 AMENDMENT IN THE NATURE OF A SUBSTITUTE (Proposed by the Senate Committee on Rehabilitation and Social Services on February 3, 2006)
EARPA Autumn Meetings 2018 Day 1: Task Forces and Reception Date 16th October 2018 Timing 9.00 – 17.45 hrs; followed by networking (walking) dinner 18.00 hrs Venue The EGG, Brussels Registration Please register on the intranet at for all meetings before 1st October Room 1 Room 2 Room 3 Room 4 Room 5 08.00 – 10.00 Board Meeting 09.30 Welcome Coffee 10.00 – 12.00h TF Materials, Design & Production Expert Group Cyber Security TF Methods & Tools for Virtual Development and Validation WORKING ROOM Lunch 13.00 – 15.00h TF Safety TF Logistics TF EV Systems and Components WORKING ROOM Coffee break 15.45 – 17.45h TF Urban Mobility TF Project Management TF Electronic & Communication Systems TF Hybrid Powertrains and Alternative Fuels TF Noise, Vibrations & Harshness 18:00 – 21:00h Reception and walking dinner Also in the EGG
EARTH 104 Module 4 SPM 3 PRESENTER: This figure from the IPCC starts back in 1850 and then runs up to just pass 2000 up here on the right. And it shows indications of warming happening in the climate system. You can see on top here the thermometer record of global average temperature showing not much happening and then recent warming, very clearly. Sea level, which is given here, rises because ocean water expands as it warms and because warming tends to melt glaciers that are holding water out of the ocean. And so we see a warming influence that shows up in the rising global sea level. And we also look, if you go to bring time snow cover, you can see that not much was happening. And then you can see it dropping, and that's happening because of warming and the spring is melting the snow. And so these are among many indicators that are showing that yes, the climate system is warming.
Earth Science! Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. ____ 1. The point beneath Earth’s surface where rock breaks under stress and triggers an earthquake is called the a. syncline. b. footwall. c. epicenter. d. focus. ____ 2. The type of seismic waves that arrive at the surface first and move by compressing and expanding the ground like an accordion are called a. S waves. b. P waves. c. Surface waves. d. Mercalli waves. ____ 3. S waves are also known as a. primary waves. b. secondary c. surface waves. d. focus waves. ____ 4. Compared to P and S waves, surface waves move a. faster. b. slower. c. at the same rate. d. farther from the epicenter. ____ 5. What does a seismograph record? a. the Mercalli scale rating for an earthquake b. the speed of seismic waves c. the ground movements caused by seismic waves d. the location of the epicenter ____ 6. If the Coast Guard warns of a giant wave of water approaching the shore as a result of a major earthquake, they are warning of a. an aftershock. b. liquefaction.
d. sedimentary rock. ____ 27. A series of processes on Earth’s surface and in the crust and mantle that slowly changes rocks from one kind to another is called a. erosion. b. crystallization. c. the rock cycle. d. evaporation. ____ 28. Generally, a rock is made up of a. large crystals. b. a mixture of minerals and other materials. c. small crystals. d. a compound of several elements. ____ 29. The formation of the Hawaiian Islands is one example of a. volcanoes forming over a hot spot. b. volcanoes forming plate boundaries. c. the Ring of Fire. d. continental drift. ____ 30. Which type of rock would you expect to form as the result of an explosive eruption? a. pahoehoe b. granite c. pumice d. aa ____ 31. All of the following are examples of physical properties EXCEPT a. melting point. b. hardness. c. ability to burn. d. density. ____ 32. Before lava reaches the surface, the molten material is called a. rock. b. magma. c. volcanic ash. d. liquid fire. ____ 33. How do most fossils form? a. Living things die and their remains are buried by sediments. b. The hard parts of an organism dry out in the air.
Source 11: Southern Sudan / Photo by John D. Sutter – CNN employee Document Source Analysis Sheet Source or Text As you observe image, what stands out – what do you think the creator wanted you to see? What modern-day problem is this image capturing? Hashtag this Image Source 1: Fire Hydrant in Michigan Source 2: Parade Source 3: Mass Transit Source 4: Disappearing Forest
Collect and Analyze Data While doing the experiment, we observe what happens and collect data. The data describe what happened in the experiment and is usually shown in charts, graphs, and tables. Cup type Thermos® Plastic Styrofoam Initial Temp 160 160 160 temp after 30 minutes 105 88 95 temp after 60 minutes 92 74 84 temp after 120 minutes 84 70 75 Draw Conclusions Using our analyzed data, we now see if our hypothesis is right. The conclusion is our written statement that says what we think about our hypothesis. Scientists repeat their experiments many times to make sure their conclusions are right. My hypothesis is correct: The temperature in the Thermos® cup was the highest after 120 minutes, therefore a thermos cup is the best insulator. Communicate the Results Finally, we describe the research we have done, the hypothesis, the experiment, the data, and our analysis so we can share it with others. This is done through reports, oral presentations, and journal articles. This can give other scientists a chance to repeat the experiment and see if their results match. Science Experimental Design Practice 11 Questions you can turn into simple, low-cost experiments to experimental design: 1. Does adding aspirin to water keep flowers fresh longer? 2. How does the height from which a ping-pong ball is dropped affect the bounce height? 3. Which type of cup is a better insulator (Styrofoam, Thermos®, plastic, etc.)? Compare temperatures of hot water over time. 4. How does activity (lying, sitting, walking, running) affect pulse rate? 5. Which color of M&M’s will people choose from a bowl or will they care? (This requires you to have an even number of each color of M&M evenly mixed in the bowl and not to tell the test subjects what you’re testing.)
