zilongwang/ReadingBank huggingface dataset:
Learning Community CIT Guidance Time Frame Kickoff meeting 30-45 days post kickoff 45 days to 6 months 6 to 9 months 9 months to end of year CIT Activities Practice completing OSA PMT Communicating for Buy-In tool Visioning tool Implementation Planning Guide Set 1st CIT meeting Create CIT regular meeting schedule (recommended minimum meeting frequency is 2 x per month for 1 hour) Complete formation of CIT or continue active recruitment Send email addresses to National Council for list serve participants Complete vision statement Decide how to share vision statement Start work to gain buy-in Complete 1st OSA via survey monkey (CIT) Meet regularly Continue formation of CIT if not complete Continue work to gain buy-in Create consistent message (elevator speech) Share vision statement Disseminate OSA to additional staff/stakeholders to be filled out via survey monkey Discuss results of OSA completed by stakeholders Confirm Domains of focus Implement action plan Initiate specific activities in Domains of focus Meet regularly Continue formation of CIT if not complete Continue work to gain buy-in Continue work in Domains of focus Participate in webinars and list serve Celebrate successes Meet regularly Discuss CIT formation for 2nd year of initiative Continue work to gain buy-in Continue work in Domains of focus Prepare report for Summit meeting Complete 2nd OSA via survey monkey (CIT) Disseminate 2nd OSA to additional staff/stakeholders to be filled out via survey monkey Complete 3rd PMT via survey monkey (team lead) Discuss results of OSA and PMT Create action plan for 2nd year of the initiative
Relevant tools OSA PMT Communicating for Buy-in tool Visioning tool Implementation Planning Guide FAQ document SMART goals OSA PMT Communicating for Buy-in tool Visioning tool Implementation Planning Guide FAQ document SMART goals OSA PMT Communicating for Buy-in tool Visioning tool Implementation Planning Guide FAQ document SMART goals OSA PMT Communicating for Buy-in tool Implementation Planning Guide Sustainability Guide FAQ document SMART goals OSA PMT Communicating for Buy-in tool Implementation Planning Guide Sustainability Guide FAQ document SMART goals
Learning Outcomes Grid: [SSCI]. Complete and submit with other required materials. WSU/UCORE Learning Goal Inquiry-SSCI category requirements Course-level Learning Outcome Use active verbs and revise as needed to be specific to your own course Class Topics & Learning Activities Learning Outcome Assessed by… Critical & Creative Thinking Students learn key concepts/major critical paradigms in the discipline Students apply methods of inquiry appropriate to the discipline Students evaluate empirical research and conceptual theories Information Literacy Students identify, understand and use relevant source material Information Literacy Instruction and Feedback Students receive instruction with feedback for information literacy skills Quantitative Reasoning Students make judgments and draw conclusions regarding quantitative data through work evaluated for final grade Please note the weight in final grade of assignment developing students’ quantitative skills Communication Students communicate their findings in written form, oral or multimodal forms appropriate to the discipline Writing Requirement Course requires reasonable amount of writing, appropriate to lower or upper division expectations and departmental standards
Learning Outcomes Grid: [WRTG]. Complete and submit with other required materials. WSU/UCORE Learning Goal WRTG Learning Outcomes Course-level Learning Outcome “At the end of this course, students should be able to…” Use active verbs and revise as needed to be specific to your own course Class Topics & Learning Activities Learning Outcome Assessed by … Communication Students demonstrate principles & elements of effective written communication Communication Students demonstrate clarity, fluency, and accuracy, and organizational skills in their written communication. Critical & Creative Thinking Students analyze, evaluate and use rhetorical means to increase readers’ knowledge, foster understanding, or to promote change in attitudes or behaviors. Information Literacy Students practice information literacy skills appropriate to lower or upper division expectations and departmental standards Writing Requirement Course provides extensive opportunities to write and revise Use of peer review recommended Suggestions for course design. Written communication courses require students to develop and express ideas clearly, concisely, and effectively in writing. As an outcome of WRTG courses, student writers will be able to increase knowledge, foster understanding, or to promote change in readers’ attitudes or behaviors. Additionally, student writers will hone clarity, fluency, and accuracy, and organizational skills in their written communication. Writing skills are effectively developed in concert with the learning goals of Information Literacy and Diversity because writing must rest on accurate information and adapt content and conventions to diverse contexts, audiences, and purposes. All WRTG courses are required to: Develop the student’s understanding of the principles and elements of effective written communication. Develop students’ rhetorical skills so their writing increases readers’ knowledge, fosters understanding, or to promotes change in attitudes or behaviors.
