Date: October 30, 2015 To: Dr. Larry Nyland, Superintendent
Date: October 30, 2015To:Dr. Larry Nyland, SuperintendentFrom: Michael Tolley, Associate Superintendent for Teaching & Learning, and Shauna Heath,Executive Director of Curriculum and InstructionSubject: Required Report to C&I Regarding Policy 2020 – Waiver of Basic InstructionalMaterialsAs per policy number 2020, Waiver of Basic Instructional Materials, the School Board shall beinformed about the number and type of waivers requested and the disposition, includingrationale, of those requests.Currently there are 6 existing waivers for math textual materials and 2 for English LanguageArts .SchoolMontlake ElementaryThurgood MarshallFairmount ParkLowellMcGilvraGraham HillLeschiBagleyTextual MaterialImplementingEnvisionsEnvisionsMath in Focus 6 and 7Reading WondersReading WondersMontessori MathMontessori MathMontessori MathYear Waiver 152014-20152014-20152014-2015At this time, two new reading waiver requests have been received and granted. Beginning the2014-15 school year the following schools have requested to implement reading materials inlieu of school district adopted materials (i.e. Pegasus and Houghton Mifflin).SchoolOlympic HillsTextual Material ImplementingReading WondersCoeJohn MuirReading WondersReading Wonders
Olympic View WaiverDate of request: May 18, 2015Olympic View Elementary requests to use alternative instructional materials as basic instructionalmaterials to replace School Board-adopted instructional materials, as part of our coherent, buildingbased curriculum plan.We request to use the following alternative materials:Reading Wonders, McGraw Hill to serve grades K and 5 in English Language ArtsRequested by: Sandra PowellAdoption schedule: Seattle Public Schools last adopted instructional materials for K-5 reading during the2003-2004 school year. SPS will likely move toward a K-5 adoption during the 2015-2016 school year.Therefore, this is a waiver for the 2015-2016 school year only.Cost and funding source:Our purchase of Reading Wonders materials came from our self- help budget. The priority, as identified inour C-SIP, is to provide teachers resources that are aligned to CCSS to systematize literacy instruction atall levels (general education, special education, ELL, intervention and enrichment), so the BLT and staffapproved building funds to support these materials.Please explain your rationale for requesting alternative materials, including how they align to buildingbased curriculum and approach to instruction.Please describe how these materials align to standards and are expected to raise overall achievementand close achievement gaps. (Note that, according to School Board Policy 2020, schools for which a waiver isgranted must take all relevant district and state assessments, and must, on average over the three-year waiverperiod, meet or exceed the gains demonstrated by peer schools that are using the district-adopted materials for allsegments of their population in order to continue using the alternative basic instructional materials.)Alignment to CCSS: Reading Wonders is a program that is aligned to the CCSS-ELA.There is a strong emphasis on reading nonfiction text within this program. ReadingWonders provides alignment—horizontal and vertical—to help with the consistency ofvocabulary, routines, structure and instructional strategies used for teaching reading atOlympic View. We have found that teachers are pulling from multiple resources that are
not aligned throughout the school, so using a program that helps provide that K-6alignment is critical. Reading Wonders curriculum is comprehensive in teaching literacy,so teachers do not have to pull from multiple resources during their reading block.Achievement Gap Closing Strategy:Data and test scores:MSP Reading Proficiency Results (Spring 2014):Grade 3: 76.5%Grade 4: 73.2 %Grade 5: 80.9 %These scores represent a decline in reading test scores.As a newly-designated ELL center site for the 2014-2015 school year, initial data of ourELL identified students show instructional needs in “concepts of print” “decoding” andbasic “fluency.” These content strands are specific targets in the Wonderworks ELLsupports and resources embedded in Reading Wonders.Based on these data sources, we knew/we know we needed/need something thatprovides more explicit resources, materials and instruction around literacy. The Districtprovided materials that we had in the building (Pegasus) are not aligned to the CCSS. Inaddition. the Teachers’ College (TC) framework is just that—a framework. It didnot/does not provide resources for explicit instruction for literacy. Teachers are stillrequired to pull from supplemental resources to target enrichment, at grade-level, ELL,and intervention supports—these supports are built-in Reading Wonders with materialsand aligned resources at each grade level.There is a heavy emphasis on nonfiction text in the CCSS and the materials we used previously did nothave enough nonfiction text to support instruction that is aligned to Common Core. Teachers have beenworking (with limited resources) to find information that would support CCSS and resources that are alsoaligned horizontally and vertically. As a result were teachers pulling from many difference resources (ThePegasus materials, T/C, and Words Their Way which are also outdated and are not as culturally sensitiveto all students as Reading Wonders) which fragmented grade-level collaboration and planning.Percent of Students Making Typical Growth in Reading on the 2014 MAP by RacePlease indicate how school staff and community have been involved in making the recommendationand will support the implementation, including participation in professional development.Staff and Community Involvement:Data: K-5 teachers at Olympic View agreed that there was a need for somethingdifferent in regards to literacy instruction and alignment of literacy resources/practices,based on our data. There was a need for materials that all teachers could access withinthe same program. As stated before, teachers were pulling from multiple resources,which meant that there was not alignment (horizontal or vertical) in literacy instruction.
