zilongwang/ReadingBank huggingface dataset:
reporting vital signs (temperature). Student Self Assessment- Skills Checklist Students will- Demonstrate an understanding of accurately measuring, recording and reporting vital signs (Temperature) Structured power point presentation followed by laboratory practice measuring an oral, axillary, tympanic, rectal temperature. W Hartman’s Nursing Assistant Textbook; Skills Checklist. Chapter review questions. Skills Laboratory Area. Formative: Classroom Discussion Summative- Unit Test Student Self Assessment- Skills Checklist Students will- Demonstrate an understanding of accurately measuring, recording and reporting vital signs (Temperature) 1 Structured power point presentation followed by laboratory practice measuring an oral, axillary, tympanic, rectal temperature. W Hartman’s Nursing Assistant Textbook; Skills Checklist. Chapter review questions. Skills Laboratory Area. Formative: Classroom Discussion Summative- Unit Test Student Self Assessment- Skills Checklist Students will- Demonstrate an understanding of accurately measuring, recording and reporting vital signs (Pulse, Respirations) 1 Structured point presentation followed by laboratory practice measuring an Apical Pulse, Radial Pulse, Respirations. W Hartman’s Nursing Assistant Textbook; Skills Checklist. Chapter review questions. Skills Laboratory Area. Formative: Classroom Discussion Summative- Unit Test Student Self Assessment- Skills Checklist Students will- Demonstrate an understanding of accurately measuring, recording and reporting vital signs (Pulse, Respirations) Structured power point presentation followed by laboratory practice measuring an Apical Pulse, Radial Pulse, Respirations. W Hartman’s Nursing Assistant Textbook; Skills Checklist. Chapter review questions. Skills Laboratory Area. Formative: Classroom Discussion Summative- Unit Test Student Self Assessment- Skills Checklist
Full-time Timetable for the Postgraduate Diploma Specialist Practice in District Nursing 2018-2019 1 September 3 Induction in University 2 September 10 Induction in Practice 3 September 17 4 September 24 Three days’ study Two days’ Practice 5 October 1 6 October 8 7 October 15 Formative 1,000-word written paper RMH4008-N 8 October 22 9 October 29 10 November 5 11 November 12 12 November 19 Summative exam CCH4033-N Summative 1,500-word assignment SIH4046-N 13 November 26 Formative practice assessment tripartite CCH4045-N 14 December 3 15 December 10 Summative 3,000-word essay CCH4045-N Study 16 December 17 Holiday 17 December 24 Holiday 18 December 31 One day bank hol one days’ study three days practice 19 January 7 Summative written report RMH4008-N Three days’ study Two days’ Practice 20 January 14 21 January 21 22 January 28 23 February 4 24 February 11 25 February 18 26 February 25 Summative Viva Voce CCH4046-N 27 March 4 Formative midpoint practice assessment tripartite CCH4045-N Two days’ study Three days’ Practice 28 March 11 Study week 29 March 18 Summative OSCE CCH4035-N Two days’ study Three days’ Practice 30 March 25 One days’ study Four days’ Practice 31 1 32 April 8 Holiday 33 April 15 Holiday 34 April 22
Describe the proposed governance structure planned for the school(s). Explain the district’s role in school oversight, support, professional development, and reporting and monitoring. Identify the members of the advisory board. Explain how each member will contribute to the district’s innovation plan.
The standard grading scale is used to determine grades on quizzes and tests. The performance criteria determine the proficiency level of students in using and applying computer skills. IDAHO CONTENT STANDARDS Grades 6 – 8 INFORMATION AND COMMUNICATION TECHNOLOGY Standard 1: Creativity and Innovation Goal 1.1: Demonstrate creative thinking, construct knowledge, and use information and communication technologies to develop innovative products and processes. Objective(s): By the end of Grade 8, the student will be able to: 6-8. ICT.1.1.1 Apply existing knowledge to generate new ideas, products, or processes. 6-8. ICT.1.1.2 Create original works as a means of personal or group expression using student selected resources. 6-8.ICT.1.1.3 models and simulations to explore systems, issues and trends. Standard 2: Communication and Collaboration Goal 2.1: Use digital and environments to communicate and work collaboratively to support individual learning and to contribute to the learning of others. Objective(s): By the end of 8, the student will be able to: 6-8.ICT.2.1.1 Inquire, interact, and communicate ideas, employing a variety of digital media and environments. 6-8. ICT.2.1.2 Collaborate with others, using digital tools and media to identify and research an issue, compare solutions and make a decision. Standard 3: Research Skills and Critical Thinking Goal 3.1: Exercise critical thinking to plan and conduct research using a variety of information resources including print, digital and other sources Objective(s): By the end of Grade 8, the student will be able to: 6-8.ICT.3.1.1 Organize and analyze information to formulate research questions to solve an information problem or make an informed decision. 6-8.ICT.3.1.2 Compare and select information resources to solve an information problem or make an informed decision. 6-8.ICT.3.1.3 Demonstrate navigation skills in accessing a variety of information resources and begin using advanced search skills. 6-8.ICT.3.1.4 Collect, analyze and organize data and information to make decisions, draw conclusions, and create new understanding.
After whole group share out, we will end with an opportunity for application towards what this means for your state. State 3 Reading selection. Individually, use 6 minutes to read the following section: Pages 25-31 (with less attention to the table on 27), Effective Talent Management Discussion questions. As a state group, use 8 minutes to discuss the following questions How would we capture the essence of each of this lever? What is our of how “ready” districts currently are in terms of this particular lever? Why? What does this assessment (from #2) mean for our work as states? How does this connect to our efforts to advance the four domains? Whole group share out. As a state group, be ready to succinctly (one minute) share your responses on questions 2 and 3 with the large group.
