zilongwang/ReadingBank huggingface dataset:
Summary of proposed spend Total Pupil Development Grant £12,650 Early years allocation £1,200 EYPDG OBJECTIVES Priorities to be addressed. Actions to be taken Desired Outcomes Actual Outcomes Staffing Other costs Raise standards and improve provision for Basic Skills pupils in Numeracy and literacy. To include early years intervention. • Identify the needs of the pupils. • Deliver appropriate programmes such as, fine and gross motor skills (Hands on Literacy), speech and language, and developing short and long term memory, Dyslexia support (Lexia) • Identify the needs of the pupils. • Deliver appropriate programmes such as, fine and motor skills (Hands on Literacy), speech and language, and developing short and long term memory £1200 PDG OBJECTIVES Priorities to be addressed. Actions to be Desired Outcomes Actual Outcomes Staffing costs Other costs Raise standards and improve provision for Basic Skills pupils in Numeracy and literacy. To include early years intervention. (The Sutton Trust) To monitor attendance and liaise closely with families and outside agencies. • Identify the needs of the pupils. • Deliver appropriate programmes such as, fine and gross motor skills (Hands on Literacy), speech and language, and developing short and long term memory (Mastering Memory). • Monitor attendance. • Contact parents directly if any children have not attended school and there has been no communication between the home and the school. • Discuss concerns with parents. • Visit home if appropriate. • Identify the needs of the pupils. • Deliver appropriate programmes such as, fine and gross motor skills (Hands on Literacy), speech and language, and developing short and long term memory (Mastering Memory). £5025 LEXIA £1500
39) Program actively seeks out and enrolls children with special needs Preschool Development Grant Application – Section E.10.b pg. 89 Compliance Documentation Notes Children with special needs represent a significant percentage of enrolled children. The program articulates a clear strategy for targeting children with special needs for enrollment. The program maintains a clear written process for referral/assessment of children with suspected special needs and comprehensive support to parents during the assessment process. Percentage of enrolled children with active IEPs Percentage of children in the referral/assessment process for special services Written plan detailing recruitment efforts to identify and enroll children with special Written plan for referral and assessment of children with suspected special needs and support to parents. 40) Services to children with IEPs are coordinated with local partners and integrated across the school day. Preschool Development Application – Section E.8 pg. 78 Preschool Development Application – Section E.10.b pg. 89 Compliance Documentation Notes Services are coordinated with early intervention service providers under part C and LEAs under section 619 of part B of IDEA A written plan guides coordination and collaboration activity regarding services to children with special needs. Physical activity services take into account and accommodate children with special needs. Copy of plan for coordination with Part C and 619 of Part B of IDEA Evidence of active, collaborative partnership and regular engagement with local Child and Family Connections. Description of accommodations in physical activity services for children with special needs.
Site Classroom name Number of four year old Preschool for All Expansion children served Number of three year olds served 1 2 3 4 5 6 7 8 9 10 Please list the following information about the incomes of all children served in each of your Preschool for All Expansion classrooms: Site Classroom name Number of four year old Preschool for All Expansion children served Number of children above 200% FPL served 1 2 3 4 5 6
Signature: Signature: Date: Date: SECTION 11: Attachments List all attachments – must include copy of registration/licence. SECTION: PPA Office Use Only Process Owner The Director Port Development has overall responsibility for this form. Objective ID: A276041 Version: 10 Approved by: Director of Port Development Date approved: 12/02/2016 Review date: 12/02/2018
Literacy, numeracy, ICT Purchase handheld ICT equipment and various Support for FSM pupils and targeted pupils with improving literacy and numeracy and ICT Give FSM pupils and targeted other pupils in accessing quality material and to help complete homework tasks when unable to access ICT at home £1000 Literacy, numeracy and ICT Use INCERTS tracking system to carefully track and monitor pupils academically and highlight pupils at risk of underachievement Pupil baselines are identified and progress track. There is consistency in practice and smooth transition between year groups £1000 Literacy, numeracy and ICT To develop self-esteem and confidence in pupils at risk through participation in small group tasks Targeted group work and individual work for FSM pupils to improve Literacy and numeracy. To improve self-esteem and wellbeing To improve attendance and also narrow ‘closing the gap’ Resourses : £6584 £568
Community Christian School September 2018 Labor Day – September 3 – No School 1st Nine Weeks PR - Go Home – September 17 Camp Willow Run – September 25-27 Grandparent’s Day – Early Release @ 12:00 – September 28 Sun Mon Tue Wed Thu Fri Sat 1 2 3 No School 4 5 6 7 8 9 10 11 12 13 14 15 16 17 PR Go Home 1st Nine 18 19 20 21 22 23 24 25 CWR 26 CWR ES/MS - See you at the Pole 27 CWR 28 ER @ 12 Grandparent’s Day MS/HS Community Service Day 29