Decision-making: One of the teachers on campus reached out to a number of publishers, includingMcGraw Hill. They sent us some sample kits of Reading Wonders for different grade-levels. The stafflooked at the different sample kits, discussed the pros and cons at each grade-level, went through thedecision-making matrix (staff and BLT for approval) and moved forward with purchasing materials fromMcGraw-Hill. The agreement made with McGraw Hill was that they would provide the materials, provideon-going supports (initial training and monthly professional development sessions), if we agreed to givethem feedback about implementation of the program.Professional Development:The materials are being rolled-out at each grade-level by doing the following:demonstration lessons provided by McGraw Hill curriculum specialists (ongoingthroughout the year; teachers can schedule individual times with specialists and thespecialists also make themselves available to spend an entire day at the school site to beavailable to teachers)Approvals required. Please submit form to your Executive Director of Schools. Executive Director of Schools Date: Exec. Director for Curriculum & Instruction Date: Asst. Superintendent of Teaching & Learning Date: Superintendent of Seattle Public Schools Date:Notes: If the request is denied, the school principal may appeal the decision to the School Board. Approved waiversshall be granted for a three-year period, after which the school’s data and continued interest in the waiver will beassessed. The superintendent shall have the final decision about revoking the waiver or continuing it for anotherthree-year term. If a waiver is revoked the school will be required to return to district-adopted materials.
Coe ElementaryDate of request: May 18, 2015Coe Elementary requests to use alternative instructional materials as basic instructional materials toreplace School Board-adopted instructional materials, as part of our coherent, building-based curriculumplan.We request to use the following alternative materials:Reading Wonders, McGraw Hill to serve grades K and 5 in English Language ArtsRequested by: Virginia TurnerAdoption schedule: Seattle Public Schools last adopted instructional materials for K-5 reading during the2003-2004 school year. SPS will likely move toward a K-5 adoption during the 2015-2016 school year.Therefore, this is a waiver for the 2015-2016 school year only.Cost and funding source:Please explain your rationale for requesting alternative materials, including how they align to buildingbased curriculum and approach to instruction.The Reading Wonders Program is a research-based program with a great base of authors, papers andresearch to back its development and implementation. Please read below for an overview of the programto see how rich and resourceful this curriculum and how it will support our diverse learners at Coe. Formore information about the materials, please refer to the website: http://mhreadingwonders.com/readingwonders/Reading Wonders builds on the balanced literacy work Coe teachers have been implementing for severalyears:The Classroom Library trade books help teachers to: Link with companion lesson plansProvide students with support for accessing complex text, reviewing text dependent questions,and writing about readingDifferentiate and accelerate student progress at all levelsAdditionally, the Reading Wonders Curriculum builds on important foundational skills of reading suchas teaching:
PhonicsPhonological and Phonemic AwarenessHigh-Frequency WordsPractice and ApplicationHaving daily, explicit, and systematic instruction is a huge benefit to students and this curriculum willhelp us at Coe to provide equal access to instruction to all of our students in reading and all areas ofEnglish/ Language arts. The foundation for all of the activities are research-based and will clearlyimprove the foundational skills of our students that are essential for reading success. A few examples ofthese are as follows: Word sort activities Phonics/spelling practice Phonics games Word study games Daily Quick ChecksThe curriculum also helps guide teachers to use small group lessons and provides a way for them todifferentiate on a daily basis (and track progress!). This will help to close the achievement gapbecause teachers will be able to assess skills on a regular basis using the following tools: Leveled weekly assessments provided Fresh reads to assess skills taught Multiple choice and constructed response items included Progress Monitoring/ Benchmark & Summative Assessments Fluency Assessment (Using fluency norms based on Hasbrouck and Tindal research) Use of leveled passages (with goals and accuracy rates provided)This assessment component is a HUGE benefit to the curriculum and with regular progress monitoringand tracking, it will help the Coe teachers to reach all learners and close the achievement gap.Please describe how these materials align to standards and are expected to raise overall achievementand close achievement gaps.
