zilongwang/ReadingBank huggingface dataset:
Read the full language of the Core Standards . Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0 Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 2 and Level 3 3.0 Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 *Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital. The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. Scale Level Symbols The targets on this level can be changed Targets on this level can not be changed More targets can be added to this level No targets are written at this level When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores. Course Map Grading Topics (Semester-Long) Standards Alignment Collaborating in Discussions Speaking & Listening 1 Analyzing Themes Reading Literature 1 Reading Literature 2 Reading Literature 9
Identify Risk Impact of Risk (on beneficiaries, deliverables and outcomes) Likelihood of Occurrence (Low, Medium, High) Proposed Mitigation Plan ...add rows as necessary Appendix (Optional) Recommended length: 0 to 5 pages Insert text
Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 3 and Level 4 4.0 Demonstrate all learning targets from Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 3 3.0 Demonstrate some of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 The teacher designs instructional activities that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores. Multiple Opportunities It’s not about going back to do a retake, or back to redo something; it’s about going forward, continually scaffolding student learning through multiple opportunities, and noting that improved learning. Our curriculum builds on itself. “Multiple opportunities” are about taking an assessment and connecting it to past topics. They’re about allowing students to demonstrate their learning multiple times in units after their current unit or when learning is scaffolded into future units. Multiple Opportunities suggestions will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections developed through their PLCs.
Health & Human Services 100% (103/103) Performance Target and Range Legend Assessment Metric Target Green Yellow Red Aligned Assessment Method 80% ≥80% 70% - 79% ≤69% Assessment Plan Measurement Strategy BUSINESS OPERATIONS Measures Sources Methods Analysis % Programs of Study report alignment from Program-level student learning outcomes to Institutional-level student learning outcomes CASL, Faculty, Staff, Administration ELO Template # Programs of Study/# Programs of Study reporting alignment to ELOs % Programs of Study report Program-level student learning outcome statements CASL, Faculty, Staff, Administration Program of Study Learning Outcomes Template # Programs of Study/# Programs of Study reporting learning outcomes STUDENT % Cognitive level of student learning outcome statement CASL, Faculty, Staff, Administration Program of Study Learning Outcomes Rubric Bloom’s Cognitive level/# of learning outcomes; Aligned with Program Review cycles ASSESSMENT PROCESSES % Programs of Study report assessment methods CASL, Faculty, Staff, Administration Program of Study Learning Outcomes Template # Reported Programs of Study learning outcomes/# Programs of Study reporting learning assessment methods % Selected methods of assessment aligned to student learning outcome statement CASL, Faculty, Staff, Administration Program of Study Learning Outcomes Rubric Bloom’s cognitive level/# assessment method alignment matches LEARNING & GROWTH
50b. Has Insurance been arranged in respect of Public Liability Yes No 50c. What is the name of the insurer? 50d. What is the value of Cover? £ (Recommended that this should not be less than £10 million) Signed : Position in Organisation: Date: Please send this completed form, together with any supporting documentation either by e-mail to: or by post to: Chairperson Safety Advisory Group Lisburn & Castlereagh City Council Civic Headquarters Lagan Valley Island Lisburn BT27 4RL PLEASE NOTE: Copies of this form will be forwarded to members of the Lisburn & Castlereagh City Council Safety Advisory Group – this includes all of the Emergency Services and relevant local authority services, see below for details: Lisburn & Castlereagh City Council Tel: 028 9250 9250 Email: Police Service of Northern Ireland Tel: 028 9260 0987 Email:
