zilongwang/ReadingBank huggingface dataset:
Date Site Gender Age Group Activity Probable Main Agent Voltage 22nd Sep2014 Indoor Electrical Sub-Station Male Adult Over 50 (54) Work Switchgear 38 kV 25th August 2014 House Male Adult Over 50 Non-Work Heater LV 18-Jul-2013 Farm Outhouse Male 14 Workplace Power Hose & Cable Reel LV 16-Jan-2013 Electrical Male Adult < 25 Work 38 kV Bus-Bar 38 kV 2012 House Male Non-Work Electric-Heater LV 24-Sep-2012 Countryside Male Adult Over 50 (58) Work Overhead Line LV 13th March 2012 Construction Site Male Adult Work Overhead Line 20 kV 10- Dec-11 Household Male Adult Electric Shower LV 24-Sep-11 Workshop Male Adult Over 50 Work Cable Lead-Compressor LV 15-Jul-2010 Mobile home park Male Adult Non-Work Mobile home became live LV 29-May-10 Domestic Garage Male Non-Work Possibly self inflicted LV 19-May-10 Hedgerow Male Adult Work Pole saw made contact with overhead line 20kV 01-Feb-10 Indoor 10kV substation Male Adult Non-Work Energised and hack saw. 10kV 09-Oct-09 Landscaped Garden Male Adult Work Flexible Cable LV 25-Jul-08 Construction Site/Farm Male Work Mounted Crane 10 kV 50 50 50
09-Sep-07 Private housing/Apartment development Male Under 12 Non Work Vandalised Lamp-post LV 23-Apr-07 Construction Male Adult < 25 Work Floating Concrete 10 kV Dec-05 Construction Male Adult Work Concrete Conveyor 10kV Line Oct-05 Construction Male Adult Work Metal Stay 20 kV Oct-05 Construction Male Adult < 25 Work Installing Concrete Slab 10kV 2005 Industrial Male Adult Work Welder in Hospital LV 2005 Household Male Adult Non Work Washing Machine LV Nov-04 Farm Male Adult Non Work Lighting Tower 20kV Line Nov-04 Farm Male Adult Non Work Lighting Tower 20 kV Nov-04 Construction Male Adult Work Guttering 10 kV Jun-04 Farm Male Adult < 25 Work Silage Harvester 10kV Line 13-Jan-04 Yard Male Adult Work Truck Mounted Crane 20kV Line 2003 Industrial Male Adult Work Exploding Circuit Breaker 10 kV 2003 Industrial Male Adult Work Exploding Circuit Breaker 10 kV 2003 Construction Male Adult < 25 Work Concrete Chute 10 kV 2002 Industrial Male Work Crane moving Welder 10 kV
Narrative Please describe specific elements that are strengths and areas for growth where the candidate would benefit from further assistance and support. In addition, include information about this candidate’s teaching contexts, i.e., school demographics, resident teacher factors, etc., that might have influenced the candidate’s performance. Grade level taught and School Demographics Candidate’s Strengths Areas for Growth
B. Number of of wire Paper Clips picked up 10 25 20 15 30 6 40 3 C. Number of Turns of wire Paper Clips picked up 10 3 20 3 30 3 40 3 D. Number of Turns of wire Paper Clips picked up 10 0 20 0 30 0 40 0 28. 29. Electrons and protons have __________________. A. electric fields B. electric rays C. *electric charges D. electrolysis 30. term is described most accurately by this definition: A field around charged particles that exerts a force on other charges particles. Magnetic field *Electric field Force field Laser field 31. Which data table matches the graph below that shows the relationship between magnetism and electric current? A. Current(Amps) Number of paper clips 5 20 10 20 15 20 20 20 B. Current(Amps) Number of clips 5 80 10 60 15 40 20 20 C. * Current(Amps) Number of paper clips 5 20 10 40 15 60 20 80 D. Current(Amps) Number of paper clips 5 80 10 75 15 70 20 65 32.
Write in the semester year you plan to take each level Professional Internships Junior (Non-Adjustable) Semester ____________ Units Semester ____________ Units Level I Internship II Internship 3 or 3 3 3 3 3 3 2 Select one of the following: 3 3 , ELED 4XX Or 3 15 17 Professional Internships Senior Semester ____________ Units Semester ____________ Units Level III Internship Level IV Internship 3 12 3 3 3 3 3 15 15 WHEN COMPLETE PLEASE SUBMIT TO THE ELED OFFICE Student Signature: _________________________________________________________________________ Advisor Signature: ___________________________________________________________________________ Date: ____________________
Van De Graaff Streamers Strings are to a Van de Graaff dome and charged Location: Gd3 Electricity and Magnetism 5B10.25 ELECTRIC FIELDS AND POTENTIAL Electric Field Styrofoam Peanuts Styrofoam peanuts fly off of the dome of a Van de Graaff. They will not do so if placed in a metal container instead of a plastic one Location: Gd3 Electricity and Magnetism 5B10.30 ELECTRIC FIELDS AND POTENTIAL Electric Field Electric Chimes A small metal ball bounces between charged metal chimes. Location: Gc5 (Chimes are on the Kelvin Water Dropper) Electricity and Magnetism 5B10.35 ELECTRIC FIELDS AND POTENTIAL Electric Field Electrostatic Pong
Electricity and Magnetism 5D40.50 RESISTANCE Conduction in Gases Neon Bulb A neon lamp lights at about 80 V and shuts off at about 60V. When a DC potential difference only one side lights because of the cathode fall. Location: Ha6 Electricity and Magnetism 5E20.10 ELECTROMOTIVE FORCE AND CURRENT Electrolysis Electrolysis of Water DC current passed through slightly acidic evolves hydrogen and oxygen at the electrodes. Location: Ha6 Electricity and Magnetism 5E40.25 ELECTROMOTIVE FORCE AND CURRENT
STATUTORY DECLARATION Statutory Declaration I, (insert name) …….…………………. of (insert address) …………………...……… ………………………….. being the (insert position) ………………..……..….. of the Applicant, (insert name of applicant) …………………………………………… Hereby DECLARE that the information contained in this application, and attachments thereto upon which I have placed my signature, for the grant of a (insert type of licence applied for) ……….…………………………………… licence under the Electricity Supply Industry Act 1995 is true and correct and that I make this solemn declaration under the Oaths Act 2001. Signed: …………………………………………………………… Declared at (place): …………………………………………………………… On (date): …………………………………………………………… Before me: …………………………………………………………… (Justice, commissioner for declarations or authorised person)
Guideline 8 - do not create new registers, datasets or databases The agency does not create new permanent registers or databases using data obtained in the course of a data matching program. Guideline 9 - data matching program evaluations Programs are regularly evaluated and always within 3 years after the commencement of the data matching program. These evaluations are provided to the OAIC. Guideline 10 - variations to guideline requirements When the agency intends to vary from the requirements of the guidelines it seeks the approval of the OAIC and provides documentation to support the variance.
