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The URL should be a single line, if your mail client splits it into multiple lines, copy and paste each line separately. ADDITIONAL ASSISTANCE Thank you for choosing UIHbG. You may reach Customer Support by visiting our Submit A Ticket page. ----WH1WIDkJ;YoIuLr Hi Kennedy, Thank you for reaching out. Before we can get a quote to you, there are a couple of questions we need to understand. Can you please tell me the language you are interested in and the use case? Which Operating System does it need supported? Do you need any additional packages/modules or are you interested in our out-of-the-box distribution for those specific languages? What is the number of instances? Timeframe for going into production? I hope to hear back from you soon. Thank you, Ernest Pau Enterprise Solutions Advocate ,???pKKbh???, Software Dir: +0380663059 EXT. 556 Tel: +5402215811 ----9nZGVTtw;ZtdsBS 403 ERROR The request could not be satisfied. --------------------------------------------------------------- The Amazon CloudFront distribution is configured to block access from your country. We can't connect to the server for this app or website at this time. There might be too much traffic or a configuration error. Try again later, or contact the app or website owner. If you provide content to customers through CloudFront, you can find steps to troubleshoot and help prevent this error by reviewing the CloudFront documentation. --------------------------------------------------------------- Generated by cloudfront (CloudFront) Request ID: aHl94ZEl8vwL49MNoAXaXgf_Zds6FyMb0u7q8OkFoDYY2iKU3G2Y7w== ----iXSnaW9F;FUUOEv Hello, Thanks for registering with ????gqnuF????? My Account. To access My Account please login using the email and password you provided. Once logged in you will be able to order new services, view existing orders, check current and previous bills, manage your account settings and more. If you didn't register with ????CWknx????? My Account please call us on 1722365976 to let us know. Thanks, ????PJHQS????? Customer Services ----qZSyxGHk;mTxDzh Dear Student, Pursuant to the Abraham S. Fischler College of Education (FCE) Student Grievance Procedure, the Grievance Form is for use in filing a grievance when a satisfactory resolution is not achieved through a formal appeal. Please note that this form and any supporting documentation must be properly completed, received, and on file in the Office of Student Judicial Affairs (OSJA) within fifteen (15) days following receipt of correspondence disclosing the appeal committee’s decision, otherwise, the grievance will no longer be eligible for review. Students are encouraged to submit the Grievance Form, and any supporting documentation, well in advance of the fifteen (15) day deadline for submission. Should you have any questions or need assistance with the completion and/or submission of a grievance, please contact OSJA at 7903931507 (toll free at 749634 7657, ext. 28368) Sincerely, Office of Student Judicial Affairs Abraham S. Fischler College of Education ----JnM9Ik6U;qDibms 1 March 2, 2017 Dear Academy Community, SINCE MARCH 2016, Exeter has undergone an intensive self-examination following revelations of historical sexual misconduct. We have grieved as we learned that former students were harmed by some of the very people who were charged with the responsibility of keeping them safe. We faced the reality that even a much beloved and respected teacher can betray our trust and commit serious transgressions. We sincerely apologize to those who were harmed and deeply regret their suffering. We wrote to the Exeter community on March 30, 2016 to disclose that a former teacher, Rick Schubart, had admitted to sexual misconduct involving two students in the 1970s and 1980s.1 At that time, PEA committed to the community to take actions to obtain information to answer your questions and guidance to address your concerns. In the following few months, we took these steps: we offered to assist survivors in obtaining counseling, including reimbursing them for the cost incurred; we created a position, Director of Student Well-being, to ensure we were fully tending to the safety and well-being of our current students; the Academy hired the international law firm, Holland & Knight (“H&K”), to conduct an independent investigation into historical sexual abuse at Exeter; and the Trustees retained the law firm, Choate Hall & Stewart (“Choate Hall”), to review the Academy’s handling of the Rick Schubart matter. MARCH 2017: WHERE WE ARE NOW Over the past 11 months, a number of alumni, as well as other members of our community, have provided information and recollections. They have also offered helpful insights, advice and feedback, for which we are most grateful. Several alumni who were subjected to sexual abuse have come forward to seek support and, in some cases, have chosen to share their painful stories with H&K. We think it is important to tell you what we have