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32 CFR Part 57, Appendix A to Part 57 - Procedures for the Provision of Early Intervention Services for Infants and Toddlers With Disabilities and Their Families
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Appendix A to Part 57—Procedures for the Provision of Early Intervention Services for Infants and Toddlers With Disabilities and Their Families
A. Identification and Screening
(1) Each Military Department shall develop and implement in its assigned geographic area a comprehensive child-find public awareness program that focuses on the early identification of children who are eligible to receive EIS under this part. The public awareness program must inform the public about:
(i) The EDIS early intervention program;
(ii) The child-find system, including:
(A) The purpose and scope of the system;
(B) How to make referrals to service providers that includes timelines and provides for participation by primary referral sources; and
(C) How to gain access to a comprehensive, multidisciplinary evaluation and other EIS; and
(D) A central directory that includes a description of the EIS and other relevant resources available in each military community overseas.
(2) EDIS must prepare and disseminate materials for parents on the availability of EIS to all primary referral sources, especially hospitals, physicians, and child development centers.
(3) Upon receipt of a referral, EDIS shall appoint a service coordinator.
(4) Procedures for Identification and Screening. All children referred to the EDIS for EIS shall be screened to determine the appropriateness of the referral and to guide the assessment process.
(i) Screening does not constitute a full evaluation. At a minimum, screening shall include a review of the medical and developmental history of the referred child through a parent interview and/or a review of medical records.
(ii) If screening was conducted prior to the referral, or if there is a substantial or obvious biological risk, screening may not be necessary.
B. Assessment and Evaluation
(1) The assessment and evaluation of each child must:
(i) Be conducted by a multidisciplinary team.
(ii) Be based on informed clinical opinion; and
(iii) Include the following:
(A) A review of pertinent records related to the child's current health status and medical history.
(B) An evaluation of the child's level of functioning in each of the following developmental areas:
(i) Cognitive development.
(ii) Physical development, including vision and hearing.
(iii) Communication development.
(iv) Social or emotional development.
(v) Adaptive development.
(iv) An assessment of the unique needs of the child in terms of each of the developmental areas in paragraph B.(1)(iii)(B) of this appendix, including the identification of services appropriate to meet those needs.
(2) Family Assessment. (i) Family assessments must be family-directed and designed to determine the resources, priorities, and concerns of the family and the identification of the supports and services necessary to enhance the family's capacity to meet the developmental needs of the child.
(ii) Any assessment that is conducted must be voluntary on the part of the family.
(iii) If an assessment of the family is carried out, the assessment must:
(A) Be conducted by personnel trained to utilize appropriate methods and procedures.
(B) Be based on information provided by the family through a personal interview; and
(C) Incorporate the family's description of its resources, priorities, and concerns related to enhancing the child's development.
(3) Standards for Assessment Selection and Procedures. EDIS shall ensure, at a minimum, that:
(i) Tests and other evaluation materials and procedures are administered in the native language of the parents or other mode of communication, unless it is clearly not feasible to do so.
(ii) Any assessment and evaluation procedures and materials that are used are selected and administered so as not to be racially or culturally discriminatory.
(iii) No single procedure is used as the sole criterion for determining a child's eligibility under this part; and
(iv) Evaluations and assessments are conducted by qualified personnel.
(4) With the parent's consent, EIS may begin before the completion of the assessment and evaluation when it has been determined by a multidisciplinary team that the child and/or the child's family needs the service immediately. Although all assessments have not been completed, an IFSP must be developed before the start of services. The remaining assessments must then be completed in a timely manner.
C. Eligibility
(1) Eligibility shall be determined at an EIS team meeting that includes parents.
(i) The EIS team shall document the basis for eligibility on an eligibility report.
(ii) A copy of the eligibility report shall be provided to the parent at the eligibility meeting.
(2) Children with disabilities from birth through age 2 are eligible for EIS if they meet one of the following criteria:
(i) The child is experiencing a developmental delay as defined in § 57.3(r).
(ii) The child has a diagnosed physical or mental condition that has a high probability of resulting in developmental delay, as defined in § 57.3(s).
D. Timelines
(1) The initial evaluation and assessment of each child (including the family assessment) must be completed within a timely manner.
(2) The Military Department responsible for providing EIS shall develop procedures to ensure that in the event of exceptional circumstances that make it impossible to complete the evaluation and assessment within a timely manner (e.g., if a child is ill), EDIS shall:
(i) Document those circumstances; and
(ii) Develop and implement an interim IFSP, to the extent appropriate and consistent with this part.
(1) Each Military Department shall ensure that the EDIS develop and implement an IFSP for each child, birth through 2 years of age, who meets the eligibility criteria for EIS in section B of this appendix.
(2) The IFSP Meeting. The EDIS shall establish and convene a meeting to develop the IFSP of a child with a disability. That meeting shall be scheduled as soon as possible following a determination by the EDIS that the child is eligible for EIS, but not later than 45 days from the date of the referral for services.
(3) Meetings to develop and review the IFSP must include the following participants:
(i) The parent or parents of the child.
(ii) Other family members, as requested by the parent, if feasible.
(iii) An advocate or person outside of the family, if the parent requests that person's participation.
(iv) The services coordinator who has worked with the family since the initial referral of the child or who has been designated as responsible for the implementation of the IFSP.
(v) The person(s) directly involved in conducting the evaluations and assessments.
(vi) As appropriate, persons who shall provide services to the child or family.
(4) If a person listed in paragraph E.(3) of this appendix is unable to attend a meeting, arrangements must be made for the person's involvement through other means, including the following:
(i) Participating in a telephone conference call.
(ii) Having a knowledgeable, authorized representative attend the meeting.
(iii) Making pertinent records available at the meeting.
(5) The IFSP shall be written in a reasonable time after assessment and shall contain the following:
(i) A statement of the child's current developmental levels including physical, cognitive, communication, social or emotional, and adaptive behaviors based on professionally acceptable objective criteria.
(ii) With the concurrence of the family, a statement of the family's resources, priorities, and concerns about enhancing the child's development.
(iii) A statement of the major outcomes expected to be achieved for the child and the family. Additionally, the statement shall contain the criteria, procedures, and timelines used to determine the degree to which progress toward achieving the outcomes is being made and whether modification or revision of the outcomes and services are necessary.
(iv) A statement of the specific EIS necessary to meet the unique needs of the child and the family including the frequency, intensity, and method of delivering services.
(v) The projected number of sessions necessary to achieve the outcomes listed in the IFSP.
(vi) A statement of the natural environments in which EIS shall be provided, and a justification of the extent, if any, to which the services shall not be provided in a natural environment.
(vii) The projected dates for initiation of services and the anticipated duration of those services.
(viii) The name of the service coordinator who shall be responsible for the implementation of the IFSP and coordination with other agencies and persons. In meeting these requirements, EDIS may:
(A) Assign the same service coordinator who was appointed at the time that the child was initially referred for evaluation to be responsible for implementing a child's and family's IFSP; or
(B) Appoint a new service coordinator.
(C) Appoint a service coordinator requested by the parents.
(ix) The steps to be taken supporting the transition of the toddler with a disability to preschool or other services. These steps must include:
(A) Discussions with, and training of, parents regarding future placements and other matters related to the child's transition;
(B) Procedures to prepare the child for changes in service delivery, including steps to help the child adjust to, and function in, a new setting; and
(C) The transmission of information about the child to the DoD school system, to ensure continuity of services, including evaluation and assessment information, and copies of IFSPs that have been developed and implemented in accordance with this Part.
(6) The contents of the IFSP shall be explained to the parents and an informed, written consent from the parents shall be obtained before providing EIS described in that plan.
(7) If a parent does not provide consent for participation in all EIS, the services shall still be provided for those interventions to which a parent does give consent.
(8) The IFSP shall be evaluated at least once a year and the family shall be provided an opportunity to review the plan at 6-month intervals (or more frequently, based on the child and family needs). The purpose of the periodic review is to determine the following:
(i) The degree to which progress toward achieving the outcomes is being made; and
(ii) Whether modification or revision of the outcomes or services is necessary.
(9) The review may be carried out by a meeting or by another means that is acceptable to the parents and other participants.
F. Maintenance of Records
(1) The EDIS officials shall maintain all EIS records, in accordance with DoD Directive 5400.11.
(2) The IFSP and the documentation of services delivered in accordance with the IFSP are educational records and shall be maintained accordingly.
Title 32 published on 2015-07-01.
No entries appear in the Federal Register after this date, for 32 CFR Part 57.


