This document provides tips for FLVS teachers to successfully monitor and contact students in course availability (CA) status. Key points include:
- Check CA daily and call students within 1-2 days to maintain momentum. Flag contact attempts in the system.
- Utilize comments to document contact attempts and clearly communicate next steps to avoid setting students to not-activated-contacted (NAC) status.
- Offer group startup sessions for large batches of new students to expedite the welcome call process.
- Set clear expectations and follow through by setting students to NAC if the welcome call is not completed within 2 weeks of placement.
The document discusses the architecture of the 8085 microprocessor. It describes the various buses - address bus, data bus, control signals, and power/clock signals. It explains how the address and data buses work, specifically how the lower 8 address bits are multiplexed with the data bits. The timing diagrams show how an instruction fetch operation occurs over multiple clock cycles. It also discusses the machine cycles, states, and control signal generation involved in memory read/write and I/O operations on the 8085 microprocessor.
This document provides guidance on navigating New York's public funding process. It outlines the Regional Economic Development Councils that develop strategic plans and provide funding. It also describes the Consolidated Funding Application, which allows applicants to apply for multiple funding sources through a single online application. The document then discusses timelines, tips for applying, the scoring process, and includes case studies of successfully funded projects.
Lenati - Marketing Technology as a Strategic AssetLiam O'Connor
1. The document discusses how leading marketing executives are approaching marketing technology as a strategic asset rather than just tactical tools.
2. It provides examples of how companies are making marketing technology decisions by aligning investments to business goals, taking an agile approach to decision making, and treating their marketing technology stack like an investment portfolio.
3. The document offers guidance on ensuring marketing technology investments maximize their value through change management and skill building within marketing teams.
Field Force Mobility - Changing How Consumer Goods Companies Work, Sell and C...StayinFront
Under pressure to achieve more with less and increase productivity, organizations are turning to mobile technology to optimize field force activity and maximize in-store selling opportunities. This paper discusses the value and benefits of adopting a field mobility system.
The document describes Motorola Solutions' 2012 Leadership Pipeline Programme (LPP), a 12-month development program for high-potential employees across business functions in Europe, the Middle East and Africa. The program aims to prepare participants for leadership roles and support business growth through cross-functional collaboration, talent retention and developing employees for next-level roles. It includes a 360-degree assessment, individual development plans, business challenges, mentorship/coaching, training events and networking opportunities over the 12 months to help participants advance their leadership skills.
The document discusses the architecture of the 8085 microprocessor. It describes the various buses - address bus, data bus, control signals, and power/clock signals. It explains how the address and data buses work, specifically how the lower 8 address bits are multiplexed with the data bits. The timing diagrams show how an instruction fetch operation occurs over multiple clock cycles. It also discusses the machine cycles, states, and control signal generation involved in memory read/write and I/O operations on the 8085 microprocessor.
This document provides guidance on navigating New York's public funding process. It outlines the Regional Economic Development Councils that develop strategic plans and provide funding. It also describes the Consolidated Funding Application, which allows applicants to apply for multiple funding sources through a single online application. The document then discusses timelines, tips for applying, the scoring process, and includes case studies of successfully funded projects.
Lenati - Marketing Technology as a Strategic AssetLiam O'Connor
1. The document discusses how leading marketing executives are approaching marketing technology as a strategic asset rather than just tactical tools.
2. It provides examples of how companies are making marketing technology decisions by aligning investments to business goals, taking an agile approach to decision making, and treating their marketing technology stack like an investment portfolio.
3. The document offers guidance on ensuring marketing technology investments maximize their value through change management and skill building within marketing teams.
Field Force Mobility - Changing How Consumer Goods Companies Work, Sell and C...StayinFront
Under pressure to achieve more with less and increase productivity, organizations are turning to mobile technology to optimize field force activity and maximize in-store selling opportunities. This paper discusses the value and benefits of adopting a field mobility system.
