S & P Sample Clauses

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S & P. Standard and Poors Ratings Services, a division of The ▇▇▇▇▇▇-▇▇▇▇ Companies, Inc., or any successor thereto.

S & P. T.s, Vision, D/HH, Autism, PI) Area 4 : Professional Responsibilities (continued) COMPONENT LEVEL OF PERFORMANCE (Unsatisfactory - U, Basic- B, Proficient - P, Distinguished - D) EVALUATOR’S COMMENT 4d: Participating in a professional community U B P D Specialist’s relationships with colleagues are negative or self-serving, and specialist avoids being involved in school and district events and projects. Specialist’s relationships with colleagues are cordial, and specialist participates in school and district events and projects when specifically asked to do so. Specialist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Specialist makes a substantial contribution to school and district events and projects and assumes a leadership role with colleagues. 4e: U B P D Specialist does not participate in professional development activities, even when such activities are clearly needed for the ongoing development of skills. Specialist’s participation in professional development activities is limited to those that are convenient or are required. Specialist seeks out opportunities for professional development based on an individual assessment of need. Specialist actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues. Engaging in professional development 4f: U B P D Specialist displays dishonesty in interactions with colleagues, students, and the public and violates principles of confidentiality. Specialist is honest in interactions with colleagues, students, and the public, plays a moderate advocacy role for students, and does not violate norms of confidentiality. Specialist displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public, and advocates for students when needed. Specialist can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues. Showing professionalism, including integrity, advocacy and maintaining confidentiality Signature of Specialist: Signature of Observer/Program Supervisor Name: Observed by: Observation & Evaluation for School Psychologists Area 1: Planning and Preparation COMPONENT LEVEL OF PERFORMANCE (Unsatisfactory - U, Basic- B, Proficient - P, Distinguished - D) EVALUATOR’S COM...

S & P. We can use any environment who can distinguish this game from Game G5 to build an adversary B that can break the obliviousness property of our garbling scheme. B executes RFE’s simulation of 0 as in Game G5, but instead of generating (F0, X0) and (F1, X1) according to the protocol, it queries the obliviousness challenger on (f, (pw0, pw1)) to obtain (F0, X0). If b = 0, the challenger will return actual (Fi, Xi) values, and the environment’s view we will be that of Game G5. If b = 1, the challenger will return simulated values, and the environment’s view will be that of this game. The adversary then returns the environment’s guess as bj. The advantage of in the obliviousness game will be exactly the same as that of the environment in distinguishing between Game G5 and Game G6. Game G7: Removing Pass-string Forwarding Always

S & P. T.s, Vision, D/HH, Autism, PI) Area 2 : The Environment COMPONENT LEVEL OF PERFORMANCE (Unsatisfactory - U, Basic- B, Proficient - P, Distinguished - D) EVALUATOR’S COMMENT 2a: Establishing rapport with students U B P D Specialist’s interactions with students are negative or inappropriate; students appear uncomfortable in the testing and treatment center. Specialist’s interactions are a mix of positive and negative; the specialist’s efforts at developing rapport are partially successful. Specialist’s interactions with students are positive and respectful; students appear comfortable in the testing and treatment center. Students seek out the specialist, reflecting a high degree of comfort and trust in the relationship. 2b: Organizing time effectively U B P D Specialist exercised poor judgment in setting priorities, resulting in confusion, missed deadlines, and conflicting schedules. Specialist’s time-management skills are moderately well developed; essential activities are carried out, but not always in the most efficient manner. Specialist exercises good judgment in setting priorities, resulting in clear schedules and important work being accomplished in an efficient manner. Specialist demonstrates excellent time-management skills, accomplishing all tasks in a seamless manner; teachers and student understand their schedules.

S & P. T.s, Vision, D/HH, Autism, PI) Area 4 : Professional Responsibilities COMPONENT LEVEL OF PERFORMANCE (Unsatisfactory - U, Basic- B, Proficient - P, Distinguished - D) EVALUATOR’S COMMENT 4a: Reflecting on practice U B P D Specialist does not reflect on practice, or the reflections are inaccurate or self-serving. Specialist’s reflection on practice is moderately accurate and objective without citing specific examples, and with only global suggestions as to how it might be improved. Specialist’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Specialist makes some specific suggestions as to how the therapy program might be improved. Specialist’s reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Specialist draws on an extensive repertoire to suggest alternative strategies. 4b: U B P D Specialist is not available to staff for questions and planning and declines to provide background material when requested. Specialist is available to staff for questions and planning and provides background material when requested. Specialist initiates contact with teachers and administrators to confer regarding individual cases. Specialist seeks out teachers and administrators to confer regarding cases, soliciting their perspectives on individual students. Collaborating with teachers and administrators 4c: U B P D Specialist’s data-management system is either nonexistent or in disarray; it cannot be used to monitor student progress or to adjust treatment when needed. Specialist has developed a rudimentary data-management system for monitoring student progress and occasionally uses it to adjust treatment when needed. Specialist has developed an effective data-management system for monitoring student progress and uses it to adjust treatment when needed. Specialist has developed a highly effective data-management system for monitoring student progress and uses it to adjust treatment when needed. Specialist uses the system to communicate with teachers and parents. Maintaining an effective data-

S & P. Game G6: handles dictionary attacks against the server 1 using the TestPwd interface. Again, in this game we only change the simulation.

S & P. A Circle each adjective and underline the noun it describes. Then check the appropriate column to indicate whether each noun is singular (S) or plural (P).

S & P. A. Defined Benefit Annuity Plan ▇. ▇▇▇▇▇▇, ▇▇▇▇▇▇▇, & Co., 920 P.2d 884, 889 (Colo. App. 1996). At this stage, the Court is tasked only with determining whether to grant preliminary approval to the proposed Class Settlement. In evaluating a proposed settlement under Colo. R. Civ. P. 23(e), the trial court must determine whether the settlement is fundamentally fair, adequate, and reasonable.” ▇▇▇▇▇ ▇. ▇▇▇▇▇▇, 920 P.2d at 884. “Some of the numerous factors that may govern the fairness inquiry include the strength of the plaintiff’s case; the risk, expense, complexity, and likely duration of further litigation; the risk of maintaining class action status throughout the trial; the amount offered Docusign Envelope ID: E7AE1CF7-080D-407C-AC99-A2FFB35A6C35