The Reading Wonders program provides unmatched support for strengthening ALLstudents’ mastery of Common Core standards at various grade levels. It does not leaveany child behind as it helps to scaffold for all kinds of learners. As a result of this, usingthis program will clearly help to raise the overall achievement of all of our students.Because of the intentional targeting of standards and differentiation, as well as anembedded assessment plan, it will also narrow achievement gap and help us meet theneeds of all types of learners from our struggling to high achieving students.Alignment to CCSS:In general, the program also helps students to master the CCSS. Through the program, students will:ooooooBuild a strong reading foundationAccess complex textFind and use text evidenceEngage in collaborative conversationsWrite to sourcesPractice key skillsThe use of the literature Big Books help students to:o Develop oral vocabularyo Access to complex text through read-aloudsAs mentioned before, the Reading Wonders curriculum is closely tied to the Common Core standards asexplained below. It builds foundations for close reading through the use of a literature anthology, ebooks,and leveled readers. These are valuable for student growth for the following reasons: Provides application of close reading Builds reading stamina Connects reading and writing Tracks print with audio support Supports analytical writing Differentiates AND Accelerates for students Uses 50% of materials focused on Literary Text Targets vocabulary and comprehension skills Provides paired selection on the same topic for reading across texts
Uses 50% of materials focused on Informational Text Provides same content, yet different complexity levels Makes connections to science/social studies contentThe Classroom Library is also strong component of the Reading Wonders curriculum and helps studentsto build their reading skills. It features trade books with thematic, extended, and complex texts on diverseand engaging subjects. The Reading Wonders Classroom Library lets students apply close reading skillsin each unit in small groups or individually. This is so essential for gaining mastery of Common Corestandards!Achievement Gap Closing Strategy:Through an integrated approach, the Reading Wonders Program builds a program for alldiverse learners – both striving and struggling, both English and Spanish-speaking – intostronger readers and writers. It is an excellent fit for the Coe community as it meets thedistrict and state standards, as well as the national Common Core standards. The programgives our teachers the tools, materials and lessons they need to ensure that all studentshave equal access to meaningful reading curriculum within our school. This is true nomatter if the student is at, above or below grade level or if s/he is an English LanguageLearner, a struggling student, a Highly Gifted student or not.Please indicate how school staff and community have been involved in making the recommendationand will support the implementation, including participation in professional development.Staff and Community Involvement:At Coe, we took this task very seriously. At the end of the school year of 2013-14, a group of teacherleaders looked deeply at the curriculum and met with the McGraw Hill representatives numerous times.They previewed the K-3 materials extensively and then invited other teachers beyond just the generaleducation classroom to review the materials for input. This group ranged from special education teachersto our English Language teacher and our administrators. After previewing the materials, this group ofteachers brought forth a great deal of information about Reading Wonders to our Building LeadershipTeam (BLT). At this group, the Coe parent group and school community was also represented in additionto the teaching staff. After much discussion and sharing of ideas, the BLT members moved forward theidea of doing a “pilot program” in 2014-15 for K-3 teachers. The team felt excited to learn more about thecurriculum with our K-3 staff at the lead.In the fall of 2014, our K-3 teachers agreed to “pilot” this curriculum, received on-site training in theprogram and then worked all year with the materials “in our hands.” Teachers absolutely appreciatedmany aspects of the curriculum and felt strongly that it was a great match for Coe. As a result of this, theteachers brought the idea to BLT again and then we began the official process of discussing if our school
