zilongwang/ReadingBank huggingface dataset:
If after 2 weeks your ears are still blocked with ear wax, then please seek advice from you G.P Surgery or Community Nursing Team. Prevention If you have continued problems with excessive wax it may be helpful to use 1-2 of olive oil each week to reduce this occurring. REMEMBER Ear wax protects the ear; poking will only push wax deeper in the canal and cause problems; the ear is usually and does not need poking with flannels, cotton buds or direct streams from the shower head! Further reading and useful websites NHS Choices earwax/Pages/Introduction.aspx The Community Nursing Team Can be contacted on: 01493 809977 Patient Liaison Team If you wish to Give a compliment, Ask a question, Raise a concern Make a complaint Please contact: The Patient Liaison Manager Beccles House 1 Common Lane Beccles Suffolk NR34 9BN Telephone: 015021 718 666 Email: Ear Care Patient Information leaflet Produced by East Coast Community Healthcare Community Nursing Team, Issued: March 2016
Stronger Family strands as they will become eligible for extra resources and help for example: Workers can access the innovation pot held by each Communities Area Manager: these are small amounts of funds to help overcome barriers and issues that families experience. Stronger Families funds some additional EWO posts to provide more intensive support to families around school attendance. Stronger Families joint funds the Moving On Together for families experiencing issues around alcohol and substance misuse. Workers can seek extra capacity if appropriate from Communities' Services officers in supporting families as part of the whole family action plan. Access to family passes for DCLT leisure services across the borough. Specialist DWP employment advisors to help families explore options for getting into work or on to a support programme towards work. Stronger Families is coordinated in localities by the Communities Area Teams. To let them know about a family who you think are eligible after you have checked the criteria, please send their details and yours to and someone will get back to you on the details you provide to discuss the family with you. Universal Local Offer for SEND: Doncaster’s local offer provides information for children and young people with special educational needs (SEND) and their parents or carers in a single place. Including leisure activities and transport support. Together Information Exchange All children with disabilities, including special educational needs are able to access the universal short breaks offer, they do not need a lead practitioner or early help assessment to do so. However Lead Practitioners should support families to access the universal short breaks offer as part of their family plan. To access the universal short breaks offer families must be registered with the Together Information Exchange (TIE). Doncaster's voluntary register of children and young people with a disability. The register is administrated by the short breaks team, which enables them to support families to access the local offer including holiday activities. TIE members receive: Access to the afterschool and weekend clubs funded by the short breaks service The holiday activity timetable run by the short breaks service which disabled children can book onto during the school holidays
. Action Plan Need - (indicate any unmet need) Action – what needs to happen? Who will complete the action? By when will this action be achieved? How will you know that things have improved? Progress (to be completed on review) Name of Lead Professional…………………………………………. Date of action plan (and reviews)……………………………….
For their ‘Top Tips’ this month. and Thank you for your time and support with the Early Help Newsletter. See you in April. If you received this e-newsletter update from a colleague and would like to subscribe directly, please contact with your email details and an indication of your location or setting. Also please let me know what else you would like to see included in this newsletter in future issues.
When any element of a record is either incorrect or has missing information. This includes ensuring for example that basic information such as gender, ethnicity, date of birth, etc. is always included wherever practicably possible. Any individual identifying an omission or error in a record is duty bound to either: Amend the record where it is safe and reasonable to do so, i.e. where a record is clearly relating to a female but does not have gender stated; Notify the allocated worker so that they can investigate and correct / supply the missing information Monthly Data Quality Reporting Children’s Centres and SLF are supported through the Research and Insights Team to identify data quality issues on a regular basis. These data quality reports are provided in order to address data quality issues within the two major systems, Capita and Framework i. Monthly and quarterly performance reporting All sections of Early Help produce various monthly and quarterly performance reports: Monthly Payment by Results progress summaries, i.e. identifies those families who are close to making sustained and significant progress Quarterly Early Help dashboard Quarterly Children’s Centre dashboard Health check for Early Help staff The Early Help Health Check is designed to complement the larger department wide survey and to look at particular issues that may affect Early Help staff. The survey is for SLF staff and Children centre staff (YOS undertake their own survey) The areas that will be covered are
