src stringlengths 51 3.39k | tgt stringlengths 51 3.39k | bleu float64 0 1 | tgt_index listlengths 1 495 | original_filename stringlengths 7 201 | filename stringlengths 8 13 | page_idx int64 0 1.6k | src_layout listlengths 1 495 | tgt_layout listlengths 1 495 |
|---|---|---|---|---|---|---|---|---|
The environment in the visits centre, foyer, domestic visits room and professional visits area will be assessed to ensure that it is diverse and reflective of all protected characteristics. [30/7/18] Governors’ Residents can access The effectiveness of non-digital Digital contact Sufficient autonomy will telephones to ... | The environment in the visits centre, foyer, domestic visits room and professional visits area will be assessed to ensure that it is diverse and reflective of all protected characteristics. [30/7/18] Governors’ autonomy will drive innovative use of digital solutions to improve the range of opportunities for family and ... | 0.518692 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
41,
42,
55,
56,
71,
72,
73,
85,
86,
95,
96,
102,
103,
116,
117,
132,
133,
146,
147,
157,
31,
32,
... | 5b3ca87721801-hmp-yoi-brinsford-families-significant-others-strategy-2018.docx | task-425-305 | 17 | [
[
407,
138,
431,
163
],
[
444,
138,
531,
163
],
[
544,
138,
556,
163
],
[
569,
138,
592,
163
],
[
605,
138,
634,
163
],
[
407,
163,
456,
187
],
[
472,
163,
511,
187
],
[
52... | [
[
407,
138,
431,
163
],
[
444,
138,
531,
163
],
[
544,
138,
556,
163
],
[
569,
138,
592,
163
],
[
605,
138,
634,
163
],
[
407,
163,
456,
187
],
[
472,
163,
511,
187
],
[
52... |
Name: Problem Identification & Clarification Rubric ( - Embark & Clarify) Adapted from: Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Permission for use obtained from Dr. R. Custer 22 July, 2018 () Novic... | Name: Problem Identification & Clarification Rubric ( - Embark & Clarify) Adapted from: Custer, R., Valesey, B., Burke, B. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2). doi Permission for use obtained from Dr. R. Custer 22 July, 2018 () Novic... | 0.628325 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
15... | 5b7eb0af73f1f.docx | task-425-485 | 214 | [
[
90,
174,
133,
201
],
[
243,
237,
308,
269
],
[
313,
237,
415,
269
],
[
419,
237,
434,
269
],
[
439,
237,
535,
269
],
[
539,
237,
592,
269
],
[
597,
237,
603,
267
],
[
611... | [
[
90,
174,
133,
201
],
[
243,
237,
308,
269
],
[
313,
237,
415,
269
],
[
419,
237,
434,
269
],
[
439,
237,
535,
269
],
[
539,
237,
592,
269
],
[
597,
237,
603,
267
],
[
611... |
Evaluate the Design Solution (Continued) Expert Proficient Competent Beginner Novice Solution is refined in a Solution is refined in a Solution is refined to be Some minor refinement of Solution is accepted "as manner consistent with manner consistent with consistent with design the original solution. is". Refine solut... | Evaluate the Design Solution (Continued) Expert Proficient Competent Beginner Novice Refine solution Solution is refined in a manner consistent with constraints and criteria. Solution is in constant refinement, based on continuous data gathering. Solution is refined in a manner consistent with constraints. Changes repr... | 0.487298 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
46,
47,
10,
11,
12,
13,
14,
33,
34,
35,
48,
49,
50,
61,
62,
63,
64,
77,
78,
79,
95,
96,
115,
15,
16,
17,
18,
19,
36,
37,
38,
51,
65,
66,
80,
81,
82,
97,
98,
99,
109,
110,
111,
116,... | 5b7eb0af73f1f.docx | task-425-485 | 277 | [
[
357,
177,
420,
200
],
[
424,
177,
449,
200
],
[
453,
177,
502,
200
],
[
506,
177,
567,
200
],
[
571,
177,
658,
200
],
[
263,
237,
303,
257
],
[
363,
237,
423,
257
],
[
52... | [
[
357,
177,
420,
200
],
[
424,
177,
449,
200
],
[
453,
177,
502,
200
],
[
506,
177,
567,
200
],
[
571,
177,
658,
200
],
[
263,
237,
303,
257
],
[
363,
237,
423,
257
],
[
52... |
Safety While Selling Sell with an adult or another Scout Never enter anyone’s home Never sell after dark unless with an adult Don’t carry large amounts of cash Be careful of dogs while selling Say thank you whether or not they buy a Camp Card Advancement Opportunities Are boys in your Troop looking for a new Merit Badg... | Safety While Selling Sell with an adult or another Scout Never enter anyone’s home Never sell after dark unless with an adult Don’t carry large amounts of cash Be careful of dogs while selling Say thank you whether or not they buy a Camp Card Advancement Opportunities Are boys in your Troop looking for a new Merit Badg... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5dd6eb0d-fac8-437e-b378-942e79c25b00.docx | task-426-316 | 3 | [
[
405,
515,
465,
533
],
[
470,
515,
526,
533
],
[
531,
515,
594,
533
],
[
376,
549,
404,
564
],
[
409,
549,
444,
564
],
[
449,
549,
468,
564
],
[
473,
549,
514,
564
],
[
51... | [
[
405,
515,
465,
533
],
[
470,
515,
526,
533
],
[
531,
515,
594,
533
],
[
376,
549,
404,
564
],
[
409,
549,
444,
564
],
[
449,
549,
468,
564
],
[
473,
549,
514,
564
],
[
51... |
SOUTH DUBLIN FOOTBALL LEAGUE CLUB SECRETARY DETAILS 2017. A CLUB HON. SEC CONTACT GROUND OWNER SHIRTS SHORTS AFC BELGRAVE Philip Nolan 085 1344123 11 a side DCC Blue & Black Black 44 La Touche Drive Bernard Curtis Stripes Bluebell Dublin 12 SSG philipfnolan@gmail.com Bluebell Rd ARDMORE RVS FC Helen McLaughlin 086 1774... | SOUTH DUBLIN FOOTBALL LEAGUE CLUB SECRETARY DETAILS 2017. A CLUB HON. SEC CONTACT GROUND OWNER SHIRTS SHORTS AFC BELGRAVE Philip Nolan 44 La Touche Drive Bluebell Dublin 12 philipfnolan@gmail.com 085 1344123 11 a side Bernard Curtis SSG Bluebell Rd DCC Blue & Black Stripes Black ARDMORE RVS FC Helen McLaughlin 25 Herbe... | 0.494092 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
31,
32,
33,
34,
38,
39,
40,
42,
21,
22,
23,
24,
25,
35,
36,
41,
43,
44,
26,
27,
28,
29,
37,
30,
45,
46,
47,
48,
49,
57,
58,
59,
60,
61... | 5ef82d8f9f8c95c920fc3a98d15c08b3d36190f9.docx | task-426-555 | 2 | [
[
333,
46,
400,
64
],
[
405,
46,
478,
64
],
[
483,
46,
582,
64
],
[
587,
46,
663,
64
],
[
346,
68,
396,
85
],
[
401,
68,
509,
85
],
[
515,
68,
592,
85
],
[
597,
68,
... | [
[
333,
46,
400,
64
],
[
405,
46,
478,
64
],
[
483,
46,
582,
64
],
[
587,
46,
663,
64
],
[
346,
68,
396,
85
],
[
401,
68,
509,
85
],
[
515,
68,
592,
85
],
[
597,
68,
... |
observations dough ie. More push, pull or twist to change it. and data ELABORATE Students work in pairs to investigate the relationship between mass and force. Different sized Students are using ice balls. cream lids and apply Experiment: Predict what will happen when you drop different sized balls into play dough. Pla... | observations and data dough ie. More push, pull or twist to change it. ELABORATE apply concepts and explanations in new contexts Students work in pairs to investigate the relationship between mass and force. Experiment: Predict what will happen when you drop different sized balls into play dough. Q. how will the size o... | 0.793471 | [
0,
11,
12,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
13,
36,
56,
57,
76,
93,
94,
106,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
58,
59,
60,
61,
62,
63,
64,
6... | 5EsLessonPlan.docx | task-426-581 | 1 | [
[
59,
13,
133,
38
],
[
158,
13,
195,
38
],
[
198,
13,
212,
38
],
[
216,
13,
245,
38
],
[
249,
13,
281,
38
],
[
285,
13,
305,
38
],
[
309,
13,
320,
38
],
[
324,
13,
... | [
[
59,
13,
133,
38
],
[
59,
34,
81,
60
],
[
85,
34,
110,
60
],
[
158,
13,
195,
38
],
[
198,
13,
212,
38
],
[
216,
13,
245,
38
],
[
249,
13,
281,
38
],
[
285,
13,
305... |
WATI Classroom Observation Guide Classroom(s) _________________________________________________________ Teacher ______________________________________________________ Student _______________________________________________________ Date ___________ Time _______________ Observer _______________________ Task: Target Stude... | WATI Classroom Observation Guide Classroom(s) _________________________________________________________ Teacher ______________________________________________________ Student _______________________________________________________ Date ___________ Time _______________ Observer _______________________ Task: Ex: Writing ... | 0.512421 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
24,
25,
26,
32,
33,
34,
45,
46,
71,
72,
73,
93,
94,
95,
111,
112,
126,
127,
138,
139,
140,
150,
157,
158,
162,
27,
28,
30,
31,
51,
52,
53,
54,
55,
89,
90,... | 5f-WATI-Classroom-Observation-Guide-2017-fillable.docx | task-426-613 | 0 | [
[
369,
101,
414,
130
],
[
418,
101,
493,
130
],
[
497,
101,
583,
130
],
[
588,
101,
630,
130
],
[
90,
138,
161,
161
],
[
164,
138,
524,
161
],
[
527,
138,
571,
161
],
[
90,... | [
[
369,
101,
414,
130
],
[
418,
101,
493,
130
],
[
497,
101,
583,
130
],
[
588,
101,
630,
130
],
[
90,
138,
161,
161
],
[
164,
138,
524,
161
],
[
527,
138,
571,
161
],
[
90,... |
Anne and Rick Tobar Celeste and Jason White Crista and Richard Toler Anne Wilkinson Sarah and Sean Trahan Linda and Chris William Maianh Trang Lorri and Brant Williams Thuy and Mike Tri Martha and Courtney Williams Kristy and Jake Ward Lisa and Jason Wilson Alicia and Craig Wardlaw Gina and Jon Windham Kristi and Jimmy... | Anne and Rick Tobar Crista and Richard Toler Sarah and Sean Trahan Maianh Trang Thuy and Mike Tri Kristy and Jake Ward Alicia and Craig Wardlaw Kristi and Jimmy Warren Mayleng and Alec Watson Nichelle and Sasha Weintraub Celeste and Jason White Anne Wilkinson Linda and Chris William Lorri and Brant Williams Martha and ... | 0.546701 | [
0,
1,
2,
3,
8,
9,
10,
11,
14,
15,
16,
17,
22,
23,
28,
29,
30,
31,
36,
37,
38,
39,
44,
45,
46,
47,
52,
53,
54,
55,
60,
61,
62,
63,
68,
69,
70,
71,
4,
5,
6,
7,
12,
13,
18,
19,
20,
21,
24,
25,
26,
27,
32,
33,
34... | 5fc8a3a3-2fa4-46f2-bc89-a80f9161b3f4.docx | task-426-736 | 2 | [
[
117,
88,
159,
107
],
[
164,
88,
194,
107
],
[
199,
88,
234,
107
],
[
240,
88,
287,
107
],
[
529,
88,
590,
107
],
[
595,
88,
625,
107
],
[
630,
88,
678,
107
],
[
683,
... | [
[
117,
88,
159,
107
],
[
164,
88,
194,
107
],
[
199,
88,
234,
107
],
[
240,
88,
287,
107
],
[
117,
104,
164,
123
],
[
169,
104,
199,
123
],
[
204,
104,
266,
123
],
[
271,
... |
TEN Training Yrs K-2= ODD Week 7 Wednesday Diep Fergie An Kim N Adrianna Dianna Vivianne 1H 1V 1/2M 2L 2K 2G 1Y Session 1 Attend Rotation 1 Rotation 1 Rotation 1 Rotation 1 Rotation 1 Rotation 1 Rotation 1 Rotation 1 Mary 1V 1/2M 2L 2K 2G 1Y Break 1H for Rotation 2 Session 2 Rotation 2 Rotation 2 Rotation 2 Rotation 2 ... | TEN Training Yrs K-2= ODD Week 7 Wednesday Diep Fergie An Kim N Adrianna Dianna Vivianne Session 1 1H Rotation 1 Mary Attend Rotation 1 1V Rotation 1 1/2M Rotation 1 2L Rotation 1 2K Rotation 1 2G Rotation 1 1Y Rotation 1 Break for Session 2 1H Rotation 2 Own RFF 1V Rotation 2 1/2M Rotation 2 2L Rotation 2 2K Rotation ... | 0.310145 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
23,
24,
16,
26,
27,
42,
25,
28,
29,
17,
30,
31,
18,
32,
33,
19,
34,
35,
20,
36,
37,
21,
38,
39,
22,
40,
41,
49,
51,
54,
55,
50,
52,
53,
68,
69,
43,
56,
57... | 5h%20-%20TEN%20Training%20T2%20W7%20Lesson%20Study.docx | task-426-818 | 0 | [
[
134,
67,
215,
142
],
[
226,
67,
400,
142
],
[
411,
85,
452,
135
],
[
459,
85,
524,
135
],
[
531,
85,
595,
135
],
[
602,
85,
679,
135
],
[
686,
85,
701,
135
],
[
708,
... | [
[
134,
67,
215,
142
],
[
226,
67,
400,
142
],
[
411,
85,
452,
135
],
[
459,
85,
524,
135
],
[
531,
85,
595,
135
],
[
602,
85,
679,
135
],
[
686,
85,
701,
135
],
[
708,
... |
POLYATOMIC IONS MONATOMIC IONS Symbol Name Symbol Name CH3COO1– acetate ion Cd2+ cadmium ion NH41+ ammonium ion Cr2+ chromium (II) ion AsO43– arsenate ion Cr3+ chromium (III) ion C6H5COO1– benzoate ion Co2+ cobalt (II) ion HCO31– bicarbonate ion Co3+ cobalt (III) ion BrO31– bromate ion Cu1+ copper (I) ion CO32– carbona... | POLYATOMIC IONS Symbol Name CH3COO1– acetate ion NH41+ ammonium ion AsO43– arsenate ion C6H5COO1– benzoate ion HCO31– bicarbonate ion BrO31– bromate ion CO32– carbonate ion ClO31– chlorate ion ClO21– chlorite ion CrO42– chromate ion C6H5O73– citrate ion CN1– cyanide ion Cr2O72– dichromate ion OH1– hydroxide ion ClO1– h... | 0.733996 | [
0,
1,
4,
5,
8,
9,
10,
14,
15,
16,
21,
22,
23,
28,
29,
30,
35,
36,
37,
42,
43,
44,
49,
50,
51,
56,
57,
58,
63,
64,
65,
70,
71,
72,
77,
78,
79,
84,
85,
86,
91,
92,
93,
98,
99,
100,
105,
106,
107,
112,
113,
114,
119... | 5ionchart1.docx | task-426-859 | 0 | [
[
147,
60,
320,
88
],
[
328,
60,
392,
88
],
[
529,
60,
693,
88
],
[
700,
60,
764,
88
],
[
147,
110,
218,
131
],
[
264,
110,
318,
131
],
[
529,
110,
600,
131
],
[
647,
1... | [
[
147,
60,
320,
88
],
[
328,
60,
392,
88
],
[
147,
110,
218,
131
],
[
264,
110,
318,
131
],
[
147,
136,
252,
156
],
[
264,
136,
329,
157
],
[
334,
136,
360,
157
],
[
147,
... |
1 2 3 4 5 6 Standards Skills Included Concepts Through a Particular Cognitive Demand Sample Activity in Standard Included in Context Blooms DOK Standard Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If and are... | 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q... | 0.782921 | [
0,
6,
1,
7,
8,
17,
18,
2,
9,
19,
20,
24,
3,
10,
11,
12,
21,
4,
13,
14,
22,
23,
5,
15,
16,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
55,
51,
56,
52... | 5CCRSMathChartsLevelD.docx | task-426-92 | 6 | [
[
52,
174,
60,
193
],
[
265,
174,
273,
193
],
[
383,
174,
391,
193
],
[
507,
174,
514,
193
],
[
658,
174,
666,
193
],
[
803,
174,
811,
193
],
[
52,
198,
115,
217
],
[
265,
... | [
[
52,
174,
60,
193
],
[
52,
198,
115,
217
],
[
265,
174,
273,
193
],
[
265,
198,
297,
217
],
[
300,
198,
355,
217
],
[
265,
222,
277,
241
],
[
281,
222,
338,
241
],
[
383,
... |
1 2 3 4 5 6 Standards Skills Included in Concepts Through a Particular Cognitive Demand Sample Activity Standard Included in Context Blooms DOK Standard Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit... | 1 Standards 2 Skills Included in Standard 3 Concepts Included in Standard 4 Through a Particular Context 5 Cognitive Demand Blooms DOK 6 Sample Activity Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit... | 0.762402 | [
0,
6,
1,
7,
8,
9,
18,
2,
10,
19,
20,
24,
3,
11,
12,
13,
21,
4,
14,
15,
22,
23,
5,
16,
17,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5CCRSMathChartsLevelD.docx | task-426-92 | 30 | [
[
52,
107,
60,
127
],
[
269,
107,
277,
127
],
[
389,
107,
396,
127
],
[
514,
107,
521,
127
],
[
667,
107,
675,
127
],
[
815,
107,
822,
127
],
[
52,
131,
115,
151
],
[
269,
... | [
[
52,
107,
60,
127
],
[
52,
131,
115,
151
],
[
269,
107,
277,
127
],
[
269,
131,
301,
151
],
[
304,
131,
359,
151
],
[
362,
131,
374,
151
],
[
269,
155,
326,
174
],
[
389,
... |
The corresponding Participant Workbook provides a Pre-Program Quiz. This activity has a ■ dual purpose. Use it as a pre-test or buy-in activity which sets the stage for immediate involvement. Reviewing the answers at the end of the training session is very effective to reinforce the new skills and techniques learned in... | ■ The corresponding Participant Workbook provides a Pre-Program Quiz. This activity has a dual purpose. Use it as a pre-test or buy-in activity which sets the stage for immediate involvement. Reviewing the answers at the end of the training session is very effective to reinforce the new skills and techniques learned in... | 0.769855 | [
12,
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
68... | 5SixCardinalRulesofCS%20LG%20FINAL%203.2017.docx | task-427-221 | 5 | [
[
147,
88,
178,
107
],