BHS Whip Layout 5 Multiple Jumps to Tucks 1-2 BHS to Full BHS’s to Double Full Standing Full/Jump to Standing Full Standing BHS to Whip Full/Double Round-Off BHS Full/Double Full Specialty through to Full/Double Double Full or Higher If you have any questions or concerns, please email us at We are so excited, and we would love for and every one of you to join us this competition season!!! LCCT Team Guidelines and Expectations Financial: Monthly tuition for families with athletes will be discounted as follows: A $15.00/month sibling discount will be awarded for the second child of a family participating with LCCT. Third sibling tuition is free. All other fees will apply per athlete. LATE FEE: If an account remains unpaid after the 20th of the given month, a $20 late fee will be added to account. Athletes may be held out of activities or competitions until the account is brought current. Refund: If you quit or are removed from the team by LCCT, you will not receive a refund of any kind. This includes any prepaid amounts and you are responsible for paying monthly fees for the entire season. Social Media: As a parent of a Lake Charles Cheer Training athlete, please know that you and your athlete are a HUGE representation of the company as well. We do not condone an athlete or parent cursing, swearing, speaking negatively about our program, our coaches, any of our athletes, their parents, and/or families, or posting inappropriate pictures or anything deemed to be inappropriate on social media. This also includes speaking negatively of another cheerleading company. If anything of this sort is brought to our attention, you may be asked to remove it. Please use your best judgement regarding this matter. If there are any issue that need to be addressed, please bring it to a coach’s attention immediately. Again, please go to the proper
CLO 5: Apply learning Definition: Applied learning occurs when students use their knowledge and skills to solve problems, often in new contexts. When students also reflect on their experiences, they deepen their learning. By applying learning, students act on their knowledge. COURSE NO./TITLE COURSE OUTCOMES CLO 5 DIMENSIONS ASSESSED ASSIGNMENTS/ASSESSMENTS EXAMPLE ABC 123: Plant Structures EXAMPLE Describe and explain general plant structure and function in relation to plant growth and development EXAMPLE 1.2 Determine information need, find and cite relevant information EXAMPLE Digital video project and written analysis of plant structures 5.1 Connect theory and practice to develop skills, deepen understanding of fields of study and broaden perspectives 5.2 Apply skills, abilities, theories or methodologies gained in one situation to new situations to solve problems or explore issues 5.3 Use mathematics and quantitative reasoning to solve problems 5.4 Integrate and reflect on experiences and learning from multiple and diverse contexts
SINGLE LINE DIAGRAM FOR TEST BAY CHECKING OF OPERATION AND INDICATIONS Equip. ref Command Operation Indication Condition Remarks LCC CR ECC (FMK) LCC CR ECC (FMK) 134 Open/ Close Service Test 136 Service Test 130 Close Service Test Open Service Test 131A Open/ close 131B FUNCTIONAL AND INTERLOCKING TEST FOR CIRCUIT BREAKER 130 Operation Condition Equipments Status Remarks Close/open Test Ds 134 & 136 Fo Close* Service DS 134 & 136 FC Trip Test & Service Protection Relays Operated As Per Sch Dwg All checked under normal sf6 gas pressure operating conditions *Protection Relays Reset, Bus VT Mcb on & Synchronizing condition ok Note: FO: Fully Open FC: Fully Close FUNCTIONAL TEST FOR C.B TRIP & OPEN BLOCKING:
ELECTRICAL TESTS: Item Description Checked 1 Insulation Resistance Test report of all wires to be submitted By the contractor prior witnessing and made available Yes N/A 2 DC Power supply and control checked. Yes N/A 3 AC Power supply and control checked. Yes N/A 4 All CB’S, DSW’s and ESW’s should be tested before starting function check Yes N/A 5 Circuit Breaker, Disconnectors and Earth Switch Open/Close status checked Yes N/A CIRCUIT BREAKER CLOSING / TRIPPING BLOCKING CONDITIONS: Item Description Setting Values CB blocked status Remarks Closing Tripping SF6 Gas pressure 1st stage SF6 Gas Pressure 2nd Stage CB spring charged condition Anti-Pumping condition
SINGLE LINE DIAGRAM FOR TEST BAY CHECKING OF OPERATION AND INDICATIONS Equipment Reference Command Operation Indication Condition Remarks LCC CR ECC (FMK) LCC CR ECC (FMK) 124A Open/ Close Service Test 124B Service Test 226A Service Test 226B Service Test 120 Close Service Test Open 121A Open/ Close Independent condition 121B 221A 221B 261A 261B 141A 141B
FO: fully open FC: fully close O: open C: close Functional and Interlocking Test for Bus Disconnector ----06: Operation Condition Equipments Status Remarks Close/open Test ES ---01Y & 261B FC Service CB---05 O DS-- 04, ES-- 01X,----01Y,--- 01Z & 261B FO Bus transfer-1 DS------04,236 &234 FC CB-230 C ES----01X,----01Y,---- 01Z & 261B FO Bus transfer-2 DS-----04,226A,226B, 124A,124B,136 & 134 FC CB-130 & 120 C ES---01X,-----01Y,----01Z & 261B FO Note: FO: fully open FC: fully close O: open C: close FUNCTIONAL AND INTERLOCKING TEST FOR LINE DISCONNECTOR -----03: Operation Condition Equipments Status Remarks Close / open Test-1 ES----01Y FC ----01 C Test-2 ES-----01Z FC ----01 C Service CB----05,------01 O ES---01X,---01Y,---01Z FO Note: FO: fully open FC: fully close O: open C: close FUNCTIONAL AND INTERLOCKING TEST FOR EARTH SWITCH ----01X: Operation Condition Equipments Status Remarks
