zilongwang/ReadingBank huggingface dataset:
Planned expenditure Desired outcome Action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Budget Review date A Staff training in use of tracking students Staff are not accessing the full capability of the software to monitor PP children and address gaps in their learning Half termly monitoring of data CAM, GP KS leaders £497 Summer ‘17 B Beanstalk charity reading support Provides children with 1-1 time to develop their reading skills Half termly monitoring of reading progress GC, SB £560 March ‘17 B Software to support reading comprehension tasks Engaging the children through using I-pads has boosted their enjoyment of books Learning mentor and PP coordinator work closely with this groups and adapt weekly OL, GM £500 March ‘17 C Equipment to develop fine motor skills More opportunities for children to develop the physical skills they need to become writers Monitoring part of on-going formative assessment CA, LV £200 March ‘17
D Training for and purchase of Numicon equipment Fine motor skills will be enhanced alongside mathematical knowledge Monitoring as part of formative assessment CA, VH £532 March ‘17 E Tuition and Booster groups Booster groups to support children to support children in fulfilling their full potential in Maths and Literacy. Monitoring as part of formative assessment OL, SB, VH,GC £20000 July ‘17 D Subsidising extra-curricular activities We already subsidise school trips and planning on widening and enhancing experiences for disadvantaged children through trips specifically designed for those children. Impact review with individual students OL, GP £4000 July ‘17 D Vertical mentoring Older pupil premium children to mentor younger pupil premium children. To provide support, encouragement and pupil voice in school On-going monitoring. Feedback between PP coordinator, Learning Mentor and class teachers OL, All staff £7000 July ‘17 D Inspirational speakers Speaker from HE to talk to our older PP children to encourage and inspire them to go on to HE Motivational speaker from outside agency to talk to all PP children. Impact review with individual students Long term influence cannot be measured yet! OL £500 July ‘17
was not in place. Implementation of Engagement Group for students needing additional behaviour management support whilst still accessing education within school. TA Level 3 dedicated to running this provision for students who otherwise would have not maintained education due to their very challenging behaviour and inability to cope in even small group sessions. £18.634 CPG Resources To aid additional revision and independent working as well as supporting to fill in gaps in knowledge. £696.00 Uniform purchased. To aid inclusion. £233.57 Bus passes purchased. To support attendance and to aid inclusion. £1652.80 TOTAL £64.309.37
Planned expenditure Academic Year 2016-17 Quality of teaching for all Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure that it is implemented well? Staff lead Expenditure When will you review implementation? Whole-school ethos of attainment for all High expectations for all pupils. At WLS we avoid stereotyping disadvantaged pupils as all facing similar barriers or having less potential to succeed. NFER research 2015 Monitoring and evaluation by SENDCo, including in class observations, book scrutinies, pupil progress meetings with staff including review meetings with Interventions manager. SENDCo Interventions and Wellbeing manager. Headteacher None Regular monitoring and evaluation Meeting individual learning needs Staff working closely with SENDCo review teaching and learning strategies to ensure pupils progress. schools provide individual support for specific learning needs. As above Monitoring and evaluation by SENDCo, including in class observations, book scrutinies, pupil progress meetings with staff including review meetings with Interventions manager. SENDCo Headteacher None Regular monitoring and evaluation
Other approaches Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Expenditure When will you review implementation? Broadening the educational experiences for all pupils Subsidise residential trips and visits. To broaden the educational experiences of the pupils. Extend the SMSC strand of the curriculum. Demonstrates WLS commitment to equal opportunities. Staff and Headteacher to ensure educational visits extend learning and provide rich and meaningful experiences for all pupils. Teachers SENDCo Headteacher £600 School milk £80 Following each visit. Share ideas with other schools Small Schools Forum SENDCo meetings. LC2 SENDCo meetings. Share good practice. Attendance at meetings, followed by implementation of new ideas etc by SENDCo, in discussion with Hedateacher and teaching staff. SENDCo Headteacher Teaching staff Interventions Manager Follow up meetings to discuss ideas. SENDCo and Headteacher. Total Expenditure: £9 180
Life skills (food), Improve engagement in food technology by providing ingredients for PP students. Improved attendance and engagement in food lessons and they all developed the core skills which will provide them with life skills. To be continued in order to demonstrate greater impact on outcomes over time. 4000 Music lessons KS4 GCSE music students had one to one tuition provided 100% participation rate and GCSE results comparable to non PP students. To be continued 15000 Targeted support Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Raise aspirations and stretch more able students outcomes Target more able cohort e.g mentoring, university visits (Oxbridge), parental consultation evening. Data unfavourable Greater emphasis on raising levels of progress for the more able students which has implications for KS3 Mastery. Earlier embedded intervention required at KS3 5000 Less able Greenhouse Target less able through primary/secondary hybrid group to be taught by a primary specialist for 70% of curriculum To make sure rapid progress than students in mainstream curriculum in order to access the curriculum in future. To continue as impact has demonstrated that this is an effective strategy 125000 Enhancement groups (literacy focus) 4 target groups of student with low literacy to be taught a topic based curriculum for literacy based subjects. Recruitment of primary specialists and Faculty Leader Embed literacy skills so that the students can confidently craft extended pieces of writing. Improved progress in reading and writing in Y7/8 To continue and expand to include Yr 9 and equivalent groups have been set up in Yr7 for numeracy 125000
Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost Summer transition activities Enhanced transition programme for PP students with a avoid the learning dip at the start of year 7 Yr 7 students arrived in school ready to learn and build on their primary school outcomes. Relationships with parents developed at an early stage to improve parental engagement during secondary phase. Although this strategy received positive voice, the impact on their learning was less demonstrable. Different strategies, co-ordinated by the transition team and based on a better understanding of specific skills, deemed to be more effective going forward. 5000