“Are there things we can’t see that live in water that can harm us?” (Yes!) “What other ways are there to purify water aside from using a filter?” (Boiling the water! Adding chemicals to the water that kill the bad stuff but not humans!) What could have caused your water to become less pure? [The layers were too “thin”, parts of the soil or sand may have passed through the filter with the water, our filter wasn’t equip to filter out everything in the water.] Do you your filter arrangement affected your results? [Answers may vary, if the students packed the soil first, debris may have fallen into the container prior to water collection, or may have filtered in with the water] What other materials do you think would work effectively? [Answers may vary, students may suggest a colander, mesh,strainer etc.] What you change in your filter to collect the most amount of pure water? [Answers may vary. Changing the amount of material in each layer, changing the materials used, etc.] How can we collect even more pure water? [Running it through the filter again] Transition Statement Now that we have all seen the different filters we all created, and how well they worked, we are going to look at your individual findings and make some predictions based upon our experiment. ELABORATION Time in Minutes: 10 minutes What the Teacher Will Do Probing/Eliciting Questions and Student Responses What the Students Will Do The teacher will pass out a group activity where you write out all of your finding from your filter. What happened to the amount of water once we filtered it? What are some observations that you noticed? The students will talk how the amount of water decreased after being filtered and it seems a little bit clearer.
5 4 3 2 Required Elements The foldable includes all required elements on the front as well as additional information. All required elements are included on the foldable. All but 1 of the required elements is included on the foldable. Several required elements were missing. Labels All items of importance on the foldable are clearly labeled. Almost all of importance on the foldable are clearly labeled. Many items of importance on the foldable are clearly labeled. Labels are too small, messy OR no important items were labeled. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All graphics are related to the topic and most make it easier to understand. All graphics relate to the topic. Graphics do not relate to the topic. The foldable is exceptionally attractive in terms of design, layout, and neatness. The foldable is attractive in terms of design, layout and neatness. The foldable is acceptably attractive though it may be a bit messy. The foldable is distractingly messy or very poorly designed. It is not attractive. Totals Score: ______/20 pts Comments:
Air and water causing wind larger celestial body Has active volcanoes Has extinct volcanoes Has an atmosphere and weather Has living things Has quakes Is spherical in shape Has moving crustal plates Rays can cause burns and skin cancer Is a star with a corona Energy source for all cycles Has carbon, nitrogen and water cycles Has magnetic poles
Tables are clean and clear Thin clients are operative at the beginning of and reset at the end of class Assignment Manager Prepares assignments for absent students Places assignments in the absent students’ files Serves as first “check point” for questions regarding the assignments for the returning students Science Topics Earth Science Chapter 1 – The Nature of Science Chapter 2 – Mapping Our World Composition of the Earth Chapter 3 – Matter & Change Chapter 4 – Minerals Chapter 5 – Igneous Rocks Chapter 6 – Sedimentary and Metamorphic Rocks Surface Processes on Earth Chapter 7 – Weathering, Erosion & Soil Chapter 8 – Mass Movements, Wind & Glaciers Chapter 9 – Surface Water Chapter 10 – Groundwater The Atmosphere & Oceans Chapter 11 – Atmosphere Chapter 12 – Meterology Chapter 13 – The Nature of Storms Chapter 14 – Climate Chapter 15 – Earth’s Oceans Chapter 16 – The Marine Environment The Dynamic Earth Chapter 17 – Plate Tectonics Chapter 18 – Volcanism Chapter 19 – Earthquakes Chapter 20 – Mountain Building Geologic Time Chapter 21 – Fossils & the Rock Record Chapter 22 – The Precambrian Earth Chapter 23 – The Paleozoic, Mesozoic and Cenozoic Eras Resources and the Environment Chapter 24 – Earth Resources Chapter 25 – Energy Resources Chapter 26 – Human Impact on Resources Beyond Earth Chapter 27 – The Sun-Earth-Moon System Chapter 28 – Our Solar System
