2020-2021 School Profile
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Licensed Child Care Centres – Age Grouping, Ratios, Group Size And
Licensed Child Care Centres AGE GROUPING, RATIOS, GROUP SIZE AND STAFF QUALIFICATIONS OVERVIEW A new optional approach to age groupings, ratios and staff qualifications will be implemented starting September 1, 2017. Under the new approach, licensees will have the option of operating under the current requirements for age groupings, ratios, and qualifications (Schedule 1) or applying to adopt the new option (Schedule 2). Licensees and new applicants will have the opportunity to apply for a licence under Schedule 2, which would be approved based on set criteria. By providing greater flexibility to licensees to apply to adopt the new age groupings or maintain status quo, the ministry aims to address the complex relationship between staff-child ratios, group size and educator training/qualifications while meeting the varied needs of families, children, and communities in Ontario and supporting successful business models. This fact sheet is intended to highlight some of the key licensing requirements for implementing the new Schedule 2. ontario.ca/childcare BLEED Here are the requirements for age groupings, ratios, maximum number of children, and minimum number of qualified staff under Schedule 2 Name of Age Age Range Ratio of Staff to Maximum Minimum Category Children Number of Number of Children Qualified Staff Infant/Toddler Younger than 1 to 3 12 2 out of 3 24 months (younger than 12 months) 1 to 4 (12 months – younger than 24 months) Preschool 24 months or 1 to 8 24 2 out of 3 older but younger than 5 years Kindergarten 44 months or 1 to 13 26 1 out of 2 older but younger than 7 years Primary/ 68 months or 1 to 15 30 1 out of 2 junior school older but younger age than 13 years Junior school 9 years or older 1 to 20 20 1 out of 1 age but younger than 13 years Can centres adopt Schedule 2 but only enrol children between certain ages (i.e., 12–24 months)? Yes, centres still have the flexibility to choose which ages to serve within their licensed aged groupings. -
Educational Opportunities
Township of O’Hara Comprehensive Development Plan O’HARA TOWNSHIP Comprehensive Development Plan Chapter 6 - Educational Opportunities FOX CHAPEL AREA SCHOOL DISTRICT In the year 2000, O’Hara Township residents comprised one third of enrollment in the Fox Chapel School District, one of the most diverse districts in the State from a socioeconomic standpoint, which includes Indiana and O’Hara Townships and Fox Chapel, Blawnox, Aspinwall, and Sharpsburg Boroughs, and 84% of O’Hara school age children attend classes in the School District. Through housing analysis concluded in Chapter 4 recognizes that though Fox Chapel Area School TABLE 6-1 District is the key factor behind the SCHOOL ENROLLMENT 2000 POPULATION 3-YEARS AND OVER ENROLLED IN SCHOOL continued attraction of families with West O’Hara East O’Hara O’Hara Township school aged children to the # % # % # % Township. This healthy demographic Nursery school, preschool 133 9.5 115 11.7 248 10.4 Kindergarten 59 4.2 87 8.8 146 6.1 trend is an anomaly in the region. Elementary school (grades 1-8) 674 48.4 440 44.6 1,114 46.8 High school (grades 9-12) 278 20.0 246 24.9 524 22.0 College or grade school 249 17.9 98 9.9 347 14.6 Total 1,393 100 986 99.9 2,379 99.9 Source: U.S. Bureau of the Census, 2000, DP-2. The total enrollment for the 2007-2008 Nursery school, preschool school year is 4,554 students. There are Kindergarten 1,943 students at the elementary level; 1,042 Elementary school (grades 1-8) students at the middle school; and 1,569 High school (grades 9-12) students at the high school. -
Honoring Yesterday, Inspiring Tomorrow