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Dordt College News
Wolterstorff Signs With Dordt College
November 21, 2012
(Wednesday, November 21; Sioux Center, Iowa) Brooke Wolterstorff, a senior at Western Christian High School (Iowa) has announced her intention to attend Dordt College and join the Defender volleyball program.
Wolterstorff recently concluded her senior volleyball season in helping Western to a state runner-up finish in Class 2A and was named to the 2012 all-tournament team. Wolterstorff also earned Elite All-State honors and Class 2A Co-Player of the Year honors and played in the Senior All-Star Weekend in Carroll, Iowa on November 17 and 18.
During her volleyball career Wolterstorff totaled 1,402 kills and had 142 ace serves with 792 digs and 338 blocks. Wolterstorff also claimed Elite All-State honors in 2011 and was a first-team all-state selection in 2010 and 2011. She helped Western to a state championship in 2010 along with a runner-up finish in 2011 and claimed all-tournament honors both times.
"Brooke will graduate from one of the most storied and respected high school programs in the midwest, Western Christian. Under the guidance of Coach Tammi Veerbeek, Brooke has blossomed into an elite volleyball player," said Dordt College coach Chad Hanson. "She has drawn the attention of college volleyball coaches at all levels and continues to impress anyone who sees her compete in any sport. We are blessed to have her join our volleyball program."
Wolterstorff is also a highly decorated athlete in basketball and track. She has medaled 12 times at the Iowa State Track and Field Meet, claiming four first place finishes last season in the 100, 200, 400 and 4 x 100. Wolterstorff helped Western to a state title in Class 2A basketball in 2012 and has scored 924 career points with 613 rebounds and she has 158 steals entering her senior season. She was voted captain of the all-tournament team last winter at the state tournament along with claiming all-state first-team honors from the Iowa Girls Coaches Association and the Iowa Newspaper Association.
Brooke is the daughter of Kevin and Bonnie Wolterstorff of Sioux Center, Iowa. She plans to study nursing at Dordt College.
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Senator: Boehner Plan Would Cut Benefits For Disabled Vets
GOP House Speaker John Boehner's plan to avoid the so-called fiscal cliff would slash benefits for disabled veterans, according to Sen. Bernie Sanders, the left-leaning Vermont independent. A member of the Senate Budget and the Veterans' Affairs committees, Sanders says deficits must be reined in, but not by taking benefits away from more than 3 million disabled veterans, many of them injured fighting wars in Iraq and Afghanistan. Sanders' criticism was aimed at a proposal offered on Monday by Boehner, which would combine massive cuts to Social Security, Medicare and Medicaid with new tax breaks for the wealthiest Americans. The Boehner plan calls for a new method to calculate inflation by using a so-called chained CPI that would reduce annual … Continue reading


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11 NCAA Div. III individual championships
LA CROSSE, WIS.—Racking up a first-day career-best score of 3,744 points, Central College sophomore Eric Larson (Waverly, Waverly-Shell Rock HS) grabbed a narrow lead in the decathlon competition at the NCAA Division III track and field championships Thursday.
Larson topped the field in two events, including a career-best mark of six feet, 8.25 inches in the high jump and a 22-10.5 performance in the long jump. He started the day with a lifetime-best time in the 100 meters of 11.2 seconds and also recorded marks of 36-9.75 in the shot put and 52.08 in the 400 meters.
"Eric really came dialed in today," said coach Joe Dunham. "He had some very good events and put himself in good position heading into the second day."
Larson also competed in the long jump, but narrowly missed making the finals, finishing 11th with a leap of 23-2.75. Teammate Josh Fleming (senior, Caseyville, Collinsville HS) nearly made the cut in the discus throw, but settled for 10th place with a toss of 165-2. The top nine advance to the final.
Eli Horton (sophomore Runnells, Southeast Polk HS) finished 14th in the preliminary round of the 1,500 meters (3:54.37) while Cole Decker (freshman, Des Moines, Dowling HS) encountered some bad luck in the 10,000 meters, losing a shoe in the early laps before finishing 16th (31:19.98).
Felicia Coleman (senior, Houston, Texas, J. Frank Dobie HS) represented the women's squad in the 200 meters, crossing the line in 16th place with a time of 24.83.
"We had some disappointments today, but it wasn't for a lack of effort," said Dunham. "We're at the national meet and everyone is good. Our success for the rest of the week will depend upon how we respond to adversity."
Friday, May 24
2 p.m. – Decathlon, 110-meter hurdles (Larson)
6:30 p.m. – Women's 100 meters (prelims) (Coleman)
Saturday, May 25
4 p.m. – Women's 100 meters (Coleman)
5:55 p.m. – Men's 5,000 meters (Horton)


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Big, Beautiful Baseball
The Phillies are off tonight after sweeping the Braves in three games and winning 10 straight. Up 6 games in the NL East, the Phillies Magic Number to clinch is down to 4 with 9 games to go. The month of September has been amazing for this team; they are now poised to not only take the division, but earn home field advantage as well. It won't be long now before we see how the playoff picture will work out.
In the meantime, without any baseball to watch tonight, I was a little bored. I started to think about the word "baseball" which somehow got me on a roll about baseball words that start with the letter "B." Have you ever noticed how many "B" words there are in this game? Oh yes, I feel a list coming on….
"B" words directly related to the game:
· Ballpark
· Bat
· Batter
· Batting helmet
· Batting cage
· Batting gloves
· Bat boy
· Ball
· Base
· Base runner
· Base hit
· Box (as in, batter's box)
· Baseline
· Backstop
· Bullpen
· Bench
· Bleachers
· Bunt
· Balk
· Breaking ball
· Blown save
And here are some "B" words you will find around most parks, some specific to Philly. And some are stretching just a bit:
· Broadcasters
· Bell (as in, Liberty Bell in centerfield)
· Broad Street
· Billboards
· Bull's BBQ
· Big screen (Phantavision)
· Banners
· Brick wall
· Bobbleheads
· Bubble gum
· Buttons (on the uniforms)
· Buns…as in, hot dog buns…what were YOU thinking?? ;o)
· Blue (umpires)
· Bottled water
· Birds
· Bugs
· Beard (THE Beard…as in Jayson Werth)
Ok, I have to draw the line at Werth's Beard. Can you think of any I missed? Feel free to comment below. Also feel free to let me know that I officially have no life, since I had time to think of all that ;o)
Photos by Jenn Zambri Photography
*Read more about the Phillies at my other home page, Phightin' Phils Phorum in the My Team Rivals network*
3 Comments
Yeah, I know what kind of buns you were thinking of, and I'm pretty sure they weren't the bakery variety!😉
Rants, Raves, and Random Thoughts
With havin so much content do you ever run into any problems of plagorism or copyright infringement?
My blog has a lot of exclusive content I've either authored myself or outsourced but it looks like a lot of it is popping it up all over the internet without my permission. Do you know any methods to help prevent content from being stolen? I'd certainly appreciate


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News Detail
"Education Celebration" Honors Graduating Seniors, Alumni
On Thursday, April 19, the St. John Fisher College Ralph C. Wilson, Jr. School of Education held an "Education Celebration" to recognize and celebrate the College's support for education, educators, and community leadership. Graduating seniors, graduate candidates, and alumni were honored at the event.
Three new distinguished alumni awards were given to alumni who exemplify the School of Education's highest values of diversity, achievement, compassion, knowledge, and service.
The Distinguished Alumnus in Teaching Award honors an alumnus who exemplifies the highest standards of teaching. This year's recipient is Julie Steehler, a teacher at Buckman Heights Elementary School in the Greece Public School District.
The Distinguished Alumnus in Educational Leadership honors an alumnus of the Educational Leadership program who has a distinguished career in leading schools toward excellence. The recipient is Dr. Lesli Myers, Assistant Superintendent of Student Services for the Ithaca City School District.
And the Distinguished Alumnus in Executive Leadership honors an alumnus of the Doctorate in Executive Leadership program who has gained distinction in his/her career for extraordinarily effective leadership through applied scholarship in professions including health, criminal justice, education, government, and community service. The inaugural recipient is Dr. James P. Colt, Coordinator of School Safety and Security at Monroe #1 BOCES. Colt is also a school board member for the Avon Central School District, and a co-author of several books on cyberbullying.
Eleven members of the Class of 2012 were also honored with awards.
The Outstanding Childhood Education Student Teacher Award is given to a candidate who demonstrated that he/she will lead a distinguished career and be a leader in a diverse, rapidly changing, and increasingly technological society through his/her coursework and fieldwork. The recipient also utilized exemplary knowledge, skills, and dispositions to have a great impact on student learning during student teaching. This year's recipients were Jennifer Cutie and Danielle Goolsby, childhood special education majors.
The Excellence in Preparation to Teach English Award honors a candidate for his/her outstanding coursework, capstone project, and student teaching in English. Benjamin Cobbett, an adolescence education major, received the award.
The Excellence in Capstone Research Award is given to a candidate who has written a high quality literature review, developed a creative and/or innovative action research project, and completed action research that will help expand the field of special education. The 2012 recipient was Machenzie Tuchrelo, a special education major.
The Excellence in Preparation to Teach Social Studies Award is given to a candidate who has displayed outstanding coursework, capstone project, and student teaching in social studies. Corey Nicholson, an adolescence education major, received the honor.
There were two recipients of the Dr. Ronald Edmonds Award, which is given to a graduating candidate who has demonstrated significant progress in meeting the goals and standards of the Master of Science in Educational Leadership program, and who exemplifies the characteristics of leaders in effective schools. Julie Stark and John Swick received this year's award.
The Distinguished Leadership Award was also given to two recipients, and recognizes candidates who have distinguished themselves through significant contributions to class discussions and group projects, and exemplify the attributes and values of effective leadership. The award was given to Daniel McAlpin and Bridget Jurkowski, students in the educational leadership program.
The Leadership in Literacy Award recognizes an individual who engages in a way of thinking that creates meaningful and enduring change. The award was given to Abbie Wyman, a literacy education major.
And the final award given was the Teacher as Researcher Award. This award is given to a candidate who conducted an exceptional action research project that addressed a significant issue in literacy. Clinton DePew, a literacy education major, received the award.