Early Help Referral Form - Children’s Centre Multi Agency Team CAF (Common Assessment Framework) Please return this referral form to MATcoordinator@learningtrust.co.uk Child’s Details Given name(s) If unborn, state ‘unborn baby’ and mother’s name, e.g. unborn baby of Ann Smith. Family name: Family name AKA/previous 'Also known as' names and previous names Date of birth If unborn, state expected due date Gender: Male Female Address and postcode Address, including postcode Telephone number Phone no. Ethnicity British White Irish Traveller of Irish heritage Gypsy/ Roma Any other White background European Black African Black Caribbean and Black Caribbean and Black African Any other Black background Any other mixed background Indian Pakistani Bangladeshi Cypriot White and Asian Chinese Turkish Kurdish Any Asian background Information not yet obtained Not stated Any other ethnic group Please specify any ethnic group: Faith or religion Details of religion or faith first language Child's first language Carer’s first language Carer's first language Is an interpreter required? Yes No Does the child have a disability? Yes No If ‘yes, please give details, below, including any special requirements
Person/s Undertaking the Assessment Name Enter name Address & postcode Role Role the person's address, including the postcode Organisation Organisation name Telephone number Phone no. Email address Contact e-mail Have you completed a home visit? Yes No Have you seen the Yes No Professional Network Service Contact person/s Telephone Email address Universal GP Contact name(s) Phone no. Contact e-mail School / Years Setting / Education / Training Provision Contact name(s) Phone no. Contact e-mail Health Visitor Contact name(s) Phone no. Contact e-mail Complex High Risk Services / Universal Partnership Plus
Royal Borough of Kensington and CHelsea Early Help – Request for support (Family Support, Children’s centres, TARGETED Play) The Early Help Service needs consent from the responsible person for the referred child, to enable us to provide support. Has consent been in accordance with the Privacy Notice (please see last page)? Yes/No Please ensure that you complete all parts of the form. Family Details Name of parent/carer Name: Male/Female DOB: / / Relationship Ethnicity* Name of parent/carer Name: Male/Female DOB: / / Relationship Ethnicity* Child details (1) Name: Male/Female DOB: / / Relationship Ethnicity* School/nursery Child details (2) Name: Male/Female DOB: / / Relationship Ethnicity* School/nursery Child details (3) Name: Male/Female DOB: / / Relationship Ethnicity* School/nursery Child details (4) Name: Male/Female DOB: / / Relationship Ethnicity* School/nursery Child details (5) Name: Male/Female DOB: / / Relationship Ethnicity* School/nursery Address and postcode Telephone /Mobile First language Interpreter required Yes/No Ethnicity options(*) or Asian British Black or Black British Mixed White Other ethnic groups Indian Pakistani Bangladesh Caribbean African Any other black background White and Black Caribbean White and Black African White and Asian White British White Irish Other Chinese No Information (specify) User Refused
Early Help Strengthening Family Assessment Important: you must gain consent for this assessment (see overleaf) When you start the assessment please register it by emailing the first page to the Front Door For Families email address: You should then email the completed assessment within 35 working days Details of person undertaking the Early Help Family Assessment Name Role Agency Tel no Email Early Help Family Assessment ID Early Help ID (CareFirst) number: (to be generated by the Front Door For Families) Date Assessment started: Date Assessment completed: Family Contact Details Home Address (including postcode) Telephone numbers Family Member Name Live in household (Yes/No) Nursery / School / College Family member, eg mother, son Date of birth Gender Adult 1 Adult 2 Adult 3 Child 1 2 Child 3 (Tab down to increase rows) Reason for Assessment?
Difficulty – What are we worried about? Please refer to information from the Assessment/Referral form Action(s) – What needs to happen, by when and by who? Desired outcome or end result for the child and the family? (include the time by which you feel change should be evident) 1 2 3 4 5 (Tab down to increase rows)
Suggested Process Timelines For children on frequent and regular visits, (at least twice a week) it should be possible to follow the schedule as given below. For children and families served with lower frequencies, adjust the timeline accordingly. You can use this form in each child’s file as a reminder of timelines and a way to ensure that services are provided in a thoughtful, timely manner. Enter the target dates in the second row and actual completion dates within the block as you complete a form. Initial visit End of first month Three months from initial assessment Six months from initial assessment nine months from initial assessment Twelve months from initial assessment target dates here Child entry form Complete Review & reset as needed assessment profile Complete including specific and activities Review & as needed Child follow up form Complete complete Complete complete Caregiver support form Complete including specific goals and activities Review & reset as needed Caregiver follow up form complete complete
“Autism Information and Resource Centre” on the National Trust website http://autismresourcecenter.in/Default.aspx# for resources and ideas and refer for further professional evaluation and guidance. Oversensitivity or strong seeking to certain sounds, textures, touch, movement, light or colours point to sensory issues that need further investigation and support. Please refer Sensory Processing Checklist in the Sensory Resources Folder and send for further evaluation as needed.