4 In addition to the Learning Goal, the student demonstrates a command of collaboration and discussion that reflects leadership and insightfulness. 3 Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly and persuasively: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic to stimulate a thoughtful, well-reasoned exchange of ideas Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task Learning Goal 2 Students demonstrate they have the ability to: Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed Participate actively in one-on-one, small-group, or class discussions in a thoughtful and appropriate manner Prepare for participation in a discussion 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Grading Topic: Analyzing Themes 4 In addition to meeting the Learning Goal, students demonstrate in-depth inferences and applications: Possible Target: Decision-Making 3 Students demonstrate they have the ability to: Construct a theme statement that includes analysis of how the theme is developed over the course of a text
E: T: 0151 527 3814 E: Liverpool Institute for Performing Arts Sixth Form College Mount Street Liverpool L1 9HF T: 0151 330 3232 E: The City of Liverpool College The Learning Exchange Roscoe Street Liverpool L1 9DW T: 0151 252 1515 W: Greenbank College Greenbank Lane Liverpool L17 1AG T: 0151 733 7255 E: Hugh Baird College Balliol Road Bootle, L20 7EW T: 0151 353 4444 x 5850 E: Myerscough College Liverpool Centre Croxteth Hall and Country Park Croxteth Hall Lane Liverpool L12 0HB T: 01995 642222 E: Knowsley Community College Stockbridge Lane Huyton Liverpool L36 3SD T: 0151 477 5850 E: Abbot’s Lea Community Special School Beaconsfield Road Woolton Liverpool L25 6EE T: 0151 428 1161 E: Bank View High School 177 Long Lane Liverpool L9 6AD T: 0151 233 6120 E: Childwall Abbey School Childwall Abbey Road Liverpool L16 5EY T: 0151 722 1995 E: Palmerston School Beaconsfield Road Liverpool L25 6EE T: 0151 428 2128 E: Redbridge High School 179 Long Lane Liverpool L9 6AD T: 0151 233 6170 E: Sandfield Park School South Drive Sandfield Park Liverpool L12 1LH T: 0151 228 0324 E:
Test --- 06 Service Service Service Test ---- 05 Close Test Service Service ----01Y Close / open Independent condition ----01X ----01Z S - -01 Close / open Independent condition S - -05 Close / open Service Service FUNCTIONAL AND INTERLOCKING TEST FOR CIRCUIT BREAKER ----05: Operation Condition Equipments Status Remarks Close/open Test DS ----04& ----06 FO CB- S-----05 Test Close* Service-1 DS- -----06 FC CB-S----05 O Service-2 CB-S---05 O DS- ------04 FC Open Test & service LCC,CR,ECC & Protection Relays Operated All checked under normal sf6 gas pressure operating conditions * Protection relays should be reset Note: FO: fully open FC: fully close O: open
FUNCTIONAL AND INTERLOCKING TEST FOR BUS DISCONNECTOR ----04: Operation Condition Equipments Status Remarks Close/open Test ES---01Y FO ES –--01Z & 141---(bus bar earth switch) FC Close/open Service CB----05 O DS----06, ES-----01X,---01Y,---01Z, 141B & S-----01 FO Close/open Bus DS------06,236 & 234 FC CB- - 30 C ES-----01X,-----01Y,---01Z , 141B & S-----01 FO Close/open Bus DS-----06,226A,226B, 124A,124B, -- 36 & -- 34 FC CB- --- 20 & --- 30 C ES-----01X,------01Y, -- 01Z, 141 & S-------01 FO Note: FO: fully open FC: fully close O: open C: close FUNCTIONAL AND INTERLOCKING TEST FOR BUS DISCONNECTOR ----06: Operation Condition Equipments Status Remarks Close/open Test ES---01Z FO ES----01Y & 261-- FC Close/open Service DS-----04, ES----- 01X,----01Y,--01Z , 261--- & S-----01 FO CB---05 O -
Accounting Period 2 CSU Charge Period 2 Dept 1004 – Student Academic Services COLUMN SELECTORS EXAMPLE Column 1 Dept Fdescr Column 2 Job Function Code Column 3 Empl Class Fdescr Scenario Example 2: Includes Retro Pay (prior CSU Charge Periods) Report displays accounting period and includes retroactive pay. If desired, remove the department filter and enter a department tree to get report results by division. REPORT FILTERS EXAMPLE HOME: Primary business unit COCSU – CSU Office of the Chancellor Fiscal Year 2015 Accounting Period 2 Dept 1004 COLUMN SELECTORS EXAMPLE Column 1 Dept Fdescr Column 2 LCD Job Function Code Column 3 LCD Empl Class Fdescr Column 4 Accounting Period APPENDIX A – Glossary This Glossary contains common Finance Data Warehouse fields and LCD-specific fields. FIELD Same As DEFINITION Account Account Fdescr Acct Fdescr The Account chartfield value and full description where the payroll was posted to the GL
