zilongwang/ReadingBank huggingface dataset:
THE EDUCATION VILLAGE ACADEMY TRUST PERSON SPECIFICATION – SEN TEACHER POST NO. ESSENTIAL DESIRABLE Criteria No. ATTRIBUTE Stage Identified Criteria No. ATTRIBUTE Stage Identified Qualifications & Education E1 To hold a Nationally recognised Teaching Qualification. D1 To have successfully completed M.I.D.A.S training AF/C AF/C D2 To have completed ‘Team Teach’ training AF/C Experience & Knowledge E2 Have experience of working with students who have educational statements AF/I/R D3 Awareness of inclusive practice within a mainstream context. AF/I E3 Have good working knowledge of specialist ICT equipment and resources. AF/I D4 To effectively manage crisis situations with considerable awareness of Health and Safety issues. AF/I E4 Full working knowledge of relevant policies/codes of practice/legislation AF/I E5 Working knowledge of national curriculum in specialist area, according to particulars of the post. AF/I
E6 Understanding of statutory frameworks relating to teaching, according to particulars of the post. AF/I E7 Ability to organise, lead and motivate disaffected students AF/I/R E8 Ability to self-evaluate learning and actively seek learning opportunities. AF/I E9 Ability to relate well to both students and adults. I/R Skills E10 Be able to practically demonstrate a wide range of teaching skills. I D5 To be open to exploring new initiatives within Education. I E11 To work well within a specialist team and have an understanding of the challenges working with students with SEN. I/R D6 To be able to work across all phases with a wide range of student abilities AF/I E12 Be able to lead a class team I/R D7 An interest in education outside the classroom. AF/I E13 Be able to liaise with multi agency staff I/R D8 An holistic /eclectic approach to education AF/I
Action plan This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. Aim Current good practice Objectives Actions Timeframe Success criteria Increase access to the curriculum for pupils with a disability Our school offers a differentiated curriculum for all pupils. We use resources tailored to the pupils who require support to access the curriculum. Curriculum resources include examples of people with disabilities. Curriculum progress is tracked for all pupils, including those with a disability. Targets are set effectively and are appropriate for pupils with additional needs. The curriculum is reviewed to ensure it meets the needs of all pupils. To maintain training for staff to ensure pupils with a disability can access an appropriately differentiated curriculum. Train staff in areas of specialist need, e.g Makaton, attachment, Speech and Language. Ongoing Increased access to the curriculum and barriers are quickly overcome. Needs of all learners are met. Improve and maintain access to the physical environment The environment is adapted to the needs of pupils as required. This includes: To improve independent access within school. Routinely check that all doors open fully to accommodate a wheelchair and furniture does not Ongoing Each entry and exit point of the school is accessible via a wheelchair and internal doors are double or wide enough to fit a
Ramp access at the back of the building into the main hall Disabled parking bays Disabled toilet Resources and library accessible at wheelchair-height. block routes through the school. wheelchair through. Disabled toilet available near hall. Improve the delivery of information to pupils and parents with a disability Our school uses a range of communication methods to ensure information is accessible. This includes: Internal signage Large print resources/use of pastel colours To consider different formats and approaches to enable pupils with different impairments to access information more readily Ensure school has a supply of larger sized, darker print, lined, squared and coloured paper. Assess individual needs for SATS materials. Use of larger font and sizing for worksheets and coloured paper. Signs around the school to include pictorial or symbolic representations. Ongoing Spring 2019 Information to disabled pupils/parents is appropriate and accessible. Written information is available in alternative formats.
Appendix 1: Accessibility audit Feature Description Actions to be taken Person responsible Timeframe Number of storeys One storey with ramps leading out of the back of the building onto the school playground. Ongoing monitoring of the condition of around school building, ensuring that edges are clearly marked in a contrasting colour. Ongoing Corridor access Corridors leading down to the school hall and out onto the playground. Regular reminders to children and staff regarding organization of corridors and keeping them clear of debris and Ongoing
The SEN Friendly Classroom? Consider the teaching and learning environment Mind your Language! “Write on paper.” “I would rather that you didn’t write on the desk if you don’t mind.” X Remember…… One size does not fit all! Differentiate tasks to match attainment levels
Special Educational Needs at Wrotham School Here you can find comprehensive information about how we support learners to maximize their achievement and progress along with our philosophy and approach to meeting learners needs. The following abbreviations are used throughout this section : SEN - Special Educational Needs SEND - Special Educational Needs and Disabilities SENCO - Special Educational Needs Co-ordinator TA - Teaching Assistant EHCP – Education Health Care plan Ethos Wrotham School is very proud of the progress made by all student groups, including those with SEN. The success of SEN at Wrotham School is due to an inclusive approach where students are primarily taught in the classroom along with their peers through differentiated teacher support. We do not follow the approach of a specialist SEN Unit and instead pride ourselves on providing a high quality of inclusive teaching with a flexible approach which is tailored to the individual needs of each child within the constraints of a mainstream educational establishment. Only where absolutely necessary do students receive intensive, small group or individual intervention, and then for short periods of time. Staffing The SEN department consists of the SENCO, Assistant SENCO and Teaching Assistants. This is supplemented by Local Authority services and specialist agencies. At present these include: Language and Learning Support Service Educational Psychology Service ASD Support Specialist Speech and Language Therapy Service Child and Adolescent Mental Health Services (CAHMS) The SEN department also works closely with the school’s Pastoral team, Child Protection team and School Counsellor to provide pastoral support. The SENCO also has responsibility for: Exam Access Arrangement testing Catch-up reading and numeracy All teachers at Wrotham are teachers of SEN and thus all staff are involved in the identification and support of students with additional needs in their
Ethnicity Black or Black British Asian or Asian British Mixed/Dual Background Chinese & Other White British Caribbean Indian White & Black Caribbean Chinese White Irish African Pakistani White & Black African Any other ethnic group* Traveller of Irish Heritage Any other Black Background* Bangladeshi White & Asian Not Gypsy/Roma Any other Asian Background* Any Mixed Background Any other White background* *If other please specify Reason for application Documents required by panel Application form Setting additional needs support plan Please return this form to: via secure encrypted email portal or submit securely to Child Development Centre, Margaret Wells Furby, 15 Great Hollands Square, Bracknell, Berkshire, RG12 8UX General Data Protection Regulations (GDPR) (2018) The data collected will be used to enable the panel to make a decision regarding funding and to process payment where applicable. Data will not be shared outside of the SEN Inclusion Panel and Bracknell Forest Early Help Team. Data will be stored securely in electronic format, any copies will be destroyed securely once electronically scanned. For financial purposes data will be stored for 7 years and then deleted from the electronic system.