27. What did Kevin forget in Ana's locker? (Robot Parts/pg27). 28. What time does Mrs.Roca eat blue Jell-O? (Exactly 9:43/pg32). 29. Who does have to partner with in English class? (Brooke/pg33) 30. What is Brooke's last name? (Evans/pg33) .
A God of India. Pg. 82 the book Nickel Bay Nick, why does Mr. Wells tell Sam to wear clothes that are drab, nothing flashy when he goes on his mission to buy products to put the Nickel Bay Bucks in? So that he doesn't get noticed. Pg. 84 the book Nickel Bay Nick, what is the white mission? The mission where Nick maneuvers through a holiday crowd and slips money into pockets and purses of shoppers. Pg. 84/85 the book Nickel Bay Nick, what is the figure on Sam's necklace? Hanuman. Head of a monkey, body of a man. Pg. 89 the book Nickel Bay Nick, why does the hair dye get smashed/run over? takes it from Sam, throws it back to him across the street, and Sam drops it. Pg. 94 the book Nickel Bay Nick, what is the Sam tells Mr. Wells and Dr. Sakata? The story of how Nickel Bay got its name. Pg. 103 the book Nickel Bay Nick, what happened to the 4 nickels that Nickel Bay was named for? One went to President William McKinley. One went to a museum in Washington D.C. One is on exhibit at the Nickel Bay Historical Society. One was given to Sam's dad as a gift from the mayor. Pg. 105 the book Nickel Bay Nick, who saves Sam from the Bunster brothers? Dr. Sakata. Pg. 116
AdvancED Standards Elementary School – District Improvement Alignment Continuous Improvement Goal AdvancED Standard(s) School Department(s) CCRPI (7 Elementary Schools) Increase score in the area of Progress Points Raise score in Achievement by concentrating on Math and Writing with use of Data Teams Improve score 1 and 5 3 1, 3, 4 and 5 Brookwood ES Chestatee ES Cumming ES Academics and Accountability: IKAN/Gloss; support working with middle schools; support for mini-GAPSS Technology and Information Services: facilitate use of technology to enhance instruction and BYOT roll – out Human Resources: professional learning for TKES Special Education: SLD support training Academics and Accountability: Title 1 support, professional learning for teachers on special assignments and Data Teams support Special Education: research programs and training; ongoing support for writing IEPs and meeting student needs in LRE Academics and Accountability: Title 1, ESOL and EIP support; collaboration to increase capacity of all teachers; professional learning for administrators and teachers
instruction/assessment; improve writing ; integration of CCGPS and easement data Provide differentiation, group instruction in reading, writing, and math; use Writing Workshop Fully engage Data Team Develop balanced assessment system to inform instruction and communicate standards Develop and utilize collection of appropriate texts integrated across content areas 3 5 3 and 5 3 3 Daves Creek ES Daves Creek ES Haw Creek ES Haw Creek ES Kelly Mill ES Technology and Information Services: support of BYOT and updated technology Academics and Accountability and Communications: feedback on CI and alignment to district Academics and Accountability: professional learning math; more ELA assessments; narrow the list of “focused on”/prioritized items Technology and Information Services: continue BYOT and tours; additional itslearning training Special Education: additional personnel Academics and Accountability: more ELA assessments; DATA team training Academics and Accountability: development of local assessment system; development and training of Performance Based Assessments; and district collaboration Academics and Accountability: district collaboration to develop common units and resources
Student and Family Privacy Rights Instructional Materials Review Attendance Student Rights and Responsibilities Dress Code District Provided Access to Electronic Info Services and Networks Sexual Harassment Hazing, Harassment, Intimidation, Bullying, & Cyber Bullying Drug Free School Zone Tobacco Possession and Use & Substance and Alcohol Abuse Behavior and Discipline Searches and Seizures Student Health/Physical Screenings/Exams Medication Visitors to School Conduct on Buses General Information In Case of Emergency Procedures Special Education Services Emergency Care Other Pertinent Polices “Quick Reference” Notification of Rights and Notice of Compliance for FERPA 2 3 3 4 5 5 6 6 7 7 8 9 10 10 11 11 12 13 14 14 14 16 Coeur d’Alene School District Policy and Procedures
3265P Procedures (Devices allowed by grade level, privileges & consequences) 3265/3270F Technology Use Agreement 3270 District Provided Access to Elec. Information 3275 District Provided Mobile Computing Devices Medical 3510 Administering Medicines to Students; Health Records 3510P Procedures 3510 F1-10 3525 Immunizations (Schedule, Exemptions, Reporting) 3540 Emergency Treatment 3540P Procedures 3520/563 Contagious or Infectious Diseases - Head Lice Activities 3400 Curricular/Extra Curricular Student Activities Related policies include: 3400P – Activities Procedures 3400E – Activity Contract 3400F1-3400F5 – Various Activity Forms Instruction Section 2325 Driver Education 2325P Procedures 2400 Special Education Programs 2430 Gifted and Talented Program 2430P Procedures 2430F1 Teacher Referral Form 2430F2 Parent Referral Form 2440 Online Courses & Alternative Credit Options (Virtual, Dual Credit, Correspondence, Independent Study) 2441 Post-Secondary Developed Courses 2442 Professional Technical Schools 2445 Audit (Rules for students to audit classes) 2600 Promotion Retention 2600P Procedures (by grade level) 2620 Grading & Progress Reports 2620P Procedures - Grading System K-12 2700 Graduation Requirements 2700P1 Procedures (Credits, Advanced Opportunities, College Entrance, State requirements, Learning plans, Middle School credit, Outstanding Debts, Senior Project, Honor Roll, Class Ranking, Val Sal Procedure) 2700P2 Early Graduation, Mastery Advanced Program (MAP), Testing Out of Courses, Exempt Courses 2700E Technology Grad Requirements 15 COEUR D’ ALENE SCHOOL DISTRICT #271 NOTIFICATION OF RIGHTS & NOTICE OF COMPLIANCE FOR ELEM. & SECONDARY SCHOOLS SY 2016-2017