[
182,
88,
297,
107
],
[
301,
88,
386,
107
],
[
392,
88,
474,
107
],
[
478,
88,
545,
107
],
[
552,
88,
562,
107
],
[
566,
88,
670,
107
],
[
674,
... | [
[
125,
90,
136,
106
],
[
147,
88,
178,
107
],
[
182,
88,
297,
107
],
[
301,
88,
386,
107
],
[
392,
88,
474,
107
],
[
478,
88,
545,
107
],
[
552,
88,
562,
107
],
[
566,
... |
Discussion Questions Key Point #2: Rush Your – Don’t Caller: Featuring Martha Rush 1. Think of a recent phone conversation had in which you felt the other party was trying to you’ve hurry you along. How did you feel? How did you deal with the other person? As you collect and discuss participant responses, emphasize how... | Discussion Questions – Key Point #2: Don’t Rush Your Caller: Featuring Martha Rush 1. Think of a recent phone conversation you’ve had in which you felt the other party was trying to hurry you along. How did you feel? How did you deal with the other person? ♦ As you collect and discuss participant responses, emphasize h... | 0.847656 | [
0,
1,
7,
2,
3,
4,
8,
5,
6,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
31,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
60,
47,
48,
49,
50,
51,
52,
53... | 5SixCardinalRulesofCS%20LG%20FINAL%203.2017.docx | task-427-221 | 10 | [
[
107,
111,
244,
138
],
[
254,
111,
380,
138
],
[
409,
111,
457,
138
],
[
465,
111,
528,
138
],
[
537,
111,
575,
138
],
[
657,
111,
722,
138
],
[
729,
111,
787,
138
],
[
39... | [
[
107,
111,
244,
138
],
[
254,
111,
380,
138
],
[
390,
114,
404,
136
],
[
409,
111,
457,
138
],
[
465,
111,
528,
138
],
[
537,
111,
575,
138
],
[
582,
114,
648,
136
],
[
65... |
Secretary of Trust Mr. Bhanabhai Patel felicitating Dr. Shivendra Gupta Then after one of the WID Cell member Ms Niharika Lad briefed every one about the two important schemes i.e. Tejashwini for girl child, recently launched on 14th March, 2015 in the presence of some well known personality like Mr. Lavjibhai Dalia (S... | Secretary of Trust Mr. Bhanabhai Patel felicitating Dr. Shivendra Gupta Then after one of the WID Cell member Ms Niharika Lad briefed every one about the two important schemes i.e. Tejashwini for girl child, recently launched on 14th March, 2015 in the presence of some well known personality like Mr. Lavjibhai Dalia (S... | 0.859393 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5th%20annual%20function%20&%203rd%20allumni%20meet%2022-4-2015.docx | task-427-288 | 1 | [
[
176,
234,
264,
255
],
[
270,
234,
287,
255
],
[
293,
234,
341,
255
],
[
347,
234,
381,
255
],
[
386,
234,
487,
255
],
[
493,
234,
541,
255
],
[
546,
234,
646,
255
],
[
65... | [
[
176,
234,
264,
255
],
[
270,
234,
287,
255
],
[
293,
234,
341,
255
],
[
347,
234,
381,
255
],
[
386,
234,
487,
255
],
[
493,
234,
541,
255
],
[
546,
234,
646,
255
],
[
65... |
http://www.scienceacademy.com/BI/round.htm BrainPOP PowerPoint BrainPOP BrainPOP BrainPOP BrainPOP Grade 5 Mathematics Pacing Guide Instructional Week 2 Academic Vocabulary: Round, Significant Digits Grade Level Expectations/Checks For Understanding/State Performance Resources Indicators | http://www.scienceacademy.com/BI/round.htm BrainPOP PowerPoint BrainPOP BrainPOP BrainPOP BrainPOP Grade 5 Mathematics Pacing Guide Instructional Week 2 Academic Vocabulary: Round, Significant Digits Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources | 0.941674 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
27,
26
] | 5th%20Final%20Math%20Map.docx | task-427-309 | 3 | [
[
603,
115,
889,
142
],
[
603,
167,
670,
187
],
[
603,
253,
674,
279
],
[
603,
281,
670,
301
],
[
603,
304,
670,
324
],
[
603,
327,
670,
347
],
[
603,
350,
670,
370
],
[
90... | [
[
603,
115,
889,
142
],
[
603,
167,
670,
187
],
[
603,
253,
674,
279
],
[
603,
281,
670,
301
],
[
603,
304,
670,
324
],
[
603,
327,
670,
347
],
[
603,
350,
670,
370
],
[
90... |
Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources Loose in the Lab Activity—Nature vs. Nurture **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** BrainPOP GLE 0507.4.2 Recognize that some characteristics are inherited while others result from BrainP... | Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.** GLE 0507.4.2 Recognize that some characteristics are inherited while others result from interactions with the environment. 0507.4.2 Create a chart t... | 0.858403 | [
0,
1,
2,
3,
4,
5,
6,
7,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
39,
40,
41,
42,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54,
59,
60,
61,
62,
63,
64,
65,
66,
67,
68,
... | 5th%20Final%20Science%20Map.docx | task-427-310 | 14 | [
[
49,
122,
88,
141
],
[
91,
122,
123,
141
],
[
127,
122,
258,
141
],
[
261,
122,
282,
141
],
[
285,
122,
418,
141
],
[
422,
122,
503,
141
],
[
506,
122,
569,
141
],
[
746,
... | [
[
49,
122,
88,
141
],
[
91,
122,
123,
141
],
[
127,
122,
258,
141
],
[
261,
122,
282,
141
],
[
285,
122,
418,
141
],
[
422,
122,
503,
141
],
[
506,
122,
569,
141
],
[
746,
... |
Academic Standards (5) Civics& Family & Health Safety , Writing, Arts & Government Environment Science & Career Education and Work Standard Economics Consumer & Physical Math Speaking & Humanities (7) Geography & Ecology Technology Science Education Listening (8) History 13.1.5 Career Awareness and Preparation Grade 5 ... | Academic Standards Career Education and Work Standard Arts & Humanities (5) Civics& Government (7) Geography (8) History Economics Environment & Ecology Family & Consumer Science Health Safety & Physical Education Math , Writing, Speaking & Listening Science & Technology 13.1.5 Career Awareness and Preparation – Grade ... | 0.459231 | [
0,
1,
16,
17,
18,
19,
20,
10,
11,
28,
2,
3,
12,
29,
30,
37,
38,
21,
13,
31,
32,
4,
5,
22,
34,
6,
7,
23,
24,
35,
25,
8,
9,
26,
27,
36,
14,
15,
33,
39,
40,
41,
42,
43,
46,
44,
45,
47,
48,
49,
50,
51,
52,
59,
60... | 5th%20Grade%20CEW%20Benchmarks%20-%20Expanded%20Academic%20Standards%20Crosswalk.docx | task-427-323 | 2 | [
[
534,
83,
598,
110
],
[
602,
83,
668,
110
],
[
343,
113,
355,
132
],
[
357,
113,
392,
132
],
[
579,
121,
609,
139
],
[
612,
121,
620,
139
],
[
647,
121,
677,
139
],
[
679,... | [
[
534,
83,
598,
110
],
[
602,
83,
668,
110
],
[
51,
135,
85,
156
],
[
88,
135,
138,
156
],
[
141,
135,
159,
156
],
[
162,
135,
190,
156
],
[
193,
135,
239,
156
],
[
275,
... |
13.4.5 Entrepreneurship Grade 5 – A. Identify the risks and rewards of 8.2.6.A entrepreneurship. 8.3.6.A 8.4.6.A B. Discuss the entrepreneurial character 1.6.5.D 8.2.6.A 6.5.6.F traits of historical or contemporary 8.3.6.A entrepreneurs. 8.4.6.A C. Discuss the steps entrepreneurs take 6.1.6.B 4.2.7.A,B 1.6.5.D to bring... | 13.4.5 Entrepreneurship – Grade 5 A. Identify the risks and rewards of entrepreneurship. 8.2.6.A 8.3.6.A 8.4.6.A B. Discuss the entrepreneurial character traits of historical or contemporary entrepreneurs. 8.2.6.A 8.3.6.A 8.4.6.A 6.5.6.F 1.6.5.D C. Discuss the steps entrepreneurs take to bring their goods or services t... | 0.569355 | [
0,
1,
4,
2,
3,
5,
6,
7,
8,
9,
10,
11,
13,
12,
14,
15,
16,
17,
18,
19,
20,
24,
25,
26,
27,
28,
30,
22,
29,
31,
23,
21,
32,
33,
34,
35,
36,
37,
41,
42,
43,
44,
45,
46,
47,
50,
51,
52,
53,
54,
55,
56,
59,
61,
63... | 5th%20Grade%20CEW%20Benchmarks%20-%20Expanded%20Academic%20Standards%20Crosswalk.docx | task-427-323 | 6 | [
[
45,
214,
73,
235
],
[
79,
214,
166,
235
],
[
178,
214,
208,
235
],
[
211,
214,
217,
235
],
[
169,
217,
175,
233
],
[
45,
237,
56,
256
],
[
72,
237,
108,
256
],
[
111,
... | [
[
45,
214,
73,
235
],
[
79,
214,
166,
235
],
[
169,
217,
175,
233
],
[
178,
214,
208,
235
],
[
211,
214,
217,
235
],
[
45,
237,
56,
256
],
[
72,
237,
108,
256
],
[
111,
... |
Jamestown – The name of the second English settlement in North America. Jamestown was started in 1607, and is in present day Virginia. Plymouth – A town started in 1620 by early English settlers, called Pilgrim. Plymouth was located in present day Massachusetts. 13 Colonies British – what people in England are called, ... | Jamestown – The name of the second English settlement in North America. Jamestown was started in 1607, and is in present day Virginia. Plymouth – A town started in 1620 by early English settlers, called Pilgrim. Plymouth was located in present day Massachusetts. 13 Colonies British – what people in England are called, ... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5th%20Grade%20Family%20Resources.docx | task-427-335 | 14 | [
[
147,
90,
247,
108
],
[
251,
90,
261,
108
],
[
265,
90,
297,
108
],
[
301,
90,
348,
108
],
[
352,
90,
368,
108
],
[
373,
90,
400,
108
],
[
404,
90,
463,
108
],
[
467,
... | [
[
147,
90,
247,
108
],
[
251,
90,
261,
108
],
[
265,
90,
297,
108
],
[
301,
90,
348,
108
],
[
352,
90,
368,
108
],
[
373,
90,
400,
108
],
[
404,
90,
463,
108
],
[
467,
... |
Big Ideas Standards SMP Resources indicate Power Standards. Essential Questions Bolded standards Big Idea 2 My Math- Chapter 9 5.NF.1 ADD and SUBTRACT fractions with unlike You can use common denominators (including mixed numbers) by Envision: Topic 10, ALL denominators to add or subtract REPLACING given fractions with... | Big Ideas Essential Questions Standards Bolded standards indicate Power Standards. SMP Resources Big Idea You can use common denominators to add or subtract fractions with unlike denominators. Essential Question How do you add or subtract fractions with unlike denominators? Big Idea You can tell the validity of an answ... | 0.715229 | [
0,
1,
8,
9,
2,
10,
11,
5,
6,
7,
3,
4,
12,
13,
26,
27,
28,
29,
39,
40,
41,
42,
43,
51,
52,
53,
65,
91,
92,
94,
95,
96,
97,
98,
99,
100,
101,
102,
103,
104,
105,
107,
108,
109,
110,
111,
112,
113,
125,
126,
127,
128,... | 5th%20Grade%20Math%20Guide%20FY14.docx | task-427-349 | 3 | [
[
97,
196,
119,
223
],
[
123,
196,
158,
223
],
[
334,
196,
401,
223
],
[
554,
196,
585,
223
],
[
735,
196,
801,
223
],
[
324,
218,
368,
242
],
[
371,
218,
407,
242
],
[
410... | [
[
97,
196,
119,
223
],
[
123,
196,
158,
223
],
[
64,
219,
122,
246
],
[
126,
219,
190,
246
],
[
334,
196,
401,
223
],
[
216,
219,
258,
244
],
[
262,
219,
320,
244
],
[
324,... |
Big Ideas Standards SMP Resources Bolded standards indicate Power Standards. Essential Question Big Idea 5.NF.3 Interpret a fraction as division of the numerator My Math- Chapter 10 1 You can use a sequence of by the denominator (a/b= a divided by b) Solve word operations to solve equations Envision: Topic 9, Lesson 3 ... | Big Ideas Essential Question Standards Bolded standards indicate Power Standards. SMP Resources Big Idea You can use a sequence of operations to solve equations Essential Question If an equation has more than one operation, how do you solve it? Big Idea You can find the area of rectangles with fractional side lengths u... | 0.693969 | [
0,
1,
10,
11,
2,
5,
6,
7,
8,
9,
3,
4,
12,
13,
28,
29,
30,
31,
32,
33,
44,
45,
46,
47,
71,
72,
83,
84,
85,
86,
87,
88,
91,
92,
93,
94,
95,
96,
97,
126,
127,
146,
147,
148,
149,
150,
151,
169,
170,
171,
172,
185,
1... | 5th%20Grade%20Math%20Guide%20FY14.docx | task-427-349 | 4 | [
[
97,
170,
119,
197
],
[
123,
170,
158,
197
],
[
334,
170,
401,
197
],
[
554,
170,
585,
197
],
[
735,
170,
801,
197
],
[
216,
192,
258,
217
],
[
262,
192,
320,
217
],
[
324... | [
[
97,
170,
119,
197
],
[
123,
170,
158,
197
],
[
67,
193,
125,
220
],
[
129,
193,
187,
220
],
[
334,
170,
401,
197
],
[
216,
192,
258,
217
],
[
262,
192,
320,
217
],
[
324,... |
Third Nine Weeks Big Ideas Standards SMP Resources Essential Questions Bolded standards indicate Power Standards. indicate support Italicized and Bolded standards standards. 1 My Math- Chapter 7 Big Idea 5.OA.1 Use parenthesis, brackets, or braces in numerical Words and/or symbols can be expressions and evaluate expres... | Third Nine Weeks Big Ideas Essential Questions Standards Bolded standards indicate Power Standards. Italicized and Bolded standards indicate support standards. SMP Resources Big Idea Words and/or symbols can be used to describe numerical expressions. Essential Question What is a mathematical expression? How can you rep... | 0.668306 | [
0,
1,
2,
3,
4,
8,
9,
5,
10,
11,
12,
13,
14,
17,
18,
19,
20,
15,
16,
21,
6,
7,
27,
28,
37,
38,
39,
40,
41,
54,
55,
56,
57,
64,
86,
87,
101,
102,
103,
104,
110,
132,
133,
134,
135,
136,
143,
144,
29,
30,
31,
32,
33... | 5th%20Grade%20Math%20Guide%20FY14.docx | task-427-349 | 7 | [
[
405,
137,
454,
167
],
[
459,
137,
503,
167
],
[
508,
137,
572,
167
],
[
113,
203,
134,
230
],
[
138,
203,
173,
230
],
[
350,
203,
416,
230
],
[
569,
203,
601,
230
],
[
75... | [
[
405,
137,
454,
167
],
[
459,
137,
503,
167
],
[
508,
137,
572,
167
],
[
113,
203,
134,
230
],
[
138,
203,
173,
230
],
[
80,
225,
138,
252
],
[
142,
225,
206,
252
],
[
350... |
Completed Sample Text Structures and Organizational Patterns Types of Sequence Cause and Compare Classification Scheme Effect and TEXT (Description) Contrast STRUCTURE Examples Goose bumps make Goose Bumps make Some people Goose Bumps make me shiver. First, I me shiver. When get goose me shiver. I get get cold. Then I ... | Completed Sample Text Structures and Organizational Patterns Types of TEXT STRUCTURE Sequence Cause and Effect Compare and Contrast Classification Scheme (Description) Examples Goose bumps make me shiver. First, I get cold. Then I shake all over. Goose Bumps make me shiver. When the temperature drops below 45 degrees, ... | 0.331408 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
17,
20,
9,
10,
11,
15,
12,
16,
19,
13,
14,
18,
21,
22,
23,
24,
33,
34,
35,
36,
46,
47,
48,
49,
58,
59,
60,
25,
26,
27,
37,
38,
39,
50,
51,
61,
62,
63,
69,
70,
71,
77,
78,
79,
82,
28... | 5th%20Grade%20Reading%20Handouts%20Week%207.docx | task-427-360 | 10 | [
[
328,
120,
521,
162
],
[
538,
120,
671,
162
],
[
155,
181,
245,
224
],
[
262,
181,
466,
224
],
[
483,
181,
549,
224
],
[
566,
181,
836,
224
],
[
415,
230,
575,
272
],
[
12... | [
[
328,
120,
521,
162
],
[
538,
120,
671,
162
],
[
155,
181,
245,
224
],
[
262,
181,
466,
224
],
[
483,
181,
549,
224
],
[
566,
181,
836,
224
],
[
415,
230,
575,
272
],
[
12... |
9 weeks) Earth’s Systems (2nd Standards Clarification Statement Literacy Connections Activities/Experiments S.5.GS.8 Examples could include the Investigate pgs. 110-111 Ladders (science leveled readers) Develop a model using an influence of the ocean on Power Up example to describe ways the ecosystems, landform shape, ... | Earth’s Systems (2nd 9 weeks) Standards Clarification Statement Activities/Experiments Literacy Connections S.5.GS.8 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Examples could include the influence of the ocean on ecosystems, landform shape, and c... | 0.627183 | [
2,
3,
4,
0,
1,
5,
6,
7,
10,
8,
9,
11,
23,
24,
25,
26,
27,
35,
36,
37,
38,
39,
51,
52,
58,
59,
64,
65,
12,
13,
14,
15,
28,
29,
30,
31,
32,
40,
41,
42,
53,
54,
55,
56,
57,
60,
61,
62,
63,
66,
67,
68,
74,
75,
76... | 5th%20Grade%20Science%20Curriculum%20Maps%20New.docx | task-427-367 | 1 | [
[
547,
207,
554,
234
],
[
558,
207,
602,
234
],
[
397,
210,
446,
231
],
[
450,
210,
502,
231
],
[
510,
210,
539,
231
],
[
163,
229,
223,
255
],
[
327,
229,
403,
255
],
[
40... | [
[
397,
210,
446,
231
],
[
450,
210,
502,
231
],
[
510,
210,
539,
231
],
[
547,
207,
554,
234
],
[
558,
207,
602,
234
],
[
163,
229,
223,
255
],
[
327,
229,
403,
255
],
[
40... |