The factors that have contributed to children not making good progress are: Significant learning difficulties which impede access to the curriculum Social and emotional difficulties impacting on the children’s ability to learn Absence from school Pupils receiving PP support for 2017 -18 What motivates me What I need beyond the classroom Personalised provision in 2017 - 18 Sept 17 /July 18 WT ( working towards) WA ( working at) WGD working at a good level of development Attainment S ( slow – less than expected) G ( Good – expected) R ( rapid - more than expected Progress R W M R W M Boy 1 Learning new things - challenging work. Getting dojo points, moving up the ladder Know how to write my letters and solve problems. 1-1 reading, spec teaching, Talk Boost Sept July Boy 2 I like maths and computing More help with inference questions. Being able to read out loud. 1-1 reading, writing skills. Specialist teaching in comprehension skills Sept July Boy 3 I like the IPad and games. In school I like the IWB Work on my targets - better spelling and reading 1-1Reading, small group teach, specialist teach. Lexia, handwriting club, school counsellor. Sept July Boy 4 I like to be with the class and not on my own. I like easy work. Reading and maths. I don’t like all books only those that interest me. 1-1 reading, small group teach, specialist teach. counselling Sept July Boy 5 Doing well at maths. I would like to get an electronic spellchecker at home. Writing help in the classroom. I find spelling hard. 1-1 specialist teaching, small maths group, Lexia Sept July Girl 1 Dojo points. Moving up the ladder. My teacher being pleased with me. Working in a quiet room 1-1 specialist support. Reading support. Sept July Girl 2 I like reading history books at home. Do more inference questions 1-1 specialist teacher writing and comprehension. School counsellor. Sept July Girl 3 I don’t like house points but happy getting certificates and prizes. Less distractions – I find it hard to concentrate. School counsellor, maths small group support, 1-2 teaching. Sept July
Whole School School Visits Subsidy £5,483 Extending experiences and building confidence. Children offered residential places in centre and London. All children can engage with curriculum launch events and outcomes. Increased self -confidence. Greater independence. Better team working, collaborative skills and social skills. A more purposeful start and/or end to topics for all children. Whole School Team/Middle Leaders Cover Staff to facilitate ‘Team Leader Model’. 1 x day per week £6640 Addressing in school variance Improving monitoring and evaluation of teaching. Ensuring quality teaching through: team teach modelling lessons planning alongside the creation of clear DD targets. Sharing best practice Using data effectively as a source of ‘gap analysis’. Consistent implementation of practice and expectations across school. (Approach to and writing.) Increase in % of children making better than expected progress across school. Monitoring cycle accurately reflects current standards of teaching and key development points. Whole School Peripatetic music lessons subsidy £1680 To enable wider opportunities to those who were unable to access this provision. Children from Y3 to Y6 now able to audition and take part in instrument tuition from any financial background. FS/KS1 Additional Support Staff £10,833 Development of maths and English skills through 1-2-1 and small group targeted support. Targeted support for disadvantaged children within the setting. Leading 1-2-1 and group based social interaction activities. Increase in % working at expectation and beyond expectation across KS1. Increase in % of children on course to achieve a good of development in FS. Reduction in sanctions and time out of classroom setting for focus children. PPG EXPENDITURE £61,417 PPG GRANT: £51,576 DIFFERENCE -£9,841 MEASUREMENT OF IMPACT The academy’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough, so we can quickly identify any dips and develop sensible strategies and interventions to promote improvement. The impact of all work is analysed throughout the term in what is termed a ‘monitoring cycle’, which is then gathered together for an ‘evaluation window’ each term. In 2015/2016 this of evidence included:
Meals) will have a good meal made available, at least once a day. Children have access to a healthy start, both at the beginning of the school day and lunch. being distracted by being hungry. Total Expenditure £50,689 Review dates: Interim Review 1 – 30/11/16 Interim Review 2 – 29/03/17 Date of next Pupil Premium strategy review– 14/07/17
Pupil premium self-evaluation template Focus Barriers to learning Desired outcomes Success Criteria Chosen Strategies Evaluation of impact e.g. Improving reading levels for disadvantaged pupils Disengagement, inability to relate to texts Improved engagement and attainment Gap in expected level in reading, between disadvantaged pupils and others reduced by 6-9 percentage points Reading comprehension and peer tutoring As a result of additional support, expected reading levels have risen for all pupils, but at a faster rate for disadvantaged pupils. The gap between disadvantaged pupils and others has reduced by 7 percentage points These resources have been taken from the NCTL/TSC ‘Effective pupil premium reviews guide’ November 2014
Jul 17: Achieved age related R = 7/18 W = 7/18 M = 7/18 Achieved expected progress R = 77% W = 72% M = 72% Whole School Strategies Intervention/ chosen action Description and success criteria Rationale Staff lead Amount allocated Impact (evaluated summer 2017) PASS survey Mental Health (Tahms) training Barriers to learning identified and appropriate support in place. Identify pupil’s perceptions and attitudes to learning. Tailored support via the creation of intervention groups focusing upon specific attitudes to learning (e.g. resilience, self-esteem, teamwork) Link with OAHA learning skills on a group and class basis. LSt £675 PASS survey 1 to be completed June/July so that results can be used to inform provision for 2017-18. Families and Attendance Officer SOL attendance tracking system Additional EWO time Improved attendance for PPG pupils (compared with NPPG and all pupils nationally). Effective monitoring of attendance – focus upon PPG and vulnerable groups. Rapid identification of concerns, support and interventions put in place. Targeted support for parents, links with external agencies. Promotion of attendance within the academy. Working with Phase leaders and class teachers on improving attendance. LSt £30318 Mar 17: FSM attendance currently 95.2% (0.75% higher than 2015/16 and 1% higher than national average). Gap between FSM and NFSM has increased slightly to 0.62%. Persistent Absence (PA) has decreased during the year from 10.77% to 9.98%. Targeted support for PPG parents within PA group, in conjunction with the Safeguarding Adviser. Jul 17: Attendance all 95.4% (disadv 95.04%, other 95.6%). Gap between disadvantaged and not disadvantaged has closed to 0.54%, which is below the national gap of 1.8%. PA has decreased during the year from 10.77% to 9.92%.