the provisions of state law. Violating the compulsory attendance law is a Class C misdemeanor. Penalty for violation is a fine, imprisonment, or both. EXPECTATIONS FOR SPECTATORS ATTENDING ATHLETIC EVENTS In the event a referee or Risco School administrator finds it necessary to eject a spectator for poor sportsmanship (examples include but are not limited to yelling at or attempting to communicate negatively with the referees, the coaches, or players) they will face the following consequences: 1st offense- Spectator will be banned from attending the next three home games. 2nd offense- Spectator will be banned from attending home for the rest of the season, or a minimum of five home games. *It is important to note that this policy applies to away games as well. For example, if you are ejected at an away game for poor sportsmanship, this Risco RII conduct Policy will apply as if it had occurred at home. RIGHTS AND RESPONSIBILITIES OF PARENTS "Parents" includes single parents, legal guardian, or person having lawful control of the student. Parents have the right and responsibility to: 1. Make every effort to provide for the physical needs of the child. 2. Teach the child to pay attention and obey the school rules. 3. Ensure their child's compliance with school attendance requirements. 4. Encourage and help the child to develop proper study habits at home. 5. Participate in parent-teacher conferences. 6. Be sure their child is appropriately dressed at school and school-related activities. 7. Discuss report cards and assignments with their child. 8. Maintain up-to-date home, work, and emergency telephone numbers and other pertinent information at the school. Cooperate with school administrators and teachers.
J 54 = 9 * 6 K 9 * 6 = 9 (3 + 3) L 12 * 7 = 7 * 12 M 7 * 12 = 7 (6 + 6) N 9 (3 + 3) = (9 * 3) + (9 * 3) O (2 * 6) * 7 = 2 (6 * 7) P 6 (4 + 5) = 6 * 4 + 6 *5 Q R a * b = b * a S a (b + c) = (a * b) + (a * c) T (a * b) * c = a * (b * c) U (a * b) + (a * c) = a (b + c) V Grouping factors in any way will result in the same product. W Multiplying numbers in any will result in the same product. X Finding the product of a number and a sum is the same as finding the sum of the products of the number and each individual addend. Y Commutative Property (Ordering) Z Distributive Property (Sharing) AA Associative Property (Grouping) Protocol for Looking at Student Work Read the task and discuss what it is assessing. Solve the problem individually Share your thinking with a partner Discuss the mathematics of the task as a group
Science and Social Studies Planning Calendar for 2017-2018 K 1st 2nd 3rd 4th 5th Unit 1 Social Studies: Learning about Myself and My Classroom Community Science: Heredity; How Things Survive (Plants and Animals Foss Kit) Social Studies: Our Community Social Studies: Our Country Social Studies: Regions of the United States Science: Patterns in the Sky; Gravity; Water in the Atmosphere and Sun Foss Kit) Unit 2 Science: Forces and Motion; Earth and Humans; The Sun’s Energy (Materials and Motion Foss Kit) Social Studies: My Life at School Science: Properties of Materials; Heating and Cooling (Solids and Liquids Foss Kit) Science: Life Cycles; Heredity; Natural Selection; Changes in the Environment (Structures of Life Foss Kit) Science: Earth’s Changing Surface; Natural Hazards (Soils, Rocks, and Landforms Foss Kit) Social Studies: Our Early History Unit 3 Science: Weather; The Needs of Living Things: (Trees and Weather Foss Kit) Social Studies: My Then and Now Social Studies: Communities Needs and Wants Science: Forces in Motion; Application of Forces (Motion and Matter Foss Kit) Science: Transfer of Energy; Energy in Motion; Waves (Energy Foss Kit) Social Studies: From Colonies to Country Unit 4 Social Studies: People Around Me Social Studies: Families Social Studies: Participating in Community Social Studies: Community Diversity and Economics Social Studies: Exploring Geography and History Science: Environmental Stewardship; Matter and Energy in Living Systems (Living Systems Foss Kit) Unit 5 Social Studies: My World Science: Patterns in the Sky (Air and Weather Foss Kit) Science: Changes in Earth Surface; Land and Water (Pebbles, Sand , and Silt Foss Kit) Social Studies: Community Action Social Studies: Exploring the Economy and Government Social Studies: From Sea to Shining Sea: The Movement West Unit 6 Science: The Needs of Living Things: (Animals Two By Two Foss Kit) Science: Sound Waves; Light Waves (Sound and Light Foss Kit) Science: Interactions of Plants and Animals; Diversity of Life (Insects and Plants Foss Kit) Science: Weather and Climate (Water and Climate Foss Kit) Science: Plant and Animal Systems; Energy Resources in the Environment (Environments Foss Kit) Science: Nature of Matter; Properties and Interactions of Matter. (Mixtures and Solutions Foss Kit)
Introduction to Element Level Bridge Inspection (FHWA) 2014 Description This 1-day course from FHWA will provide an introduction as well as an overview for the collection of Element Level Bridge Inspection data from a national perspective. Training qualifies as “Bridge Inspection Refresher Training”. Participants should plan on bringing a writing utensil and a calculator. The tentative schedule is as follows: Instructors – The primary instructor will be Larry D. O’Donnell, P.E., Senior Structural Engineer, Federal Highway Administration Resource Center Registration Information – Registrations are accepted on a first come, first serve basis with priority given to bridge inspection staff that represent a public entity in Ohio with NBIS bridges on the National Highway System. Training qualifies as “Bridge Inspection Refresher Training. There is no registration fee. Start time is 8:00 a.m.