The document describes Motorola Solutions' 2012 Leadership Pipeline Programme (LPP), a 12-month development program for high-potential employees across business functions in Europe, the Middle East and Africa. The program aims to prepare participants for leadership roles and support business growth through cross-functional collaboration, talent retention and developing employees for next-level roles. It includes a 360-degree assessment, individual development plans, business challenges, mentorship/coaching, training events and networking opportunities over the 12 months to help participants advance their leadership skills.
Este documento presenta los contenidos de una unidad sobre reacciones químicas. Cubre conceptos como las ecuaciones químicas, la teoría de colisiones, los tipos de reacciones, la estequiometría y cálculos, y la energía involucrada en las reacciones. El documento también incluye ejemplos y ejercicios de ajuste de ecuaciones químicas y cálculos estequiométricos.
Kurikulum terpadu merupakan kesatuan utuh bahan pelajaran yang disusun berdasarkan kebutuhan siswa dan kehidupan mereka di masyarakat, sehingga materi pelajaran menjadi lebih relevan dan mudah dipahami siswa. Kurikulum ini fleksibel dan memberi kesempatan siswa belajar sesuai minat, tetapi sulit diterapkan karena ruang lingkup dan urutan materinya sulit ditentukan.
This document discusses common reasons why digital transformation initiatives fail. It provides 13 theses on typical pain points and pitfalls in digital transformation projects. Some key reasons for failure discussed include a lack of strategy and planning, trying to copy other companies' approaches instead of innovating, focusing too much on technology instead of processes, and not having a culture open to change. The document advocates developing a digital transformation strategy with three levels: increasing digital competence, using digital to improve business, and fully transforming the business model.
This document summarizes a lecture about common-source (CS) MOSFET amplifier stages. It discusses the basic CS amplifier configuration and how its voltage gain is determined by the transistor's transconductance and load resistance. It also covers MOSFET biasing techniques including self-biasing, and using current sources or diode-connected loads to alleviate headroom issues in the amplifier. The document provides circuit diagrams and equations for analyzing the various CS stage variations.
Deserts cover about 25% of the Earth's land surface and are primarily controlled by plate tectonics. The chapter outlines five types of deserts defined by their climates and locations. Desert landscapes form from long-term weathering and erosion by water and wind, leaving features like cliffs, mesas, and various dune types. Desertification is the expansion of desert-like conditions into adjacent lands due to human and climate impacts.
This document provides an orientation for an English III course through FLVS. It outlines course details like pacing, assignments, communication policies, and available resources. Students are expected to submit a minimum of 3-4 assignments per week, communicate with instructors monthly by phone, and use academic integrity when submitting original work. Technical support and instructor guidance are available to help students navigate the virtual classroom successfully.
1. This document provides information for an online welcome call for both students and parents regarding a virtual school course.
2. It outlines expectations for communication, academic integrity, pacing and progress, and monthly check-in calls between students, parents and instructors.
3. Students are expected to independently complete lessons, check email daily, stay on pace, and communicate any issues or inability to submit work to instructors.
This document provides information for a student enrolled in an online English III course. It outlines course details like semester structure, grading policies, and required books. It also gives instructions for navigating the online platform, submitting assignments, checking grades and progress, and communicating with the teacher. Students are expected to stay on pace with assignments, participate in monthly check-in calls, and adhere to academic integrity policies. Technical support contact information is also included.
The document provides information about an English teacher's vacation club. It summarizes that the club allows teachers to take vacation days without worry by having substitute teachers cover their classes. Substitute teachers are responsible for grading student work, answering emails, and being available by phone during their assigned days. The document outlines procedures for requesting coverage, preparing a course for a substitute, and the responsibilities and best practices for substitute teachers.
The document describes an English teacher vacation club that provides coverage for instructors when they go on vacation. It outlines what the club provides, including time off without having to worry about work, and having classes covered by experienced substitute teachers. It provides guidelines for how instructors can request coverage, prepare their courses, and what substitute teachers' responsibilities are, such as grading assignments, answering emails and calls, and notifying the next substitute when their shift is over.