Community Christian School November 2018 2nd Nine Weeks PR Go Home – November 13 Thanksgiving Break – November 20 - 23 ER @ 12:00 – November 20 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 PR Go Home 2nd Nine Weeks 14 15 16 17 18 19 20 ER @ 12:00 21 Thanksgiving Break 22 23 Thanksgiving Break 24 25 26 27 28 29 30
Community Christian School December 2018 HS Final Exams / MS Mid-Terms – December 18 & 19 School Early Release @ 12:00 – December 18 & 19 Christmas Break – December 20 – January 2 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 EXAMS ER @ 12 19 EXAMS ER @ 12 20 Christmas Break 21 Christmas Break 22 23 24 Christmas 25 26 Christmas Break 27 Christmas Break 28 Christmas 29
31 Community Christian School April 2019 Stanford End of Year Testing – April 15 – 17 Easter Break – April 18 – 16 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 EOY Testing 16 EOY Testing 17 EOY Testing 18 Easter Break 19 20 21 22 Easter Break 23 Easter Break 24 Easter 25 Easter Break 26 Easter Break 27 28 29 30
Student Name / Number: …………..………………….…. 2011 Trial Examination Paper Community and Family Studies General Instructions Reading Time – minutes Working Time – hours Write using blue or black pen Write your student name / number at the top of this page Total marks – 100 Section I – pages 2 – 13 75 marks This section has two Part A and Part B Part A – 20 marks Attempt Questions 1 – 20 Allow about 35 minutes for this part Part B – 55 marks Attempt Questions 21 – 28 Allow about 1 hour and 40 minutes for this part Section II – 14 – 15 25 marks Attempt ONE questions from Questions 29 - 31 about 45 minutes for this section
29 (c) 15 The community’s role in providing for the wellbeing of children – The community’s contribution H3.2, H3.3 5-6 30 (a) 4 Factors affecting access to and acceptance of technology H3.4 2-3 30 (b) 6 Technologies and communities H3.4, H4.2, H6.1 3-5 30 (c) 15 Technology and wellbeing H2.3, H3.4, H4.2 5-6 31 (a) 4 Individual and group needs met through work H2.3, H6.2 2-3 31 (b) 6 Role expectations as a family member H2.2, H5.2, H6.2 3-5 31 (c) 15 Recognising individuals in their workplace H2.3, H3.3, H6.2 5-6 Multiple choice answers 1 B 11 B 2 D 12 D 3 C 13 B 4 A 14 C 5 C 15 D 6 D 16 C 7 D 17 A 8 A 18 C 9 D 19 B 10 B 20 C Question 21 (a) Identify the source of the above data samples. Criteria Marks Identifies print sources Provides some examples 1 sources of data • people/individuals • organisations/groups • electronic sources • libraries • print sources Response may include, but not be limited to; Students should identify the sources as print sources and then provide examples such as; newspapers, magazines, journal articles, encyclopaedia or books.
The team provides curriculum support for the PDHPE curriculum in NSW. PDHPE team communication We are using social media to keep in touch with teachers, researchers and worldwide organisations. Interact with us on: Our blog Email Our website by searching Health & Physical Education – CLIC follow @HPE_CLIC primary secondary Newsletters Are you a NSW Department of Education and Communities teacher who would you like to receive our newsletter each term? Email us at and we will add you to our contact list. Contact Information Renee West PDHPE Advisor 7-12 P: 9244 5841 E: Watson PDHPE Advisor k-6 P: 9266 8416 E:
Stage/Class: Stage 1: Year 2 Lesson Number: Two Lesson Title: Pedestrian Safety Lesson Topic: Safe Crossing Procedure Lesson Duration: 60 minutes Key Learning Area: PDHPE Integration of other KLAs: English and Music Recent Prior Experience: - Students have been in and around different traffic environments. - Students have previously learnt in early stage 1, about awareness of the concepts of safe and unsafe living. -Students have identified safe and unsafe traffic environments Follow Up Lesson: - Students will learn more about their responsibility as a passenger - Students will learn about different passenger restraints. - Students will create a performance on passenger safety Syllabus Outcome: SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others. DMS1.2 Recalls past experiences in making decisions. COS1.1 Communicates appropriately in a variety of ways. Indicators: - Identifies and recognizes the importance of safe crossing procedure. - Describes potential risks when crossing the road -Understands ‘Stop Look Listen Think’ - Identifies good decision making around traffic -Identifies street signs that are related to crossing - Draws on prior knowledge on how to cross a road safely -Works cooperatively with others to create a final piece of work Assessment: - T observes and take anecdotal notes of students as the plan and perform their rap/song. -Can successfully identify a safe crossing area. - Contributes to class discussion on a safe traffic precaution or behaviour. - Ss lyrics are appropriate to ‘Pedestrian Safety’ -Identify roles and responsibilities of pedestrians. -T uses Flip camera to film student performances. Safety Issues: - Ensure there is enough room for students to plan, produce and present rap/song on ‘Pedestrian Safety’ Equipment/Resources: - SMARTboard - Images of different types of crossings. -YouTube - Workbooks and Pencils - Simple instruments (clap sticks, maracas, Equipment Dispersal and Retrieval: - Ss will use work books to write down the lyrics to their song/rap. - T will hand out instruments to Ss who have finished their lyrics. Ss will return to T after performance.