learned thus far, and t o describe what steps we are taking based on knowledge and insights we have acquired during this time. In addition, Choate Hall has completed its work and this letter will include findings and steps being taken by the Trustees in light of this review. We have learned that each survivor comes to a readiness to tell his or her story in their own time. That is why there will be no end date to PEA’s commitment to investigate allegations, whether or not H&K’s work is completed, and that is why we will continue to provide the resources necessary for survivors to obtain counseling, be it now or in the future. We encourage them to reach out to PEA at SurvivorAdvocate@exeter.edu for support resources, whether they want to report misconduct, seek counseling, or just wish to learn about the ways in which survivors can promote their healing. 1 Shortly after the March 30, 2016 letter was sent, we learned of—and publicly disclosed—two additional allegations of sexual misconduct: a former admissions officer, Arthur Peekel, is currently awaiting trial on charges of sexual assault of a minor in the 1970s, and a faculty member, Steve Lewis, was terminated after confessing to sexual misconduct with a student in the 1980s. The community was also notified in 2013 that a former teacher, Thomas Wood, had an allegation of sexual misconduct made against him by a former PEA student. Mr. Wood, who was a teacher at Exeter for two years in the 1960s, was also accused of misconduct by alumni of the Friends’ Central School in Pennsylvania, where he served as headmaster from 1971 – 1987. 2 HOLLAND & KNIGHT: PEA asked H&K to investigate allegations we received of inappropriate sexual conduct by faculty or staff against students occurring at any time in our history. We have given H&K wide latitude and ample resources in planning and carrying out their work. They have pursued their task with diligence and with only those limita tions created by the availability of evidence, which are beyond our control and theirs. The H&K investigations remain a work in progress. We have received allegations on a broad spectrum of conduct ranging from insubstantial and unsubstantiated information, to serious and substantiated claims. We also reported all allegations to the appropriate authorities, including the Exeter Police Department. Survivors and witnesses have varied greatly in their response to the improper conduct and to the investigation itself. Some have declined to participate in the investigation because they felt “dredging up” the past would not be helpful to them. Others have agreed to share information on an anonymous basis. Still others have participated without restriction and feel that the exercise has been cathartic and helpful. We respect each individual’s response and, to the extent possible, H&K has accommodated them. After much discussion over the past several months, the Trustees adopted principles to guide us in determining whether or not to disclose the identity of those implicated. These principles of disclosure, which are attached as an appendix to this letter, first require that this question be answered: After a careful review of the available evidence, does the Academy have a good faith belief that an allegation of misconduct against a faculty or staff member is well-founded? If the answer was yes, several other factors were then taken into consideration, including but not limited to an admission of culpability, an ongoing risk of harm to our community or the public, the potential for other unidentified victims, and/or multiple allegations received. We encourage you to read the principles of disclosure in full. With that guidance—and in the hope that making this information known to our community will encourage any other survivors and witnesses to come forward—we are disclosing the names of four former faculty or staf f members, whom we have reason to believe committed acts of sexual misconduct against students during their time at Exeter. We are so deeply sorry for the suffering our fellow Exonians have endured, and we pledge our full and enduring support to them. These former employees are: 1) Donald Foster. Mr. Foster was a teacher of anthropology at PEA from 1973 until 2011. PEA has received allegations that Mr. Foster engaged in inappropriate sexual behavior toward two students, once in the early 1980s and again several years later. Mr. Foster, through counsel, has declined to be interviewed by H&K. Effective today, Mr. Foster has been stripped of his faculty emeritus status and barred from the PEA campus. 2) George Mangan. Mr. Mangan was a teacher of English at PEA from 1976 until 2009. PEA has received allegations that Mr. Mangan engaged in inappropriate sexual behavior toward two students at an off-campus location in the 1980s. Mr. Mangan died in 2009. 3) Henry Ploegstra. Mr. Ploegstra was a teacher of English at PEA from 1962 until 1980. PEA has received allegations that Mr. Ploegstra engaged in inappropriate sexual behavior toward three students between 1966 and 1980. Mr. Ploegstra has denied the allegations. Mr. Ploegstra has been barred from the PEA campus. 