Element Superhero/Villain Project Rubric Project due:________________________ 20 15 10 5 0 Points Earned Character Clear identity. Powers are very appropriate. Clear identity. Powers are appropriate. Identified, but powers are too general. Hard to tell who the characters are or what powers are present. No character is presented Periodic Table Information No errors noted. 1-3 errors noted. 4-5 errors noted. More than 5 errors. No information Content Properties of the element are clearly explained. Properties of the element are explained. Properties of the element are partially explained. Properties of the element are not explained. No content is presented Drawing of Hero/Villain Clearly shows character and powers. Shows character and powers. Adequate display of character and powers. Poor display of character and powers. No character drawn Creativity Project is excellent. Obvious, high quality effort is shown. Project shows good effort and quality. Project shows average effort and quality. Poorly created, showing obvious signs of rushing or lack of effort. No character or written assignment Neatness/ Colorful Presentation is neat and easy to read. Characters are colorful. Presentation is moderately neat and has some color Project is moderately neat, hard to read, and has very little color Presentation lacks neatness, is difficult to read, and/or has no color No character or written assignment Total Element Super Hero/Villain Worksheet Name: ___________________ Use this worksheet to help keep track of your thoughts.
In equation S3, T(z,t) is the temperature at the depth and time of interest: ∆Ti is the difference in bottom water temperature over time-step i, z is the depth of interest, τ is the time range from the time of interest to the last observed time, and α is the TD at the depth of interest. For a series of temperature changes, TD can be calculated using a stepwise approach: this explains the summation term in equation 3, with each i term representing a single temperature step. The number of time steps, n, is one less than the number of observed data points. Equation 3 allows for downward propagation from the bottom water sensor, resulting in model fits that can be adjusted for a variety of possible TD values. To determine T(z,t) at the three depths of interest, the differences between consecutive points in the bottom water temperature sensor’s data were computed in Matlab version R2011a. This gave a ∆Ti vector with each value corresponding to a 1 minute timestep. The τ vector was then calculated, with (S4) where tn is the time of the last datapoint in the record and ti is the time of the current datapoint corresponding to the beginning of the ∆Ti range. A vector was then generated for a range of TD values centered on an estimate of the expected TD values from Thomson (2010). These vectors were supplied to equation S2, generating a T(z,t) matrix for each sensor depth (5 cm, 10 cm, and 15 cm) where the rows correspond to time steps and the columns correspond to TD values. Each column was then differenced with the observed data from that depth, and the standard deviations of those values were plotted as a function of the column’s TD (Figure 3). Sensitivity Analysis Of the variables in equation S3, the depth of interest (z) was the only parameter where error could be introduced during operation of the probe: if the probe was inserted to a different depth than the ideal, the sensors would be offset from the model depths. The use of a high definition camera during deployment allowed us to mitigate this error by visually inspecting the position of the sediment-bottom water interface along the scale on the probe. Thus we are confident that our deployment depths were
is their uncertainties of the SIO reported (19 April 2014) Primary Standard Preparation and Estimated Analytical interference. 2) Propagation uncertainty (from primary scale to Empa instrument working standards, 2 sigma) CFC-12 CFC-11 CFC-113 HFC-134a HCFC-22 HCFC-142b 0.16 % 0.62 % 6.8 % 0.46 % 0.40 % 0.94 % 3) Measurement uncertainty, 2 CFC-12 CFC-11 CFC-113 HFC-134a HCFC-22 HCFC-142b 0.16 % 0.62 % 6.8 % 0.46 % 0.40 % 0.94 % Overall expanded uncertainty SQRT of sum of squared 1)-3) CFC-12 CFC-11 CFC-113 HFC-134a HCFC-22 HCFC-142b 1.14 % 1.45 % 9.74 % 1.72 % 1.27 % 2.43 % Coverage factor: Expanded uncertainty:see above table
% of total below forecast 26 19 0 3 Note: Due to rounding, the total may not be 100 per cent. Generation and bidding patterns The AER reviews generator bidding as part of its market monitoring to better understand the drivers behind price variations. Figure 3 to Figure 7 show the total generation dispatched and the amounts of capacity offered within certain price bands for each 30 minute trading interval in each region. Figure 3: Queensland generation and bidding patterns Figure 4: New South Wales generation and bidding patterns Figure 5: Victoria generation and bidding patterns Figure 6: South Australia generation and bidding patterns Figure 7: Tasmania generation and bidding patterns Frequency control ancillary services markets Frequency control ancillary services (FCAS) are required to maintain the frequency of the power system within the frequency operating standards. Raise and lower regulation services are used to address small fluctuations in frequency, while raise and lower contingency services are used to address larger frequency deviations. There are six contingency services: fast services, which arrest a frequency deviation within the first 6 seconds of a contingent event (raise and lower 6 second) slow services, which stabilise frequency deviations within 60 seconds of the event (raise and lower 60 second) delayed services, which return the frequency to the normal operating band within 5 minutes (raise and lower 5 minute) at which time the five minute dispatch process will take effect. The Electricity Rules stipulate that generators pay for raise contingency services and customers pay for lower contingency services. Regulation services are paid for on a “causer pays” basis determined every four weeks by AEMO. The total cost of FCAS on the mainland for the week was $1 819 500 or around 1 per cent of energy turnover on the mainland.