Spectronics – inclusive learning technology: Vision Australia Supplies a wide range of access technology Early Learning ABCya! Kindergarten Kids Computer Games & Activities: Aven’s Corner – Preschool Online Games and Educational Online Games: Ballyland by Sonokids: BBC – cBeebies: Color Mixing Song Learning Games for Kids: HelpKidzLearn: Hiyah.net – Free Educational Software for Children: Skill Resources for Pre-K at Internet 4 Classrooms: Northumberland Grid for Learning ICT Resources: Priory Woods: Shiny Learning: SonoKids: Special Education Apps Best iPad Apps for Kids: Starfall’s Learn to Read with phonics: Tots ‘n Tech: Education American Foundation for the Blind – includes research and JVIB: American Printing House for the Blind – games and other products:
Western Alamance High School Release Bell Schedule 2017 – 2018 Breakfast 7:45 – 8:05 Bell 8:05 Warning 8:09 First Period 8:10 – 8:55 Change 8:55 – 9:00 Second Period 9:00 – 9:45 Change 9:45 – 9:50 Third Period 9:50 – 10:35 Change 10:35 – 10:40 Fourth Period 10:40 – 12:15 (**Lunch) Dismissal 12:15 ** Lunch Waves: First Lunch 10:40 – 11:00 Cultural Arts CTE Internships/CTEC/ACC Science Second Lunch 11:05 – 11:25 English Foreign Language EC/OCS Media/Online Classes Third Lunch 11:30 – 11:50 Math Social Studies Fourth Lunch 11:55 – 12:15 Health/PE CTE JROTC MU
Programme Population Programme description Outcomes Cost benefit Incredible Years Families with children at risk of behavioural problems.7 This is a series of programmes focused on strengthening parenting competences (monitoring, positive discipline, confidence) and fostering parents’ involvement in children’s school experiences in to promote children’s academic, social and emotional competences and reduce conduct problems. The parent programmes are grouped according to age: Babies & Toddlers (0–3 years); BASIC Early Childhood (3–6 years); BASIC School-Age years); and ADVANCED years).7 Significant improvements in: child problem behaviour independent play antisocial and hyperactive behaviour self control in the children intervention mothers were more positive, less critical, and more consistent in their parenting than the control groups parenting skills and confidence.7 The incremental cost effectiveness ratio point estimate was £73 per one point improvement on the intensity score of the Eyberg child behaviour inventory (95% CI £42 to £140). It would cost £5486 to bring the child with the highest intensity score to below the clinical cut-off point and £1344 to bring the average child in the intervention group within the non-clinical limits on the intensity score (<127). For a ceiling ratio of £100 per point increase in intensity score, there is an 83.9% chance of the intervention being cost effective. The mean cost per child attending the parenting group was £1934 for eight children and £1289 for 12 children.16 12
Appendix 3 – Interventions Programme Population Programme description Outcomes Cost benefit Home Program At-risk children. At-risk status was defined as having 5 of 8 listed factors: child IQ score under 100, single parent family, unemployment of mother, unemployment of father, family receiving AFDC payments, parent who did not finish high school, poverty status of family, and sibling in a Chapter 1 remedial programme.17 Twice-weekly home visits are designed to stimulate the parent–child verbal interaction, reading and educational play critical to early childhood brain development. Each week the home visitors bring a new book or educational toy that remains with the families permanently. Using the book or toy, home visitors model for parents and children reading, conversation and play activities that stimulate quality verbal interaction and developmental expectations. It promotes parent–child interaction and positive parenting to enhance children’s cognitive and development. It prepares children for academic success and strengthens families through intensive home visiting.17 Statistically significantly improved IQ scores, better achievement test scores, placements in special education and fewer grade retentions. Little or no effect on children who had normal cognitive ability and parents.7 Stepping Stones Triple P Parents with children with a Significant: Not available
Section F progress in Early Learning Goals Please summarise progress when last assessed Prime Area Aspect Date assessed age Year : Dev Communication & language Listening & attention Understanding Speaking Personal, social & emotional Making relationships Self-confidence & Managing feelings & behaviour Physical development Moving & handling Health & Specific areas Literacy Mathematics Understanding the world Expressive arts & design
Section G Any Additional Young person views or feelings. Any Additional Parent (s) Section H Authorisation Authorisation for the Request (setting manager) Name Position Date Signature Agreement of Parent(s)/ Guardian(s):* Name(s) Date Signature(s) Date submitted to the Authority. Please return to: Early Years Panel Pre School Inclusion & Portage Team Floor 3, Civic Office
(Please evaluate all observations submitted) Following the evaluation of your observations, please provide supporting information: What recommendations have been made? How these have been implemented and over what period of time? What learning outcomes is the child is working towards and progress made towards the outcomes? How planning has been differentiated? Ensure you detail what strategies/resources are being deployed and by whom? Initial concerns raised by (please name and capacity e.g. parent, staff member, other agency) What is working: the impact of effective strategies and interventions on education and wider outcomes What was not working: reasons why strategies and interventions have been discontinued? How strategies and interventions are evaluated. Child’s progress in Early Learning Goals Please summarise progress when last assessed Primary Area Aspect Date assessed Child’s age Year : Month Dev Communication & Language Listening & attention Understanding Speaking Personal, Social & Emotional Making relationships Self-confidence & Managing feelings & behaviour
Physical Development Moving & handling Health & Specific Areas Literacy Mathematics Understanding the world Expressive arts & design Authorisation Authorisation for the Request (setting manager) Name Position Date Signature Agreement of Parent(s)/ Carer(s):* Name(s) Date Signature(s) Date submitted to the Local Authority Please return to: Early Support Panel Years Pre School Inclusion & Portage Team 3, Civic Office Waterdale DONCASTER DN1 3BU Support Panel
Authorisation Authorisation for the Request (setting manager) Name Position Date Signature Agreement of Parent(s)/ Name(s) Date Signature(s) Date submitted to the Authority Please return to: Early Support Panel Pre School Inclusion & Portage Team 3, Civic Office Waterdale DONCASTER DN1 3BU
Name of Child: Child’s surname: Known as: Child’s address: Date of birth: Sex: Male / Female Nationality: Religion: First language: Any other language spoken: Admission date: Key person in setting: Session Monday Tuesday Wednesday Thursday Friday Full day AM PM Early Years Provider: Last Ofsted Grade: Date: Other Early Years setting/school child attends: Contact with child Key Adults Social worker: Contact details:
Name of child: Educational Setting: Age in Months: Date of EYPEP: How many hours per week is the child entitled to? How many hours per week do they attend? Please indicate the child’s stage of development in the following areas: Enter an “E” for Early or “S” for Secure in the relevant box. Broad age phase in Months 0-11 8-20 16-26 22-36 30-50 40-60 Communication & Language Listening and attention Understanding Speaking Physical Development Moving and handling Health and self-care Personal, social and emotional development Self-confidence and self-awareness Managing feelings and behaviour Literacy Numeracy Expressive Arts and Design Understanding the World Is the child making expected progress overall? Y N Is the child at age-related expectations overall? Y N If the child is not making expected progress, what support is in place to narrow the gap? (Eg: 1:1 support, small-group support, training, EMAS, Speech & Language support, PRESENS) Does this child have an EHC (Education Health and Care) Plan? Y N Reason for Plan? Including review date Other information from Setting: Please comment on characteristics of effective learning.