ACTIVITY NO.2 Title of Activity Date Attendees Venue Objective of the Activity Type of Activity Council Meeting Seminar Socio-Civic Others _______________________________ Activity in line with 4Ps Profession Professional Professional Organization Professional Product Activity in support of the UAP corporate thrust Unity Accountability Professional Excellence Articles, Caption, Details and Photos: ACTIVITY NO.3
District Coaching Competencies Red Yellow Green 1 Prepare agenda for District Leadership Team Meeting and Disseminate in advance DLT Agenda not prepared DLT Agenda prepared but not disseminated less than 2 days in advance DLT Agenda(s) prepared and disseminated in advance (at least 2 work days) 2 Action Plan is current and on assessment data Action Plan was not reviewed or updated this month Action plan is reviewed & updated sometime during the month Action plan is reviewed throughout (prompting responsible parties regarding action items) AND updated immediately after DLT 3 Act as lead facilitator at District Leadership Team Meetings Participates in DLTs as a member of the team Acting as at DLTs Acting at Lead Facilitator at DLTs
Coherent District Policy Framework Faculty and Staff in a district can define: -The 5 most highly valued areas of focus (outcomes) for the district. -The process by new innovations are adopted within the district is defined (Elements of RTI Approach) -Specific expectations for aligning innovations are defined. Yes, Partial, No Evaluation Capacity for School AND District use ** Universal Screening ** Progress Monitoring ** Standards ** Fidelity of use ** Use of data for decisions -Universal screening system for behavior, literacy and math -Progress monitoring system for students identified as “at risk” -Reporting framework for updating the board and district admin at least twice a year -State standards Yes, Partial, No Recruitment and Hiring -Require competence in “innovation practices” for hiring of new personnel Yes, Partial, No Annual Faculty/Staff Orientation -Build innovation content into orientation of new administrators, faculty, staff Yes, Partial, No Professional Development Efforts Coordinated -School professional development plans organized around district initiatives and RtI framework Yes, Partial, No Coaching -Professional development combined with coaching support Yes, Partial, No Annual Faculty/Staff Evaluations Include competence in knowledge and performance of innovations as part of annual evaluations. Yes, Partial, No Development of support personnel for secondary and tertiary interventions District personnel allocation, training and investment establishes specialists in behavior support, literacy and math Yes, Partial, No Horner, R. & Sugai, G. (2011) RTI Features for School and District Implementation
District Sign in Sheet In order to be paid, you need to sign in. This sheet is back up information for payroll. Location of Event (School Name): Name of Event: Event Date: Administrator Responsible: (typed name and signature): Enter your FULL NAME (the name that is on your paycheck). Please mark the box that best suits your job title. Employee name and school name if different than above Teacher Para/ Tutor Math/Lit Aid *Other Time In Time Out Hours for extra pay Signature Example: Jane Doe – School name X 5:00 pm 2 Jane Doe *If other is specified please identify the employee’s position:
Procedure Timelines At the beginning of each fiscal year the Business manager will prepare an estimated budget based on the previous year expenditure report that includes staff allocation amounts and disability coding. No later than the start of the school year, the Principal and Business manager will review employee assignment/work schedules and payroll records to determine which special education employees are working in single or multiple cost objectives. This information will be used to establish reasonable budget estimates. New employees identified as working under multiple activities or cost objectives with an inconsistent schedule will be trained to accurately complete Personnel Activity Reports (PARS). All full time special education staff will be required to sign a Single Cost Objective report each December and June. A copy of their schedule should be maintained as documentation. Special education staff, including paraprofessionals, school nurses, and school social workers/counselors that are determined to be working multiple activities or cost objectives and whose time varies from day to day will keep a daily log of all activities performed under each cost objective on a Personnel Activity Report (PARS). By the 5th day of each month, each identified employee will complete the PARS for work completed indicating the percentage of time spent on each activity or cost objective, sign and date it and turn the PARS report into their supervisor. The supervisor will assure each June The Business manager and superintendent will prepare the estimated budget based on previous year’s expenditure report. August The Business manager will provide each building Principal with a list of special education staff based on the previous expenditure report. Each Principal will review the list for anticipated changes/additions in staff and work assignments. Staff that is anticipated to have other duties in addition to special education will be identified as required to complete a Personnel Activity report. The list will be returned to the Business manager who will review the changes and identify and any new employees who will need to complete Personnel Activity Reports (PARS). Monthly that work more than one activity or cost objective will complete and sign a PARS report each month. These reports will be turned into the employee’s supervisor. The supervisor will review the report for accuracy and submit it to the Business manager. December 1st The Business manager will compare the PARS report to the initial budget and make adjustments if the difference is more than 10 percent. December 15th The Business manager will notify the building Principal that staff working 100% special