Observe the graph. Deaths of young Australians aged 15–24 years (‘SES’ = status) Source: AIHW 2011. Young Australians: their health and wellbeing 2011. Which determinants of health have the greatest impact on mortality rates for young people? Physical and political factors Socioeconomic factors Environmental factors Sociocultural factors Observe the community service appeal invitation. Volunteering for a service such as this is an example of a health-enhancing behaviour for which of the following dimensions of health? Spiritual Cognitive/intellectual Physical Social Read the following excerpt: The most commonly diagnosed cancer adolescents and young adults is melanoma. It accounts for more than one-quarter of all cancers in Australians aged 15–29 years. Source: Australian Institute of Health and Welfare, Cancer in adolescents and adults in Australia, Canberra, Australia, Australian Institute of Health and Welfare, 2011 Which are the correct risk, and resulting protective, factors versus melanoma in young adults? Risk factor Protective factor (A) Lack of sunscreen when outdoors Using a solarium to gain a tan (B) Individuals with fair skin/freckles Regularly checking skin for changes in skin lesions (‘moles’) (C) Annual melanoma check-up by your doctor Listening to family/friends/media regarding the importance of a tan (D) Suntanning outdoors at any time of day Wearing sunglasses outdoors
Question 18 continues on the next page Question 18 (continued) Marks (c) Complete the following table to illustrate some differences between aerobic and anaerobic training. 3 Aerobic Anaerobic Training intensity Types of activity Targeted fitness components (d) Discuss how knowledge of the principles of fluid mechanics has influenced changes in movement and performance. 5
Question 19 continues on the next page Question 19 (continued) (b) Observe the following physical environments. For each physical environment shown, evaluate the safety issues AND protective strategies required, when administering first aid. 10 Question 20 – Movement Composition and Performance (15 marks) Marks (a) Outline the components of the composition element of space. 5 (b) How are combining and arranging movement used to develop a movement composition? Use a medium that you have studied to support your answer. 10 Question 21 – Fitness Choices (15 marks) Observe the following Describe the benefits of participating in swimming for fitness. 5 (b) Evaluate the benefits of fitness facilities in your local community area. 10 Question 22 – Outdoor Recreation (15 marks) Marks (a) Observe the image. Describe the social benefits of outdoor recreation. 5
Criteria Marks Provides the characteristics and features of the responsibilities of governments within the action areas of the Ottawa Charter Provides a link between the action areas and the responsibilities/role of the government Presents a logical and cohesive response 4 Sketches in general terms the responsibilities of governments under some Action Areas of the Ottawa Charter Presents a logical and cohesive response 3 Outlines some responsibilities of governments OR Outlines the action areas of the Ottawa Charter 2 Identifies the action areas of the Ottawa charter OR Provides some relevant information about government responsibilities 1 Answers may include: Developing personal skills – State governments have a significant responsibility with the role of Departments of Education and other health promotion campaigns that develop personal skills in individuals, e.g., PDHPE curriculum. Building public health policy – Government are responsible for producing and implementing health policies that reflect the needs and expectations of the community. Creating supportive environments – In order to develop successful supportive environments, governments can assist by developing partnerships with local communities and providing the resources required. Reorienting health services – Governments play a vital role in improving the access to health services, therefore they have responsibility for the supply of health professionals, the distribution of resources and the licensing of new services. Strengthening community action – Raising awareness and facilitating community participation is best supported through governments providing communities with direction, funding and resources along with an active role of seeking community input on the needs. Question 26 Criteria Marks • Makes the relationship clearly evident between the principles of social justice and the FIVE action areas of the Ottawa Charter • Provides examples that support the relationship and demonstrate a clear understanding of social justice principles 8 • Makes the relationship evident between the principles of social justice and action areas of the Ottawa Charter • Provides examples 6–7 • Provides characteristics and features of the action of the Ottawa Charter AND/OR • Provides characteristics and features of the principles of social justice 4–5 • Sketches in general terms the action areas of the Ottawa Charter OR • Sketches in general the principles of social justice 2–3
Parent-Directed Interaction (PDI) Homework Level 1 Listening practice – play commands Parent _____________________ Child _______________________________ Day/Date Listening practice Did you do 5 minutes of PDI practice following CDI where you had your child follow commands during play? Time-out Chair Make a tally mark for each time child went to time-out chair for disobeying a real command following a warning. Time-out Room Make a tally mark for each time child went to time-out room for getting off time-out chair. Monday ____________ Tuesday ____________ Wednesday ____________ Thursday ____________ Friday ____________ Saturday _____________ Sunday ____________ Comments, Questions, or Concerns
Parent-Directed Interaction (PDI) Homework Level 3 – real commands throughout the day Parent _____________________ Child _______________________________ Day/Date Real commands Did you practice real commands throughout the day at home when you had time to follow PDI procedure? Time-out Chair Make a tally mark for each time child went to time-out chair for disobeying a real command following a warning. Time-out Room Make a mark for each time child went to time-out room for getting off time-out chair. Monday ____________ Tuesday ____________ Wednesday ____________ Thursday ____________ Friday ____________ Saturday _____________ Sunday ____________ Did you use incompatible commands to address misbehavior or redirect your child in a difficult situation? Were there any behavior problems you were not able to address using incompatible commands?