Student Learning Outcome & Collection Cycle (academic programs and core courses) Measure 1 Collection Cycle Measure 2 Collection Cycle Outcome1 Outcome2 Outcome3 Outcome4 Tables used for Assessment Results (Outcomes) This table will be used under the Annual Summary of Data by Outcome/Objective. Reported by Measure Rubric Rating/Score. Example “strongly agree”, “pass”, “meets”, etc. Rubric Rating/Score. Example “strongly agree”, “pass”, “meets”, etc. Rubric Rating/Score. Example “strongly agree”, “pass”, “meets”, etc. Total Number of Responses Percentage Meeting Targeted Performance Measure1: Brief description (N) (N) (N) (N) % Rubric Rating/Score. Rubric Rating/Score. Rubric Rating/Score. Total Number of Responses Percentage Meeting Targeted Performance Measure2: Brief description (N) (N) (N) (N) % Rubric Rating/Score. Rubric Rating/Score. Rubric Rating/Score. Total Number of Responses Percentage Meeting Targeted Performance Measure3: Brief description (N) (N) (N) (N) %
A Learning Outcome should focus on the overarching concepts, skills, abilities, behaviors, or attitudes that participants will demonstrate at the end of the activity. A Learning Outcome must be measurable and should imply assessment. However, a Learning Outcome should not be so specific to preclude flexibility for content covered in a series or course. A good starting point is as a guide in planning teaching and assessment to address all levels of thinking and knowledge. Examples of a Learning Outcome Statement: Learners will be able to collect, organize and interpret appropriate data and identify clinically significant indications for diagnosis and management of (xxx). Learners will be able to apply principles of evidence-based medicine to determine clinical diagnoses, and formulate and implement acceptable treatment modalities. Learners will be able to articulate cultural and socioeconomic differences and the significance of these differences for culturally competent care. Learners will be able to evaluate educational research critically and participate in the research community.
To develop the curriculum through using the local environment and community To offer pupils exciting and stimulating experiences that enthuse them in their learning To develop self-esteem through providing a range of opportunities for pupils to excel For pupils to develop their social skills, independence and resilience through experiencing a residential activity Learning outside the classroom - our core offer We provide the following offer to all our pupils: Offer 1 We provide all pupils with two residential activities over four years in Keystage 2 Offer 2 All pupils experience at least three vocabulary trips/ visits each year Offer 3 All topics taught are supported by at least one visit and/ or visitor Offer 4 All pupils take part in 'Forest schools’ activities every 2nd year in Keystage 1 & 2 Offer 5 Keystage 1 & 2 pupils take part in one library visit each half term, EYFS at least once a year Offer 6 All pupils visit at least one community building during the year and will use another community resource e.g. park, museum, library Offer 7 All pupils will have opportunity to participate in at least one production over the year. This might include assemblies, concerts or another special event Offer 8 Keystage 1 & 2 pupils take part in at least one extra-curricular activity during the course of the year How we will deliver this Residential Throughout their time in Keystage 2 all pupils have the opportunity to experience a residential activity. In years 2 and 3 this is an overnight stay on the school grounds, year 4 one overnight stay at an outdoor activity centre (eg; Malham Tarn), year 5 a three night stay at an outdoor activity centre (eg; Castlehead). Key staff are chosen depending on the needs of the pupils. Other across school residentials may include vulnerable groups (SEN, LAC, EAL) at Ghyll Head Education Centre. All residentials use facilities and resources provided by quality badge holders. In order to prepare for the residentials, the Learning Outside the Classroom Lead liaises with the year group leaders. Parents are notified at the end of the previous year about the proposed details for the trip and a parents' meeting are held in advance . The residential trips are considered to be an entitlement and all pupils take part. The trips are subsidised by money paid at the start of year by parents/carers to cover all aspects of LOtC and through budget allocation. See Appendix 1 – parental contribution letter. Trips and visits
Forenames: Any Previous Surname(s): Address: Please asterisk the telephone number you would prefer us to contact you on Tel No (Home): Tel No (Work): Mobile No: Email: Religion: Education and Qualifications Senior school(s) attended Dates: mm / yy From To A levels or equivalent, dates awarded Grades Other achievements/interests at school University or other Higher Education institution Dates: mm / yy From To Degree and Awarding Body, dates awarded Class Other achievements/interests at university Other awards, qualifications and courses attended (please include any CPD) College, Education Centre or Institution Dates From To Award/Course Title and Qualification
Flashcards Probably the simplest of methods to help you to recall knowledge. Create cards with questions on one side and answers on the other. You may choose to colour code your cards based on topic or content. For example, you may want to make the cards associated with physical processes blue, case study content yellow, key terms green and so on. How to use: Key Terms – test your knowledge of definitions and examples Case Studies – revise the facts, stats and specifics Processes – draw a diagram and write a description Narrative – create to show the formation of landforms, order of events or a sequence Command terms – command term and description Example:Burroughs, C (2017) 5 Tips for Powerful Flashcards and Better Exam Revision [Online] Available at https://chloeburroughs.com/flashcards/ Revision Clock This method involves you breaking your topic down over a 1-hour period. You’ll need an A3 sheet and a clock image in the centre. Split the sheet into 5 or 10-minute chunks. Give each section a focus from the topic. Spend no longer than the time designated to each section on that part