Building a Complete School Retention Form

Building a Complete School Retention Form Student retention is always highly debated. There are clear-cut pros and cons that teachers and parents must take into consideration when making such an important decision. Teachers and parents should work together to come up with a consensus as to whether or not retention is the right decision for a particular student. Retention will not work for every student.   You must have strong parental support and an individualized academic plan that promotes an alternative to how that student is taught as compared to previous years. Each retention decision should be made on an individual basis. No two students are alike, thus retention must be examined taking into account the strengths and weaknesses of each individual student.   Teachers and parents must examine a wide array of factors before deciding whether or not retention is the right decision.   Once a retention decision has been made, it is important to explore how the students individual needs are going to be met at a deeper level than before. If the decision is made to retain, it is important that you adhere to all guidelines laid out in the districts retention policy. If you have a retention policy, it is equally important that you have a retention form that gives a brief description of the reasons the teacher believes the student should be retained. The form should also provide a place for to sign and then either agree or disagree with the teachers placement decision. The retention form should summarize placement concerns. However, teachers are strongly encouraged to add additional documentation to support their decision including work samples, test scores, teacher notes, etc. Sample Retention Form The primary goal of Any Where Public Schools is to educate and prepare our students for a brighter tomorrow. We know that each child develops physically, mentally, emotionally, and socially at an individual rate. Additionally, not all children will complete twelve grades levels of work according to the same pace and at the same time. Grade level placement will be based on the child’s maturity (emotional, social, mental and physical), chronological age, school attendance, effort, and marks achieved. Standardized testing results can be used as one means of the judging process. The grade marks earned, direct observations made by the teacher, and academic progress made by the student throughout the year shall reflect the probable assignment for the coming year. Students Name _____________________________ Date of Birth _____/_____/_____ Age _____ _____________________ (Student Name) is recommended to be placed in __________ (Grade) for the _________________ school year. Conference Date ___________________________________ Reason(s) for Recommendation of Placement by Teacher: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Outline of Strategic Plan for Addressing Deficiencies During Retention Year: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ See attachment for additional information _____ I accept the placement of my child. _____ I do not accept the school’s placement of my child. I understand that I may appeal this decision by complying with the school district’s appeal process. Parent Signature____________________________ Date ______________ Teacher Signature __________________________ Date ______________

Cómo Declarar la Pérdida de Pasaporte con Visa Americana

Cà ³mo Declarar la Pà ©rdida de Pasaporte con Visa Americana Si usted ha perdido su pasaporte con una visa americana, debe actuar rpidamente para evitarse problemas futuros y no perder su visado. Tenga en cuenta que si usted extravà ­o su documento o le fue robado puede que otra persona lo està © intentando usar para entrar a Estados Unidos (suplantacià ³n de identidad). Reportar la Pà ©rdida Fuera de Estados Unidos: Apenas se de cuenta de la pà ©rdida o robo escriba un correo electrà ³nico al consulado correspondiente siguiendo estas formulas: ciudad del consuladovisasstate.gov o ciudaddelconsuladonivstate.gov Asà ­, para el consulado en Lima el correo serà ­a: limavisasstate.gov o limanivstate.gov. En el asunto del correo escribir: â€Å"Lost† para el caso de visas extraviadas y â€Å"Stolen† para el de robadas y en el cuerpo del correo aà ±adir: Nombre completo del titular de la visa, tal y como aparece en el pasaporte extraviado o robado.Nà ºmero de pasaporte, si se tiene.Fecha en la que se produjo la pà ©rdida o el robo.Nà ºmero de telà ©fono de contacto.Si hay un reporte policial, incluirlo en la comunicacià ³n. Informacià ³n detallada de lo sucedido. Una vez reportado el robo o pà ©rdida la visa ser cancelada y ya no se podr viajar con ella. Reportar la Pà ©rdida Dentro de Estados Unidos: Apenas se de cuenta de la pà ©rdida o robo usted deber: Acudir a la policà ­a y reportar el robo o extravà ­o.Conseguir una copia del reporte policial.Conseguir una copia   del I-94 que indica hasta cuando puede estar usted en Estados Unidos.Contactar con la embajada o consulado del paà ­s de origen y conseguir un nuevo pasaporte o documento que le permita salir de Estados Unidos y entrar a su paà ­s de origen. Reportar el robo o el extravà ­o de la visa a la embajada o al consulado que la emitià ³, siguiendo las instrucciones seà ±aladas arriba para casos de pà ©rdida fuera de Estados Unidos. Si su pasaporte extraviado tiene una visa de turismo B1/B2 vigente usted puede pedir una renovacià ³n de la misma siguiendo los mismos pasos de aplicacià ³n de la visa original. Aquà ­ encuentra un listado de las direcciones oficiales de los consulados en la pgina oficial del gobierno e informacià ³n adicional de cà ³mo reportar  el robo o perdida. Consejos Para Conservar la Visa Americana Una vez recuperada su visa revise la siguiente informacià ³n para conservarla sin problemas: Las 10 situaciones que le pueden traer problemas con su visa.La frecuencia con la que puede  ingresar a Estados Unidos.Consecuencias de estadà ­as ms largas que las permitidas. Informacià ³n en forma de   test sobre visas. Este artà ­culo es meramente informativo y no pretende ser asesorà ­a legal.