They should also check that their safeguarding policies are up-to-date and account for KCSIE guidance (July 2015). The following table provides a summary setting out the three forms of information, though the content may overlap. SEND Local Offer SEND Policy SEND Information Report Responsibility Local authority Governing body/proprietor SENCO, SLT and governors Purpose What's on offer for children and young people with SEND How will it be delivered? What is actually/has been delivered and evaluated? Where published LA portal School website (and hard copy if requested) School website (and hard copy if requested) Involvement of CYP and families Co-produced and feedback published online Consultation Copy supplied; feedback from parents may inform future reports Updated Periodically, at least once a year Every three years Annually Children, young people and family friendly format required Yes Yes Yes Example of what should be included in the SEND Information Report
Behaviour, Emotional and Social Development Difficulties. Children may be withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration, present with immature social skills and/or present challenging behaviours. Sensory and/or Physical Difficulties Children may have profound and permanent hearing impairment or visual impairment or lesser, temporary levels of loss. They may have physical impairments arising from physical, neurological or metabolic causes requiring access to specific facilities or equipment. Their difficulties may cause them emotional stress or physical fatigue. Children experiencing difficulties in any one or a combination of areas may be entered on either the school’s Medical Register or SEN Register or both. Children whose difficulties are solely due to home language differing from the language in which s/he is taught are not identified as having SEN. 4.2 All children have a baseline assessment when they enter our school, so that we can identify current levels of understanding/ skill and build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all of our children. 4.3 If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available school resources, including ICT which, due to recent advances, provides a range of equipment and programmes which can be used to support all children. This level of support is called SEN Support. The child’s Key Person or appropriate member of staff will offer interventions that are different from, or additional to, those provided as part of the schools usual working practices. The Key Person will keep parents informed and draw upon them for additional information. The Special Educational Needs Coordinator (SENCO), if not already involved, will become involved if the Key Person and parents feel that the child would benefit from further support. The SENCO will then take the lead in further assessments of the child’s needs. 4.4 We will record, in an Individual Learning Pathways, through Provision Mapping or SEN Support Plan the strategies used to support the child. This documentation will show the short-term target set for the child, and the strategies to be used. It will also indicate the planned outcomes (linked to our assessment system) and the date for the plan to be reviewed. In most cases, this review will take place six times a year (half termly).
Pool Hayes Primary School – Two levels Progress 2014/2015 Key 1 % of pupils making two levels of progress (Good) End of Year 2 National SA (2014/2015) Reading Writing Maths School SA (2014/ 2015) Reading 100% Writing 50% Maths 100% National SA+ (2014 /2015) Reading Writing School SA+ (2014 / 2015) Reading 100% Writing 50% Maths 50% National Statement /HEP (2014 /2015) Reading Writing Maths Statement/HEP (2014 / 2015) Reading 100% Writing 100% Maths 100% Key Stage 2 % of pupils making two levels of progress End of Year 6 National SA (2014/2015) Reading Writing Maths School SA (2014/ 2015) Reading 100% Writing 100% Maths 25% National SA+ (2014 /2015) Reading Writing School SA+ (2014 / 2015) Reading Writing 100% Maths 100% National Statement (2014 /2015) Reading Writing Statement (2014 / 2015) Reading 100% Writing 100% Maths 100% Pool Hayes Primary School SEN comparison to year group expectations 2015 - 2016
Key Stage 2 actual results Pupils Average scaled score % Expected standard + National Reading Sen 3 89.3% 102.6 33% 65.7% Non – Sen 22 104 86 Writing Sen 3 Na N/a 33% 74% Non – Sen 22 Na 91% Maths Sen 3 89.6% 103 33% 69.7% Non Sen 22 102 86% Key Stage 1 actual results Pupils % Expected standard National Reading Sen 2 - 74%
Bishop Fox’s High Standards & High Expectations Tel: 01823 289211 Fax: 01823 334582 Email:office@bishopfoxs.somerset.sch.uk Website: Annual SEN Report to Governors July 2015 To be published on the school’s website. General The Special Educational Need provision at the school is detailed in the Local Offer which can be found on the school’s website and on the local authority website. Reference should also be made to the Special Educational Needs Policy which is published on the school’s website. This has been amended in line with the Code of Practice which came into force in September 2014. It has been agreed by Governors, Senior Management and also by a representative number of parents. The school has responded positively to the changes within the Code of practice from September 2014. Staff and Governor training has taken place and systems and paperwork are being modified and developed to meet the new duties and expectations. Bishop Fox’s School is an 11 to 16 mainstream school of approximately 950 students. Support is available for students with Special Educational Needs in each of the four broad areas of need identified in the Code of Practice Communication and Interaction Needs (which includes Autism) Cognition and Learning Needs (which includes Specific Learning Difficulties such as Dyslexia) Social, Emotional and Mental Health Difficulties Sensory and/or Physical Needs