of the topic. How to use: 1 hour – split the topic up into chunks Give each section of your sheet a title or question. If you have a topic checklist, you can use it to create titles. Example: Visual Revision This method involves you transforming your notes into a visual format. Whether this be putting the subject content into a graphic organiser such as a Venn diagram, a mind map, chain diagram, infographic or a sequential thinking model, the key idea is to make it visual to allow you to draw links between stages, content and images. When you have the same information in words and visuals it gives you two ways of remembering the information later on. How to use: Venn diagrams - compare and contrast Flow or chain diagram – outline a process, sequence or series of events e.g. cause and consequences of an event Mind Map – organise and link content Infographic – use to summarise key points e.g. case study facts, stat and specifics Storyboard – narrative e.g. cause and consequence of an event, factors influencing migration etc. Example: Beingyen (2013) Respiration Mind Map [Online] Available at Brain Dump How to use: Take a question or concept from the topic and write it down. Example: Akers, M (2018) Brain Dump [Online] Available at
Learning with Autism Early Years Settings Action Plan Action Date Person Responsible Draft Setting/School Self-Evaluation Tool in order to inform Action Plan Finalise Setting/School Self-Evaluation Tool in order to finalise action plan Action Plan for Implementation of the Learning with Autism Programme What needs to be done? How will we do it? When will we do it? How will we know if it has made a difference? / Success criteria Proposed Term /Date Completed Date Introduce LWA programme to teaching, support staff and childcare staff Twilight session /staff meeting Introductory session: Watch introductory film Present self-evaluation to staff and collect further input from staff in order to complete All teaching and support staff have a better understanding of social communication / autism Teacher, support staff, childcare staff training Twilight session / staff meeting Training session Early years staff film and discussion All staff to independently complete online questionnaire, print/save questionnaire Staff recognise the signs of social communication / autism and make referrals where appropriate Staff understand the core characteristics of social communication needs/autism and make referrals where appropriate
Set up visual timetables in all classrooms to support social communication needs /ASD child Classes/setting to set up visual timetables to be used every morning while discussing the plan for the day. Reduction in meltdown / behavioural outburst / anxiety issues Introduce Now and Next cards to support children with social communication needs /ASD Use of Now and Next cards for children that need preparation from one activity to another Reduction in meltdown / behavioural outburst / anxiety issues Support child to sit on the carpet Use of a carpet “spot” to support a child with social communication/ASD to know where they are expected to sit Reduction in meltdown/behavioural outburst / anxiety issues Support child to know when an activity is ended Use of a sand timer to visually support a child with knowing when an activity is coming to an end. Reinforce with the use of a verbal countdown/reminder to support the preparation. Reduction in meltdown/behavioural outburst / anxiety issues Introduce the use of visual matching activities Use of visual matching activities to support compliance to undertake activities Children with social communication needs/ASD are participating in visual activities for a specific period of time Introduce and set up traffic light spot system on doors around the school/setting Spots to be stuck on all doors around the school/setting for children’s safety. Red = I cannot go through this door this door without an adult. Yellow = I must ask an adult to go through this door. Green = I can go through this door on my own. Visually support children’s understanding of safety Introduce staff photos on classroom/setting doors Each classroom/setting to have photos of the staff who work in that class/setting on a regular basis. Reduce child anxiety Visually prepare children
iSEEK Supercruncher 150,000 150,000 150,000 150,000 150,000 750,000.00 Specialized Parent Training Consultant 57,200 57,200 57,200 57,200 57,200 286,000.00 OTHER Teacher Proficiency Awards/Incentives 81,500 81,500 81,500 81,500 81,500 407,500.00 Substitute Teacher Costs 45,000 45,000 45,000 45,000 45,000 225,000.00
When coaching players with a learning disability, it is best to adapt your methods as opposed to abandoning your usual coaching style. Coaches should attempt to: Treat someone who has a learning disability according to their age, rather than presumed IQ. Strive to have a predictable, consistent and organised coaching environment. Do not presume the person won’t be able to answer your questions. If the individual has a severe degree of learning disability then speak to the parent, partner, friend or carer. Do not finish the person’s sentences, or presume that you know what they mean before they have finished talking. Always check for understanding and use open ended questions (e.g. ‘where do you go when you get to the red sign?’) Space/ environment Tasks Equipment/ rules People/ communication Safety Allow extra space on courts for safety. Break things down into simple tasks. Could use larger sponge balls and Mini Tennis rackets. See the ability in front of you, not the disability. Take into account any medical or behavioural considerations. For example, dehydration can be more of an issue for some disabled people. Place players into positions on court. Use plenty of visual Use colourful equipment and visual aids. Players need same skills as any other player. Increase targets and decrease distances to make tasks easier. Repeat steps of task frequently and allow more time for assimilation. Need to set boundaries for behaviour. Ensure you are aware of all of the players’ whereabouts at all times as attention spans may be shorter and players could wander away from the court. Consider vacation procedures in an emergency. Use trigger words to aid movement. Use lots of positive praise and feedback.