Students will know… Students will understand… Students will be able to… people interact with their physical that physical environments have an impact compare and contrast people in different environment. on culture. regions interact with their environment. Essential Vocabulary: region, interactions, absolute location, ... | Students will know… people interact with their physical environment. Students will understand… that physical environments have an impact on culture. Students will be able to… compare and contrast people in different regions interact with their environment. Essential Vocabulary: region, interactions, absolute location, ... | 0.863453 | [
0,
1,
2,
11,
12,
13,
14,
15,
28,
3,
4,
5,
16,
17,
18,
19,
20,
21,
29,
30,
6,
7,
8,
9,
10,
22,
23,
24,
25,
26,
27,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5th%20Grade%20US%20History%20KUD.docx | task-427-395 | 6 | [
[
45,
37,
99,
59
],
[
103,
37,
128,
59
],
[
131,
37,
180,
59
],
[
353,
37,
407,
59
],
[
410,
37,
436,
59
],
[
439,
37,
522,
59
],
[
660,
37,
715,
59
],
[
718,
37,
7... | [
[
45,
37,
99,
59
],
[
103,
37,
128,
59
],
[
131,
37,
180,
59
],
[
68,
63,
109,
85
],
[
113,
63,
159,
85
],
[
163,
63,
191,
85
],
[
195,
63,
223,
85
],
[
227,
63,
27... |
Type B influenza is the same Gabby Douglas is from thing as Type A, but it is less the U.S.A. She won first place severe and is only found in in the Women’s Gymnastics humans. Type C influenza does at the 2012 Summer not cause epidemics, it is less Olympics. She was first severe, and is also just found in experienced w... | Type B influenza is the same thing as Type A, but it is less severe and is only found in humans. Type C influenza does not cause epidemics, it is less severe, and is also just found in people. Bird flu generally affects birds, and it is unlikely that human or other animals will catch it. These diseases are very contagi... | 0.688298 | [
0,
1,
2,
3,
4,
5,
10,
11,
12,
13,
14,
15,
16,
17,
24,
25,
26,
27,
28,
29,
34,
35,
36,
37,
38,
43,
44,
45,
46,
47,
48,
53,
54,
55,
56,
57,
58,
59,
62,
63,
64,
65,
66,
72,
73,
74,
75,
76,
77,
78,
79,
80,
81,
82,
... | 5TH%20GRADE%20VOICE%20FEBUARY%202013-0.docx | task-427-396 | 5 | [
[
147,
90,
196,
111
],
[
210,
90,
225,
111
],
[
239,
90,
329,
111
],
[
343,
90,
359,
111
],
[
373,
90,
405,
111
],
[
419,
90,
470,
111
],
[
588,
90,
658,
114
],
[
664,
... | [
[
147,
90,
196,
111
],
[
210,
90,
225,
111
],
[
239,
90,
329,
111
],
[
343,
90,
359,
111
],
[
373,
90,
405,
111
],
[
419,
90,
470,
111
],
[
147,
111,
198,
132
],
[
210,
... |
Video Games: Benefit neck up to look at the screen. or Drawback? Finally, it has been said By: Matej Kalocai that video games increase Playing video games is a the risk of suicide. There are popular way for kids to games that are designed to spend their free time. Did get on your nerves and make you ever consider stopp... | Video Games: Benefit or Drawback? By: Matej Kalocai Playing video games is a popular way for kids to spend their free time. Did you ever consider stopping and asking: what are the bad and good effects of playing video games? DRAWBACKS Well first of course is eyesight. Your eyesight gets worse after looking at the scree... | 0.612599 | [
0,
1,
2,
10,
11,
17,
18,
19,
24,
25,
26,
27,
28,
35,
36,
37,
38,
39,
45,
46,
47,
48,
49,
56,
57,
58,
59,
62,
63,
64,
65,
66,
67,
69,
70,
71,
72,
73,
79,
80,
89,
93,
94,
95,
96,
97,
103,
104,
105,
106,
111,
112,
1... | 5TH%20GRADE%20VOICE%20FEBUARY%202013-0.docx | task-427-396 | 8 | [
[
147,
90,
235,
123
],
[
243,
90,
354,
123
],
[
362,
90,
468,
123
],
[
529,
90,
581,
114
],
[
587,
90,
616,
114
],
[
622,
90,
645,
114
],
[
650,
90,
699,
114
],
[
705,
... | [
[
147,
90,
235,
123
],
[
243,
90,
354,
123
],
[
362,
90,
468,
123
],
[
147,
123,
179,
155
],
[
187,
123,
357,
155
],
[
147,
155,
192,
185
],
[
199,
155,
277,
185
],
[
284,
... |
Week 30 Journeys Lesson 25 Prompt: Proper Mechanics Lesson 25 Write to Write a research report about an Revise for Word Choice Report exploration or discovery of the Revise American West. Escribir un informe acerca de una exploración o descubrimiento del oeste americano. Activity/Strategy: Lesson 25 Writing Process Wee... | Week 30 Lesson 25 Journeys Lesson 25 Write to Report Revise Prompt: Write a research report about an exploration or discovery of the American West. Escribir un informe acerca de una exploración o descubrimiento del oeste americano. Activity/Strategy: Lesson 25 Writing Process Proper Mechanics Revise for Word Choice Wee... | 0.493323 | [
0,
1,
8,
9,
2,
3,
4,
10,
11,
22,
28,
5,
12,
13,
14,
15,
16,
17,
23,
24,
25,
26,
27,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
6,
7,
18,
19,
20,
21,
48,
49,
56,
57,
50,
51,
52... | 5th%20Grade%20Writing%20S%20S.docx | task-427-400 | 5 | [
[
45,
94,
87,
108
],
[
91,
94,
109,
108
],
[
163,
94,
228,
108
],
[
232,
94,
282,
108
],
[
285,
94,
304,
108
],
[
344,
94,
406,
108
],
[
655,
94,
705,
108
],
[
709,
94,... | [
[
45,
94,
87,
108
],
[
91,
94,
109,
108
],
[
45,
111,
95,
125
],
[
99,
111,
117,
125
],
[
163,
94,
228,
108
],
[
232,
94,
282,
108
],
[
285,
94,
304,
108
],
[
163,
111,... |
Day Three Learning Targets: I can explain how to multiply and divide decimal numbers by powers of ten. Day Three Activities: Day Three Formative Assessments: Flashbacks Exit slip Flashbacks Review/look over open responses from Tuesday. Model a distinguished answer. Day Three HOT Questions: Compare Look over place value... | Day Three Learning Targets: I can explain how to multiply and divide decimal numbers by powers of ten. Day Three Activities: Flashbacks Review/look over open responses from Tuesday. Model a distinguished answer. Look over place value chart with decimals. Practice writing numbers inside the boxes and saying them correct... | 0.834872 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
44,
45,
46,
47,
48,
49,
50,
55,
56,
57,
58,
59,
60,
61,
63,
64,
65,
66,
67,
68,
69,
70,
71... | 5th%20lp%209%2017(1).docx | task-427-412 | 1 | [
[
58,
90,
93,
111
],
[
99,
90,
150,
111
],
[
155,
90,
232,
111
],
[
237,
90,
309,
111
],
[
58,
108,
64,
129
],
[
69,
108,
101,
129
],
[
106,
108,
168,
129
],
[
174,
108... | [
[
58,
90,
93,
111
],
[
99,
90,
150,
111
],
[
155,
90,
232,
111
],
[
237,
90,
309,
111
],
[
58,
108,
64,
129
],
[
69,
108,
101,
129
],
[
106,
108,
168,
129
],
[
174,
108... |
bacteria decomposer ecosystem food chain food web fungi organism species system Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options Knowledge Selected Response I can distinguish between a Reasoning Constructed Response food chain and a food web. Skill Personal Communication Product... | bacteria decomposer ecosystem food chain food web fungi organism species system Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options I can distinguish between a food chain and a food web. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication... | 0.623636 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
25,
26,
27,
28,
29,
33,
34,
35,
36,
37,
38,
22,
30,
39,
42,
23,
24,
31,
32,
40,
41,
43,
44,
51,
52,
53,
54,
55,
56,
57,
61,
62,
63... | 5th%20Unit%201%20-%20Matter%20and%20Energy%20-%20Curriculum%20Document.docx | task-427-451 | 7 | [
[
143,
116,
187,
140
],
[
143,
142,
210,
166
],
[
143,
167,
201,
191
],
[
143,
192,
169,
216
],
[
172,
192,
202,
216
],
[
143,
217,
169,
241
],
[
172,
217,
195,
241
],
[
14... | [
[
143,
116,
187,
140
],
[
143,
142,
210,
166
],
[
143,
167,
201,
191
],
[
143,
192,
169,
216
],
[
172,
192,
202,
216
],
[
143,
217,
169,
241
],
[
172,
217,
195,
241
],
[
14... |
Skill Personal Communication Product Performance Assessment I can make observations to Knowledge Selected Response classify organisms according Reasoning Constructed Response to their role in the flow of matter through an Skill Personal Communication ecosystem. Product Performance Assessment Knowledge Selected Response... | Skill Product Personal Communication Performance Assessment I can make observations to classify organisms according to their role in the flow of matter through an ecosystem. Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment I can develop a model to de... | 0.518619 | [
0,
3,
1,
2,
4,
5,
6,
7,
8,
9,
10,
14,
15,
16,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
33,
11,
17,
30,
34,
12,
13,
18,
19,
31,
32,
35,
36,
40,
41,
42,
43,
44,
45,
49,
50,
51,
52,
53,
54,
55,
37,
46,
56,
59,
38... | 5th%20Unit%201%20-%20Matter%20and%20Energy%20-%20Curriculum%20Document.docx | task-427-451 | 8 | [
[
273,
116,
294,
135
],
[
383,
116,
422,
135
],
[
425,
116,
498,
135
],
[
273,
152,
308,
171
],
[
383,
152,
441,
171
],
[
444,
152,
498,
171
],
[
98,
188,
102,
212
],
[
105... | [
[
273,
116,
294,
135
],
[
273,
152,
308,
171
],
[
383,
116,
422,
135
],
[
425,
116,
498,
135
],
[
383,
152,
441,
171
],
[
444,
152,
498,
171
],
[
98,
188,
102,
212
],
[
105... |
this idea to make multiplicative Vocabulary Strategies: events of the Revolutionary Objective 3: Relate the building up and comparisons. Adage Proverb War. breaking down of Earth’s surface over Fluency: pg. T124 time to the various physical land *Multiply fractions by whole Cold Read student bk. p. 213 Profile citizens... | 9 Objective 3: Relate the building up and breaking down of Earth’s surface over time to the various physical land features. “I Can Statement…” Explain how layers of exposed rocks, such as those observed in the Grand Canyon, are the result of natural processes acting over long periods of time. Describe the role of depos... | 0.660317 | [
199,
11,
12,
13,
14,
15,
16,
17,
22,
23,
24,
25,
26,
27,
31,
32,
33,
34,
35,
36,
52,
64,
65,
66,
94,
95,
96,
97,
98,
104,
105,
106,
107,
108,
109,
122,
123,
124,
125,
126,
127,
128,
134,
135,
136,
137,
138,
149,
150,
1... | 5th-Chinese-Scope-Seq.-2014.docx | task-427-472 | 7 | [
[
483,
118,
498,
137
],
[
501,
118,
518,
137
],
[
521,
118,
529,
137
],
[
531,
118,
555,
137
],
[
557,
118,
615,
137
],
[
643,
118,
695,
137
],
[
697,
118,
746,
137
],
[
84... | [
[
71,
425,
76,
444
],
[
268,
137,
311,
156
],
[
313,
137,
322,
156
],
[
326,
137,
353,
156
],
[
355,
137,
369,
156
],
[
371,
137,
406,
156
],
[
408,
137,
419,
156
],
[
421,... |
Evidence of Student ELD Performance Common Core Vocabulary Knowledge & Skills Instructional Achievement Level Descriptors Attainment Outcomes (WIDA) Essential Elements Students: draw on information Students know or are Entering/Beginning EERI.5.7. Use print Level IV Students will: from multiple print or able to: (Readi... | Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: locate an answer quickly or solve a problem efficiently using information from multiple print or digital sources draw on information from mult... | 0.58452 | [
0,
1,
2,
15,
7,
8,
9,
10,
3,
4,
16,
17,
5,
6,
18,
19,
11,
12,
13,
14,
20,
56,
57,
58,
59,
83,
84,
85,
86,
100,
101,
114,
115,
128,
129,
130,
131,
154,
21,
22,
23,
36,
37,
38,
39,
60,
61,
102,
103,
116,
117,
118,
... | 5th-ELA-Pacing-Guide-Version-4.docx | task-427-482 | 44 | [
[
39,
243,
81,
268
],
[
84,
243,
93,
268
],
[
96,
243,
132,
268
],
[
371,
243,
393,
268
],
[
396,
243,
457,
268
],
[
489,
243,
532,
268
],
[
535,
243,
558,
268
],
[
170,
... | [
[
39,
243,
81,
268
],
[
84,
243,
93,
268
],
[
96,
243,
132,
268
],
[
59,
267,
112,
292
],
[
170,
255,
224,
280
],
[
258,
255,
310,
280
],
[
313,
255,
322,
280
],
[
325,
... |
a. Orient the reader by organizes story events establishing a situation and to determine logical introducing a narrator sequence that results in and/or characters; organize a conclusion an event sequence that utilizes appropriate unfolds naturally. transitional b. Use narrative techniques, words/phrases and such as dia... | a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety ... | 0.525586 | [
0,
1,
2,
3,
4,
8,
9,
10,
11,
15,
16,
17,
22,
23,
24,
27,
28,
29,
30,
33,
34,
36,
37,
38,
39,
42,
43,
44,
49,
50,
51,
52,
55,
56,
57,
60,
61,
62,
63,
67,
68,
69,
70,
74,
77,
78,
79,
80,
81,
86,
87,
88,
91,
92,
... | 5th-ELA-Pacing-Guide-Version-4.docx | task-427-482 | 68 | [
[
49,
56,
58,
82
],
[
64,
56,
94,
82
],
[
97,
56,
112,
82
],
[
115,
56,
144,
82
],
[
147,
56,
159,
82
],
[
241,
58,
287,
84
],
[
290,
58,
314,
84
],
[
317,
58,
347,... | [
[
49,
56,
58,
82
],
[
64,
56,
94,
82
],
[
97,
56,
112,
82
],
[
115,
56,
144,
82
],
[
147,
56,
159,
82
],
[
64,
79,
121,
105
],
[
124,
79,
129,
105
],
[
132,
79,
173... |
Collaboration Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify a speaker’s: points Summarize the points a claims speaker makes and explain reasons and evidence how each claim is supported by reasons and evidence. Summarize the points a speaker makes Explain how each of a is speaker’s claims supported by reasons and... | Collaboration Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Quarter 1: Quarter 2: Quarter 3: Identify a speaker’s: points claims reasons and evidence Summarize the points a speaker makes Explain how each of a speaker’s claims is supported by reasons and evidence Q... | 0.622965 | [
0,
13,
14,
15,
16,
18,
19,
20,
21,
25,
26,
27,
28,
29,
30,
31,
32,
33,
1,
2,
3,
4,
5,
6,
9,
10,
11,
12,
17,
22,
23,
24,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
46,
47,
45,
48,
49,
50,
51,
52,
7,
8,
53,
54... | 5th-ELA-Pacing-Guide-Version-4.docx | task-427-482 | 100 | [
[
371,
57,
442,
84
],
[
188,
80,
229,
107
],
[
232,
80,
242,
107
],
[
371,
80,
413,
107
],
[
416,
80,
425,
107
],
[
545,
80,
587,
107
],
[
590,
80,
599,
107
],
[
759,
8... | [
[
371,
57,
442,
84
],
[
35,
172,
90,
198
],
[
92,
172,
107,
198
],
[
110,
172,
139,
198
],
[
142,
172,
147,
198
],
[
35,
194,
71,
221
],
[
74,
194,
105,
221
],
[
108,
1... |
or viewing, students: explain are able to: Students are able to makes. Ex. Restate the main point in own words and highlight supporting points speaker’s point to evidence to selected from a list of choices. summarize a speaker's claim techniques for attentive support a claim Ex. State the main point and list some suppo... | or viewing, students: summarize a speaker's points explain how each claim is supported by reasons and evidence explain claim reasons evidence are able to: techniques for attentive listening techniques for recording main points, claims, reasons, and evidence while listening to a speaker signal words included in speeches... | 0.639629 | [
0,
1,
2,
35,
36,
37,
59,
71,
72,
73,
74,
91,
92,
93,
94,
113,
114,
3,
38,
62,
90,
4,
5,
6,
39,
40,
41,
60,
75,
76,
95,
96,
97,
115,
116,
117,
134,
135,
137,
138,
139,
140,
158,
159,
160,
181,
182,
183,
184,
202,
203,... | 5th-ELA-Pacing-Guide-Version-4.docx | task-427-482 | 101 | [
[
31,
56,
40,
80
],
[
43,
56,
80,
80
],
[
83,
56,
122,
80
],
[
146,
56,
179,
80
],
[
249,
56,
263,
80
],
[
266,
56,
284,
80
],
[
286,
56,
298,
80
],
[
361,
56,
398,... | [
[
31,
56,
40,
80
],
[
43,
56,
80,
80
],
[
83,
56,
122,
80
],
[
31,
103,
79,
127
],
[
81,
103,
86,
127
],
[
89,
103,
128,
127
],
[
31,
127,
57,
151
],
[
31,
173,
63,... |
a. Interpret figurative language, including Recognize and explain meanings Recognize and explain meanings of: similes and metaphors, in of: idioms context. idioms adages b. Recognize and explain adages proverbs the meaning of common proverbs idioms, adages, and Utilize: proverbs. Utilize: synonyms c. Use the relationsh... | a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Recognize and explain meanings of: i... | 0.440021 | [
0,
1,
2,
3,
4,
14,
15,
16,
17,
20,
23,
24,
25,
26,
29,
30,
31,
32,
34,
35,
36,
38,
41,
42,
43,
44,
47,
48,
49,
52,
53,
59,
60,
65,
66,
67,
68,
69,
70,
71,
5,
6,
7,
8,
18,