TALK ThistleThistle TALK Art from the heart Middle Schoolers expressed themselves in creating “Postcards to the Congo,” a unique component of the City as Our Campus initiative. (See story on page 13.) Winchester Nonprofi t Org. Honoring yesterday, Thurston U.S. Postage School PAID inspiring tomorrow. Pittsburgh, PA 555 Morewood Avenue Permit No. 145 Pittsburgh, PA 15213 The evolution of WT www.winchesterthurston.org in academics, arts, and athletics in this issue: Commencement 2007 A Fond Farewell City as Our Campus Expanding minds in expanding ways Ann Peterson Refl ections on a beloved art teacher Winchester Thurston School Autumn 2007 TALK A magnifi cent showing Thistle WT's own art gallery played host in November to LUMINOUS, MAGAZINE a glittering display of 14 local and nationally recognized glass Volume 35 • Number 1 Autumn 2007 artists, including faculty members Carl Jones, Mary Martin ’88, and Tina Plaks, along with eighth-grader Red Otto. Thistletalk is published two times per year by Winchester Thurston School for alumnae/i, parents, students, and friends of the school. Letters and suggestions are welcome. Please contact the Director of Communications, Winchester Thurston School, 555 Morewood Malone Scholars Avenue, Pittsburgh, PA 15213. Editor Anne Flanagan Director of Communications fl [email protected] Assistant Editor Alison Wolfson Director of Alumnae/i Relations [email protected] Contributors David Ascheknas Alison D’Addieco John Holmes Carl Jones Mary Martin ’88 Karen Meyers ’72 Emily Sturman Allison Thompson Printing Herrmann Printing School Mission Winchester Thurston School actively engages each student in a challenging and inspiring learning process that develops the mind, motivates the passion to achieve, and cultivates the character to serve. -
Kindergarten & Junior School
Kindergarten & Junior School 2019/20 Kindergarten & Junior School Kindergarten & Junior School Overview Kindergarten Steeped in history, Campbell College is a voluntary grammar and Junior School school, located on a stunning 100-acre woodland campus on the edge of East Belfast, which welcomes boys from the age of three to eighteen. “Campbell College Kindergarten and Junior School is a unique learning environment where boys are The modern Junior School and Kindergarten buildings are inspired, not just by the history and beauty of their nestled in their own private setting within the extensive surroundings, but by the magic of the place. Within our grounds of the College campus. Each Key Stage building nurturing learning environment, diversity is celebrated features bright, spacious classrooms, an ICT suite, library, and individuals are empowered and enabled to achieve sports hall and creative spaces to facilitate specialist art their full and unique potential. When you join our lessons, speech and drama classes and instrumental tuition. Junior School Family, you become part of something Add to the mix a huge outdoor classroom, extensive sports very special. It is the first chapter of an exciting, lifelong pitches, a swimming pool, athletics track and tennis courts, adventure as part of the Campbell Community.” and you can see why this is such a unique learning environment for boys. Miss Andrea Brown Head of Junior School & Kindergarten Our Vision To provide the highest quality and most unique learning experience for boys. Our Aspirations Core Values We seek to ensure that each member of our whole school community is valued, cared for and supported, within We consider it a great privilege to work with children in their a positive atmosphere of co-operation, mutual respect formative years and, as our young Campbellians head off on and trust. -
Copy of Montserrat University
MONTSERRAT GEORGIA SECRETARY OF STATE UNIVERSITY BRAD RAFFENSPERGER CLASS OF 2020 COMMENCEMENT EXERCISES MARCH • 20 • 2019 SEPTEMBER • 20 • 2019 Join the Conversation Follow us on Twitter, Facebook, Instagram, and LinkedIn to continue the conversation and use our hashtags to join the conversation #SheLeadsGA #GASOS #BradRaffensperger @SheLeadsGA She Leads @sheleadsga She Leads - Women's Investment and Financial Empowerment To our She Leads Attendees: Welcome to a day that is sure to be full of empowerment and education. I am excited to share this tremendous summit with so many distinguished speakers and panelists. I’d first like to thank the Investor Protection Trust and all of our distinguished sponsors. This day is a combined effort that would not have been possible without your endless support. As Secretary of State, my office has many avenues to move Georgia forward and bring better futures to our state’s voters, business owners, and families; however, it is clear that financial literacy should be