teacher librarians focused on Information Literacy. Scan includes peer refereed research articles, articles supporting quality teaching and learning across the curriculum and resource reviews. Subscriptions are available at School Libraries Ph:9266 8965 Confucius Institute The Confucius Institute is a joint venture between the Department of Education and Communities and the Office of Chinese Language Council International in China (Hanban). The role of the Confucius Institute is to deliver high level support for Chinese language and cultural education, including support for the Confucius Classrooms project; objectives for this project include the delivery of exemplary teaching and learning opportunities for teachers of Chinese. The focus for the seven Confucius Classroom schools will be creating networks to increase the reach of the Confucius Institute program. Dr Shuangyuan Shi Director Confucius Institute Tel: 9266 8558 Ongoing Program evaluation The Department’s executive has approved a new DEC-wide Evaluation Framework in response to the . All departmental programs should have an evaluation component built-in from program commencement. The Program Evaluation team: provides advice on implementing the DEC Evaluation Framework undertakes formal evaluations of programs or initiatives to identify program benefits and recommend proposed changes, to inform decision-making and shape future priorities Tim Gorrod R/Evaluation Practice Coordinator Ph: 9244 5053 Dr Susan Harriman, Leader, Quality Assurance Ph: 9244 5025 Ongoing
Dún Laoghaire - Rathdown Local Community Development Committee Minutes of Meeting held on 30th November 2016 at 8.30am in Dún Laoghaire Rathdown County Council Present: Organisation Cllr John Kennedy Elected Representative Cllr Peter O’Brien Elected Representative Cormac Shaw (Co-Chair) Southside Partnership Dearbhla Lawson (Co-Chair) DLRCC Fiona Ward Dept. of Social Protection Georgina Sweetnam DLR LEO Joanne Cullen Tusla Josephine Browne DLR Chamber Kay Gleeson DLR Public Participation Network Mary Ruane Chief Officer Tom Kivlehan DLR PPN Laura English DLR PPN In Attendance: Lucy McGrath DLRCC Lorraine Stewart Southside Partnership Apologies: Cllr. Kate Feeney Elected Representative Cllr Jennifer Cuffe Elected Representative Colm Kinsella ICTU Derek Elders DDL Education and Training Board Geraldine McDonagh DLR PPN Inez Bailey Southside Partnership Philip Maguire Irish Famers Association Maurice Farnan HSE Michael O’Brien DLR PPN 1 Welcome and Introduction Dearbhla Lawson and Cormac Shaw welcomed everyone to the meeting. Apologies were noted. It was noted that Maurice Farnan has moved to a new position within the HSE and the name of his replacement will be forwarded to the committee in due course. 2. Minutes & Matters Arising It was noted that the PPN Secretariat is looking into the query from the last LCDC meeting regarding the criteria for selection from the PPN to SPCs. The PPN will revert back to Cormac Shaw, Joint Chair, with details of the process and this will be brought to next LCDC meeting. With the Community Café recently opened in Dún Laoghaire, Cormac Shaw suggested potentially holding a future LCDC Meeting there – depending on timing and availability. The Minutes of the LCDC meeting held on 28th September 2016 were proposed by Kay Gleeson and seconded by Josephine Browne.
4 3 2 1 General Reflection Applicant presents a thoughtful reflection on service, recounting detailed examples of service. The essay meets the criteria set forth. Applicant completes a reflection on service and recounted past service experiences. The essay meets the criteria set forth. Applicant completes a reflection on service. Little detail was provided on the experiences. The essay meets most of the criteria set forth. Applicant attempts to complete reflection on service, but no details about the experience/s are included. The essay meets some of the criteria set forth. Sense of Caring For and About Others Applicant’s reflections show deep personal understanding of the importance of service and the ability to make a difference. Applicant’s reflections show a growing understanding of the importance of service and the ability to make a difference. Applicant’s reflections show a limited understanding of the importance of service. Applicant’s reflections show that s/he is largely unaffected by the service and her/his ability to make a difference. Development and Organization of Essay Applicant’s essay has an engaging introduction that orients readers and provides a strong conclusion. It also establishes a natural/logical sequence of reflection, using effective transitions to convey this. Applicant’s essay has an effective introduction and provides a conclusion that sums up the reflection. It has a logical flow, but needs more transitions. Applicant’s essay has an introduction that needs more development and lacks a strong conclusion. It includes unnecessary information and may seem choppy. Applicant’s essay lacks an effective introduction and ends abruptly. It also includes distracting information and has no clear sequence of events/thoughts. Language Usage Applicant’s essay maintains a clear point of view, uses relevant descriptive details, and shows a command of English Language conventions. Applicant’s essay maintains a point of view and includes relevant descriptive details. There may be a few errors in conventions. Applicant’s essay has some lapses in point of view, lacks effective descriptive details, and has some distracting errors in conventions. Applicant’s essay lacks a clear point of view, mostly lacks or offers no effective details, and has major errors in conventions.