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America's 10 best community colleges
Published On: Oct 08 2013 02:17:42 PM CDT Updated On: Oct 09 2013 01:00:00 AM CDT
Community colleges are becoming increasingly popular as traditional college costs rise. Check out the Top 10 as ranked by Bankrate.com.
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They are in your house. They are in your car. They are in the skies… Now they're coming for you.
In the near future, at a moment no one will notice, all the dazzling technology that runs our world will unite and turn against us. Taking on the persona of a shy human boy, a childlike but massively powerful artificial intelligence known as Archos comes online and assumes control over the global network of machines that regulate everything from transportation to utilities, defense and communication. In the months leading up to this, sporadic glitches are noticed by a handful of unconnected humans - a single mother disconcerted by her daughter's menacing "smart" toys, a lonely Japanese bachelor who is victimized by his domestic robot companion, an isolated U.S. soldier who witnesses a 'pacification unit' go haywire - but most are unaware of the growing rebellion until it is too late.
When the Robot War ignites - at a moment known later as Zero Hour - humankind will be both decimated and, possibly, for the first time in history, united. Robopocalypse is a brilliantly conceived action-filled epic, a terrifying story with heart-stopping implications for the real technology all around us…and an entertaining and engaging thriller unlike anything else written in years.
Daniel H. Wilson earned a Ph.D. in robotics from Carnegie Mellon University. He is the author of such nonfiction works as How to Survive a Robot Uprising. Wilson lives in Portland, Oregon with his wife and daughter.
©2011 Daniel H. Wilson (P)2011 Random House Audio
"Things pop along at a wonderfully breakneck pace, and by letting his characters reveal themselves through their actions, Wilson creates characters that spring to life. Vigorous, smart and gripping." (Kirkus)
"A brilliantly conceived thriller that could well become horrific reality. A captivating tale, Robopocalypse will grip your imagination from the first word to the last, on a wild rip you won't soon forget. What a read…unlike anything I've read before." (Clive Cussler)
Too many books! I read audio books all day long and still can't keep up with all the great titles I've found!
"OMG! The hyperbole is the GREATEST EVER!!!!!"
Clever book that is worth reading if you want to hear about the coming robot apocalypse. However, the author tends to turn every ordeal into an epic moment. No matter if it is climatic or mundane, the cast is "pushed to the limits of human extreme - gritting their teeth in total absolute effort beyond the most greatest challenge ever" as they crawl out of bed.
Concept is great, but don't read unless you can tolerate hyperbole and that kind of geeky foreshadowing were someone acts like something coming up is the PENULTIMATE BADARSE THINGY, but you don't get told what and have to wait four chapters to see.
When Asimov (I, Robot) and Matheson (I am Legend) set the bar for the for the killer robot and zombie story…many, many years ago…it's hard to imagine really successful works following. But, great authors have amazingly done it…produced well thought out, original ideas that earn them the right to sit on the shelf next to their ground breaking predecessors. Dr. Wilson, a genuine "mad" scientist, has successfully done it with Robopocalypse. I read reviews that compared this to Max Brooks (World War Z)…and the book is similar to Brooks, in that dooms day is chronologically covered through different characters. I loved both books…gives the story a much broader scope…and bigger feel. Both zombie and apocalypse junkies will not be disappointed…gore, battles, villains and heroes….something for the entire family!
Say something about yourself!
"Terminator meets Zombieland"
Robopocalypse is an interesting variation on the increasingly common emergent-evil-AI theme. A really smart AI wakes up and hijacks the arms and legs and wheels of all the smart devices we've been building, extending itself into all of our smart machines, which suddenly begin to attack humans like artificial zombies. The story is told from the perspective of both people and machines beginning right before and immediately after the singularity (awakening), and it does a fair job of capturing what might be distinctive about those different points of view. The author has a tin ear when it comes to the portrayal of some of his characters (young girls and women seem especially badly done), but on the whole there are some memorable and compelling players here (the Japanese roboticist who genuinely loves his robots is quite moving). There isn't a lot that's new otherwise, except the suggestion that maybe the evil AI isn't really evil after all but is just trying to teach humanity a lesson for its own good. Those hints in the plot aren't very coherent and becoming annoying by the end. The narration is excellent, the story idea is solid, and it's a perfectly entertaining way to spend several hours, but the execution could have been better.
"Not a fan of the Narrator"
Another novel in the fear mongering genre that makes like an updated, more human version of movies similar to iRobot, 2001 A Space Odyssey, or the Terminator. The story, a set of recounted narratives, is written entirely in the present tense, while read from a futurist perspective. This choice of tense makes the audible version slightly annoying.
Plus, the narrator, Mr. Chamberlain, leaves a bit to be desired in the quality category. Of the dozen or so characters, he portrays each in one of three dialects/accents. These three become fairly repetitive and somewhat grating. It came to the point, where I couldn't figure out if I really disliked the book or just his reading. You will have to decide for yourself I guess.
Each character is written in a way that brings out the best attributes of humans. This is the saving grace of the book. If you like the post-world ending stories, this is at least a fresh take on an old tale.
"Thanksgiving Day is never going to be the same me."
I just adore this book. I like the way the story is delivered to you. I will agree the first listen it was a little slow to get into, but that is because you land right in a battle scenery. I have read this .... sorry listen to this book a couple of time. I do skip to certain parts sometimes. If you like the style of WWZ you will like. there are parts that i was glued to & even thought i was there. I loved the delivery of the story. The only problem i can see it not with the book or story. It will be with the movie that is set to come out, now granted this will make an awesome movie. However, it is not a family movie(which you know they will make) Some scenes in this book are a little graphic & i don't see how you could film them and not be "R" or even NC-17.
I would like to thank Mr. Wilson for now making me a little edge on Zero Hour a/k/a Thanksgiving Day.. 8-)
"Retread of an old story"
Although it has been done before (and much much better) I enjoyed the story found it entertaining and it kept my interest. The reader did a fair job but his UK accents are pretty bad and almost every American sounds like they spent varying lengths of time in Texas.
The real problem is the format. Mr. Wilson wanted to pull of a World War Z but just didn't have the chops. The story is supposed to be made up of interviews as well as "found footage" conversations and communications recorded surreptitiously by CCTV and various electronic devices under control of the Robots. Although the reader gives the characters voices that are easy to tell apart they STILL sound exactly the same. There is WAY too much description, environmental detail and analysis. It didn't take long for it to be apparent that the robots spared only the gifted storytellers.
It would have been better third person omniscient.
"It was only OK"
Great concept but poorly executed. I would have liked more of a climax to the story. I felt the final scene was a bit of a let-down.
"A Future all too possible"
I bought this with apprehension. So many books try to capture the reality of the situation. This book however made it seem very plausable. Excellent performance makes this a darn good listen.
"Cliché after cliché after cliché."
This future history is a string of progressive comfortable assumptions about people and technology, save your time and get how to survive a robot uprising if you're interested in this topic. I recommend you skip this title unless you like predictable story lines.
"WARNING: Present tense writing style"
It would be so nice if books that were written in nonstandard styles came with warnings of this. This book was written in the present tense, which to my ears sounds awkward and distracts from my ability to enjoy the story (and I have over 300 audiobooks in my Audible library, all of them written in the past tense, except for this one). I couldn't get past an hour of this book before I gave up. If you find present tense writing styles a bit off-putting, you may wish to avoid this book.
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If you find this review inappropriate and think it should be removed from our site, let us know. This report will be reviewed by Audible and we will take appropriate action.


text: Panama Canal Tugboats (4) tv-pg Play video Select your TV provider to log in to have full access to videos Select your TV provider See all providers Don't see your TV provider? Learn more You can access this video on the free HISTORY® app. *You must verify your TV provider towatch this video on the App Your Parental Control settings do not allow you to view this content. Panama Canal Tugboats (4 min) tv-pg Tugboats guide ships many times their size in and out of the Panama Canal.