Mobility Agreement Staff Mobility For Teaching Planned period of the teaching activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The teaching staff member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution/Enterprise Name UNIVERSIDAD DE ALMERÍA Erasmus Code (if applicable) E ALMERIA01 Faculty Departament Address Ctra. de Sacramento s/n 04120 ALMERÍA Country/ Country code Contact Person, Name and position Francisco Joya González Jefe de Servicio Contact person e-mail / phone 950015218 Type of enterprise: Size of Enterprise (if applicable) <250 employees >250 employees The Receiving Institution Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person name and position Contact person e-mail / phone For guidelines, please look at the end notes on page 3.
USDA LABOR-MANAGEMENT FORUM Metrics Report Template For USDA Labor-Management Forums Date Agency Name Sub-Agency (if applicable) e.g., Western Regional Office Union Name Forum Level (recognition, agency, mission area, other) If “other”, please describe Name, email address, and telephone number of lead union representative Joseph Jobs, President AFEU, Local 123 (410) 555-1234 Name, email address, and telephone number of lead agency representative Samuel Service, Regional Manager (410) 555-2468 PDI Initiatives (Start 2014 of Reporting Year ) Reorganization of Office B and C Changes to Official Duty Station for Teleworking Employees Impact of Consolidation of Widget X on Employees Changes to Work Schedules PDI Initiatives (Close 2014 of Reporting Year) Metrics Issues Elements Baselines Goals End of Year Progress Relationship 1. The forum has no governance documents or training in collaborative problem-solving Organizational Support for Relations Use 2013 survey results from the Online USDA Labor Relations Climate Assessment Increase the score in the Organizational Support element to an agreed percentage as measured by the fall 2014 Online
USDA Climate Assessment Employee Satisfaction and Engagement The number of employees approved for participation in telework is low Work/Life Use 2013 survey from OPM’s Employee Viewpoint Survey Decrease the percentage of employees not allowed to telework by agreed percentage Mission and Service Delivery Delivery of financial assistance to customers needs to be accelerated Time 2.1 Billion in benefits delivered in 2013 as determined from the USDA Strategic Plan FY 2010-2015 Increase in benefits delivered in 2014 by agreed amount Signatures of LRO & Designated Union Representative for Agency-Level Forum
22. Do you agree with the responses for Items 1 through 20? If not, which items do you disagree with and why? Yes 23. What are the essential functions of this position? Management and supervision of the staff within the Noncommunity Water Supplies Unit. Program oversight of the NCWS program. Implement, provide technical assistance, and enforce regulations to protect public health and prevent waterborne outbreaks. Evaluate contractual performance of local health departments in implementing the NCWS program. 24. Indicate specifically how the position’s duties and responsibilities have changed since the position was last reviewed. In 2016, a Source Water Unit was newly created. The duties of supervising the Type III and private drinking water supply program and water well construction were moved to this unit. 25. What is the function of the work area and how does this position fit into that function? The Environmental Health Section protects the public health and safety of Michigan’s citizens by administering several state and federal laws pertaining to protecting groundwater quality, providing safe drinking water, and ensuring public swimming pools and campground facilities are properly maintained and operated. The NCWS Unit is responsible for oversight, training, and evaluation of Michigan’s local health departments (LHDs) that, via contract, implement these programs throughout the State. Unit staff evaluates LHD performance in implementing the NCWS program to assure they are meeting contractual obligations, and to ensure that the LHD is providing the necessary resources and oversight needed to protect public health and safety.