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: Case Study: This assignment requires students to analyze a real-life conflict. This conflict can be a current or historical conflict, political conflict, social or popular culture conflict. Students will select a case that has great details and depth for analysis. Using a portfolio format, students will organize and submit their analysis. Evaluation Process: Using a grading rubric, the instructor will evaluate the assignment for content and reflection, etc. Also, using qualtrics a “student feedback survey” will be administered in this class for continuous improvement, relating to course content and reading materials, etc. Minimum Criteria for Success: 80 percent of class will achieve at least a “C” grade or higher on this written assignment and demonstrate an increase awareness of conflict analysis. Sample: The sample will consist of the entire class. To be entered after each time course is taught Course Learning Outcomes Students will be able to: Recognize and analyze sources of cross- cultural conflicts (i.e. misunderstanding of language or cultural interpretations, allocation of resources, conflicting values, and mistrust, exploitation, etc.) Use of Results for Improving Student Learning To be entered after each time course is taught
Policy Number LCH-105 This document has been reviewed in line with the Policy Alignment Process for Liverpool Community Health NHS Trust Services. It is a valid Mersey Care document, however due to organisational change this FRONT COVER has been added so the reader is aware of any changes to their role or to terminology which has now been superseded. When reading this document please take account of the changes highlighted in Part B and C of this form. Part A – Information about this Document Policy Name Guidelines Growth Monitoring in Children Aged 0-5 Years Policy Type Board Approved (Trust-wide) Trust-wide Divisional / Team / Locality Action No Change Minor Change Major Change New Policy No Longer Needed Approval As Mersey Care’s Executive Director / Lead for this document, I confirm that this document: complies with the latest statutory / regulatory requirements, complies with the latest national guidance, has been updated to reflect the requirements of clinicians and officers, and has been updated to reflect any local contractual requirements Signature: Date: Part B – Changes in Terminology (used with ‘Minor Change’, ‘Major Changes’ & ‘New Policy’ only) Terminology used in this Document New terminology when reading this Document Part C – Additional Information Added (to be used with ‘Major Changes’ only) Section / Paragraph No Outline of the information that has been added to this document – especially where it may change what staff need to do Part D – Rationale (to be used with ‘New Policy’ & ‘Policy No Longer Required’ only) Please explain why this new document needs to be adopted or why this document is no longer required Part E – Oversight Arrangements (to be used with ‘New Policy’ only) Accountable Director Recommending Committee Approving Committee Next Review Date LCH Policy Alignment Process – Form 1
Policy Number LCH-144 This document has been reviewed in line with the Policy Alignment Process for Liverpool Community Health NHS Trust Services. It is a valid Mersey Care document, however due to organisational change this FRONT COVER has been added so the reader is aware of any changes to their role or to terminology which has now been superseded. When reading this document please take account of the changes highlighted in Part B and C of this form. Part A – Information about this Document Policy Name Wound Product Formulary Policy Type Board Approved (Trust-wide) ☐ Trust-wide ☐ Divisional / Team / Locality ☒ Action No Change ☐ Minor Change ☐ Major Change ☐ New Policy ☒ No Longer Needed ☐ Approval As Mersey Care’s Executive Director / Lead for this document, I confirm that this document: complies with the latest statutory / regulatory requirements, complies with the latest national guidance, has been updated to reflect the requirements of clinicians and officers, and has been updated to reflect any local contractual requirements Signature: Date: Part B – Changes in Terminology (used with ‘Minor Change’, ‘Major Changes’ & ‘New Policy’ only) Terminology used in this Document New terminology when reading this Document Part C – Additional Information Added (to be used with ‘Major Changes’ only)
Section / Paragraph No Outline of the information that has been added to this document – especially where it may change what staff need to do Part D – Rationale (to be used with ‘New Policy’ & ‘Policy No Longer Required’ only) Please explain why this new document needs to be adopted or why this document is no longer required Part E – Oversight Arrangements (to be used with ‘New Policy’ only) Accountable Director Recommending Committee Approving Committee Next Review Date LCH Policy Alignment Process – Form 1 SUPPORTING STATEMENTS This document should be read in conjunction with the following statements: SAFEGUARDING IS EVERYBODY’S BUSINESS All Mersey Care NHS Foundation Trust employees have a statutory duty to promote the welfare of children and adults, including: being alert to the possibility of child / adult abuse and neglect through their abuse, or by professional judgement made as a result of information child / adult;
Appendix 2 Contact details for the Safeguarding Service Safeguarding Service Title Tel Mobile Safeguarding Children Team On Call Service Mon – Fri 09:00hrs –16:45hrs 0151 285 4660 N/A Safeguarding Adults Team On Call Service Mon – Fri 09:00hrs – 16:45hrs N/A 07717576890 Nerys Edwards Named Nurse Safeguarding Children 0151 285 4663 07795370142 Debby Wilson Domestic Lead Domestic Violence and Abuse Specialist Nurse 0151 295 3697 07917559458 Dr Sakib Shamas GP (Liverpool) N/A Social Care - Areas Contact Out of hours contact Knowsley 0151 443 3792 0151 443 3798