4) Edleff Schwaab. Dr. Schwaab was employed as a psychologist at PEA from 1965 until 1976. PEA has received an allegation that Dr. Schwaab engaged in inappropriate sexual behavior toward a student in the early 1970s. Dr. Schwaab died in 2003. 3 We have also learned of a new allegation involving Lane Bateman, who was a teacher of drama/theater at PEA from 1980 until 1992. In July 1992, Mr. Bateman was arrested and charged with possession and interstate distribution of child pornography. His employment at PEA was terminated immediately, and he never returned to the PEA campus. He was convicted of the charges and sentenced to five years in federal prison. There was widespread media coverage a t the time of Mr. Bateman’s trial, which included reports that he secretly videotaped PEA students in dorm rooms and bathrooms. PEA received an allegation that Mr. Bateman sexually abused a student in the 1980s. Mr. Bateman died in 2013. Inappropriate sexual conduct toward a minor by any adult is obviously a matter of great public concern. In decades past, social norms discouraged survivors from coming forward. This culture of silence wrongly preserved adult and institutional reputations at the expense of child safety. We are mindful that some of those we have identified are deceased and cannot respond, one living former employee has denied the allegations, and another declined to speak to the H&K investigators. Nevertheless—and, crucially, consistent with the attached principles of disclosure—we are making these names known so that other possible survivors can realize they are not alone and to encourage them to come forward if doing so would promote th eir healing and the well-being of the community. Overall, the H&K investigations are yielding a substantial body of lessons from the past that now beneficially inform the way PEA prevents and responds to sexual misconduct allegations. These learnings have been and will be further incorporated into our policies and will be included in a letter sent when the H&K work is ultimately completed. CHOATE, HALL & STEWART: Choate Hall has completed its work, and we would like to provide you the action items identified by the Trustees. Choate Hall was retained by the Trustees in April 2016 to review the process underlying the 2011 and 2015 decisions made regarding former faculty member Rick Schubart and his relationship with the PEA community after PEA learned of sexual misconduct on his part. In 2011, Mr. Schubart admitted that sexual misconduct occurred with a student in the 1970s. In 2015, he admitted sexual misconduct with another student in the 1980s. PEA reported thes e matters to the appropriate authorities, and, in each case, also undertook its own investigation of the conduct reported; however, it did not engage in any outreach to determine whether there were other past victims of Mr. Schubart and/or to encourage them to come forward. Although Mr. Schubart was required to retire from any teaching and administrative responsibilities and to leave campus housing in 2011, he continued to participate in aspects of school life until the second victim came forward in 2015. At that point, Mr. Schubart was stripped of his emeritus status and was completely barred from campus. In response to the Schubart case, the Trustees formed a special committee comprised of three trustees elected through the electoral process of the General Alumni Association (“GAA”). Choate Hall communicated with this special committee throughout the course of its work. Choate Hall reviewed the decisions involving Mr. Schubart from a governance perspective and for the purpose of advising Trustees on steps going forward. The Trustees selected Choate Hall to conduct this assessment because of the firm’s experience advising educational institutions in similar matters. Choate Hall found that in the period from 2011 through the conclusion of its review, PEA did not have sufficiently robust governance processes in place to ensure that sexual misconduct, like the Schubart matter, would always be addressed appropriately. For example, there was no procedure to ensure that allegations relating to sexual misconduct that came to the attention of PEA’s administration would be conveyed to the Trustees in a timely, complete and transparent manner. Moreover, the Trustees, all of whom knew Mr. Schubart either personally or by reputation, did not have the benefit of independent 4 voices providing perspective and input into their decision-making. There also was no established process in place for the Trustees to obtain the advice of indi viduals with expertise in sexual misconduct to inform their deliberations. In the course of its review, Choate Hall recommended that PEA evaluate the composition of the Trustees and, also, that it consider providing more education to Trustees on matters affecting student safety, including sexual misconduct. Finally, Choate Hall recommended that PEA review its website and student handbook to ensure that its policies concerning sexual misconduct are consistent and clear. In response to Choate Hall’s recommendations, the Trustees are undertaking the following steps:  Establishing a Committee on Student Safety to exercise the Trustees’ oversight responsibilities in connection with all allegations of misconduct affecting student safety. This Committee will work with PEA’s new Director of Student Well-being.  