Teacher’s Forum Planning Group—Organizes the annual Pohnpei Department of Education “Teacher’s Forum”, including professional development sessions from pedagogy to content. Accreditation Core Team—Organizes the Pohnpei Department of Education’s accreditation schedule and documentation. (Accreditation visits may not include all members listed except for the Chairperson, and formal accreditation visits may include additional Department staff, Board of Education members, community members, etc.) Personnel Evaluation Work Group—Organizes evaluation schedules and documentation, ensures they are filed appropriately, and creates personnel processes. Testing & Assessment Work Group—Organizes PHSET, SBA/NMCT, and other standardized testing schedules and means of implementation, including data analysis and revisions of Pohnpei Department of Education generated standardized exams. School Improvement Work Group—Reviews School Improvement Plans, Quarterly School Improvement Plan Reports, and submits feedback to schools via their principal and designated liaison officer. Summer Job Corp Group—Organizes summer maintenance, skills training, and other student-centered employment programs that provide both a service to the public as well as job experience. Championship Week Group—Organizes the annual Championship Week sports activities, and brainstorms thematically similar activities, at Pohnpei Department of Education schools Textbook Task the quantity and quality of all textbooks in all schools in Pohnpei Department of Education public schools, and develops a specific plan for ensuring each child in each grade has a textbook in every core subject. Strategic Goal: By the end of the School Year 2017-2018, Pohnpei Department of Education will improve its performance across the whole system by 7010; 70% of students and faculty will improve by 10%, and 70% of both Support and Professional staff will perform at a higher level. Expectations of the Classroom:
Third Quarter – January 1 – March 16, 2018 200 Full School Days with 180 Full Instructional Days AD – Administration CI – Curriculum & Instruction SSA – School Support AS-Administrative Services QA-Quality Assurance AUX – Auxiliary Services SPED- Special Ed. SCH-School HS-High School PE-Primary Education ECE-Early Childhood PR-Principal SD-School District BR-Board HO-Holiday DIR-Director
Evaluation level What it measures How to measure it (examples) 1. Participant reactions/satisfaction Did participants find it useful and understandable? End-of-PD questionnaires This level is not a sufficient evaluation on its own 2. Participants’ learning What skills and knowledge did participants gain? How do metrics in post-assessments (of participants) compare to those in formative assessments? Written responses/assessments on pedagogy, content-area knowledge, etc. Surveys to determine change in educator perspectives Presentations 3. Organizational change & support Did the school/district facilitate and support implementation of new skills/knowledge? What resources did the district/school make available? Did implementation affect climate or procedures? District/school records Minutes from follow-up meetings Teacher/admin questionnaires 4. Participants’ application of new skills How did participants use their new knowledge/skills? How did educators’ practices change? Observations Educator Evaluation data Lesson/unit Participant reflections Educator plans Student/admin questionnaires 5. Student outcomes Adapted from Guskey, T. Does it make a difference? Evaluating professional development. What was the impact on student learning, achievement, behavior, or perspectives? What was the impact on inequities between student subgroups? Performance on & local assessments, including common assessments Performance on assessments purposefully aligned to PD objective Student questionnaires (for example, on level of engagement) Student work/other artifacts of practice Student behavior data Closure in gaps between subgroups Classroom observations Learning walks Students with Disabilities’ success in inclusive classrooms, or progress toward general curriculum in substantially separate classrooms Is it working? Tracking outcomes of Professional Development Tip: Particularly for levels 2 and 4, consider using or adapting the same formative/summative assessments that PD participants completed in order to earn PDPs
Documenting of service on the timesheet as approved in the Participant/Direct Service Worker Agreement. Immediately reporting an emergency situation by calling 911. Reporting any suspected abuse, neglect, or exploitation of a participant to the Managed Care Plan and proper authorities. Some occupations, such as nurses, are required in Sections 39.201 and 415.1034, Florida Statutes to be mandatory reporters. Suspected instances of abuse, neglect, or exploitation should be reported to the Florida Abuse Hotline, 800-96-ABUSE (22873). Communicating with the Managed Care Plan or the case manager, if the participant is unable to do so, regarding any change in the participant’s condition, including an admission to a health facility. Providing adequate notice if the direct service worker will be unable to provide the scheduled service to the participant, as soon as possible. This includes notifying the participant in advance if the direct service worker must be absent for a portion of a scheduled service or will be arriving late. Providing a two-week notice to the participant if the direct service worker will be voluntarily terminating employment. Rights of the Direct Service Worker: The direct service worker has certain rights as an employee of the participant. These include the following: To be treated with dignity and respect by the participant and the participant’s family. This includes respect for the direct service worker’s personal beliefs, culture, religion, and privacy. To receive payment as recorded on the timesheet and outlined in the Participant/Direct Service Worker Agreement. To refuse to perform services and duties not listed in the Participant/Direct Service Worker Agreement. Training Managed Care Plan Staff and Case Manager Training The Managed Care Plan staff participates in PDO training conducted by the Agency. The staff trained by the Agency trains all other applicable Managed Care Plan staff and all case managers on general PDO service delivery information on an annual basis.
ISU Policy Library - Policy Development Plan (PDP) GENERAL INFORMATION New policy: Policy to be revised: New title of revised policy, if applicable PDP PROCESS The PDP is filled out by the facilitator of the Policy Development Team (see The PDP is a draft until: Reviewed by Policy Library Area Coordinator: Brenda Behling for SVPP; Judy Hankins for SVPBF; Kathleen Harrison for SVPSA Reviewed by Policy Administrator: Sheryl Rippke Reviewed by Policy Library Advisory Committee (PLAC) on [date] Approved by university officials as indicated on last page of this document Policy Development Team Team Members (Names) Area Represented Facilitator: POLICY DEVELOPMENT Description: Describe the policy purpose and concept, what prompted this proposed policy (e.g., legislation, perceived need).