Worlingworth CEVCP School Early Years Foundation Stage Policy History of Document No Author/Owner Date Written Approved by Governors on Comments Review due 1 Victoria Gascoyne-Cecil Summer 2014 Summer 2014 Curriculum Committee Summer 2016 2 EYFS Team Autumn 2017 Summer 2014 Curriculum Committee Autumn 2019 Signed …………………………………….. Date ……………………………………… EYFS Ethos at Worlingworth CEVC Primary School
Early Years Pathfinder Project Substance misuse (alcohol and drugs) Author: Dr J Jones, Consultant in Environmental Health Protection Contributors: Jones, Senior Health Promotion Practitioner, Alcohol, Public Health Wales Josie Smith, Research Scientist, Health Protection, Public Health Wales Chris Weaver, BCUHB, Substance misuse liaison midwife Julie Evans, Cwm Taf HB, Senior Midwife Rhys Sinnett, Principal Public Health Practitioner, Hywel Dda Public Health Team Jackie Williams, Senior Health Promotion Practitioner, Aneurin Bevan Public Health Team Sophia Bird, Principal Public Health Practitioner, Powys Public Health Team Hockey, Clinical information analyst, ATTRACT Jon Brassey, Support Manager, ATTRACT Date: 8 May 2013 Version: 0d Review Date: Purpose and Summary of Document: To outline the epidemiology of alcohol and substance misuse during pregnancy and early years, to review the evidence of effectiveness for interventions to reduce alcohol and substance misuse during pregnancy and early years and to outline the current provision of services to reduce alcohol and substance misuse during pregnancy and early years. Work Plan reference: Summary Background This document briefly reviews the evidence around the prevalence of substance misuse during pregnancy and the implications of this during pregnancy and early years (EY). It then examines the epidemiology of
PAEDIATRIC THERAPY REFERRAL FORM - COMMUNITY SERVICES *Please note that referrals will not be accepted (and will be returned) if information on this form is not complete. Tick one box per referral Early Years Speech and Language Therapy Speech and Language Therapy Hearing impaired service Occupational Therapy and Physiotherapy Speech and Language Feeding and Swallowing Dietetics Early Years Occupational Therapy and Speech and Language Therapy Multidisciplinary Occupational therapy/Physiotherapy /Speech and language therapy Form A Form B Form C Form D Form E Form F Form G Referrer Name (please print) Contact Number Signature & designation Contact Address Name name then surname) DoB Gender Address Home tel no Mobile tel no Email address Languages spoken Ethnicity (codes below) Preschool/school Address Contact No (if attending) GP’s name (if applicable) Parent(s)/Carer(s)Name(s) GP surgery NHS No (if known) 0-19 team base (if known) RIO No (if known) Referral date
Characteristics of Effective Learning: Please comment on the following, recording the appropriate age band and whether emerging (e), working within (w) or secure (s) in corresponding white box: Personal, social and emotional behaviour: Making relationships Self-confidence and self-awareness Managing feelings and behaviour Physical development: Moving and handling Health and self-care Language and communication: Listening and attention Listening Understanding Literacy:
Literacy: Reading Writing 0-11 8-20 16-26 0-11 8-20 16-26 22-36 30-50 40-60 22-36 30-50 40-60 Mathematics Number Shape and space and measure 0-11 8-20 16-26 0-11 8-20 16-26 22-36 30-50 40-60 22-36 30-50 40-60 Understanding the world People and communities The world Technology 0-11 8-20 16-26 0-11 8-20 16-26 0-11 8-20 16-26 22-36 30-50 40-60 22-36 30-50 40-60 22-36 30-50 40-60 Expressive arts and design: Exploring and using media and materials Being imaginative 0-11 8-20 16-26 0-11 8-20 16-26 22-36 30-50 40-60 22-36 30-50 40-60
Faust, Drew Gilpin, Mothers of Invention: Women of the Slaveholding South in the American Civil War (1996) Faust, Drew Gilpin, This Republic of Suffering: Death and the American Civil War (2008) Manning, Chandra, What This Cruel War Was Over: Soldiers, Slavery, and the Civil War (2007) McCurry, Stephanie, Confederate Reckoning: and Politics in the Civil War South (2010) Stanley, Amy Dru, "Instead of Waiting for the Thirteenth Amendment: The War Power, Slave Marriage, and Inviolate Human Rights." AHR (June 2010) Vorenberg, Michael, "Bringing the Constitution Back In: Amendment, Innovation, and Popular Democracy during the Civil War Era," in Meg Jacobs, William Novak, and Julian Zelizer, eds., The Democratic Experiment: The Promise of American Political History (2003) Vorenberg, Michael, Freedom: The Civil War, the Abolition of Slavery, and the Thirteenth Amendment (2001) Emancipation and Reconstruction Overviews Foner, Eric, Reconstruction: America’s