21,
27,
33,
39,
45,
50,
54,
61,
62,
6... | 5th-ELA-Pacing-Guide-Version-4.docx | task-427-482 | 121 | [
[
43,
56,
52,
82
],
[
57,
56,
97,
82
],
[
101,
56,
147,
82
],
[
57,
79,
102,
105
],
[
105,
79,
151,
105
],
[
581,
79,
631,
105
],
[
634,
79,
651,
105
],
[
654,
79,
... | [
[
43,
56,
52,
82
],
[
57,
56,
97,
82
],
[
101,
56,
147,
82
],
[
57,
79,
102,
105
],
[
105,
79,
151,
105
],
[
57,
101,
90,
127
],
[
93,
101,
111,
127
],
[
114,
101,
... |
craft used to create/evoke emotion. Explain that on Julie there isn’t very much information Student Handout(s): Brinckloe or her background. Memory chart (resources for memoir) The teacher will read the author’s note. Guided Practice (3-5 min): Standards: Turn and Talk: What do you think inspired Julie Brinckloe ELAGSE... | craft used to create/evoke emotion. Explain that there isn’t very much information on Julie Brinckloe or her background. The teacher will read the author’s note. Guided Practice (3-5 min): Turn and Talk: What do you think inspired Julie Brinckloe write Fireflies? What emotion was created through the writing of this pie... | 0.775233 | [
0,
1,
2,
3,
4,
5,
6,
9,
10,
11,
12,
13,
7,
8,
16,
17,
18,
19,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
53,
54,
61,
62,
63,
64,
65,
66,
67,
68,
69,
70,
79,
80,
81,
82... | 5th-Grade-Narrative-Unit-Memoir1-1.docx | task-427-491 | 1 | [
[
102,
26,
138,
46
],
[
143,
26,
179,
46
],
[
184,
26,
199,
46
],
[
204,
26,
303,
46
],
[
308,
26,
377,
46
],
[
102,
61,
163,
81
],
[
168,
61,
198,
81
],
[
472,
61,
... | [
[
102,
26,
138,
46
],
[
143,
26,
179,
46
],
[
184,
26,
199,
46
],
[
204,
26,
303,
46
],
[
308,
26,
377,
46
],
[
102,
61,
163,
81
],
[
168,
61,
198,
81
],
[
202,
64,
... |
Length of _____ Length of your math _____ cm _____ m _____ m cm your desk book Mass of a Mass of an _____ _____ g _____ g _____ kg pencil eraser kg Liquid Liquid _____ volume of volume of _____ mL _____ L _____ L mL water milk carton bottle Height of a _____ Height of a _____ _____ ft. _____ yd. chair ft. door yd. Liqu... | Length of your math book _____ cm _____ cm _____ m Length of your desk _____ m Mass of a pencil _____ g _____ g _____ kg Mass of an eraser _____ kg Liquid volume of milk carton _____ mL _____ mL _____ L Liquid volume of water bottle _____ L Height of a chair _____ ft. _____ ft. _____ yd. Height of a door _____ yd. Liqu... | 0.559623 | [
0,
1,
5,
6,
16,
2,
13,
7,
8,
9,
10,
3,
4,
14,
15,
11,
12,
17,
18,
19,
30,
24,
25,
26,
27,
28,
29,
20,
21,
22,
31,
23,
32,
34,
38,
39,
48,
49,
35,
46,
40,
41,
42,
43,
33,
36,
37,
47,
50,
44,
45,
51,
52,
53,
63... | 5th-Math-Unit-6.docx | task-427-510 | 21 | [
[
84,
121,
146,
142
],
[
152,
121,
173,
142
],
[
215,
132,
276,
153
],
[
744,
132,
807,
153
],
[
813,
132,
833,
153
],
[
82,
143,
122,
164
],
[
128,
143,
174,
164
],
[
367,... | [
[
84,
121,
146,
142
],
[
152,
121,
173,
142
],
[
82,
143,
122,
164
],
[
128,
143,
174,
164
],
[
107,
164,
150,
185
],
[
215,
132,
276,
153
],
[
233,
153,
258,
174
],
[
367,... |
Task Type/Grouping Task Name Content Addressed Strategy Standard(s) Task Description Plotting points on a coordinate MGSE5.G.1 Discovering how to plot points Practice/Small group or pairs grid MGSE5.G.2 on a coordinate grid Plotting points on a MGSE5.G.1 Using a coordinate grid as a Practice/Small group coordinate grid... | Task Name Task Type/Grouping Strategy Content Addressed Standard(s) Task Description Practice/Small group or pairs Plotting points on a coordinate grid MGSE5.G.1 MGSE5.G.2 Discovering how to plot points on a coordinate grid Practice/Small group Plotting points on a coordinate grid MGSE5.G.1 MGSE5.G.2 Using a coordinate... | 0.504933 | [
2,
3,
0,
1,
6,
4,
5,
7,
8,
9,
21,
22,
23,
24,
10,
11,
12,
13,
14,
25,
15,
26,
16,
17,
18,
19,
20,
27,
28,
29,
30,
42,
43,
31,
32,
33,
34,
44,
45,
35,
46,
36,
37,
38,
39,
40,
41,
47,
51,
52,
53,
54,
48,
55,
56... | 5th-Math-Unit-7.docx | task-427-511 | 9 | [
[
250,
128,
282,
155
],
[
286,
128,
386,
155
],
[
100,
140,
132,
167
],
[
136,
140,
174,
167
],
[
444,
140,
496,
167
],
[
500,
140,
568,
167
],
[
291,
151,
345,
178
],
[
63... | [
[
100,
140,
132,
167
],
[
136,
140,
174,
167
],
[
250,
128,
282,
155
],
[
286,
128,
386,
155
],
[
291,
151,
345,
178
],
[
444,
140,
496,
167
],
[
500,
140,
568,
167
],
[
63... |
As your students complete fourth quarter, emphasize the independent ability to analyze and respond to texts with increasing text complexity in terms of vocabulary, concept load, structure, and author’s techniques. and Structure Author’s Craft Ask students to identify/give examples of each of and these author’s “tools” ... | As your students complete fourth quarter, emphasize the independent ability to analyze and respond to texts with increasing text complexity in terms of vocabulary, concept load, structure, and author’s techniques. Author’s Craft and Structure Ask students to identify/give examples of each of these author’s “tools” and ... | 0.50275 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
32,
33,
30,
31,
34,
35,
36,
37,
38,
39,
40,
41,
43,
44,
45,
42,
46,
47,
48,
49,
50,
51,
52,
56,
57... | 5thGrade4thquarter.docx | task-427-554 | 6 | [
[
117,
61,
140,
82
],
[
146,
61,
184,
82
],
[
189,
61,
263,
82
],
[
269,
61,
348,
82
],
[
354,
61,
404,
82
],
[
410,
61,
477,
82
],
[
482,
61,
577,
82
],
[
583,
61,
... | [
[
117,
61,
140,
82
],
[
146,
61,
184,
82
],
[
189,
61,
263,
82
],
[
269,
61,
348,
82
],
[
354,
61,
404,
82
],
[
410,
61,
477,
82
],
[
482,
61,
577,
82
],
[
583,
61,
... |
Newsletters Data Analysis 10% Sample CRCT 5th Grade Questions: https:// Frameworks/Pages/BrowseFramew Measurement 32% orks/mathK-5.aspx Other 5th Grade Resources mponents/links/links.php?sectionde tailid=28337 Math CSI | Data Analysis 10% Measurement 32% Math CSI Newsletters Sample CRCT 5th Grade Questions: https:// Frameworks/Pages/BrowseFramew orks/mathK-5.aspx Other 5th Grade Resources mponents/links/links.php?sectionde tailid=28337 | 0.648112 | [
1,
2,
3,
11,
12,
20,
21,
0,
4,
5,
6,
7,
8,
9,
10,
13,
14,
15,
16,
17,
18,
19
] | 5th_grade_math_georgia_milestones_study_guide.docx | task-427-614 | 3 | [
[
746,
101,
840,
123
],
[
45,
102,
81,
124
],
[
85,
102,
151,
124
],
[
155,
102,
186,
124
],
[
666,
146,
723,
168
],
[
727,
146,
771,
168
],
[
775,
146,
795,
167
],
[
798,
... | [
[
45,
102,
81,
124
],
[
85,
102,
151,
124
],
[
155,
102,
186,
124
],
[
45,
211,
148,
234
],
[
152,
211,
183,
234
],
[
164,
820,
204,
843
],
[
207,
820,
234,
843
],
[
746,
... |
Suggested Performance Disciplinary Suggested Science & Engr. Crosscutting Phenomena Expectation(PE) Core Activity Practices (SEP) Concepts (CCC) Idea (DCI) Whipped Cream 5-PS1-1 PS1.A Observe and Developing and Cause and Effect investigate the States Using Models How does a pint of of Matter PhET whipping cream simulat... | Suggested Phenomena Performance Expectation(PE) Disciplinary Core Idea (DCI) Suggested Activity Science & Engr. Practices (SEP) Crosscutting Concepts (CCC) Whipped Cream How does a pint of whipping cream change to whipped cream? 5-PS1-1 PS1.A Observe and investigate the States of Matter PhET simulation on to understand... | 0.411535 | [
0,
8,
1,
9,
2,
10,
16,
17,
3,
11,
4,
5,
6,
12,
13,
7,
14,
15,
18,
19,
34,
35,
36,
37,
38,
42,
43,
47,
48,
49,
53,
20,
21,
22,
23,
29,
30,
31,
39,
40,
41,
44,
45,
46,
50,
51,
52,
54,
55,
56,
57,
24,
25,
32,
33... | 5th_grade_segment_1.docx | task-427-631 | 2 | [
[
119,
123,
194,
145
],
[
243,
123,
337,
145
],
[
365,
123,
450,
145
],
[
529,
123,
605,
145
],
[
655,
123,
710,
145
],
[
714,
123,
726,
145
],
[
730,
123,
767,
145
],
[
79... | [
[
119,
123,
194,
145
],
[
112,
151,
201,
174
],
[
243,
123,
337,
145
],
[
232,
151,
348,
174
],
[
365,
123,
450,
145
],
[
365,
151,
399,
174
],
[
387,
178,
419,
201
],
[
42... |
temperature increase along with thermal conductivity. Rock and a piece 3-5-ETS1-3 ETS1.B Design a tower with Planning and Structure and of chalk ETS1.C choice of materials Carrying Out Function based on properties to Investigation Ask the students meet a required height what is the and hold a specified Constructing dif... | temperature increase along with thermal conductivity. Rock and a piece of chalk Ask the students what is the difference between the two minerals? Investigate the word properties with this phenomenon. 3-5-ETS1-3 ETS1.B ETS1.C Design a tower with choice of materials based on properties to meet a required height and hold ... | 0.495576 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
20,
21,
34,
35,
36,
41,
42,
43,
49,
53,
54,
55,
57,
59,
60,
61,
62,
63,
64,
65,
10,
11,
22,
12,
13,
14,
15,
23,
24,
25,
29,
30,
31,
32,
37,
38,
39,
40,
44,
45,
46,
47,
50,
16,
17... | 5th_grade_segment_1.docx | task-427-631 | 4 | [
[
496,
122,
575,
141
],
[
579,
122,
630,
141
],
[
496,
146,
530,
165
],
[
533,
146,
561,
165
],
[
564,
146,
613,
165
],
[
496,
170,
575,
189
],
[
98,
195,
127,
214
],
[
130... | [
[
496,
122,
575,
141
],
[
579,
122,
630,
141
],
[
496,
146,
530,
165
],
[
533,
146,
561,
165
],
[
564,
146,
613,
165
],
[
496,
170,
575,
189
],
[
98,
195,
127,
214
],
[
130... |
(Mid January) Unit Fractions Topic Time CCSS Lessons Fractions 30 days 5.NF.1. Concept of Fractions 5.NF.2 Common Denominators 5.NF.3 Equivalent Fractions 5.NF.4a 5.NF.4b Add Fractions 5.NF.5a Subtract Fractions 5.NF.5b 5.NF.6 Multiply Fractions 5.NF.7a Divide Fractions and whole numbers 5.NF.7b 5.NF.7c Mixed Numbers (... | (Mid January) Unit Fractions Topic Time CCSS Lessons Fractions 30 days 5.NF.1. 5.NF.2 5.NF.3 5.NF.4a 5.NF.4b 5.NF.5a 5.NF.5b 5.NF.6 5.NF.7a 5.NF.7b 5.NF.7c Concept of Fractions Common Denominators Equivalent Fractions Add Fractions Subtract Fractions Multiply Fractions Divide Fractions and whole numbers Mixed Numbers (... | 0.641351 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
15,
18,
21,
22,
25,
28,
29,
32,
38,
39,
12,
13,
14,
16,
17,
19,
20,
23,
24,
26,
27,
30,
31,
33,
34,
35,
36,
37,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5th_gr_math_scope_and_seq__2018-2019.docx | task-427-648 | 1 | [
[
388,
48,
426,
63
],
[
430,
48,
498,
63
],
[
117,
212,
151,
228
],
[
156,
212,
229,
228
],
[
45,
232,
89,
247
],
[
187,
232,
228,
247
],
[
276,
232,
315,
247
],
[
388,
... | [
[
388,
48,
426,
63
],
[
430,
48,
498,
63
],
[
117,
212,
151,
228
],
[
156,
212,
229,
228
],
[
45,
232,
89,
247
],
[
187,
232,
228,
247
],
[
276,
232,
315,
247
],
[
388,
... |
How does the amount of vinegar affect Why do some plants move? how large the balloon blows up? A student notices that some of the plants at Conduct an experiment with mixtures of home lean in different directions and different baking soda and vinegar to make a balloon amounts. The student does some research and blow up... | How does the amount of vinegar affect how large the balloon blows up? Conduct an experiment with mixtures of baking soda and vinegar to make a balloon blow up. Change the amount of vinegar each time and measure the circumference of the balloon to compare results. Why do some plants move? A student notices that some of ... | 0.798628 | [
0,
1,
2,
3,
4,
5,
6,
12,
13,
14,
15,
16,
17,
27,
28,
29,
30,
31,
32,
40,
41,
42,
43,
44,
45,
46,
47,
55,
56,
57,
58,
59,
60,
61,
62,
69,
70,
71,
72,
73,
74,
75,
82,
83,
84,
85,
7,
8,
9,
10,
11,
18,
19,
20,
21... | 5th_Science_Fair_Guide.docx | task-427-667 | 3 | [
[
119,
77,
164,
97
],
[
168,
77,
214,
97
],
[
219,
77,
250,
97
],
[
255,
77,
331,
97
],
[
335,
77,
355,
97
],
[
359,
77,
433,
97
],
[
438,
77,
492,
97
],
[
612,
77,
... | [
[
119,
77,
164,
97
],
[
168,
77,
214,
97
],
[
219,
77,
250,
97
],
[
255,
77,
331,
97
],
[
335,
77,
355,
97
],
[
359,
77,
433,
97
],
[
438,
77,
492,
97
],
[
149,
97,
... |
devices to enhance the plot 1.15Ci Produce an interpretive write an interpretative (SAR) response to an APES format/strategy, STAAR short answer composition response to an expository or literary text paper (10 lines) expository or a literary (short passage). Utilize text (e.g., essay or APES format. Short Answer Respon... | devices to enhance the plot 1.15Ci write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis Produce an interpretive (SAR) response to an expository or literary text (short passage). Utilize APES format. APES format/strategy, STA... | 0.64947 | [
0,
1,
2,
3,
4,
5,
9,
10,
11,
22,
23,
24,
32,
33,
34,
35,
39,
40,
41,
42,
55,
56,
62,
63,
64,
65,
66,
67,
68,
69,
6,
7,
8,
12,
13,
14,
15,
25,
26,
27,
28,
36,
37,
38,
43,
44,
16,
17,
18,
19,
20,
21,
29,
30,
31... | 5UO25o2zLi7ND0zm691kj2Lht1WtSqhcVAzepyb7FztijFeL.docx | task-427-723 | 2 | [
[
207,
153,
252,
175
],
[
256,
153,
268,
175
],
[
271,
153,
321,
175
],
[
325,
153,
343,
175
],
[
207,
176,
230,
198
],
[
86,
196,
127,
222
],
[
366,
196,
415,
222
],
[
419... | [
[
207,
153,
252,
175
],
[
256,
153,
268,
175
],
[
271,
153,
321,
175
],
[
325,
153,
343,
175
],
[
207,
176,
230,
198
],
[
86,
196,
127,
222
],
[
207,
199,
238,
221
],
[
241... |
expository or literary expository or a literary text (short passage). text (e.g., essay or Utilize APES format. review) that: (i) extends beyond a summary and literal analysis 1.15Cii Produce an interpretive Use SAR items in the grade ELAR short write an interpretative “9th folder”; (SAR) response to an passage for mod... | expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and literal analysis expository or literary text (short passage). Utilize APES format. 1.15Cii write an interpretative response to an expository or a literary text (e.g., essay or review) that: (ii) addresses the writing skills for... | 0.652853 | [
3,
4,
5,
6,
10,
11,
12,
13,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
0,
1,
2,
7,
8,
9,
14,
15,
16,
27,
39,
40,
41,
56,
57,
58,
62,
63,
64,
65,
69,
70,
71,
72,
76,
77,
78,
79,
80,
81,
82,
83,
84,
85,
86,
87,
88... | 5UO25o2zLi7ND0zm691kj2Lht1WtSqhcVAzepyb7FztijFeL.docx | task-427-723 | 9 | [
[
389,
150,
453,
176
],
[
456,
150,
469,
176
],
[
473,
150,
517,
176
],
[
207,
153,
271,
175
],
[
274,
153,
287,
175
],
[
291,
153,
297,
175
],
[
301,
153,
345,
175
],
[
38... | [
[
207,
153,
271,
175
],
[
274,
153,
287,
175
],
[
291,
153,
297,
175
],
[
301,
153,
345,
175
],
[
207,
176,
229,
198
],
[
233,
176,
264,
198
],
[
268,
176,
301,
198
],
[
30... |
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are Developing identified. Processes used to ensure Accomplishment: The Scranton School District hired a Chief Academic Officer to lead in curriculum development and ensure fidelity to teacher tr... | Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Developing Processes used to ensure Accomplishment: The Scranton School District hired a Chief Academic Officer to lead in curriculum development and ensure fidelity to teacher tr... | 0.942844 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
19,
18,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5V1cTyYbwnsLl4n7niZA30ZbyYKKWQsnX5Xc9IY1oYlcUXb1.docx | task-427-726 | 11 | [
[
147,
92,
242,
108
],
[
246,
92,
270,
108
],
[
274,
92,
389,
108
],
[
393,
92,
409,
108
],
[
413,
92,
481,
108
],
[
485,
92,
501,
108
],
[
505,
92,
532,
108
],
[
536,
... | [
[
147,
92,
242,
108
],
[
246,
92,
270,
108
],
[
274,
92,
389,
108
],
[
393,
92,
409,
108
],
[
413,
92,
481,
108
],
[
485,
92,
501,
108
],
[
505,
92,
532,
108
],
[
536,
... |