Targeted support Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Vulnerable pupils are fully supported both academically, socially and emotionally Continue to fund and develop the Nurture provision, making use of a part-time teacher and Learning Mentor Pupils enter our school with a range of social and emotional needs which often hinder learning. Our Nurture provision has successfully ensured that vulnerable pupils make greater progress in when they access Regular monitoring by Senior Leadership. Use of Boxall Profile assessment to establish pupil progress DB Summer 2018 To provide further support for PP pupils working in Key Stage 2 Key members of staff released to work predominantly with those pupils not making enough progress in Reading, Writing and Maths Intensive work with those pupils who are struggling to close the gap with peers is crucial to our work in Key Stage 2. Senior Leaders regularly monitor and track progress of pupils to ensure short term interventions have rapid and sustained impact. MN, CL, LH Summer 2018 Total budgeted cost £61060
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Improved rate of attainment in reading for all pp learners One to one tuition for those with baseline scaled scores below 85 – Aut 1 - And those with a score of below 100 in reading Aut 2. EEF -Evidence indicates that one to one tuition can be effective, on average accelerating learning by approximately five additional months’ progress EEF also state - Programmes involving teaching assistants or volunteers also have a valuable impact, but tend to be less effective than those using experienced and specifically trained teachers, which have nearly twice the effect on average. Short, regular sessions (about 30 minutes, 3-5 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact. Evidence also suggests tuition should be additional to, but explicitly linked with, normal teaching, and that teachers should monitor progress to ensure the tutoring is beneficial. All teachers Feb 2018 Total budgeted cost Quality of teaching for all Desired outcome Chosen action/approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation?
Improved rate of attainment in All areas – maths, SPaG and Writing for all pp learners Small group tuition of meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) Groups should be learners of a similar ability and must peer plan, assess and support. Groups must be at least 1 PP/vulnerable learner and 2 others of similar ability. The aim is to help learners think about their own learning more explicitly. This is usually by teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development. means managing one’s own motivation towards learning. The intention is often to give pupils a repertoire of strategies to choose from during learning activities. EEF state that Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months’ additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils. These strategies are usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussion. Ensure that teaching approaches encourage learners to plan, monitor and evaluate their learning. These have very high potential, but require careful implementation. ASK-have you taught pupils explicit strategies on how to plan, monitor and evaluate specific aspects of their learning? Have you given them opportunities to use them with support and then independently? Short, regular sessions (about 30 minutes, 2 times a week) over a set period of time (6-12 weeks) appear to result in optimum impact. All teachers
D. Attendance rates for pupils eligible for PP are 82% (below the target for all children of 95%). This reduces their school hours and causes them to fall behind on average. Outcomes Desired outcomes and how they will be measured Success criteria High levels of progress in literacy for Year 7 pupils eligible for PP. Pupils eligible for PP in Year 7 make more progress by the end of the year than ‘other’ pupils so that at least 50% exceed progress targets and 100% meet expected targets. Other pupils still make at least the expected progress. This will be evidenced using accelerated reader assessments and English written assessments in October, March and June. Results for 2017 were….. Improved rates of progress across KS3 for middle/low attaining pupils eligible for PP. Pupils eligible for PP identified as middle/low attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as middle/low attaining, across Key Stage 3, so that 85% or above are on track for expected levels of progress by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team. Improved engagement and progress at KS4 for Middle / Low attaining PP pupils Pupils eligible for PP identified as middle/low attaining from KS2 levels / raw scores make as much progress as ‘other’ pupils identified as middle/low attaining, across Key Stage 4, so that 85% or above are on track for positive P8 scores by the end of KS4. Where they are not, departments are putting in place wave 1 interventions, monitored by heads of departments (HOD) and senior team. Increased attendance rates for pupils eligible for PP at all key stages. Reduce the number of persistent absentees (PA) among pupils eligible for PP from 13.8% to 10% or below. Overall attendance among pupils eligible for PP improves from 91.5% to 95% in line with ‘other’ pupils.
