zilongwang/ReadingBank huggingface dataset:
Quiet signal—Come back to group. Group check-in—“How did you do?” Repeat 1 through 9. Closure, sharing, and review of the lessons of the day. WRITING WORD WORK (catch-up) Focus Lesson “Where to Sit in Room” Review I-Chart “Where to Sit in Room: Practice choosing where to sit. One-minute review of “Three Ways to Read a Book” READ TO SELF Review Continue “10 to Improve Muscle Memory,” adding 1-2 minutes to stamina.
Begin a new chart with “Reading Coach” on the top. “When your partner comes to a word he or she doesn’t know, or he or she can’t remember or understand what the story was agbout, you are going to count to three silently to yourself.” On the write: “Silently count to three.” “After you silently count to three, ask your partner, “Do you want coaching or time?” On the chart write: “Ask, coaching or time?” “If your partner says, ‘Time,’ you must sit patiently and wait. If your partner says, ‘Coaching,’ you will take out your coaching sheet and decide which strategy would be best to suggest.” Add to the chart: “Use coaching sheet.” “Let’s practice. Ben, would you like to model?” Take the coaching sheet and ask Ben to get a book from his book box and read until he comes to a word he doesn’t know or pretends not to know. Go through the coaching steps. (p. 74) “Oh, Ben is on a word. I’ll count silently to three to give him some time to figure it out.” “Ben, you like time or coaching?” (Ben says, “Time.”) “Ah, Ben wants time to figure this word out, so I am going to sit patiently and look at the word and think about what coaching strategy will work best if he changes his mind.” Model We now ask Ben if he will read a bit more, this time coming to a word he doesn’t know and asking for coaching. “Hmmm, Ben is stuck on this word. I remember that I am supposed to count to three to give him time to figure it out.” Model silently, putting up three fingers. “Would you like time or coaching?” Take out the coaching and model loving over the sheet and picking a strategy that might help him. “Ben, have you tried ‘Back Up and Reread?’” “Ok, how about ‘Chunk Sounds Together?’” We point out to the class that we do not tell the word; instead we give ideas of which strategy might help figure it out. Each of the strategies is taught individually and added to the coaching sheet. Read to Someone Continue building stamina and developing independence. Closure, sharing, and review of the lessons of the day. Word Work
Mrs. H.H. Weekly Homework for Sept. 10-14th NAME_________________________________ Day of week Monday Tuesday Wednesday Thursday Friday Reading in your reader’s workshop journal back half of book Parent Initial Read-25 minutes and answer questions in reading blue journal daily. Vocabulary Activity Sheet 5-A Readworks 1. Have students go to 2. Students class code VD22LC 3. password is 1234 Following the same format 5-B=class code 3CHBHR Password is 1234 5-C=class code M2B77L Password is 1234 Read-25 minutes and answer questions in reading blue journal daily. Vocabulary Activity Sheet 5-A Readworks 1. Have students go to 2. Students enter class code VD22LC 3. password is 1234 Following the same format 5-B=class code 3CHBHR Password is 1234 5-C=class code M2B77L Password is 1234 Read-25 minutes and answer questions in reading blue journal Vocabulary Activity Sheet 5-A Readworks 1. Have students go to 2. Students enter class code VD22LC 3. password is 1234 Following the same format 5-B=class code 3CHBHR Password is 1234 5-C=class code M2B77L Password is 1234 Read-25 minutes and answer questions in reading blue journal daily. Vocabulary Activity Sheet 5-A Readworks 1. Have students go to 2. Students class code VD22LC 3. password is 1234 Following the same format 5-B=class code 3CHBHR Password is 1234 code M2B77L Password is 1234 Read-25 minutes and answer questions in reading blue journal daily. Vocabulary Activity Sheet 5-A Readworks 1. Have students go to 2. Students enter class code VD22LC 3. password is 1234 Following the same format code 3CHBHR Password is 1234 5-C=class code M2B77L Password is 1234 Writing Write a letter to a character in your book Write a creative story using your own Write a paragraph containing at least 10 adjectives, 5 common a persuasive essay containing at least 2 paragraphs. Finish all assigned writings
in your writer’s workshop journal back half of book Parent Initial using correct letter writing format characters, setting, problem and solution. nouns, and 5 proper nouns. Circle all adjectives and underline all nouns. This essay must contain a variety of vivid verbs. Stop and Think This week we learned ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Parent Comments and Signature: X_____________________________