The document provides information about the English 3 Vacation Club, which allows instructors to take planned vacations while having other instructors cover their courses. It discusses what the club provides for students, parents, and instructors. It then gives guidelines for instructors on how to request coverage, prepare their course for a substitute, the responsibilities of substitutes, and how to honor their colleagues in the club.
This document provides instructions for students on how to complete their welcome and orientation for a virtual school course. The key points are:
1) Students must listen to an audio file that contains a code which must be entered into a survey to prove they completed the welcome.
2) Contact information is provided for the teacher along with their education background.
3) Students are instructed on how to access and navigate their virtual course, expectations for pace and assignment completion, and how to schedule discussions with the teacher.
The document provides guidance for LSD tutors on various policies and procedures, including: signing in at the main office on the first visit and for each tutoring shift; notifying staff in advance of any absences; following general guidelines around cell phone use, dress code, and transportation; communicating primarily with on-site staff rather than the program coordinator; and scheduling expectations for the semester including spring break and the last day of service. Tutors are asked to fill out enrollment and evaluation forms as they leave the orientation.
This document summarizes an instructional leadership team meeting at School Wide Schoolhouse. It provides an agenda for the meeting and information about what to expect from instructional leaders, including maintaining a 30:1 ratio with teachers and focusing on engagement, collaboration, and performance management. It also outlines the responsibilities of instructional leaders, such as facilitating monthly walkthroughs and ensuring weekly contact with students. Guidelines for student progress monitoring, communication, and grading expectations are provided.
This document provides information about a freshman speech communication course at CHS, including the course description, goals, learning outcomes, policies, assignments, grading criteria, and speech requirements. The main goals of the course are to help students develop effective verbal communication skills through applying principles of effective speech and improving abilities like organizing, critically reasoning, and listening. Students will be required to develop and deliver several speeches and participate in peer evaluations to fulfill the course's focus on making public speaking a skill anyone can obtain with commitment to understanding and practice.
This document provides information from Mrs. Strickland about her Spring 2017 Geometry course. It includes her contact information and office hours. It outlines the academic policies regarding plagiarism, conduct, attendance, and withdrawals. It provides details about course requirements, technologies needed, grading policies, pacing, and the final exam. The goal is to ensure students have the resources and understanding to be successful in the online course.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
This document provides policies and guidelines for teachers in the A.C.E. World Language & Culture Ambassadors enrichment program. It outlines expectations for communication with coordinators, schools, and parents. Policies address punctuality, missed classes, dress code, attendance tracking, dismissal procedures, classroom management, and curriculum guidelines. Teachers are expected to submit timesheets and expense reimbursements by the 15th of each month to receive payment on the first of the following month. Training is required to familiarize teachers with the program's methodology.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
Este documento presenta los contenidos de una unidad sobre reacciones químicas. Cubre conceptos como las ecuaciones químicas, la teoría de colisiones, los tipos de reacciones, la estequiometría y cálculos, y la energía involucrada en las reacciones. El documento también incluye ejemplos y ejercicios de ajuste de ecuaciones químicas y cálculos estequiométricos.
Kurikulum terpadu merupakan kesatuan utuh bahan pelajaran yang disusun berdasarkan kebutuhan siswa dan kehidupan mereka di masyarakat, sehingga materi pelajaran menjadi lebih relevan dan mudah dipahami siswa. Kurikulum ini fleksibel dan memberi kesempatan siswa belajar sesuai minat, tetapi sulit diterapkan karena ruang lingkup dan urutan materinya sulit ditentukan.
This document discusses common reasons why digital transformation initiatives fail. It provides 13 theses on typical pain points and pitfalls in digital transformation projects. Some key reasons for failure discussed include a lack of strategy and planning, trying to copy other companies' approaches instead of innovating, focusing too much on technology instead of processes, and not having a culture open to change. The document advocates developing a digital transformation strategy with three levels: increasing digital competence, using digital to improve business, and fully transforming the business model.