IV. FIELD EDUCATION ASSIGNMENTS Circle/check those learning activities to which the student will be exposed during the field work placement period. A. Check all direct practice field education assignments □ Adults □ Individuals □ Information and Referral □ Discharge Planning □ Diagnostic Assessment □ Families □ Advocacy □ Treatment Planning □ Older Adults □ Crisis Intervention □ Children □ Groups □ Community Networking Linkages □Inter/Multidisciplinary Team Meetings □ Short Term Intervention □Adolescents □ Couples □ Case Management □ Psychosocial Assessment □ Long Term Intervention □ Other (specify) B. Check all macro practice field education assignments □ Task Forces □ Quality Assurance □ Inter/Multidisciplinary Team Meetings □ Fiscal Budgetary Issues □ Committee Assignments □ Grant Writing □ Agency Staff Meetings □ Community Networking Linkages □ Program Development □ Consultation □ Macro Project (specify) □ Program Evaluation □ Case Conferences □ Other (specify) C. Check other learning experiences □ Seminars, In-Service Training/Conferences □ Other (specify) V. SELF-AWARENESS ASSESSMENT A. In terms of “self-awareness”, what do you know about yourself and your interactions with others/your emotions/etc that will make you a more effective social worker? B. In what ways/areas do you need to enhance your self awareness to become a more effective social worker?
COMPREHENSIVE SKILLS EVALUATION FALL SEMESTER Number of hours completed________ _________________________________________ ________________________ Field Instructor Signature Date _________________________________________ ________________________ Preceptor Signature Date _________________________________________ ________________________ Student Signature Date (Student's signature acknowledges that the student has participated in a discussion of this evaluation and has reviewed the evaluation.)
Learning Agreement Outline (To be completed at the beginning of the Academic Year) I. IDENTIFYING INFORMATION Academic Year: Please check: □ Foundation Year/1st Year □ Second Year Student Name: E-mail: Phone number: Field Faculty Liaison: E-mail: Phone number: Agency Name: Field Instructor: E-mail: Phone number: Preceptor: E-mail: Phone number: Agency Address: City: Zip: Telephone: Fax: II. THE AGENCY AND THE COMMUNITY (Agency) A. Describe the agency’s mission: B. Describe the organizational structure: C. List the services provided to community: D. Describe the general demographics (ethnicity, race, socio-economic status, age) of the agency’s clients: (Community) E. Describe the geographic location of your agency:
IV. FIELD EDUCATION ASSIGNMENTS A. Check all direct practice micro-level field education assignments student will be exposed to during the year. □ Adults □ Individuals □ Information and Referral □ Discharge Planning □ Diagnostic Assessment □ Families □ Advocacy □ Treatment Planning □ Older Adults □ Crisis Intervention □ Children □ Groups □ Community Networking Linkages □Inter/Multidisciplinary Team Meetings □ Short Term Intervention □Adolescents □ Couples □ Case Management □ Psychosocial Assessment □ Long Term Intervention □ Other (specify) B. Check all direct practice mezzo or macro level field education assignments student will be exposed to during the year. □ Task Forces □ Quality Assurance □ Inter/Multidisciplinary Team Meetings □ Fiscal Budgetary Issues □ Committee Assignments □ Grant Writing □ Agency Staff and/or Board Meetings □ Community Networking Linkages □ Program Development □ Consultation □ Outreach/recruitment Efforts □ Program Evaluation □ Case Conferences □ Macro Project (specify) □ Other (specify) C. Check other learning experiences □ Seminars, In-Service Training/Conferences □ Other (specify) V. SELF-AWARENESS ASSESSMENT A. In terms of “self-awareness”, what do you know about yourself and your interactions with others/your emotions/etc that will make you a more effective social worker?
Play and Learning Levels of Learning Levels of Play Types of Play Sensorimotor Level Primarily concerned with object exploration Creating concrete meanings through physical manipulation of environment Exploring 18 months and younger Functional Level Exploring simple combinations and functional uses of objects Listening, watching, imitating, relating & beginning to sequence ideas and actions 18 months to 3 years Symbolic Level Gaining the ability to represent their world through diverse symbolic means Fantasy play, storytelling, music, dance, drawing, and print 3 years of age or older Solitary Play Independent play Onlooker Play Child playing is observing the children around him/her Parallel Play Several children are playing with the same materials, but are not playing together Associative Play Play in which several children are playing together but in a loosely organized fashion Cooperative Play Children accept a designated role and are dependent on others for achieving the goals of the play Quiet Play Encouraged by picture books, bead-stringing, pegboards, puzzles, doll play, coloring, etc. Creative Play Use of imagination in various mediums such as painting, drawing, problem solving, music, dancing, getting along with others, play dough, sand and water table, etc. Active Play Stimulated by the use of balls, slides, swings, push-pull toys, sand and water play, crates and blocks, riding toys, running, use of indoor materials like rhythm band, cars and trucks, etc. Cooperative Play Requires more than one person, e.g., role playing in housekeeping, hide and seek, interactive play schemas utilizing a variety of materials. Dramatic Play Also called social play. Children try different kinds of life roles, occupations and related activities. This play may be done quietly or actively, alone or with others, such as playing with dolls or action figures. Manipulative Play Play that involves the use of hands, muscles, and eyes. Helps to develop coordination and wide variety of skills. Playing with puzzles, crayons, painting, cutting with scissors, stringing beds, are examples.