within 5-6 weeks, intervention is stopped and need re-evaluated. SEN personalised plans and targets (or IEPs) are annotated regularly and reviewed at least termly with pupil, parents and carers. SLT and SENCo carry out regular learning walks, book scrutinies and observations to ensure quality first teaching and appropriate differentiation are in place for pupils with SEN. SENCo is aware of EHCP application processes and procedures. Paperwork and invitations to Annual Review meetings is held by SENCo and updated as necessary. Class Teachers and TAs understand how to support ‘skills transfer’ from
SENCo monitors planning for SEN Support students to ensure graduated approach is being followed. Planning takes into account learning styles of students. Individual plans are updated regularly to reflect progress and set new SMART targets Focus Areas Current Practice/Evidence Development Review Quality of SEN Support What do we do to ensure that SEN Students make expected or above expected progress in all areas? How do we know that what we do is working? Graduated approach described in SEN Policy and School Information report. Regular meetings between SENCo and SLT to discuss progress of and provision for SEN Support/ EHCP Students. SENCo and SLT carry out regular learning walks, lesson observations and book
(e.g. Speech and Language Therapist, Physiotherapist, Occupational Therapist, Audiologist, Orthoptist other Cornwall Council SEN Support Services). Yes ☐ No ☐ I have read and accept the data protection information in the box below. Yes ☐ Data Protection Act –Privacy Notice We, Children, Schools and Families Directorate, Cornwall Council, New County Hall, TR1 3AY, Data Protection Registration Number: Z1745294 are committed to protecting and respecting your privacy. This information is being collected by SEN Support Services, on behalf of Cornwall Council as Data Controller for the purpose of determining the educational needs of the named pupil. The SEN Services are : Augmentative and Alternative Communication Team: Cognition and Learning Service: Hearing Support Team: Physical and Medical Needs Advisory Service: Vision Support Team: Data on you or your child may also be shared with other relevant professionals who are SEN Support Services, Educational Psychologists, Statutory SEN Service staff, teachers, relevant health staff (Speech and Language Therapist, Physiotherapist, Occupational Therapist, Audiologist, Orthoptist and social workers, to inform their work. The data held relating to the delivery of support by the relevant Support Service (listed above) to your child will be used both for the provision of services and also for performance and service planning. This information will be held in a secure environment until the individual’s 30th birthday in accordance with the CSF data retention policy after which time it will be destroyed in a secure manner. A copy of our Privacy Notice can be found at . This Privacy Notice sets out the basis by which any personal data we collect from you, or that you provide to us, will be processed by us, in accordance with the General Data Protection Regulations (GDPR) and the Data Protection Act. For further information or assistance on Data Protection matters, please contact the Practice Development and Standards Service on 01872 327617 or e-mail Or the Councils Data Protection Officer You have the right to withdraw consent to the processing of your data at any time and your further rights as to how we handle your data can be found by following the above link. Should you wish to withdraw your consent please contact the relevant team - see contact details listed above. Additional Parent/Guardian comments: Name of child/young person: Parent/Guardian signature: Print Name: Date:
Essential Desirable Relevant Experience, qualifications and training Formal Qualifications a minimum of a C grade in both English and Mathematics at GCSE. Evidence of further education – ‘A’ Levels or degree Experience of following procedures and instructions. Experience of mentoring young people in a secondary school on a full time basis. Experience of establishing and maintaining accurate records. To have established and developed successful working relationships with parents/carers, teachers and support staff in a variety of situations. Experience of planning, leading and managing behaviour for learning support programmes for KS3 and KS4 students. Experience of working with Parents / Carers, Teachers and other outside agencies. Education to degree level To have led and managed a team of staff. To have experience of liaising with external support agencies such as social services. Knowledge, skills, abilities Very good oral and written communication skills. An enthusiasm for education and the ability to generate this in others. Ability to work as part of a team. Ability to be able to manage own workload and prioritise. Ability to recognise potential barriers to learning and develop strategies to overcome these barriers. Excellent ICT skills. Ability to recognise potential barriers to learning. Understanding of P Stages, APP Assessment. Understanding of changes in differentiations required to enhance the learning of students with the SEND spectrum. Experience of developing students with SEND / EAL complex needs Knowledge of VLE. Knowledge of CMIS, SIMs or similar education MIS system. Knowledge of ILP’s, IBP’s and IEP’s.