Creating a mechanism for the Trustees to enlist outside expertise (not from the PEA community) with specialized training and experience to participate in the Committee on Student Safety.  Conducting a further governance review, via the Committee on Trustees, to research best practices in school governance and benchmark PEA against other institutions. Topics to be reviewed include the composition and culture of the Trustees, length of terms, ongoing Trustee education, and the structure and frequency of Trustee meetings. Actions taken as a result of this review will be shared with the community when completed. The Trustees welcome any suggestions on these three steps, which are still under review while they are being implemented. Please write to the Chairs of the Student Safety Committee and the Committee on Trustees, respectively, at these addresses: CSS@Exeter.edu and COT@Exeter.edu. Mr. Schubart’s misconduct—and PEA’s response to it—is a difficult chapter in the history of our school. We deeply regret the harm done to those who were subjected to his wrongdoing, and we applaud the courage of the two survivors who stepped forward; we can only imagine how difficult that must have been. The Trustees are committed to acting on lessons learned from Choate Hall’s review and to taking the steps necessary to ensure that any future allegations of misconduct affecting student safety and wellbeing will be handled appropriately. OUR WORK CONTINUES Since March 2016, we have worked steadily to improve our policies and processes and to further develop our education and training to ensure our students are safe. Our efforts are ongoing, but we’d like to share with you now our progress and initiatives thus far.  We improved and clarified our policies on sexual misconduct. PEA’s policies and rules are being reviewed regularly and updated as necessary; when there is a change, the E Book is promptly amended so that our students, faculty and staff understand the current expectations.  Approximately 600 PEA faculty and staff—including those employed during t he summer only— have received enhanced training on sexual abuse prevention and reporting.  Trustees, as well as PEA administrators, have received training on the neuroscience of trauma.  We signed a Memorandum of Understanding with HAVEN, which provides round-the-clock trauma services for victims of sexual assault, domestic violence, dating violence and stalking. The Academy and HAVEN share the goal of preventing these acts on PEA’s campus, and Haven will be on call to assist students who have been victimized.  We retained the Prevention Innovations Research Center (PIRC) at the University of New Hampshire. PIRC is developing strategies, customized specifically for PEA, for improving our 5 education, prevention services and survivor support in the areas of sexual relationships, sexual abuse and relationship violence. PIRC is a nationally recognized innovator in this field. We are engaged in a consistent dialogue with our students and faculty on the impor tance of healthy relationships—in particular, we are training faculty and working with student leaders. Students have contributed in other ways as well—Exonians Against Sexual Assault is a student-run advocacy group that is working toward creating a safer campus and a more compassionate student body. Updates and details of continued improvements on student well-being and safety are available on the Academy website and through Communitas, a new monthly publication dedicated to well-being at Exeter. Just as our commitment to support our survivors continues, our work to ensure our students are safe and thriving is unceasing. By these actions, we honor the aspirations and values set forth in the Deed of Gift—to instill goodness and knowledge in our students. In closing, we’d like to thank the Exeter community—especially the survivors—for your unflinching willingness to confront the dark corners of PEA’s past and for your support as we co me to terms with our school’s fallibility. The Academy will be a stronger and more compassionate institution as a result, and future students for generations to come will be the beneficiaries of hard-won lessons. Sincerely, Nicie Panetta ’84 President of the Trustees Lisa MacFarlane ’66 (Hon.); P’09, P’13 Principal Instructor and Instructor in English APPENDIX: PHILLIPS EXETER ACADEMY’S PRINCIPLES OF DISCLOSURE Below are the principles of disclosure adopted by the Trustees of Phillips Exeter Academy. In defining these principles, the Trustees reviewed current best practices as well as the perspectives from sexual assault survivors, professionals in the sexual assault field, and legal counsel. The principles are meant to serve as a guide to the Academy in making decisions regarding the possible public disclosure of allegations of misconduct against former faculty and/or staff of the Academy.  