Advice Bureaux PPU 0151 777 1387 Liverpool Local Authority Designated Officer The Designated Officer works within Children’s Services and should be alerted to all cases in which it is alleged that a person who works with children has harmed or may harm a child. 0151 2335412 NSPCC Individual work with women and children, drop in group, young people’s participation group. 0844 892 0264 RASA Rape and Sexual Abuse centre. 0151 558 1801 Women’s Aid - Liverpool Safe accommodation, Housing support and advice, support and advice via caseworkers, children’s play groups. 0151 727 1355 Safe Place Sexual Assault Referral Centre 0151 295 3550 IDVA Independent Domestic Violence Advocate – Liverpool 0151 482 2462 Worst Kept Secret 0800 028 3398
Agency ………………………………………………………………………. Add the total number of ticks for each column and place in the corresponding box below. Then multiply the total number of ticks in each box (e.g. 12 x 3 x 6 = 216) Level of Risk Guidance on interventions (this is not an exhaustive list ) HIGH = 72 + Referral to MARAC Referral to IDVA to be considered Multi-agency work, information sharing and action/safety planning Sanctuary/target hardening (where it is safe to do so) – security measures, mobile phone etc. Police intervention – arrest and investigate Legal protection – Specialist Domestic Violence Court (SDVC), family courts. Refuge, emergency accommodation Safeguarding interventions – children and adults Drug and alcohol services, mental health issues Additional barriers – forced marriage, street sex workers, immigration status. MEDIUM = 16 - 71 Multi-agency work – information shared Information about services and options Support – safety planning Specialist support services from within domestic violence (abuse) sector Sign posting to specialist support services Sanctuary – if there is a risk of homelessness Target hardening STANDARD = 1 - 15 Individual agencies responsive to the client’s needs – housing, children’s services, health, education. Universal services. Consider Sanctuary – if there is a risk of homelessness Leaflets/awareness raising
Title: Infant Feeding Policy Version Number: Five Ratified by: Clinical Policies Working Group Date of Approval: 15th December 2015 Name of originator/author: Monica Clarkson Approving Body/Committee: Clinical Policies Working Group Date issued: December 2015 Review date: December 2017 Target audience: All staff involved in the care of /or who come into contact with mothers feeding their babies Name of Lead Director/Managing Director: Interim Director of Nursing Changes/Alterations Made To Previous Version (including date of changes): November 2015 to comply with updated Baby Friendly Initiative guidance Renamed “Infant Feeding Policy” from “Breastfeeding Policy”
6 Appendices 7 Audit Appendix Two Resuscitation and Mortality Group Terms of Reference 1 Entity Name Type Resuscitation and Mortality Group. Reporting into the Patient Safety Sub Committee. 2 Purpose The Resuscitation and Mortality Group will advise the Trust on all aspects of resuscitation. The Group will also be responsible for setting standards for practice and training, risk management and quality assurance in relation to resuscitation and medical emergency management. The Resuscitation Council (UK) standards will form the foundation of the Steering Sub Group’s decision making process. The Group will oversee the Mortality Governance arrangements for the Trust, and report their findings to the Patient Safety Sub-Committee. 3 Duties and Powers of the Group, including duty to adhere to the Nolan Principles All members are required to adhere to the seven principles of public life: Selflessness Integrity Objectivity Accountability Openness Honesty Leadership 4 Role of the Group The duties of the Group shall be to: Carry out surveillance and maintain a knowledge base of contemporary national guidelines and standards in resuscitation and medical emergency management as they pertain to the activities of the Trust. Make recommendations to the Patient Safety Sub Committee to ensure the Trust is adhering to relevant national guidelines and standards on resuscitation and medical emergency management and to inform the Trust on significant issues arising from this. Be the responsible body to manage, implement and consider the Trust’s response to national and local audits of standards for resuscitation and medical emergency management and actions required from these. Ensure that lessons learnt in relation to resuscitation and medical
Title: Unified Do Not Attempt Cardiopulmonary Resuscitation (DNACPR) Adult Policy Version Number: 3.0 Ratified by: Clinical Standards Group Date of Approval (original version): 22nd September 2015 Name of originator/author: Richard Moore, Dental Practitioner Updated by Christine McBride (Interim Lead for Respiratory Service) Approving Body/Committee: Clinical Standards Group Date issued (this version): June 2017 Review date (this version: June 2019 Target audience: Organization Wide – Bed Base, Liverpool & Community Services Name of Lead Director/Managing Director: Medical Director Changes/Alterations Made To Previous Version (including date of changes): Changes made Review due to adoption of NHS North of England North West Unified Do Not Attempt Cardiopulmonary Resuscitation (DNACPR) Adult Policy
Appendix C – Monitoring Framework Requirement to be monitored Process for monitoring Responsible Party Frequency of monitoring Reporting, Action taken and monitored by Do not attempt resuscitation orders (DNAR) Record Audit Individual clinical services Yearly Divisional Governance meetings How the organization documents that resuscitation equipment has been risk assessed for competency levels and is included on an asset inventory list, with history of maintenance and repair, stocked appropriately and fit for use Audit of equipment check reports from itemized asset inventory lists Medical Devices & Equipment Safety Group Yearly Medical Devices & Equipment Safety Group