Mrs. H.H. Weekly Homework for Sept. 4-7th NAME_________________________________ Day of week Monday Tuesday Wednesday Thursday Friday Reading Parent Initial Happy Labor Day Read-25 minutes and answer questions in reading blue journal daily. Share with a parent about the policies and procedures in 5th grade. Read-25 minutes and answer questions in reading blue journal daily. Activity-Create a comic skit on how to choose a Just Right Book. Read-25 minutes and answer questions in reading blue journal daily. Review with a parent or sibling on all policies and procedures. Read-25 minutes and answer questions in reading blue journal daily. Over the weekend create 2-procudures for your family. Bring a copy in on Tuesday Writing Parent Initial Write a letter to a character in our book using correct letter writing format. a creative story using your own characters, setting, problem and solution. Write a paragraph containing at least 10 adjectives, 5 common nouns, and 5 proper nouns. Circle all adjectives and underline all nouns. Write a persuasive essay containing at least 2 paragraphs. This essay must contain a variety of vivid verbs. Stop and Think
Annex C: Daily Logistic Supply and Return Form District: Name of site: Vaccination date: Health facility: Type of site: Cholera Vaccine Vials Cold Box Vaccine carrier Waste Bag Sharps container Forceps Marker Pen Table Chair Banner No. Supply received No. Used No. Returned Signature of vaccinator:
To use phonic knowledge to sound out words. To recognise phonemes and digraphs. *word cards- pepper, comments, litter, blossom *Yes/no sentences- Can a dog clap? Will a frog hop? Can a chimpanzee jump? Revise and revisit Pick a flash card out of the alphabet box - Oa ar or igh ur er ow oi ear air ure Teach Teach reading words with sound buttons. Pepper, comment, blossom, litter Practise and apply Practise writing these words in a sentence. I can see blossom on the trees. The litter is in the bin. The pepper is red. Yes or no sentences: Can a dog clap? Will a frog hop? Can a chimpanzee jump? Children: Name: Name: Name: Name: Name: Name: Evaluation: Next step: Week: week 9 lesson 4 Phonics 3 Adult: Learning Intention: To now and write some tricky words. Success Criteria: To write recognisable letters. To use phonic knowledge to out words. To recognise phonemes and digraphs. Resources: *Flash cards- he she to we be I no the * individual white boards *sentence s- all frogs can hop. Let’s all run in the park.
Revise and revisit Flash cards all tricky words: he she we be go to I the my you was they Can you say these tricky words and put them into a sentence? E.g. You can play with me. Teach tricky words: all (Take a mental photograph of the tricky word) Practise and apply Teach tricky words: all (Take a mental photograph of the tricky word) Practise reading sentences: All frogs can hop. Let’s all run in the park. Children: Name: Name: Name: Name: Name: Name: Evaluation: Next step: Week: week 9 lesson 5 Phonics phase: 3 Adult: Learning Intention: To read and some tricky words. Success Criteria: To recognise some letters. To write recognisable letters. To recognise at least one of the following- you was they my he she be we go to I the Resources: *Flash cards – the no to I go we me be he she was my they all *individual white boards Revise and revisit Practise and
To request Non-firm Daily Off-Peak Service, choose the service labeled “SPP ND-3 Enter the Start date and Stop date, ensuring that the request is only one (1) day in duration and begins and ends at 00:00. Enter the capacity that is being requested for the Off-Peak hours in the “MW” field. Make sure the “Peak” box is checked in the Reservation Profile section and Click “Create”. The OASIS will automatically populate the correct reservation profile. To request Non-firm Daily On-Peak Service, choose the service labeled “SPP ND-3 ON-PEAK”. Enter the Start date and Stop date, ensuring that the request is only one (1) day in duration and begins and ends at 00:00. Enter the capacity that is being requested for the On-Peak hours in the “MW” field. Make sure the “Peak” box is checked in the Reservation Profile section and Click “Create”. The OASIS will automatically populate the correct reservation profile. *Complete the remaining information such as Source, Sink, POR, and POD. And submit the TSR. **The reservation profile must be a single for the hours for which capacity is requested and the profile cannot deviate from the Attachment P specified profile, i.e. Off-Peak is 00:00-06:00 and 22:00-24:00; On-Peak is 06:00-22:00. Requests that do not meet these criteria will be deemed invalid. *** Because these services are given a priority of ND-3, the customer will be billed the appropriate daily transmission service rate as specified in Attachment T of the SPP OATT and is determined by the day of the week for which service is being requested.