classrooms Implemented in Flexible instructional time or other schedule-related practices are 50% or more of used to meet student needs. district classrooms Implemented in 50% or more of Differentiated instruction is used to meet student needs. district classrooms Implemented in A variety of practices that may include ... | classrooms Flexible instructional time or other schedule-related practices are used to meet student needs. Implemented in 50% or more of district classrooms Differentiated instruction is used to meet student needs. Implemented in 50% or more of district classrooms A variety of practices that may include structured grou... | 0.858201 | [
0,
3,
4,
5,
6,
7,
8,
9,
10,
15,
16,
17,
18,
19,
1,
2,
11,
12,
13,
14,
20,
21,
28,
29,
30,
31,
32,
33,
34,
35,
22,
23,
24,
25,
26,
27,
36,
37,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
54,
55,
56,
57,
58,
59,
60... | 5V1cTyYbwnsLl4n7niZA30ZbyYKKWQsnX5Xc9IY1oYlcUXb1.docx | task-427-726 | 13 | [
[
746,
90,
832,
107
],
[
728,
109,
831,
126
],
[
835,
109,
850,
126
],
[
147,
124,
212,
141
],
[
216,
124,
324,
141
],
[
328,
124,
365,
141
],
[
369,
124,
388,
141
],
[
392... | [
[
746,
90,
832,
107
],
[
147,
124,
212,
141
],
[
216,
124,
324,
141
],
[
328,
124,
365,
141
],
[
369,
124,
388,
141
],
[
392,
124,
437,
141
],
[
441,
124,
581,
141
],
[
585... |
FTE Location/Building Grade Building Type of Level of Age Caseload Type Support Support Range Northeast A Middle A building in Itinerant Learning 12 to 2 0.25 Intermediate School School which General Support 13 Building Education programs are operated Northeast A Middle A building in Supplemental Learning 12 to 10 0.75... | Location/Building Grade Building Type Type of Support Level of Support Age Range Caseload FTE Northeast Intermediate School A Middle School Building A building in which General Education programs are operated Itinerant Learning Support 12 to 13 2 0.25 Northeast Intermediate School A Middle School Building A building in... | 0.621042 | [
1,
2,
3,
10,
4,
5,
11,
6,
7,
12,
8,
13,
9,
0,
14,
26,
27,
15,
16,
28,
33,
17,
18,
19,
29,
30,
34,
35,
36,
37,
20,
21,
31,
22,
23,
32,
24,
25,
38,
50,
51,
39,
40,
52,
60,
41,
42,
43,
53,
54,
61,
65,
66,
68,
44... | 5V1cTyYbwnsLl4n7niZA30ZbyYKKWQsnX5Xc9IY1oYlcUXb1.docx | task-427-726 | 76 | [
[
860,
91,
888,
106
],
[
121,
93,
257,
108
],
[
290,
93,
335,
108
],
[
384,
93,
448,
108
],
[
516,
93,
554,
108
],
[
557,
93,
572,
108
],
[
626,
93,
666,
108
],
[
670,
... | [
[
121,
93,
257,
108
],
[
290,
93,
335,
108
],
[
384,
93,
448,
108
],
[
397,
106,
435,
121
],
[
516,
93,
554,
108
],
[
557,
93,
572,
108
],
[
514,
106,
574,
121
],
[
626,
... |
Intermediate School School which (Less Than 80% Support 14 Building General but More Than Education 20%) programs are operated Program Position #53 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: September 6, 2016 Average square feet in regular classrooms: s... | Intermediate School School Building which General Education programs are operated (Less Than 80% but More Than 20%) Support 14 Program Position #53 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: September 6, 2016 Average square feet in regular classrooms: s... | 0.624935 | [
0,
1,
2,
9,
3,
10,
14,
16,
17,
18,
4,
5,
6,
11,
12,
13,
15,
7,
8,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5V1cTyYbwnsLl4n7niZA30ZbyYKKWQsnX5Xc9IY1oYlcUXb1.docx | task-427-726 | 85 | [
[
117,
90,
208,
104
],
[
212,
90,
258,
104
],
[
280,
90,
326,
104
],
[
365,
90,
408,
104
],
[
480,
90,
517,
104
],
[
520,
90,
556,
104
],
[
560,
90,
592,
104
],
[
613,
... | [
[
117,
90,
208,
104
],
[
212,
90,
258,
104
],
[
280,
90,
326,
104
],
[
280,
102,
339,
117
],
[
365,
90,
408,
104
],
[
365,
102,
419,
117
],
[
365,
114,
436,
129
],
[
365,
... |
PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: September 6, 2016 Average square feet in regular classrooms: 650 sq. ft. Square footage of this classroom: 650 sq. ft. (26 feet long x 25 feet wide) PROGRAM SEGMENTS FTE Location/Building Grade Building Type of Level of Age Caseload Type Support S... | PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: September 6, 2016 Average square feet in regular classrooms: 650 sq. ft. Square footage of this classroom: 650 sq. ft. (26 feet long x 25 feet wide) PROGRAM SEGMENTS Location/Building Grade Building Type Type of Support Level of Support Age Range ... | 0.638712 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
37,
38,
39,
46,
40,
41,
47,
42,
43,
48,
44,
49,
45,
36,
50,
51,
62,
68,
73... | 5V1cTyYbwnsLl4n7niZA30ZbyYKKWQsnX5Xc9IY1oYlcUXb1.docx | task-427-726 | 116 | [
[
199,
93,
281,
107
],
[
285,
93,
365,
107
],
[
369,
93,
481,
107
],
[
248,
110,
288,
124
],
[
292,
110,
414,
124
],
[
248,
126,
365,
140
],
[
369,
126,
409,
140
],
[
413,
... | [
[
199,
93,
281,
107
],
[
285,
93,
365,
107
],
[
369,
93,
481,
107
],
[
248,
110,
288,
124
],
[
292,
110,
414,
124
],
[
248,
126,
365,
140
],
[
369,
126,
409,
140
],
[
413,
... |
of Oregon, Grand Canyon University, Duquesne University, UC Santa Cruz, Farleigh Dickinson University Cedric Gonzales Natalie Gudino Brian Hernandez Joanna Hernandez CSU Northridge CSU San Bernardino, Santa Monica College, CSU Northridge, Mount CSU Bakersfield, CSU CSU Northridge Saint Mary’s University Chico, CSU Sacr... | of Oregon, Grand Canyon University, Duquesne University, UC Santa Cruz, Farleigh Dickinson University Cedric Gonzales CSU Northridge Natalie Gudino CSU San Bernardino, CSU Bakersfield, CSU Chico, CSU Sacramento, Biola University Brian Hernandez Santa Monica College, CSU Northridge Joanna Hernandez CSU Northridge, Mount... | 0.501101 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
21,
22,
15,
16,
23,
24,
25,
32,
33,
34,
40,
41,
42,
43,
44,
17,
18,
26,
27,
28,
35,
36,
19,
20,
29,
30,
31,
37,
38,
39,
45,
46,
53,
54,
55,
64,
65,
47,
48,
56... | 5Z3CrnuZrLprK2O1004qpzHwb1qqj04QKnOrc1d40dQQh3EG.docx | task-427-816 | 2 | [
[
317,
94,
333,
108
],
[
337,
94,
396,
108
],
[
400,
94,
445,
108
],
[
317,
111,
372,
125
],
[
376,
111,
455,
125
],
[
317,
128,
391,
141
],
[
395,
128,
474,
141
],
[
317,
... | [
[
317,
94,
333,
108
],
[
337,
94,
396,
108
],
[
400,
94,
445,
108
],
[
317,
111,
372,
125
],
[
376,
111,
455,
125
],
[
317,
128,
391,
141
],
[
395,
128,
474,
141
],
[
317,
... |
Retainers and novel fee arrangements Top of Form Introduction The PSC (Professional Standards Committee) and PCCC (Professional Conduct and Complaints Committee) are sometimes asked to consider the propriety of "retainers" or other novel fee arrangements, particularly in relation to problems of conflict of interest in ... | Retainers and novel fee arrangements Top of Form Introduction The PSC (Professional Standards Committee) and PCCC (Professional Conduct and Complaints Committee) are sometimes asked to consider the propriety of "retainers" or other novel fee arrangements, particularly in relation to problems of conflict of interest in ... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5_-_barristers_acting_under_a_retainer_and_or_under_other_novel_fee_arrangements.docx | task-427-866 | 0 | [
[
120,
82,
266,
113
],
[
275,
82,
332,
113
],
[
340,
82,
423,
113
],
[
433,
82,
479,
113
],
[
487,
82,
698,
113
],
[
463,
127,
486,
140
],
[
490,
127,
501,
140
],
[
505,
... | [
[
120,
82,
266,
113
],
[
275,
82,
332,
113
],
[
340,
82,
423,
113
],
[
433,
82,
479,
113
],
[
487,
82,
698,
113
],
[
463,
127,
486,
140
],
[
490,
127,
501,
140
],
[
505,
... |
Notice that the lines containing the altitudes are concurrent at Q. This point of concurrency is the Orthocenter of the triangle Level 3 Assignment 5.1 Level 3 1. Find the value of x and y Pg 243 13-16, 2.Find the value of x 3. Find x. Find 4. x. 5. Find x and y Level 4 Assignment 11.1 Level 4 Worksheet 11.1 Perimeter ... | Notice that the lines containing the altitudes are concurrent at Q. This point of concurrency is the Orthocenter of the triangle Level 3 1. Find the value of x and y 2.Find the value of x 3. Find x. 4. Find x. 5. Find x and y Assignment 5.1 Level 3 Pg 243 13-16, Level 4 Perimeter of a Triangle- To find the perimeter of... | 0.861375 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
27,
28,
29,
30,
31,
32,
33,
34,
38,
39,
40,
41,
42,
43,
44,
45,
47,
46,
48,
49,
50,
51,
52,
53,
23,
24,
25,
26,
35,
36,
37,
54... | 5_1and11_2%20notes%20_PA_.docx | task-427-948 | 3 | [
[
58,
43,
111,
63
],
[
115,
43,
145,
63
],
[
150,
43,
174,
63
],
[
179,
43,
216,
63
],
[
221,
43,
303,
63
],
[
308,
43,
332,
63
],
[
337,
43,
404,
63
],
[
409,
43,
... | [
[
58,
43,
111,
63
],
[
115,
43,
145,
63
],
[
150,
43,
174,
63
],
[
179,
43,
216,
63
],
[
221,
43,
303,
63
],
[
308,
43,
332,
63
],
[
337,
43,
404,
63
],
[
409,
43,
... |
The following are the standard definitions provided in the System of Environmental-Economic Accounting, Central Framework (SEEA-CF). The specific paragraphs in the SEEA-CF, where the definitions can be found, are provided in parenthesis: Abstraction Abstraction is defined as the amount of water that is removed from any... | The following are the standard definitions provided in the System of Environmental-Economic Accounting, Central Framework (SEEA-CF). The specific paragraphs in the SEEA-CF, where the definitions can be found, are provided in parenthesis: Abstraction Abstraction is defined as the amount of water that is removed from any... | 0.956792 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5_1b%20Physical%20Flows%20Water%20workbook%201%202%206.docx | task-427-949 | 1 | [
[
110,
103,
138,
121
],
[
144,
103,
214,
121
],
[
220,
103,
242,
121
],
[
248,
103,
270,
121
],
[
276,
103,
337,
121
],
[
343,
103,
420,
121
],
[
426,
103,
490,
121
],
[
49... | [
[
110,
103,
138,
121
],
[
144,
103,
214,
121
],
[
220,
103,
242,
121
],
[
248,
103,
270,
121
],
[
276,
103,
337,
121
],
[
343,
103,
420,
121
],
[
426,
103,
490,
121
],
[
49... |
ACTION LOG: OPEN ITEMS # Date opened Action Who Update Date due Date closed Design a written instruction form for data controllers to instruct data 021 15/03/2018 KS 17/05/2018 processors for use by the Governing Group and take to a future meeting for sign off. Discover team to work with NWL IG support to issue 022 15/... | ACTION LOG: OPEN ITEMS # Date opened Action Who Update Date due Date closed 021 15/03/2018 Design a written instruction form for data controllers to instruct data processors for use by the Governing Group and take to a future meeting for sign off. KS 17/05/2018 022 15/03/2018 Discover team to work with NWL IG support t... | 0.796682 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
25,
26,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
27,
28,
55,
56,
45,
46,
47,
48,
49,
50,
51,
52... | 5_2018.03.15_DataflowsSecurityAccessSubGroup_Minutes.docx | task-428-11 | 4 | [
[
428,
218,
471,
237
],
[
474,
218,
500,
237
],
[
503,
218,
534,
237
],
[
537,
218,
571,
237
],
[
92,
271,
98,
289
],
[
168,
271,
194,
289
],
[
197,
271,
238,
289
],
[
276,... | [
[
428,
218,
471,
237
],
[
474,
218,
500,
237
],
[
503,
218,
534,
237
],
[
537,
218,
571,
237
],
[
92,
271,
98,
289
],
[
168,
271,
194,
289
],
[
197,
271,
238,
289
],
[
276,... |
feasible. if develops were made. SUBJECT ACCESS 15/03/2018 Agreed to close. REQUESTS: Make amendments to the Holding on to current letter and liaise with position (WSIC refer ENW to implement to DCs). Do want to new template. seek assurance from Brent CCG that they are responding with latest template letter by giving a... | feasible. if develops were made. 003 23/11/2017 SUBJECT ACCESS REQUESTS: Make amendments to the letter and liaise with ENW to implement new template. AL 15/03/2018 Agreed to close. Holding on to current position (WSIC refer to DCs). Do want to seek assurance from Brent CCG that they are responding with latest template ... | 0.774081 | [
0,
1,
2,
3,
4,
60,
61,
5,
6,
11,
12,
13,
14,
15,
20,
21,
22,
23,
27,
28,
29,
35,
36,
62,
7,
8,
9,
10,
16,
17,
18,
19,
24,
25,
26,
30,
31,
32,
33,
34,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51... | 5_2018.03.15_DataflowsSecurityAccessSubGroup_Minutes.docx | task-428-11 | 6 | [
[
287,
246,
332,
264
],
[
544,
246,
551,
264
],
[
554,
246,
602,
264
],
[
605,
246,
632,
264
],
[
544,
268,
578,
287
],
[
287,
294,
333,
312
],
[
336,
294,
376,
312
],
[
54... | [
[
287,
246,
332,
264
],
[
544,
246,
551,
264
],
[
554,
246,
602,
264
],
[
605,
246,
632,
264
],
[
544,
268,
578,
287
],
[
129,
576,
149,
594
],
[
171,
576,
234,
594
],
[
28... |
EE3.NBT.1. Identify a number. AK Grade-Level Clusters AK-DLM Ex. Point to any number from one to three on a number line. Essential Elements Ex. Participate in a cake walk. When the music stops, look to see if they are on the number that is called out. Instructional Examples Ex. Identify a number when point to or presen... | AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples EE3.NBT.1. Identify a number. Ex. Point to any number from one to three on a number line. Ex. Participate in a cake walk. When the music stops, look to see if they are on the number that is called out. Ex. Identify a number when point to or presen... | 0.730132 | [
4,
5,
6,
7,
21,
22,
46,
47,
0,
1,
2,
3,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
48,
49,
50,
51,
52,
53,
54... | 5_AK-DLM_EE_Math_Grade3_draft_Jul2014.docx | task-428-141 | 9 | [
[
441,
69,
510,
88
],
[
513,
69,
560,
88
],
[
564,
69,
571,
88
],
[
575,
69,
627,
88
],
[
94,
80,
111,
100
],
[
115,
80,
190,
100
],
[
194,
80,
244,
100
],
[
305,
80,
... | [
[
94,
80,
111,
100
],
[
115,
80,
190,
100
],
[
194,
80,
244,
100
],
[
305,
80,
357,
100
],
[
292,
99,
348,
119
],
[
351,
99,
409,
119
],
[
217,
152,
297,
172
],
[
300,
... |
Handling Know how to prepare and present 3 applications and yourself well when going through a interviews selection process (16) Managing Show that you can be positive, flexible 7 changes and and well-prepared at transition points in transitions your life (17) Careers, Employability and Enterprise Audit against the CDI... | Handling applications and interviews (16) Know how to prepare and present yourself well when going through a selection process 3 Managing changes and transitions (17) Show that you can be positive, flexible and well-prepared at transition points in your life 7 Careers, Employability and Enterprise Audit against the CDI... | 0.679208 | [
0,
8,
9,
16,
19,
1,
2,
3,
4,
5,
6,
10,
11,
12,
13,
14,
15,
17,
18,
7,
20,
29,
30,
37,
40,
21,
22,
23,
24,
25,
26,
27,
31,
32,
33,
34,
35,
36,
38,
39,
28,
41,
42,
43,
44,
45,
46,
47,
48,
49,
54,
55,
56,
57,
58... | 5_CDI_career_framework-audit_against_key_stage.docx | task-428-220 | 7 | [
[
92,
119,
132,
139
],
[
183,
119,
212,
141
],
[
215,
119,
236,
141
],
[
239,
119,
248,
141
],
[
251,
119,
287,
141
],
[
290,
119,
307,
141
],
[
310,
119,
344,
141
],
[
417... | [
[
92,
119,
132,
139
],
[
92,
136,
143,
157
],
[
146,
136,
162,
157
],
[
92,
154,
136,
174
],
[
92,
171,
110,
191
],
[
183,
119,
212,
141
],
[
215,
119,
236,
141
],
[
239,
... |
Be able to draw conclusions from Investigating jobs 5 and labour market researching and evaluating relevant information labour market information (LMI) to (LMI) support your future plans (7) Valuing equality, Reflect critically on the ethical, legal and 3 diversity and business case for equality, diversity and inclusio... | Investigating jobs and labour market information (LMI) (7) Be able to draw conclusions from researching and evaluating relevant labour market information (LMI) to support your future plans 5 Valuing equality, diversity and inclusion (8) Reflect critically on the ethical, legal and business case for equality, diversity ... | 0.578818 | [