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Certificate III in Early Childhood Education and Care
Bankstown Community College Inc
Certificate III
|Mid Year Intake?
|Study Mode
|Entry Requirements
|External, Full-time internal, Part-time internal, Weekend
Entrance requirements vary between providers
Course Description
This qualification is part of the Community Services Training Package. It reflects the role of workers in a range of early childhood education settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. They support the implementation of an approved learning framework, and support children's wellbeing, learning and development. Individuals will gain the necessary skills to supervise activities and provide care for children, facilitate their learning, leisure and play; that allow them to make the most of their potential. Depending on the setting, educators may work under direct supervision or autonomously.
Subjects you can Study
Core: Work within a relevant legal and ethical framework; Develop cultural competence; Ensure the health and safety of children; Provide care for children; Promote and provide healthy food and drinks; Provide care for babies and toddlers; plus more. Electives: Support behaviour of children and young people; Comply with family day care administration requirements; Work effectively with culturally diverse clients and co-workers; Promote innovation in a team environment; Interact positively with infants, toddlers and parents in a recreation environment; plus more.
About Bankstown Community College IncBankstown Community College is an independent, not-for profit Registered Training Organisation. The College has been serving the Bankstown Canterbury area for over forty years, and offers certificate and diploma courses in Business and Early Childhood Education and Care.
Provider CRICOS: 03447M RTO code: 90357
Certificate IIICourse code: CHC30113
- External = 1 year
- Full-time internal = 1 year
- Part-time internal = 1 year
- Weekend = 1 year
18 units: 15 core; 3 elective
Entry Requirements
Entrance requirements vary between providers
Life after Study
Related Careers
Early Childhood Educator
Early childhood educators care for the social, emotional, physical and educational needs of infants and young children in various care settings.
Family Day Care Educator
Family day care educators provide education and care for babies and children in the family day care educator's own home under local government, community-based or privately operated management schemes.


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Its founders claim more than 12 million people take classes every week.
But Consumer Reports says doing Zumba can lead to serious injuries if you're not careful.
That's today's On Your Side.
These students say Zumba classes are a great way to get fit and have fun doing it. "I love Zumba!" "It's addictive." "Great exercise!" But instructor Kathy Muglio developed severe foot pain after doing Zumba on a cement floor. Kathy Muglio, "You could take a couple of steps, it became extremely painful and difficult." And orthopedic surgeon Dr. Joel Buchalter, has seen a slew of patients with Zumba-related injuries to their knees, hips, and lower back. Dr. Joel Buchalter, "A lot of people get caught up with the music, and excitement of it and they lose track of what they're doing and they don't realize that they overdid it until long afterwards." Dr. Orly Avitzur, "If you're older and out of shape, Zumba can be a setup for injury. And no matter what your age, you have to be sure you're doing these moves properly." Consumer Reports' medical adviser, Dr. Orly Avitzur, says there are steps you can take to avoid risks. First, don't wear shoes that grip the floor. "Running shoes are made for forward, not lateral movements, so they're not appropriate. You want to get shoes that pivot, like these dance shoes." Also, find a high-quality instructor. Dr. Orly Avitzur, "You can receive basic certification after taking only a one-day course. So you want to be sure to find an experienced fitness instructor." And, as Kathy Muglio learned the hard way, you should work out on the right kind of floor. Avoid hard floors like tile, and carpeted surfaces, which can catch your foot. A hardwood floor with some give is the best way to Zumba the day away! And because Zumba involves a lot of dance moves, Consumer Reports says you might want to take a prep class to learn basic steps.
And modify any moves you feel are too hard for you.
I'm Martha Koloski and that's today's ON Your Side.


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Nine I. MaxhamJune 21,2013Nina I. Maxham
POULTNEY Nina Idella (Bourn) Maxham, 90, died Monday, June 18, 2013, at Haynes House of Hope in Granville, N.Y.
She was born March 16, 1923, in Peru, Vt., the daughter of Herman and Nina (Wilder) Bourn.
Mrs. Maxham enjoyed bluegrass music, the challenge of word puzzles, the Bondville Fair and shopping trips.
Survivors include three sons, Sam Crandall, Clifford and Burt Maxham; four daughters, Jenne Noyse, Ethel Shepard, Sharon Raymond and Claire McCaughey; 15 grandchildren and many great-grandchildren.
She was predeceased by her husband, Everett Maxham, in 1988; an infant daughter; five siblings, Edward, Donald, Raymond, Gerald Bunk and Doris Bourn.
The funeral service will be held at 1 p.m. Saturday, June 22, at the Robert M. King Funeral Home, 23 Church St., Granville, N.Y., where friends may call from 11 a.m. prior to the service officiated by the Rev. Jim Peterson.
Burial will follow in Bondville Cemetery.MORE IN ObituariesEdith M. Kilburn
MANCHESTER CENTER Edith M. Full StoryRuth Anne Nash
ANDOVER Ruth Anne Nash, born Aug. Full StoryMichael F. Bartenstein
CANAL FULTON, Ohio Michael Frederick Bartenstein passed away Dec. Full Story
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There is no better way to celebrate that special day than by sending this sweet indulgence to show them you care. Send the Happiest Birthday wishes with this premium Vanilla Bean Birthday cake. This ultimate white on white delight is made with two yellow cake layers filled with clouds of vanilla whipped cream mousse, then covered with luscious buttercream and garnished with white chocolate and more mousse. The cake is topped off with a Belgian chocolate "Happy Birthday" plaque. Cake is 7" diameter, serves 6-8 and ships frozen.
Your purchase includes a complimentary personalized gift message.
Taxes and fees will be calculated at checkout
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Grants available for parks and trails
October 6, 2011 —
Parks & Trails New York is launching the next round of its Capacity Building Grants for park and trail groups in New York State. The grants, of up to $3,000, will strengthen not-for-profit organizations that are working to build and protect parks and trails in communities across the state. Funds can be used to assist with activities associated with organizational start-up and development, training, communications, and volunteer recruitment and management. The deadline for submitting applications is November 16.
The program is unique in that it supports activities not normally covered by existing grants. While a number of grants are available to not-for-profits, they usually only fund capital projects and specific programs; they don't help organizations develop and strengthen the skills, processes and resources that they need to survive and thrive.
Email firstname.lastname@example.com or visit www.ptny.org.


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| October 20, 2011 - 9:11 am
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Wolfgang Puck Express features Wolfgang's most popular dishes in a fast-casual setting with affordable prices. The menu features Wolfgang Puck's hand-crafted gourmet pizzas, sandwiches, soups, fresh salads, including Wolfgang's famous Chinois Chicken™ salad, and other Wolfgang Puck classics. We use only the finest ingredients to prepare our food.
Wolfgang Puck Express
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text:
Congrats on reaching your goal!
1. After 1 month you no longer have a newborn, but a real, true baby.
2. I used to put some gentle pressure on Haley's chin with a thumb or finger. It seemed to make her open up wide just long enough for me to very quickly pop her on!
3. My appetite has fluctuated over the past 3.5 months. Some weeks I'm super hungry and others I'm barely hungry at all. In those barely hungry times I just make sure I'm eating whether I feel like it or not, so I don't have supply issues. I think I am the hungriest when Haley is, which makes sense, since the more she nurses, the more calories I need too.
4. I never felt letdowns at all until about 2 months. Then all of sudden I started feeling them, which was nice in a way, because I knew they were coming. They usually feel like a very strong tingle, pins and needles, and I usually only feel it in the breast she's not nursing on. (I'm guessing the pressure of her sucking causes me not to feel it in that breast.) Sometimes I also feel a really deep pain that goes away after just a second. I think they feel different for everyone.


text:
3/4 Sleeve Printed Tunic
Style: 570112155
Out of Stock
Sophisticated style meets trend in this printed shirt tunic with self belt. Collared neckline with faux placket and silvertone buttons.
- Relaxed fit.
- Self printed belt.
- Silvertone logo hardware at back with pleat.
- 95% rayon, 5% spandex. Machine wash, cold. Imported.
- Length: 29" from shoulder.
Read more… Read less…