Jessica Nieuwkoop District 5 Co-Manager Owosso High School 765 E. North Street Owosso, MI 48867 jessicanieuwkoop@msvma.org 989-729-5577 Cheryl Gapinski District 5 Co-Manager Emeritus cherylgapinski@msvma.org (989) 666-7233 DISTRICT 5 Spring Meeting April 25, 2017 AGENDA Lauren - Chesaning, Alex- St. Jessica - Owosso, Cheryl - Emeritus PRE-MEETING: Dinner & Celebration Call to and introductions Approval of today’s agenda Approval of FALL 2016 meeting minutes MSVMA January 2017 Full Board meeting update MMC Planning Committee Balanced Budget Signing @ Full board meeting guidelines Receive treasurer’s report Report on District 5 Festivals 2017 Solo & Ensemble: 114 events Choral Festival: 42 Events Festival dates for 2018 Solo & Ensemble Date : January 20, 2018 Location –CMU Host – Paul Eschmann Choral Festival Date : March 5 & 6, 2018 Location –CMU Host– Jessica & Cheryl Festival for 2019 to present at the District Managers Workshop this summer … Solo & Ensemble Date : Jan 26/Feb2 Location –TBD Host – TBD HS Choral Festival Date : March 5&6 Location –CMU
SECONDARY McClellan High School 9th Grade 10th Grade ESSA Score Reading at Grade Level and ACT Readiness Benchmark) 12.38 Grade Level 10.44 ACT Readiness RIT Score (MEAN) 204.5 211.9 Critical Area 1 Sub LITERATURE LITERATURE Critical Area 2 Sub INFORMATIONAL TEXT INFORMATIONAL TEXT Critical Area 3 Sub VOCABULARY ACQUISITION VOCABULARY ACQUISITION Cloverdale Middle School 6th Grade 7th Grade 8th Grade ESSA Score (Index: Reading at Grade Level) 16.99 RIT Score (MEAN) 192.6 197.9 204 Critical Area 1 Sub Group VOCABULARY ACQUISITION LITERATURE INFORMATIONAL TEXT Critical Area 2 Sub Group INFORMATIONAL TEXT INFORMATIONAL TEXT LITERATURE Critical Area 3 Sub Group LITERATURE VOCABULARY ACQUISITION VOCABULARY ACQUISITION
silent e (e.g., a-e, e-e, i-e, o-e, u-e) teams vowel digraphs (e.g., ee, oo, ai, ay, ea) SECOND GRADE RF.2.3.B Know the letter/sound correspondences, including distinguishing long and short vowel sounds. ● r-controlled vowels (e.g., er, ir, ur, ar, or) ● regularly spelled one-syllable words THIRD GRADE L.2.2.D (Review) Generalize learned spelling patterns when writing words (e.g., cage, badge; boy, boil). L.3.2.D Use spelling patterns and generalizations (e.g., word families, spellings, syllable patterns, ending rules, meaningful word parts) in writing words. FOURTH GRADE RF.3.2.D (Review) Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. RF.4.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots, affixes) to read accurately unfamiliar multisyllabic words in context and out of context. FIFTH GRADE RF.3.2.D (Review) Use conventional spelling for high-frequency and other studied words Planning with teachers to provide explicit, systematic lessons in identified areas Identifying and using appropriate assessments for progress monitoring and resources for instruction Determining teachers who need additional, intensive support to provide successful instruction and implement successful classroom management strategies Supporting principal to successfully monitor fidelity of implementation throughout the year Training teachers how to use NWEA Map reports and Map skills efficiently to monitor student progress and provide additional practice of newly learned skills
District wise Tuberculosis Unit and Designated Microscopy Centre Name of District Name of TU Name of DMC No. of DMC Mushalpur Mushalpur DTC 1 Tamulpur Tamulpur 3 Kumarikata Khatarbari Jalah 2 Golagaon Goreswar Niz- Kawarbaha 2 Goreswar Nimua 1 Baganpara Baganpara 3 Barama Parkijuli Barpeta DTC TU DTC, Barpeta 2 FAAMCH Mandia TU Mandia PHC 2 Alopati MPHC Chenga TU Chenga PHC 2 Nagaon Bhawanipur TU Bhawanipur PHC 2 Sarukhetri CHC Pathsala TU Pathsala SDCH 3 Nityananda PHC Baghmara CHC Kalgachia TU Kalgachia PHC 2 Sorbhog CHC Barpeta Road TU Barpeta Road PHC 2 CHC Bongaigaon DTC TU DTC DMC 3 Bongaigaon CH Bidyapur CHC Boitamari TU Boitamari PHC 2 Chalantapara MPHC
Abhyapuri TU Abhyapuri CHC 2 Srijangram PHC Manikpur TU Manikpur PHC 1 Cachar Silchar TU DTC 3 SMCH Salchapra Borkhola TU Borkhola 3 Udharbond Thaligram Dholai TU Dholai 3 Narsingpur Borjelenga Sonai TU Sonai 3 Harina Sonabarighat Lakhipur Lakhipur 3 Banshkandi Digerfulertol Harinagar Harinagar 3 Joypur Laboc Kalain Kalain 2 Jellelpur Bikrampur Bikrampur 2 Katigorah Chirang Kajalgaon TU Kajalgaon 5 Basugaon Tukrajhar Runikhata Sidli Bhetagaon TU St. Augustine Hospital 3 Bhetagaon Ballamguri Mangaldai DTC
Anglong DTC Diphu DTC Diphu 3 Dhansiri Bokolia Howraghat Howraghat 3 Langhin Dengaon Bokajan Bokajan 2 Balipathar Chowkihola Chowkihola 3 Deithor Dolamara Dongkamokam Dongkamokam 2 Kheroni Baithalangso Hamren 1 Umpanai Ouguri 1 Zirikinding Zirikinding 1 Kokrajhar Kokrajhar DTC Kokrajhar DTC 3 Balajan PHC NTPC Hospital, Salakati Gossaigaon Gossaigaon 2 Kachugaon Dotma Dotma PHC 2 Fakiragram Kazigaon Kazigaon SD 3 Bhawraguri Tulshibil Lakhimpur DTC N.Lakhimpur TU DTC_N.Lakhimpur 1 Bihpuria TU Harmoti DMC 3 Bongalmora Dhalpur TU Dhalpur DMC Dhakuakhana TU Dhakuakhana 3 Sonarichapori Panigoan Ghilamora TU Ghilamora Nowboicha
Nilbagan Lumding Lumding 1 Dhing 3 Batadrava Katahguri Dagaon Dagaon 3 Juria Jajori Nalbari DTC- Nalbari TU DTC-DMC Nalbari 3 Morrowa DMC Kamarkuchi DMC Ghograpar TU Ghograpar DMC 1 Mukalmua TU Mukalmua DMC 2 Bhangnamari DMC Chamata TU Chamata DMC 3 Tihu DMC Solmara Sonitpur Tezpur TU DTC Tezpur 5 Panchmile NPHC BCH Bihaguri PHC Tezpur Medical College Balipara TU Balipara PHC 3 Rangapara PHC Chariduar CHC N. Jamuguri TU N. Jamuguri PHC 3 Jamuguri SHC Sootea NPHC B. Chariali TU B. Chariali SDCH 2 Monabari TE Behali TU Borgang Catholic Hospital 3 Jinjia NPHC Behali PHC Gohpur TU Helem NPHC Dufflagarh TE