Include as much detail as possible fluency and how the words are being decoded e.g. is the child saying g-l-a-d or gl-ad. Baseline date………............................................ Review date……………………………………… Letter Sounds f i l r t v h J p k e b s d o w x m q z y n G u c a ch th qu sh F I L R T V H J P K E B S D O W X M Q Z Y N G U C A Letter names f i l r t v h J p k e b s d o w x m q z y n G u c a ch th qu sh F I L R T V H J P K E B S D O W X M Q Z Y N G U C A Baseline Review score Baseline score Review score Baseline score Review score Baseline score Review score in can drip milk at sit glad rang up pen flit send on hot stop cost Baseline score Review score Baseline score Review score Baseline score Review score Baseline score Review score teeth pole paw mate
Baseline score Review score Baseline score Review score Baseline score Review beginner forgotten invention unhappy restarting exactly Number Check List Baseline date ………………………… Review date ………………… Please see PCM 6, 7, 8 and 9 Baseline Score Review Score How far can they rote count accurately?
STEP2 - SPEECH SOUND DEVELOPMENT This will help to give you an idea of the age children start to use different speech sounds. Look at the sound checklist you have completed and compare with the development list. Does the child’s level of speech sound skills match their actual age? No - The may have a speech sound problem. However speech sound development can vary for each individual child. The common problems section provides information on when speech sound problems are within normal limits and when they require a Speech and Language Therapy Referral. Age Stage of Development Most Common Sounds Present Up to 2 years Wide variety of consonant- vowel combinations Sound system extending but still some simplifications p, b, t , d, m, n, w ↓ 2-3 Development of high frequency sounds and sounds made at the back of the mouth e.g. k, g p, b, t, d, m, n, w, s, f, k, g ↓ 3-4 years All vowel sounds present p, b, t, d, m, n, w, s, f, sh, y, h, k, g ↓ 4-5 years Sound clusters developing E.g. sp, fl, cr p, b, t, d, m, n, w, s, f, sh, y, h, l, k, g, ch, j, z, v ↓ 5-6 Using most sounds correctly except ‘th’ and ‘r’ Still some difficulties with clusters and multi-syllabic words e.g. Escalator p, b, t, d, k, g, m, n, w, s, f, sh, y, h, l, ch, j, r, th STEP 3 - COMMON PROBLEMS Is the child’s speech sound skills within normal limits for their age?
Special Needs Tor Hill House, 4th Floor South c/o Torquay Town Hall Castle Circus, Torquay TQ1 3DR Email: Torbay Advisory and Support Service – Visual Impairment Referral Form Name: ……………………………………… Date of Birth………………………Yr………… School:……………………………………………… Headteacher: ………………………………… Name of referrer: ………………………………….. Referral Date:………………………………… Senco:………………………………………………. T/A Name: …………………………………… Class Teacher: ……………………………………. Contact number:……………………………… Parent/Carer Name: ………………………………….... Address: ........................................................................................................................................ ………………………………………………… Post Code: …………………………………….. Parent/ Carer Tel No: ……………………………………. Parental Consent form included: Yes / No Reason for Request: ………………………………………………………………………………………
Review over the past year of the long term outcomes as detailed on the Statement or Education and Health Care Plan .........’s long term outcomes (taken directly from the Statement or EHCP) Short term targets set by the school over the past year to meet the long term outcomes Summary of provision and resources provided Progress made Cognition and Learning Social, Emotional and Mental Health Communication and Interaction Sensory and/or physical needs How the long term outcomes from the EHCP will be supported for the NEXT 12 months
New Business Resolutions on 1st Read JR-17SA-3203: Recognition of Becky Purser – Senate President Beaucham Bills on 1st Read Resolutions on 2nd Read on 2nd Read Executive Appointments Attorney General – Jaclyn “Jackie” Glosson Student Advocate – Amelia Stark Judicial Appointments Associate Justice – Slattery Osprey Voice Proposals Composting – Payton Turner Student Outreach – Austin Belet Library Study Rooms – Thoren Perego Town Center Shuttle – Douglas Markowitz Announcements Final Roll Call – Senate President Pro Tempore Lee Adjournment
APPLICATION AND EVALUATION PROCEDURE FLOW CHART: 2015 – 2016 APPLICATION DUE DATES EVENT DATES APPLICATION DEADLINE TO CVB TDC MEETING BCC MEETING January - March 2015 October 10, 2014 November 2014 December 2014 April – June 2015 January 10, 2015 February 2015 2015 July – September 2015 April 10, 2015 May 2015 June 2015 October – December 2015 July 10, 2015 August 2015 September 2015
Greer Kris x Gulliford Andrew x Holmquist Tony x Lienert Carl x Mangrum William x Meyer Felicia x Mouzakis x Oliver Astrid x Riggs Smith Ryan x Sommerville Les x Valdez Michael x Wendland Amy x Williams Laurie x Visitors: Paul McGurr Barbara Morris