Leonard Sweet Daily Quotes Week 8 from 9-24-18 to 9-28-18 Mon. 9-24-18 “There is no shame in not knowing; the shame lies in not finding out.” Russian proverb Tue. 9-25-18 “Work while you have the light. You are responsible for the talent that has been entrusted to you.” Amiel Wed. 9-26-18 “There are times when parenthood seems like nothing but feeding the mouth that bites you.” Peter De Vries Thu. 9-27-18 “Not a shred of evidence exists in favor of the idea that life is serious.” Brendan Gill Daily Quotes Week 9 from 10-1-18 to 10-4-18 Mon. 10-1-18 “Courage is saying, ‘Maybe what I'm doing isn't working; maybe I should try something else.’" Anna Lappe Tue. 10-2-18 “Why bother fitting in when you were meant to stand out?” Jennifer Jacob Wed. 10-3-18 is only one really philosophical problem and that is suicide.” Albert Thu. 10-4-18 “Human nature is evil, and goodness is caused by intentional activity.” Xun Kuang **Last quote of the 9 weeks. Thank you very much for your effort, your participation, and your dedication to improvement. Every one of you is a better writer now than you were on August
“No matter how rich you become, how famous or powerful, when you die the size of your funeral will still pretty much depend on the weather.” Michael Pritchard Wed. 10-24-18 “Male egos require constant stroking. Every task is an achievement, every success is epic.” Belle du Jour Thu. 10-25-18 “The key to immortality is first to live a life worth remembering.” Lee Daily Quotes Week 12 from 10-29-18 to 11-1-18 Mon. 10-29-18 “Your anger is a gift.” Zach de la Rocha Tue. 10-30-18 NO QUOTE Wed. 10-31-18 “Being manipulative is dishonest and immature. We often end up having to make up more lies.” Julie A. Ross and Judy Corcoran Thu. 11-1-18 “It is easier to forgive an enemy than to forgive a friend.” William Blake “Always forgive your enemies, nothing annoys them so much.” Oscar Wilde “The weak never forgive. Forgiveness is an attribute of the strong.” Mahatma Gandhi Quotes Week 13 from 11-5-18 to 11-9-18 Mon. 11-5-18 No Quote; taking Sumner County Schools Benchmark Test Tue. 11-6-18
Date: School: Meat/ Meat Alternative Quantity Prepared (Pounds) Quantity Leftover (Pounds) Meal Counts Cottage Cheese Students Hard Boiled Eggs Adults Ham TOTAL: Peanut Butter Shredded Cheese Yogurt Grain Prepared Leftover Dressing Prepared Leftover Croutons French Crackers Thousand Island Rolls Ranch Italian Raspberry Vin. Vegetable Prepared Leftover Fruit Prepared Leftover Red/Orange Subgroup Apples Carrots Applesauce Tomatoes Bananas Cantaloupe Starchy Subgroup Fruit Cocktail Green Peas Grapes Corn Oranges Peaches Dark Green Subgroup Pears Broccoli Pineapple Romaine Raisins Spinach Strawberries Legumes Subgroup Black Beans Garbonzo Beans Hummus Other Subgroup Other Food Items Prepared Leftover Cucumbers Sunflower Seeds Cauliflower Olives Beets Celery Pickles
DAILY SCHEDULE 8am – 11am: FREE PLAY 11am – 11:15am: SNACK TIME 11:15am – 12:30pm: ORGANIZED PLAY 12:30pm – 1:30pm: QUIET TIME 1:30pm – 2:45pm: ORGANIZED PLAY 2:45pm – 3pm: TIME 3pm – 4pm: BRAIN WORK 4pm – 6:00pm: QUIET PLAY ALL TIMES SUBJECT TO CHANGE DEPENDING ON GROUP/ WEATHER ETC
FINANCIAL STATEMENT Income Statement – represents the revenues, expenses and net income or net loss of an entity for a specific period. Statement of Owner’s Equity – summarizes the changes that occurred in the owner’s capital account. Balance – shows the financial position or condition of an entity by listing the assets, liabilities and owner’s equity. Statement of Cash Flows – provides information about cash receipts and cash payments of an entity during a period. How to compute for Net Income: Net Income = Revenues – Expenses Source: Basic Accounting Made Easy By: Win Lu Ballada Daily Session Guide in AGRICULTURAL CROP PRODUCTION
Session 1 – BSC (7:00-9:15am) Staff Name Arrival Time Time working directly with children Departure Time Responsible Person on shift (tick) Other Comments Signature e.g. Joanne Smith 6:50am 7-8:20am 8:50am-9:15am 9:30am ✓ 8:20am-8:50am off (admin) Session2 – ASC – (3:00-6:00pm) Staff Name Arrival Time Time working directly with children Departure Time Responsible Person on (tick) Other Comments Signature e.g. Joanne Smith 2:30 3-5:30pm 6:10pm ✓ 5:30-6pm off floor (kitchen)
Name: ______________ Hour: _______ Daily Unit Questions: Ancient Civilizations and World Religions September 25 I can analyze the environmental factors that enabled human migration to other world regions. V 1-3 SA 1 September 26 I can analyze the ways in which people adapted to different environments. V 4-8 SA 2 September 27 I can locate on a map places where farming occurred between 10,000 and 1500 BCE. V 9-13 SA 3 September 28 I can describe the characteristics of physical environments where settled farming communities. V 14-18 SA 3 September 29 I can explain domestication and why farming permitted world population to grow. V 19-23 SA 3 October 2 I can analyze the differences between a way of life and a settled agricultural one. V 24-33 SA 4 October 3 I can describe the development, characteristics, interactions and decline of civilizations in Afro-Eurasia. V 34-38 SA 4 October 4 I can explain how and where complex societies evolved and describe their significant characteristics. V 39-40 SA 5 October 5 I can locate the major empires of the period and analyze their relative importance. V 41-47 SA 6 October 6 I can define monotheism and its relationship to the Hebrews and the emergence of Judaism. V 48-51 SA 7 October 9 I can describe the basic beliefs and practices of Islam. V 52-56 SA 8 October 10 I can define and explain the significance of the caste system in India as it emerged in the first millennium BCE. V 57-58 SA 8 October 11 Ancient Civilizations and World Religions Unit Review October 12 Ancient Civilizations and World Religions Unit Exam October 13 Ancient Civilizations and World Religions Unit Exam Please write what you know in sentence form for each of the following: “Lucy”:
Letter of Understanding - Truck Operating System/ Total Productive Maintenance Letter of Understanding - Job Assignment at a Team Letter of Understanding - Letter of Understanding - National Health Care Letter of - Safety Concerns Appendix “A” - Holidays by Year Appendix “B” - Calendar Appendix “C” - Numbers Appendix “D” - Web Addresses Appendix “E” - Alphabetical