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Jared Loughner's Zeitgeist Obsession:
'He Wanted to Watch It All the Time'
Kudos to the Arizona Republic for this follow-up reporting:
Loughner began fixating on a documentary: "Zeitgeist: The Movie."
The movie is a bramble of conspiracy theories involving Sept. 11, the international monetary system, and Christianity.
"There are people guiding your life and you don't even know it," the trailer for the movie intones.
"He wanted to watch it all the time," Osler said. "It was cool at first. But then it got weird. It was all he wanted to do."
Loughner developed a seeming obsession with currency, grammar and literacy rates. They were becoming the objects of his rants and screeds. Those around him didn't understand.
OK, so on Wednesday, ABC News was first to report on Loughner's obsession with this conspiracy-theory cult flick:
"I really think that this Zeitgeist documentary had a profound impact upon Jared Loughner's mindset and how he views the world that he lives in."
— Zach Osler, friend of Tucson gunman
Four days later, the Arizona Republic finally follows up on this angle and we learn how intensely involved with this movie the killer became. Loughner already had serious problems — drugs, alchohol, dropping out of high school — but it seems to have been the "profound impact" of Zeitgeist that signaled his descent into deadly schizophrenic madness.
In their haste to shift blame onto Sarah Palin, Fox News, talk radio and the Tea Party movement, the elite media have overlooked what appears to be a major clue to the motive of the Tucson massacre.
As of noon Sunday, there were 39 search results on Google News for "Loughner+Zeitgeist." Most of those were passing mentions. Meanwhile, a Google News search for "Loughner+Palin" returned 10,395 results. There were 595 results for "Loughner+Limbaugh." . . .
Click here to read the: rest at TheOtherMcCain.com!
Also see...
Even though my father, brother, uncles and grandfather were in the military, I seldom handled guns growing up. That's because unlike many of the other people in my family, I've...Read More
Robert Stacy McCain
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Welcome to the archiveThe Mogens Otto Nielsen mail art archive contains around 10.000 pieces of mail art from more than 600 artists around the world. At KUNSTEN Museum of Modern Art Aalborg in Denmark, it is my job to sort it out, to categorize it, and to make sense of it, without tearing it apart, making it fit too well, or to make sense where there should have been nonsense. I will keep you posted.
- Andrzej Dudek-Dürer Anna Banana archaeology Artpool Atmosphere Controlled autobiography banknotes Belgium Berlin Bjørn Bennike Bodo Berheide bureaucracy Canada Carsten Schmidt-Olsen Clemente Padin collage Copy-Left Crackerjack Kid Denmark Earth Project Meeting East Germany envelope Finland France Francesc Abad Germany Guy Bleus György Galántai H.R. Fricker Hanneke Clappers heart Henning Mittendorf Henryk Gajewski Hungary Italy Japan Juppitter-Larsen Jürgen O. Olbrich Karla Sachse Keith Bates KUNSTEN Museum of Modern Art Lon Spiegelman mail art mail art exhibition map mapping matchbook Mogens Otto Nielsen money music nature Netherlands network New York nuclear personal greetings photography Poland Ray Johnson Rea Nikonova Robin Crozier Rod Summers rubberstamp Ruggero Maggi Russia Ruud Janssen Ryosuke Cohen stamps Sweden Switzerland TAM Ted Purves USA Vittore Baroni West Germany
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Body Samples
This entry was posted in Send a piece of your nature and tagged autobiography, beard, body, cloning, copy, Decorfin, Denmark, DNA, Dogfish, ear hair, feather, fingernail, hair, Mogens Otto Nielsen, mustache, nail, Nether art, Netherlands, Robert Charles Rudine, Sonja van der Burg, string., Sunecho Lightline, thread, USA. Bookmark the permalink.


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The co-chair of the Legislature's Audit Committee said more information is needed about what is happening with taxpayer money under the control of state agencies, including the new quasi-private group that leads economic development efforts.
Democratic state Sen. Kathleen Vinehout of Alma, Wis., said she is drafting legislation to improve oversight.
The Audit Committee also held a hearing Wednesday with the head of the Wisconsin Economic Development Corp. and state auditors to discuss the work of the year-old agency and how to better track spending on job creation efforts.
The Audit Bureau in June released a report saying eight state agencies which spent tens of millions of dollars on economic development programs don't have a complete picture of the payoff.


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At this point, I don't care. I'm just waiting for this season to end. I think the Knicks will win tonight. The Knicks are 0-3 on a homestand, and I doubt they'll go 0-4. They have 12 home wins this season, which means they can win at home, on rare occassions. My Prediction: Knicks: 94 Trailblazers: 88
This is how the Knicks matchup against the Trailblazers:
PG Nate Robinson> Steve Blake(both are good, Nate is just more explosive)
SG Brandon Roy > Jamal Crawford(both can score; Roy has more defense)
SF Martell Webster> Wilson Chandler(Chandler has not been given the chance to show what he can do; Webster has and he's played well)
PF Lamarcus Aldridge>>> David Lee(Aldridge has more defense and can score more than Lee)
C Joel Pryzbilla = Eddy Curry(Both suck and are one dimensional;Curry has offense and no d; Prybilla has d and no offense)
Better team: Blazers