This document summarizes a lecture about common-source (CS) MOSFET amplifier stages. It discusses the basic CS amplifier configuration and how its voltage gain is determined by the transistor's transconductance and load resistance. It also covers MOSFET biasing techniques including self-biasing, and using current sources or diode-connected loads to alleviate headroom issues in the amplifier. The document provides circuit diagrams and equations for analyzing the various CS stage variations.
Deserts cover about 25% of the Earth's land surface and are primarily controlled by plate tectonics. The chapter outlines five types of deserts defined by their climates and locations. Desert landscapes form from long-term weathering and erosion by water and wind, leaving features like cliffs, mesas, and various dune types. Desertification is the expansion of desert-like conditions into adjacent lands due to human and climate impacts.
This document provides an orientation for an English III course through FLVS. It outlines course details like pacing, assignments, communication policies, and available resources. Students are expected to submit a minimum of 3-4 assignments per week, communicate with instructors monthly by phone, and use academic integrity when submitting original work. Technical support and instructor guidance are available to help students navigate the virtual classroom successfully.
1. This document provides information for an online welcome call for both students and parents regarding a virtual school course.
2. It outlines expectations for communication, academic integrity, pacing and progress, and monthly check-in calls between students, parents and instructors.
3. Students are expected to independently complete lessons, check email daily, stay on pace, and communicate any issues or inability to submit work to instructors.
This document provides information for a student enrolled in an online English III course. It outlines course details like semester structure, grading policies, and required books. It also gives instructions for navigating the online platform, submitting assignments, checking grades and progress, and communicating with the teacher. Students are expected to stay on pace with assignments, participate in monthly check-in calls, and adhere to academic integrity policies. Technical support contact information is also included.
The document provides information about an English teacher's vacation club. It summarizes that the club allows teachers to take vacation days without worry by having substitute teachers cover their classes. Substitute teachers are responsible for grading student work, answering emails, and being available by phone during their assigned days. The document outlines procedures for requesting coverage, preparing a course for a substitute, and the responsibilities and best practices for substitute teachers.
The document describes an English teacher vacation club that provides coverage for instructors when they go on vacation. It outlines what the club provides, including time off without having to worry about work, and having classes covered by experienced substitute teachers. It provides guidelines for how instructors can request coverage, prepare their courses, and what substitute teachers' responsibilities are, such as grading assignments, answering emails and calls, and notifying the next substitute when their shift is over.
The document provides information about the English 3 Vacation Club, which allows instructors to take planned vacations while having other instructors cover their courses. It discusses what the club provides for students, parents, and instructors. It then gives guidelines for instructors on how to request coverage, prepare their course for a substitute, the responsibilities of substitutes, and how to honor their colleagues in the club.
This document provides instructions for students on how to complete their welcome and orientation for a virtual school course. The key points are:
1) Students must listen to an audio file that contains a code which must be entered into a survey to prove they completed the welcome.
2) Contact information is provided for the teacher along with their education background.
3) Students are instructed on how to access and navigate their virtual course, expectations for pace and assignment completion, and how to schedule discussions with the teacher.
The document provides guidance for LSD tutors on various policies and procedures, including: signing in at the main office on the first visit and for each tutoring shift; notifying staff in advance of any absences; following general guidelines around cell phone use, dress code, and transportation; communicating primarily with on-site staff rather than the program coordinator; and scheduling expectations for the semester including spring break and the last day of service. Tutors are asked to fill out enrollment and evaluation forms as they leave the orientation.
This document summarizes an instructional leadership team meeting at School Wide Schoolhouse. It provides an agenda for the meeting and information about what to expect from instructional leaders, including maintaining a 30:1 ratio with teachers and focusing on engagement, collaboration, and performance management. It also outlines the responsibilities of instructional leaders, such as facilitating monthly walkthroughs and ensuring weekly contact with students. Guidelines for student progress monitoring, communication, and grading expectations are provided.
This document provides information about a freshman speech communication course at CHS, including the course description, goals, learning outcomes, policies, assignments, grading criteria, and speech requirements. The main goals of the course are to help students develop effective verbal communication skills through applying principles of effective speech and improving abilities like organizing, critically reasoning, and listening. Students will be required to develop and deliver several speeches and participate in peer evaluations to fulfill the course's focus on making public speaking a skill anyone can obtain with commitment to understanding and practice.