B.K.RO.16 Recognize that God gives special gifts and talents to everyone. (17) B.1-4.RO.16 Recognize that each person has been given unique talents and spiritual gifts by God. (17, 21) B.5-8.RO.16 Recognize that we are stewards of the unique talents and spiritual gifts that God has given us. (17, 21) B.K.RO.17 Identify a spiritual gift or talent that Jesus has given me. (17) B.1-4.RO.17 Identify and begin to develop a personal spiritual gift that would be relevant to sharing my faith. (13, 17) B.5-8.RO.17 Identify and develop my spiritual gifts and use one or more in sharing my faith. (13, 17) B.K.RO.18 Tell how Biblical characters witnessed to their faith. (1) B.1-4.RO.18 Discuss different ways that Biblical characters witnessed to their faith and the results of their witness. (1) B.5-8.RO.18 Compare and contrast the methods and results of different ways of witnessing in the with our current methods and results. (1) B.K.RO.19 Describe various ways of witnessing. (11, 13, 22) B.1-4.RO.19 Explore various ways of witnessing, including and the use of technology. (11, 13, 17) B.5-8.RO.19 Participate in a variety of witnessing activities. (11, 13)
return a part back to Him called tithe. (21) Seventh-day Adventist Church. (21) articulate a rationale to support the concept of returning tithes and giving offerings. (12, 14, 21) B.K.AH.14 Relate that Sabbath School is where children can go to learn more about Jesus on Sabbath. (11, 1) B.1-4.AH.14 Describe how the structure and function of current Seventh-day Adventist institutions and ministries support the mission of the Church (e.g., Adventurers, Pathfinders, church school, etc.). (12) B.5-8.AH.14 Explore the programs available for youth in the Seventh-day Adventist Church, and research educational opportunities (e.g., AY, mission trips, academy, college/university). (12) Current Thought Shapers B.K.AH.15 Discuss an age-appropriate Adventist publication. (17) B.1-4.AH.15 Study and reflect on an Adventist publication. (17) B.5-8.AH.15 Study an age-appropriate editorial, blog post, story, or speech by a Seventh-day Adventist published author or editor, and analyze the points being made and their connection to the Seventh-day Adventist worldview. (17)
The Lion King Jr. Elementary Ensemble Cast List We had so many great little singers, dancers and actors come to tryouts this year. We were blown away by all of the enthusiasm and effort. Unfortunately, due to the sheer number of auditioners, we were only able to invite 44 elementary auditioners to take part in our show. If your name is not listed below, please keep singing, and dancing and working at it and hopefully we’ll see you again next year (or in middle school if you are a 4th grader). THIRD GRADE ENSEMBLE FOURTH GRADE ENSEMBLE CVE: Molly Johnson Rebecca Appling Keith Summers Zachary Mashuda Madeleine Tomo Ayla Alexander Megan Marley Giuliana DiTullio Gabbie Nye CVE: Natalie Palmer Josie Kiggins Elena Jodon Ava Daily Aaron Rape Erica Buzard Haeven Smith Joshua Cantella Jasmine Showers Jaci Gardner Elementary: Milo Stefanowicz Anna Schmidt Haine Elementary Lily Wood Kenzie Cahall Emilia Garcia Rowan Elementary: Sydney Blucher Rohin Jayaraman Lexi Shattahi Sonya Dietz Kiera Colella Hailey Hilliard Sophie Geil Olivia DeJeet Noelle Errafaq Aubrey Erdos Rowan Elementary Meanor Sara Gilroy Peter DePasquale Evans City Elementary: Isabella Leighty Kendall Yost Cierra Lilie McElhinny Jake Benson Zachary Tollerton Sarah Vescio For those who were cast, we will see you in the IHS auditorium for your first rehearsal on Friday, September 18th from 4-6pm. We ask that parents please try to attend this rehearsal with their children to receive rehearsal schedules and additional information about the show.