Unfinished Revolution, 1863 – 1877 (1988) Edwards, Rebecca, New Spirits: Americans in the “Gilded Age,” 1865 – 1905 (2006) Eric, Forever Free: The Story of Emancipation and Reconstruction (2005) Foner, Eric, “The Meaning of Freedom in the Age of Emancipation,” JAH (1994) Hahn, Stephen, A Nation Under Our Feet: Black Political Struggles in the Rural South from Slavery to the Great Migration (2005) Rosen, Hannah, Terror in the Heart of Freedom: Citizenship, Sexual Violence, and the Meaning of Race in the Postemancipation South (2009) Stanley, Amy Dru, From Bondage to Contract: Wage Labor, Marriage, and the Market in the Age of Slave Emancipation (1998) Masur, Kate, An Example for All the Land: Emancipation and the Struggle over Equality in Washington, D.C. (2009) Quigley, David, Second Founding: New York City, Reconstruction, and the Making of American Democracy (2004) West, Elliot, “Reconstructing Race,” Western Historical Quarterly 34 (Spring 2003) Hahn, Steven, “Slave Emancipation, Indian Peoples, and the Projects of a New American Nation-State,” Journal of the Civil War Era 3 (Sept. 2013) Smith, Stacey, Freedom’s Frontier: California and the Struggle over Unfree Labor, Emancipation, and Reconstruction (2013)
Ancient Egypt Ancient Mesopotamia Ancient Ancient India Pyramid of Giza Egyptian Obelisk Royal Egyptian headdress Royal Egyptian attire Egyptian Mummification Social Hierarchy Egyptian Jewels/Gold Sphinx Fertile Crescent Social Diagram of a City-State (Sumer) Cuneiform Pictographs Create your own Epic Ziggurat temples Battle Chariot Great Wall of China Diagram of Huang He River (Yellow River) Chinese Pottery Chinese Artwork/ Sculptures Chinese Social Class System Model of Harappa and Mohenjo Daro Diagram of the Indus River Harappan writing Sanskrit scribe Harappan art System Gupta Empire Rulers Religious Art/Temples
Hieroglyphics Egyptian Art Diagram of the Nile River Sumerian Jewelry Sumerian Art Art Cylinders Timeline poster on one Chinese Dynasty Sundial Model Seismograph Model (Buddhism/ Hinduism) Gupta Artwork/Sculpture Metalworking (Metallurgy) Ideas to consider: These are suggestions to guide your decision and give you alternative ideas. Chose one civilization and one idea to focus for your project. You are not limited to only these ideas, but make sure to check with me if you have a different idea.
Item Cost Number Total Arrival for 1 team (4 cadets, 1 only; no meals) $240.00 (per night) Early Arrival for additional adult (chaperone) $50 (per night) Bus to Twilight Tattoo $7.00 (per person)
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 30 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** Core Courses (12 units required) * ECI 620 Early Childhood Curriculum * ECI 621 Selected Topics in Early Childhood Education * ECI 625 Development of Children’s Logical Concepts Select from the following courses (3-6 units required): EDR610, EDF 673, or EDF 677. For the Early Childhood National Board Preparation Emphasis select two courses. * * Emphasis Area (16-18 units required): Choose one of the following emphasis areas: Early Childhood Teacher Emphasis (18 units required) ECI 526 Parental Involvement in Education ECI 531 Foundations of Reading Instruction Select ONE course from the following courses (3 units required): EDF 670, EDF 671, EDF 673, EDF 677, EDR 611, or EPS 525. * Select THREE courses from the following courses (9 units required): ECI 541, ECI 569, ECI 602, ECI 604, ECI 607, ECI 642, ECI 643, ECI 644, ECI 645, ECI 647, ECI 648, ECI 651, ECI 661, ECI 696, EPS 701, ESE 510, ESE 516, ESE 536, or ESE 556. * * * Student’s Name: NAU ID:
4a PTC: 2E PDK: 2.4 4.7. Engaging in positive relationships and supportive interactions and providing meaningful, appropriate and specific feedback to students during instruction to improve their performance. Comments: online 3a PTC: 4A, 4B, 4C PDK: 2.4 5.1 & 5.2. Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children, including using and designing formative and summative assessments that align with the learning objectives and value the diversity of ways in which students learn. NAEYC 3a PDK: 2.4 5.3. Using a comprehensive set of data that provides depth and breadth of understanding of student achievement and using that data in the development of appropriate goals, curriculum, and teaching strategies. NAEYC 3d PTC: 4D, 4E PDK: 2.4; PRF: 6.1 5.4. Collaborating with colleagues and forming assessment partnerships with families to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress, and to create effective learning environments. NAEYC 3b PTC: 2E, 4B PDK: 2.4 5.5. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches to engage students’ and to guide their autonomy in learning.