This document has been reviewed in line with the Policy Alignment Process for Liverpool Community Health NHS Trust Services. It is a valid Mersey Care document, however due to organisational change this FRONT COVER has been added so the reader is aware of any changes to their role or to terminology which has now been superseded. When reading this document please take account of the changes highlighted in Part B and C of this form. Part A – Information about this Document Policy Name Ear irrigation Policy Policy Type Board Approved (Trust-wide) Trust-wide Divisional / Team / Locality Action No Change Minor Change Major Change New Policy No Longer Needed Approval As Mersey Care’s Executive Director / Lead for this document, I confirm that this document: complies with the latest statutory / regulatory requirements, complies with the latest national guidance, has been updated to reflect the requirements of clinicians and officers, and has been updated to reflect any local contractual requirements Signature: Date: Part B – Changes in Terminology (used with ‘Minor Change’, ‘Major Changes’ & ‘New Policy’ only) Terminology used in this Document New terminology when reading this Document Part C – Additional Information Added (to be used with ‘Major Changes’ only) Section / Paragraph No Outline of the information that has been added to this document – especially where it may change what staff need to do Part D – Rationale (to be used with ‘New Policy’ & ‘Policy No Longer Required’ only) Please explain why this new document needs to be adopted or why this document is no longer required Part E – Oversight Arrangements (to be used with ‘New Policy’ only) Accountable Director Recommending Committee Approving Committee Next Review Date LCH Policy Alignment Process – Form 1
Title Negative Wound Pressure Therapy (NWPT) Clinical Guideline Guideline reference number 81 Aim and purpose of clinical document To provide evidence-based guidance in assisting Liverpool Community Health NHS Trust employees in the identification of indications for use and the management of Negative Pressure Wound Therapy to benefit patient care Author Skin Care Service – Jenny Francis Type New document Reviewed document Review Date December 2018 Person/group accountable for review Clinical Standards Group Type of Evidence base used B: Evidence from multiple unacceptable studies or a single acceptable study (weak or inconsistent evidence) C: Evidence which includes published and/or unpublished studies and expert opinion (limited scientific evidence) Issue date Authorised by Clinical Standards Group December 2016 Impact Undertaken Yes date when No Evidence collated
Date And Time Wound filler type and amount used (Black/Green/ White Foam/Gauze) Therapy setting Therapy cycle or Wound margins bordered? If Yes type Liner used? Y/N. If Yes type Exudate: colour and approx amount Canister changed Y/N or n/a Therapy unit charged and working correctly? Y / N* Indications of Infection Y** / N Name and Signature
Monitoring and Compliance Framework Minimum requirement to be monitored Process for monitoring e.g. audit Responsible individual/ group/ committee Frequency of monitoring Responsible committee for review of results Responsible individual for development of action plan Responsible committee for monitoring of action plan and Implementation process for obtaining consent Review of Consent Process Head of Clinical Quality Annual Clinical Effectiveness Group Head of Clinical Quality Clinical Effectiveness Group how information is provided to patients to support their decision making, including risks, benefits and alternatives where appropriate Review of Consent Process Head of Clinical Quality Annual Clinical Effectiveness Group Head of Clinical Quality Clinical Effectiveness Group how the discussion and provision of information to patients is recorded Review of Consent Process Head of Clinical Quality Annual Clinical Effectiveness Group Head of Clinical Quality Clinical Effectiveness Group process for recording that consent has been given Review of Consent Process Head of Clinical Quality Annual Clinical Effectiveness Group Head of Clinical Quality Clinical Effectiveness Group archiving arrangements for any information given to patients to support their decision making Review of patient information database / archive Head of Clinical Quality Annual Clinical Effectiveness Group Head of Clinical Quality Clinical Effectiveness Group
Liverpool Community Health NHS Trust Consent Form 3 Patient / Parental agreement to an investigation or treatment (where consciousness is not impaired) Patient details (or pre-printed label) Patient‟s surname / family name ..………………………………. Patient‟s first names ………………………………... Date of birth ………………………………... Responsible health professional ………………………………... Job title ………………………………... NHS number (or other identifier) ………………………………... Male Female Special requirements ………………………………... (e.g. other language/other communication method) To be retained in patient’s notes
Liverpool Community Health NHS Trust Consent Form 4 Form for adults who are unable to consent to investigation or treatment Patient details (or pre-printed label) Patient‟s surname / family name ..………………………………. Patient‟s first names ………………………………... Date of birth ………………………………... Responsible health professional ………………………………... Job title ………………………………... NHS number (or other identifier) ………………………………... Male Female Special requirements ………………………………... (e.g. other language/other communication method) To be retained in patient’s notes
Signature:…….…………………………………… Date ………….…….……………. Name (PRINT) ……………………….……………… Job title …..………………….………
Liverpool Community Health NHS Trust Non- Medical Prescribing Policy Policy No 92. Title Non-Medical Prescribing Policy Policy reference number 92 Aim and purpose This document sets out the principles on which non-medical prescribing is based and individual roles and responsibilities in relation to non-medical prescribing. Author Non-Medical Prescribing Lead
Alert Level 4. Major Incident – Emergency Central government will declare a Level 4 Alert in the event of severe of prolonged heatwave affecting sectors other than health. Action By whom When How Comments Continue with appropriate activities identified for Level 1, 2 and 3. Refer to Incident Response Plan and all other appropriate policies. All staff Alert Level confirmed by Met Office Access via intranet Activate Incident Response Room if not done so at alert level 3 and appropriate action cards. Director / Senior Manager on call / EPRR Team Alert Level confirmed by Met Office Emergency planning department/on-call staff Consider relocation of at risk staff to cooler buildings/buildings with air conditioning / redeployment. Service Leads / Managers / HR / Estates Alert Level confirmed by Met Office and ongoing Based on information collated during Alerts Level 1, 2, & 3.