Additional Detailed Guidelines Step 1 – CCI Summer Planning STEPS What to do? 1 CCI Summer Planning Download and save Dashboard template from REA website Complete historical (pre-CST) dashboard elements Make copies of Analysis/Review handouts for August Cycle of Review School leadership identifies 3-5 major action plan emphases in ELA, Math, and in School Culture and Safety School leadership conducts implementation analysis from leadership perspective prior to having staff conduct analysis at Cycle of Review meeting (questions from 2009-10 SPSA tool) Download and save Dashboard template from REA website Go to ; the password in the Cycle of Continuous Improvement link is: 3REA2SPSA1 Complete historical (pre-CST) dashboard elements Use the links in the Dashboard section on the REA webpage to find the data from the appropriate report. Make copies of handouts of Classroom and grade level guiding questions Classroom Level Pages Prior Year Classroom Level Analysis and Reflection—Implementation Prior Year Classroom Level Analysis and Reflection—Outcomes Prior Year Classroom Level Analysis and Reflection—Planning Grade/Course Level Pages Prior Year Grade/Course Level Analysis and Reflection—Implementation Prior Year Grade/Course Level Analysis and Reflection—Outcomes Prior Year Grade/Course Level Analysis and Reflection—Planning These pages are for use by staff to capture classroom and grade/course level analysis, reflection and planning. The responses on these forms can be collected and synthesized into the SPSA tool by the School Leadership, along with the School Leadership’s prior analysis. These pages can be used by all teachers, regardless of subject, and regardless of whether there was a CST in that subject. While the SPSA tool data entry will focus on ELA and Math as subject areas, the analysis by teachers can cover any subjects/courses/grades you choose. School leadership selects 3-5 major actions in ELA, Math, and School Culture/Safety for review: For each subject, identify the implementation actions that were a focus for your school. School leadership conducts implementation analysis prior to staff (from SPSA tool): The school leadership will have some ideas/evidence about how well the 3-5 major focus actions were implemented (based on walk-throughs, observations, etc.). Use this time to capture an analysis (the questions are in the SPSA tool for 2009-10). The analysis can be saved on your computer, or be written it right into the SPSA
Portraits of Founding Fathers James Madison Source: Biography of James Madison (1751-1836) “Father of the U.S. Constitution” Introduction James Madison was the fourth president of the United States. However, he is most famous for his work in helping to create the U.S. Constitution. He is known as the “Father of the Constitution.” Early Years Madison grew up on a tobacco farm in the colony of Virginia. He had eleven brothers and sisters, although several of them died at a age. James was a sickly child and liked to stay inside and read. Fortunately, he was very intelligent and did very well in school. He attended the College of New Jersey which today it is known as Princeton University. He learned a number of languages and studied history and law, as well. He graduated in just two years. After college, Madison went into politics and within a few years became a member of the Virginia legislature. Madison helped write the Virginia Constitution in 1776. Madison and also became close friends at that time. During the American Revolution (1776-1783) The thirteen colonies fought for their independence from Great Britain in the American Revolution (1776-1783). During the fight for independence, Madison became a member of the where he represented the colony of Virginia. Here he became an influential member and worked hard to keep the states united in the war for independence against the British.
Instructional software that helps students commit basic facts to memory. Teacher Katy Net Katy ID (with capital letter) or teacher created New student and teacher imports done nightly. Use Google Chrome browser. Student 1st-5th Grade Katy ISD Student Portal Katy ID (with capital letter) TAC password Houghton Mifflin Harcourt Online Language Arts resource. Teacher Katy ISD Student Portal Katy ID Katy123! New student and teacher imports done weekly. Student Kindergarten-5th Grade Katy ID Katy123! Imagination Station (IStation)/Istation Indicators of Progress (ISIP) IStation is on online reading intervention program. ISIP is the assessment component of IStation. Teacher and Student Required: Kindergarten-3rd Grade Recommended: Based on information in ISIP Chart sent from Office of Interventions Students’ Istation logins have been set to conform to the District’s assigned ID’s and passwords (kt + first name initial + last name initial + 4 random numbers.) during mass uploads. Additionally, the logins for any students manually entered into Istation must reflect the district-defined standard as well. There is a Cognos report in eSchool that will give you this information. You can access the report through eSchool by following the folder sequence below: Make sure compatibility view is ON on your computer. Log into eSchool and Select “Cognos Reporting” from the left menu bar. The Cognos Reporting screen will open in a new window. Click on “KISD Prod Reports.” Scroll down to the “Scheduling” folder link and click on it. In the next window, scroll down to the “iStation Import File” link and click on it. your search parameters and click “Finish” to generate the report. mCLASS Math (Teacher access only) Primary Math screener to assess K and 1st grade students and provide teachers information about their math abilities.