Early Childhood Applicant Day Programme Wednesday 22 March 2017 Applicants and Guests Information Fair, Campus Tours, Finance talks and Accommodation Tours Please see back of programme for further details Welcome – Becky Kingsley-Jones Acting Associate Head of Department – 3S710 Group 1 - Sample lecture – ‘Playing with ideas’ Sarah Chicken, senior lecturer – 3S710 Group 2 - Taster Session – ‘What is Play’ Sharon Friend, senior lecturer – 2S704 Group 1 - Taster Session – ‘What is Play’ Sharon Friend, senior lecturer – 2S704 Group 2 - Sample lecture – ‘Playing with ideas’ Sarah Chicken, senior lecturer – 3S710 14:45 Cream Tea and Networking An opportunity to talk to programme staff and current students and ask any questions you may have 15:30 Depart 12:30
These procedures address submitting Great Start Readiness Program (GSRP), Great Start Readiness Program/Head Start Blend, and Sec 32p Early Childhood Block Grant (Sec 32p) students and submitting all other Early Childhood students. GSRP, GSRP Blend, and Sec 32p students can be submitted by the local LEA or through the local ISD. Verify students with an Early Childhood Placement(s) Search for all students with an Early Childhood Enrollment Placement in the first Early Childhood Enrollment Placement characteristic on the EC 3-5 tab of the State/Province-MI page using the following search at the District Office: /S_MI_STU_GC_X.ecProgram1# ; ExitDate>08/17/2016 This gives a list of all students who have a value in the Early Childhood Enrollment Placement 1 on the EC 3-5 tab of the State/Province-MI page and did not exit the district before the beginning of the year. Note: All Early Childhood students that exited their program before August 17 th should have been reported as exited in the 2015-2016 Early Childhood End of Program submission. Once you have the selection of students, you can select Quick Export from the dropdown menu which includes each of the Early Childhood Enrollment Placements (1-5) with the program start and end dates. This allows you to see which students have multiple programs. The quick export should include the following fields: lastfirst schoolid
GUIDELINES: THIS SPECIAL PROVISION COPIED NOTE IS WRITTEN AGAINST THE 2016 VDOT SPECIFICATIONS BOOK. EARLY COMPLETION INCENTIVE ONLY The following terms are defined for this Specification only: Early Completion is defined as completing the Work as detailed in the Plans and Specifications to the Department's satisfaction for Final Acceptance, including, but not limited to, punch list, seeding, landscaping, and signal burn-in before the Completion Date. Maximum Incentive Date is latest date the Work must be completed such that the Contractor receives the maximum possible incentive. Total Float is the number of working days that an activity can be delayed before it delays a related contract interim milestone or the Work, as applicable. The Department will pay an incentive of $Provide amount per Calendar Day the project meets the Early Completion requirements before the Completion Date. The incentive is capped at $Provide Amount, if the Early Completion requirements are met on or before the Maximum Incentive Date. Delays resulting from weather, the Contractor’s actions, or actions of others within the Contractors’ control or influence will not be considered grounds to extend the Maximum Incentive Date. Liquidated damages will be assessed in accordance with Section 108.06 of the Specifications if the Work continues past the Completion Date. The Contractor shall declare in writing, at the time of the Baseline Progress Schedule submission, its intended date for completion of the Work. The Contractor shall designate the Critical Path activities driving the Early Completion Date, as reflected on the Baseline Progress Schedule. The Contractor shall also identify, in the Baseline Progress Schedule, each applicable milestone activity, as defined herein, which includes, but is not limited to, the Maximum Incentive Date, and the date the Contractor expects to achieve Early Completion. If the Contractor determines it may have experienced an excusable delay, it may seek a time extension by submitting a request which includes a Schedule Impact Analysis (SIA). The Engineer will evaluate the Contractor’s request and SIA based on the critical path and available Total Float. Total Float shall be calculated relative to the later of the Maximum Incentive Date or the Contractor’s proposed completion date for Early Completion, as applicable and as reflected on the Baseline Progress Schedule. 4-27-15 (SPCN)
Bill of complaint 5 May 1817 Charles Hook of Sydney Merchant sole surviving executor of Thomas Abbot late of Sydney sheweth that Thomas Gilberthorpe of this Territory stood indebted to the estate of TA in the sum of L988-1-101/2 for which sum the executors of TA to wit the P William Hobart Mansell and Ann Clark of whom P is now the only survivor recovered a verdict in the Court of Civil Judicature which verdict His Excellency the Governor sitting as Judge in the Court of Appeals was pleased to affirm on 20 March 1813 and was further pleased to recommend that no execution should issue provided that TG submitted to the decree pronounced by HE and should pay to the executors one fourth part of the debt in Four months from the said 20 March 1813 with colonial interest one other fourth part of the debt with colonial interest in eight Months therefrom one other fourth part of the debt with colonial interest in Twelve Months therefrom and the residue of the said debt with colonial interest in eighteen Months from the said 20 March 1813 and P sheweth that three out of the four aforesaid
cause to be paid to P the sum of L150 sterling 13 May 1818 Affidavit of WH of personal service of Writ on D on 11 May 181 13 June 1818 Attachment against D returnable 15 August 1818 WH Moore P's Solicitor Note of Court fees