Gohpur PHC Kalabari Model Hosp. Majikuchi NPHC Dhekiajuli TU Dhekiajuli PHC 4 Dhekiajuli TE Doomdooma NPHC Garubandha SD Sivsagar DTC-TU-1 DTC DMC (TU) 1 Sonari TU-2 Sonari CHC 2 Mathurapur MPHC Demow TU-3 Demow BPHC 1 Amguri CHC TU-4 Amguri CHC 2 Amgoori TE Nazira SHC TU--5 Nazira SHC 3 Sontak MPHC Gelakey BPHC Patsaku BPHC TU-6 Patsaku BPHC 1 Sapekhati BPHC TU-7 Sapekhati BPHC 2 Borhat MPHC Tengapukhuri MPHC TU-8 Tengapukhuri MPHC 2 Chunpura MPHC Tinsukia DTC TSK TU I LGB Civil Hospital 4 Hapajan BPHC Longsoal TE DMC St. Luke's DMC Margherita TU II Margherita CHC DMC 5 Digboi DMC Margherita Central Jagun DMC Ketetong BPHC Sadiya TU III Chapakhowa FRU 3 Dangari CHC Na-Sadiya BPHC
Person Specification Age 18-25 old Skills required: Ability to lead teams E Excellent written and communication skills E Be computer literate E Be a self motivator and be able to motivate others positively E Able to work well in meetings E Excellent presenting and facilitating skills E Ability to work and engage with young people aged 6 – 25 E Ability to work and engage with adult members E Be articulate E Ability to speak publicly E Ability to be persuasive E Ability to work within predefined limits (for examples timescales and budgets) E Ability to accept and positively respond to responsibility E Knowledge and experience: An understanding of The Scout Association’s Structure and procedures D Previous experience of youth involvement/participation D Qualities required Accept the policies and rules of The Scout Association E Willingness to become a member, take The Scout Association Promise and wear the Scout Uniform E Accept and promote Scouting's fundamentals and the implementation of the youth programme E Have time available, amongst other commitments to commit to the workload E Ability to meet deadlines E Be in a position to travel within the District, as required E A willingness to promote the agreed, viewpoints rather than perpetuate personal views E Role Specification Benefits to you: Employability skills Management experience Strategic thinking Key volunteer for a national not-for-profit organisation Build confidence Training available if required Key meetings per annum: Attend 3 Youth Network meetings (Location to be confirmed) Attend meetings of the District Youth Council Attend 4 District Team meetings
DEPARTMENT OF PENNSYLVANIA VETERANS OF FOREIGN WARS DISTRICT 18 ROSTER BOOK 2015 – 2016 Will D’Amico, District 18 Commander DISTRICT 18 VFW MEETINGS Gratz Post 2385 August 9, 2015 2:00 p.m. Mechanicsburg Post 6 704 November 15, 2015 2:00 p.m. New Cumberland Post 7415 January 10, 2016 2:00 p.m. Lebanon Post 23 May 15, 2016 1:00 p.m. Loyalty Day 2:00 p.m. Convention
August 22: OTI - Northwestern Area – at Post 169, 20628 Gospel Hill Road, Venango, PA 16440 August 23: OTI - Southwestern Area –at Post 927, 106 E. Maiden Street, Washington, PA 15301 August 27 – 30: Junior Vice Commanders/Quartermasters Meeting, Kansas City, MO September 7: Labor Day- Department HQ Closed September 8 – 9: Sharing & Caring September 11: Patriots Day September 16: Veterans Cruise – City Island at 9:00 AM September 17 - 20: National President’s Homecoming, Anchorage, AK September 18: POW/MIA Day September 27 - 30: National President Visit (Harrisburg) October 1 – 3: Commander-in-Chief’s Homecoming (Pittsburgh) October 12: Columbus Day- Department HQ Closed November 5: Election Day November 5 - 7: State Commander’s Testimonial-Banquet – Holiday Inn – Breinigsville, PA November 13 - 15: Eastern States Conference, Albany, NY November 11: Veterans Day (Department HQ Closed) **November 15: District 18 Meeting at Mechanicsburg Post 6704 at 2:00 PM November 26 - 27: Thanksgiving Holiday (Department HQ Closed) December 24-25: Christmas Holiday (Department HQ Closed) December 31: New Year Holiday (Department HQ Closed) Happy New Year 2016 January 1: New Year’s Day (Department Closed)
INTENT TO RUN FOR ELECTED OFFICE POPAI District #2 Representative Name: Probation Department: POPAI District #: Work Address (include zip): Work Work Fax: Cell Phone: (will not be published or shared) Present Position (title): Length of Employment: Years working as Indiana Probation Officer: Education – Specify: 1) Names & dates of all colleges/universities attended; 2) Degree(s) awarded and date(s) of degree(s). Professional and Community Activities – Identify memberships/organizations you belong to, offices held and awards received: Why do you wish to hold this position? What do you hope to accomplish as a POPAI Board Member? Discuss the issues you view as most important to Probation in Indiana. Attendance at POPAI Board meetings is vitally important to the organization. Board members are expected to attend the scheduled meetings in person with minimal absences. The Board meets the second Wednesday of each month in Indianapolis, 10:30 AM – 1:30 PM. Exceptions: February Board meeting is held at the POPAI Management Institute. May – the Board may meet for half a day retreat the morning before PO annual meeting. September – on Friday of POPAI Fall training in French Lick. Some POPAI Board meetings may be held via conference call due to weather or light agenda. Email by 4:00 PM Friday January 31, 2014 to: Lori White Work Phone: (317) 327-3056
ROTARY INTERNATIONAL REQUIREMENTS: This document is the official Memorandum of Understanding (MOU) provided by The Rotary Foundation (TRF). It is an agreement between the club and its district, to implement the financial and stewardship requirements in this MOU and to ensure proper implementation and management of TRF Global and Package Grant funds and any District Grant Funds. By executing this document, the club agrees that it will comply with all TRF and District requirements. District 5100 has directed that clubs must be “qualified” to receive grant funds from TRF District Block Grant and each “qualified” club will be held responsible for implementing this club MOU. The sections of this MOU are: Club Qualification Club Officer Responsibilities Financial Management Plan Bank Account Requirements Report on Use of Grant Funds Document Retention Reporting Misuse of Grant Funds D5100 Grant Requirements Adoption of a Financial Management Plan Authorization and Agreement TRF Terms of Qualification At least one club member must attend a Grant Management Seminar each year Upon successful completion of the qualification requirements, the club will be qualified for one Rotary year To maintain qualified status, the club must comply with this MOU, any additional district requirements, and all applicable TRF policies The club is responsible for the use of funds for club-sponsored grants, regardless of who controls the funds Qualification may be suspended or revoked for misuse or mismanagement of grant funds involving, but not limited to: Forgery Membership falsification Gross negligence Endangerment of beneficiaries’ health, welfare, or safety Ineligible contributions Use of for personal gain Undisclosed conflicts of interest Monopolization of grant funds by individuals Report falsification Overpricing Acceptance of payments from beneficiaries Illegal activities