Social Studies Fair. Please follow the steps below: Teacher request copies by sending the request form via email to Donna Berrong. Donna will submit the electronic document to copy center with the # of copies with the teacher’s name and location that requested them. The fair guides will be delivered to the teacher indicated! SCIENCE Hands-on, Minds-on SCIENCE PD Flyer Apologies for failing to include the flyer last week! See you there in November! Florida-specific AIMS for Science – Hard materials on sale now for $28 (original cost was $70)! AIMS is going digital only! The company has DRASTICALLY reduced the price of this well-loved resource that has been included on the Resource Alignment in the Elementary Science Curriculum Map for the past couple of year. Just sharing this great offer… Ponce Inlet Lighthouse/Museum of Arts and Sciences TEAM UP! Stargazing at the Lighthouse with Seth Mayor, Curator of the Museum of Arts and Sciences-does it get any better than that? October 18 from 6:00-8:00 and FREE to teachers with valid ID badge! See attached flyer for additional details! Harvest of the Moon – Register by November 1! The Florida Department of Agriculture and Consumer Services’ Farm to School Program is excited to announce a new educational program——pilot that incorporates in-season Florida fruits and vegetables into elementary school classrooms and gardens. Educators are invited to register and receive a classroom set of materials featuring a different fresh fruit or vegetable for each month starting this upcoming January and ending this upcoming May. Visit: and sign up before November 1, 2014 ! Registration NOW OPEN! Additional details contained in the attached flyer! The DuPont Challenge Elementary Division: A K-5 STEM Competition (Science/Writing Integration) Interested in getting your feet wet in a STEM challenge? This website is for you! Participate in a teacher-led classroom project to create a short storybook about science’s impact in the world! (Click on The DuPont Challenge for additional details)
Monday Tuesday Wednesday Thursday Friday 1. Soft Shell Taco Lettuce Tomatoes, Salsa Refried Applesauce Cup 2. Sweet and Sour Chicken WG Fried Rice Steamed Broccoli Pineapple 5. Corn Dog Sweet Potato Tots Fresh Grapes 6. Quesadilla Romaine Lettuce Tomato & Cucumber Fresh Carrots Peaches 7. Hamburger WG Bun Baked French Fries Baked Beans Strawberry Applesauce 8. Chicken Penne Steamed Broccoli Mango Wango Punch Fresh Orange WG Garlic Toast 9. Pizza Corn Fresh Watermelon 12. Bosco Sticks Marinara Sauce Steamed Carrots Pears 13. French Toast Sausage Link Tri-Tator Dragon Punch Strawberries 14. Cheese Ravioli Marinara Romaine Lettuce Tomato & Cucumber WG Garlic Pineapple 15. BBQ Riblet WG Bun Coleslaw Beans Banana 16. Chicken Nuggets Mashed Potatoes Gravy Broccoli Fruit Slushy 19. Sloppy Joes WG Bun Tater Tots Mandarin Oranges 20. Chicken Patty WG Bun Lettuce, Tomato, Onion Beans Steamed Carrots Peaches 21. Super Nachos w/WG Tortilla Chips Cheddar Cheese Lettuce, Tomato Salsa, Green Beans Banana 22. Baked Chicken Leg Garlic Baby Potatoes Broccoli Grapes WG Dinner Roll 23. No School Christmas Vacation 26. No School Christmas Vacation 27. No School Christmas Vacation 28. No School Christmas Vacation 29. No School Christmas Vacation 30. No School Christmas Vacation
Quality of courses the student wanted at times the student wanted: 1.9 = Very Satisfied. Major Strengths of the Program Necessity of Degree Program and the Program’s Courses The Associate in Science for Elementary Education degree program was selected by an average of 181 students per year during the review period from 2004 – 2010. The program was successfully completed by an average of 110 students per year during the review period, indicating achievement of these students’ personal development goals respective to associate degree completion. This is a degree program with a demand level indicating relevance to individuals in the community. Because SSC is a two-year college, some LAH students will complete their associates degrees at SSC, but many will also transfer to a four-year institution before completion of the associates degree. The LAH division also offers many courses in general education that are necessary for all students to take, regardless of their declared majors. Relevance of Courses to Society Students in the LAH degree programs may select from a variety of specific courses in the arts, communications, and humanities, which vary in content and have the purpose of broadening students’ perspectives towards human life and cultural diversity. Experienced Faculty The LAH faculty is experienced and stable: 50% of the full-time faculty are tenured; 40% of the faculty have taught at SSC for nine or more years; 70% of the full-time faculty have taught at SSC for five or more years; and 30% have multiple graduate degrees. Of the adjunct faculty, 32% have taught at SSC for nine or more years; 58% have taught at SSC for five or more years; and 21% hold multiple graduate degrees. Involved Faculty The LAH faculty are involved in critical activities on campus. Division faculty serve as active members or leaders of Faculty Senate, Global Studies Program Committee, Professional Development Committee, Faculty Welfare Committee, Academic Issues Committee, Online Committee, Assessment of Student Learning Committee, Accreditation / Self-Study, and Scholarship Committee. Division faculty also serve as faculty sponsors of student organizations such as Art Club, Native American Student Association, Sigma Kappa Delta English Honor Society for Two-year Colleges, and The Muse – SSC’s literary anthology. Informed Faculty LAH faculty regularly attend the CEP Transfer Matrix meeting to ensure the LAH courses are comparable in currency, academic rigor, and relevancy to similar courses at other institutions. Faculty regularly attend professional development opportunities as well in order to stay aware of recent changes or issues within their respective disciplines.