After a careful review of the available evide nce, does the Academy have a good faith belief that an allegation of misconduct against a faculty or staff member is well-founded? If the answer is yes, continue with the analysis. o Is there an admission to the truth of the allegation by the alleged perpetrator of misconduct? If the answer is yes, the Academy should consider making a public disclosure using factors one through seven, infra. o If there is no admission to the truth of the allegation, has the alleged perpetrator been investigated and found guilty by a competent authority (for example, by court of law and/or state agency, employing the appropriate due process standards)? If the answer is yes, the 6 Academy should consider making a public disclosure using factors one through seven, infra. o If there is no admission and no due process finding, the Academy may still consider making a disclosure. The most significant factor must be the reasonableness of the Academy’s good-faith belief that an allegation is we ll-founded, as well as the harm sought to be alleviated. Additionally, the factors below must be considered and weighed in making a decision. Affirmative answers to the questions listed below weigh in favor of making a public disclosure, though an affirmative answer to any one question standing alone may not merit a public disclosure. Instead, the totality of all the factors listed below should inform the decision about disclosure. 1. Is the alleged perpetrator a current or ongoing risk to members of our community or the public? 2. Is there the potential for other unidentified victims of the alleged perpetrator? 3. Would the alleged misconduct, if committed today, violate the Academy’s Faculty Handbook, Staff Handbook, or E Book? 4. Has the Academy commissioned a full and fair investigation of the alleged misconduct, the result of which was a finding that the alleged misconduct in fact occurred? 5. Has the Academy received multiple allegations of misconduct against the same perpetrator? 6. What effect will disclosure have on the Academy’s former students? 7. Are the allegations raised against the perpetrator already in the public domain? ------------------- February 27, 2020 Dear Parent/Guardian, Your child’s school principal and representatives of Charter School Associates, Inc. are closely monitoring the information being distributed by our national and state health organizations, the Florida Department of Education, and the local school district regarding Coronavirus (COVID19) and other health concerns. US public health officials have recommended that schools have a plan in place for possible school closures. To ensure the continuity of education for our students should state or local officials order school closures, we will offer continued services from teachers to students via “virtual” means. Moving forward, there are a few things that you can do to assist us:  Please make sure that your contact information is correct in the Powerschool student information portal. To update: -go to -log into Powerschool (If you do not have an account please contact your school.) -On the left hand side click Swift Reach -Select Contact Information on the top right -Verify/Update Contact Information -Press Submit  Inform children regarding the CDC’s guidelines for general hygiene designed to slow the spread of germs similar to a cold or the flu; wash hands, keep students home when they have a fever or cold symptoms, stay current with immunizations, etc.  Maintain a sense of calm for your children and rely on official channels of information for health advisories and updates. FLHealth.gov is in place to provide the public with current information regarding health related news for the State of Florida. We will remain vigilant in monitoring this situation and will communicate updates as new information becomes available. Thank you for your partnership and support. Sincerely, Michael G. Strader President ----SRNJM4et;ilUlEo RPA Parents’ Academy Questionnaire Spring 2 Dear Parents/Carers, Thank you for taking the time to complete the Questionnaire at the end of last term. We appreciate your positive comments and have listened to, and acted upon some of your suggested improvements. Listed below are some of the comments written by you. I have quoted them directly off the sheet. The table at the bottom of the letter addresses the main points and what we intend to do to improve or maintain. We are delighted that the majority of our parent body place the academy in high regard and with your continued support, we will endeavour to continue to provide an excellent standard of education for your children. Kind Regards Liza Davies Principal Context 165 parents took part in our Spring 2 survey. Evaluative Comments What do you like most about RPA?  