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"No Child Left Behind" appears to be a loaded statement
these days. Two years have passed since this well-meaning legislation was passed
and all of us have been challenged by it. I would like to take this opportunity
to talk about the implementation issues that have affected all of us in
The Timing of NCLB has been backward: First came the Act, then 11 months later, the federal regulations coincided with the January 2002 implementation. My own experience at that time resulted in two unique perspectives. Like many of you I was grappling with the law as a superintendent, seeking guidance on how NCLB would affect the 50,000 students in my district. When I assumed the post as State Superintendent I truly began to question why the U.S. Department of Education did not let us first understand the new law, its intent and corresponding regulation, then set a more reasonable date for implementation, like the 2003-2004 school year. Hence, nationwide we could question the timing of NCLB, but the reality is, this law is absent of make-up dates, do-overs or mulligans. Despite my own belief that NCLB implementation was ill-timed, we have to accept this timetable and make the best of it.
With that in mind, what all of us in
This spirit is often challenged, however, by the binding
and sometimes conflicting, as well as illogical, regulations approved by the
USDOE. Our goal in
Stepping up our accountability has been paralleled by
increasing costs. There is much debate about how much is enough.
While some of us have been tempted by the idea to outright reject NCLB requirements, we would also be turning away roughly $800 million. Despite the heightened rhetoric, no state has rejected the funding. In these troubled fiscal times, turning away this money – that undeniably helps some schools more than others – is not a viable option.
I say that because NCLB is intended to drive improvement among our struggling students. How NCLB does this is another sore spot: Transfer before tutor? This point has troubled me since the law's enactment. Offering students the right to choose a better performing school, before we offer the supplemental services that will help them improve in their own school is backward thinking at its best. Further, school districts offering supplemental services are required to use only Highly Qualified Teachers, but private providers are not held to the same standard. This needs to be changed by offering tutoring first, choice second and create equity supplemental service standards for both public and private services.
Until that change occurs I must point out that there is nothing that prohibits districts from using available Title I funds to offer supplemental services and choice options simultaneously. In fact, I encourage all affected schools to use the law to offer parents options so that they become full partners with schools in improving their child's education and consequently the school's performance.
I continue to encourage your thoughtful suggestions for considerations by the Advisory Task Force. These suggestions do have positive results. For example, a Task Force member had asked that we review a USDOE approved calculation of Adequate Yearly Progress in another state. In December, we looked at this possibility: schools would have to miss AYP for two consecutive years in a single subject (math, reading) instead of our current computation of either subject. We ran simulations and found that about ten of our schools would be positively impacted (meaning that under this new calculation they would make AYP). At this month's board meeting I am recommending that we adopt the calculation.
In my capacity as Chief State School Officer, I have had meetings since August 2002 with Secretary Paige and his top staff and have implored them to make needed changes. My colleagues in other states have done so as well. After two years of problematic implementation, perhaps the USDOE will act on our requests. We have just recently seen reconsiderations of assessing LEP students and the 1% waiver rule. Nevertheless, I do not see regulatory changes in the offering in the very near future.
I think it is safe to assume that if improvement of NCLB
does not come from
NCLB is wrought with good intentions that are coupled with regulations that are inconsistent with good practices. The law must be altered by the USDOE so that states can best meet its intent through flexibility that truly allows us to best serve students.
I would like to continue this exploration of NCLB in the upcoming weeks Friday message, specifically concerns I have with the AYP calculations, the required assessments, timing of sanctions and reporting, and the problems associated with the regulations affecting special populations of students. But I don't want to just opine on the problems with NCLB, I would also like to offer some solutions.
As we navigate through the often murky waters of NCLB, I invite all of you to submit brief essays on some aspect of NCLB regulations that need attention or change. Together, we can move ahead in this journey.
Robert Schiller
State Superintendent
of Education
Also included in today's message:
Education Agency Sesquicentennial
This week I invite you to join me in celebrating
education in
It is interesting to note that while a lot has changed
since then. Free public education
and compulsory attendance was opposed by many, especially in rural areas where
children were needed to help work farms.
A typical school in the 1850s consisted of one school building that
provided basic education through grade 8.
Some things have not changed. At the turn of the 20th century, Superintendent Francis Blair focused his attention on teacher certification, safe schools and the inequality of school funding.
For more on education history please go to http://www.isbe.net/news/2004/Illinois_education_timeline.pdf
For a history timeline, please go to: http://www.isbe.net/news/2004/celebration_of_education.pdf
Administrative Rules Work Group
Please be advised that I have sent letters to members of 17 educational organizations inviting them to send two representatives to a work group which will review the state's education administrative rules. The task force will have the charge of making recommendations to reduce nonessential administrative burdens related to rules on curricular mandates; health safety, or specific rights of students and staff; accounting, claiming and reimbursement for various programs; grants and loans that are currently available; public schools evaluations and school food services. I am asking for the names to be forward to me by Monday, March 15. For more information please contact my assistant Amy Fifer at (217) 524-9651.
Legislation Update – March 19
The General Assembly is in recess until March 23.
On March 22, the day before the legislature reconvenes,
there will be another hearing concerning Senate Bill 3000, the proposal to
create a new Department of Education under the direct control of the Governor.
The hearing will be held in the auditorium of
The House Elementary & Secondary Education Committee has scheduled a hearing on March 24 at in room 114 of the Capitol to take testimony regarding Senate Bill 1074. The bill, which the Senate passed last April, calls for the creation of an independent Professional Teacher Standards Board consisting of eleven members appointed by the Governor.
It is important for members of the legislature, and the
public, to hear the facts about both of these proposals. Neither plan addresses the critical
issues of the day – properly funding our schools and ensuring every child in
Amendments are currently pending to the State Board's rules for Public Schools Evaluation, Recognition and Supervision (Part 1) that will have significant effects on the ways in which districts assign their staff beginning July 1 of this year. The public comment on this set of amendments extends through March 22, and I encourage you to use this opportunity to inform us of any problems or issues you see in this material.
In particular, the rulemaking includes a wording change in Section 1.440 (Additional Criteria for High Schools) that we believed would simply clarify a long-standing requirement. It has come to our attention that the existing rule may not have been interpreted in the field as it has been meant, so that changing the rule would involve a significant change for some districts after all. The proposed change is displayed below; please let us know how this amendment would affect your district.
No teacher shall
should have more than five different
The rulemaking encompasses a large amount of additional material implementing the new structure of endorsements that corresponds to the standards adopted over the last several years. The complete text has been posted under "Proposed Rules and Amendments" on the "Rules" portion of our web site, and we encourage you to review it during the comment period. As always, comments and suggestions may be e-mailed to email@example.com. We would greatly appreciate receiving your input.
Notice of Completed Rulemaking
Please be advised that two other rulemaking items recently adopted by the State Board of Education are now in effect. Both these sets of rules have been posted on the agency's web site at www.isbe.net/rules; choose "Rules Currently in Effect" and scroll to the relevant Part number. (If you print only the affected Sections, remember to include the table of contents for the Part, which changes every time the Part is amended.)
Standards for Certification in Specific Teaching Fields (Part 27)
This rulemaking removed a provision from Part 27 that was inappropriately included in the standards for Technology Education Teachers when these rules were originally promulgated. The language that was struck (Section 27.460(k)) described inputs rather than competencies and thus was inconsistent with a standards-based approach. Further, there was concern in the technology education field that the requirement for 2000 hours of work experience blurred the distinction between certification in vocational areas or trades (based on work experience) with certification to teach exploratory technology education programs.
It should be noted that this set of standards is for a specific credential – Technology Education Teacher – as distinct from the technology standards that are applicable to all teachers and are found in Part 24 of ISBE's rules (Standards for All Illinois Teachers). The individuals affected are teachers of exploratory technology courses.
Affected Section: 27.460
Effective Date:
Pupil Transportation Reimbursement (Part 120)
This rule was developed in response to a problem revealed through a district's application for a modification of an existing rule through the waiver process. The rule that was the subject of the request was similar to the requirement for districts that own and operate their own transportation services to prorate their total transportation costs across all categories of transportation services, based on the ratio of miles traveled in each category to total system miles (Section 120.90(d)). The same approach is used when a district chooses one contractor to provide all of its transportation services and is expressed in Section 120.90(e).
A district petitioned for authorization to treat each category of transportation services separately for the purposes of calculating its reimbursement even though it employs only one contractor to provide both regular and special education transportation. The district requested that the types of transportation be kept separate because separate, competitive bidding had occurred for each type. That is, there were two separate contracts, but the procurement process had resulted in issuance of both to the same contractor based on the low bid in each case.
The request could not be approved because waiving that requirement could not result in meeting the intent of the rule (cost containment) more effectively or efficiently, a criterion for approval of the request. Other factors related to the effect on other districts also played a part in the agency's denial of the request.
However, the Board and the staff accepted the premise behind the district's request and determined that the rule should be revised to accommodate the situation that had been brought to light. The revised rule now delineates the ability to treat categories separately even when there is a single contractor, provided that each contract is let based on the lowest bid among at least two.
Affected Section: 120.90
Effective Date:
Student Information System Update
The Agency is now finalizing its procurement process to name a vendor to build and implement a statewide Student Information System (SIS). The contractual process should be finalized sometime within the next month. Throughout the development of SIS, the Agency plans to work closely with local school districts and vendors of School Administrative Packages (SAPs). The goal is to conduct a SIS pilot in the spring of the 2004-2005 school year using unique student identifiers to transfer data back and forth between the Agency and local schools and implement the unique identifiers statewide during the 2005-2006 school year for assessment tests. This system will help local schools and the state make important data-driven decisions about ways to improve student achievement and meet the No Child Left Behind (NCLB) Act.
ISBE is pleased to announce that the Illinois Assessment Frameworks for grade 11 are now posted on the ISBE Web site at www.isbe.net/assessment/IAFIndex.htm. These frameworks focus on mathematics, reading, writing, science, and social science and provide another level of specificity linked to the State Goals for Learning.
The framework for each subject consists of a set of assessment objectives that are clear, concise statements of the knowledge and skills students are expected to demonstrate on the Prairie State Achievement Examination. The assessment objectives for science, writing, and social science form the specifications for assessments starting in spring 2006. The assessment objectives for reading and mathematics are based on the ACT AssessmentÒ and WorkKeysÒ tests that are used currently to assess these two subjects. The writing and science frameworks also contain some references to the ACT Assessments in these subject areas.
Announcement of E-Grants Trainings
The Illinois State Board of Education (ISBE) has scheduled eight training dates and locations throughout the state for the new E-Grant Management System (eGMS). There will be no fee for participating, however registration is required. Electronic registration and additional details regarding the training sites can be accessed through our new eGMS web page at http://www.isbe.net/egms/. ISBE will release its first grant application through (eGMS) this spring. Districts will submit the FY05 No Child Left Behind (NCLB) consolidated application for the following grants:
· Title I, Part A, Improving the Academic Achievement of the Disadvantaged
· Title II, Part A, Teacher Quality
· Title II, Part D, Enhancing Education Through Technology (formula grant)
Title IV, Part A, Safe and
· Title V, Part A, Innovative Programs
Districts will use ISBE's Web Application Security System (IWAS) to access eGMS and submit the NCLB consolidated application via the Internet. The system will significantly reduce grant preparation time for districts, improve data quality and communications, standardize ISBE grant applications, and improve efficiency of the grant review and approval process. Questions about the workshops can be directed via email to firstname.lastname@example.com.
Occupational and Physical Therapy in Illinois Schools
A new publication, "Recommended Practices for Occupational And Physical Therapy In Illinois Schools," has been developed. The purpose of this document is to present administrators, occupational and/or physical therapy personnel, educators, other professionals, and parents, with information regarding the provision of occupational and/or physical therapy in educational environments. This document is intended to serve as guidance so that each Local Educational Agency (LEA) employing therapists can establish or update their own procedures for providing these support services to students. Included is a statute review, an explanation of the differences between IDEA and Section 504, an overview of OT/PT as a related service, factors in the determination of the need for therapy, the provision of OT/PT in the education setting, and administrative considerations. This document may be downloaded from our website at http://www.isbe.net/spec-ed/.
Enrollments on First Day of Testing to be Collected Electronically This Year
Early next week, all superintendents will be receiving notification letters about the new electronic data collection and reporting system ISBE will be using this spring to collect the districts' and schools' enrollments on the first day of testing. This will be collected using the Pearson SchoolHouse system. Enrollment numbers can either be entered by the district office or the superintendent can give each principal a password to enter his/her school's data. Either way, by May 21st each superintendent must authorize the final submission of all of the district and school enrollment figures. Secure passwords for your district and schools are included in next week's letters. A user guide at http://schoolhouse.ncs.com provides instructions on using this system and should be studied carefully.
The main advantage of this system is that it has many checkpoints built into it. For example, it will not let you submit your data if the school's numbers do not add up to the district totals or if you have omitted your IEP or low income students. This should help to ensure accurate collection of data this year. ISBE will also be reporting data back to the districts electronically later this year. If there are any questions about this system please contact firstname.lastname@example.com.
Guidance for Districts with Schools Identified for Corrective Action as Required by NCLB
As a result of not having made AYP for
four consecutive years, some schools in
Business Community Shows Support for CTE
One hundred and thirty-five
The results of this campaign, accompanied by the alphabetical listing of companies that supported the resolution and aggregated company profile information, will be unveiled at a Media Briefing on March 17 at the National Press Club. Panelists will explain the value the business community places on the nation's career and technical education system.
Youth Science
The National Youth
Science Camp has opened the application period for attending this summer's
adventure. The National Youth
Science Camp is a four week long, all-expense paid program that will take
place between June 24 and . Scientists
from across the nation who work on some of the most provocative topics in
science today present lectures and hands-on science seminars and linger to
interact informally with student delegates. Delegates are challenged to explore
new areas in the biological and physical sciences, art, and music with resident
staff members. They also may
present seminars covering their own areas of interest and research.
The delegates visit
Please recommend this program to seniors who could be interested. More information about the program can be accessed at www.sciencecamp.org Applications are due April 14. (Please note that this date is extended from the national due date.) Please contact Gwen Pollock at email@example.com for electronic copies of the application materials. If you need hard copies of the materials, please call 217/557-7323 for assistance.
Migrant Education Summer Programs Application Due
Applications for Migrant Education Summer Programs for FY 04 were due by . Please submit your proposal ASAP. Applications are available in our office. Please contact us at 312/814-3850.
Foreign Exchange Teachers Recruitment
Recruitment of Foreign
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About a month ago, I had made a commitment to myself that I would write at least 3,000 words a week. I had felt badly that I really hadn't made that goal. Then yesterday, as I was writing in my journal, I realized that I wrote a minimum of 300 words a day which makes 3,500 words per week; in addition, I use much of the journal writing in other writing pieces. It's sort of like my pre-writing think tank. So I don't feel like it is "cheating" if I use my journal writing for the word-per-week goal, though I may have to up my word-per-week goal. I am having an ethical battle with myself as to whether I can the actual piece of writing that I have lifted from my journal --- feels sort of like double dipping. I tell myself, "Well, you did put a significant amount of rewrite into this piece." Hmmmm, weird arguments that go on in my mind, eh???
And finally, I realized not only is tomorrow the 1st of October, but the deadline for the "School Humor" COG. Yikes, I dinna know if I can pull that off .......
~ ~ ~
© Joan Hill, Roots'n'Leaves Publications