Guide to Resources On Learning Differences Talking Book Program Disability Information and Referral Center Texas State Library and Archives Commission P.O. Box 12927 Austin, TX 78711-2927 1-800-252-9605 (512) 463-5458 www.TexasTalkingBooks.org Contents Basic Information Main National Organizations Disability-Centered National Organizations Education-Centered National Organizations Law-Centered National Organizations Parent-Centered National Organizations State/Local Organizations Texas Private Schools Funding Information for Private Schools General Sources and Websites Assistive Technology Resources
Introduction Since 1931, the Texas State Library and Archives Commission (TSLAC) has been providing free library service to Texans unable to read standard print due to blindness or other visual impairments. As part of a regional network coordinated by the Library of Congress, the Talking Book Program (TBP) later began serving persons with physical impairments and reading disabilities of an organic nature. Today, the Talking Book Program continues to serve a growing population of Texans with disabilities by providing a wide range of books and magazines in large print, Braille, and recorded formats. Talking Book Program serves individuals of all ages, from young children to older adults. Service to schools and other institutions such as nursing homes is also provided. Classrooms throughout Texas having at least one eligible disabled student enrolled may participate in the TSLAC reading program. Reader Consultants assist teachers with book selections and send reading materials and equipment to the classrooms, postage-free. Great care has been taken to provide useful and accurate information in this guide, but we recognize that continual changes occur. If you discover outdated or inaccurate data in this guide, call or write the Talking Book Program and we will do our best to provide the updated information you need. Your comments and suggestions for improving this guide for future editions are welcomed. The guide is not copyrighted. Please feel free to make as many copies of the guide as you need, or contact the Talking Book Program for additional copies. We hope this resource guide will be a meaningful aid to parents and teachers as they work with students with visual, reading, and physical disabilities. If you would like more information on registering a classroom or enrolling a child individually for service, please contact the Talking Book Program. To obtain additional information regarding this resource guide, please contact the Disability Reference Coordinator.
| Many people were generous with their time and thoughts as I developed the ideas in the report. Some spoke to me. Others spent time with the Secretariat. I would like to thank them all. Glenys Beauchamp PSM Dr Gordon de Brouwer PSM Hon. John Lloyd PSM Lisa Paul AO PSM Michael Pezzullo Elizabeth Kelly for Michael Thawley AO Professor Gary Banks AO Yvonne Butler David Fredericks Dr Nicholas Gruen Ian Hanger AM QC Dr Allan Hawke AC Dr Stein Helgeby Andrew Metcalfe AO Professor Richard Mulgan Martin Stewart-Weeks Australian Futures Project AMP Limited Apis Group Attorney-General’s Department Australian Border Force Australian Institute of Project Management Australian National Audit Office Australia New Zealand School of Digital Transformation Office Executive Intelligence Group Ernst & Young Australia Institute of Public Administration Australia Lateral Economics Pty Ltd Melbourne School of Government, The University of Melbourne MetLife Insurance Limited
Get Keyboard Shortcuts and Steps for Using Assistive Technology with Office Office for Windows, Online, Mac, iOS, Android, and Windows Mobile provides support for assistive technologies like screen readers. You can read about the accessibility features for your specific environment at the Office Accessibility Center. There you can get all the latest accessibility information on products such as Word, PowerPoint, Excel, Outlook, and even others outside of the Office Suite such as Skype or OneDrive. Visit the . Select Use a screen reader and keyboard shortcuts with Office apps. Select the Office application you want to learn about. Navigate to the section for your device. Browse the Accessibility Features of Edge and Internet Explorer Microsoft browsers come with built-in accessibility features designed for individuals who have learning disabilities. You can also customize options in Internet Explorer and Edge to meet your individual needs and preferences. Save Content to Reading List in Edge The Reading list in Microsoft Edge gives you a place to save and organize content you want to read later. Here is how you can add articles and other content to what you want to save for later. Select Add to favorites or reading list Select Reading list > Add. When you are ready to read, select Hub > Reading list. Additionally, you can right-click any link and select Add to reading list without even visiting the page. Caption 21: A Reading List in Microsoft Edge Change Your Reading View Style in Edge You can choose the Reading view style that best meets your individual needs and preferences. This way you can read documents in Edge with fewer distractions and a simpler layout.