wanted to pursue an official SPS waiver and curriculum adoption. The vote was unanimous, and theprocess began. Over the course of the entire school year, teachers received more training in thecurriculum and free on-site support from the publishing company. Later on in this process, three of ourteachers joined a district-wide committee to review and rate the materials. We were pleased to learn thatthe Wonders curriculum passed all reviews/measures on this district-wide committee. (See attachment forreview)In the spring of 2015, the BLT discussed extending this curriculum up to 5th grade at Coe for the schoolyear 2015-16. After holding grade level representative meetings and then coming together at a staffmeeting in April, 2015, the final decision (including a vote) led us in the positive direction to seek aformal waiver to adopt this curriculum at Coe for K-4 classrooms. Every teacher at Coe signed a petitionof support for this (see attached). The staff was clearly on board with this decision!At the present time, we are excited to get district support in this endeavor; hence, this application forreview.Professional Development:In terms of a formal, detailed professional development plan, please refer to the attached documentprovided by McGraw-Hill that is titled: Professional Development Plan for Coe Elementary (submittedby Jenny Arlt, representative).On the Reading Wonders website there is also a vast amount of information and resources regarding thePD supports for teachers, administrators, instructional specialists, and literacy coaches using ConnectED.There are easy-to-follow instructional videos providing teachers with step-by-step directions to maximizeReading Wonders program components. The model lessons help teachers to enrich student engagementwith experienced Reading Wonders teachers demonstrating how they teach foundational skills, closereading, writing, fluency, and many other skills. It is a great resource!There is also the opportunity to join the Reading Wonders Professional Learning Community and gain thefollowing: Access to McGraw-Hill Education Mastery Level CoursesCollaboration with other Reading Wonders teachersAbility to earn CEUs and track your progressAt Coe, we have also cemented two on-site training days for our teaching staff in K-4, led by theMcGraw-Hill representatives/ trainers. The plan is listed below:Grades K-3: Tuesday, June 16: 9 – 11 a.m. (Coe teachers will receive a survey to complete to narrowthe focus of the training and make it more meaningful and useful given the fact that we have piloted this
for one school year). Andrea Smith is the trainer.Grade 4: Tuesday, June 16: 9 – 12 noon. Debbie Rose, trainer.We are very excited for these opportunities to learn more from these trainings and to enrich our toolkit tomeet the needs of all types of learners!We are very fortunate to have funding for this pilot through our school budget as well as asking ourfamilies/PTA to fund some of the cost of the curriculum and student materials. We will be creative withour funding sources as time moves on and continually assess our budget for the needs of this readingcurriculum. This includes materials, training and other needs.Again, we are so excited about the Reading Wonders Program! Thanks for your consideration of ourrequest.Approvals required. Please submit form to your Executive Director of Schools. Executive Director of Schools Date: Exec. Director for Curriculum & Instruction Date: Asst. Superintendent of Teaching & Learning Date: Superintendent of Seattle Public Schools Date:Notes: If the request is denied, the school principal may appeal the decision to the School Board. Approved waiversshall be granted for a three-year period, after which the school’s data and continued interest in the waiver will beassessed. The superintendent shall have the final decision about revoking the waiver or continuing it for anotherthree-year term. If a waiver is revoked the school will be required to return to district-adopted materials.
John Muir ElementaryDate of request: May 12, 2015John Muir Elementary requests to use alternative instructional materials as basic instructional materialsto replace School Board-adopted instructional materials, as part of our coherent, building-basedcurriculum plan.We request to use the following alternative materials:Reading Wonders, McGraw Hill to serve grades K and 3 in English Language ArtsRequested by: Brenda Ball CuthbertsonAdoption schedule: Seattle Public Schools last adopted instructional materials for K-5 reading during the2003-2004 school year. SPS will likely move toward a K-5 adoption during the 2015-2016 school year.Therefore, this is a waiver for the 2015-2016 school year only.Cost and funding source:All teacher materials will be provided in-kind by SRA McGraw-Hill. Baseline funds will provide the 3455 needed for workbook and workspace purchases. Professional development will be provided inkind by SRA McGraw Hill. Sub-release days will be funded through our career ladder days and whencontent is focused on pedagogy we will also use our Title 1 professional development funding.*The only cost to field test the first year would be the Your Turn Practice Book (studentconsumable). The second year we would need to purchase the online resources for students. The YourTurn Practice Book consumable is available online so in year 2 we would not necessarily need to purchasethe consumable.Your Turn Practice Book per student (150 total@ 8.55 each) 1282Student Workspace (1 Year Subscription @ 14.49 each for 150 students) 2173Please explain your rationale for requesting alternative materials, including how they align to buildingbased curriculum and approach to instruction.