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I was at the game. One thing stuck out the most out of everything. Gallo.
Every time he is on the court, he is calling out mismatches, pointing to guys and calling switches defensively. He is a leader. A rookie leader. Plus he played a fantastic game tonight.
I think the reason D'antoni decided not to play Nate and Harrington, is that they never move the ball. Both of them tend to chuck up shots and try to win the game themselves, rather than staying to what works which is moving the ball around and finding the open man. The problem with that is, why was Hughes out there? He's the biggest black whole of them all.
Gallo needs to be a focal point of this offense. He's by far our best shooter, and he has the highest b-ball IQ on this roster.
The bottom line is that those two guys are our lead scorers. To play them 23 minutes (apiece) is ludicrous and inexcusable. Sure, they chuck up shots; but they can also hit them.
Gallinari has not proven himself to be capable of being a focal point, when his main weapon is the long range, wide open jumper. If he proves capable of hitting those type of shots, in the long run, while guarded and with consistency, he might end up being a good 3rd or 4th option on a mediocre team.
I don't think I was the only one that noticed how much we needed to have him sub out - so that Harrington and Nate could breathe some life into our team. Gallo simply cannot make things happen on his own: he's basically a guy that hangs around, waiting for open shots. He can't rebound, drive, defend, post up, or block shots; and his ball handling skills make me nervous.
You've been hating on Gallo since draft night...now you look pretty silly giving him a little dap.
The offense just looks more fluid with Gallo on the floor...I'll take him down the stretch over Harrington 100 times out of 100. I mean he's only shooting 48% percent, what makes you think Harrington could do better?
Gallo can rebound, drive, defend, post up and block shots. Just not at a high rate because of his back, he's came back quickly from an injury, did your brain failed to remember that?
Gallo is 6"10...how many guys at 6"10 do you know handle like Gallinari? Crossing up guys and getting to the basket with fluidity and complete flow.
As he gets more experienced, his ball handling will improve.
You act like this guy reached his peak.
Gallo has work ethic and wants to be the best he can be and be a WINNER for New York.
Euro dudes have a lot of dedication to their club which is a plus for us aftr the express of low expectation losers we've had in the last 5 years. Gallo is a fresh of bresh air and you just need to calm and breathe...because all this indirect hating is really pointless since our hopes for the playoffs are DEAD and Danilo is the only thing worth watching and an occasional Chandler or Robinson dunk.
it was a depressing final 5 minutes. clyde said it best when he asked why harrington and nate wasnt there. i was really impressed with gallo, and if what tuner said is true it only makes me more confident in him. he said hes only 60% healthy so i cant wait to see him in full strength. hughes didnt play terrible like u guys are sayin, he actually was decent in every quarter but the fourth. when harris stole the ball from hughes, i cudnt believe he jsut stood there. but im hopin robinson starts over duhon or somethin, cuz im tired of seein him struggle
Unlike most of the Bball morons here, you seem to actual see what is going on and why. He has flaws but Gallo is the best player on the team. For a guy that can't drive, he goes by guys every game that are smaller and quicker. Josh Smith, VC, Iggy. For a guiy that can't board, he gets the big ones when needed. Very good defender. He can pull up. He moves the ball. He gets caught covering for other guy's defensive mistakes. If he comes in 100% healthy next year, it will be his team. Chandler will be his wing man. Mark it down.
The kid's a little full of himself, demanding a New York area team; but he has potential. As a later pick - I would have been happy to have him. It's still too early, however, to start calling him the next Dirk or "even better" - something I've heard on this forum. Dirk is one of the best to ever play this game. Gallo can't do all of the things that Dirk can do: shoot, post, rebound, block.
Harrington is the best player on this team: he can score in bunches (something gallo can't do), he can create his own shot, he can drive and even post up a little. After him - it's Nate. Gallo has to play some more and establish himself as being this or that. As of now - he's unestablished and untested. Frye looked like he was going to be a big time player - something Gallinari - has never appeared to be - and he completely fell apart. Just wait a little, before naming this guy the savior.
Harrington has played decent since coming here and it is true he can score alot of points.The problem that I have with him is that he thinks he can do it all and beat the whole team by himself and he can't hell nobody can.He gets in them zones were he won't play team ball at all and he shoots everytime he gets the ball.That bugs the hell out of me b/c they're four other TEAMATES out there thats on his side.
That brings me to Nate! Yes he can score in bunchs during a game but he also gets in that same zone that Harrington gets in and thinks he can beat the world by himself.I don't know if he got that from Harrington or he just plays like that too.I thought it was a good dicision by Dantoni to bench Harrington and Nate b/c they have gotten into a bad habit by not playing team ball.
Harrington is too much one on one and all these dramatic ass three point shots.
You're 6"9
Keep your ass in the paint and get an easier basket.
You think in soccer dudes would prefer to take long shots over a shot in closer range?
Make the game easier for you.
Harrington isn't good at this.
Explain to me how Frye was going to look like a "big time player" when all he could do at the time was live off Marbury's pick and rolls that gave Frye his NBA career.
Now without Marbury, Frye's game completely stunk.
Frye got outrebounded every night.
One of the worst defenders on the team.
Offensively, he was one dimensional and slow footed.
I thought that dude was lame even when he was averaging 14 ppg.
When he was first on the Knicks, he was averaging about 17 ppg, shooting jumpers at almost 60 percent. I should have known it was just a hot streak, but - like with Curry - the streak was so long that it fooled me.
My point - with Gallo - is that, even if he eventually ends up being a great player, he has to work on his game. Right now - he's one dimensional. Others have compared him to Dirk: one of the best (ever) - which is ludicrous.
Al - he's a good shooter, better than Craw. However - he lacks the late game heroics of a Crawford. Both guys are not going to be perfect - just like Marbury wasn't. The thing is that both need help. Players aren't going to be perfect... but that doesn't mean they're worthless. If Marbury had gotten help, just like if Craw or Harrington had gotten it, he would have been more successful in New York.
The main thing is getting a big man. I've coached and played enough ball to tell you that a guy that can get overwhelm the other team on the boards, help you on D (if you're beat), etc., makes life a million times easier for a player.
Either way - it's not a black and white issue: there are a lot of possibilities for these players - a lot of factors involved in their performance, present, past and future.