SS Peter and Paul Catholic Primary School Pupil Premium Strategy Statement: 1. Summary information School SS Peter and Paul Catholic Primary School Academic Year 2016/17 Total PP budget £22,880 Set April 2017 Total number of pupils 207 Number of pupils eligible for PP 18 Date for next internal review of this strategy July 2018 2. Current attainment / Progress SATs Attainment for: 2016-2017 (6 pupils PP at KS2. 23 Non PP at KS2) Pupils eligible for PP (your school) Pupils not eligible for PP School/National % achieving expected standard or above in reading, writing and maths 50% 96% / 61% % achieving expected standard or above in reading 67% 100% / 71% % achieving expected standard or above in writing 100% 96% / 76% % achieving expected standard or above in maths 83% 100% / 75% Progress for: 2016-2017 (6 PP pupils at KS2. Data for 21 Non PP from Y2) Progress from Year 2 in reading +3.02 +2.49/NA Progress from Year 2 in writing +2.64 +0.17/NA Progress from Year 2 in maths +0.01 +1.96/NA Teacher Assessment: 2016-2017 Whole School (EYFS - Year 6) % achieving expected standard or above in reading 72% 90% % achieving expected standard or above in writing 61% 80% % achieving expected standard or above in maths 72% 93%
Focus Cost Academic Achievement and Progress £7,726 £3,400 £3,600 £560 £1,100 £5,450 Reading intervention with Reading Teacher Additional reading and phonics and groups across the school Nessy KS2 EAL Training and resources Readingwise Writing intervention led by teacher Social, Emotional and Behavioural £400 £2,880 Mindfulness Training Learning Mentor Enrichment Within and Beyond the Classroom £900 £385 £360 Camp Y6 Trips Music Lessons Personal Needs £1,120 £602 Breakfast club and After School Club Uniform Total Expenditure PP Funding 2016/17 £28,483 £22,880
Planned expenditure Academic Year: 2018/19 sdds2018/19 Quality of teaching for all Desired Action Chosen action / approach and costs. Rationale for choice How will you ensure it is implemented well? Staff leading this? How and when will you review this approach? To improve outcomes at the end of both Key Stages. Closing the attainment gaps Additional teaching capacity in both Year 2 and Year 6, enabling a three way split of classes in Year 6 for English and Maths and small group focused teaching in Year 2. This will include HLTA and SENco teaching support as needed. £76,594 Additional support allows us to reduce class sizes with groups ranging from 7 to 20 (as per EFF findings) This will allow for bespoke targeted support for disadvantaged, high need pupils and also disadvantaged more able pupils to really accelerate the progress they should be making. 1:1 conferencing will also be used to further support on a daily basis. Non-negotiable allocation of staff time. Additional DHT / AHT support of Key Year groups to support and focus planning, Moderation and STA update training attended by all key staff. Regular drop ins and monitoring to ensure what has been agreed is taking place. Performance targets linked to the closing of attainment and progress gaps. Evidence from Pupil Progress meetings DHT / AHT and supported by Interim HT. Year 6 and Year 2 strategy meetings every 2 weeks within leadership 1:1 meetings with Interim HT. Half termly reports of progress to FGB. Approach will be constantly revised according to the progress gains made by pupils.
To improve outcomes at the end of both Key Stages. Closing the attainment gaps Move to an assessment system which focuses on all pupils across the class and not just a key few. Teachers to have training in this new way of assessing ALL pupils. £2960 All teachers must learn to move from one, more generic, assessment system to a new one where the needs of every child needs to be known and understood by each teacher. In order that this is done well, teachers will need time to get to know the new system and, in combination with other initiatives will be more readily able to identify and target the needs of all children particularly where achievement gaps exist. Non -negotiable change for all teachers, based on the fact that due to our current achievement, significant change must take place in the way we know, target, teach and assess our children. Regular monitoring by DHT and IHT will ensure the move is successful. Regular Pupil Progress meetings will quickly identify any shortfall in practice. Teachers Performance Reviews will also reflect the revised expectations. DHT as assessment lead supported by AHT and IHT New assessment processes already adapted once (October 2018). Pupil Progress meetings in November 2018 will identify any further revisions or adaptions Report to Governors December 2018
Key Technologies Technology Version New or existing Puppet Labs Puppet 3.5.1 New Puppet Labs Hiera 1.3.2 New Puppet Labs MCollective 2.5.0 New R10K 1.3.0 New Foreman 1.5.1 New Oracle MySQL 5.1.73 Community Edition Existing Apache HTTPD 2.2.15 Existing Red Hat Enterprise Linux 6.5 x64 Existing Ruby 1.9.3 Existing (as 2.1.0 for GitLab) Apache ActiveMQ 5.8.0 New Users, Roles and Groups Application Username Home Directory Description puppet /var/lib/puppet User for Puppet master and Foreman application foreman /usr/share/foreman User for Foreman application foreman-proxy User for Foreman proxy daemon Group Name Members Description puppet puppet, foreman, foreman-proxy Group for the puppet users foreman foreman Group for the foreman user foreman-proxy foreman-proxy Group for the foreman-proxy user Database Username Roles Description puppetlab@localhost puppetlab@puppet.is.ed.ac.uk “All” User for Foreman application connection OPS$ Username Roles Description N/A Database Role Description