TOM ROLFSTAD - Williston PO Box 2458 Williston, ND 58801 701.770-2536 (C) Area 2 Bismarck, Bismarck Far West, Minot, Minot Sunrise MEGAN LAUDENSCHLAGER- Minot Sunrise 108 19th St. NW Minot, ND 58703 701-303-0840 (C) Area 3 Jamestown, Devils Lake, Valley City GARY RIFFE - Jamestown 220 9th Avenue SE Jamestown, ND 58401 701.252.4862 701.320.3539 (C) Area 5 Fargo, Fargo West, Fargo-Moorhead AM, Fargo-Moorhead PM, Moorhead KAY PARRIES - Moorhead 3912 5th St. S Moorhead, MN 56560 218.233.3220 (O) 701.866.0694 (C) Area 6 Breckenridge, Fergus Fergus Falls Sunrise, Wahpeton KIM NELSON – Wahpeton 19551 Cozy Pt. Dr. Fergus Falls, MN 56537 701.640.2701 (C) 701.671.2187 (O) Central Division Donald Cavalier Areas 4,7,8,9.10 Area 4 Grand Forks, Grand Forks AM, East Grand Forks, Crookston, Thief River Falls, Grand Forks Downtown KRISTA PROULX - Crookston 121 Adams Street Crookston, MN 56716
20 7 JUVENILE In Nashville, Courtroom 4, from 1 p.m. to 4:30 p.m., the Office of the Juvenile Defender will be hosting a CLE for all active juvenile defense attorneys serving Nash, Edgecombe, and Wilson counties. Please come join us in this juvenile defense refresher course and get your credit hours! This CLE is completely FREE! Bring your questions and ideas. Take advantage of the opportunity to network with fellow juvenile defenders in District 7. (919) 890-1650 https://ncjuveniledefender.wordpress.com/blog/
PDG Richard A. Berryman Chair District Grants Committee 18 Foxcross Circle Concord, NH 03301 Email applications will be accepted for consideration by the D7870 District Grant Committee but a signed original agreement must be provided before a grant can be awarded. Email to rberrymandds@gmail.com
3B Activities to Achieve this Goal (full or partial funding requested through RTT-D) Describe the actions that will occur. 3A Activities Related to 3B (district funded or non-RTT-D funded) Describe the actions that will occur, as they relate to the 3B activity. Adult Behavior Changes What changed adult behaviors, knowledge, or skills will you see indicating the activity is working? Effectiveness How will this activity impact improved child/student outcomes and reduce opportunity gaps? Status +Regional early K registration date and communications campaign +Collection of data on incoming kindergartners’ early learning into student data system +Partner with early learning programs from which students are coming +Develop Kindergarten Readiness Guidelines +WAKIDS implementation (family connection, early learning collaboration, whole child assessment) +District-wide free Full Day Kindergarten +District-wide free Jump Start +Increased parent knowledge of readiness skills + Increased teacher/provider knowledge of readiness skills +Increased data use +More students of color enrolled early in order to access quality early learning and transition programs to support kindergarten readiness (reflected in Teaching Strategies GOLD scores) Completed XxIn Progress +Early Learning Liaison to connect and collaborate with the early learning community around best practices and aligned instructional strategies +Play and Learn Groups to provide a free quality early learning experience for children who do not have access +Jump Start to support the transition to K +Wa KIDS implementation at 18 schools +PreK Institute to align instructional practices +PreK-K data sharing to inform the PreK community +PreK PLCs to develop and share the work around readiness and alignment +Increased family participation in Jump Start +Increased participation in Play and Learn +Aligned instruction supported through PD that is aligned to CCSS and K readiness guidelines +Increased K readiness skills, especially for ELL, and other high risk student populations (reflected in Teaching Strategies GOLD scores) Completed XXIn Progress +K-1 Institute (including special ed teachers) to provide aligned and connected PD (vertical alignment) +Para educator Mini Institute to provide common understanding and support student learning +PreK-K Institute +1st grade readiness definition +PLCs, coaching and peer mentoring to support instructional alignment +Aligned instructional strategies +Rigorous, developmentally appropriate instruction PreK-3rd grade +Participation in PLCs +Data to inform instructional practices +Increased student achievement and reduction in opportunity gaps (reflected in TS GOLD scores, and 3rd state tests) Completed xxXIn Progress