Russian Space Exploration Research Proposal Example | Topics and Well Written Essays - 2500 words

Russian Space Exploration - Research Proposal Example Economic difficulties have caused problems for Russian space exploration efforts but commercialization has met with success and the space program still captures the imagination of the vast majority of the people of Russia. This essay presents a discussion about Russian space exploration efforts and questions if humanity can join in its efforts for the conquest of space to make the best of that which is available. Man has had an interest in space since time immemorial but the dream of space travel could only be satisfied when advances in rocket technology could make this dream possible (RussianSpaceWeb. com, â€Å"Pre-20th Century Developments†). Russia had established a rocket production plant as early as 1861 and Nikolai Ivanovich Kibalchich (1854 - 1881), a revolutionary who was to hang for his involvement in the assassination of Emperor Alexander II, had proposed the idea of slowly burning explosives as being useful for aeronautical applications. Thus, interest in space exploration had been present in Russia before the twentieth century but the practical realization of dreams could only be fulfilled because of advances in physics, chemistry and aeronautics, which were supported by economic development. Russia’s space exploration program was to receive a boost from efforts made in Germany to design long-range rockets during the Second World War (Harvey, â€Å"Russian Planetary Space Exploration† pp. 17 – 35). On May 4, 1945, Russian troops had occupied the German rocket research center at Peenemà ¼nde and this led to efforts directed towards improving on German rocket technology and incorporating the results in Russian technology (Chertok, pp. 1 – 15). Later, in 1950, a team led by Sergei Korolev was to study a multistage version of the R-3 rocket that was capable of launching a satellite into space and this was a departure from German efforts. However, Russian

Reflection of my profit and ethics coursework Essay

Reflection of my profit and ethics coursework - Essay Example As the a starting point, the module topic on learning styles gave me an understanding of my personal learning style and technique. Before undertaking the module, I was not aware that each person possessed different learning styles. However, the topic on learning styles helped me to identify my dominant style of learning. To this end, I identified linguistic, logical, interpersonal and intrapersonal learning styles as my core strengths. In effect, these learning styles proved essential in my profit and ethics coursework. Foremost, the profit, and ethics coursework was a controversial module that sought to establish the efficacy of business and corporate social responsibility co-existing in harmony. Bearing this in mind, I discovered that my understanding of the topic would require an inquisitive interpersonal learning style with my course mates. Particularly when discussing the proponent and opponents of ethical responsibility of business, the sentiments advanced by my colleagues were hepful in the to synthesis and formulation of a personal premise on the issue. Evidently, the profit and ethics assignment entailed a research on whether the goal of profit and ethics can co-exist in a business. This assignment was in reflection to the ongoing dispute between UK dairy farmers with the processors and large chain supermarkets over fair pricing. Consequently, I was able to tap in on the intrapersonal learning style through personal research on articles that presented both sides of the issue from the dairy farmers, milk processors and supermarkets perspectives. After a thorough and analytical understanding of the issue, I commenced to present my premise for the case for ethical responsibility through fair pricing by the milk processors and supermarkets. Consequently, I incorporated the logical learning style based on evidence and intellectual reasoning. Throughout the text, my logical reasoning was based on the precinct that ethical responsibility