Charles Darwin Albert Bandura Stanley Schachter Philip Bard Lawrence Kohlberg Lev Vygotsky Gordon Allport Philippe Pinel Philip Zimbardo Stanley Milgram Erik Erikson Harry Harlow Solomon Asch Elizabeth Loftus Roger Sperry .. Dr. Phil **Other :______________________________ Teacher approval, not on the list
2014 Puppy Bowl Raffle Prize Donations (Please insert any retailers you know or would like to approach. Also we need a large ticket item like a TV, Beats, iPad, etc., if you have any contacts) Retailer (Ideas of businesses to approach for gift cards) Parent Contact Donation Received Wegmans Colleen Plummer 2 $50 Gift Cards Philly Pretzel Factory Colleen Plummer $25 Gift Card Maple Glen Pizza Colleen Plummer 2 $25 Gift Cards Tonelli’s Pizza Karen Theurer $25 Gift Card Dairy Queen Horsham Pub Colleen Plummer 2 $25 Gift Cards Salon L Chris Repkoe Gift Basket Salon Nochea Massage Envy Hand and Stone Scoops Spatola’s Colleen Plummer $50 gift card Horsham Athletic Club Dunkin Donuts Elena Kemp $15 Gift Card Café Lombardis Allegro Grille Los Sarapes Colleen Plummer 2 Gift Cards Concert Tickets Pro Game Tickets WAWA Elena Kemp $20 Gift Card Simply Twisted CVS Lee’s Hoagies Chipotle Cheryl McMenamin $25 Panera Bread Starbucks Chris Repkoe Gift Card Subway Buona Via Colleen Plummer 2 $25 Gift Cards Bryn & Danes Kumo Colleen Plummer ? Jems Jewels & Gold Colleen Plummer ? Corner Bakery Cafe Parkside Café The Runaround Colleen Plummer $25
George's Dreshertown ShopnBag Theresa Griffis $25 Rae’s Hair Salon Chris Repkoe Gift Basket Glamour Nails Chris Repkoe Susan Matthews Salon & Spa Chris Repkoe Gift Basket Cookie Lee Colleen Plummer $32 Necklace Silpada Colleen Plummer Stella and Dot Esbe Designs Colleen Plummer Jewelry and Gift Card ($62 value) McDonalds Maureen Royds Applebee’s Karen Theurer Tom Kluxen Personal Care Basket (shavers, curling irons, hair dryers) Tom Kluxen Kitchen Electronics Basket (Crock Pot, Oster Blender, digital food scale, kitchen kit) Pet Diner Colleen Plummer Donated dog food for WAGS Starbucks and Breast Cancer Awareness Chris Repkoe Breast Cancer Awareness Pink Basket with Starbucks gift card Village Italian Bistro Elena / Sara Kemp $25 Gift Certificate Iron Hill Colleen Plummer $25 Gift Card Harvest Colleen Plummer $20 Gift Card Upper Dublin Bagel Squad Colleen Plummer $25 Gift Card Ambler Donuts Colleen Plummer $25 Gift Card Jules Thin Crust Pizza Colleen Plummer ? Landau Jewelry Tom Kluxen 2 jewelry items
PUPPY APTITUDE TEST puppy (color, sex) ________________ litter ______________________ date ____________ TEST PURPOSE SCORE 1 SOCIAL ATTRACTION: Place puppy in test area. From a few feet away the tester coaxes the pup to her/him by clapping hands gently and kneeling down. Tester must coax in a direction away from the point where it entered the testing area. Degree of social attraction, confidence or dependence. -Came readily, tail up, jumped, bit at hands. -Came readily, tail up, pawed, licked at hands. -Came readily, tail up. -Came readily, tail down -Came hesitantly, tail down. -Didn’t come at all. 1 2 3 4 5 6 FOLLOWING: Stand up and walk away from the pup in a normal manner. Make sure the pup sees you walk away. Degree of following attraction. Not following indicates independence. -Followed readily, tail up, got underfoot bit at feet. -Followed readily, tail up, got underfoot. -Followed readily, tail up -Followed readily, tail down. -Followed hesitantly, tail down. -No follow or went away. 1 2 3 4 5 6 RESTRAINT: Crouch down and gently roll the pup on his back and hold it with one hand for a full 30 seconds. Degree of dominant or submissive tendency. How it accepts stress when socially/ physically dominated. -Struggled fiercely, flailed, bit. -Struggled fiercely, flailed. -Settled, struggled, settled with some eye contact. -Struggled then settled. -No struggle. -No struggle, straining to avoid eye contact. 1 2 3 4 5 6 SOCIAL DOMINANCE: Let pup standup and gently stroke him from the head to back while you crouch beside him. Continue stroking until a recognizable behavior is established. Degree of acceptance of social dominance. Pup may try to dominate by jumping and nipping or is independent and walks -Jumped, pawed, bit, growled. -Jumped, pawded. -Cuddles up to testor and tries to lick face. -Squirmed, licked at hands. -Rolled over, licked at hands. -Went away and stayed away. 1 2 3 4 5 6
PURCHASE ORDER Manager Overseeing Project: Highlight: Request Date: Total Project Budget: COM/OPS # Name Model # Description / Reason Quantity Supplier Line Total 1 2 3 4 5 Subtotal Shipping TOTAL X X Student Project Leader Signature Project Mentor Signature X X Branch Vice-President/Team President Signature Ms. Barnett Signature
