How to Apply for Subsidy - Alberta Human Services. Applying for Child Care. You can apply for child care subsidy using one of the following ways: Human Services PO Box 1. Station M Edmonton, AB T5. J 2. N9 Fax: 7. 80. If you or your child’s reason for care is a special need, you must submit a completed Verification of Valid Reason for Care – Special Needs form. The Canadian Red Cross is committed to addressing the issue of homelessness in Calgary by providing assistance to low-income families and individuals who are. Finding the Right Subsidized Housing Program in Ontario. The off-reserve program is a forgivable loan creating reasonably priced rental units for aboriginal people. What Happens Next? If approved for subsidy, you will receive a letter indicating the subsidy start and end date and the amount of child care subsidy your licensed or approved child care program will receive on your behalf. For Kin Child Care Subsidy applicants, upon approval of your subsidy, you will be required to complete a direct deposit form. If your application is not approved, you will receive a Refusal Letter stating the reasons why subsidy was not approved. You can request a review of a subsidy decision by submitting completing the Administrative Review Request form within 3. If you did not submit all of your supporting documentation including the CRA Consent (Applicant Declaration and Acknowledgement) form when you applied, you will be given a two- month conditional approval period to submit them. Once all documents are received, subsidy may be provided for an additional 1. You will be responsible for returning any funds paid if all documentation is not submitted within the time period specified. Rent Supplement Program Toggle navigation. Subsidy payments to private landlords and tenants are issued. Housing co-ops hoping federal budget includes rental subsidy plan. Canadian Federal safety programs pass. You can use one of our program templates to help you establish basic safety principles to help. Programs and Financial Assistance Did you know that CMHC invests $2 billion a year to help Canadians find quality, affordable homes? CMHC’s funding can help create. For help with this form, please contact the Rental Assistance Program at 604-433-2218 or 1-800-257-7756 RAP-01D-Page 1. This application is designed to collect. Grants, contributions and financial assistance. Canadian International Innovation Program. If you are a Canadian. Student Summer Employment Wage Subsidy Program. Rental Subsidies and Social Housing. How to Apply for Subsidy Applying for Child Care. You can apply for child care subsidy using one of the following ways: apply online*, if you have applied online.
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For users already using an m. CLASS assessment product, the cost per student to add m. CLASS: DIBELS Next is $6 per student. Sopris: There are three purchasing options for implementing Progress Monitoring materials in Year 1: 1) Progress Monitoring via Online Test Administration and Scoring. Progress Monitoring materials as part of the purchase of Classroom Sets, which also include Benchmark materials and DIBELS Next Survey. Individual Progress Monitoring materials. DIBELS Next Classroom Sets contain everything needed for one person to conduct the Benchmark Assessment for 2. Progress Monitoring Assessment for up to five students. These easy- to- implement kits simplify the distribution and organization of DIBELS Next materials. DMG: Materials may be downloaded at no cost from DMG at http: //dibels. Missouri Reading First Annual Performance Report 2007 Prepared by. DIBELS Student Performance Outcomes 46. Review of Supplemental and Intervention Programs; Effective, Research-based Reading. Office of Special Education Programs. Repeated reading is effective as an intervention to build student reading fluency because it gives. Minimal reproduction costs associated with printing. Testers will require 4- 8 hours of training. Examiners must at a minimum be a paraprofessional. Training manuals and materials are field tested and are included in the cost of the tool. Amplify’s Customer Care Center offers complete user- level support from 7: 0. Tier 3 Interventions; Fluency Activities. Tier 3 provides research-based intensive instruction through specially designed programs for individual students. Research Basis for Programs. Read Naturally's research-based reading interventions have helped millions of students become fluent readers and make solid gains in comprehension and vocabulary. Check out our transformative. Evidence-based Reading Instruction: Fluency: Research and Teaching Strategies. What Is Evidence-Based Reading Instruction and How. EST, Monday through Friday. Customers may contact a customer support representative via telephone, e- mail, or electronically through the m. CLASS website. Additionally, customers have self- service access to instructions, documents, and frequently asked questions on our Website. For students receiving special education, it may be necessary to adjust goals and timelines. Approved accommodations are available in the administration manual. Where to obtain: Amplify Education, Inc. Washington Street, Suite 9. Brooklyn, NY 1. 