Presper, Student Organizations— Pre- Vet club filled out a wufoo form Asked Vocal Essence if they could present next week at senate, but have not heard back yet Feiler, RHA – Witt night at the movies march 29th Drag show April 19th Donkey basketball April 12th Swaney, Greek – No report Nazareth, Green – Monday of Earth week we will likely do the succulents The day after Earth day (April 23) Sigma Kappa is doing their Inherit the Earth Day and we're trying to cosponsor Most likely doing the movie on March 31st Ayala, AIA – This week is international week. Yesterday was Screening, Tuesday 3/14: Craft and Calligraphy Night, 7-9pm, Geil Lounge Wednesday 3/15: World Cafe, 4:45, Ness Auditorium Thursday 3/16: Salsa Night, 7-9pm, Diversity House Friday 3/17: Bhangra Dance at Post, 7pm Saturday 3/18: Holi Celebration, Lawn by New XXX, Off-Campus – Toure, CBS Tickner, Interfaith- There will be a meditation series beginning next week in the Prayer and Meditation Space! The pillows are officially in there Attended IFYC Intersectionality Webinar In process of planning a Visit-and-Learn at the Yellow Springs Friends Meeting (Quaker) for March Planning a luncheon on April 6, revolving around headgear seen in different religions 6 is Better Together Day, a national movement sponsored by IFYC (looking for things to do!) Getting a speaker on campus to discuss Early Warning Signs associated with the Holocaust on April 24 Yom Hashoah chapel on April 25 IFYC Grant for 100Days100Dinners - would people be interested? Hubbard, SAAC – Athletic Trainer Appreciation Week March 19-25 March 24: Lip Sync Battle in Founders 8:30-10pm Grandstaff, GSDA – We'd like to sponsor Dudek's trivia on April 12 April 21 is the Day of Silence
address any matter of institutional policy or action without fear of institutional discipline or restraint. The broader university community is also guaranteed the protections of freedom of speech to address the larger community, as citizens, with regard to any matter so long as it is clear that they are not acting or speakingUniversity. This policy, when approved by the UO Senate and the President, shall be incorporated into the University Policy Library. ************************************************************** Financial Impact: n/a Background: Report and proposed policy statement of Ad-Hoc Committee on Academic Freedom Language and Policy Review. (January 25, 2011) Link to report: AAUP initiative and resources regarding this current challenge to academic freedom can be found at [] on Academic Freedom by Cary Nelson, AAUP President
2016-2017 SENATE ORDER FOR ENTITY CONTRACTS LISTING RELATING TO THE PERIOD 01 JANUARY 2017 to 31 DECEMBER 2017. Pursuant to the Senate Order for entity contracts the following table sets out contracts entered into by Australian Human Rights Commission which provide for a consideration to the value of $100,000 or more (GST inclusive) and which: have not been fully performed as at 31 December2017, or have been entered into during the 12 months prior to 31 December 2017 Most of the contracts listed contain confidentiality provisions of a general nature that are designed to protect the confidential information of the parties that may be obtained or generated in carrying out the contract. The reasons for including such clauses include: ordinary commercial prudence that requires protection of trade secrets, proprietary information and the like; and/or protection of other Commonwealth material and personal information. The accountable authority of Australian Human Rights Commission has assured that the listed contracts do not contain any inappropriate confidentiality provisions. Procurement contracts are available through the Senate Order Report located on the AusTender Homepage (). Contract Details Contractor Subject matter Amount of Start date Anticipated end date Whether contract contains requiring the parties to maintain of any of its (Y/N) Reason (s) other of (Y/N) Reason (s) Department of Foreign Affairs and Trade Tranche - funding agreement with DFAT for Access to Public Spaces for People with Disabilities $165,000 20/9/16 31/12/2017 N N/A N N/A Department of Foreign Affairs and Trade PDR Rights Technical Program 2017-2021 $814,988 4/2/17 31/03/2021 N N/A N N/A Department of Social Services (ACT) Family and domestic violence (FDV) death review and reporting mechanism $110,800 29/3/17 29/06/2018 N N/A N N/A
Australian Defence Force - for Cultural Reform 01/07/14 30/06/2018 N N/A N N/A Department of Social Services Sexual National Workplace $245,000 22/02/17 29/6/2018 N N/A N N//A Department of Foreign Affairs and Trade DFAT Grant Agreement –HTRCP CHINA 17-21 $7,400,000 09/6/17 31/07/2020 N N/A N N/A Attorney General’s Department Services to be undertaken on behalf of the Attorney General’s Department $606,850 01/07/17 30/06/2018 N N/A N N/A Department of Foreign Affairs and Trade ASEAN on Human Rights visit to Australia $128,340 20/10/17 30/03/2018 N N/A N N/A Department of Social Services for the National Statement of principles for Child $580,000 17/11/17 30/11/2018 N N/A N N/A Estimated cost of complying with this Order: $800 Basis of method used to estimate the cost: Based on staff hours used in compiling, verifying and posting the information.