Offline TMP II Fuel Tank / Welding Cab in White Finish Cab Axle Assembly/Axle Hang – Pool 15 Chassis Start – Pool 12 & Pool 21 Midline/Engine Line – Pool 2 & Pool 13 Final Chassis – Pool 3 Maintenance Quality Assurance (includes Vehicle Inspection) Electric Shop Utility Team To insure the retention of sufficient trained employees in a given "regular assigned work area" or subdivision thereof, movement between the "regular assigned work areas" will be limited to a maximum of either three (3) Area Transfer Requests or ten percent (10%) of the employees in a "regular assigned work area" honored on a seniority basis in each calendar month. It is agreed that at the TMP the above limitation with respect to the Chassis, Midline Chassis, Final Chassis, Pre-Paint Cab and Finish Cab "regular assigned work areas" will operate on a "station" basis. This is not to be construed as providing for change requests being honored between such "stations." When the Employer has honored an employee's area transfer request, the employee will not be eligible for a subsequent area transfer for six months from the date of such area change. (b) Area Transfer Request Cards may be filed at any time. When an Area Transfer Request is filed with a Supervisor, the employee shall be given a receipt therefore and the request card shall be kept in the Personnel Office, with two (2) copies to the Shop Steward, until the employee is offered the area transfer or until the following January 7 or July 7, whichever comes first. Shop Stewards will be made aware of any additional permanent opening caused by expansion or increased production. The limitation of one refusal each six (6) months as defined in Section 7(a) shall not apply under these circumstances. (c) When a vacancy is to be filled, an Area Transfer Request shall be valid if it was filed five (5) working days prior to accepting the transfer. (d) When an employee is temporarily assigned to the Employer's office for thirty (30) calendar days or longer or an employee is on medical that is anticipated to last ninety (90) days or longer and is replaced in his "regular assigned work area" the senior employee with an Area Transfer Request on file may exercise his right to replace such employee with the understanding that he is also temporarily assigned and upon return of the employee regularly assigned to the area, he will be returned to his previous “regular assigned work area.”
West Coast Institute of Training’s disability support staff are members of the Tertiary Education Disability Access Network Inc. This network comprises disability support officers from universities and TAFEs in WA and officers from the Australian Government’s National Disability Coordination Program. Network members meet once a month to discuss current issues, policy and procedures and invite guest speakers to talk on topics relating to access and inclusion. The institute’s disability support staff attend enrolment days to provide new students with information about supports available to them. Students can also access advice, tutoring and support from staff every day at a ‘one-stop shop’ support centre within the institute’s library. Perth Zoo Perth Zoo launched and hosted its first Dreamnight – an international event where zoos open their gates to children with disability and healthcare needs for a private twilight event. The event offers a magical evening focused on embracing inclusion and accessibility and is only for the children and their families. All zoo staff and contributors volunteered their time and effort to ensure the event was a success. The zoo’s Discovery and Learning experiences are designed to be successfully accessed by people with disability. The zoo liaises directly with schools, community groups and/or individuals to explore how to modify Discovery and Learning experiences to meet the needs and enhance outcomes for participants. Education support schools have continued to participate in zoo camps so their students can experience the zoo atmosphere overnight. Participants who use electric wheelchairs have also enjoyed Wild Vets, a school holiday program for students aged 14 to 18. Children with autism have taken part in Zoo Crew, a school holiday program for children aged eight to 13. A new zoo performance program for school and holiday groups was also successfully launched this year, with participants from primary education support centres providing positive feedback about their experience. Dreamnight at Perth Zoo. Picture: Justin Benson-Cooper/The Sunday Times. DAIP Outcome 2 People with disability have the same opportunities as other people to access the buildings and other facilities of a public authority Department of Finance Recent upgrades to the QBE Building have accessible control pads to lifts for more inclusive access. The Optima Building has Braille signage on all lifts and toilets and voice level confirmation in lifts. There is ramp access to the front and rear of the building and electronic opening doors. The department continues to assess office buildings, facilities including reception and client contact areas, and ACROD parking bays to enable access wherever possible for people with disability. Mental Health Commission
Strategy ECU category Timeline Responsibility Indicator/Action 5.1 Ensure complaints processes are accessible. 3 Ongoing D RASC D GS A centralised complaints website is available that meets ECU’s web content accessibility standards. Alternative options are available to students or staff wishing to make a complaint. Outcome 6: People with disability have the same opportunities as other people to participate in any public consultation by the University Strategy ECU category Timeline Responsibility Indicator/Action 6.1 Provide stakeholders with an opportunity to provide comment on ECU’s DAIP 3 Ongoing D PQESC ECU’s DAIP 2016-2021 is made available for comment on ECU’s website in alternative and accessible formats. 6.2 Oversee the implementation of ECU’s DAIP and monitor progress of DAIP objectives 3 Annual D PQESC An annual DAIP report is lodged with the Disability Services Commission by the due date. 6.3 Ensure Survey Services accessibility into the planning of all surveys. 3 Ongoing D PQESC ECU surveys meet or exceed legislative standards in survey accessibility. Outcome 7: People with disability have the same opportunities as people to obtain and maintain employment with the University. Strategy ECU category Timeline Responsibility Indicator/Action 7.1 Encourage and support job applications from people with disability. 5 Ongoing D HRSC Disability employment agencies are provided with information about ECU’s employment opportunities. 7.2 Develop workplace practices to support the 5 Ongoing D HRSC Training on selection practices includes information on
quality of service from staff as other people receive. support people with disability. Provided services on a flexible basis to meet the needs of people with disability. Other actions (please describe): Not applicable. 5. People with disability have the same opportunities as other people to make complaints. Accepted complaints in a variety of formats, such as by telephone, email, written or in person. Resolved complaints in a timely and constructive manner. Ensured that information on how to make a complaint was accessible for people with disability. Other actions (please describe): Not applicable. 6. People with disability have the same opportunities as other people to participate in any public consultation. Used accessible venues for public meetings. Ensured consultation materials were accessible for people with disability. Other actions (please describe): Not applicable. 7. People with disability have the same opportunities as people to obtain and maintain Provided job related information in alternative formats upon request. Held interviews in an accessible venue. Made adjustments in the workplace to support employees with disability.