narrator and organizes the events that will unfold in the body. The intro is also memorable because the hook engages the reader. and organizes the events that will unfold in the body, but the hook creativity. the narrator does not organize the events that will unfold in the body. introducing the narrator and does not organize the events that will unfold in the body. Organization Opinions and reasons are linked together using advanced transition words (ex: consequently, specifically....) The essay does not rely on simple transition words like first, next, and then. Opinions and reasons are linked together using some transitional words and phrases, but they are simple transition words. Opinions and reasons are linked together using some transitional words and phrases, but they are simple transition words and are only at the beginning of each body paragraph. Opinions and reasons are not linked together using transitional words and phrases. Foreshadow Use of foreshadowing in the conclusion is historically accurate and is very persuasive to the reader. Use of foreshadowing in the conclusion is historically accurate but only minimally persuasive. Use of foreshadowing in the conclusion is not historically accurate, but attempts are made to make it persuasive. Use of foreshadowing in the conclusion is not historically accurate nor persuasive. Information from text All opinions and reasons are historically accurate and well researched in the social studies text and beyond. All opinions and reasons are historically accurate and well researched in the social studies text. At least two of your opinions and reasons are historically accurate and well researched in the social studies text and beyond. Two of more of your opinions and reasons are not historically accurate. Seems to be too much a work of fiction. Language Conventions Grammar is consistently accurate; and punctuation are accurate; no typographical errors. Grammar is accurate; few errors in spelling and punctuation; no typographical errors. Sentences are generally correct in structure; may display isolated serious errors or frequent minor errors that do not interfere with meaning. The may contain serious and distracting errors in grammar and punctuation as well as numerous minor errors and frequent misspellings. Final grade: 20 - Advanced 14 - 19 - Proficient 11 - 13 - Needs Improvement 10 or below - Warning
Key Contacts Position Name Contact Details (email/phone) Designated Safeguarding Lead Lynsey Barnett Deputy Headteacher lybarnett@selsdonprimary.org.uk 020 8657 4038 Deputy Designated Safeguarding Lead Shelley Parker Head of School sparker@selsdonprimary.org.uk 020 8657 4038 Deputy Designated Safeguarding Lead Susan Papas Executive Headteacher head@selsdonprimary.org.uk 020 8657 4038 Deputy Designated Safeguarding Lead Jo Read Deputy Executive Headteacher jread@selsdonprimary.org.uk 020 8657 4038 Hugo Feitor and Assistant Head hfeitor@selsdonprimary.org.uk 8657 4038 Deputy Designated Safeguarding Lead Atalanta Schools Manager acopemanpapas.306@lgflmail.org 020 8653 5434 Designated Governor for Early Help and Child Protection Graham Cluer hf.cluer@virginmedia.com c/o 020 8653 5434 Locality Early Help Advisor Multi-Agency Safeguarding Hub (MASH) Consultation Line Urgent need for a safeguarding response: 0208 255 2888 Out of hours Duty Team: 0208 726 6400 Authority Designated Officer (LADO) Steve Hall - LADO Adam Fearon-Stanley (Assistant LADO) Tel: 0208 726 6000, Ext 84322 or 63860 Multi-Agency Safeguarding Hub (MASH) Education Officer Select ‘Report it’ and then ‘Child Protection and Safeguarding’ Lead Officer – Education Safeguarding and School Attendance Mike Smith michael.smith@octavopartnership.org Head of Quality Assurance and Safeguarding Service, Children’s Social Care Gavin Swann Tel: 0208 726 6000 Accessing Early Help Assessment and guidance online Making a MASH Safeguarding Referral Roles and Responsibilities All members of staff within our school have a role to play in safeguarding and promoting the welfare of children. Specific members of staff also have additional roles and responsibilities too. This section outlines our school’s expectations of our staff. All Members of Staff… have a responsibility to provide a safe environment in which children can learn; should be prepared to identify children who may benefit from early help; who become concerned a child’s welfare should follow the processes set out in page 20. Staff may be required to support social workers and other agencies following any referral;
Part A Section 1: Your family household Details of all children or young people living in household Name DOB/ EDD Gender Ethnicity Disability Religion Who has PR Family / household members Name DOB/ EDD Gender Ethnicity Disability Religion Relationship to child(ren) Address Postcode: Telephone: Other significant people not living in household Name DOB Gender Ethnicity Disability Religion Rel'ship to Address Communication needs (including language) of any of the people to be included in this assessment Details of other issues regarding the assessment i.e. access to the home, times, pets, conflict, domestic abuse
Parents/carers attributes and the impact on their capacity to ensure the child's safety Consider the parents/carers capacity to ensure the child’s safety and provide basic care, emotional warmth, stimulation, guidance, boundaries and stability. This section should also refer to the parent’s/ carers response to the assessment, their understanding of the situation and their wishes and feelings about what needs to change. Parents concerns for the child / young person Child/young person’s home and community Consider the role of extended family and friends; the child and family's connection with the local neighborhood and community resources; and the environment that the child lives in, including the family's housing, employment & income situation. The child / young person's home and community Analysis Case Worker's analysis of the current situation This will help you agree the desired outcomes and the actions needed to achieve these. Outcome Plan Desired Outcomes (as agreed with child, young person, and or family) and agreed actions (at least one must be entered) Who Will do this By When Review Date Signatures and Comments Child / Young person’s comments on assessment Family comments on assessment Name of practitioner completing assessment Job title Signature Date