a top priority. Building a better business climate – and making our state a cornerstone for economic development – starts at the individual level. That’s why my office is fully dedicated to partnering with Georgia’s communities and business-owners to offer every citizen free programs that will set the foundation for a lifetime of smart financial decisions and a better future for our state. Georgia has been named the number one state in which to do business for six years in a row, and with programs like She Leads, I know we can make it seven. It is my hope that this event gives you the resources and know-how to take back to your businesses and communities and make progress toward your personal and professional goals. -
Junior School Dress Code
JUNIOR SCHOOL DRESS CODE The dress code for the children at the Junior School is one of “common dress.” Clothing may be purchased anywhere you wish. Sweatshirts and other clothing items are available from the Shady Side Academy Junior School Parents' Association. Many parents buy their uniform at Lands’ End. Our purchasing code is 9000-3398-6. Girls and Boys Common Dress Shirt: A white, navy or yellow collared shirt either long or short-sleeved or a turtleneck jersey. Shirttails are to be tucked in. No tank tops, spaghetti straps, or midriff tops. Sweater: Navy or white, with or without a Shady Side monogram. Sweatshirt: Shady Side sweatshirts only. Sweatshirts may not be oversized. Pants: Navy or khaki pants. Pants or slacks must be tailored and should not drag on the floor. No sweatpants, leggings, yoga pants, velour or gaucho pants. Belts must be worn if pants have belt loops. Shorts: Navy or khaki shorts--no running, gym shorts or short shorts. Shorts are to be no shorter than mid-thigh in length. Shoes: Tie or Velcro tennis shoes with non-marking soles. In inclement weather, students may wear boots and change into tennis shoes at school. Socks: Navy or white socks must be worn. Girls may wear navy or white tights. Girls have the additional options of: Skirts/Skorts, Jumpers: Must be navy or khaki. Skirts and dresses are to be no shorter than 3” above the knee, or longer than mid-calf. Tights: Navy or white Additional Guidelines: ● Hats are not to be worn indoors. ● Make-up, glitter or fragrances are not permitted. -
The Power of Partnership
TALK TALK Winchester Nonprofit Org. Thurston U.S. Postage School PAID Pittsburgh, PA 555 Morewood Avenue Permit No. 145 Pittsburgh, PA 15213 www.winchesterthurston.org ThistleThistle The Power of Partnership in this issue: City as Our Campus Partnership with Pitt Asian Studies Center Young Alum Leadership Council Builds a Bridge to Beijing and Beyond Reunion 2009 Urban Arts Revealed Connects WT Students Reflections on the G-20 to Pittsburgh’s Vibrant Arts Community Painting by Olivia Bargeron, WT Class of 2018, City Campus fourth-grader. Winchester Thurston School Winter 2010 Malone Scholars Thistle TALK MAGAZINE Volume 37 • Number 1 • Winter 2010 Thistletalk is published two times per year by Winchester Thurston School for alumnae/i, parents, students, and friends of the school. Letters and suggestions are welcome. Contact Maura Farrell, Winchester Thurston School, 555 Morewood Avenue, Pittsburgh, PA 15213. In Memoriam Editor The following members of the WT community will be missed by Maura Farrell their classmates, friends, students, and colleagues. We offer sincere Assistant Head for Planning condolences to their families. [email protected] Sara Mitchell ‘76, October 24, 2009 Alumnae/i Editor Gaylen Westfall Sara Ann Kalla ‘73, May 31, 2009 Director of Development and Alumnae/i Relations Aline Massey ’62, August 25, 2009 [email protected] Anne Sauers Brassert ‘57, August 28, 2008 Contributors David Aschkenas Suzanne Scott Kennedy ‘52, June 21, 2009 Kathleen Bishop Dionne Brelsford Antoinette Vilsack Seifert ‘32, October 6, 2009 Jason Cohn Lisa Kay Davis ‘97 Max Findley ‘11 John Holmes Condolences Ashley Lemmon ‘01 Karen Meyers ‘72 To Mrs. Marilyn Alexander on the death of her husband, To Gray Pipitone ‘14, Gianna Pipitone ‘16, Gunnar Lee Moses A’98 Robert D. -
Transition from Infant to Junior School This Guidance Was Co-Produced in Collaboration with a Number of Organisations Including