SCHEDULE OF MEETINGS OF SENATE AND ITS STANDING COMMITTEES 2017/18 All meetings held in the Council Chamber, The Old Fire Station, on Wednesdays at 2.00pm unless otherwise stated SCHEDULE BY COMMITTEE Committee Reports to SENATE (SEN) 05 October 2017** Council (Thurs) 12 December 2017* Council (Tues) 14 March 2018 Council 13 June 2018 Council ACADEMIC ETHICS COMMITTEE (AEC) 01 November 2017* Senate 31 January 2018 Senate 02 May 2018 Senate ACADEMIC STANDARDS AND QUALITY ASSURANCE COMMITTEE (ASQAC) 8 November 2017* Senate 07 February 2018 Senate 09 May 2018 Senate STUDENT EXPERIENCE, LEARNING TEACHING AND ENHANCEMENT COMMITTEE (SELTEC) 15 November 2017* Senate 14 February 2018 Senate 16 May 2018 Senate RESEARCH AND ENTERPRISE COMMITTEE (REC) 22 November 2017* Senate 28 February 2018 Senate 23 May 2018 Senate SCHEDULE BY DATE Date Committee 05 October 2017** Senate 01 November 2017* AEC 8 November 2017* ASQAC 15 November 2017* SELTEC 22 November 2017* REC 12 December 2017* Senate Christmas Vacation 18 December 2017 – 5 January 2018 31 January 2018 AEC 07 February 2018 ASQAC 14 February 2018 SELTEC 28 February 2018 REC 14 March 2018 Senate Easter Vacation 19 March – 6 April 2018 02 May 2018 AEC 09 May 2018 16 May 2018 SELTEC 23 May 2018 REC 13 June 2018 Senate
University Policies: Students should review the University’s policies regarding Disability-Related Accommodation; Diversity and Disability; the Religious Observances Notification and Policy; and Orange SUccess, which can be accessed via the Office of the Provost’s website at: . Academic Integrity Policy Syracuse University’s Academic Integrity Policy reflects the high that we, as a university community, place on honesty in academic work. The policy defines our expectations for academic honesty and holds students accountable for the integrity of all work they submit. Students should understand that it is their responsibility to learn about course-specific expectations, as well as about university-wide academic integrity expectations. The policy governs appropriate citation and use of sources, the integrity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in class activities. The policy also prohibits students from submitting the same work in more than one class without receiving written authorization in advance from both instructors. Under the policy, students found in violation are subject to grade sanctions determined by the course instructor and non-grade sanctions determined by the School or College where the course is offered as described in the Violation and Sanction Classification Rubric. SU students are required to read an online summary of the University’s academic integrity expectations and provide an electronic signature agreeing to abide by them twice a year during pre-term check-in on MySlice. For more information about the policy, see . any other course-specific expectations, consistent with the Academic Integrity Policy, here.] [Faculty and instructors wishing to exercise their option to levy grade sanctions up to and including course failure for any violation level should inform students of this intent by including a statement to this effect in their syllabus. Suggested language appears below.] The Violation and Sanction Classification Rubric establishes recommended guidelines for the determination of grade penalties by faculty and instructors, while also giving them discretion to select the grade penalty they believe most suitable, including course failure, regardless of violation level. Any established violation in this course may result in course failure regardless of violation level. [OPTIONAL POLICY STATEMENTS FOR THE ACADEMIC INTEGRITY SECTION – If you intend to use Turnitin, one of the following statements should appear in the syllabus depending upon how the noted conditions apply to your course:] [1A –Use the following statement only if you intend to use Turnitin automatically through Blackboard/Online submission procedures:]
your writing level and style into account in interpreting the originality report. Keep in mind that all papers you submit for this class will become part of the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. I will provide you a consent statement to sign, date and return to me that will state the following: “By signing below, I give permission for the submission of all work I turn in for [COURSE NAME] to the plagiarism detection and prevention system Turnitin, which compares submitted documents against documents on the Internet and against student papers submitted to Turnitin at SU and at other colleges and universities. I understand that all assignments submitted for this class will become part of the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.” Educational Use of Student Work [2 - The following optional general statement covers any condition in which you may use submitted student academic work for educational purposes, either this semester or in the future:] Student work prepared for University courses in any media may be used for educational purposes, if the course syllabus makes clear that such use may occur. You grant permission to have your work used in this manner by registering for, and by continuing to be enrolled in, courses where such use of student work is announced in the course syllabus. [insert one or more of the additional statements 2A, 2B, and/or 2C below as they each may apply to your course situation:] [2A – Add the following Statement only if you intend to use submitted student academic work for educational purposes during the current semester:] I intend to use academic work that you complete this semester for educational purposes in this course during this semester. Your registration and continued enrollment constitute your permission. [2B – Add the following Statement to #2 or #2A above only if you intend to use submitted student academic work for educational purposes during future semesters:] I intend to use academic work that you complete this semester in subsequent semesters for educational purposes. Before using your work for that purpose, I will either get your written permission or render the work anonymous by removing all your personal identification. [2C – Add the following Statement to #2 or #2A or #2B above only if you are teaching a course in which students will complete a capstone project required for the degree:]