This document provides information from Mrs. Strickland about her Spring 2017 Geometry course. It includes her contact information and office hours. It outlines the academic policies regarding plagiarism, conduct, attendance, and withdrawals. It provides details about course requirements, technologies needed, grading policies, pacing, and the final exam. The goal is to ensure students have the resources and understanding to be successful in the online course.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
This document provides policies and guidelines for teachers in the A.C.E. World Language & Culture Ambassadors enrichment program. It outlines expectations for communication with coordinators, schools, and parents. Policies address punctuality, missed classes, dress code, attendance tracking, dismissal procedures, classroom management, and curriculum guidelines. Teachers are expected to submit timesheets and expense reimbursements by the 15th of each month to receive payment on the first of the following month. Training is required to familiarize teachers with the program's methodology.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
This document provides an overview and syllabus for an Oral and Interpersonal Communication course. It outlines the course objectives, which focus on developing speaking, listening, and nonverbal communication skills through individual presentations and group activities. The document details the responsibilities and expectations for students, including completing assignments on time and with academic integrity. It also provides contact information for the instructor and describes various resources available to help students succeed, such as the Writing Center, Computer Help Desk, and Disability Resource Services.
This document provides information about Professor Jennifer Brunk's ENC 1101 course. It outlines her contact information and office hours, as well as details about course prerequisites, description, learning outcomes, required materials, email and attendance policies, academic honesty, and technical support. The document also lists college policies regarding students with disabilities, student assistance programs, and available resources.
- The memo provides updates and reminders for middle school teachers from Principal Ms. Lechner, including that paper supplies are on the way, attendance must be entered by 8:30am, and forms collected from students.
- Upcoming events are mentioned such as team meetings being cancelled, a celebration in the cafeteria on Friday, and potential field trips in September.
- Reminders are given about procedures like dismissal times, bulletin board updates, lesson plan submissions, and enforcing the school's uniform policy.
This document provides information about an Oral and Interpersonal Communication course. It outlines the course's focus on developing speaking, listening, and communication skills through presentations and group activities. It introduces the instructor, Tara Ptasnik, and describes assignments, grading, resources for students, and expectations for success in the course. Students will analyze communication situations, apply listening and conflict resolution skills, and give presentations on topics like the job search and communicating in different cultures. The course aims to prepare students to communicate effectively in professional contexts.
The Leave of Absence Project aims to balance student privacy with mitigating failure to return from leave through proactive advice and updates. Contact specialists will attempt to contact students on leave 35-42 days before their scheduled leave end date to provide a polite reminder of their next scheduled course start date and offer assistance. Specialists will make two contact attempts by phone and leave voicemails on the second attempt. They will also send automated email reminders 30 days before scheduled starts. The role of contact specialists is to provide relevant return information to at-risk students and transfer them to an assigned advisor as needed.
This document provides information about an Elementary Spanish I course. It introduces the instructor, including their background and education. It outlines course objectives, materials, policies on attendance, tests, homework and grades. It provides details on assignments and due dates for the first week. The document aims to welcome and orient new students to the Spanish course.
1. Successfully
monitoring
CA
How to make room for our
students and increase your
yield and completion rate!
2. Create a CA tab
Add the following columns using the “edit” button
on the tab.
Needs WC
-Use physical school type to identify homeschoolers who can
be contacted during the day.
-Use ready to be activated, CA date, and total credits to find
segment 2 kids needing to be contacted. Don’t rely only on 0.5
credit .
-Use flags to indicate 2 welcome calls and 2 emails (more on
this in a moment).
-Use comments section to keep yourself organized!
3. Check your CA daily
(once in the morning and again in the late
afternoon if you are double loaded)
Call the day you receive a student (or within 2
days, at most)
FLVS research shows that if a student is not
contacted by you within 1-2 days of being
placed, they lose momentum and we may
lose that student.