Name of contact person: number: Email: Purpose It is essential that public services are accessible to everyone, including people with disability. This reporting sheet assists agents contractors who carry out work on behalf of a public authority to show how they have supported people with disability. Consider the seven outcome areas below and, if they are relevant to your work, provide information on how you have addressed them. DAIP Outcome Example of actions (Please mark if appropriate) 1. People with disability have the same opportunities as other people to access services and events. Ensured staff were aware of their disability access responsibilities. Ensured events and promotional material were accessible for people with disability. Other actions (please describe): Not applicable 2.People with disability have the same opportunities as other people to access buildings and other facilities Maintained disability access when carrying out work on public buildings. Ensured construction and renovations complied with the relevant disability access standards. Provided accessible parking spaces. Other actions (please describe): Not applicable 3.People with disability receive information in a format that will enable them to access information as readily as other Complied with the State Government Access Guidelines for Information, Services and Facilities to ensure information was delivered in an accessible format. Made information available in alternative formats upon request. Reviewed website to ensure it was accessible. Other actions (please describe):
people are able to access it Not applicable 4. People with disability receive the same level and quality of service from staff as other people receive. Improved staff awareness of disability issues. Provided training to customer service staff on how to support people with disability. Provided services on a flexible basis to meet the needs of people with disability. Other actions (please describe): Not applicable 5. People with disability have the same opportunities as other people to make complaints. Accepted complaints in a variety of formats, such as by telephone, email, written or in person. Resolved complaints in a timely and constructive manner. Ensured that information on how to make a complaint was accessible for people with disability. Other actions (please describe): Not applicable 6. People with disability have the same opportunities as other people to participate in any public consultation. Used accessible venues for public meetings. Ensured consultation materials were accessible for people with disability. Other actions (please describe): Not applicable 7. People with disability have the same opportunities as other people to obtain and maintain employment with a public authority. Provided job related information in alternative formats upon request. Held interviews in an accessible venue. Made adjustments in the workplace to support employees with disability. Other actions (please describe): Not applicable.
The teacher selects a verb and the student practices using that verb in the future progressive tense, moving around the class. The student then incorporates this verb tense into his/her non-fiction writing. thesaurus, and to ensure that English conventions (i.e., capitalization, punctuation and spelling) are accurate in his/her writing. The student completes a backwards spell check by reading from the last word to the first in order to isolate each word, helping to locate spelling errors. The student uses shared writing to collaboratively create a piece of writing. Closing Activities The teacher will discuss the activity with students and will give feedback The students will share their work with classmates and teacher. After completing the work each student will check his/her work with the teacher. The teacher will check each work of the student to give feedback on the work done. The teacher will check each final work of the student ant will make comments and recommendations. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
People with disability receive information from DMIRS in a format that will enable them to access the information as readily as other people are able to access it Timeline All DMIRS information is available, on request, in a format to assist a person with disability understand the information Ongoing DMIRS will meet the Web Content Accessibility Guidelines - WCAG 2.0 and continue to make improvement in the way information is delivered online Ongoing Information about disability access and inclusion at DMIRS is accessible for staff and other internal stakeholders on the Intranet Ongoing DMIRS has clear, visible and accessible information complying with required standards for people with disability Ongoing Outcome 4 People with disability receive the same and quality of service from the staff of a public authority as other people receive from the staff of DMIRS Timeline Staff learning, induction and training strategies align with DAIP Ongoing DMIRS considers the individual rights, participation, inclusion and the needs of the person with disability whether they are staff, stakeholders or customers Ongoing DMIRS recognises, acknowledges, and celebrates quality service achievements from staff towards people with disability to raise awareness and promote the objectives of the DAIP As required Outcome 5 People with disability have the same opportunities as people to make complaints to DMIRS Timeline Receipt of complaints from people with disability is handled with respect, utmost consideration to privacy, facilitated with due process and the complainant is contacted with an outcome Ongoing Complaints processes are promoted to engage and raise awareness of staff Annually DMIRS complaints policies and procedures, grievance mechanisms and forms are in formats that are easily accessible for people with disability Ongoing DMIRS monitors complaints about access and inclusion to adjust strategies for improved results Ongoing Outcome 6 People with disability have the same opportunities as people to participate in any public consultation by DMIRS Timeline Promote DMIRS consultation processes to improve awareness of people with disability, carers, advocates and the community Ongoing