DATED:______________________ Purchaser Alternative 1 EXECUTED for and on behalf of URBANGROWTH NSW (ABN 79 268 260 688) by its authorised representative: Signature of Representative Name of Representative ) ) ) ) ) ) ) ) ) ) ) ) Signature of witness Name of witness Alternative 2 SIGNED on behalf of LANDCOM by its attorney under power of attorney register book [INSERT] no. [INSERT] and I certify that I have no notice of revocation of such powers and authorities: Signature of witness Name of witness (print) Address (print) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Signature of attorney Name of attorney (print) Supplier Alternative 1 EXECUTED by [INSERT SUPPLIER'S NAME] in accordance with section 127(1) of the Corporations Act 2001 (Cth) by authority of its directors: Signature of director Name of director (block letters) ) ) ) ) ) ) ) ) ) ) ) ) Signature of [director/company secretary] [delete whichever is not applicable] Name of [director/company secretary] [delete whichever is not applicable] Alternative 2 SIGNED, SEALED AND DELIVERED by [INSERT ATTORNEY NAME] as attorney for [INSERT SUPPLIER'S NAME] under power of attorney dated [insert date] in the presence of: Signature of witness Name of witness (block letters) ) ) ) ) ) ) ) ) ) ) ) ) By executing this deed the attorney states that the attorney has received no notice of revocation of the power of attorney
Applicant’s Statement I have read the PAL Scheme Policy and agree to abide by the conditions therein. I have completed a 12 month Leave Plan as required. I agree to annualisation of my salary as detailed in the PAL Scheme Policy. Superannuation I will continue to pay superannuation at the base rate of pay - that is, my salary prior to the adjustment for annualisation arrangements. Under this arrangement, I will pay my fortnightly employee superannuation contribution and the University will pay its full contribution. Contribute superannuation at the annualised pay rate - that is, the fortnightly rate of pay after adjustment for annualisation arrangements. Employer contributions to superannuation during the period of the Scheme shall be calculated at the annualised pay rate. ___________________ (Signature of Employee) (Date) Recommended Not Recommended Supervisor: (Name) ____________________ (Signature) (Date) Comment: Approved Not Approved _____________________ (Signature of Delegated Officer) (Date) Comment: OPC USE ONLY: Application entered: Checked By and Date: ________________________ Annual Leave Balance @ _____/______/______ = _________________
The below table is a list of acquisition methods and their description. For additional information including dollar thresholds please refer to SCM vol. 2 and 3 found at: Acquisition Method Abbreviation Description California Multiple Awards Schedule CMAS The CMAS program offers primarily Federal GSA multiple award schedule pricing with California terms and conditions with suppliers that provide nonIT goods and services, and IT goods and services. Rehabilitation Program CRP In accordance with WIC 19404, exempt from competition by law; under control agency oversight. Emergency Purchase Exempt from competition by law; under control agency oversight. Fair and Reasonable In accordance with GC section 14838.5(c) if the estimated value of a transaction is under $5,000.00, buyers shall obtain at least two price quotations from responsible suppliers whenever there is reason to believe a response from a single source is not a fair and reasonable price. Formal Competitive Formal solicitations are more complicated, higher in risk and usually of higher dollar value and are conducted using the IFB, depending on the degree of specific language needed. Informal Competitive Informal solicitations are generally straightforward or uncomplicated and usually of lower dollar value and may be conducted using Request for Quotations (RFQ) or Invitation for Bids (IFB), depending on the degree of specific language needed. Limited Competitive Bidding LCB LTB contracts are limited by statute in accordance with PCC Sections 10301,10302, also for non-IT goods, to the following conditions: • Emergencies, where immediate acquisition is necessary to prevent or mitigate the loss or impairment of life, health, property, or essential public services. • Proposed acquisition of goods which are the only goods that meet the State’s need. Master Purchase/Price Agreement Master Agreements are contracts that are competitively bid by the DGS and available to any agency that expend public funds. These type of agreements establish a pre-qualified list of vendors and simplify the purchasing process for the end user, by utilizing fair and reasonable pricing for the function to be provide. Master Rental Agreement Please see Master Purchase/Price Agreement.
Purchase Order Information In the Purchase Order Header boxes, select a supplier by typing in the Short Name or part of the Full Name and pressing tab. A list of suppliers will show based on the information typed. Click on the supplier required. If the supplier is not set up you can enter a new supplier ‘on the fly’. Accept the current Date. The User Order Number is optional. The system generates its own unique number however, if required, this box could be used for the order number from the school’s pink order book. Type a brief Description for the whole order if required (details are typed in later). Enter a name in the FAO field if required. (E.g. Caretaker, Maths dept. etc.) Currently the batching orders option should not be used.