6,
7,
9,
10,
11,
16,
22,
27,
0,
1,
2,
3,
4,
5,
12,
13,
14,
15,
17,
18,
19,
20,
21,
23,
24,
25,
26,
8,
28,
29,
38,
39,
46,
53,
30,
31,
32,
33,
34,
35,
36,
40,
41,
42,
43,
44,
45,
47,
48,
49,
50,
51,
52,
54,
55... | 5_CDI_career_framework-audit_against_key_stage.docx | task-428-220 | 13 | [
[
184,
156,
197,
179
],
[
200,
156,
220,
179
],
[
223,
156,
232,
179
],
[
235,
156,
259,
179
],
[
261,
156,
318,
179
],
[
321,
156,
344,
179
],
[
92,
157,
147,
177
],
[
150... | [
[
92,
157,
147,
177
],
[
150,
157,
168,
177
],
[
92,
174,
107,
194
],
[
110,
174,
137,
194
],
[
140,
174,
169,
194
],
[
92,
192,
142,
212
],
[
92,
209,
118,
229
],
[
92,
... |
Synthesis <should include uncertainties and the unknown and the overall risk: Make clear what measures have been taken to reduce what risks Make clear why in your opinion the remaining risks are acceptable for the subjects participating in the study> REFERENCES <Include all key references published in peer reviews jour... | Synthesis <should include uncertainties and the unknown and the overall risk: Make clear what measures have been taken to reduce what risks Make clear why in your opinion the remaining risks are acceptable for the subjects participating in the study> REFERENCES <Include all key references published in peer reviews jour... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5_model-onderzoeksprotocol-08102015-bewerkt.docx | task-428-542 | 21 | [
[
190,
111,
277,
129
],
[
142,
130,
208,
148
],
[
213,
130,
271,
148
],
[
276,
130,
381,
148
],
[
386,
130,
417,
148
],
[
422,
130,
448,
148
],
[
453,
130,
527,
148
],
[
53... | [
[
190,
111,
277,
129
],
[
142,
130,
208,
148
],
[
213,
130,
271,
148
],
[
276,
130,
381,
148
],
[
386,
130,
417,
148
],
[
422,
130,
448,
148
],
[
453,
130,
527,
148
],
[
53... |
Download the Wordsmyth widget to classroom computers/tablets for students to access student-friendly definitions for unknown words. Provide brief student friendly explanations of necessary background knowledge Include pictures or videos related to the topic within and in addition to the set of resources in the pack Sel... | Download the Wordsmyth widget to classroom computers/tablets for students to access student-friendly definitions for unknown words. Provide brief student friendly explanations of necessary background knowledge Include pictures or videos related to the topic within and in addition to the set of resources in the pack Sel... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 5_salem_witch_trials-3.docx | task-428-714 | 5 | [
[
88,
70,
169,
85
],
[
174,
70,
200,
85
],
[
205,
70,
298,
85
],
[
303,
70,
357,
85
],
[
362,
70,
379,
85
],
[
383,
70,
464,
85
],
[
468,
70,
616,
85
],
[
621,
70,
... | [
[
88,
70,
169,
85
],
[
174,
70,
200,
85
],
[
205,
70,
298,
85
],
[
303,
70,
357,
85
],
[
362,
70,
379,
85
],
[
383,
70,
464,
85
],
[
468,
70,
616,
85
],
[
621,
70,
... |
Core Competencies: A Practical Guide Curriculum Better Practice Series Workshop #2 of 5 Hosted by SD57 Curriculum Coaches Deneen Sawchuk, Tamara DeFord, Shay Jones, Lauren Stelmaschuk, and Sherrie Pearce Core Competencies Summary Description Facet Competency Positive Personal & The positive personal and cultural Relati... | Core Competencies: A Practical Guide Curriculum Better Practice Series Workshop #2 of 5 Hosted by SD57 Curriculum Coaches Deneen Sawchuk, Tamara DeFord, Shay Jones, Lauren Stelmaschuk, and Sherrie Pearce Core Competencies Summary Competency Description Facet Positive Personal & Cultural Identity The positive personal a... | 0.747778 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
34,
32,
33,
35,
36,
37,
45,
46,
38,
39,
40,
41,
42,
47,
48,
49,
50,
53,
54,
55,
59,
60,
61... | 5_step_summary_core_competencies_-_sd57_practical_guide.docx | task-428-773 | 0 | [
[
186,
91,
273,
134
],
[
281,
91,
517,
134
],
[
525,
91,
560,
134
],
[
568,
91,
702,
134
],
[
710,
91,
812,
134
],
[
279,
179,
420,
215
],
[
426,
179,
515,
215
],
[
521,
... | [
[
186,
91,
273,
134
],
[
281,
91,
517,
134
],
[
525,
91,
560,
134
],
[
568,
91,
702,
134
],
[
710,
91,
812,
134
],
[
279,
179,
420,
215
],
[
426,
179,
515,
215
],
[
521,
... |
The number = 2.71828182846... It is a number that is used often in e mathematics. Scientific calculators have the key "ex." If you enter 1 for the calculator will display the value x, e. The curve is: = 0.25⋅e− where is at least 0 and = 0.25. f(x) x m 0.25⋅x For example, = 0.25⋅e− 0.25⋅5 = 0.072 f(5) The graph is as fo... | The number e = 2.71828182846... It is a number that is used often in mathematics. Scientific calculators have the key "ex." If you enter 1 for x, the calculator will display the value e. The curve is: f(x) = 0.25⋅e− 0.25⋅x where x is at least 0 and m = 0.25. For example, f(5) = 0.25⋅e− 0.25⋅5 = 0.072 The graph is as fo... | 0.672295 | [
0,
1,
13,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
32,
26,
27,
28,
29,
30,
31,
33,
34,
35,
36,
47,
37,
38,
50,
39,
48,
40,
41,
42,
43,
44,
49,
45,
46,
51,
52,
58,
53... | 5_4_the_exponential_distribution.docx | task-428-89 | 2 | [
[
90,
113,
134,
160
],
[
141,
113,
225,
160
],
[
252,
113,
267,
160
],
[
274,
113,
469,
160
],
[
476,
113,
493,
160
],
[
500,
113,
519,
160
],
[
526,
113,
538,
160
],
[
545... | [
[
90,
113,
134,
160
],
[
141,
113,
225,
160
],
[
232,
116,
245,
160
],
[
252,
113,
267,
160
],
[
274,
113,
469,
160
],
[
476,
113,
493,
160
],
[
500,
113,
519,
160
],
[
526... |
PROBLEM 1 Find the probability that a clerk spends four to five minutes with a randomly selected customer. SOLUTION Find < < 5). P(4 x The gives the area to the left. cumulative distribution function (CDF) < P(X x)=1− e-m⋅x < = 0.7135 and < = 0.6321 P(x e-0.25⋅5 P(x e-0.25⋅4 5)=1− 4)=1− The probability that a postal cl... | PROBLEM 1 Find the probability that a clerk spends four to five minutes with a randomly selected customer. SOLUTION Find P(4 < x < 5). The cumulative distribution function (CDF) gives the area to the left. P(X < x)=1− e-m⋅x P(x < 5)=1− e-0.25⋅5 = 0.7135 and P(x < 4)=1− e-0.25⋅4 = 0.6321 The probability that a postal cl... | 0.628109 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
23,
20,
24,
21,
22,
25,
32,
33,
34,
35,
26,
27,
28,
29,
30,
31,
37,
36,
38,
39,
47,
40,
51,
48,
41,
42,
43,
49,
44,
52,
50,
45,
46,
53,
54... | 5_4_the_exponential_distribution.docx | task-428-89 | 3 | [
[
90,
117,
214,
159
],
[
220,
117,
236,
159
],
[
90,
164,
141,
212
],
[
148,
164,
182,
212
],
[
189,
164,
311,
212
],
[
318,
164,
360,
212
],
[
367,
164,
379,
212
],
[
386,... | [
[
90,
117,
214,
159
],
[
220,
117,
236,
159
],
[
90,
164,
141,
212
],
[
148,
164,
182,
212
],
[
189,
164,
311,
212
],
[
318,
164,
360,
212
],
[
367,
164,
379,
212
],
[
386,... |
Example Risk Assessment Date: Risk Likelihood Impact Total Risk Date Risk Nature of Management Strategy Comments Responsibility Date (1-5, with 1 (1-5) (Likelihood Identified Risk Actioned least likely X Impact) (Clinical/ and 5 most likely) 6 Equipment is 2 3 Non-clinical Ensure equipment is calibrated. incorrectly ca... | Example Risk Assessment Date: Risk Likelihood (1-5, with 1 least likely and 5 most likely) Impact (1-5) Total Risk (Likelihood X Impact) Date Risk Identified Nature of Risk (Clinical/ Management Strategy Comments Responsibility Date Actioned Equipment is incorrectly calibrated 2 3 6 Non-clinical Ensure equipment is cal... | 0.718273 | [
0,
1,
2,
3,
4,
5,
18,
19,
20,
26,
27,
31,
32,
33,
34,
6,
21,
7,
8,
22,
28,
29,
9,
10,
23,
11,
12,
24,
30,
13,
14,
15,
16,
17,
25,
36,
37,
45,
46,
38,
39,
35,
40,
41,
42,
43,
44,
47,
48,
49,
50,
51,
52,
53,
54... | 6%20-%20Health%20and%20Safety%20Policy.docx | task-428-954 | 6 | [
[
67,
120,
111,
143
],
[
114,
120,
135,
143
],
[
138,
120,
199,
143
],
[
677,
146,
715,
177
],
[
78,
194,
99,
214
],
[
171,
194,
223,
214
],
[
235,
194,
270,
214
],
[
282,
... | [
[
67,
120,
111,
143
],
[
114,
120,
135,
143
],
[
138,
120,
199,
143
],
[
677,
146,
715,
177
],
[
78,
194,
99,
214
],
[
171,
194,
223,
214
],
[
177,
217,
193,
233
],
[
195,
... |
MUSCLES OF THE LEG: Anatomically, your leg lies between you knee and your ankle. These long, spindle-shaped muscles help move and/or stabilize the leg, but they also have long tendons of insertion to reach the foot or toes. As in the forearm and thigh, they are divided into compartments based both on location and on si... | MUSCLES OF THE LEG: Anatomically, your leg lies between you knee and your ankle. These long, spindle-shaped muscles help move and/or stabilize the leg, but they also have long tendons of insertion to reach the foot or toes. As in the forearm and thigh, they are divided into compartments based both on location and on si... | 0.86686 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6%20MuscleLab%202017%20DONE.docx | task-429-125 | 4 | [
[
82,
61,
194,
85
],
[
201,
61,
232,
85
],
[
239,
61,
284,
85
],
[
291,
61,
346,
85
],
[
97,
81,
203,
100
],
[
209,
81,
244,
100
],
[
249,
81,
273,
100
],
[
278,
81,
... | [
[
82,
61,
194,
85
],
[
201,
61,
232,
85
],
[
239,
61,
284,
85
],
[
291,
61,
346,
85
],
[
97,
81,
203,
100
],
[
209,
81,
244,
100
],
[
249,
81,
273,
100
],
[
278,
81,
... |
Wakefield Burns Unit, Pinderfields Main: 01924 541700/2 Jacqui Boyle General Hospital, Direct: 01924 541 931 Aberford Road, Wakefield. WF1 4DG. South West and Bristol South West UK Children’s Burn Main Julia Cadogan (consultant clinical psychologist) 0.4 wte South Wales (Centre) Centre, Ward 33b, Bristol Direct: 0117 3... | Wakefield Burns Unit, Pinderfields General Hospital, Aberford Road, Wakefield. WF1 4DG. Main: 01924 541700/2 Direct: 01924 541 931 Jacqui Boyle South West and South Wales Bristol (Centre) South West UK Children’s Burn Centre, Ward 33b, Bristol Royal Hospital For Children (BRHC), Paul O’Gorman Building, Upper Maudlin St... | 0.624374 | [
0,
1,
2,
3,
9,
10,
15,
16,
17,
18,
19,
4,
5,
6,
11,
12,
13,
14,
7,
8,
20,
21,
22,
37,
38,
23,
39,
24,
25,
26,
27,
28,
40,
41,
42,
43,
54,
55,
56,
57,
58,
59,
60,
61,
62,
63,
64,
65,
66,
29,
44,
45,
46,
47,
30... | 6%20PAEDIATRIC%20psychosocial%20burns%20services%20July%202015.docx | task-429-133 | 2 | [
[
159,
141,
210,
158
],
[
255,
141,
283,
158
],
[
286,
141,
309,
158
],
[
312,
141,
369,
158
],
[
418,
141,
446,
158
],
[
449,
141,
478,
158
],
[
481,
141,
528,
158
],
[
58... | [
[
159,
141,
210,
158
],
[
255,
141,
283,
158
],
[
286,
141,
309,
158
],
[
312,
141,
369,
158
],
[
255,
162,
293,
178
],
[
296,
162,
339,
178
],
[
255,
182,
298,
199
],
[
30... |
Walls. J. and M. Smith. 1998. Life-Cycle Cost Analysis in Pavement Design–In Search of Better Federal Highway Administration, Washington, DC. Available online at: Investment Decisions. . Washington State Department of Transportation (WSDOT). 2010. WSDOT Pavement Policy, Washington State Department of Transportation, Ol... | Walls. J. and M. Smith. 1998. Life-Cycle Cost Analysis in Pavement Design–In Search of Better Investment Decisions. Federal Highway Administration, Washington, DC. Available online at: . Washington State Department of Transportation (WSDOT). 2010. WSDOT Pavement Policy, Draft. Washington State Department of Transportat... | 0.735829 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
23,
24,
15,
16,
17,
18,
19,
20,
21,
22,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
47,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
48,
49,
50,
57,
51,
52,
58... | 6%20Pavement%20Type%20Selection.docx | task-429-136 | 14 | [
[
117,
88,
168,
108
],
[
173,
88,
185,
108
],
[
190,
88,
219,
108
],
[
223,
88,
246,
108
],
[
251,
88,
303,
108
],
[
312,
88,
356,
108
],
[
366,
90,
448,
108
],
[
453,
... | [
[
117,
88,
168,
108
],
[
173,
88,
185,
108
],
[
190,
88,
219,
108
],
[
223,
88,
246,
108
],
[
251,
88,
303,
108
],
[
312,
88,
356,
108
],
[
366,
90,
448,
108
],
[
453,
... |
“Communal Harmony Week” was celebrated by the students between 22nd and 28th November 2017. India a multi-religious, multi-lingual and multi-racial country, has always enjoyed essential unity of culture amidst diversities that kept her people united. India has set an important example of communal harmony to this world.... | “Communal Harmony Week” was celebrated by the students between 22nd and 28th November 2017. India a multi-religious, multi-lingual and multi-racial country, has always enjoyed essential unity of culture amidst diversities that kept her people united. India has set an important example of communal harmony to this world.... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6%20Communal%20Harmony%20Week%20Nov%202017.docx | task-429-27 | 0 | [
[
120,
88,
237,
105
],
[
245,
88,
336,
105
],
[
343,
88,
410,
105
],
[
418,
88,
456,
105
],
[
464,
88,
566,
105
],
[
574,
88,
597,
105
],
[
605,
88,
637,
105
],
[
645,
... | [
[
120,
88,
237,
105
],
[
245,
88,
336,
105
],
[
343,
88,
410,
105
],
[
418,
88,
456,
105
],
[
464,
88,
566,
105
],
[
574,
88,
597,
105
],
[
605,
88,
637,
105
],
[
645,
... |
**Combine like terms. **Simplifying an expression will not give you a specific it will give you a smaller value… (simpler) expression. 3x + 8y + 13x 7(3x + 5y) 2(x + 6) + x 24x - 3(2x + 7) + -14 3x — Add and Subtract Linear Expressions (5) **You can add and subtract linear expressions by lining them up vertically with ... | **Combine like terms. **Simplifying an expression will not give you a specific value… it will give you a smaller (simpler) expression. 3x + 8y + 13x 7(3x + 5y) 2(x + 6) + x 24x - 3(2x + 7) + -14 — 3x Add and Subtract Linear Expressions (5) **You can add and subtract linear expressions by lining them up vertically with ... | 0.879264 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
18,
12,
13,
14,
15,
16,
17,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
42,
41,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6%20Course%202%20Study%20Guide%20for%20Final.docx | task-429-34 | 5 | [
[
117,
88,
211,
109
],
[
217,
88,
246,
109
],
[
251,
88,
306,
109
],
[
117,
106,
227,
126
],
[
233,
106,
255,
126
],
[
260,
106,
355,
126
],
[
360,
106,
387,
126
],
[
393,
... | [
[
117,
88,
211,
109
],
[
217,
88,
246,
109
],
[
251,
88,
306,
109
],
[
117,
106,
227,
126
],
[
233,
106,
255,
126
],
[
260,
106,
355,
126
],
[
360,
106,
387,
126
],
[
393,
... |
CALIFORNIA DEPARTMENT OF FOOD AND AGRICULTURE (CDFA) FEED INSPECTION ADVISORY BOARD (FIAB) MEETING Stanislaus County Farm Bureau 1201 L Street Modesto, CA 95354-0919 (209) 522-7278 June 26, 2013 9:30 AM to 12:00 PM MINUTES MEMBERS CDFA INTERESTED PARTIES John Kauffmann Adriana Avalos Kelly Covello John Walth Elaine Won... | CALIFORNIA DEPARTMENT OF FOOD AND AGRICULTURE (CDFA) FEED INSPECTION ADVISORY BOARD (FIAB) MEETING Stanislaus County Farm Bureau 1201 L Street Modesto, CA 95354-0919 (209) 522-7278 June 26, 2013 9:30 AM to 12:00 PM MINUTES MEMBERS John Kauffmann John Walth Marit Arana Michael Koewler Paul Parreira Thomas Daly Thomas Ge... | 0.836839 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
38,
39,
44,
45,
50,
51,
54,
55,
58,
59,
62,
63,
66,
67,
70,
71,
74,
75,
35,
40... | 6-26-13.docx | task-429-656 | 0 | [
[
186,
100,
307,
121
],
[
312,
100,
449,
121
],
[
454,
100,
481,
121
],
[
487,
100,
544,
121
],
[
549,
100,
591,
121
],
[
597,
100,
739,
121
],
[
745,
100,
812,
121
],
[
23... | [
[
186,
100,
307,
121
],
[
312,
100,
449,
121
],
[
454,
100,
481,
121
],
[
487,
100,
544,
121
],
[