Unit Theme: 6.1 Characters Facing Challenges Week: #:_____________ Teacher: Subject: Grade: ______________ Date: From ________________ to __________________ 20____ Desired Result EQ3. How do I figure out a word I don’t know? EU3. Readers use many tools to figure out unknown words. EQ4. What makes great writing? EU4. The writing process helps us more effectively communicate our own stories. Assessment Evidence Summative Evaluation (Performance Task): Sequencing Picture Books Learning Plan Suggested Learning Activities: Day 6 Day 7 Day 8 Day 9 Day 10 Standards Reading Reading, Speaking Language Listening, Writing Reading Expectations 6. R.3L, 6 R 1 6.R 3L , 6.S.1 6 .LA.4b 6L1d, 6.W.3 6R2L Academic Strategy Objective After presenting elements of a short story and traits of fiction, the students will review the concepts through a fill in the blanks. Through the sample of character traits given, the students will describe and discuss their own traits. Given the students examples of comparatives and superlatives, the students will use and describe the personality of his/her family. reading aloud the story, the students will plot out the timeline of the main events correctly. After the explanation of the performance task, the students will know the steps to do the performance task. Initial Activities Brainstorming Sample of character traits. Introduce examples of adjectives using comparative and superlative suffixes. Present the concept “timeline”. Essential questions/enduring understandings Development Activities Present the definition of concepts Discuss each concept Explain and discuss adjectives describing character traits Review Suffixes (Comparative, superlative) using character traits Students plot out the timeline of the main events of the story. The teacher explains and demonstrates the performance task. Closing Activities Answer the fill in the blanks. Students make a list of their own traits. Activity: describe personality of his/her family Story elements quiz Clarify doubts about the performance task. Formative Assessment – Other evidence Materials
Unit Theme: 6.1 Characters Facing Challenges Week: #:_____________ Teacher: Subject: Grade: ______________ Date: From ________________ to __________________ 20____ Desired Result EQ3. How do I figure out a word I don’t know? EU3. Readers use many tools to figure out unknown words. EQ4. What makes great writing? EU4. The writing process us more effectively communicate our own stories. Assessment Evidence Summative Evaluation (Performance Task) : Sequencing Picture Books Learning Plan Suggested Learning Activities: Day 1 Day 2 Day 3 Day 4 Day 5 Standards Reading Reading Listening, Speaking Listening, Speaking Listening, Reading Expectations 6R.3L 6R.3L 6L.1, 6S2b 6L.1, 6S2b 6 R 3L, 6.L.1d, 6S1 Academic Strategy Objective Through the use of the elements of the plot, the students will assemble the sequence picture book. Through the use of the elements of the plot, the students will assemble the sequence picture book. Through an oral presentation, the students will present their sequencing picture book. Through an oral presentation, the students will present their sequencing picture book. During a read aloud, about “Gonzalo”, the students will listen and respond to guided questions. Initial Activities Teacher guides the steps of the assembling of the sequencing picture book. Review the steps of assembling the book. The teacher discusses the rubric. The teacher reviews the rubric. Introduce the story. Essential Question 1 (EQ1) Development Activities Students include the five events using sequencing language. Identify the problem Students include the five events using sequencing language. Identify when/how the character solves the problem. Presentations of their sequence picture book. Presentations of their sequence picture book Read aloud with guided questions. Closing Activities Essential question 4 (EQ 4) Essential question 4 (EQ4) Peers feedback. Self-evaluation of their presentations. Answer the essential question. Formative Assessment – Other evidence Materials
Investment opportunity C – tailored investments with existing processors and producers From discussion with industry, it is clear that the potential exists to create a specific investable dairy proposition for businesses. This proposition could include the purchase or investment in existing farms, specific stake-off agreements with existing processors and other investment in the supply chain. DAFWA can assist with introductions and facilitation of tailored dairy investment on a strictly commercial in confidence basis. Other benefits to investors Investment in WA provides the investor with the ability to develop a dedicated supply chain from feed and milk production to product manufacture and export. This allows the investor to ensure continuity of supply and product quality. The high health status of the WA herd, strict bio-security measures and stringent food safety controls, reduce the risks to supply which could arise from disease outbreaks or food safety concerns in other regions. Other important information It is extremely important that all applications for regulatory approvals are underpinned by a clear and concise intent to achieve full disclosure based on a properly developed project proposal. This is because regulators need full disclosure of all required information from a properly developed project for quick and efficient processing of an application. A comprehensive, integrated development application be used to attain concurrent development approval from Local Government, Department of Environment Regulation (DER), Department of Transport (DoT) and Department of Water (DoW). This could result in the time required for a total approval process of three to six months. The Department of Agriculture and Food, Western Australia is skilled in assisting proponents to seek approvals and will work closely with proponents for the inception of the project. The time period for all regulatory bodies to access a proponent’s application commences from the point at which they receive all the information required to make a decision is in an appropriate format. This time period should not be confused with the point at which the proponent makes first contact with the regulators. Proponents from overseas also need to comply with the requirements of the Australian Government’s .