GUIDANCE NOTES TO ASSIST IN THE COMPLETION OF THE ADR/PDP CARD REPLACEMENT FORM Please follow these guidance notes carefully. Your application will be returned if it is incomplete, if it includes mistakes, if the correct fee has not been enclosed or if the photograph does not meet the required guidelines (see separate photo guidance leaflet). Please complete the form using CAPITAL LETTERS only, and please keep within the boxes. YOUR DETAILS Please enter your full name, address (including postcode) with a telephone number and/or email address. Please note this is the address where the replacement card will be sent. Your application must include a recent passport size photograph and must be a true likeness of yourself. Please ensure that the photograph meets the criteria on the separate photo guidance leaflet. This will help avoid the need for us to ask for another photograph. We will not return any photographs. Please glue the photograph to the form. Do not staple the photograph. YOUR CANDIDATE NUMBER Please enter your candidate number (if known). This is the seven digit number found on your original card or on the letter which accompanied it. PAYMENT Payment can be made by cheque or postal order (made payable to SQA) in UK pounds sterling only OR by filling in the relevant credit/debit card details on the form. The fee for a replacement card is £15. PLEASE ENSURE YOU TICK THE BOX (ES) INDICATING WHETHER YOU REQUIRE A REPLACEMENT ADR CARD, A PDP CARD OR BOTH. CONTACT US ADR/PDP Team The Optima Building 58 Robertson Street GLASGOW G2 8DQ Telephone: 0345 270 0123 Website:
GDC registration number: XXXXX Year: 20XX PDP Ref/Code Educational need(s) Planned CPD activity/activities GDC Development outcome(s) (A/B/C/D) Timeframe for completion/ Target date Template 2: Enhanced CPD Record Name: XXXX GDC registration number: XXXXX Year: 20XX Total CPD hours recorded below = xxx PDP Ref/code (From template 1) Date CPD Provider Venue GDC Development outcome(s) (A/B/C/D) CPD Hours Yes/No REFLECTION e.g. identify What aspects of the training were most useful? What will you do differently? The knowledge, understanding, skills that have been reinforced/enhanced How patient care will be enhanced How practice quality will be enhanced Additional learning needs Evidence (e.g. Certificate) Quality controls Feedback opportunities xx/xx/xx
CSBM Understanding school business management resource: Personal development plan template Targets Make sure your targets are SMART and relate to your career development. Skills and Knowledge Identify skills and knowledge to be developed. Actions Identify the actions related to the target and your career development. Success Criteria Identify how you will know you have achieved your target. Resources Needed This may include reference to funding, time, training, people etc. To have a greater understanding and working knowledge of personnel in SIMS. This is important because it will ensure the school has an up to date single central register. Need to build on my basic knowledge of SIMs and familiarise myself with this element. Need to be sure of requirements for single central register. To work with the ICT Manager to learn the personnel system to enable me to input all staff information which includes their personal details, qualifications and contract information. All details, qualifications, contract information etc. will be on SIMS ready for the PLASC in January 2013 Time – will need to arrange non-interrupted time to work with ICT manager. Access LA SIMs training if possible – part of SLA.
Professional Development Program Access Professional Development Program Library The Professional Development Program Library allows users to view PDPs for any position in Family and MWR. This is helpful for those who would like to broaden their careers by moving into other positions. Roll mouse over My Workspace. Roll mouse over Professional Development Program. Click PDP Library. Click Search leaving Search Text field blank in order to pull up ALL PDPs. In order to find a specific PDP, type in keyword(s) in Search Text field. Click Search. 14
Developmental Activities: Maintenance Of Language Duration Point Value Details (Activity title, where and when) Points 2.1 Spending a minimum of 2 weeks in the country of your LOTE. Shorter stays can be added up and counted at the end of the 3 years. (Maximum 20 points in a year) Minimum 2 weeks 10 2.2 Subscription to LOTE websites, newsgroups, newspapers, magazines, journals, periodicals etc. (Maximum 10 points in a year) 10 2.3 Private advanced language study - English or LOTE - at an organisation recognised as providing expert language tuition (for example Alliance Francaise) (Maximum 10 points in a year) Minimum 10 hours 10 2.4 Participation in networking, community or other relevant events run by an established community organisation or professional body where the primary language used in participation is the LOTE. (Maximum 10 points in a year) 10
Key Competencies Expected Part 2: Training & Development Key Learning Expected Part 3: Organizational Support (Optional) The employee may complete this section at the beginning of the performance period. Please suggest how others (e.g., supervisor, co-workers, management) can best support your current and future work goals. Acknowledgement Of Performance Plan The signatures indicate that the supervisor and employee have discussed the contents of this plan at the beginning of the performance period. Date Evaluator’s Signature Date Employee’s Signature NOTE: Typically, once the performance evaluation is completed and signed by all parties, the supervisor provides the employee a copy and the original is forwarded to Human Resources to be placed in the employee’s personnel file. Supervisors should check with their Human Resources office for organization specific instructions.