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Why I Prefer the Open Source Solution for Video Editing
A personal note from Curtis Lee Fulton about why he prefers to use the open sourced "Broadcast 2000" editing application over other solutions such as Final Cut Pro.
Related Articles
Broadband Price and Serviceability Top Customer Concerns
Server-Side Considerations for Video Streaming
Creating Great Audio for the Web
As digital video cameras drop in price and bandwidth widens with every DSL and cable hook-up, the notion of producing concise interesting video productions and streaming them over the Web is becoming more plausible every day.
Apple Computer has energized this phenomenon with its consumer-level "iMovie" DV editing application. Software developers for Windows, such as Ulead, have also been busy marketing their nonlinear editing packages.
But editing packages, even the high-end ones such as Avid or Final Cut Pro, are just that, packages. Neat little black boxes that give the artist little hope of breaking the mold. By contrast, GNU/Linux gives you only the media and the medium, which is simply a string of pictures stored on your hard drive, played back in whatever order and at whatever speed you command the machine to do. These strings of pictures can be accessed at any time by any program or even other computers.
Broadcast 2000, created by Adam Williams, is the mechanism that stitches the artist's media together. It will work with any size frame, any frame rate, and any number of audio tracks. Even by itself, Broadcast 2000 can add all sorts of effects.
Broadcast 2000 is a non-linear editing system. This means that no part of the working media is ever stored in RAM, and it is only stored on the hard disk once. The artist assembles the production by creating an Edit Decision List (EDL), which is sort of like a conductor's score that tells Broadcast 2000 when to start/stop playing certain media clips.
At any time, a saved EDL can be loaded, which will erase the current EDL. If the chosen file is just a media file, then a new EDL will be created, bringing the media file's start and stop points into the newly created EDL.
Saved EDLs or media file entries can be appended to the current EDL as well. In Broadcast 2000, "append" refers to space, not time. The easiest way to visualize this is to think of a stack of film splices. To Broadcast 2000, sliding a new film slice under the others is "appending" it to the stack. In Broadcast 2000, every layer in that stack is a separate track. Tracks are always played at the same time, which would be a bit like gluing all those film splices on top of each other and running them through a projector.
When a media clip is appended, Broadcast 2000 considers it an "asset" and indexes it. When a clip is indexed, bits of information about the clip are stored in memory. This information is used to represent the clip visually in the EDL.
Often called a "bin" in non-linear packages, the asset manager is a list of all the media files Broadcast 2000 currently considers assets. Assets and all EDL references to an asset can be removed by using the asset manager.
Currently, the simplest way for the artist to get his or her footage into the machine is to use Video4Linux. This API works with most computer TV cards. TV cards usually have a jack where a VCR or camcorder can be connected. Broadcast 2000 has built-in support for Video4Linux, so the artist can digitize footage without leaving Broadcast 2000.
To use Video4Linux, the proper modules must be loaded or compiled into the kernel. Instructions for this task are outside the scope of this article. More information about the Video4Linux drivers can be found at the Video for Linux Resources Page
Video by Curtis Lee Fulton
Download a preview of The Evolution of Linux, an independent documentary that explores the phenomena of free information and its political, social, and economic repercussions.
It's in MPEG1 format -- if you're using Linux, Loki's smpeg player will play it.
Before digitizing, the artist should choose the desired video frame rate and audio sampling rate. The frame rate is set by choosing Video|Framerate from the main menu bar. The bit and sampling rate is chosen by selecting Audio|Sample rate from the main menu.
To begin digitizing, click on the record button, which is the one with the red dot in the middle of it. The first box that pops up is where the artist specifies the format of the digitized media. For now, the artist should choose a file format of Quicktime, with the following options set:
The artist should make sure that "render audio tracks" or "render video tracks" is selected only if video or audio recording is desired. After clicking "Do It," the artist will see two new boxes pop up. The box filled with black or TV "static" is the preview window. The preview window allows the artist to see what is being captured, in real time. Above the preview window is the recording transport.
The recording transport works basically like a tape recorder: It will fast forward, record, stop, and play. In addition to the basic record and play buttons, there is a record-and-play button, which will play back all audio tracks as it records.
The second window is the recording window. For convenience, it has a copy of the recording transport. The recording window allows the artist to choose the recording mode, which has three options: untimed, timed, and looped. Timed and looped modes require the artist to enter a recording duration on the right.
The recording window for grabbing footage from a TV card. The transport at the top is similar to the main transport, except it has a combined record/play button, which acts like a multitrack recorder. If pressed, all enabled tracks will play back while video, audio, or both is captured. At the bottom of the window are the audio monitors. If enabled, they will show the volume level for each audio track.
Capturing video this way is really only appropriate for media targeted for the Web. While Video4Linux can capture frames at 30 frames a second, with a frame size of 640x480, most computers are not fast enough to keep up with the demand. Also, the artist should be sure to grab the modified Video4Linux drivers from heroine.linuxave.net. These drivers fix a bug in the current Video4Linux implementation that causes the TV card to lock up after three or more minutes of capture, at frame rates less than 30 frames a second. For movie making or professional video productions, IEEE 1394 (aka Firewire, iLink) should be used. GNU/Linux has driver support for 1394 DV, and directions for capturing with 1394 will appear in the next article.
The Broadcast 2000 transport
The middle button is the stop button. It promptly halts any playback activity, rewinding the transport to the start location.
Moving left, starting from the stop button:
Moving right, starting from the stop button:
The arrows seen are edits, which mark the beginning or end of an asset specified in the EDL. The arrows always point away from the media, so these edits mark the end of this asset. Moving an edit into the asset shortens it, and vice versa.
The transport is used to play back media referenced in the EDL. The transport appears as a row of nine tape-recorderish buttons. The middle button, the one with a black square in the middle, is the stop button. All the buttons on the left of the stop button move the transport back in time, while the buttons on the right of the stop button move the transport forward in time. Notice that the two halves mirror each other: All the buttons on the left do the same thing as the buttons on the right, only in the reverse direction.
Every asset reference in Broadcast 2000 has a start and stop point called an edit. Edits on the same track are connected together linearly, or can be separated by "silence," the Broadcast 2000 term for empty space.
Any media referenced in the EDL have edit points, also called in/out points, which mark where in the media the EDL begins and ceases to read from it. Edits appear as little arrows that point away from media. Dragging an edit into the media shortens it, dragging an edit away from the media makes it longer, unless the end or beginning has been reached.
The patchbay enables or disables functions for each track. The green arrow enables playback for that track; the red dot enables track modification (edits and autos); the 'A' enables autos for track playback or project rendering; and the 'D' enables track drawing. (Pictures for video, waveform data for audio.)
Every track has an entry in the "patchbay," which runs along the left of the main window. The patchbay controls four things: playback, record, automation, or track drawing.
If the artist wants an asset referenced on a particular track to be seen or heard, playback for that track has to be turned on. Record means that all edits or autos in that track can be modified. If track drawing is on, then all assets on that track will be represented visually by either waveform peak information (for sound) or frame snapshots (for video).
Broadcast2000 autos can control a variety of functions. In this case, the auto is controlling a fade from black at the beginning of the asset.
Anything besides the in/out points is controlled in the EDL with automations (autos). Tasks like fade to black, fade to silence, and all sorts of advanced effects can easily be controlled by the Broadcast 2000 automation mechanism. This will be described in detail in the next article, along with a complete guide to configuring Broadcast 2000 around the artist's project, and how to bring in media from a DV camera.
Curtis Lee Fulton is the creator of AcidGimp, the software that uses a metaphor of an analog musical synthesizer to add effects to video footage.
See Also
Why I Prefer the Open Source Solution for Video Editing
A personal note from Curtis Lee Fulton about why he prefers to use the open sourced "Broadcast 2000" editing application over other solutions such as Final Cut Pro.
Related Articles
Broadband Price and Serviceability Top Customer Concerns
Server-Side Considerations for Video Streaming
Creating Great Audio for the Web
Discuss this article in the O'Reilly Network Linux Forum.
Return to the Linux DevCenter.
Copyright © 2017 O'Reilly Media, Inc.


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For Immediate Release
December 16, 2009
Illinois fourth in nation with more than 730 achieving highest teaching credentials in 2009
Fourth year in a row Illinois attains national ranking
SPRINGFIELD – The Illinois State Board of Education announced today that Illinois ranks fourth in the nation for having the highest number of teachers achieving National Board Certification in 2009. The National Board for Professional Teaching Standards (NBPTS) released the findings today as part of National Board Certification Day. This is the fourth year in a row that Illinois has ranked among the top 10 states for the number of new teachers achieving the profession's highest credential.
"We commend each and every National Board Certified Teacher in Illinois on achieving this prestigious certification," said State Superintendent of Education Christopher A. Koch. "We know the extra steps they have taken to increase and improve their skills will have a ripple effect on the students they teach for years to come. Today, we celebrate their accomplishments but years from now, we will be celebrating the accomplishments and success of their students."
In 2009, 732 Illinois teachers achieved National Board Certification, which is the highest credential in the teaching profession. Of that number, 302 teachers work in Chicago Public Schools.
Illinois teachers are among those who bring the total number of teachers and school counselors certified by National Board for Professional Teaching Standards across the country to more than 82,000. Illinois ranks sixth in the country for its cumulative total of NBCT's with 3,923 teachers to date who have achieved certification.
National Board Certification is a voluntary assessment program designed to recognize and retain great teachers – and make them better. Certification is achieved through a rigorous, performance-based assessment that typically takes one to three years to complete. As part of the process, teachers build a portfolio that includes student work samples, assignments, video tapes and a thorough analysis of their classroom teaching. Additionally, teachers are assessed on their knowledge of the subjects they teach.
In May 2000, the Illinois State Board of Education began issuing Illinois Master Certificates valid for 10 years and renewal thereafter every 10 years through compliance with requirements set forth by the State Board of Education for NBCTs. ISBE also provide an annual stipend for National Board Certified Teachers who hold the Illinois Master Certificate as defined by the Illinois Teacher Excellence Act, pending availability of state funds. In addition, nationally certified teachers are eligible to receive additional money if they mentor other teachers.
More information about NBPTS and National Board Certification, visit the NBPTS Web site at http://www.nbpts.org/.
To search for National Board Certified teachers in Illinois by district, visit http://www.nbpts.org/resources/nbct_directory.