549,
100,
591,
121
],
[
597,
100,
739,
121
],
[
745,
100,
812,
121
],
[
23... |
Approval of Rejection of Government Code §910 and §910.2 Claim Against Santa Ana Unified School District – File No. 11-93887 DP Ratification of Substitute Subcontractor for Asphaltic Concrete at Sierra Preparatory Academy Under Overcrowding Relief Grant Program Acceptance of Completion of Contract for Bid Package No. C... | Approval of Rejection of Government Code §910 and §910.2 Claim Against Santa Ana Unified School District – File No. 11-93887 DP Ratification of Substitute Subcontractor for Asphaltic Concrete at Sierra Preparatory Academy Under Overcrowding Relief Grant Program Acceptance of Completion of Contract for Bid Package No. C... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6-28-11_A_final.docx | task-429-669 | 2 | [
[
191,
88,
285,
105
],
[
303,
88,
327,
105
],
[
344,
88,
450,
105
],
[
468,
88,
491,
105
],
[
509,
88,
627,
105
],
[
644,
88,
691,
105
],
[
709,
88,
756,
105
],
[
774,
... | [
[
191,
88,
285,
105
],
[
303,
88,
327,
105
],
[
344,
88,
450,
105
],
[
468,
88,
491,
105
],
[
509,
88,
627,
105
],
[
644,
88,
691,
105
],
[
709,
88,
756,
105
],
[
774,
... |
pertaining to Procedures. Strong ICF achieved Tracking and policies including accountability of fiscal through the efficient and progress reports upgrades where Travel Policy. agents and fiduciary effective use of resources; necessary to meet trustees are functioning the safeguard of assets; the GEF minimum at SPREP. r... | pertaining to accountability of fiscal agents and fiduciary trustees are functioning at SPREP. Availability of procedures for identifying internal controls and assessing control details annually for core financing management. Incompatible duties segregated. Procedures. Travel Policy. Strong ICF achieved through the eff... | 0.417022 | [
0,
1,
10,
11,
12,
23,
24,
25,
33,
34,
35,
43,
44,
54,
55,
60,
61,
67,
68,
76,
77,
78,
87,
88,
89,
97,
98,
99,
106,
118,
119,
124,
2,
21,
22,
3,
4,
5,
13,
14,
15,
16,
26,
27,
28,
29,
36,
37,
38,
39,
40,
45,
46,
... | 6-3-14_Global_5131_CD_SPREP_Project_Doc_0.docx | task-429-696 | 60 | [
[
220,
118,
271,
140
],
[
274,
118,
284,
140
],
[
369,
118,
428,
140
],
[
512,
118,
546,
140
],
[
549,
118,
568,
140
],
[
572,
118,
616,
140
],
[
672,
118,
718,
140
],
[
72... | [
[
220,
118,
271,
140
],
[
274,
118,
284,
140
],
[
220,
137,
291,
158
],
[
294,
137,
305,
158
],
[
308,
137,
335,
158
],
[
220,
155,
252,
177
],
[
255,
155,
273,
177
],
[
27... |
StevensonA: I second it. Hauth: Okay. a second. Is there any discussion around those minutes? [Silence.] There’s been Okay. So, call for a roll call vote. Signify yea or nay. Art Stevenson. hearing no discussion, I’ll StevensonA: Yea. Hauth: Steve Gordon. Gordon: Yea. Hauth: Steve Jackson. Jackson: Yes. Yea. Hauth: And... | StevensonA: I second it. Hauth: Okay. There’s been a second. Is there any discussion around those minutes? [Silence.] Okay. So, hearing no discussion, I’ll call for a roll call vote. Signify yea or nay. Art Stevenson. StevensonA: Yea. Hauth: Steve Gordon. Gordon: Yea. Hauth: Steve Jackson. Jackson: Yes. Yea. Hauth: And... | 0.874236 | [
0,
1,
2,
3,
4,
5,
16,
17,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
18,
19,
32,
33,
34,
35,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6-30-17%20BECC%20Meeting%20Verbatim.docx | task-429-710 | 3 | [
[
117,
88,
217,
108
],
[
222,
88,
229,
108
],
[
234,
88,
288,
108
],
[
293,
88,
309,
108
],
[
117,
124,
170,
144
],
[
175,
124,
223,
144
],
[
334,
124,
343,
144
],
[
348,
... | [
[
117,
88,
217,
108
],
[
222,
88,
229,
108
],
[
234,
88,
288,
108
],
[
293,
88,
309,
108
],
[
117,
124,
170,
144
],
[
175,
124,
223,
144
],
[
228,
126,
287,
143
],
[
292,
... |
Hauth: Okay, thank you. Bird: be deducting a bunch of stuff off not, you know, to bring down their …people can’t that’s [inaudible]. We do it for tax purposes. I can understand that. But for set-aside and getting a fair minimum return, I think be acceptable. just my opinion. Thanks. don’t that’d That’s Hauth: Okay. Tha... | Hauth: Okay, thank you. Bird: …people can’t be deducting a bunch of stuff off that’s not, you know, to bring down their [inaudible]. We do it for tax purposes. I can understand that. But for set-aside and getting a fair minimum return, I don’t think that’d be acceptable. That’s just my opinion. Thanks. Hauth: Okay. Tha... | 0.764614 | [
0,
1,
2,
3,
4,
19,
20,
5,
6,
7,
8,
9,
10,
11,
21,
12,
13,
14,
15,
16,
17,
18,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
50,
43,
51,
44,
45,
52,
46,
47,
48,
49,
53,
54... | 6-30-17%20BECC%20Meeting%20Verbatim.docx | task-429-710 | 19 | [
[
117,
88,
170,
108
],
[
175,
88,
222,
108
],
[
228,
88,
271,
108
],
[
276,
88,
310,
108
],
[
117,
124,
157,
144
],
[
283,
124,
302,
144
],
[
306,
124,
384,
144
],
[
389,
... | [
[
117,
88,
170,
108
],
[
175,
88,
222,
108
],
[
228,
88,
271,
108
],
[
276,
88,
310,
108
],
[
117,
124,
157,
144
],
[
162,
126,
234,
143
],
[
239,
126,
278,
143
],
[
283,
... |
How is energy transferred SC.7.P.11.In.2 Recognize that one form of energy can change and transformed? to other forms of energy, such as solar panels change light into electricity. What the flow of energy SC.7.P.11.Su.2 Recognize that energy can change forms, such of living things? as electricity produces light and hea... | How is energy transferred and transformed? What the flow of energy of living things? SC.7.P.11.In.2 Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. SC.7.P.11.Su.2 Recognize that energy can change forms, such as electricity produces light and hea... | 0.856561 | [
0,
1,
2,
3,
13,
14,
28,
29,
30,
31,
32,
41,
42,
43,
4,
5,
6,
7,
8,
9,
10,
11,
12,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
33,
34,
35,
36,
37,
38,
39,
40,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6-8%20Science%20Scope%20and%20Sequence.docx | task-429-813 | 14 | [
[
52,
56,
82,
82
],
[
85,
56,
95,
82
],
[
99,
56,
140,
82
],
[
144,
56,
210,
82
],
[
230,
56,
322,
83
],
[
326,
56,
390,
82
],
[
393,
56,
416,
82
],
[
420,
56,
442,... | [
[
52,
56,
82,
82
],
[
85,
56,
95,
82
],
[
99,
56,
140,
82
],
[
144,
56,
210,
82
],
[
52,
79,
74,
105
],
[
78,
79,
158,
105
],
[
52,
124,
85,
150
],
[
89,
124,
107,
... |
experiences that are connected to acting it out, using two-variable continuous linear relations; place, story, cultural practices, and concrete materials (e.g., includes rational coordinates perspectives relevant to local First manipulatives), drawing horizontal and vertical lines Peoples communities, the local picture... | experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Communicating and representing Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify mathematical ide... | 0.558384 | [
0,
1,
2,
3,
4,
13,
14,
15,
16,
17,
24,
25,
26,
27,
28,
35,
36,
37,
38,
46,
47,
48,
49,
57,
58,
59,
66,
67,
68,
69,
73,
74,
75,
76,
80,
81,
92,
93,
94,
95,
104,
105,
106,
116,
117,
124,
125,
126,
127,
134,
135,
136,... | 6-9-DRAFT-April-2016.docx | task-429-858 | 14 | [
[
107,
56,
158,
80
],
[
161,
56,
177,
80
],
[
180,
56,
193,
80
],
[
196,
56,
243,
81
],
[
246,
56,
254,
80
],
[
342,
56,
369,
80
],
[
372,
56,
378,
80
],
[
381,
56,
... | [
[
107,
56,
158,
80
],
[
161,
56,
177,
80
],
[
180,
56,
193,
80
],
[
196,
56,
243,
81
],
[
246,
56,
254,
80
],
[
107,
76,
132,
100
],
[
135,
76,
160,
100
],
[
162,
76,
... |
2x2 Gadget In epidemiology, 2 x 2 tables are frequently used to examine the relationship between two or more categorical values. In these tables, usually an “exposure” variable is considered the risk factor. The outcome variable is considered the disease of consequence. (e.g. the person had the disease or outcome of in... | 2x2 Gadget In epidemiology, 2 x 2 tables are frequently used to examine the relationship between two or more categorical values. In these tables, usually an “exposure” variable is considered the risk factor. The outcome variable is considered the disease of consequence. (e.g. the person had the disease or outcome of in... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 6-Android_508.docx | task-429-901 | 23 | [
[
117,
112,
149,
129
],
[
154,
112,
221,
129
],
[
117,
144,
135,
161
],
[
141,
144,
255,
161
],
[
260,
144,
270,
161
],
[
274,
144,
284,
161
],
[
289,
144,
299,
161
],
[
30... | [
[
117,
112,
149,
129
],
[
154,
112,
221,
129
],
[
117,
144,
135,
161
],
[
141,
144,
255,
161
],
[
260,
144,
270,
161
],
[
274,
144,
284,
161
],
[
289,
144,
299,
161
],
[
30... |
Unit University University 11 12 Name of Gondwana Kavikuluguru the University, Kalidas University Gadchiroli University Ramtek Category Govt. Govt. NAAC Grade Not eligible No (Est. 2011) on Whether Yes /no No No included (Est. 2011) under 12B of UCG Act Details Physical and Financial: University University University U... | Unit University University 11 12 Name of the University Gondwana University, Gadchiroli Kavikuluguru Kalidas University Ramtek Category Govt. Govt. NAAC Grade Not eligible (Est. 2011) No Whether included under 12B of UCG Act Yes /no No (Est. 2011) No Details Physical and Financial: University University University Univ... | 0.471019 | [
0,
1,
2,
3,
4,
5,
6,
9,
12,
7,
10,
13,
8,
11,
14,
15,
16,
17,
18,
19,
20,
21,
22,
24,
25,
23,
27,
32,
35,
36,
37,
38,
39,
28,
29,
30,
33,
34,
31,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54,
59... | 6-component-3-infra-to-university.docx | task-429-982 | 1 | [
[
243,
41,
279,
60
],
[
334,
41,
419,
60
],
[
477,
41,
563,
60
],
[
334,
74,
354,
93
],
[
477,
74,
497,
93
],
[
128,
94,
176,
113
],
[
208,
94,
225,
113
],
[
334,
94,
... | [
[
243,
41,
279,
60
],
[
334,
41,
419,
60
],
[
477,
41,
563,
60
],
[
334,
74,
354,
93
],
[
477,
74,
497,
93
],
[
128,
94,
176,
113
],
[
208,
94,
225,
113
],
[
128,
110,
... |
NOAA's CO-OPS and I'll be presenting a little bit more on resilience today. MS. CHAPPELL: Good morning. Ashley Chappell, NOAA Integrated Ocean and Coastal Mapping and Office of Coast Survey, and I'll be talking about Arctic and resilience today. MR. ASLAKSEN: Morning. Mike Aslaksen with the National Geodetic Survey. I'... | NOAA's CO-OPS and I'll be presenting a little bit more on resilience today. MS. CHAPPELL: Good morning. Ashley Chappell, NOAA Integrated Ocean and Coastal Mapping and Office of Coast Survey, and I'll be talking about Arctic and resilience today. MR. ASLAKSEN: Morning. Mike Aslaksen with the National Geodetic Survey. I'... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 0409NOAA.docx | task-43-119 | 5 | [
[
247,
123,
323,
142
],
[
334,
123,
411,
142
],
[
422,
123,
460,
142
],
[
471,
123,
522,
142
],
[
533,
123,
559,
142
],
[
570,
123,
697,
142
],
[
709,
123,
722,
142
],
[
73... | [
[
247,
123,
323,
142
],
[
334,
123,
411,
142
],
[
422,
123,
460,
142
],
[
471,
123,
522,
142
],
[
533,
123,
559,
142
],
[
570,
123,
697,
142
],
[
709,
123,
722,
142
],
[
73... |
factors that go into that? Do we need to get down to a hundredth of tenth of an inch when we have an error factor of six inches, or do we round to the nearest foot? Are we making this thing so complex that our costs are going up so the amount of surveys we can do across the entire United States are going down? Is a con... | factors that go into that? Do we need to get down to a hundredth of tenth of an inch when we have an error factor of six inches, or do we round to the nearest foot? Are we making this thing so complex that our costs are going up so the amount of surveys we can do across the entire United States are going down? Is a con... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 0409NOAA.docx | task-43-119 | 126 | [
[
247,
123,
336,
142
],
[
346,
123,
397,
142
],
[
406,
123,
432,
142
],
[
442,
123,
493,
142
],
[
503,
123,
567,
142
],
[
592,
123,
618,
142
],
[
627,
123,
653,
142
],
[
66... | [
[
247,
123,
336,
142
],
[
346,
123,
397,
142
],
[
406,
123,
432,
142
],
[
442,
123,
493,
142
],
[
503,
123,
567,
142
],
[
592,
123,
618,
142
],
[
627,
123,
653,
142
],
[
66... |
change, you know, that's a new focus that we're really trying to address more in NOAA that I didn't really touch on in the resilience perspective, but it's a very important part of that, you know. Risk communication, we're really starting to understand that. It's the number of ways you can access it that keeps reinforc... | change, you know, that's a new focus that we're really trying to address more in NOAA that I didn't really touch on in the resilience perspective, but it's a very important part of that, you know. Risk communication, we're really starting to understand that. It's the number of ways you can access it that keeps reinforc... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 0409NOAA.docx | task-43-119 | 296 | [
[
247,
123,
336,
142
],
[
350,
123,
388,
142
],
[
403,
123,
466,
142
],
[
481,
123,
557,
142
],
[
572,
123,
584,
142
],
[
599,
123,
637,
142
],
[
651,
123,
715,
142
],
[
72... | [
[
247,
123,
336,
142
],
[
350,
123,
388,
142
],
[
403,
123,
466,
142
],
[
481,
123,
557,
142
],
[
572,
123,
584,
142
],
[
599,
123,
637,
142
],
[
651,
123,
715,
142
],
[
72... |
we have staff, but can we take them away from something and have them do something else? And, in fact, is that a good fit? Because we keep talking about the fact that staff that work with youth have to be able to work with youth, have to have the patience, have to have kind of the skill set to work effectively with you... | we have staff, but can we take them away from something and have them do something else? And, in fact, is that a good fit? Because we keep talking about the fact that staff that work with youth have to be able to work with youth, have to have the patience, have to have kind of the skill set to work effectively with you... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 041012_transcript_Hancox.docx | task-43-165 | 44 | [
[
117,
88,
144,
111
],
[
150,
88,
193,
111
],
[
199,
88,
245,
111
],
[
251,
88,
281,
111
],
[
286,
88,
318,
111
],
[
324,
88,
351,
111
],
[
356,
88,
395,
111
],
[
401,
... | [
[
117,
88,
144,
111
],
[
150,
88,
193,
111
],
[
199,
88,
245,
111
],
[
251,
88,
281,
111
],
[
286,
88,
318,
111
],
[
324,
88,
351,
111
],
[
356,
88,
395,
111
],
[
401,
... |
familiar with how you've done this in the past. Have you referred back to the transcript when you've been building the letter before? CHAIR PERKINS: Yes, yes. In the prior letter preparation step having the transcript as a reference document to make sure both that content was in proper context and with the right detail... | familiar with how you've done this in the past. Have you referred back to the transcript when you've been building the letter before? CHAIR PERKINS: Yes, yes. In the prior letter preparation step having the transcript as a reference document to make sure both that content was in proper context and with the right detail... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 0410NOAA.docx | task-43-202 | 80 | [
[
247,
108,
349,
127
],
[
363,
108,
414,
127
],
[
428,
108,
466,
127
],
[
481,
108,
557,
127
],
[
572,
108,
623,
127
],
[
637,
108,
688,
127
],
[
702,
108,
728,
127
],
[
74... | [
[
247,
108,
349,
127
],
[
363,
108,
414,
127
],
[
428,
108,
466,
127
],
[
481,
108,
557,
127
],
[
572,
108,
623,
127
],
[
637,
108,
688,
127
],
[
702,
108,
728,
127
],
[
74... |