Status Development Objective What aspect of my knowledge, practice, skills or behaviours do I want to develop? Development Activity How will I achieve this? What are the most appropriate development activities? What will I be doing differently? How will I know I have been successful? What key differences do you aim to make in the workplace? Support Needed? What additional resources or support will I need? Who and/or what resources can help? Date for Achievement Target Dates for review /completion Planned In progress Completed Reflection Start Date: Review: Completion: Planned In progress Completed Reflection Start Date: Review: Completion:
SC-6 Additional BMPs Based on Potential Sources of Runoff Pollutants (must answer for each source listed below) Onsite storm drain inlets Interior floor drains and elevator shaft sump pumps Interior parking garages Need for future indoor & structural pest control Landscape/outdoor pesticide use Pools, spas, ponds, decorative fountains, and other water features Food service Refuse areas Industrial processes Outdoor storage of equipment or materials Vehicle and equipment cleaning Vehicle/equipment repair and maintenance Fuel dispensing areas Loading docks Fire sprinkler test water Miscellaneous drain or wash water Plazas, sidewalks, and parking lots Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No No No No No No No No N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Discussion / justification if SC-6 not implemented. Clearly identify which sources of runoff pollutants are discussed. Justification must be provided for all "No" answers shown above.
Continuing Competency Program ● Professional Development Plan and Outcomes Clinical Form Name: ________________________________ Date form completed: __________________________ Goal __of __ Registration Year: Mar. 1, 20 _ _ to Feb. 28, 20_ _ Item No. From Clinical Tool Goal (What I want to learn, specific and measurable) Learning Strategies/Activities (What I need to do to achieve my goal) Anticipated Completion Date (Attainable and time oriented) Current Status □ Item 1 point:__ □ Item 2 point:__ □ Item 3 point:__ □ Item 4 point:__ □ Item 5 point:__ □ Item 6 point:__ □ Item 7 point:__ □ Completed Date: __________ □ In Progress □ Omit (Reason) Outcomes/ Impact On Practice (How this leaning impacted my practice) Evidence Supporting Goal Completion/Progression (Certificates, course material, books, notes, dates, etc.) Check all that apply and provide reflection: □ Validated my practice □ Enhanced my practice □ Expanded my knowledge □ Increased my awareness of existing resources □ Other _______________________________ List evidence and location in portfolio:
My personal development plan What do I need to learn or maintain for this cycle? How does this relate to my field of practice? Which development outcome does it link to? What benefit will this have to my work? How will I meet this learning or maintenance need? When will I complete the activity? What skills or knowledge have you identified that need developing or maintaining? Are there any gaps that need addressing? Why have you identified this, how does it relate to your daily job, patients or tasks? A, B, C or D (see development outcomes table above) How will CPD activity in this area help you to maintain or improve your daily work and/or care for patients? What activities could you do to help meet your learning and maintenance needs? What are your target dates for review and completion? Insert more rows by right clicking in a row, click “insert” and “insert rows below”
For the Film Makers Script This needs to be correctly formatted using standard conventions. Check out at script frenzy for an excellent summary on standard script writing. Most professionals say that 1 page of correctly formatted script should equal 1 page of action in a film. So that gives you an idea of how long it should be. You can also use freeware such as Celtx which helpfully formats the script for you! Download it . Note, there’s a free version and a pro version and you only need the free version. Storyboard So storyboards often get a bad rep from naïve directors. Below is a great rationale for why you need a storyboard (along with the obvious, you can’t pass without one!) Storyboarding has a variety of uses and one of those uses are why its so frowned upon by naive directors. That use is when a director storyboards just to visually check that the shots will cut together correctly and look like what he or she intends. Of course, since directors are total geniuses with minds of pure gold, they never have to double-check their own shotlist to make sure that the compositional elements will pan out as intended. That’s just crazy talk. A gifted visionary can see the whole movie in his or her own head, fuck storyboarding. But for what it’s sometimes it’s useful even to the director to look over the storyboards to remember how the whole thing is to be blocked and composed. But one of the most significant uses of storyboard cannot be argued away by delusions of visionary-ness. And that is that if all else fails and you’re having a difficult time explaining the shot you want to your crew, you can grab the storyboards and point. “THAT, it needs to look like THAT.” Storyboards in this manner are essential for choreography, production design, special effects, and visual effects. Say you want a ninja fighting a dinosaur. The ninja will be shot in real life but the dinosaur is 3D. You need the storyboard so that you know where to frame the ninja when you’re shooting it so that you have room for the dinosaur. The easiest way to design a storyboard is the old pen and paper, it looks like the picture below You can always step it through with a camera if you are really opposed to drawing, however the downside of this is you need to organise yourself and mock actors for a ‘mini’ shoot. Some drawing tips
PDP Fee Structure: SQA Activity Fees Fee payment is by activity. A fee is due: When the candidate driver takes the written classroom 5 year PDP assessment When the practical assessment is logged with SQA When the annual refresher training and practical assessment is logged with SQA When re-validation is required PDP Element Includes Sub Elements 2016 - Total Fees With Sub Elements Combined 2017 - Fees With Sub Elements Combined 2018- Total Fees With Sub Elements Combined Five Year Renewal Enrolment, Classroom & Practical £47 (£30 classroom + £17 practical) £48 (£30 classroom + £18 practical) £49 (£30 classroom + £19 practical) Annual Refresher Classroom & Practical £34 (£17 classroom + £17 practical) £36 (£18 classroom + £18 practical) £38 (£19 classroom + £19 practical) Re-Validation Classroom & Practical £40 (£20 classroom + £20 practical) £45 (£22.50 classroom + £22.50 practical) £45 (£22.50 classroom + £22.50 practical) Replacement Cards Cost of providing replacement card £15 £15 £15 * It should be noted that fees charged by individual training providers may vary, the table above represents the SQA scheme management fees only.