Flemings and Walloons Essay Example for Free

Flemings and Walloons Essay Flemings and Walloons In the 19th and 20th centuries, Flemings and Walloons were divided by political and economic tensions, but the most outstanding source of division was social differences. The Flemings and Walloons went head-to-head because of the divergence in their culture and ultimately, the way they lived their day-to-day lives. Both of these groups wanted the country of Belgium to be run in their favor, but with that would come a clash of cultures. The first controversy between the Flemings and Walloons was political tension. After the Belgian Revolution in 1830, the new nation of Belgium had to come to terms in context of political leaders, but the dispute between the Flemings and Walloons was so strong that no political settlement could be officiated. In Document 2, an American diplomat speaks about the history of Flemings and Walloons, stating that Walloons are impatient politicians and deny tradition, while Flemings feel strong nationality and are better contenders to run the government. This document is supported by Document 4, where a Brussels-based newspaper claims that Walloon control the north, but resist monarchial power, while Flemings are ardent supporters. In Document 8, a French observer discuses the struggle for political power between the Flemings and Walloons, stating that the Catholic Flemings lead a politically dominant party and their leadership demands must be met over those of the Walloon politicians. Through years of battling, Walloons and Flemings still found their selves butting heads in the political arena, but still, all of that fighting came down to one issue: language. Another controversy that arose was economic competition. The potato famine had reached Belgium by the 1840s, straining the economy and there was a struggle of who would come out on top. In Document 4, a Brussels-based newspaper explains the Walloons in the north, stating that they are prominent in the economy and the Flemings resent their occupation. In Document 7, a Political leader speaks about improvement in the Flemish region, saying that they are under a system of economic exploitation that causes suffering within the Flemish community. In Document 9, a government publication assesses the differences in the economy of the Flemings and Walloons. The Flemish regions remain agricultural and commercial and in Wallonia manufacturers produce textiles and metallurgy, so there is a complete diversion in working economical paths because they run in completely different ways. The hard line of division that separated the Flemish and the Walloons still came down to their refusal to produce together, let alone work together. The last and most dominant controversy between the Flemings and Walloons was social tension. With nationalism on the rise, the Flemings and Walloons were completely divided by their languages: who would be the receiver of national pride? In Document 1, it is made clear that there is a distinct line of separation between the north (Flemish country) and south (Wallonia). In Document 5, a Flemish pamphlet states that there is a bilingual disputation in Belgium and Walloons are trying to invade Belgium with French language, which should be considered absurd while Flemish culture is traditional and the language must be recognized by all Belgians. In Document 6, a French diplomatic observer discusses the differences between Flemish and Walloon thought, saying that while they do spend much time debating in the political setting, that in the end, all of the tension and dispute comes down to the factor of language. In Document 10, a Belgian political leader says that the language issue dares to move even farther that just a matter of being a Dutch speaker or a French speaker, he says that the Flemish culture and history as a whole fights for a real equality of language and culture and that all problems between the Flemings and Walloons stem from their differences in language. In Document 10, a Flemish publicist demands nothing but equal rights, saying that the problems between the Flemings and Walloons are not confined to small areas anymore, but the whole country is in dispute. Lastly, Document 12, taken from a London paper, says that the problems between the Walloons and Flemings are caused by pure jealousy and while they consider themselves better than the other, all are equal, but only they can figure that out. The relationship between the Flemings and Walloons throughout the 19th and early 20th century was a very strained one. While nationalism was rising, the groups kept fighting because of political, economical, and most of all social differences.