The Senate is the legislative branch of the SGA. It is a forum that serves as the liaison between students and College officials. Its chief role is to deliberate, approve, and set policies that are pertinent to the student body and the operations of the SGA. The SGA Senate meet the following days from 4:00pm – 5:15pm in Student Center Conference Room (STC 111). SENATE MEETING SCHEDULE Fall 2017 Semester Spring 2018 Semester Friday, September 30 – Saturday, October 1 (Training Retreat) Thursday, January 25 Thursday, October 5 Thursday, February 8 Thursday, October 12 Thursday, February 15 Thursday, October 26 Thursday, February 22 Thursday, November 2 Thursday, March 8 Thursday, November 9 Thursday, March 22 Thursday, December 30 Thursday, 29 (determine club status for fall 2017) Thursday, December 7 (Review new club proposals & determine club status for spring 2017) Thursday, April 12 Thursday, December 14 (if necessary) Thursday, April 19 (Review new club proposals) Thursday, April 26 (E-Board Induction & End of Year Celebration) Thursday, May 3 (if necessary)
R. Frakes about Wilkinson and Nair. K Whitney said that students in those will move out into new housing. Ballentine and Given will be empty until there is more demand. J. O’Donnell suggested that Nair could be used for fire department training before demolition. E. Martin said he will check on that. E. Martin said that there will be some minor electrical infrastructure upgrades around campus soon, and he will try to schedule this to avoid any major impact to the campus community. L. Taylor asked about the location of the elevator in Stevens. E. Martin said he is still working on this. K. Whitney said that the university will look for opportunities for funding for improvements and improving access. B. UTAC appointments – A motion came from CCR to appoint D. Kelly, J. Krueger, and A. Rosati to the UTAC committee. The motion passed C. Read ins Adjournment – C. McAleer moved to adjourn, seconded by H. Luthin. The meeting was adjourned at 4:20 p.m. Respectfully submitted, Laurie Occhipinti Faculty Senate Secretary
Agriculture, Fisheries and Forestry response to Senate Order of 24 June 2008 Department and agency appointments completed 27 September 2011 – 23 January 2012 Appointee Name of body Position Term of appointment Remuneration a Dr Gardner Murray AO (ACT) Mr Adams (Qld) Professor Mary Barton (SA) Dr Norm Blackman (NSW) Mr Bill Bray (Vic.) Mrs Helen Cathles (NSW) Dr Kevin Doyle (ACT) Mr Brett McCallum (WA) Ms Glenys Oogjes (Vic.) Dr Lyndy Scott (WA) Dr Hugh Wirth AO (Vic.) Dr Dedee Woodside (NSW) Dr Rick Symons (Qld) Mr Phillip Glyde (ACT) Australian Animal Welfare Advisory Committee Chair Members State government rep. Government rep. 1 October 2011 until 30 June 2014 Chair: $661 per day Members: $588 per day No remuneration paid to the government representatives Mr Richard Brimblecombe (Qld) Dr Jeremy Burdon (ACT) Ms Jennifer Goddard (ACT) Mr Kim Halbert (WA) Professor Robert Lewis (SA) Mrs Sharon Starick (SA) Grains Research and Development Corporation Directors 4 November 2011 30 September 2014 $31 190 per annum Mr Terry Hill (WA) Grape and Wine Research and Development Corporation Deputy chairperson 15 December 2011 until 31 August 2014 No additional remuneration unless acting in the chair position Dr Mary Corbett (Qld) Cotton Research and Development Corporation Deputy chairperson 15 December 2011 until 30 September 2014 No additional remuneration unless acting in the chair position Mr Andrew Inglis AM (SA) Biosecurity Advisory Council Chair 1 January 2012 until 31 December 2012 $661 per day
AGRICULTURE RESPONSE TO SENATE ORDER OF 24 JUNE 2008 DEPARTMENT AND AGENCY APPOINTMENTS COMPLETED 29 September 2014 – 1 February 2015 Appointee State/territory of residence Name of body Position Term of appointment Remuneration Mr Richard Brimblecombe Dr Jeremy Burdon Ms Jennifer Goddard Mr Kim Halbert Professor Robert Lewis Mrs Sharon Starick Qld ACT ACT WA SA SA Grains Research and Development Corporation Director 4 November 2011 3 November 2014* $35,840 per annum Mr John Woods NSW 8 2012 until 3 November 2014* Mr Kim Halbert WA Deputy Chairperson 10 April 2012 until 3 November 2014* Mr Andrew Inglis SA Agricultural Industry Advisory Council Member 1 October 2014 until 28 January 2016 Nil. Position not remunerated Dr Len Stephens SA Rural Industries Research and Development Corporation Director 11 October 2014 1 August 2016 $33,800 per Mr Kevin Goss Dr Tony Hamilton Dr Jan Mahoney Dr William Ryan Ms Heather Stacy Dr Keith Steele WA NSW Vic WA Vic Qld 11 October 2014 until 30 September 2017 Dr Michael Robinson Mr Cleave Rogan NSW Qld Cotton Research and Development Corporation Director 20 October 2014 until 12 August 2016 $24,320 per annum Ms Kathryn Adams Mrs Elizabeth Alexander Mr Greg Kauter Qld Qld NSW 20 October 2014 until 30 September 2017