Problem solving skills: Problem solving, handling challenges, creativity Rating: Comments: Job skills: Job knowledge, administration, initiative, oral and written communications Rating: Comments: Planning and organization: Planning, setting objectives, organization and work allocation, coordination and integration, monitoring group results Rating: Comments: Occupational safety and health: Following safe work practices, complying with safety policies, attending safety training, using personal protective equipment, reporting unsafe work conditions Rating: Comments: SUMMARY OF OVERALL PERFORMANCE Rating: Overall Comments: The employee’s 2nd level supervisor has been advised that this overall rating is less than “Meets Standards” GOALS AND DEVELOPMENT PLANS Learning activities may include online or Instructor led training, reading, experiential, etc. Completion Date Category: Learning goal/development activity: Category:
“How confident are you that you can carry out this action plan?” “On a scale from 0 – 10 how confident are you, where 0 is not at all confident, and 10 is completely confident?” It has been found that in order to have a good chance of carrying out a plan, confidence needs to be 7 or more, so asking about it is very important. If confidence is less than 7, the aim of the next part of the conversation needs to be how to increase confidence. For example, ask “What stops you from feeling more confident?” “What needs to happen to move your confidence up from 4 to 5?” In checking out importance and confidence you may identify problems that are blocking the person from reaching their goals. When a problem is identified, it can be helpful to use a structured approach to tackling the problem. Enjoy the journey New behaviours are likely to extinguish unless they are rewarded; reward helps build momentum and confidence. Rewards can be: Intrinsic. The new behaviour is intrinsically rewarding and each step of the journey towards the goal reinforces the behaviour. A good example is someone diagnosed with diabetes who takes up and enjoys golf in order to manage their weight Extrinsic. The new behaviour is not intrinsically rewarding (and perhaps less so at the beginning of the journey), however it does bring long term health gain. A good example is someone who gives up smoking- the initial steps can be tough going. Supporting people to think of rewards linked to their behaviour change can help build initial momentum. Problem solving The problem solving cycle provides a simple approach to this. Briefly, the process involves Identification of the real problem Exploration of the problem Suggestion of ideas for solving the problem Choosing a solution to try out.
Technical Monday 6-7 1 Technical Wed 6:30-7:30 5 6 Technical Monday 6-7 8 Technical Wed 6:30-7:30 10 11 12 13 14 Technical Monday 6-7 15 16 Technical Wed 6:30-7:30 17 18 19 20 21 Technical Monday 6-7 22 23 Technical Wed 6:30-7:30 24 25 26 27 28 29 30 Technical Wed 6:30-7:30 31
Refer to PMM Section 5.9 for information on risk management Risk Event Identification Risk Severity Risk Response Risk Response Owner Risk Event Threat or Opportunity? As a result of (Risk Cause) This event may occur (Uncertain Event) Which leads to (Effect on objectives)
S M A R T Specific Measurable Achievable Relevant Timeframe Are the performance goals specific? A general statement such as “improve student results” does not provide enough definition about the focus area and measure of improvement. Consider the language of the I will develop… I will build my capabilities to… I will improve… I will enhance… Can you measure the performance goals? If the goal cannot be measured in some way, there is no way of determining whether the goal has been achieved. What evidence of their practice has the teacher identified as showing how they will work towards and achieve their goals? Are the performance goals achievable and within reach? Is the professional learning and support required available to achieve the performance goals? Have their considered a range of professional learning options? Are the associated budgets / resources realistic? Are the goals relevant? How do they contribute to faculty/stage goals and the strategic planning areas of the school? How do they reflect to the Australian Professional Standards for Teachers? When the goals are achieved consider how they may help to Is an appropriate timeframe within which the performance goals may be achieved? Consider what professional learning milestones will be put in place over this timeframe. Should the goal/s be more focused or detailed for the relevant PDF cycle?