Free College Admissions Essays: High School Reunion :: College Admissions Essays

College Admissions: What will you be like at your high school reunion? Â   An automobile, a vibrant yellow sport scar, pulls up to the front of the school. Its mirrored windows reflect the faces of a large crowd, waiting breathlessly for the car door to open. A man steps out of the driver's side, dressed in a formal suit, with the roguish appeal and smile of James Bond, the famous 007 agent. He walks around the front of the car and helps his date get out. The two of them stride hand in hand towards the school as flashes go off and people point at them. As the beautiful couple enters the building, an old station wagon chugs its way through the parking lot. I get out, wearing a jacket and tie, and run toward the school. My hair is disheveled, and my socks are mismatched. I am running late because I had started reading a good book earlier that evening and lost track of time. Â   I reach the front doors of the school, and glance at the glass reflection. A thin, slightly balding man stares back at me through black-framed glasses. He is wearing a corny tie, which is a little too small, and a belt, cinched up tight. He pats down his hair, smiles, and a little glint of suppressed laughter appears in his eye. Happy with the world, I open the glass paned door and enter. Â   I catch sight of some of my friends, grouped in a circle, each sharing the story of where they had been since graduation. I step right in and listen in on the trials of the Bar Exam, the little things a wife can do to annoy you, and a chance encounter with the President, before she had become President. My turn comes, and I begin my story. Â   I had gone to college, as most of my friends had, but I stayed longer than I originally planned. The company that hired me for my first Co-op was so impressed, that they offered me a job right then. I loved it there, helping to design new products for people, and I loved the challenge of working on many projects at once, but I loved school more. I arranged to Co-op with them each year while I worked my way up to a masters in Mechanical Engineering. Free College Admissions Essays: High School Reunion :: College Admissions Essays College Admissions: What will you be like at your high school reunion? Â   An automobile, a vibrant yellow sport scar, pulls up to the front of the school. Its mirrored windows reflect the faces of a large crowd, waiting breathlessly for the car door to open. A man steps out of the driver's side, dressed in a formal suit, with the roguish appeal and smile of James Bond, the famous 007 agent. He walks around the front of the car and helps his date get out. The two of them stride hand in hand towards the school as flashes go off and people point at them. As the beautiful couple enters the building, an old station wagon chugs its way through the parking lot. I get out, wearing a jacket and tie, and run toward the school. My hair is disheveled, and my socks are mismatched. I am running late because I had started reading a good book earlier that evening and lost track of time. Â   I reach the front doors of the school, and glance at the glass reflection. A thin, slightly balding man stares back at me through black-framed glasses. He is wearing a corny tie, which is a little too small, and a belt, cinched up tight. He pats down his hair, smiles, and a little glint of suppressed laughter appears in his eye. Happy with the world, I open the glass paned door and enter. Â   I catch sight of some of my friends, grouped in a circle, each sharing the story of where they had been since graduation. I step right in and listen in on the trials of the Bar Exam, the little things a wife can do to annoy you, and a chance encounter with the President, before she had become President. My turn comes, and I begin my story. Â   I had gone to college, as most of my friends had, but I stayed longer than I originally planned. The company that hired me for my first Co-op was so impressed, that they offered me a job right then. I loved it there, helping to design new products for people, and I loved the challenge of working on many projects at once, but I loved school more. I arranged to Co-op with them each year while I worked my way up to a masters in Mechanical Engineering.

Oral or written argument Essay

Given that the ideas can not be truly and completely explained by words, one have to recognize that every oral or written argument ever told or explained is inherently subjective. Therefore, every fact described by a human is an opinion, and every opinion is somehow a fact. Thusly, every word should be considered from two points of view: from the point of view of fact and from the point of view of opinion. This relates to the testimony before the court as well. Every judge should realize, that even the most honest person can interpret the facts wrongfully or simply mistake. Moreover, even the judge himself is not free from subjectivity, although the level of objectivity is one of the key factors determining his or her professionalism. Therefore, upon examination of the testimony, a judge has to consider it as one fact and witnesses’ probable level of subjectivity as another fact. At that it would be useful to classify the questions put before a witness during examination into two groups. Some of the questions are questions of fact (what’s happened? ), other questions are questions of opinion (do you think that? ). For sure, the second kind of questions includes a greater extent of subjectivity, although the first kind can not be recognized completely objective as well. In order to find out the truth, all the testimonies have to be reviewed in combination. Neither of the testimonies can be absolutely true and accurate. Only consideration of the testimonies and other proofs in the case would allow a judge to create a more or less straight story of the case. Question 2 As a judge, I have to answer several questions in order to determine whether a person with multiple personality disorder should witness or not. Firstly, I have to find out whether a person can witness at all. In order to do that I would call the experts to examine that persons’s mental condition and his or her state at the moment. In case the experts recognize, that the person is principally able to provide a valid testimony, I would further doubt his or her possible words and ask myself a second question: how critical the person’s testimony is for the case and how can it influence my view of the case. My decision can not be bases solely on the testimony of mentally infringed individual, yet his or her testimony may be usefull for clarification of some circumstances. I would rather rely on such witness to determine the facts, than in case I needed his or her opinion. In case I came to a conclusion, that I still need this witness, I would properly examine him or her in the presence of the experts who would observe the individual’s behavior during examination and inform me of possible deviations. Having completed the examination, I would consider how much do the words of the witness conform with other testimonies and proofs in the case. In case I would find no logical controversions, I would consider the words of such witness as a valid testimony. Yet I would keep in mind, that this testimony is provided by a doubdtful witness and critically evaluate this testimony. Works Cited: http://www. boogieonline. com/seeking/know/meaning. html