Make every effort to call the student between
1-2 days of placement, and ALWAYS make it a
daily routine to email them immediately so
they know they have a seat in the class.
4. Using the flags
Utilize the flag
system in VSA!
Flag one- highlight for first welcome call email
(day of student placement)
Flag two- highlight when you make first call (aim
for same day as placement, or within 48 hrs)
Flag three- highlight when you send second
attempt email
Flag four- highlight when you make second
attempt call
5. How do you know when to activate or set NAC?
Utilize the
comments
section in
VSA
Keep yourself organized! See at a glance exactly who you
need to contact next.
Detailed comments also allow anyone to go into your VSA and
get a clear picture of where all your students are in the CA
process (this is extremely helpful for when you go out on
vacation, as well. )
First thing Monday morning, send activation reminder email via
“group action” at the bottom, and activate.
6. Second attempt WC email
Be specific! Communicate to the student & parent via
voicemails and email the exact date they need to contact you
by to avoid being set NAC.
Subject: Still interested in English 3? Please call Mrs. Teacher asap!
Hello FLVS student,
Once again, welcome to your English 3 course! This email is to
remind you that I need to speak with you and your family over the
phone in order to be activated into the class. If I do not hear from
you by 9/27/2012, I will assume that you no longer need the course
and you will be removed from the roster. Please contact me as
soon as possible to avoid withdrawal! You can reach me anytime
at 123-123-1234 from 8am-8pm daily. Thank you for your attention
in this matter, and I look forward to speaking with you soon.
Thank you,
Mrs. Teacher
7. Activation reminder email
When activating a student, send out an email to the parent and
student to remind them that they’re now in their first official week of
being activated.
(It also helps cover you if they say they didn’t know they were
started.)
Hello!
Welcome to English 3! I am so excited to have you join our wonderful course. I just
wanted to send a quick reminder to let you know that on Monday, September 24th,
you will be officially activated into English 3. Starting on Monday, 9/24, you will need
to submit 3-6 assessments weekly (due each week on Sunday at midnight)
depending on the pace you have chosen to complete the course. Please see the
Pace Chart under Course Information if you are unsure of how many assessments you
should be turning in by the end of each week or contact me for a personalized pace
chart. Good luck on your assignments this week and let me know if you need any
help! I am only a phone call, email, or text message away.
Smiles,
Mrs. Teacher
8. Sample WC log for VSA
Went over course
guidelines/expectations, target date of
completion, grace period
expectations, communication, DBAs, live
sessions.
Parent/Guardian agrees to enroll their student in
the class.
Add any other specific information
regarding the student that you feel is
useful to document. Always remember
that it’s better to OVER document than
under document.
9. Start up sessions
Have you ever had a large group of students loaded into
CA all at once?
Offer a group start up session!
Avoid wasting time with countless cold calls to a large group
of CA students.
Help get students activated quicker (which keeps up that
momentum)!
Materials have already been created for you. Be clear that
students must call/text you at the end of the session alerting
you they have attended the presentation and are ready to
be started. Be sure to also encourage the parent to attend
the session so their half of the wc is quick and easy.
When you have large groups of CA students loaded, send
out a One Call Now message alerting them that they’ve
been placed and to invite them to attend your start up
session.
Team with another teacher to reach even more students!
10. Reminders
Check CA daily and call within 1-2 days of placement.
Call ALL numbers listed before setting NAC.
WCs must be completed with the student & parent/guardian
via telephone.
Set students NAC if the welcome call is not completed within 2
weeks of placement (maximum). Students should only be in
CA for approximately 10 days. Remember, if you are chasing
students in CA, you will be chasing them while they’re active.
Set clear expectations and follow through!
Take an extra couple of minutes to verify their contact info
during the WC (ask for student cell, parent cell, and 1 back up
# - such as other parent/guardian or home #). Also verify
parent email listed.
11. Getting organized and building time into your
schedule M-F for CA will help your yield and
completion rate go up.
Please let me know if you need any help!