APPENDIX 2 – What to do if you are sick At start of sickness 1) Notification of Absence 2) Referral to Occupational Health Contact your manager on the first day of sickness, prior to time you are due to start work. Inform them of the reason for your sickness and, if possible, how long you expect to be absent. You must obtain a Medical Certificate (usually from your GP) which you are required to send/post immediately to your manager. In certain cases this certificate maybe requested from the first day of absence. Yes If your absence extends over a longer period, further medical certificates will be required, continuously covering the absence. Health may be suggested to help provide you with support and advice. Your manager will contact you and ask you to complete a consent form. The form should be completed and returned to your manager who will send a copy to Occupational Health. Decisions about future employment are based on available information. You will be notified of your appointment date Is referral and any further actions Does sickness exceed seven days? No Remain in regular contact with your required? Yes to Capability Process - and other policy documents. manager, (eg weekly) reviewing your situation No as necessary Yes Has your sickness No I
PART TWO To be completed by employee in the presence of immediate supervisor/line manager on return to work. State briefly why you were unfit for work: Are you fit enough for all duties? YES / NO YES / NO Do you have a further Doctor’s appointment? YES / NO YES / NO Is there any support we can provide? If yes, please detail. YES / NO YES / NO Do you need a referral to Occupational Health or other? If yes, referral to be arranged by manager. YES / NO I certify that I was absent from duty from ………………………… to ………………………… (number of working days …………) because of illness/accident/work accident. I declare that I have not worked during the period of sickness which is detailed above. I confirm that the information given on this form is correct and understand the issues and actions described above. Employee Name Employee Signature Date Manager Name Manager Signature YES / NO Date A copy of this form can be given to the employee.
Minimum requirement to be monitored Process for monitoring e.g. audit Responsible individual/ group/ committee Frequency of monitoring Responsible individual/group/committee for: review of results and development of action plan monitoring of action plan and Implementation a. Duties Policy content checked as part of regular policy review process. Terms & Conditions/ Workforce Policy Group Every 2 years or earlier if needed Terms & Conditions/ Workforce Policy Group Healthcare Governance Sub- committee b. Immediate support offered to staff (internally and, if necessary, externally) Policy content checked as part of regular policy review process. Terms & Conditions/ Workforce Policy Group Every 2 years or earlier if needed Terms & Conditions/ Workforce Policy Group Healthcare Governance Sub- committee c. Ongoing support offered to staff (internally and, if necessary, externally) Policy content checked as part of regular policy review process. Terms & Conditions/ Workforce Policy Group Every 2 years or earlier if needed Terms & Conditions/ Workforce Policy Group Healthcare Governance Sub- committee d. Advice available to staff (internally and, if necessary, externally) in the event of their being called as a witness Policy content checked as part of regular policy review process. Terms & Conditions/ Workforce Policy Group Every 2 years or earlier if needed Terms & Conditions/ Workforce Policy Group Healthcare Governance Sub- committee e. Action for managers or individuals to take if the staff member is experiencing difficulties associated with the event. Case Management Log HR Managers Quarterly Healthcare Governance Sub- committee Healthcare Governance Sub- committee
Email Address (1) Tick the box to include this contact to the General Information list. Deputy Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Tick the box to include this contact to the General Information list. Risk department manager (All markets) Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Tick the box to include this contact to the Risk Information list. Deputy Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Tick the box to include this contact to the Risk Information list. Accountant Billing/Invoicing Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Deputy Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Treasury department (Management of margin call) Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Tick the box to include this contact to the Treasury Information list. Deputy Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1) Tick the box to include this contact to the Treasury Information list. Legal and regulation department Job title Mr. / Ms. First Name Last Name Telephone Fax Email Address (1)
Tentative Class Offerings – Pre-K LCHA 2017-2018 Language Arts: Dr. Seuss on the Loose (Gonzalez – Pre-K-1) Enrichment: Fun & Games (Hanafee - Pre-K – 5) MusicalExpressions (Zamora Pre-K – 2) Martial Arts (Williams - Age 4 – Adult) Young Rembrandts Drawing (Corey – Pre-K)