authentic (real-life), expository texts. Closing Activities Review of vocabulary used. Discuss students’ answers and clarify concepts. Review and check for students’ understanding. Review and check for students’ understanding. Review and check for students’ understanding. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
poetry can take. Students will work with partners to list types of poems and their main characteristics. an original poem of the same type. The teacher posts these poems around the room as anchor charts for reference throughout the unit. they have experienced in their own lives. The teacher arranges students in small groups to brainstorm ideas for poetry prompts. The student evaluates his/her prompts. have become an opportunity for learning. Closing Activities Group discussion to identify types of poems from a chart. Gallery walk of poems written by students. Discussion of group work and summary. Attachment: 6.5 Writing Tool – Poetry Prompt List. Think, Pair, Share After writing the students will pair up and share their thoughts. Formative Assessment – Other evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted Teacher Reflection
After Installation of equipment: Day Date (e.g. 5/08/17) Time (e.g. 07:45) Reading (e.g. 200 kWh) No. of Cows Milked Milk collection (L) 1 2 3 4 5 6 7
What will change for this group as a result of this project? (max 100 words) What will be the impact of this change (impact per farm and expected adoption/participation)? (max 100 words) Budget Briefly outline the amount of funding sought from the Industry Fund and how it will be spent. Include other cash or contributions. NSW Dairy Industry Funds Requested Year 1 Year 2 Year 3 Total Category 2017/2018 2018/2019 2019/2020 Salaries Operating expenses Other Total Contributions from Applicant or Other Organisations Year 1 Year 2 Year 3 Total 20__/20__ 20__/20__ 20__/20__ Organisation Cash In Kind Cash In Kind Cash In Kind Cash In Kind Total
solutions and story maps. characters, theme and solution. Introduction of what are proverbs? Development Activities The student will develop awareness of folktales with examples of own country and other countries on how to identify resolution. The student will summarize problem solution in folktales using graphic organizers and compare characters of story maps. The student will complete character with reading: Rabbit and Tiger The student will analyze from a passage given ( attachments Sample lessons) for Journal Connections The student will provide examples of proverbs and read others provided to relate to resolutions. Closing Activities The student will review folktales of own country for cultural identity Oral conversation of graphic organizers with story maps The student will present and discuss Character Chart related to folktale The student will review and discuss use of folktale connections and inferences The student will review proverbs and examples to identify resolution. Formative Assessment – Other evidence Activity: What are folk tales? How is the solution solved? ( Un real event or by magic). Links :Folktales. Around the World as example. Folktale – Rabbit and Tiger Attachment 7.1 Puerto Rico Folktale 2 Character chart 7.1 Theme and main idea of folktales OE- Journal- Connections to the folktale and inferences. Links: Proverbs from other countries (the student will also collect their own from Puerto Rico) o One finger cannot lift a pebble (Iranian). o When elephants battle, the ants perish (Cambodian). o If you chase two hares, you will not catch either (Russian). o The pot calls the kettle black (United States). o It is better to turn back than to get lost (Russian).
c.) leaving them to be determined in the marketplace d.) setting them only once yearly Who pays the U.S.D.A. Agricultural Marketing Service for the operating of Federal Orders? a.) Milk producers b.) Milk processors/ handlers c.) Retail owners d.) Customers who buy milk What prolific is now being researched as a tool in removing nitrogen and phosphorus from manure effluent? a.) algae b.) moss c.) burdocks The decision of a milk hauler to accept or reject milk at the producing farm a.) depends on knowledge of milk quality and ability to smell off odors b.) must always be confirmed by tests for acidity c.) must be made the day before pickup is scheduled d.) both a & b e.) both a & c Compounds found in what common cooking ingredient have been associated with decreases in acetate, increases in propionate, and decrease in methane production? a.) salt b.) flour c.) thyme d.) garlic During the production process, the heat exchanger must heat raw milk to a minimum of _________ degrees for adequate pasteurization. a.) 100 °F b.) 161 °F c.) 200 °F d.) 212 °F is NOT characteristic in the appearance of manure in a group of cows experiencing rumen acidosis? a.) tiny pieces of grain in manure greater than ¼ inch b.) loose and shiny manure with small air bubbles c.) pieces of fiber greater than ½ inch
Model Annex form Certificate Identification of products Type of products (e.g. Cheese, Butter) Net weight Number of packages Date of production Animal species of dairy ingredients Country of origin Establishment number (or name and address) Purpose of use Human consumption Animal consumption (cloven-hoofed animals / other animals / pet food) To be determined (likely to use for cloven-hoofed animal consumption ) Other ( ) of official name and of official of Official stamp
Single Vessel Design. Carbon Dioxide outlet Methane outlet 97% CO2 85-95% CH4 5-15% CO2 Vertical circular insulated process vessel with dome cover Acidogenic stage isolation wall 0-3% N2 + H2S H2S Static water level Liquid outlet Methanogenic stage isolation wall Phase partition wall 1st acidogenic digester 2nd stage acidogenic digester