DDF, a separate bank account must be used. For smaller projects that a Club does not set up a separate bank account, a separate ledger of expenses and income must be maintained for funds in that multi-use account. Bank statements, cancelled checks, bills/invoices/statements for materials used, and other evidence of Project cost also must be retained with the Project records for a period of five years after the year in which the project is completed. The Club must provide a copy of all these Documents to the Grants Committee to forward as a permanent record to the District Stewardship Committee. District Designated Funds available for RY 2017-18 will be known in July 2016. The “Grant Allocation Group” mentioned above is composed of the District Governor for the Rotary Year that this policy applies, District Rotary Foundation Chair for the Rotary Year that this policy applies, and the Grants Committee. That group shall be chaired by the District Rotary Foundation Chair for the Rotary Year that this policy applies. If a member of this Committee is also a member of a Club that is applying for a District Grant, that member must abstain from participation in the vote on any project for the member’s Club being considered by the Committee. YOUR CLUB PROJECT Grants are encouraged, but not required, for projects dealing with Rotary International’s emphasis on the six areas of focus: Peace and Conflict Prevention/Resolution, Disease Prevention/Treatment, Water and Sanitation, Maternal and Child Health, Basic Education and Literacy and Economic and Community Development. Clubs are encouraged to think creatively and undertake new projects; however District Grant funds may be used for projects that were previously funded through the District Grant Program, such as Dictionaries. Grant Funds CANNOT be used for: reimbursement of existing, on-going projects; construction or rehabilitation of buildings (except for water and sanitation projects): salaries, stipends, honorariums or operating expenses of another organization; personal or professional development, cash donations to beneficiaries, or as matching funds for any other project. Grants require the direct involvement of Rotarians to: - assess community needs; - develop a project plan; - establish a committee of at least two Rotarians to oversee the expenditure of the funds and implementation of the project; - provide evidence of community involvement and ownership;
- promote projects in local media; - and submit the required reports timely. INSTRUCTIONS Please fill out the enclosed application and return it to: Shirley, OR Allen Shirley, District Grants Committee, 115 Samrose Dr., Novato, CA 94945 APPLICATION (Please or type all information and use additional sheets, as necessary. This form is available in Word so that on your computer you can type in the responses and expand the response areas as needed.) Club Name ____________________________________ Describe the project, its location and its objectives: Start Date ______________ Estimated Completion Date ____________ Describe how the project will benefit the relevant community and/or improve the lives of others:
CLASS 5. “WALKING TO NEW ORLEANS” by: Fats Domino Exhibition Type II, background and underlay required. Staged on an 8’ table in a 32”W X 24”D space. No height limit. CLASS 6. “CABARET” 1966 musical Functional table for two (2) staged on a 36”card table. Designer to provide all components including the card table. SECTION C. “TICKET TO RIDE” by: The Beatles Eligible for the Award of Design Excellence and Designer’s Choice Award. HB P. 45-48 Consultant: P. Hartmann: 231-744-3540 CLASS 7. “HERE COMES THE SUN” by: The Beatles Novice Class Eligible for the WMFAG Novice Award A creative design staged on a pedestal of natural wood that is 37” H with a 20” square top. Underlay required. Design to be judged from 3’ in however the back of the design must be completed. CLASS 8. “YELLOW SUBMARINE” by” The Beatles A creative design staged on an 8’ table in a 32” space skirted in black. Underlay and background required. CLASS 9. “REFLECTIONS” by: Diana Ross for NGC Flower Show Judges only. A reflective design staged on a tall tray table 37 1/2” high with a 24” round black top. Stand is covered in black spandex. Underlay required. Design will be judged from 3 feet in front, however back of the design must be completed. Page 13 “Music of the 1960’s: The Beat Goes on” DISTRICT IV STANDARD FLOWER SHOW
All district departments and schools use job interview questions to appraise an applicant’s knowledge and beliefs pertaining to diversity and best practices for inclusive education, as applicable to the position. District departments and schools include job interview questions related to student diversity, including knowledge and beliefs of inclusive best practices, as applicable for the position in the hiring process, including instructional and non-instructional personnel. Comments: Instruction and Student Achievement Indicator Examples or Evidence of Practice Implementation Status Select from the drop-down menu in each box. Data Sources/ Supporting Evidence
DISTRICT PLAN TEMPLATE GOAL 1: Goal 1 Action Steps: By Whom: (FIN, District, Other Special Project) By When: (Deadline for Completion‒ Month/Year) Follow-up: (Measurable and aligned with each action step) Status: (Completed, revised, other comments) GOAL 2: Goal 2 Action By Whom: (FIN, District, Other Special Project) By When: (Deadline for Completion‒ Month/Year) Follow-up: (Measurable and aligned with each action step) Status: (Completed, revised, other comments)
GOAL 3: Goal 3 Action Steps: By Whom: (FIN, District, Other Special Project) By When: (Deadline for Completion‒ Month/Year) Follow-up: (Measurable and aligned with each action step) Status: (Completed, revised, comments)
AP – Advanced Placement Examination 4 IB - International Baccalaureate 5 STAMP4S - Standard Based Measurement of Proficiency 6 DELE (Diplomas of Spanish as a Foreign Language) – through Cervantes Institute of NYC B1 AAPPL -The ACTFL Assessment of Performance toward Proficiency in Languages I-5 OPI – The ACTFL Oral Proficiency Interview OPIc - The ACTFL Oral Proficiency Interview by Computer WPT/BWT – The ACTFL Writing Proficiency Test/Business Writing Test RPT – The ACTFL Reading Proficiency Test LPT - The ACTFL Listening Proficiency Test Intermediate High In this section, students should take exams in as many modalities (speaking, listening, reading and writing) as available to qualify for Checkpoint C credit. - The ACTFL Latin Interpretive Reading Assessment I-4 SLPI: ASL – American Sign Language Proficiency Interview Intermediate Plus NOTE: Some do not give results until after June. Students and advisors may need to plan accordingly.