Sample kits were secured from Open Court, Reading Wonders and Wright Skills and grade level time wasallocated to allow time to review materials. The kindergarten and first grade teams visited schools usingReading Wonders to observe classroom instruction and talk with teachers who were currently using theprogram. We used “A Consumer’s Guide to Analyzing a Core Reading Program Grades K-3” to previewresearched-based best practices in reading and started to identify how the program reflects these bestpractices. This tool was identified by one of our parents who participated on the grade one review team.Following the site visits both the kindergarten team and the grade 1 team unanimously requested that wemove forward with the waiver process.Please describe how these materials align to standards and are expected to raise overall achievementand close achievement gaps. (Note that, according to School Board Policy 2020, schools for which a waiver isgranted must take all relevant district and state assessments, and must, on average over the three-year waiverperiod, meet or exceed the gains demonstrated by peer schools that are using the district-adopted materials for allsegments of their population in order to continue using the alternative basic instructional materials.)Alignment to Standards:The Reading Wonders program is aligned to the Common Core State Standards in English Language Arts(CCSS-ELA). It will provide alignment—horizontal and vertical—to help with the consistency ofvocabulary, routines, structure and instructional strategies used for teaching reading at John Muir. It alsohas a strong emphasis on reading nonfiction text to align with the shift in CCSS-ELA.Teacher representatives from John Muir participated in the district-facilitated CCSS alignment review ofthe Reading Wonders program using the IMET tool (Attachment 1). The findings for the K-2 grade band(Attachment 2) show that the program met the non-negotiable components as defined by this tool.In addition to the district review, selected teachers at Muir used “A Consumer’s Guide to Analyzing aCore Reading Program Grades K-3” (Attachment 3) to begin a review of the Kindergarten and Grade 1Reading Wonders program. This tool was developed by the University of Oregon’s Center on Teachingand Learning to help schools identify programs that reflect research based strategies for reading. Theteachers used the tool as they looked for the 5 research based elements in Reading Wonders. Specificelements included phonemic awareness, phonics, fluency, comprehension and vocabulary development.They found that Reading Wonders addresses and provides systematic instruction in all of these essentialareas.Achievement Gap Closing Strategy:
In 2014 only 38% of students in grades K and one at John Muir made typical growth on the MAP test.RIT scores for Muir were also below the district average. The average score for the Kindergarten was 156compared to the district average of 163; in first grade the average RIT was 173 at Muir and 181 at thedistrict level. When we disaggregate by race we see a clear achievement gap within our k-1 studentpopulation.Percent of Students Making Typical Growth in Reading on the 2014 MAP by -Race1733In addition, when analyzing MSP data by race we see the achievement gap is sustained as studentsprogress through the upper grades; in reading the gap is increasing. The table below shows that althoughBlack and African students are growing at a faster rate than traditionally high performing groups in Math,their growth lags behind traditionally more successful groups in reading, reinforcing and enlarging thestark achievement gap. Early intervention in K-1 is essential to reverse the trend in reading.MATH MSP 3rd 5thAsianN 47,51,48BlackNon-EngN 29,28,20BlackEngN 5060,61CaucasianN 40,36, 30HispanicN 21,15, 13MultiRaceN 22,28, 19GrandTotalPercent Met Standard2014 N 21579%34%44%83%52%77%62%Percent Met Standard2013 N 22075%29%43%94%47%75%61%Percent Met Standard2012 N 19569%10%33%90%46%68%52%Change 2012-1410%24%11%-8%6%9%10%AsianN 45,50,45BlackNon-EngN 28,27,20BlackEngN 50,59, 60CaucasianN 40,30, 36HispanicN 21,15,13MultiRaceN 22,28,19GrandTotal84%29%54%90%67%86%68%READING MSP 3rd- 5thPercent Met Standard
2014 N 212Percent Met Standard2013 N 21768%26%59%89%67%89%66%Percent Met Standard2012 N 19169%25%48%87%31%84%59%Change 2012-1416%4%6%3%36%2%9%We believe that acquiring a consistent, standards based curriculum across the K-1 grade level band andproviding professional development is essential in accelerating the work we are already doing to close theachievement gap and raise overall student achievement at Muir. Our rational for using “differentmaterials” follows:The district does not have a current reading curriculum adoption. The district-provided materials that wehave in the building (Pegasus) are not aligned to the CCSS. In addition, the recommended Teachers’College (TC) framework does not provide resources for explicit instruction for literacy, nor does itprovide instruction or materials in the 5 essential elements of a core reading program listed above.Teachers have been working to find resources to support CCSS aligned instruction. As a result they pullfrom many difference resources (Pegasus, TC, Words Their Way, etc.) which fragments grade-levelcollaboration and planning and results in instruction that is inconsistent and unaligned within and acrossgrade levels.If we acquire the Reading Wonders program, all teachers will have access to common CCSS-alignedresources that will allow for instruction to be consistent and aligned within the K-1 grade band. Theprofessional development provided with the program will ensure that our teachers are using researchbased strategies as they teach. Instead of investing their time in locating resources they can focus onrefining their skills and monitoring student progress. In addition, the program comes with alignedintervention resources and opportunities for family engagement through the online component (Seebelow). Intervention and family engagement are essential components of raising overall achievementwhile closing the gap. Interventions: Reading Wonders has a very strong intervention component,Wonderworks. The Tier II and III supports and resources address the areas ofcontent that are essential to accelerating the growth of struggling readers. Thesetargeted supports will be used by General Education teachers during centers-basedinstruction (K-1) and with identified FOCUS. Online support and family engagement: Reading Wonders has an onlinecomponent that supports the goal to help students become more proficient as theybecome citizens of the digital world. Each classroom teacher can set up classesand have students take tests, complete practice activities, and allow parents tohave access at home to materials.