APPENDIX 16 West Regional Center, SACC Usage Fall 2012 and Spring 2013 COMP_LAB TERM TOTAL_SWIPES TOTAL_PERSONS WERC 160 Fall 2012 2859 2449 COMP_LAB TERM TOTAL_SWIPES TOTAL_PERSONS WERC 160 Spring 2013 5041 4465
Edits and Corrections: The following edits and corrections must be made as a condition of adoption: # Grade Level Component (Digital pathway) Page Number(s) Current Text Proposed Corrected Text Reason for Edit 1 6 My Library, The System, Access, Explore p. 12 n/a The text does not identify which is A and which is B. Clarity 2 8 My Library, MS Physical Science, Access, Thermal Energy, Heat, and Temperature, Explain p. 2 …all matter possesses energ …all matter possesses energy Typo 3 8 My Library, Middle School Physical Sciences, Access, Energy, Explain p. 9 In this this way the balloon… In this way the balloon… Typo Social Content Citations: The panel identified the following social content violations: none California Department of Education, August 2018
In formal discussion identified and evaluated 3 aspects of service delivery* competently. *specifics would be appropriate here Mini case study Student notes Pass/Fail Practice Educator Signature EITHER: To manage a small caseload as agreed with PE 5,15,9 11, 14 Managed a caseload of 3+ clients to a competent standard including the following areas Assessment Planning and preparation Intervention Evaluation Communication Prioritisation Demonstrated client centred working to a competent standard Client notes Supervision record Mini case studies 1 formal case study report Pass/Fail Practice Educator Signature OR: To select and carry out key assessments used in this setting 5,15,9 11, 14 Selected and carried out 3+ key assessments and documented to a competent standard Interests checklist* COPM* Social Functioning Scale* Client notes Supervision record Pass/Fail Practice Educator Signature
To evaluate my practice, respond appropriately to feedback and identify personal development needs 10, 2, 3, 13 Competently reflected in formal discussion on areas of my practice and identified 3 appropriate personal development needs. Appropriately identified in formal supervision 2+ constructive criticisms of my practice and competent responses to them. Reflective logs Supervision records Personal goal sheets Pass/Fail Practice Educator Signature Student name: Occupational Therapy Practice Number
COURSE BOOKING FORM Complete all sections of the form:- Photocopy for additional copies Please book me onto the following:- Title of Course: Learning Disability Study Day Venue: St Luke’s Hospice, Stamford Road, Turnchapel, PL9 9XA Date(s): Thursday 5th October 09.30 – 16.30 Course fee: £75.00pp Surname: Dr, Mr, Mrs, Miss, Ms Delete as appropriate First name: Place of work: Job title: Address for correspondence:- Postcode: Work telephone: Fax: e-mail: Home or mobile contact number: FULL DAY COURSES ONLY – Please specify any special dietary requirements: DO YOU HAVE ANY SPECIAL NEEDS? – Please specify eg wheelchair access WHO IS PAYING THE COURSE FEE? Please tick appropriate box Myself Employer (give details below) Other (give details below) Please give full details and address where the invoice for the course fee should be sent:- Cheque for fee enclosed: Tick if appropriate Please make cheques payable to St Luke’s Hospice Plymouth By signing this form you are also agreeing to our terms and conditions Signed: Date: Return completed form to: St Luke’s Community Services, Education Department, Units 3-5, Brooklands, Budshead Road, Crownhill, Plymouth, PL6 5XR or email to Please ensure we have your correct contact details. Confirmation of a place will be sent via email.