Students explain the purpose of the meeting to those attending. Students present their own accomplishments over the past year. Students present their own needs and challenges. Students lead the discussion of the TPF. Students propose annual goals. Students participate in the service delivery and placement discussion. Students evaluate the IEP meeting, including their own participation. Families receive information on school efforts to support student participation in their own IEP meetings. Students and families partner with the to support student participation in their own IEP meetings. EXTRA PLANNING SPACE: STUDENT PARTICIPATION IN DEVELOPING THE SUMMARY OF PERFORMANCE (SOP) Is this a priority area of need for our district? (Y/N) What steps should we take? What steps should we take? Who will do this? By when? How will we know we’ve succeeded? (Evaluation, Evidence?) Students self-assess their own academic performance. Students are offered opportunities to reflect on own academic performance, as assessed by others. Students self-assess their own functional performance. Students are offered opportunities to reflect on their own functional performance, as assessed by others. Students articulate the supports they will need to succeed in postsecondary education/training. Students articulate the supports they will need to succeed in employment.
Before 30th June During July During August After August Tick √ the documents prepared and submitted to Council for approval? Annual Budget Statement Estimates of Receipts Demand for Grant (Current) Statement of New Expenditures Annual Development Plan Budget 2016-17 Annual Budget Statement Estimates of Receipts Demand for Grant (Current) Statement of New Expenditures Annual Development Plan How many sessions were held by the district council for the approval of district budget?
Share How should you share your interpretation of the data with staff? Parents? School board? Who should have this information? How can your data support current or ongoing initiatives in your district? What is your vision for getting additional input as you go through the planning process? Note how and with whom this data should be shared. Collect What local data do you already have available? What new data do you need to collect? What qualitative data? List other data you already have available and additional data that you need. References A., Coggshall, J.G., Dolan., M., Powers, E., & Killion, J. “Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get it Done Well.” Learning Forward Issue Brief, April 2010. IMPACT: Guidelines for North Carolina Media and Technology Programs. North Carolina Department of Public Instruction. 2005. . “National Educational Technology Standards for Administrators.” International Society for Technology in Education. Eugene, OR: International Society for Technology in Education, 2009. “National Educational Technology Standards for Students.” International Society for Technology in Education. Eugene, OR: International Society for Technology in Education, 2007. “National Educational Technology Standards for Teachers.” International Society for Technology in Education. Eugene, OR: International Society for Technology in Education, 2008. Carolina Essential Standards for Instructional Technology. North Carolina Department of Public Instruction. 2012. . Carolina Learning Technology Initiative (NCLTI) Framework for Planning. Raleigh: Friday Institute for Educational Innovation, 2008. . North Carolina Professional Teaching Standards. Public Schools of North Carolina. 2012. . Staker, H. & Horn, M. “Classifying K-12 Digital Learning.” Innosight Institute, Inc., May 2012. http://www.christenseninstitute.org/?publications=classifying-k-12-digital-learning-2.
Technical Theatre--Set Contestant’s Name (First and Last) Technical Theatre--Costume Contestant’s Name and Last) Program Oral Interp Contestant’s Name (First and Last) Informative Speaking Contestant’s Name (First and Last) District Entry Page 5 Individual Events Judges (1 judge per 6 IE entries) Name (First and Last) Judge’s Name (First and Last) District Page 6 One-Act Play
DISTRICT 8 TRAINING AND EXERCISE PLAN 2016 Training (Calendar Quarter) Quarter 1 Quarter 2 Quarter 3 Quarter 4 PPE Training (Local) HVA Training (Local) Health, Hospital, EMA and other disciplines Homeland Security Exercise and Evaluation Program (HSEEP) CERT the Trainer COMMT class IEHA Conference ESF 8 Conference Conference Course - Indy EMAI Conference PER211 -Medical Management of CBRNE Events IAEM Conference FBI Terrorism and WMD EBOLA Training EBOLA Training Large Animal Rescue Global Leadership Summit ICS Training IERC Conference Training Active Shooter Training TIER II/Cameo Training Healthcare Self Defense Training 2016 EXERCISE Quarter 1 Quarter 2 Quarter 3 Quarter 4 District Hospital Exercise District Coalition HPP/PHEP Workshop LEPC Exercises LEPC Exercises Hospital JCAHO Exercises Hospital JCAHO Exercises Hospital JCAHO Exercises Hospital JCAHO Exercises
September 11, 2018 Initial Co-Teaching Wichita September 12, 2018 Initial Co-Teaching Humboldt September 13, 2018 Initial Co-Teaching Fort Scott September 18, 2018 Initial Co-Teaching Sublette October 9, 2018 – Coaches Training Salina October 10, 2018 – Coaches Training Wichita November 6, 2018 – Effective Instruction & Cooperative Learning – Wichita December 1-5, 2018 National Learning Forward Conference, Dallas December 6 & 7, 2018 – Differentiated Instruction and UDL Kansas City March 22, 2019 – Effective Instruction and Cooperative Learning – Abilene 9, 2019 Co-teaching with Paraeducators – Sublette April 24 & 25, 2019 Differentiated Instruction and UDL Wichita 30, 2019 Co-teaching with Paraeducators – Wichita May 1, 2019 Co-teaching with Paraeducators – Fort May 3, 2019 – Planning for Sustainability – multiple locations June TBD 2019 Coaches’ Conference