Elementary Gifted and Talented Opportunities Kindergarten First Grade Second Grade Third Grade Fourth Grade 5th Grade Local, State, National Daughters of American Revolution Junior American Citizen Contest Daughters of American Revolution Junior American Citizen Contest Daughters of American Revolution Junior American Citizen Contest Daughters of American Revolution Junior American Citizen Contest Daughters of American Revolution American History Contest and Junior American Citizen Contest Campus Differentiation and Scheduled Pull-Out Programs Campus Differentiation and Scheduled Pull-Out Programs Campus Differentiation and Scheduled Pull-Out Programs Campus Differentiation and Scheduled Pull-Out Programs Campus Differentiation and Scheduled Pull-Out Programs Campus Differentiation and Scheduled Pull-Out Programs Texas Performance Standards Project Texas Performance Standards Project Texas Performance Standards Project Performance Standards Project Texas Performance Standards Project Texas Performance Standards Project Independent Investigation Method- Research Independent Investigation Method- Research Independent Investigation Method- Research Independent Investigation Method- Research Independent Investigation Method- Research Independent Investigation Method- Research The Children’s Performing Series SFASU The Children’s Performing Series SFASU The Children’s Performing Series SFASU The Children’s Performing Series SFASU The Children’s Performing Series The Children’s Performing Series SFASU-STEM Partnership SFASU-STEM Partnership SFASU-STEM Partnership Partnership Partnership Partnership Random Acts of Kindness Campus Projects Random Acts of Kindness Campus Projects Random Acts of Kindness Campus Projects Lamp-Light Theatre Auditions Lamp-Light Theatre Auditions Lamp-Light Theatre Auditions Lone Star Leadership Academy-Education in Action Lone Star Leadership Academy-Education in Action DUKE Talent Identification Program DUKE Talent Identification Program Region VII Educational Service Center- Student Seminars
CORAL REEF COMMUNITY This course will introduce primary students to the plants, animals and environment of the coral reef. Students will be involved in activities designed to help them identify, compare, and contrast the animals and plants of the coral reef with freshwater and land animals. Students will use classification and measuring skills while comparing and contrasting the characteristics and basic needs of the organisms present in the reef with those on land and in freshwater. A study of land and sea turtles and their life cycles is included to illustrate this concept. The learner will have the opportunity to ask a marine biologist questions about coral reefs online and explore web sites picturing coral reefs around the world. CREEPY CREATURES The largest group of creatures in the animal kingdom crawl, creep, and fly. They are insects. Some insects live in colonies, have specific jobs, and communicate with one another. Some insect actions tell temperature, and not all insects are "bugs". In this course students learn interesting facts about insects. ELECTIVE COURSES GRADES K-2 SCIENCE HOW THINGS WORK Students will explore the fascinating world of gadgets and tools in looking at how things work! Tools, machines, gears, and other gizmos will be used as students build their understanding of how simple machines and tools make our world an easier place in which to live. INVISIBLE THE – AIG Students will about the layers of the atmosphere, the composition of air, properties of air and ways air pressure is used. IT’S FOR THE This inquiry based science course will introduce primary students to birds and their characteristics, habits, life cycles and role in the environment. Students will be involved in hands on activities designed to help them identify bird characteristics compared with those of other creatures, identify and classify different types of birds, and build an understanding of a bird’s life cycle and the roles birds play in their environment. Students will develop their own questions about birds and throughout the course of the elective discover the answers by participating in learning experiences such as experiments, journal keeping, reading, and first hand observation as well as creating a welcoming habitat for birds on their school grounds. KITCHEN CHEMISTRY In this course the students will learn, through many exciting experiments, about simple scientific phenomena, such as physical and chemical changes; states of matter--solids, liquids, and gases; and the cause and effect of heat. Students will also learn how ice cream and soap are made. LEARNING THROUGH EXPERIMENTATION - AIG
Level II Misconduct Extreme or repeated I misconduct Lying or cheating Cutting classes or leaving school without permission Defacing or damaging school property Failing to follow school rules and regulations Misbehaving on field trips or any other school-related trips or programs Failing to serve detention Fighting forged notes or excuses insubordinate, disrespectful in speech or actions, or openly defiant of authority Smoking or possessing tobacco or products containing nicotine Harassment Using profanities/obscenities/offensive language Threatening, intimidating or harming fellow students Using the school parking lot without authorization or violating Driving/Parking Regulations (HS only) Stealing Lighting matches, lighters, or in any way setting anything on fire Physically injuring a fellow student than in a fight) a laser pointer or other laser instrument Failure to follow ISS Room rules and regulations Unacceptable actions/language/gestures Bullying Other infractions not listed (bus, Internet, etc.) Disciplinary Options/Responses Direct contact with parents or conference with teacher and/or administration Loss of school privileges Required clean-up and/or payment of damages Detention Probationary status Temporary removal from class or activity (Time Out) In-School Suspension (ISS) Out-of-School Suspension (OSS) Referral to school counselor, school psychologist, IST team, or community agency Recommendation for expulsion Referral to police or local authorities
To review, explain that a pie uses “pie slices” to show the size of data (information). Practice creating a pie chart with students using the handout entitled “Creating a Pie Chart” (provided). Distribute copies of the assignment entitled, “Hispanic Population of the United States, 2013 and 2060 (Estimated)” (provided). Have students answer the questions regarding Hispanic population growth using the pie chart as a reference. As a review the answers to the assignment. ASSESSMENT STRATEGY: Completion of the pie chart assignment. MATERIALS/AIDS NEEDED: “Creating a Pie Chart” (provided); “Hispanic Population of the United States, 2013 and 2060 (Estimated)” (provided). EXTENSION ACTIVITIES: Create additional pie charts regarding Hispanic demographics (population) by using the directions provided on “Creating a Pie Chart” or create pie charts electronically by utilizing the application at Kids’ Zone, SOURCE: “Creating a Pie adapted from Math is Fun at ; “Hispanic Population of the United States, 2013 and 2060” adapted from TIME for Kids. Creating a Pie Chart How do you create a pie chart that shows the size of the data or information you collected? Follow the steps below. Imagine you your classmates which kind of movie they like best. Here are the results: Table: Favorite Type of Movie Comedy Action Romance Drama SciFi TOTAL 4 5 6 1 4 20 Next, divide each value by the total and multiply by 100 to get a percent: Comedy Action Romance SciFi
STATE OF OKLAHOMA RECOGNITION REPORT ON THE PREPARATION OF ELEMENTARY MATHEMATICS SPECIALIST This is: an existing program a new program This report is in response to a(n): Initial Review Revised Report Response to Condition Institution: Review Date: Program(s) Covered by this Review: Program Type: or Degree Level(s): Initial teacher license in field Advanced program leading to another professional role Initial Baccalaureate Post baccalaureate Initial Master’s Endorsement, Certificate, or License (specify) Advanced Master’s Post Master’s Specialist Doctorate Endorsement, Certificate, or License (specify) PART A—RECOGNITION DECISION (see Section G for specifics on decision) A.1—Decision on recognition of the program(s): Recognized Recognized with conditions Recognized with probation – previously recognized program Further development required – program not previously recognized Not recognized* - third or subsequent submission *A program can receive a decision of Not Recognized only after two submissions are unsuccessful in reaching either Recognized or Recognized with Conditions.