Transition from infant to junior school This guidance was co-produced in collaboration with a number of organisations including: Access Through Technology Family Voice Norfolk 2 What is transition? Our lives are full of change, during which we transition or move from one stage to another. A transition from one educational setting to another can be a very anxious time for both parent carers and for their children. This guide is to help parent carers of children with special educational needs and disabilities (SEND) who are preparing to move from an infant school (key stage 1) to a junior school (key stage 2). Pupils transfer from infant to junior school at the end of year 2, in the new academic year following their 7th birthday. If your child is in a primary school, there is no need to read any further. Your child will stay in the same setting and will move up to the next year group automatically - see guidance on ‘Moving from class to class.’ How do we plan for success? Effective transitions rely upon… ✓ Good planning ✓ Good communication Good transition planning benefits all children and young people. However, for those with additional needs, including SEND, additional planning will be required to ensure that transition is successful. 3 When should I start to think about a school for year 3? If your child does not have an education, health and care plan (EHCP)… ✓ Start to think about possible schools for year 3 by the Autumn of the year before your child is due to start (at the latest) ✓ Apply for a junior school placement in the usual -
SCHOOL PROFILE 2020-21 MISSION Each Day, We Challenge and Inspire Girls to Love Learning and to Shape a Better World
SCHOOL PROFILE 2020-21 MISSION Each day, we challenge and inspire girls to love learning and to shape a better world ACCREDITATION MEMBERSHIP: IB, CIS, WASC, Korea Ministry of Education CEEB 682210 UCAS 46658 SCHOOL ENROLLMENT 846 TOTAL NUMBER OF STUDENTS SCHOOL ENROLLMENT BREAK DOWN SCHOOL COMMUNITY Established in 2012 YEAR GRADE NUMBERS Day and Boarding JUNIOR SCHOOL JK PREP - GRADE 5 293 Co-ed Junior School All Girls’ Middle/Senior School MIDDLE SCHOOL GRADE 6 - 9 306 ACADEMICS SENIOR SCHOOL GRADE 10 - 12 247 Three Diplomas Awarded: - International Baccalaureate Diploma MIDDLE & SENIOR SCHOOL DAY STUDENTS 325 - Korean High School Diploma (for Korean nationals) MIDDLE & SENIOR SCHOOL - Branksome Hall Asia Diploma 228 BOARDING STUDENTS Grades are reported on the IB 1-7 scale, without rank or overall GPA ACTIVITIES 2021 GRADUATING CLASS 62 CASE: After school program with over 150 options to IB FINAL RESULTS choose from. Examples include: - C (Creativity): Branksome TV, TEDx, Orchestra, Theatre YEAR 2020 2019 2018 2017 2016 2015 production, Vocal Academy Number of - A (Activity ): Basketball, Swimming, Tennis, Golf, Soccer, 67 81 71 49 35 32 Students Equestrian, Volleyball - S (Service): Amnesty International, Red Cross, Our 36.4 35.0 36.2 35.9 33.8 35.2 Bird Protection, Forget-me-not, Student Ambassador IB Average - E (Enrichment): Model UN, Stock Investment, World JAVA programming, World Language TBD 29.6 29.7 29.8 29.9 30.2 IB Average CAS: An IB requirement through which students are en - * 100% IB DP pass rate, 100% IB Bilingual Diploma couraged to initiate experiences that help them connect * 28% scored 40 points or above their learning to the real world and are relevant to them, * 39% scored 35 to 39 points their passions, and their future goals. -
Common Teacher Recommendation Form Grades 3-5
PITTSBURGH CONSORTIUM OF INDEPENDENT SCHOOLS Community Day School Shady Side Academy Valley School of Ligonier Sewickley Academy Falk School comday.org shadysideacademy.org valleyschoolofligonier.org sewickley.org falkschool.pitt.edu St. Edmund’s Academy Kiski School The Ellis School Winchester Thurston School The Campus School of stedmunds.net kiski.org theellisschool.org winchesterthurston.org Carlow University campusschool.carlow.edu Common Teacher Recommendation Form Grades 3-5 Name of Applicant Applying for Grade Beginning in the fall of To the teacher: Your thoughtful evaluation of this student will assist our Admission Committee and help provide information for the best placement for the applicant. The information you provide will be kept in