Charter School Office (see ). Additional Special Education Criteria Monitored in this Mid-cycle Review Current special education criteria available by scrolling down to the special education instrument at Method(s) of Criterion Criterion Criterion Basis of Determination about If Partially Implemented or Investigation I... | Charter School Office (see ). Additional Special Education Criteria Monitored in this Mid-cycle Review Current special education criteria available by scrolling down to the special education instrument at Criterion Criterion Implemented Criterion Partially Implemented (PI) or Not Implemented (NI) Method(s) of Investiga... | 0.633607 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
30,
31,
42,
32,
43,
49,
55,
56,
57,
64,
67,
28,
29,
41,
33,
34,
35,
36,
44,
37,
38,
39,
40,
45,
46,
50,
51... | 0412.docx | task-43-234 | 7 | [
[
457,
252,
499,
276
],
[
502,
252,
541,
276
],
[
544,
252,
580,
276
],
[
583,
252,
606,
276
],
[
609,
252,
617,
276
],
[
45,
397,
126,
429
],
[
130,
397,
184,
429
],
[
188... | [
[
457,
252,
499,
276
],
[
502,
252,
541,
276
],
[
544,
252,
580,
276
],
[
583,
252,
606,
276
],
[
609,
252,
617,
276
],
[
45,
397,
126,
429
],
[
130,
397,
184,
429
],
[
188... |
scale for public payment of sure to include any other evidence of independent educational personnel responsible for training provided evaluations. oversight of the requirements to IEP Team for independent educational chairpersons, evaluations. including the signed attendance sheet with staff name and role, the agenda, ... | scale for public payment of independent educational evaluations. sure to include any other personnel responsible for oversight of the requirements for independent educational evaluations. evidence of training provided to IEP Team chairpersons, including the signed attendance sheet with staff name and role, the agenda, ... | 0.584889 | [
0,
1,
2,
3,
4,
12,
13,
19,
5,
6,
7,
8,
9,
14,
15,
16,
20,
21,
22,
23,
27,
28,
29,
31,
10,
11,
17,
18,
24,
25,
26,
30,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
65,
66... | 0412.docx | task-43-234 | 9 | [
[
463,
230,
491,
254
],
[
494,
230,
510,
254
],
[
514,
230,
548,
254
],
[
552,
230,
600,
254
],
[
603,
230,
615,
254
],
[
656,
230,
679,
254
],
[
683,
230,
694,
254
],
[
69... | [
[
463,
230,
491,
254
],
[
494,
230,
510,
254
],
[
514,
230,
548,
254
],
[
552,
230,
600,
254
],
[
603,
230,
615,
254
],
[
463,
250,
531,
274
],
[
534,
250,
598,
274
],
[
46... |
and Availability teachers when an IEP has been staff as soon as the be limited to a accepted and should be Administrator becomes aware training agenda immediately implemented. that an IEP has been accepted and attendance by a parent. sheet with staff names and titles Provide training to all by June 7, 2013. teaching an... | and Availability teachers when an IEP has been accepted and should be immediately implemented. staff as soon as the Administrator becomes aware that an IEP has been accepted by a parent. Provide training to all teaching and related services staff on the new procedure to ensure that teachers and services providers are a... | 0.607405 | [
0,
1,
2,
3,
4,
5,
6,
7,
17,
18,
19,
20,
26,
27,
8,
9,
10,
11,
12,
21,
22,
23,
28,
29,
30,
31,
32,
33,
36,
37,
38,
45,
46,
47,
48,
53,
54,
55,
56,
57,
58,
59,
60,
61,
62,
66,
67,
68,
69,
73,
74,
75,
76,
79,
80... | 0412.docx | task-43-234 | 11 | [
[
43,
230,
63,
254
],
[
66,
230,
133,
254
],
[
463,
230,
508,
254
],
[
512,
230,
542,
254
],
[
545,
230,
559,
254
],
[
562,
230,
583,
254
],
[
586,
230,
605,
254
],
[
608,
... | [
[
43,
230,
63,
254
],
[
66,
230,
133,
254
],
[
463,
230,
508,
254
],
[
512,
230,
542,
254
],
[
545,
230,
559,
254
],
[
562,
230,
583,
254
],
[
586,
230,
605,
254
],
[
608,
... |
Requesters of Storage Studies will 10 year study: Double CAES work to integrate where feasible, 2026 PC 18 Burbank and DATC storage capacity (PC 17) the following studies: 2026 PC 10 year study: Double battery Requesters of Storage Studies will storage capacity in CA (1300 to work to integrate where feasible, 2026 PC19... | 2026 PC 18 10 year study: Double CAES storage capacity (PC 17) Burbank and DATC Requesters of Storage Studies will work to integrate where feasible, the following studies: 2026 PC 2026 PC19 10 year study: Double battery storage capacity in CA (1300 to 2600 MW) assuming High Renewables Portfolio. PG&E Requesters of Stor... | 0.687717 | [
15,
16,
17,
5,
6,
7,
8,
9,
21,
22,
23,
24,
18,
19,
20,
0,
1,
2,
3,
4,
10,
11,
12,
13,
14,
25,
26,
27,
28,
29,
51,
52,
30,
31,
32,
33,
34,
40,
41,
42,
43,
44,
45,
54,
55,
56,
57,
63,
64,
53,
35,
36,
37,
38,
39... | 04152016_TEPPC_2016_Study_Program_Draft.docx | task-43-291 | 18 | [
[
613,
161,
682,
180
],
[
686,
161,
698,
180
],
[
702,
161,
749,
180
],
[
752,
161,
797,
180
],
[
801,
161,
822,
180
],
[
228,
184,
243,
204
],
[
247,
184,
274,
204
],
[
27... | [
[
90,
196,
121,
216
],
[
125,
196,
141,
216
],
[
144,
196,
159,
216
],
[
228,
184,
243,
204
],
[
247,
184,
274,
204
],
[
277,
184,
315,
204
],
[
319,
184,
363,
204
],
[
366... |
NHS LANARKSHIRE PERSON SPECIFICATION Creditors Officer – Band 3 – Caje ID: AS0532 Criteria Essential Desirable Qualifications & Training ECDL qualified or expected to Level of education, professional progress to the qualification qualifications, training and learning programmes/courses Formal VAT training to ensure cor... | NHS LANARKSHIRE PERSON SPECIFICATION Creditors Officer – Band 3 – Caje ID: AS0532 Criteria Essential Desirable Qualifications & Training Level of education, professional qualifications, training and learning programmes/courses ECDL qualified or expected to progress to the qualification Formal VAT training to ensure cor... | 0.773057 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
24,
25,
26,
27,
32,
33,
34,
35,
36,
19,
20,
21,
22,
23,
28,
29,
30,
31,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 0418%2041047%20RA%20Creditors%20Officer%20Band%203%20Kirklands%20Hospital%2037.5%20Hours%20Fixed%20Term%20until%203rd%20September%202018.docx | task-43-339 | 7 | [
[
422,
51,
466,
67
],
[
471,
51,
619,
67
],
[
396,
75,
480,
91
],
[
485,
75,
645,
91
],
[
329,
99,
408,
115
],
[
413,
99,
473,
115
],
[
478,
99,
488,
115
],
[
493,
99,
... | [
[
422,
51,
466,
67
],
[
471,
51,
619,
67
],
[
396,
75,
480,
91
],
[
485,
75,
645,
91
],
[
329,
99,
408,
115
],
[
413,
99,
473,
115
],
[
478,
99,
488,
115
],
[
493,
99,
... |
DECISIONS & JUDGEMENTS The post holder is self-directing and undertakes certain functions on behalf of the Patient Affairs Manager. The post holder will work autonomously and on their own initiative, reporting back to the Patient Affairs Manager advising what duties have been carried out. The post holder is required to... | DECISIONS & JUDGEMENTS The post holder is self-directing and undertakes certain functions on behalf of the Patient Affairs Manager. The post holder will work autonomously and on their own initiative, reporting back to the Patient Affairs Manager advising what duties have been carried out. The post holder is required to... | 1 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
36,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52,
53,
54... | 0418.42065%20RA%20Patient%20Affairs%20Assistant%20UH%20Hairmyres%20Band%204%2037.5hrs%20Permanent.docx | task-43-347 | 5 | [
[
125,
51,
238,
67
],
[
243,
51,
259,
67
],
[
264,
51,
406,
67
],
[
95,
83,
126,
99
],
[
131,
83,
164,
99
],
[
169,
83,
220,
99
],
[
225,
83,
237,
99
],
[
242,
83,
... | [
[
125,
51,
238,
67
],
[
243,
51,
259,
67
],
[
264,
51,
406,
67
],
[
95,
83,
126,
99
],
[
131,
83,
164,
99
],
[
169,
83,
220,
99
],
[
225,
83,
237,
99
],
[
242,
83,
... |
Florida Association of School Business Officials 52nd Annual Conference Cape Coral, FL it to the Beach” “Taking Tuesday October 2, 2018 FREE If attending conference Room 8 hours CPE 8 am 9:40 am Banyan 9:50 am 11:30 am Comprehensive Risk Assessment James Molenaar, Esq., Internal Audit Manager, Collier County Clerk of t... | Florida Association of School Business Officials 52nd Annual Conference Cape Coral, FL “Taking it to the Beach” Tuesday October 2, 2018 FREE If attending conference Room 8 hours CPE 8 am 9:40 am Banyan 9:50 am – 11:30 am Comprehensive Risk Assessment – James Molenaar, Esq., Internal Audit Manager, Collier County Clerk ... | 0.628718 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
16,
12,
13,
14,
15,
17,
18,
19,
20,
21,
22,
23,
24,
25,
26,
27,
28,
29,
30,
31,
32,
33,
34,
35,
54,
36,
37,
38,
39,
40,
55,
41,
42,
43,
44,
45,
46,
47,
48,
49,
50,
51,
52... | 041DB68D55AE6462ACD58D7AEE699D4A.confer-18.docx | task-43-395 | 0 | [
[
322,
80,
378,
109
],
[
382,
80,
466,
109
],
[
471,
80,
485,
109
],
[
490,
80,
540,
109
],
[
544,
80,
609,
109
],
[
613,
80,
676,
109
],
[
407,
106,
444,
136
],
[
448,
... | [
[
322,
80,
378,
109
],
[
382,
80,
466,
109
],
[
471,
80,
485,
109
],
[
490,
80,
540,
109
],
[
544,
80,
609,
109
],
[
613,
80,
676,
109
],
[
407,
106,
444,
136
],
[
448,
... |
CUMBERLAND ACADEMY LUNCH MIDDLE SCHOOL 6 WEEKS CHICKEN SANDWICH MEATLOAF PIZZA OR CHEF SALAD CHIPS/PICKLE SPEAR MASHED POTATOES CORN 1 BAKED BEANS GREEN BEANS/ROLL CUCUMBER/TOMATO WEEK FRUIT FRUIT FRUIT MILK 8/22 MILK 8/23 MILK 8/24 HOT DOG W/CHILI/CHEESE CHICKEN NUGGETS RAVIOLI MINI CORN DOGS LASAGNA OR CHEF SALAD 2 T... | CUMBERLAND ACADEMY LUNCH MIDDLE SCHOOL 6 WEEKS WEEK 1 CHICKEN SANDWICH CHIPS/PICKLE SPEAR BAKED BEANS FRUIT MILK 8/22 MEATLOAF MASHED POTATOES GREEN BEANS/ROLL FRUIT MILK 8/23 PIZZA OR CHEF SALAD CORN CUCUMBER/TOMATO FRUIT MILK 8/24 AU WEEK 2 HOT DOG W/CHILI/CHEESE TATER TOTS CARROT STICKS W/RANCH FRUIT MILK 8/27 CHICK... | 0.244424 | [
0,
1,
2,
3,
4,
5,
6,
25,
19,
7,
8,
14,
15,
20,
21,
26,
29,
30,
9,
16,
17,
22,
23,
27,
31,
32,
10,
11,
12,
13,
18,
24,
28,
33,
34,
89,
73,
48,
35,
36,
37,
49,
50,
60,
61,
62,
74,
79,
80,
38,
39,
51,
52,
63,
64... | 042402-b01cb9ce-1291-4e06-a055-1226bce1f218.docx | task-43-480 | 0 | [
[
125,
123,
259,
153
],
[
264,
123,
357,
153
],
[
363,
123,
427,
153
],
[
473,
123,
547,
153
],
[
557,
123,
633,
153
],
[
740,
123,
752,
153
],
[
757,
123,
821,
153
],
[
42... | [
[
125,
123,
259,
153
],
[
264,
123,
357,
153
],
[
363,
123,
427,
153
],
[
473,
123,
547,
153
],
[
557,
123,
633,
153
],
[
740,
123,
752,
153
],
[
757,
123,
821,
153
],
[
63... |
Solicitation Process: Memo to File Contract Number: Step Action/Expectation Who Tool/Tip Scheduled Actual Comments/Attachments Date Completion Date Team Contracts Specialist: 1 Assign Contracts Specialist to conduct research Team Type: Rebid New 2 Research and determine if a master contract is Does the market research ... | Solicitation Process: Memo to File Contract Number: Step Action/Expectation Who Tool/Tip Scheduled Date Actual Completion Date Comments/Attachments 1 Assign Contracts Specialist to conduct research Team Contracts Specialist: 2 * Research and determine if a master contract is necessary/appropriate Team Type: Rebid New D... | 0.720628 | [
0,
1,
2,
3,
4,
5,
6,
7,
8,
9,
10,
11,
14,
12,
15,
16,
13,
20,
21,
22,
23,
24,
25,
26,
17,
18,
19,
31,
49,
32,
33,
34,
35,
36,
37,
38,
39,
48,
27,
28,
29,
30,
40,
41,
42,
43,
44,
45,
46,
47,
50,
51,
52,
53,
54... | 04417%20MTF.docx | task-43-645 | 0 | [
[
71,
128,
146,
160
],
[
150,
128,
208,
160
],
[
212,
128,
252,
160
],
[
256,
128,
269,
160
],
[
273,
128,
297,
160
],
[
71,
162,
123,
193
],
[
127,
162,
181,
193
],
[
64,
... | [
[
71,
128,
146,
160
],
[
150,
128,
208,
160
],
[
212,
128,
252,
160
],
[
256,
128,
269,
160
],
[
273,
128,
297,
160
],
[
71,
162,
123,
193
],
[
127,
162,
181,
193
],
[
64,
... |
Procurement - 4/29/2018 # of Bids Responsible: – 23 Evaluate bids Coordinator Bid Evaluations Guidelines Any Discrepancies: # of Rejected Bidders: 24 Notify Rejected Bidders Procurement - 7/2017 Negotiation Topics: 25 Contract negotiation Coordinator Supervisor Supervisor Approval: 26* Send (MTF to date/bid tab) to Sup... | 23 Evaluate bids Procurement Coordinator Bid Evaluations Guidelines - – 4/29/2018 # of Bids Responsible: Any Discrepancies: 24 Notify Rejected Bidders # of Rejected Bidders: 25 Contract negotiation Procurement Coordinator - 7/2017 Negotiation Topics: 26* Send (MTF to date/bid tab) to Supervisor for review/approval to a... | 0.651683 | [
8,
9,
10,
0,
11,
12,
13,
14,
1,
7,
2,
3,
4,
5,
6,
15,
16,
21,
22,
23,
24,
17,
18,
19,
20,
30,
31,
32,
25,
33,
26,
27,
28,
29,
37,
38,
39,
40,
41,
42,
43,
44,
45,
46,
47,
48,
34,
35,
36,
52,
53,
54,
55,
56,
57... | 04417%20MTF.docx | task-43-645 | 3 | [
[
319,
185,
375,
207
],
[
553,
185,
557,
207
],
[
642,
185,
686,
207
],
[
707,
185,
712,
207
],
[
715,
185,
725,
207
],
[
727,
185,
749,
207
],
[
752,
185,
814,
207
],
[
63... | [
[
64,
190,
75,
212
],
[
100,
190,
138,
212
],
[
141,
190,
159,
212
],
[
319,
185,
375,
207
],
[
319,
204,
370,
226
],
[
390,
204,
404,
226
],
[
407,
204,
458,
226
],
[
461,... |
TEMPLEOGUE UTD FC Jimmy Farrell 087 9937254 Tymon Park SDCC Red Red 10 Rossmore Grove Templeogue Dublin 6w jamesfarrell65@hotmail.com TERENURE RANGERS FC Sean Callanan 087 6927370 U14 Bushy Pk SDCC Yellow Navy 12 Glenbower Park U15 A & U17 Private Churchtown VEC Terenure Dublin 14 U15 B, U15 C, sdfl@terenurerangers.com... | TEMPLEOGUE UTD FC Jimmy Farrell 10 Rossmore Grove Templeogue Dublin 6w jamesfarrell65@hotmail.com 087 9937254 Tymon Park SDCC Red Red TERENURE RANGERS FC Sean Callanan 12 Glenbower Park Churchtown Dublin 14 sdfl@terenurerangers.com 087 6927370 U14 Bushy Pk U15 A & U17 VEC Terenure U15 B, U15 C, U18 Elkwood SDCC Private... | 0.487803 | [
0,
1,
2,
3,
4,
12,
13,
14,
15,
16,
17,
18,
5,
6,
7,
8,
9,
10,
11,
19,
20,
21,
22,
23,
32,
33,
34,
40,
43,
44,
49,
24,
25,
26,
27,
28,
35,
36,
37,
38,
41,
42,
45,
46,
47,
48,
50,
51,
29,
39,
52,
30,
31,
53,
54... | 044446c5757c0f371f514cff8353aa5d0fdcb3d7.docx | task-43-657 | 7 | [
[
72,
45,
157,
57
],
[
161,
45,
187,
57
],
[
190,
45,
204,
57
],
[
235,
46,
277,
58
],
[
281,
46,
324,
58
],
[
484,
46,
509,
58
],
[
513,
46,
571,
58
],
[
589,
46,
... | [
[
72,
45,
157,
57
],
[
161,
45,
187,
57
],
[
190,
45,
204,
57
],
[
235,
46,
277,
58
],
[
281,
46,
324,
58
],
[
235,
61,
252,
74
],
[
255,
61,
321,
74
],
[
325,
61,
... |
14. Debarment and Suspension modified; – 16. Disputes modified; – 19. Employment Option modified; – 23. HIPAA Compliance modified; – 25. Independent Contractor; Insurance Workers’ Compensation – modified; 28. Insurance modified; – 30. Licensing Standards modified; – 31. Merger & Modification modified; – 34. Notice to P... | 14. Debarment and Suspension – modified; 16. Disputes – modified; 19. Employment Option – modified; 23. HIPAA Compliance – modified; 25. Independent Contractor; Workers’ Compensation Insurance – modified; 28. Insurance – modified; 30. Licensing Standards – modified; 31. Merger & Modification – modified; 34. Notice to P... | 0.678997 | [
0,
1,
2,
3,
5,
4,
6,
7,
9,
8,
10,
11,
12,
14,
13,
15,
16,
17,
19,
18,
20,
21,
22,
24,
25,
23,
26,
27,
28,
29,
31,
30,
32,
33,
34,
36,
35,
37,
38,
39,
40,
42,
41,
43,
44,
45,
46,
48,
47,
49,
50,
51,
52,
53,
54... | 045attb.docx | task-43-747 | 38 | [
[
176,
89,
201,
110
],
[
235,
89,
329,
110
],
[
334,
89,
366,
110
],
[
371,
89,
465,
110
],
[
484,
89,
565,
110
],
[
470,
91,
480,
108
],
[
176,
106,
201,
127
],
[
235,
... | [
[
176,
89,
201,
110
],
[
235,
89,
329,
110
],
[
334,
89,
366,
110
],
[
371,
89,
465,
110
],
[
470,
91,
480,
108
],
[
484,
89,
565,
110
],
[
176,
106,
201,
127
],
[
235,
... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.