Chapter 29 – Stars Chapter 30 – Galaxies and the Universe Environmental Science Topics Studying Earth Chapter 1 – Planet Earth Chapter 2 – Methods of Science Chapter 3 – Change in the Biosphere Ecological Interactions Chapter 4 – Matter and Energy in the Ecosystem Chapter 5 – Interactions in the Ecosystem Chapter 6 – Ecosystem Balance Biomes Chapter 7 – Desert & Tundra Biomes Chapter 8 – Grassland Biomes Chapter 9 – Forest Biomes Chapter 10 – Freshwater Biomes Chapter 11 – The Marine Biome People in the Global Ecosystem Chapter 12 – People and Their Needs Chapter 13 – Human Population Chapter 14 – Feeding the World Energy Resources Chapter 15 – Energy from Organic Chapter 16 – Nuclear Energy Chapter 17 – Alternative Energy Sources Resources in the Biosphere Chapter 18 – Minerals and Soils Chapter 19 – Land Pollution Chapter 20 – Water Chapter 21 – Water Pollution Chapter 22 – Air and Noise Pollution Managing Human Impact Chapter 23 – Habitat Destruction Chapter 24 – Toward a Sustainable Future Chapter 25 – Protecting the Environment
Magma Viscosity is the The viscosity of is most directly affected by it’s ____________ content. As ________________ increases, viscosity decreases. Number the types of magma in decreasing viscosity: (#1 is most viscous) andesitic _____ rhyolitic _____ basaltic What are plutons? forms when solid rock in the _______________________________ melts. List at least three factors that affect the melting point of rock. ______________ in pressure is the cause of the partial melting of rock beneath ocean ridges. Why does magma rise towards Earth’s surface? ___________________________________________________________________________ ______________________________________________________________________________
Picture 7 Latitude: ___________ North South Picture Time Code: 201__/ / : : (GMT) Longitude: _________ East West Was it taken? Yes No General Location ________________ From picture:--> Cloudy Clear Land Water Picture 8 Latitude: ___________ North South Picture Time Code: 201__/ / : : (GMT) Longitude: _________ East West Was it taken? Yes No General Location ________________ From picture:--> Cloudy Clear Land Water Picture 9 Latitude: ___________ South Picture Time Code: 201__/ / : : (GMT) Longitude: _________ East West Was it taken? Yes No General Location ________________ From picture:--> Cloudy Clear Land Water Picture 10 Latitude: ___________ North South Picture Time Code: 201__/ / : : (GMT) Longitude: _________ East West Was it taken? Yes No General Location ________________ From picture:--> Cloudy Land Water Picture 11 Latitude: ___________ North South Picture Time Code: 201__/ / : : (GMT) Longitude: _________ East West Was it taken? Yes No General Location ________________ From picture:--> Cloudy Clear Land Water Picture 12 Latitude: ___________ North South Picture Time Code: 201__/ / : : (GMT) Longitude: _________ East West Was it taken? Yes No General Location ________________ From picture:--> Cloudy Clear Land Water Picture 13 Latitude: ___________ North South Picture Time Code: 201__/ / : : (GMT)
CABINET MAGAZINE “MASS EFFECT” by Sasha Archibald Full story here: The New York Times “Welcome to the Integratron” by Jody Rosen Full story here: Key Credits Carpe Stella Productions and Freestyle Digital Media Present: Calling All Earthlings Featuring with and Producer/Director Editor Directors of Photography Co-Producers Composer Additional Music by
Biosphere consists of all living organisms on Earth. Example: animals, plants, bacteria Atmosphere consists of all the gasses surrounding the Example: breathable oxygen, carbon dioxide, vapor Cryosphere is consists of all the large masses of Ice on Earth. Example: Polar Ice Caps, Glaciers, Icebergs Earth Sphere Interactions Atmosphere Biosphere Geosphere Hydrosphere Cryosphere Atmosphere X Respiration and photosynthesis Volcanoes release gasses & ash Liquid water is evaporated into gas Climate affects polar ice caps Biosphere Respiration and photosynthesis X Plants grow roots into soil All living things need to live Animals (i.e. Bears) live in the artic
Geosphere Volcanoes release gasses & ash Plants grow roots into soil X Water Erosion (i.e. Glaciers carve out valleys Hydrosphere Liquid water is evaporated into gas All living things need water to live Water Erosion (i.e. beach) X Arctic circle (north pole) freezes during winter month Cryosphere Climate affects polar ice caps Animals (i.e. Bears) live in the artic Glaciers out valleys Arctic circle (north pole) freezes during winter X