CALENDAR YEAR 2016 SENATE ORDER ON NON-CORPORATE COMMONWEALTH ENTITY CONTRACTS LISTING RELATING TO THE PERIOD 1 JANUARY TO 31 DECEMBER 2016 Pursuant to the Senate Order on non-corporate Commonwealth entity contracts the following table sets out contracts entered into by Department of Finance which provide for a consideration to the value of $100,000 or more (GST inclusive) and which: have not been fully performed as at 31 December 2016 or have been entered into during the 12 months prior to 31 December 2016. Most of the Contracts listed contain confidentiality provisions of a general nature that are designed to protect the confidential information of the parties that may be obtained or generated in carrying out the contract. The reasons for including such clauses include: Ordinary commercial prudence that requires protection of trade secrets, proprietary information and the like; and/or Protection of other Commonwealth material and personal information. Contractor Subject matter Amount of consideration Date Anticipated End Date Whether contract contains provisions requiring the parties to maintain confidentiality of any of its provisions (Y/N) Reason (s) Whether contract contains ‘Other requirements of confidentiality’ (Y/N) Reason (s) BOWENVILLE DEVELOPMENTS Pty Ltd Sale of Lot 11 Kerr Road, Thurgoona NSW $9,691,000 07.12.2015 14.03.2017 N N STATE OF VICTORIA – Department of Treasury and Finance Sale of 601 Macedon Road, Mount Macedon Vic $2,750,000 16.09.2016 03.11.2016 N N DM & AJ AVERY Sale of Lot 41 Frederic Street Road, Leneva Vic $1,001,000 20.10.2016 21.12.2016 N N J POTTER Sale of Lot 31 Huon Creek Road, Huon Creek Vic $451,000 21.05.2016 04.07.2016 N N
CARTLEED INVESTMENTS Pty Ltd Sale of Lot 343 Ceres Drive, Thurgoona NSW $1,039,070.39 12.02.2016 12.04.2016 N N CARTLEED INVESTMENTS Pty Ltd Sale of Lot 344 Ceres Drive, Thurgoona NSW $1,280,484.21 12.02.2016 12.04.2016 N N T HAWKESWORTH & M CAMPBELL Sale of Lot 2 (62) Phillips Street, Glenroy NSW $230,000.00 19.01.2016 04.03.2016 N N BRIDGEWOOD DEVELOPMENTS Pty Ltd Sale of Lot 3012 (47) Tabletop Road, Thurgoona NSW $675,000 21.07.2016 21.07.2017 N N PATELLA HOLDINGS Lease on site – Woodridge Offices Qld $19,478,405 30.05.2003 29.05.2102 N N Estimated cost of complying with this $ 1,700 (Incl. GST) Method used to estimate the cost: Applying salary and on-costs to the number of hours spent by staff across various classifications to collect and analyse the information
Agriculture, fisheries and forestry response to Senate Order of 24 June 2008 Department and agency appointments completed 1 February 2011 – 2 May 2011 Appointee Name of body Position Term of appointment Remuneration a Mr Alf Cristaudo (Qld) Mr Mark Day (Qld) Mr Don Murday (Qld) Dr Sandra Welsman (NSW) Sugar Research and Development Corporation Selection Committee Member 17 February 2011 until completion of board selection process Nil payment except for independent member (Dr Sandra Welsman) who is paid a daily sitting fee of $515 Mr David Crombie (Qld) Rural Industries Research and Development Corporation Selection Committee Presiding Member 11 March 2011 until 31 January 2014 $779 per day Dr James Findlay (NSW) Australian Fisheries Management Authority Chief Executive Officer 28 March 2011 until 27 March 2016 $301 960 Mr Robert Granger (Qld) Grape and Wine Research and Development Corporation Selection Committee Presiding Member 7 April 2011 until 6 April 2014 $779 per day Mr Gerald Leach (Vic.) Mr John McKillop (NSW) Ms Jodie Redcliffe (Qld) Industries Research and Development Corporation Selection Committee Members 12 April 2011 until completion of board selection process Nil a Remuneration effective from 16 February 2011.
Agriculture and Water Resources portfolio existing vacancies to be filled as at 13 April 2016 Commonwealth body Position (vacancy) Indonesia-Australia Partnership on Food Security in the Red Meat and Cattle Sector One non-government member Lake Eyre Basin Community Advisory Committee (LEBCAC) members
AGRICULTURE AND RESOURCES RESPONSE TO SENATE ORDER OF 24 JUNE 2008 DEPARTMENT AND AGENCY APPOINTMENTS COMPLETED 14 APRIL 2016 TO 26 SEPTEMBER 2016 Appointee State/territory of residence Name of body Position Term of appointment Remuneration Mr Ian Cartwright Professor. Keith Sainsbury Mr Richard Stevens OAM Tas. Tas. SA Australian Fisheries Management Authority Commissioner 1 July 2016 to 30 September 2016 $36,560 per annum Mr Richard Stevens OAM SA Deputy Chairperson 1 July 2016 to 30 September 2016 $36,560 per annum Dr Nick Rayns ACT Executive Officer 27 September 2016 to 30 September 2016 N/A Ms Catherine Saunders ACT Australian Pesticides and Veterinary Medicine Authority Chief Executive Officer 14 June 2016 to 26 July 2016 $21,322 Dr Michael Robinson Mr Cleave Rogan NSW Qld Cotton Research and Development Corporation Director 20 October 2014 to 30 September 2017* $24,810 per annum Mr Cleave Rogan Qld Deputy Chairperson 27 January 2015 to 30 September 2017* $24,810 per annum Mr Richard Haire Qld Chairperson 29 August 2016 to 28 August 2019 $49,620 per annum The Hon. Ronald Boswell Qld Fisheries Research and Development Corporation Chairperson 1 September 2016 to 31 August 2019 $57,450 per annum Dr Jeremy Burdon Mr John Woods Mr Kim Halbert ACT NSW WA Grains Research Development Corporation Director 4 November 2014 to 30 September 2017* $36,560 per annum Mr Kim Halbert WA Deputy Chairperson 27 January 2015 to 30 September 2017* $36,560 per annum Mr John Woods NSW Chairperson 1 October 2016 to 30 September 2019 $73,120 per annum Ms Jacqui Cannon Qld Indonesia-Australia Partnership on Food Security in the Red Meat and Cattle Sector Member 12 May 2016 to 7 March 2017 N/A
Mrs Kay Hull AM NSW Rural Industries Research and Development Corporation Chairperson 2 August 2016 to 1 August 2019 $57,450 per Dr Len Stephens SA Director 11 October 2014 to 30 September 2017* $34,470 per annum *On 27 April 2016 the minister amended the original instrument to extend the appointment(s). Agriculture and Water Resources portfolio existing vacancies to be filled as at 26 September 2016 Commonwealth body Position (vacancy) Lake Eyre Basin Community Advisory Committee (LEBCAC) Three members
Its disclosure would substantially prejudice a programme of research Its disclosure would substantially prejudice the effective conduct of public affairs Its disclosure would substantially prejudice the commercial interests of any person or organisation Its disclosure would constitute a breach of confidence actionable in court Its disclosure would constitute a breach of the Data Protection Act Other, within terms of FoI legislation (please give further details)