strictest confidence and will not become part of the student’s permanent record, nor will it be shared, directly or indirectly, with the applicant’s parents. Please complete both sides of this form no earlier than Dec. 1. Thank you. Teacher’s Name Signature Title/Position Date Name/Address of School Email Address Contact Number How many days a week does he/she attend your program? Time/Length of day? How long have you known the applicant? Social/Emotional Development Consistently Usually Occasionally Seldom N/A Comments Displays self-motivation Displays respect for others Displays self-confidence Demonstrates self-control Seeks help when needed Responds positively to limits/redirection Transitions easily Takes risks Exceeds Age Age Still Comments Academic Characteristics and Skills Expectations -
Teacher Recommendation Form Grades 6-12
Pittsburgh Consortium of Independent Schools Community Day School The Campus School of Carlow University The Ellis School Falk School www.comday.org www.campusschool.carlow.edu www.theellisschool.org www.falk-school.org Fox Chapel Country Day School Kiski School Sewickley Academy Shady Side Academy www.foxchapelcountryday.com www.kiski.org www.sewickley.org www.shadysideacademy.org St. Edmund’s Academy Valley School of Ligonier Winchester Thurston School www.stedmunds.net www.valleyschoolofligonier.org www.winchesterthurston.org Common Teacher Recommendation Form Grades 6-12 Name of Applicant: Applying for Grade: Beginning in the fall of: To the Teacher: Your thoughtful evaluation of this student will assist our Admission Committee and help provide information for the best place- ment for the applicant. The information you provide will be kept in strictest confidence and will not become part of the student’s permanent record, nor will it be shared, directly or indirectly, with the applicant’s parents. Please complete both sides of this form not earlier than December 1st. Thank you. Teacher’s Name Signature Title/Position Date Name/Address of School School name street city state zip Email Address Phone Number What course(s) have you taught this applicant and what text(s) were used? How long have you known the applicant? What course/level do you recommend for this student next year? Compared to other students in the applicant’s class, please rate the candidate in the following areas: Academic Qualities Top 5% Excellent Above Average Below -
NOTE *England ABSTRACT
DOCUMENT RESUME ED 070 336 FL 003 612 TITLE French in the Primary School: Field Report No. 2. INSTITUTION Schools Council, London (England). PUB DATE [66] NOTE 14p. AVAILABLE FROMSchools Council, 160 Great Portland Street, London, W 1, England (Gratis) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Curriculum Development; Educational Experiments; Elementary Schools; *Fles; *French; Instructional Improvement; Language Instruction; *Modern Languages; Program Content; Program Descriptions; *Program Design; Teacher Education IDENTIFIERS *England ABSTRACT This is an account of the first two years' operation of a national experiment in language instruction in England, jointly sponsored by the Schools Council and the Nuffield Foundation for teaching French in primary schools. The report discusses:(1) origins of the experiment, (2) planning the pilot project, (3) "Why French?," (4) the objectives of the pilot project,(5) course materials, (6) consultation and liaison,(7) the Schools Council Modern Languages Subcommittee "A," (8)launching the project,(9) selecting the pilot areas, (10) training the primary teachers,(11) training the secondary teachers, (12) modern language centers, (13) the spread of primary French teaching,(14) surveying the national situation, and (15) the situation today. (RL) U.S. DEPARIMENI Of MIDI. IDUCAIION FL MIME OffICE Of EDUCAIION / IHIS DOCUMENI HAS BEEN REPRODUCED EMMY AS DECEIVED IRON IHE PERSON OR OMNI/1110N ORIGINATING II.POINIS Of VIEW OR OPINIONS SIAIID DO NOI NECESSARILY REPRESENT OFFICIAL OffICE Of EDUCAIION FIELD REPORT No. POSIIION OR POLICY. 2 re% clo O French in the Primary School An account of the first two years' operation of the national experiment jointly sponsored by the Schools Council and the Nuffield Foundation for teaching French in primary schools.