Week 6 Learning and Support Team Network Meeting Botany Bay, Georges River, Marrickville Port Jackson Event ID: 139439 Monday 14 November August 2:00-4:00pm Arncliffe Office $5.50 Week 6 Learning and Support Team Network Meeting Port Hacking and Woronora River Event ID:121449 Thursday 17 November 1.30pm-3.30pm Miranda Office $5.50 Week 7 Nonviolent Crisis Intervention Short Course Event ID: 139432 Wednesday 23 November 8:30 – 3:30pm Arncliffe office $88 Week 7 Health Care Procedures Certification Training Event ID:139238 Wednesday 23 November 9am to 3.30pm Mary Brooksbank School Nil Week 7 Nonviolent Crisis Intervention – Short Course Event ID:139252 Thursday 24 November 9.00am–3.30pm Miranda Office $88 Week 8 Health Care Procedures Certification Training Events ID:139450 Monday 28 November 9.00am-3.30pm Miranda Office Nil Week 9 Writing a Quality Access Request Session 1 Event ID 139312 8 December 8:30am to12:00 pm Riverwood Office Conference room $44 Week 9 Writing a Quality Access Request Session 2:Profiling students requiring Integration Funding Support Event ID 139314 8 December 12:30pm to 3:30 pm Riverwood Office Conference room $44 Week 11 Health Care Procedures Recertification Training Event ID:125205 Monday 28 November 9.00am-12.00pm Tangara School Nil
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Universidad Pontificia Comillas E MADRID02 C/ Alberto Aguilera 23, 28015 Madrid SPAIN Raquel Roncero 915422800 Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Organisation
Commitment Name Function Phone number Email Date Signature Student Student Responsible person at the Sending Institution Departmental Coordinator Responsible person at the Sending Institution (2) Prof. Nuri TINAZ Institutional Coordinator +90 216 345 21 67 Responsible person at the Receiving Institution During Mobility Exceptional changes to Table A (to be approved by e-mail or signature by the student, the responsible person in the sending institution and the responsible person in the receiving institution) Table A bis During the mobility Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits (or equivalent) to be awarded by the receiving institution upon successful completion of the component □ □ □ □ Exceptional changes to Table B (to be approved by e-mail or signature by the student and the responsible person in the sending institution) Table B bis During the mobility Component code (if any) Component title (as indicated in the course catalogue) at the sending institution Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits (or equivalent) for the group of educational components in the student's degree that would normally be completed at the sending institution and which will be replaced by the study abroad □ □ □ □ After Mobility
Transcript of Records Transcript of Records at the Receiving Institution Start and end dates of the study period: from [dd/mm/yy] ……………. to [dd/mm/yy] ……………. Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Was the component successfully completed by the student? [Yes/No] Number of ECTS credits Grades received abroad Total: … Responsible person at the Receiving Institution Name Position Date Signature E-mail Table B3 Recognition at the Sending Institution Component code (if any) Component title at the Sending Institution (as indicated in the course catalogue) Semester [e.g. autumn/spring] Number of ECTS credits Receiving inst. Sending inst.
Learning agreement for next 12 months – September 2017 to September 2018 Name: Phase: NTN: Year: Item Detail Plan Date for completion Educational objectives identified in ARCP None identified N/A N/A Exam milestones for current phase MPhil complete Part A examination - January 2018 Sign off related ASS Actively participate in Part A preparation groups. MPhil content mapped onto part A syllabus and gaps identified – primarily in management and leadership. Working towards filling these through cohort learning, advice from CS and private study. Ed Jessop course booked. November 2017 January 2018 Phase-based learning outcomes to achieve A) Part A 1.1 Address a public health question using data and intelligence by refining the problem to an answerable question or set of questions, determining the appropriate approach and applying that approach. 3.1 Display an awareness of current national and international policies and strategies that affect health and wellbeing, and their global context. 4.1 Use a range of leadership styles effectively as appropriate for different settings and organisational cultures. 4.2 Demonstrate appropriate presentation, communication and listening skills, as Passing of the Part A examination will contribute to these learning outcomes, according to the 2015 curriculum. January 2018
5) Professional personal and ethical development 9.2 Recognise and work within the limits of your professional competence March ARCP. Must be achieved before Health Protection OOH can commence. Study leave to support learning outcomes PHREE days Part A preparation Attend all PHREE days. Take an active role in the Part A peer learning days. Attend Ed Jessop course. Placement move discussion Depends on Doctoral Research Fellowship application for 2018 – if unsuccessful I intend to consider applying for next placement move to the November placement panel. We agree this educational plan for the next 12 months ational Supervisor Name: Signature: Programme Director Name: Signature: Specialty Registrar Name: Signature: Date:
LEARNING AGREEMENT FOR STUDIES Student Last name (s) First name (s) Date of birth Nationality E-mail Phone Sex [M/F] Academic year 20../20.. Study cycle Field of education 0215 (Music & Performing Arts) Current study programme Main instrument (if applicable) Duration of study programme Current study year Sending Institution Name Faculty Erasmus code (if applicable) Department Address Country Contact person name E-mail / phone Responsible person name E-mail / phone Receiving Institution Name Faculty Erasmus code (if applicable) Department Address Country Contact person name E-mail / phone Responsible person name E-mail / phone
COMMITMENT OF THE THREE PARTIES By signing this document, the Student, the Sending Institution and Receiving Institution confirm that they approve the Learning Agreement and that they will comply with all the arrangements agreed by all parties. Sending and Receiving Institutions undertake to apply all the principles of the Erasmus Charter for Higher Education relating to mobility for studies (or the principles agreed in the Inter-Institutional Agreement for institutions located in Partner Countries). The Sending Institution and the student should also commit to what is set out in the Erasmus+ grant agreement. The Receiving Institution confirms that the educational components listed in Table A are in line with its course catalogue and should be available to the student. The Sending Institution commits to recognise all the credits gained at the Receiving Institution for the successfully completed educational components and to count them towards the student's degree as described in Table B. Any exceptions to this rule are documented in an annex of this Learning Agreement and agreed by all parties. The student and the Receiving Institution will communicate to the Sending Institution any problems or changes regarding the study programme, responsible persons and/or study period. Student Student’s signature Date: Sending Institution Responsible person’s signature Date: Receiving Institution Responsible person’s signature Date:
LEARNING AGREEMENT FOR STUDIES The Student Last name (s) First name (s) Date of birth Nationality Sex [M/F] Academic year 20../20.. Study cycle Subject area, Code Phone E-mail The Sending Institution Name Faculty Erasmus code (if applicable) Department Address Country, Country code Contact person name Contact person e-mail / phone The Receiving Institution Name Università Cattolica del Sacro Cuore Faculty MEDICINE Erasmus code (if applicable) I MILANO 03 Department Medicine Address Largo Francesco Vito, 1 00168 ROME Country, Country code IT Contact person name Prof. Federica WOLF Dr. Aldo Balzarotti Contact person e-mail / phone +39 06 3015 5819 For guidelines, please look at Annex 1, for end notes please look at Annex 2.