Caltrans Sustainable Transportation Planning Grant District Contact List DISTRICT CONTACT MPO/RTPA DISTRICT 6 1352 W. Olive Avenue P.O. Box 12616 Fresno, CA 93778-2616 Paul Marquez (559) 445-5867 Email: Alec Kimmel (559) 488-4325 Email: Fresno COG Tulare CAG Kern COG CAG Madera CTC DISTRICT 7 100 S. Main Street Los Angeles, CA 90012 Charles Lau (213) 897-0197 Email: Southern California Association of Governments DISTRICT 8 464 W. 4th Street Mail Station 722 San Bernardino, CA 92401 Rebecca Forbes (909) 388-7139 Email: Southern California Association of Governments DISTRICT 9 500 S. Main Street Bishop, CA 93514 Brandon Fitt (760) 872-0724 Inyo LTC Mono LTC Eastern Kern (COG) DISTRICT 10 1976 E. Dr. Martin Luther King Boulevard P.O. Box 2048 Stockton, CA Mountain Counties— Carl Baker (209) 948-7325 Email: Merced, San Joaquin, Stanislaus Counties— Tom Dumas (209) 941-1921 Email: Alpine CTC Amador CTC Calaveras COG Mariposa LTC Merced CAG Tuolumne CCAPC San Joaquin COG Stanislaus COG DISTRICT 11 4050 Taylor Street Mail Station 240 San Diego, CA 92110 Mike Kent (619) 688-6822 Email: San Diego Association of Governments Southern California Association of Governments DISTRICT 12 3347 Michelson Drive Suite 100 Irvine, CA Maureen El Harake (949) 724-2086 Email: Aileen Kennedy (949) 724-2239 Email: Southern California Association of Governments
Brian Gustafson Misty McMahan Leafers Harvest of the Update ◦April- Sugar Snap Peas Liked Not Sure Didn’t Like Columbine 74% 16% 10% Gateway 60% 16% 24% Summit 68% 11% 20% WPMS 83% 8% 9% WPHS 98% 2% 0% Total 77% 10% 13% Healthy Schools Leadership Retreat ◦June 6-8, 2018 Keystone Resort and Conference Center Healthy Schools Champions Awards Recognition Breakfast Attendees: Leafers, Cat Becker, Kathy Morford, Lori Lays, Anne Marie Fichter, Tanya Williams, Andrea Orth, Nicole Cherry, Stephanie Rucker, Julie Cutting Great opportunities for professional development and networking Staff Wellness ◦ HealthTrails was a success! 122 participants Participants increased their number of active days per week, servings of vegetables eaten a daily basis, and number of hours slept per night. Many participants reported having increased energy levels during the program. ◦ We are working with KP to possibly sell FitBits to staff at a discounted rate. Community Partners Update ◦ Northern Teller Build a Generation Angst showing on 5/18 at 5:30 - UPCC 5/24: Last Day of School in Memorial Park - community, families, kids are all welcome. Burgers, chips, etc. - no cost. Some outdoor games, weather permitting. Door prizes
Schools Identified as District notifies the parents of children enrolled in reward, priority or emerging schools. This notification is required by Washington state’s . identification District-level Written Parental Involvement Policy District informs parents that there is a district-level written parental involvement policy and sends each parent a copy. [Section 1118(a)(2) and (b)(1), ESEA] Determined by in the fall OSPI’s Written Citizen Complaint Process Districts send adequate information about OSPI’s written citizen complaint process. This process is in place to resolve complaints related to violation(s) of federal statute or regulation that apply to Title I, Part A programs. The district must send this information to parents, and to the appropriate private school officials or their representatives. [Chapter 392-168 WAC Special Services Ongoing
12 Prepares investigative reports summarizing the findings and conclusions of investigations of existing buildings using writing, computer and analytical skills, in accordance with Title 24 California Code of Regulations, DSA policies, Interpretations to the Regulations, guidelines and reference materials for internal and external use as required by Supervising Structural Engineer. 13 Prepares post disaster building assessment reports summarizing the findings and conclusions of investigations using writing, computer and analytical skills, in accordance with the Structural Assessment Program, Title 24 California Code of Regulations, DSA policies, Interpretation of Regulations, guidelines and reference materials as required by the Supervising Structural Engineer. 14 Provides workload status reports as required by the Supervising Structural Engineer pertaining to field construction workload and certification status of completed projects for an assigned territory using writing, computer and analytical skills. 15 Prepares tentative and final itineraries for site visits for an assigned territory as required by the Supervising Structural Engineer using writing, computer and analytical skills in accordance with DSA policies. 16 Prepares inspector evaluation reports for an assigned territory as required by the Supervising Structural Engineer using writing, computer and analytical skills in accordance with DSA policies. 17 Prepares recommendation for construction certification for an assigned territory using writing, computer and analytical skills in accordance with DSA policies. 18 Prepares letters regarding new and existing construction having unforeseen conditions and non-compliant construction for an assigned territory in accordance with the requirements of Title 24 California Code of Regulations, DSA policies, Interpretation of Regulations, guidelines, and reference materials. EVALUATIONS:
Table 2 (continued) Reading 2006 Mathematics 2016 2017 2016 2017 Total n % in Levels 3-5 n Levels 3-5 n % Total n % in Levels 3-5 Total n % in Levels 3-5 Grade 8 ESOL 1 1517 4 1255 3 1517 23 1250 19 ESOL 2 643 15 585 7 606 34 556 30 ESOL 3 648 24 703 16 592 33 635 28 ESOL 4 463 40 884 32 385 37 717 32 Formerly ELL 2794 35 2533 34 2910 36 2050 31 Non-ELL 19860 66 20158 65 10579 46 10771 44 Grade 9 ESOL 1 1672 2 1382 1 ESOL 2 667 6 626 4 ESOL 3 577 18 730 11 ESOL 4 412 31 764 26 Formerly ELL 2151 32 2247 30 Non-ELL 21050 61 20300 62 Grade 10 ESOL 1 1339 1 919 1 ESOL 2 640 4 590 2 ESOL 3 627 13 625 5 ESOL 4 437 26 972 14 Formerly ELL 1730 29 1642 28 Non-ELL 21475 56 20983 58 Note: In this and other tables of this section, the Formerly ELL group contains students who exited the ESOL program no earlier than on March 1 two years prior to the assessment year.