3. Provide variety of tasks and issues in an Advocates workload. 2.3.3 Client Risk Assessment A risk assessment will be undertaken during the intake process for each person requesting advocacy support from DAIS. The purpose is to develop a profile of a client’s behavior and environment to assess the likelihood they or environment may pose a risk to staff, volunteers or the client themselves. The risk profile will take into consideration current and past behaviours. A client’s risk profile will be assessed by answering - yes – no – unknown - to the following behaviors. physical aggression / challenging behaviour / self-harm? verbal aggression? substance abuse? Other relevant factors. A client’s risk profile will be recorded on IVO. It can be reassessed and updated at any time as new information becomes available. Assessing the potential risk will be based on the advocate’s and supervisor’s judgment based on the facts available in the guide above. In all situations below, staff must follow risk minimisation procedures set out in Work Health Safety Policies. The degree of contact staff have with a client will be guided by the table below. Very low risk i.e. 4/4 “no” Low risk i.e. 3/4 “no” 1 “unknown” Medium risk i.e. default status if all unknown or insufficient information (or a “yes” with low risk of reoccurrence). Higher risk i.e. 1 “yes” * Flexible contact OK but keep supervisor updated on any changes in situation. May do a home visit with colleague if there are any doubts or home risk issues. * May interview client in office with other colleagues close by and notify them of interview. * May interview the client in their home after first interview at a safe external venue/ or with a colleague (e.g. neighbourhood centre, library etc.). * Only interview client in office with other colleagues close by and notify them of interview. (multi-staff office) * Only interview client at a safe venue with other workers/ colleagues present (e.g. neighbourhood centre (single staff locations) * Only interview at client’s home with another staff member present. * assistance only. * Only interview the client in a formally supervised secure situation (in offices this may be with colleagues specifically monitoring the interview). The client risk assessment will not be used to deny a service to a client but to assess the most appropriate way to assist the client while protecting the health and safety of staff.
Action Plan Issue 1: Industry Reform How does DAIS best understand, address and respond to the impact of NDIS and other reforms on its future operations? What we will do: Why we are it? How will we know it’s done? Who will do it? When? 1.1 Monitor developments in policy and reform environment and report to the Board and staff. The board will be kept up-to-date regarding development in government policy. Consider the impact on the current services/ practice. Board members can report that they are aware of the changes to government policy and reform. DAIS can appropriately respond to the reforms EO EO Ongoing Ongoing 1.2 DAIS will be an active participant in the policy and reform processes. By being an active participant the organisation will be better informed and prepared for the reform process. Gain feedback from the client group so that their views are reflected in the approach DAIS takes. DAIS is prepared for the reform process. Use various methods to consult the client group so that DAIS can represent the community views. and staff Board and staff 0ngoing Ongoing 1.3 Develop a plan to enable DAIS to respond to business opportunities that The plan will investigate scenarios/options and risks in various approaches. DAIS will be in a position to quickly respond to business opportunities as they present themselves. There will not be a need to get approval from the board if the proposal fits within the perimeters of the plan. Projected costs will be available to respond to opportunities. A business plan, identifying business opportunity has been developed. EO and Board
What we will do: Why are we doing it? How will we know it’s done? Who will do it? When? 5.1 Engage staff to review Advocacy Practice Manual and Funding Guidelines to ensure that the documents are efficient and effective as possible. There may be efficiencies found in the intake and advocacy processes that may speed up the process resulting in getting to clients quicker. (Finding efficiencies should not be at the cost of meeting standards or providing quality service.) Minutes of advocacy day meetings showing that staff were engaged in reviewing advocacy practices. Strategies developed by staff are implemented. And reported to the board in the quarterly Advocacy report. EO and advocacy staff Advocates March 2015 Ongoing 5.2 Investigate potential of a volunteer’s program to work on some aspects of that process. See 3.3 above Volunteers may be able to elevate administrative tasks currently undertaken by advocates. A report will be presented on a perennial volunteer program. Student on placement December 2015 5.3 Review communications to ensure that client’s expectations are well founded, and DAIS’ messages about its capabilities are well managed. If clients expectation of the wait time is explained and clients are regularly contacted then the risk to DAIS reputation will be reduced. The quarterly advocacy report to the will provide information on the number of people receiving services and number on the wait list. EO and advocates Ongoing
Day 1 Day 2 Day 3 Day 4 Day 5* 8:50- 9:10 15 Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary I/E 10:00- 10:50 25 min 25 min IDR/ Guiuded Reading IDR/ Guided Reading IDR/Guided Reading IDR/ Guided Reading IDR/ Guided Reading Reading 10:50- 11:30 40 min Making Meaning Making Meaning Making Meaning Meaking Meaning Catch-up Day Writing 40 min Being a Writer Day 1 Being a Writer Day 2 Being a Writer Day 3 Being a Writer Day 4 Author’s Chair/Sharing/ Gathering Writing Outside 12:15- 1:05 Lunch/Recess Spelling 1:10- 1:30 20 Spelling Spelling Spelling Spelling Spelling