Part A Section 1: Your family household Details of all children or people living in household Name DOB/ EDD Gender Ethnicity Disability Religion Who has PR Family / household members Name DOB/ EDD Gender Ethnicity Disability Religion Relationship to child(ren) Address Postcode: Telephone: Other significant people not living in household Name DOB Gender Ethnicity Disability Religion Rel'ship to child(ren) Address Communication (including language) of any of the people to be included in this assessment Details of other issues regarding the assessment i.e. access to the home, times, pets, conflict, domestic abuse
Please tick if meeting eligibility criteria Child is aged 0-12 Parent has consented to the referral Parent requires support to reinforce positive parenting practices and promote child development PARENTS AS PARTNERS (PAP) Please tick if meeting eligibility criteria At least one child is aged 0-11 Both parents have consented to the referral and are able to attend Parents require support around parent-parent relationship/ improving communication and practices Parents are currently not involved in family law/ care proceedings It is deemed safe for both parents to attend together (e.g. no ongoing/ high level domestic abuse) Where possible, we try to take accommodate parents’ location preferences. Please could you indicate parent’s preferred area for attending the parenting programme. Please tick. Planning Area 1 (Norbury, Upper Norwood, South Norwood, Bensham Manor, West Thornton, Thornton Heath) Planning Area 2 (Woodside, Ashburton, Addiscombe, Selhurst, Broad Green, Waddon, Croham, Fairfield, Shirley) Planning Area 3 (Heathfield, Fieldway, New Addington, Selsden and Ballards, Sanderstead, Kenley, Purley, Coulsdon East, Coulsdon West) Please let us know a time when the parent most likely be available to attend the parenting course. Monday Tuesday Wednesday Thursday Friday AM PM AM PM AM PM AM PM AM PM Comments (e.g. only available weekends): Please submit this form alongside an Help Referral form or Early Help Assessment (CAF). By post or by hand Early Help Hub, Early Intervention Support Service, Department for Children Families and Learning, Floor 4 Zone C, Bernard Weatherill House, 8 Mint Walk, Croydon CR0 1EA By password protected email Childreferrals@croydon.gov.uk By secure fax 020 8633 9436
Ensure consent is obtained from the family for a Request and for sensitive information to be shared with professionals in the EHH. Please note anybody over 13 years, who is deemed competent, can give their own consent. This may be with or without parental consent. By ticking this box, you are confirming that the following verbal consent has been given: “I agree to this Request and to my information being shared with agencies that are part of the EHH response”: Are Parent(s)/Carers consenting to this request? delete as appropriate Yes No Unknown Not Applicable Is the Person consenting to the Request? delete as appropriate Yes No Unknown Not Applicable Name of person giving consent Date What are the Child/Young Person(s) views? What are the Parent(s)/Carer(s) views? Person’s Current Family & Social Situations Parents/carers caring for child/young person Surname Forenames Gender Address and Tel No Date of Birth Relationship to child Parental Responsibility Ethnicity* (Tab down to increase rows)
Other children in household (Please indicate with a * against the name if this request is also for any other of the children) Surname Forenames Gender Date of Birth Relationship to child School/Early Years Setting Ethnicity* (Tab down to increase rows) Significant others/other family members Surname Forenames Gender Address and Tel No Date of Birth Relationship to child Parental Responsibility Ethnicity* (Tab down to increase rows) * Please use options outlined in Section 6 of this form. Safeguarding Child in Care Child in Need Child Protection Plan Other Is a Support in place for this child? If yes, give lead professional’s details: Do you know if a DASH assessment has been done? If yes, was it categorised as High, Medium or Standard. Date of assessment: Please provide any relevant details the family or child (eg culture, Traveller community, HM forces, religion, learning or communication needs, recent changes in circumstances, disability etc)
Downham Market Library 1.45pm 2.45pm, 3.45pm Kings Lynn Library Sat 16 Sept 1pm For more details or to book call the library: Dersingham Library 01485 540181 Hunstanton Library 01485 532280 Downham Market Library 01366 383073 Kings Lynn Library 01553 761393 Gaywood Library 01553 768498 [B] Booking essential [C] Chargeable [F] Free event Additional needs and disability Short Breaks for CWD Short breaks for children with disabilities NANSA and the West Norfolk Deaf Association (WNDA) have teamed up to offer an exciting new group-based weekend and holiday service for young people with disabilities out of WNDA’S Deaf Centre in the heart of King’s Lynn. “Explore” can cater for young people aged 11-17 with a range of disabilities, including mild to moderate learning disabilities. The Deaf Centre is well-equipped, safe and welcoming, and very accessible for people with disabilities, so an ideal base! NANSA “Explore” supports young people with disabilities and their families through the challenging transition from childhood to adult life. You can choose one of three activity options: ‘Be Active’, ‘Be Independent’ or ‘Be Creative’. Maximum time is spent on activities geared towards each young person’s personal areas of interest. On top of this, there will be opportunities for “Explore” groups to get involved in a variety of rewarding as well as good fun leisure activities. “Explore” is accessed using your Short Breaks Individual Budget. The cost for young people requiring ‘Small Support’ is £15 per hour and for young people requiring ‘Some Support’ £22 per hour. NANSA “Explore” runs on the 2nd and 4th Saturdays of each month, plus Tuesdays and Thursdays during school holidays. Sessions are 5 hours long, from 10am to 3pm