The Supplier must provide copies of the information to which UNSW has access under this clause 10.2, at the Supplier’s cost. UNSW will take reasonably practicable steps to consult with the Supplier before providing any person with information relating to the Agreement. A breach of this clause 10.2 by the Supplier will be considered a breach of a material term and UNSW may terminate the Agreement in accordance with clause 9.3. 10.3. Any notice to be given by one party to the other under this Agreement must be in writing and sent to the other party at the address set out in the Purchase Order. 10.4. This Agreement is governed by the laws of New South Wales and the parties submit to the exclusive jurisdiction of the courts of New South Wales. 10.5. Except where the parties have entered into a written contract of the kind referred to in clause 2.2 (a) of these Terms and Conditions, the Purchase Order and these Terms and Conditions constitute the entire agreement between the parties with respect to its subject matter and supersede all prior agreements and understandings between the parties in connection with it. 10.6. Any provision of this Agreement or a right created under it may not be waived or varied except in writing signed by the party intended to be bound. A failure of a party to exercise a right arising under this Agreement does not constitute a waiver of that right. 10.7. If required to deliver or provide any Goods and/or Services within any lands or buildings owned or occupied by UNSW, the Supplier must observe and comply with applicable rules, policies and reasonable directions of UNSW staff. 10.8. The warranties in clause 4.1 and the provisions of clause 5, 8, 10.1 and 10.2 survive the termination of the Agreement.
PURCHASE ORDER REQUIREMENTS CONTRACT/PURCHASE ORDER THRESHOLDS (AGGREGATE) AFFIRMATIVE ACTION EVIDENCE (AA) BUSINESS REGISTRATION CERTIFICATE (BRC) CHAPTER 271 PCD (PAY TO PLAY) (271) Up to $5,999 No No No $ 6,000 - $17,499 No YES No $17,500 - $39,999 No YES YES *$40,000 – and over YES YES YES Affirmative Action Evidence Exemptions Business Registration Certificate Exemptions Chapter 271 (PCD) Exemptions Contracting Units Subject to Title 40A:11 State of Contract Purchases Boards of Education including Educational Services Commissions Other contracting units, e.g. County and State Colleges and local authorities, boards, etc. Contracting Units Subject to Title 40A:11 State of Contract Purchases Boards of Education including Educational Services Commissions Other contracting units, e.g. and local authorities, boards, etc. Non-profit Organizations Exempt Situations Emergency Purchases – No payment unless BRC is on file. Employee settlements paid to attorneys; Establishments that are out of state & business being conducted takes place out of state, e.g. Hotels, band camps, seminars, theatres, etc. Purchase made entirely through School Student Activity Funds. Contracting Units Subject to Title 40A:11 State of Contract Purchases School Boards Association Boards of Education including Educational Services Commissions Other contracting units, e.g. and local authorities, boards, etc. Contract Renewals Non-Profit Organizations Public Utilities, e.g. PSE&G Exempt Situations Emergency purchases; Litigation payments to parties through court order. *Based upon a QPA $40,000 Bid Threshold-Prepared by Mr. James Shoop
Secondary Department Information PRIMARY DEPARTMENT PCO – General Information Department: CURRENT PURCHASING AUTHORITY NUMBER(S), IF APPLICABLE: Non-IT Goods: IT Goods and Services: PCO Name Title & Classification Office E-mail My signature certifies that 1) I understand and commit to the responsibilities (as defined in the State Contracting Manual) as the department’s Procurement and Contracting Officer (PCO) and 2) I have assessed and determined that my department meets all requirements as specified in the State Contracting Manual and the Public Contract Code (PCC) for the requested purchasing authority dollar threshold levels. 1. Signature of Procurement & Contracting Officer (must match the name above) Date SECONDARY DEPARTMENT PCO – General Information Department: Name Title & Classification Office E-mail My signature certifies that I, the Procurement & Contracting Officer, affirm my understanding that the department has not been granted purchasing authority under this application and that the purchasing authority will be granted to the Primary Department identified above, which will conduct the procurement activities. 2. Signature of Procurement & Contracting Officer (must match the name above) Date SECONDARY DEPARTMENT – JUSTIFICATION
AQF ASQA CAPs CECV DET ISCs ISV MIPs NRT PTT RPL RTO RTO Standards SBAT SPAG SRP SWL TSC TTC VASS VCAA VCAL VCE VET VIT VRQA WE WLC Australian Qualifications Framework Australian Skills Quality Authority Career Action Plans Catholic Education Commission of Victoria Ltd Department of Education and Training Industry Skills Councils Independent Schools Victoria Managed Individual Pathways Nationally Recognised Training Permission To Teach Recognition of Prior Learning Registered Training Organisation Standards for Registered Training Organisations (RTOs) 2015 School Based Apprenticeship and Traineeship School Policy and Advisory Guide Student Resource Package Structured Workplace Learning Trades Skills Centre Trade Training Centre Victorian Assessment Software System Victorian Curriculum and Assessment Authority Victorian Certificate of Applied Learning Victorian Certificate of Education Vocational Education and Training Victorian Institute of Teaching Victorian Registration and Qualifications Authority Work Experience Workplace Learning Coordinator Schools have primary responsibility for the delivery of senior secondary curriculum to their enrolled students.