12. Sopris Learning. 1. Dallas Parkway, Suite 4. Research-Based and Research-Validated Reading Curriculum. The only university-based non. The DIBELS ORF passages and procedures are based on Stan Deno and colleagues' program of research and development of Curriculum-Based. DIBELS Oral Reading Fluency. DIBELS were developed based on measurement procedures for Curriculum-Based. Research on DIBELS continues at DMG and at numerous universities and research. History of DIBELS DIBELS were developed based on measurement procedures for Curriculum-Based Measurement. Research on DIBELS continues at the Dynamic Measurement Group. Dallas, TX 7. 52. DMG8. 59 Willamette Street, Suite 3. Eugene, OR 9. 74. DIBELS Next measures are brief, powerful indicators of foundational early literacy skills that: are quick to administer and score; serve as universal screening (or benchmark assessment) and progress monitoring; identify students in need of intervention support; evaluate the effectiveness of interventions; and support the Rt. I/Multi- tiered model. DIBELS Next comprises six measures: First Sound Fluency (FSF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), and Daze. Nonsense Word Fluency (NWF) is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter- sound correspondences and the ability to blend letter sounds into consonant- vowel- consonant (CVC) and vowel- consonant (VC) words. The test items used for NWF are phonetically regular make- believe (nonsense or pseudo) words. Administration of the test takes 1 minute and should be administered in an individual setting. There are 2. 0 alternate forms per measure. Raw scores and developmental benchmarks are available. Raw scores, cut points, and benchmark goals are all grade- specific but are not strictly based on grade norms. Reliability of the Performance Level Score. Type of Reliability. Age or Graden (range)Coefficient Median. SEMAlternate- form. K1. 09. 30. 8. 45. Alternate- form. 12. Alternate- form. 27. Inter- rater. K2. NAInter- rater. 12. NAInter- rater. 22. NAInformation (including normative data) / Subjects: Alternate- form: Participants included students in kindergarten through second grade from 6. This data was from a sample that was approximately 4. White, 2. 0% African American, and 2. Hispanic. See DIBELS Next Technical Adequacy Brief for more information. Inter- rater: A total of 3,6. Of these, 2. 64 students across all grades were randomly selected in five schools for shadow- scoring practices. All DIBELS Next measures were included in this portion of the study. Reliability of the Slope. Type of Reliability. Age or Graden (range)Coefficient Median. SEMHLMK7. 79. 0. 8. HLM1. 15,2. 14. 0. HLM2. 1,5. 55. 0. Information (including normative data) / Subjects: Data was collected during the 2. The sample was approximately 4. White, 2. 0% African American, and 2. Hispanic. For further information on this study, see the DIBELS Next Technical Adequacy Brief. Validity of the Performance Level Score. Type of Validity. Age or Grade. Test or Criterionn (range)Coefficient Median. Predictive. KGRADE Total. Concurrent. KGRADE Total. Predictive. 1GRADE Total. Concurrent. 1GRADE Total. Predictive. 2GRADE Total. Information (including normative data) / Subjects: Validity with GRADE Total Test: Participants included students from thirteen schools base across five states. For further information on this study, see the DIBELS Next Technical Adequacy Brief and the DIBELS Next Technical Manual. Predictive Validity of the Slope of Improvement. Bias Analysis. Disaggregated Reliability and Validity Data. Disaggregated Reliability of Slope. Type of Reliability. Subgroup. Age or Graden (range)Coefficient Median. HLMCaucasian. K1,0. HLMAfrican American. K2. 25. 0. 7. 4HLMHispanic. K2. 52. 0. 6. 6HLMCaucasian. HLMAfrican American. HLMHispanic. 