Teaching Styles  Friendly approachable staff  Inclusive atmosphere  High level of teaching  Facilities are brilliant  A modern approach to teaching  Quick response to problems  The environment, facilities and staff  Reward assembly – recognition for achievements and good behaviour  Supportive and understanding teachers  Friendly, warm school with a good ethos  Easy to talk to staff and office  Realistic goals are set  Teachers in EYFS  The staff  The level of teaching  The children have a sense of community  Opportunity to talk to staff/openness  Before and after school club  Great communication  Lots of activities  Innovative and organised  The help that is offered  A very welcoming school  Issues are dealt with quickly  Nothing is too much trouble for the staff  It is a perfect school  Children are welcomed and go to school happy  The general atmosphere and behaviour of the children  Happy that my child is happy  Excellent phonics teaching  All staff are easily contactable and approachable  Keep doing what you are doing  Seeing my daughter become more confident in reading and writing  The teaching is fantastic  My child has made amazing progress  My child is made to feel welcome and is challenged  Caring and consistent teaching  The interaction of activities where parents are invited to get involved  My son is happy to attend every day and is always smiling when I pick him up  Well rounded curriculum  My child is challenged to do her best  Children are happy  School is ran well  My child is excited to come to school everyday  High standards set and followed  I feel my child is getting the best education  The children are encouraged to work at their level and not just class standards  Good variation of topics  Great learning, lovely teachers, perfect school. Cannot recommend enough  School promotes good values  Academic standards  The encouragement the children get to learn  Bond between staff and children  Well managed  The teachers really care about the children  Easy to approach anyone  The Head teacher is approachable and available  My son comes out talking about what he has done, he is very enthusiastic and explains everything in detail What would you like us to do better?  More information about how my child is doing  More efficient communication  A home school communication book  More notice of events  Homework  More end of term trips  More male teachers  Send regular information about progress  More extra-curricular activities  Communicating events  More information about what my child is learning  Less use of supply cover  Parent voice meetings at times when working parents can attend  More notice of celebration assemblies  Feedback on homework  Offer more activities before and after school  Help provided to parents about cursive writing  Communication from class teacher for those children who attend breakfast and after school club  Afterschool clubs like dancing and singing  More sports clubs Actions and Responses Statement and related comments made by parents Result Action/ Response I am kept informed about how my child is getting on  Communication from class teacher for those children who attend breakfast and after school club  More information about what my child is learning  Send regular information about progress  More information about how my child is doing 10% of parents felt that this could be better To ensure that important information is passed on to parents of children who attend after school club we have set up a class communication book. This will allow messages to be passed on from home to the class teacher and from the class teacher to home via the after school staff We have created a ‘what my child is learning’ page on our website. This page lists what your child needs to learn, what is being taught via the termly curriculum sheets and will list spelling words At each data point which is at the end of each term, your child will bring home a short progress summary of how they are getting on with their learning, how they are behaving in class and how much effort they are putting into their work. This will give you the information you need to know how your child is doing at school. All pupils have been given individual learning targets for maths, reading and writing. Once they have achieved their target they will be given a praise card to bring home. On the back of the praise card the teacher will write their new target. The school seeks the views of parents and takes account of their suggestions and concerns 90% of parents feel that this is good or better We regularly meet with the representatives of the parent forum to discuss issues and  Parent voice meetings at times when working parents can attend however the following comments were noted suggestions. If you have a