State contracts may be utilized when determined to be the most favorable method of procurement for any given item based on price and terms. The North Carolina State contract database can be accessed from the NC Department of Administration website: www.doa.state.nc.us/pandc B. Cooperative Purchasing Purchases made through a competitive bidding group purchasing program, which is a formally organized program that offers competitively bid purchasing services at discount prices to two or more public agencies, are exempt from the North Carolina competitive bid laws. C. Emergencies The formal bidding statute provides that bidding is not required “in cases of special emergency involving the health and safety of the people or their property.” The essential elements for an emergency to be exempt under the statute are: 1. The emergency must be present, immediate and existing; 2. Harm cannot be averted through temporary measures; and, 3. The emergency cannot be self-created (due to a failure to take precautions). D. Purchases from other governmental units The competitive bidding statutes do not apply when the contract for the purchase of apparatus, supplies, materials or equipment is from any federal agency, or any other governmental unit within the United States (i.e. municipalities, counties, schools, housing authorities). E. Contracts established by the State or any agency of the State
Purchasing Coordinator Page Two Distribute agenda items to departments and vendors. Open bids and responses to RFP’s and RFQ’s on a rotating basis with other Purchasing Coordinators. Prepare hardcopy packages of advertised bids, RFP’s and RFQ’s for advertised projects. Process purchase orders as requested. Backup other Purchasing Coordinators. Other duties assigned by supervisor.
STATE OF FLORIDA DEPARTMENT OF STATE Division of Library and Information Services Form LS5E107R4-93 Form Revision: 10/12/05 RECORDS DISPOSITION REQUEST NO. __________________ PAGE 1 OF _____ PAGES 1. AGENCY University of South Florida 2. DIVISION/COLLEGE 3. DEPARTMENT 4. ADDRESS (Street, City, and Zip Code) 4202 E Fowler Ave SVC 1073 Tampa, Florida 33620 5. CONTACT (Name, Campus Address, Phone Number) SUBMIT TO: George Cotter Director, Procurement Services University of South Florida 4202 E Fowler Ave , SVC 1073 Tampa, Florida 33620-9000 6. SUBMITTED BY: I hereby certify that the records to be disposed of are correctly represented below, that any audit requirements for the records have been fully justified, and that further retention is not required for any litigation pending or imminent. Signature Date Name and Title 7. UNIVERSITY LEVEL APPROVAL (FOR PURCHASING USE ONLY) ________________________________________ Irene Orefice Fiscal & Business Assistant 8. NOTICE OF INTENTION The scheduled records listed in Item 9 are to be disposed of in the manner checked below (specify only one): ___ a. Destruction (burned, dumpster, recycle, shredded, etc.) ___ b. Microfilming and Destruction ___ c. Other _____________________________________ 9. LIST OF RECORD SERIES (DEPARTMENT MUST COMPLETE ALL CATEGORIES LISTED BELOW) Schedule Used Item No. Title as indicated on Schedule Page Number Retention Period Required Inclusive Dates by Fiscal Year Volume in Cubic Feet * NOTE: FOR CONTINUATION USE Form LS5E108 * 10. DISPOSAL AUTHORIZATION (FOR UNIVERSITY LEVEL ONLY) Disposal for the above listed records is authorized. Any deletions or modifications are indicated. UNIVERSITY OF SOUTH FLORIDA George Cotter Director, Procurement Services Date 11. DISPOSAL CERTIFICATE: The above listed records have been disposed of in the manner and on the date shown above. Signature Date Name and Title Witness NOTE: Upon disposition return this form to Irene Orefice SVC 1073 and retain a copy for your records.
TO CUBIC FOOT MEASUREMENTS File Folder Drawers Cu. Ft. Map or Plan Drawer Cu. Ft. Letter-size drawer or box 1.5 2” x 26” x 36” (flat) 1.1 Legal-size drawer or box 2.0 2” x 38” x 50” (flat) 2.2 Letter-size, 36” shelf 2.0 4” x 26” x 38” (flat) 2.3 Legal-size, 36” shelf 2.5 4” x 38” x 50” (flat) 4.4 Shelf Units Map or Plan Tubes Letter, 36” long 2.4 2” x 2” x 38” (roll) 0.1 Legal, 36” long 3.0 2” x 2” x 50” (roll) 0.1 4” x 4” x 38” (roll) 0.3 4” x 4” x 50” (roll) 0.5 Card File Drawers Magnetic Media 3” x 5” x 26” long 0.4 Cassette Tapes (200) 1.0 3” x 5” x 14” long 0.2 Cassette Tapes (20) 1.0 3-1/2” x 7-1/2” x 26” long (tab) 0.4 3-1/2” x 7-1/2” x 14” long (tab) 0.2 4” x 6” x 26” long 0.5 4” x 6” x 14” long 0.2 5” x 8” x 26” long 0.7 5” x 8” x 14” long 0.4 6” x 9” x 26” long 1.0 6” x 9” x 14” long 0.6 8” x 8” x 26” long 1.2 8” x 8” x 14” long 0.6 Note: For all other types of records storage equipment, use the following formula to obtain The volume of records storage space in cubic feet: Length x Width x Height (inches) = Cubic Feet per unit (1 Cu. Ft. = 1728”) Saved: RecordsRetentionCu.Ft. 08/25/05