11,0. Information (including normative data) / Subjects: Reliability of slope was computed using data from the 2. Kindergarten sample demographics: 9% subsidized lunch, 7% SPED, and 7% ELL. First grade sample demographics: 2. SPED, and 7% ELL. Weekly assessments over 1. Kindergarten: 6 - 2. Evidence that alternate forms are of equal and controlled difficulty or, if IRT based, evidence of item or ability invariance: The word pool for Nonsense Word Fluency consists of CVC (consonant- vowel- consonant) and VC (vowel- consonant) nonsense words. The letters “q” and “x” were not used, since they typically represent more than one phoneme. The letters “h”, “w”, “y”, and “r” were used only in the initial position, and the letters “c” and “g” were used only in the final position. Real words and words that sounded like inappropriate words were excluded, but words that sounded like real words were not excluded. The words were generated automatically in Microsoft Excel, and the excluded words were identified manually. The final word pool included a total of 1,0. The words were then divided into six difficulty categories based on the pattern (CVC and VC) and on the relative difficulty of the consonants. The consonants judged to be easier were b, c, d, f, g, h, k, l, m, n, p, r, s, and t. Letters were judged to be easier if they appear more often in words, since students will see them more often and many curricula teach higher frequency letters first. The categories were: VC, Easy Consonant. VC, Hard Consonant. CVC, First Consonant Easy. CVC, Last Consonant Easy. CVC, Both Consonants Easy. CVC, Both Consonants Hard. Each form consists of 5. Before creating the individual forms, a stratified sequence of the different difficulty categories was developed. For categories with 1. For the category with 2. The other categories were randomly distributed across the rows. Within a row, the order of the difficulty categories was random, except the first two items on a form were selected from two of the easier categories (CVC with both consonants easy, and CVC with the first consonant easy). Once the sequence was determined, that same stratification was applied to all forms, so that the same difficulty categories appear in the same locations on every form. In addition to the stratification of the difficulty categories, each row of five items includes one nonsense word with each of the five vowels, in random order. The order of the vowels was re- randomized for each row and each form. Each word on a form was then randomly selected from the words that matched both the specified difficulty category and the specified vowel. The progress monitoring forms and benchmark assessment forms for Nonsense Word Fluency are equivalent parallel forms constructed under the strict guidelines outlined above and are interchangeable. During the DIBELS Next benchmark goals study, a randomly selected progress monitoring form was administered to 2. Three- form alternate- form reliability coefficients ranged from 0. DIBELS Next Technical Manual). Number of alternate forms of equal and controlled difficulty. Rates of Improvement Specified. Is minimum acceptable growth (slope of improvement or average weekly increase in score by grade level) specified in manual or published materials? Specify the growth standards: Using DIBELS Pathways of Progress. Student scores above the 8. Well Above Typical progress. Student scores between the 6. Above Typical progress. Student scores between the 4. Typical progress. And student scores between the 2. Below Typical progress. Student scores below the 2. Well Below Typical progress. Basis for specifying minimum acceptable growth: DIBELS Pathways of Progress, DIBELS Next Survey, and best practice procedures based on widely accepted research are suggested for setting attainable, ambitious, and meaningful progress monitoring goals. The methods are described in greater detail below, and documentation is attached. The basis for specifying minimum acceptable growth is based on DIBELS Pathways of Progress, a research- based tool for (a) establishing individual student progress monitoring goals, (b) evaluating individual student progress, and (c) evaluating the effectiveness of support at the classroom, school, or district level. DIBELS Pathways of Progress are based on student progress percentiles. By observing a student’s current skills and later benchmark goals, we are able to set meaningful goals for the student that will either achieve or increase the odds of achieving subsequent goals. Pathways of Progress emphasizes the end point of the pathway and provides a normative framework for comparison in setting goals and evaluating individual student progress. Student progress is evaluated relative to the student’s peers, that is, growth is compared to students with similar initial skills at the same grade level on the same material. 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