concern or suggestion please write it down on a slip and place it in the parent forum box located in the main entrance. Alternatively you could email the school via the contact us link on the website and your points raised will be forwarded to the relevant class representatives. We discussed when was the best time to hold these meetings and it was agreed that the most convenient time was during the school day alternating between morning and afternoon sessions. There is a good range of activities that my child finds interesting and enjoyable  Afterschool clubs like dancing and singing  More sports clubs  Offer more activities before and after school  More extra-curricular activities 94.6% of parents feel that this is good or better however the comments were noted regarding after school clubs During the summer term we will be offering the following clubs:- Tri Golf for years 1 – 4 Football – all years Dodge ball – years 1 – 4 Dance KS1 followed by KS2 Athletics for years 2,3 and 4 My child can access the internet at home 2.5% of those surveyed do not have access to the internet at home We are aware that a very small minority of children do not have access to the internet at home. Due to this we have IPADs and laptops available in the library for the children to access during lunchtimes. If your child does not have access to the internet could you please email the school via the website link so we can inform class teachers Most children behave well Whilst 90.4% of our parents agreed with this statement, 7.2% did not know if our children behave well in Our children do behave well and there are very few incidents of poor behaviour in class or around school. We celebrate good behaviour in assembly and reward the children with stickers and school certificates. The progress summary information that you will receive at the end of each term will also inform you about how your child is behaving in class and around the school. The school gives me information about events and activities  Communicating events  More notice of events  A home school communication book  More efficient communication  More notice of celebration assemblies 98.8% of parents agreed with this statement, however the comments were made in the ‘even better if’ column. A lot of our information is circulated via email. Please make sure that you read all emails sent from school. Our usage figures suggest that a third of parents are receiving our emails but not reading them. The school website is another way to receive information. this is kept up to date by the school office At the moment we inform parents during the week if their child is receiving a certificate and accept that this sometimes doesn’t give people enough time. We will now notify you on Friday afternoon for the celebration assembly the following week. The school provides appropriate homework  Feedback on homework  Homework 91% of parents feel that this is good or better however the following comments were noted Homework tasks are listed on the class pages on the website. For clarity the following homework is set as follows:- Reception – Tricky words and reading, set weekly. Year 1 Maths, writing set on alternate weeks. Phonics set weekly. Topic set when appropriate. Year 2/3 (Tigers and Bears) - Maths, writing set on alternate weeks. Topic given at the start of each term. Spellings Year 3/4 (Dolphins) Maths, writing set on alternate weeks. Topic given at the start of each term. Spellings. We have introduced reading eggs and celebrate the children’s achievements in class. For maths we will shortly be introducing a maths homework site which will be accessible to all via the internet.(More information on this will follow during the summer term) My child is not bullied at school Whilst 88% of our parents agreed with this statement, 7.8% did not know. There is anti-bullying information on our website. The children discuss bullying during PSHE lessons and are taught about keeping themselves safe and protective behaviours. All incidents of perceived bullying are dealt with thoroughly by staff. We run a nurturing club at lunchtime for any pupils who need a calm and quiet time during the lunch break. Miscellaneous Comments  More extra-curricular activities See notes above  Help provided to parents about cursive writing We have added information about cursive writing on the website under the heading ‘what is my child learning’. In this section you will find useful information about cursive writing, some activities to do with your child and the educational benefits of writing using a cursive script  More male teachers Our aim is to appoint the best practitioners regardless of gender.  