*In accordance with the CCSS, Reading Wonders also has a heavy emphasis on nonfiction text. Materialswe’ve used previously did not have enough nonfiction text to support instruction that is aligned toCommon Core.Please indicate how school staff and community have been involved in making the recommendationand will support the implementation, including participation in professional development.Staff and Community Involvement:Adopting a reading curriculum was one of the most common requests during teacher interviews with theincoming principal last fall. In February 2015, the principal introduced the MTSS model to the BLTfocusing on Tier One instruction and the benefits of a common curriculum across grade levels. BLTrepresentatives met with grade level teams to identify 1) specific programs to be considered and 2)readiness to adopt a “new” reading curriculum. The results showed that the K-1 team was ready toconsider adopting a program for the 2015-16 school year.Sample kits were secured from Open Court, Reading Wonders and Wright Skills and grade level time wasallocated to allow time to review materials. The kindergarten and first grade teams visited schools usingReading Wonders to observe classroom instruction and talk with teachers who were currently using theprogram. We used “A Consumer’s Guide to Analyzing a Core Reading
Nov 13, 2015 · As mentioned before, the Reading Wonders curriculum is closely tied to the Common Core standards as explained below. It builds foundations for close reading through the use of a literature anthology, ebooks, and leveled readers. These are valuable for student growth for the following reason
2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 . Removal handle Sound output / wax protection system. 11 Virto V-10 Custom made shell Battery door Volume control (optional) Push button Removal handle . Before using
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
Sunday Worship 9:30 am Book Sorting Party October 7, 2016 Book Sale October 8, 2016 MOVIE NIGHT October 7 Pizza 5:30 pm Advent Heritage Day October 15 Congregational Conversation October 23 Women of Advent October 29 Youth Halloween Party October 29 Reformation Sunday October 30 Our Mission Statement:
October 3, 2015 /Leukemia Society “Light the Night Walk” October 8, 2015 Board Meeting - Mitchell October 17, 2015 General Meeting – Pearson November 6, 2015 Richies Walk November 7, 2015 ABTO Tour – Phoenix November 12, 2015 Board Meeting – TBD November 13-14 2015 Gadsen Swap Meet November 14,
October 1 Family Caregiving 101: Difficult Topics 6 October 1 In Search of the Story of Beer 17 October 1 TEEN Black-Out Poetry 0 October 2 Wine Club 7 October 2,9,16, 23,30 Friday Features 96 October 4 Lyric Opera Lecture: Cinderella 15 October 5, 12, 19 Sewing Club 17 October 5 A Conversation with Mary Schmich 101
Alter Metal Recycling . 13 . 9/21/2015 156.73 9/24/2015 66.85 9/27/2015 22.24 9/30/2015 35.48 10/3/2015 31.36 10/6/2015 62.97 10/9/2015 36.17 10/12/2015 80.48 10/15/2015 84.99 10/18/2015 90.93 10/21/2015 82.
Phonak Bolero V70-P Phonak Bolero V70-SP Phonak Bolero V50-M Phonak Bolero V50-P Phonak Bolero V50-SP Phonak Bolero V30-M Phonak Bolero V30-P Phonak Bolero V30-SP CE mark applied 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 2015 This user guide is valid for: 3 Your hearing aid details Model c
Edition 8.0 First published October 2009 Revised April 2010, April 2011, October 2011, April 2012, October 2013, October 2014, April 2015, October 2015, July 2016, May 2017, October 2017 Human Fertilisation and Embryology Authority 10 Spring Gardens London SW1A 2BU t 020 7291 8200 e enquiriesteam@hfea.gov.uk w www.hfea.gov.uk