LEARNING AGREEMENT FOR STUDIES Student Last name (s) First name (s) Date of birth Nationality E-mail Phone Sex [M/F] Academic year 20../20.. Study cycle Field of education 0215 (Music & Performing Arts) Current study programme Main instrument (if applicable) Duration of study programme Current study year Sending Institution Name Faculty Erasmus code (if applicable) Department Address Country Contact person name E-mail / phone Responsible person name E-mail / phone Receiving Institution Name Faculty Erasmus code (if applicable) Department Address Country Contact person name E-mail / phone Responsible person name E-mail / phone
COMMITMENT Transcript of records and recognition by sending institution Table D: recognition of academic outcomes at Sending Institution code (if any) Title of recognised component (as indicated in the course catalogue) at Sending institution Number of ECTS credits or equivalent Grades registered at Sending institution (if applicable) Total: Name, surname and signature of Responsible person in Sending Institution and date Name, surname: Signature: Date:
Learning Needs What do I need to learn? Related P.C.’s by no. Learning Resources and Strategies How can I best learn and integrate this? What resources are available to me? Criteria for evaluation. How will we know I have learned what I need to learn? How will the Practice Educator evaluate my abilities? Supporting Evidence (location and type) Pass/Fail PE Signature Pass/Fail PE Signature
Section to be completed DURING THE MOBILITY CHANGES TO THE ORIGINAL LEARNING AGREEMENT I. EXCEPTIONAL CHANGES TO THE PROPOSED MOBILITY PROGRAMME Table C: Exceptional changes to study programme abroad or additional components in case of extension of stay abroad Component code (if any) at the receiving institution Component title (as indicated in the course catalogue) at the receiving institution Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits to be awarded by the receiving institution upon successful completion of the component □ □ □ □ Total: ………… Table D: Revised group of educational components in the student's degree that will be replaced at sending institution. No one to one match with Table C is required. Component code (if any) at the receiving institution Component title (as indicated in the course catalogue) at the receiving institution Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits to be awarded by the receiving institution upon successful completion of the component □ □ □ □ Total: …………
Section to be completed AFTER THE MOBILITY RECOGNITION OUTCOMES I. MINIMUM INFORMATION TO INCLUDE IN THE RECEIVING INSTITUTION'S TRANSCRIPT OF RECORDS Start and end dates of the study period: from [day/month/year] till [day/month/year]. Table E: academic outcomes at receiving institution Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Was the component successfully completed by the student? [Yes/No] Number of ECTS credits Receiving institution grade Total: [Signature of responsible person in receiving institution and date] II. MINIMUM INFORMATION TO INCLUDE IN THE SENDING INSTITUTION'S TRANSCRIPT OF RECORDS Start and end dates of the study period: from [day/month/year] till [day/month/year]. Table F: recognition outcomes at the sending institution Component code (if any) Title of recognised component (as indicated in the course catalogue) at the sending institution Number of ECTS credits Sending institution grade, if applicable
Total: … Commitment Name Email Position Date Signature and Stamp Responsible person at the Receiving Institution Transcript of Records and Recognition at the Sending Institution Start and end dates of the study period: from day/month/year to day/month/year Table D After the mobility Component code (if any) Title of recognised component at the Sending Institution (as indicated in the course catalogue) Number of ECTS credits (or equivalent) recognised Grades registered at the Sending Institution (if applicable) Total: … Commitment Name Email Position Date Signature and Stamp Responsible person at the Sending Institution
Student Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/Department Erasmus code (if applicable) Address Country Contact person name; email; phone Receiving Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone DURING the Mobility Exceptional changes to Table A (to be approved by e-mail or signature by the student, the responsible person in the Sending Institution and the responsible person in the Receiving Institution) Table A2 During the mobility Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits (or equivalent) Exceptional changes to Table B (if applicable) (to be approved by e-mail or signature by the student and the responsible person in the Sending Institution) Table B2 During the mobility Component code (if any) Component title at the Sending Institution (as indicated in the course catalogue) Deleted component [tick if applicable] Added component [tick if applicable] Number of ECTS credits (or equivalent)