Less use of supply cover We try and use our own staff wherever possible however this is almost impossible to avoid as we cover staff absences ----680y97js;HXyPfS Cardinal Station Newburg Center for Primary Care 215 Central Avenue, Suite 100 1941 Bishop Lane, Suite 900 215 Central Avenue, Suite 205 Louisville, KY 40208 Louisville, KY 40218 Louisville, Ky 40208 I:\FCM\Phyllis Harris\Forms\New Patient Pkg Components UofL Department of Family & Geriatric Medicine Dear New Patient, Welcome to your University of Louisville Physicians Family practice! We are offering patient-centered medical care and are enthusiastic about our relationships with our patients. In order to better serve your needs, we are enclosing several forms and ask that you completely fill each form out. The first sheet will help us learn more about you; please completely fill out this form about your family history. The next sheet is titled, “Authorization for the use and/or Disclosure of Protected Health Information”, and you will need to completely fill that out for our doctors to treat you to the best of their ability; it gives us permission to review your medical records from your previous primary medical facilities. Following, please completely fill out the Registration, Social Services & Consent Form. Next, you will find our Privacy Notice, followed by an acknowledgement that you have received and understand our Privacy Policies. Finally, the last form is the Office Acknowledgements and Policies form. Please read carefully and sign your name at the bottom of the letter. Please make sure to bring all of these forms with you to your first office visit. Do not mail them back to the office. Also, please remember to always bring your picture ID, current insurance cards and your co-payment. If your health insurance requires you to select a primary care doctor please do so prior to your office visit. Please bring in any and all medication you take, in their original bottles, to your appointment. If the patient is under 18 years of age he or she must be accompanied by an adult and will need to bring a copy of their current immunization certificate. Please arrive 15 minutes ahead of your scheduled appointment time so that if you have questions about these forms or we need more information, we can address it all prior to your appointment. We look forward to seeing you! University of Louisville Physicians UofL Family and Geriatric Medicine ----CFGYLPTg;jxjMLX Voter Information ----dk;dwgr;rks ----WH;eclu;qlv merci de votre inscription ----xgrH1piU;BxECtT Dear Prospective Ed.D., Higher Education Strand Applicant: We are very pleased that you are interested in the Higher Education Strand of CCSU’s Doctor of Education (Ed.D.) in Educational Leadership, designed for current higher education professionals who aspire to leadership positions on college or university campuses. We look forward to receiving your application. As you complete your application, keep in mind the following admission criteria: 1. Master’s degree from an accredited institution of higher education in a discipline or professional field that is relevant to the Ed.D. in Educational Leadership. 2. A 3.00 or higher cumulative average (GPA) in all graduate coursework. 3. Two or more letters of reference from leaders in postsecondary education familiar with your work. Ask your references to use the form on the next page. 4. Résumé that illustrates important work-related experiences with an emphasis on yo ur work as a leader at postsecondary institutions of higher education. 5. Acceptable scores on the General Test of the Graduate Record Examination (GRE) taken within five years of your application. 6. A personal statement covering six important topics: • Career goals • Intended area of individual specialization • Reasons for pursuing a doctorate • Commitment to residency requirements (one three-day weekend in the first spring semester, one full week each of the first, second, and third summer sessions) • Commitment to enrolling in two cohort courses each spring and fall semester • Commitment to summer enrollment during each 8-week summer session 7. If selected as a finalist, a satisfactory interview with the admissions committee. We accept new students in alternate years only. Applications are due by October 1, 2017. Admission standards are rigorous, and not everyone who meets our standards wil l be accepted. Please note that the admission process calls for submission of materials to two locations. The last page of this packet is a checklist of the various steps. Submit your Graduate Application and $50 application fee online. Transcripts from every college you have attended as an undergraduate and graduate student should be submitted to Graduate Admissions in 102 Barnard Hall. In addition you must send the following materials directly to the Ed.D. Program (attention Rouzan Kheranian) in 320 Barnard Hall: 1. Two letters of recommendation from educational leaders. Use the Reference Form (page 2 of this packet). 2. Your personal statement attached to the form on page 3 of this packet. 3. Your résumé. 4. Your GRE scores. When requesting that scores be sent, use GRE reporting code 3143 to assure that the Ed.D. office receives your scores. Cordially, Peter F. Troiano, Ph.D. Ed.D. Program Direct or, Higher Education Strand ----8VHfamZ7;vkAotI